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 FOUR.
SEE THE FIRST PART OF CHAT HERE.
SEE THE SECOND PART OF CHAT HERE
SEE THE THIRD PART OF THE CHAT HERE
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Fwd: FREE middle-grades PD
Hi, folks...
I'm forwarding this from the listserv of the National Forum to
Accelerate Middle Grades Reform. Might be of interest to some of you!
John
Literacy Matters p; Help with struggling adolescent readers
http://www2.edc.org/literacymatters
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] Coretta Scott King Award books--2002
I was browsing Amazon and discovered that the Coretta Scott King Awards
were announced in late January. They include two of the same titles as Caldecott
and Newbery, Martin's Big Words and the book of poems about Carver. Here's
the website and some info about the award.
http://www.ala.org/srrt/csking/winners_2002.htm
The Coretta Scott King Award is presented annually by the Coretta Scott
King Task Force of the American Library Association's Social Responsibilities
Round Table. Recipients are authors and illustrators of African descent
whose
distinguished books promote an understanding and appreciation of the "American
Dream."
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Peer Review - crosspost
Hi, folks. I'm cross-posting this request from Anne Jolly. I know
there are some folks on our Reading list who aren't on the main
MiddleWeb chat. Hope some of you have ideas to share!
John
>Can you offer peer review advice?
>
>A team of middle school teachers is going to videotape one another using
>reading strategies to teach reading the content area. They want to find
out
>why some lessons work and some don't. They are going to analyze the
video together to learn from it.
>
>What kinds of clues could they look for to determine if the reading
>strategies approach is effective?
>What protocol could they use to discuss this video? (What procedures
might they follow?)
>Other helpful ideas?
>Thanks!
>Anne
---------------------------------------------------------------
From: YAMES@aol.com
Subject: Re: [MWprojects] Peer Review - crosspost
Anne,
For 6 years I was involved with a middle school research project on using
sheltered english instruction and reading in content areas (science, math
and
history) including strategies that support literacy development specifically
in writing. We were video taped several times each year and met at a
university at intervals to review the videotapes.
Voluteers were solicited so that only those who chose had their videos
reviewed by the group. When we met together, we used an "instrument"
that listed a number of strategies that had been shown to improve literacy
development with a continuum from 1 to 4 for each strategy.
First, the teacher talked briefly about what we were going to see. As we
watched the video, we rated the teacher on the instument. Then, afterwards,
we shared our observations with the teacher basing them on the instrument
and the degree of implementation of the strategies in the lesson that was
observed.
We did not do this by content area but met all together--the emphasis being
on the strategies not the content.
If you want more specific info about the instrument, let me know and I'll
look it up and send it along. Using an instrument really helped keep it
away
from the personal and focused on the teaching and the learning that was
occurring with the students.
Good luck,
Juli
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] Guysread.com and Jon Scieszka
I just found this cool website by Jon Scieszka called Guys Read
(www.guysread.com). It's very simple
and straightforward and dedicated to
improving literacy among boys. It links to Readerville.com which also looks
really interesting.
I thought someone might be interested since boys and literacy is a hot topic.
Happy reading,
Juli
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] Kathy, how's guided reading going?
Recently Kathy wrote...
<<How do other people implement guided reading ? Do you do guided
reading during independent reading time? I have read MOSt of the current
literature about this. What I really need is to see it modeled. Can I take
a field trip and visit someone? Any suggestions?>>
Kathy,
I'm wondering if you found anywhere to see guided reading modeled? I'd love
to hear more about your experiences.
We found some new resources on guided reading from Pacific Learning.
(www.PacificLearning.com)
They have a collection of titles to use for guided
reading called Orbit that we just got at our school. Teachers love the books
and the teacher's guide seems very helpful but no one has really started
to
use them yet. We have the exact same issues with getting started as you
do.
They also have a video for about $50 and then for lots more money they have
a complete training set for guided reading. I've seen one of the videos
and it was very helpful. Others seemed to like it, as well.
Please let us know how it's going,
Juli
---------------------------------------------------------------
From: KathleenA Renfrew <karenfrew@earthlink.net>
Subject: [MWprojects] guided reading & reading assessments
Juli --
No I haven't been able to actually see guided reading groups implemented
in a 5/6 classroom. I have found a sixth grade class in another district
that does guided reading but I hate to take another day out of my classroom
You wrote:
> We found some new resources on guided reading from Pacific Learning.
(www.PacificLearning.com) They have a collection of titles to use for guided
reading called Orbit that we just got at our school. Teachers love the books
and the teacher's guide seems very helpful but no one has really started
to use them yet. We have the exact same issues with getting started as you
do.>
those books look great! I will seriously consider ordering them for next
year. I wonder are they all leveled using the Fountas & Pinnell method??
I am hoping to learn more about leveling of books.
> They also have a video for about $50 and then for lots more money they
have a complete training set for guided reading. I've seen one of the videos
and it was very helpful. Others seemed to like it, as well.>
I am going ot send for this video as I believe it will be the only way I
can see this modeled quickly.
I have administered the Jerry Johns BRI to all of my kids as a midyear reading
assessment of both fluency and comprehension. I now have a grade level.
I will then use that grade level to find hopefully appropriate books for
them using the new F & P leveled books.
This all takes soo much time. The frustrating part for me is that I don't
teach
just one subject I teach them all. Trying to do my best in all of them is
enough to put me right over the edge.
I am on vacation this week and have a bit of time to reflect & reread
STW, I
READ it..., Yellow Brick Roads etc.
thanks for asking
Kathy
---------------------------------------------------------------
From: YAMES@aol.com
Subject: Re: [MWprojects] guided reading & reading assessments
Kathy,
The Orbit titles that I looked up in the new Fontas and Pinnell book on
levels were there. I imagine most of them are leveled using the method.
I
think that I have learned the most about how to level by just using leveled
books. I know that the more I use a level the easier it is for me to tell
whether or not another book matches the criteria.
Our kids are interesting in that they really like the levels. Many of our
books are leveled but some aren't. They're always asking, "What level
is
this?" We've started saying, "What do you think?" and they
have a pretty
good idea. They learn about the levels quickly.
Juli
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Know this publisher?
Hi, folks...
Has anyone worked with books from this publisher?
http://www.christopher-gordon.com/
New books include...
Creating Literacy Communities in Middle Schools
Balanced Literacy Instruction
---------------------------------------------------------------
From: elisawi@fcaq.k12.ec (Elisa Waingort)
Subject: Re: [MWprojects] Know this publisher?
Hi John--
Yes, I have several of their professional books. They're all
very good though a bit expensive. My latest purchase from
them were two books on lit circles. Can't quite recall the titles
right now; I have them at home. One volume is a companion
to the first and the companion volume, if I remember correctly,
comes with a CD rom.
Elisa Waingort
Quito
Ecuador
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Character Ed Literature - crosspost
Deb asked about posting book suggestions from our recent chat about
character education and related fiction. She wondered if I could
create a place where folks could add their ideas to the List. I've
done the next best thing. I've created the page with our current
suggestions posted. And put a link at the bottom so anyone can send
me additional suggestions, which I'll then add to the list.
Go to:
http://www.middleweb.com/MWLresources/CharacEdLit.html
to see what we have so far.
And send me your ideas! If I missed any, please remind me...
John
---------------------------------------------------------------
From: Julie Dotterer <juliadot@yahoo.com>
Subject: Re: [MWprojects] Know this publisher?
Hi John!
YES< YES, Yes! I have used several books from this company and absolutely
love them! I highly recommend the books by Cynthia Ruptik, Bonnie Campbell
Hill on Assessment and continuums. Great stuff!
Julie Dotterer
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Juli's Journal and attachments
Juli's acid test - whether her students can pass the benchmark
promotion test - is fast approaching. Read this week's journal and
find out how Juli and her partner are preparing students for the
benchmark without "teaching the test."
Week #23
Probable Indicators:
Getting Ready for the Benchmark Test
http://www.middleweb.com/ReadWrkshp/JK23.html
Juli includes an example of a "probable indicators" assessment
in a PDF file:
http://www.middleweb.com/ReadWrkshp/RWdownld/ProbableInd.pdf
And see her Curriculum Map for March:
Essential Question - How do we use talking and writing to encourage
and grow ideas?
http://www.middleweb.com/ReadWrkshp/RWdownld/03CurrMap.pdf
John
---------------------------------------------------------------
Reading-Writing Connection
From: YAMES@aol.com
Subject: [MWprojects] ANSWER QUESTION - WIN $400 PRIZE!
Questions about the Reading-Writing Connection
John's got a great idea for a conversation starter/contest for the Reading
Workshop list. He might have a second life as a lottery administrator!
He just received a set of videos from Stenhouse. It's a review copy of "When
Students Write" - the 4-video set from Stenhouse. Worth $395.00. Wow!
Now are you interested?
He's offering it to the list. So what's the catch? We're asking folks to
share something on the List that they're doing and how it relates to the
connection between reading and writing. Everyone who participates -
contributes a story - gets their name in the hat - and we have a drawing
for
this very nice set of videos. The lucky winner also has the opportunity
to
write a review for Middleweb.
Here's the question:
How do you see the connection between reading and writing in your classroom
or other classrooms that you know? What types of writing allow students
to best show growth in reading and demonstrate comprehension?
Here's the Stenhouse page about the videos....
http://www.stenhouse.com/0334.htm
And some description...
You can read books or attend workshops about how to teach writing,
but there's no substitute for seeing master teachers put ideas into
practice with real kids. When Students Write takes us into the
classrooms at Bailey's Elementary School (K-8) in the outskirts of
Washington, DC, where teachers wrestle with the questions of what it
means to become an effective writer and what is a teacher's role in
developing students' competence as writers. The four videotapes cover
all the practical components necessary for establishing and
implementing a successful writing workshop, including the importance
of choice, creating a risk-taking environment, the difference between
skills and craft, the writer's notebook, the writing conference,
revision, the role of literature, and much more. When used in
conjunction with the authors' books, Craft Lessons and Nonfiction
Craft Lessons, these videotapes provide a practical resource on how
best to teach writing.
---------------------------------------------------------------
From: KathleenA Renfrew <karenfrew@earthlink.net>
Subject: [MWprojects] Reading & Writing Question (long)
I always tell my students that it is better to go first, so I am going to
take
my own message. I figure someone needs to start this discussion and I certainly
want my name in the hat!! :-)
you get extra credit for getting it started??? Anyway here is my response.
Put my name in the hat!!
Here's the question:
How do you see the connection between reading and writing in your classroom
or other classrooms that you know? What types of writing allow students
to best show growth in reading and demonstrate comprehension?
Oh what a web of reading and writing we teachers weave, and I wouldn't have
it any other way. I think that reading and writing are connected intricately.
I have believed that for a long time and therefore do not have two separate
classes of reading and writing but instead have a literacy block. In that
time period students can be found engaged in some type of reading and/or
writing activity and this changes throughout the period.
For example, a typical literacy block in my classroom begins with the reading
aloud of a picture book carefully selected. Sometimes it is part of an author
study where we are looking at the author's craft or style of writing. Other
times it is to impart a theme or message I want my students to think about
before they begin writing. That book may be just the stimulus they need
to get started on a personal essay or an article for the school newspaper.
Also within that time period occurs either independent reading or response
to that reading or maybe literature circles or bookclub. Before the students
are ready for discussion they have usually written in their journal to prepare
them for discussion. I think we do our students a disservice by separating
them.
Why do people write? All writing is done for someone to read it. The type
of
writing changes with the purpose and the audience. I want my studentsí
writing to emulate good writers therefore I try to surround and immerse
them in good literature of all genres.
What type of writing allows students to best show growth in reading and
comprehension? I think that with exposure to all genres of literature students
can and will show growth in their own reading. If they practice writing
in a
particular genre they will learn the conventions that makes each genre unique.
The more they are engaged in a genre the more they will comprehend work
that is that genre.
For example my kids seem to really love biography, especially picture book
biographies. These make an excellent model for students to use in their
own
writing of biographies. They work extremely well for us as teachers to use
to
teach our students the conventions of biography.
Many biographies are presented in different styles. This is important that
our
students understand that the work they produce does not all have to be the
same.
They can use their own style and still write a wonderful biography. When
I think of Lois Lowryís autobiography which has a photograph on one
page and her words on the facing page, I think what a great model that would
be for my kids to write their own autobiography.
Sharing all of these genres, showing them our passion for literacy ,all
contributes to our students development as readers and as writers.
Kathy Renfrew
---------------------------------------------------------------
From: "Janet/Tom Smith" <jtsmith1@adelphia.net>
Subject: Re: [MWprojects] Reading & Writing Question/contest
O.K., I'll give it a try. Since I teach only 8th grade Reading, and my
students have a separate Writing class, I am somewhat limited on time to
delve deeply into the writing arena. But every day, in some way, my students
respond to their reading in writing. Some days it is Reader Response Logs,
other days it is a full page journal entry responding to a prompt. I use
exit slips" to determine if the students "got" the strategy
being presented
that day.
Every nine-weeks period, I give them a "Whopper" Test, which takes
a least two days. That is where I let them choose from 3 selections of short
text (they have never read before) and have them apply six reading strategies
to the new literature. They are encouraged to lift text and
respond directly to it. A multiple choice test does not exist in my room.
The kids have responded in such a positive way, and it is evidently helping
them in their Writing class also!
Janet Smith
---------------------------------------------------------------
From: "Stacy Kula" <skula@lifebible.edu>
Subject: RE: [MWprojects] Reading & Writing Question/contest
I actually don't work in the classroom anymore (I had two babies right
in a row!) but I work with a local Teacher Ed. department as an advisor
to several Language Arts teachers in local Middle and High Schools who
are all in their first year of teaching. We've been working all year on
ways to integrate reading and writing in the classroom. I'll list two
concrete ways my interns have set out to do this.
The first way we've attempted to connect reading and writing is through
writing workshops in which we undertake a study of class readings.
Classes analyze what the author did to produce a certain effect in
his/her work, then students are encouraged to attempt those same
strategies in their writing. Some students have taken this even more
literally and have written what could be sequels to these readings,
either based off of a secondary character or by simply going beyond the
original plot line.
The other thing we do is create literature circles, in which groups of
three or four read a common piece of literature and meet to talk about
what they see in it. Before they come together, though, we have them
write individually on whatever they read, answering some specific
questions about what made the piece effective, surprising, or powerful
(whatever is appropriate to the text). When they come together to talk,
then, they have something concrete they've written that can become the
basis of the discussions.
I'm new to this chat group, and I'm really enjoying gleaning off of
everyone's ideas! Thanks to all for your input!
Stacy
---------------------------------------------------------------
From: YAMES@aol.com
Subject: Re: [MWprojects] ANSWER WRITING QUESTION
Kathy, you are so brave to go first. I'd join your reading and writing team
any day!
Although I'm not in the drawing, I am fascinated by the idea that students
can show reading comprehension in writing. Ellen's latest diary entry
really follows right along with this idea. It's really on target.
See
http://www.middleweb.com/mw/msdiaries/01-02wklydiaries/EB24.html
I've been exploring how to help/teach students how to write about their
reading. It's puzzling to me how Making Connections and Questioning and
Visualizing can be difficult for them to translate into writing in response
journals or answering questions that are not multiple choice or fill-in
the
blank.
We're working on becoming flexible in our use of strategies, talking about
books, and now we want to take it to the next level. If one more student
writes in regard to the author's messsage in a passage, that the author
wants
them to "be a better reader," I'll scream.
Give evidence from the text, I hear my self saying over and over. Use the
story to help yourself.
So that's where I am on this topic. No answers, only questions and examining
student work.
Trying to figure things out,
Juli
---------------------------------------------------------------
From: "Cuttill" <cuttillfam@locomp.net>
Subject: Re: [MWprojects] Reading & Writing Question/contest
Hi everyone,
This would be the response from the "baby" of balanced literacy.
I have
started reading and writing workshops in my classroom this year. I just
arrived home from Parent/Teacher/Student Conferences and would love to have
recorded parent's comments. All were excited about how much more their children
are reading and writing.
I follow a strategic approach to both reading and writing. During the
workshop I have a read-aloud then take status of the class, have a
mini-lesson, give time for independent reading (while I conference) and
then
we come together to share. Improving my writing workshop has been the main
focus for me this quarter.
I have found that using picture books (yes with middle schoolers) is
the best way to model good writing (Cynthia Rylant, Patricia Polacco,
etc...) I also use Cricket Magazine, which has excellent read alouds.
Often times I make a transparency of a particularly impressive writing
and we analyze it together. Then students work out of their writer's
notebook on pieces that they have started. I can't imagine teaching writing
without the reading connection.
On the other hand, through response journals and responding to
literature, students are comprehending with much more success. My school
is really into Accelerated Reader. I chose not to count AR this year as
a
grade, but am required to administer the STAR test that shows each child's
reading level. My kids took the test in September and again in January.
ALL levels went up, some more than two grade levels. My administrations
was impressed and satisfied (thank heavens). We all celebrated our success
as
readers. The best thing about the reading-writing connection-----it is just
plain fun to teach.
Marsha Cuttill
---------------------------------------------------------------
Juli,
Thank you for pointing me in the direction of Ellen's diary. I was soo excited
while reading about the activity that Ellen did with her kids and their
reaction to it.
I love this....
have students read like readers--for the sheer joy of reading and then
going
back to read like writers.
I just want to share this quote with my kids! I wonder what they will
think
about it. Maybe after they think about it, I will have them quickly jot
down
on an index card what it means to them individually. Then we can make a
chart where we display our collective wisdom about the quote.
I am also thinking about Ellen's question, what would I do if the students
didn't get it after this one activity. One thought I have is that I
would
have kids create a three column chart like the one in the activity that
they
might swap and fill in each others. then we could do a swap.
I also can see myself stopping as I doing read aloud and asking them to
fill
in the blanks.
Kathy
---------------------------------------------------------------
Subject: Re: [MWprojects] Reading & Writing Question/contest
From: Ellen Andresen <ellena@fast.net>
I just read Ellen Berg's diary entry #24 where she uses a matrix to teach
evaluating and extending meaning. I sent the entry to language arts teachers
so they could take a look at the matrix. My note to them was this.
"If you link with the URL shown below, you will discover a method/strategy
for teaching writing that shows and doesn't tell, or you can flip the coin
and take it from the reading perspective calling it inferencing/reading
between the lines. AND you can show the students the relationship between
their writing and reading!"
Thanks.
Ellen Andresen
---------------------------------------------------------------
From: ATheins77@aol.com
Subject: Re: [MWprojects] ANSWER WRITING QUESTION
All right, here's my stab at the questions - I am so impressed with other
answers, too. It helps me stretch my own understanding!
> How do you see the connection between reading and writing in your classroom
or other classrooms that you know?>
1. I try to emphasize that good writers also read as much as they can.
Stephen King, in his book On Writing, talks about devoting a lot of his
time
as a writer to reading. He even gives a list of books that he suggests to
read to get a sense of style. I read parts of this out loud to my students
in the beginning of the year.
2. I've only done two explicit Reading Like A Writer activities. There are
four questions (I'm at home on a snow day, so I'm not sure these are
completely accurate) that I used:
1) What do you notice about this writing?
2) Why would the author use it?
3) What should we call it?
4) How could you use it?
I tried to use very blatant articles with techniques that would
be obvious (sometimes a hard thing to find). I ended up using a great
article out of Sports Illustrated that was called, "Lost Veneration".
It
used sarcasm to talk about how sports players claim they are disrespected,
and how we underpay teachers. We used it to write sarcastic poems or
articles about things we actually loved or hated (Why I love broccoli, etc.)
It was very fun, but the article had some difficult vocabulary. The second
article was actually an e-mail (one of those I usually just delete), but
it
was set up in an interesting way. We notice the pattern of, "We think
this
way, but we actually do this. For example, We talk about education as a
priority, but don't pay our teachers enough.
3. I teach Language Arts and Reading, so in my reading class when we study
science fiction and fantasy, we talk about where the writers get their ideas
from. We listen to the War of the Worlds radio version - it's great to
pretend we are in that time and terrified of the alien invasion. We talk
about how it was written - what makes it so scary? I also point out that
the
reason H.G. Wells wrote the story in the first place was because Mars was
the
closest it had ever been to use in 1895 (I think that's an accurate date).
We read science articles and talk about what would be a good science fiction
story (cloning is a great one right now).
What types of writing shows the best growth in reading comprehension?
1. I think charts (like the one Ellen shared in her diary) are great
examples to demonstrate writing. Anything that helps the student identify
with not only the actual story, but the with the creation/voice/author of
the
story will help show us that they understand the abstract reality of writing.
Questions like: Why did the author write this story? (theme) Where do you
think they got the idea? Why did they use sarcasm, a prologue, a map, etc.?
How could you use this?
Whew! There you go - Amy, blissful to be home with my daughter on this snowy
day in Windsor, Colorado
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: RE: [MWprojects] Stacy's contest entry - good!
STACY KULA WROTE:
>I actually don't work in the classroom anymore (I had two babies right
>in a row!) but I work with a local Teacher Ed. department as an advisor
>to several Language Arts teachers in local Middle and High Schools who
>are all in their first year of teaching. We've been working all year
on
>ways to integrate reading and writing in the classroom. I'll list two
>concrete ways my interns have set out to do this.
>
Thanks for the contribution, Stacy. And for reminding us that you
don't have to be a classroom teacher to share your reading/writing
connection stories!
John
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: Re: [MWprojects] Reading/Writing contest & Ellen's diary
Juli and Ellen A -- Thanks for pointing us back to Ellen Berg's
account of her insight:
"I had not made it through a full class when it occurred to me this
exercise was actually an exercise in acting like a reader (with all
the comprehension skills in place) and acting like a writer. Though
my students lack strong reading skills, they had no difficulty
putting themselves into the position of writer. If they are able to
do that, I see many opportunities to use that strength to help them
develop their reading skills since reading and writing are
interconnected."
Folks can read the diary at:
http://www.middleweb.com/mw/msdiaries/01-02wklydiaries/EB24.html
This doesn't count for our contest, Ellen Berg! (It does count for
Ellen Andresen.)
Perhaps Ellen B. can give us a brief update from her classroom about
the reading/writing collection and get her name in the hat!
John
---------------------------------------------------------------
Subject: [MWprojects] Readers Notebooks?
From: Ellen Berg <ellen@accessus.net>
I was reading a new book (mentioned on the regular list), when I came
across a quote that really struck me. I was thinking I'd like to write
it down to refer to later--either as a discussion idea or as something
to write about myself--and I began wondering if anyone on the list keeps
a book journal themselves or has their kids keep one.
How marvelous it would be if kids could pick out the parts that touched
them in some way for later reference...maybe it would be to clear up
confusion, talk about it with peers, use it as a springboard for
writing...
I know in writer's workshop kids often keep writing notebooks, but I
haven't really heard much about a reading notebook. Would this be a
useful tool? What would kids do with it? How might you introduce it?
BTW, the line that stirred up all this late-Friday thought is, "I felt
real bad for Lemm when I heard the story. I didn't want to be his
friend, but I refused to be his enemy."
Ellen
Ellen Berg
Turner MEGA Magnet Middle
St. Louis, Mo
---------------------------------------------------------------
From: Lit8teacher@aol.com
Subject: Re: [MWprojects] Contest continues
I am in a similar situation to Janet in that we have separate literature
and
English classes and I teache the literature. But right now, we are working
on poetry and one thing I do daily is share a poem in a read aloud and then
have the kids reflect on the poem in their journal. I keep a list of
reflection questions posted for them to refer to. They are writing lots
of
poetry and I have moved away from putting restrictions on how to write their
poems (i.e., it has to be so many lines or a certain rhyme scheme) and I
have seen much more creativity and emulation to the read-aloud poems. They
are also developing a critical ear and when I have talked about a certain
literary device, such as metaphor, they listen for those in the read-alouds
and then attempt to use them in their own writing. It is very exciting!
LeeAnn
---------------------------------------------------------------
From: MsBattle1@aol.com
Subject: [MWprojects] (no subject)
Ralph Fletcher has a book titled A Writer's Notebook
Unlocking the Writer Within You; chapter four seed ideas speaks to this
concept
---------------------------------------------------------------
From: SKosmoski@aol.com
Subject: Re: [MWprojects] Contest continues
Hi guys!
I want to enter too!
I am not sure where I first saw this done--but I have been using it for
several years and the results are amazing. I try and get my kids to see
themselves in the author's shows. We start by taking a simple picture book
that is set up as a frame--my favorite to use is "When I was Young
in the
Mountains" by Cynthia Rylant. We talk about all the things in her childhood
that she uses to make her writing so simple and so real to the rest of us.
Then the kids use the frame to create their own "When I was Young in..."
I
have gotten some great things but the most memorable was several years ago
when I did this lesson with a group of seventh graders who included several
ESL students from Vietnam. Their combined book was "When we Were Young
in the Jungles of Vietnam."
From here we progress to reading other, more complex works "through
author's eyes." We write nature stories using Jean Craighead George's
"There's a Tarantula in My Purse" and long sentences using alittle
of Steinbesck and Hemingway. I've even experimented with Poe and nonsense
rhymes like Lewis Carrol's Jabberwocky."
I call the unit "Through Author's Eyes" and it makes a great way
to get kids
to see the connection an author has to make with his reader. And how a reader
can fully comprehend a piece when he looks with "author's eyes."
Mary Anne
---------------------------------------------------------------
From: "Janet/Tom Smith" <jtsmith1@adelphia.net>
Subject: Re: [MWprojects] Contest continues
LeeAnn,
I really like your idea for responding to poetry. I have struggled with
that in my classroom; I think I'll give it a go. I have always tried to
include a read-aloud poem, but have neglected to have the kids respond to
it
in writing. Thanks!
Janet
---------------------------------------------------------------
From: YAMES@aol.com
Subject: Re: [MWprojects] Readers Notebooks?
In a message dated 3/1/02 9:32:40 PM, ellen@accessus.net writes:
<< and I began wondering if anyone on the list keeps
a book journal themselves or has their kids keep one.
How marvelous it would be if kids could pick out the parts that touched
them in some way for later reference...maybe it would be to clear up
confusion, talk about it with peers, use it as a springboard for
writing... >>
Ellen,
I loved your recent diary about reading and writing. In my class we use
a
Reading Journal as a Reading Notebook. Since we are post-it junkies, it
is
full of them. Those we fill out as we read and then stick them in our
journals. They are also full of Making Connections, Questioning and
Visualizing activities, guided and independent. Some of the kids have
branched out into keeping, what I'll call, quotes from what they read as
well
as lines from poetry or riddles they like.
I suppose their Reading Journals sound like Writer's Notebooks, but they
have both and each has its own unique character. The writing books are full
of photographs, personalized borders for writing and pictures, lists and
lists and lists, etc. The boys are leading the charge into non-fiction writing
and it is really evident in their writing journals.
The reading journals are much more text based and reflective. Don't be
fooled...we're just at the initial stages of reflection but that isn't really
present in the same way in the Writers Notebooks.
I think encouraging students is best done by good models. It sounds to me
like what you are doing will lead your students into their own "Reading
Notebooks."
Lucy Calkins writes about reading as understanding in The Art of Teaching
Reading. Here's what she says on page 359, Chapter 18: Talking and Writing
to Develop Ideas"-- "Reading is nothing more or less than thinking,
guided by
print. This means that response to reading is not an added bonus or an
extra-credit option. Response is what reading is all about. When teachers
say to me, as they often do, "She can read anything. She just doesn't
understand it," I reply, "Then she isn't reading."
If you do this with your students, let us know how you do it and what
happens, pl.ease.
Great idea!
Juli
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] Resources for Writing in Response to Reading
Wow! What great ideas and resources have come from this list.
What if we gathered together a list or collection of resources we could
use
to support our ventures into helping our students respond to reading. Here's
a quote from Lucy Calkins to get us warmed up.
"Lucy Calkins writes about reading as understanding in The Art of Teaching
Reading. Here's what she says on page 359, Chapter 18: Talking and Writing
to Develop Ideas"-- "Reading is nothing more or less than thinking,
guided by
print. This means that response to reading is not an added bonus or an
extra-credit option. Response is what reading is all about. When teachers
say to me, as they often do, "She can read anything. She just doesn't
understand it," I reply, "Then she isn't reading."
I'll try to go back through what has been written recently and see what
I can
find that has already been suggested and post them to the list. We can add
to it as we think of things or find something new. Then if some people try
out ideas they can let us know how they did it and how it turned out.
Let me know what you think,
Juli
---------------------------------------------------------------
From: Lit8teacher@aol.com
Subject: [MWprojects] responding to poetry
In a message dated 3/2/02 4:55:06 PM Eastern Standard Time,
jtsmith1@adelphia.net writes:
<< I really like your idea for responding to poetry. I have struggled
with
that in my classroom; I think I'll give it a go. I have always tried to
include a read-aloud poem, but have neglected to have the kids respond to
it
in writing. Thanks! >>
You're welcome, Janet! When I first started, I would just read the poem
without any introduction. I get much better responses in the journals when
I
do an introduction and develop the students' prior knowledge on the topic
in
first. In fact, when I did begin the intros, I told them that I dropped
the
ball by not doing it in the first place since it is the first thing a good
reader should do to ensure comrehension!
LeeAnn
---------------------------------------------------------------
From: MAMASWIRLZ@aol.com
Subject: Re: [MWprojects] Reading & Writing Question/contest
<< How do you see the connection between reading and writing >>
At the beginning of this year I started at a new school (still as an AP).
I
was able to gather several copies of Thank You Mr. Falker by Paticia Polacco
and had many of the teacher's read it aloud to their students. The books
stayed in the classrooms so that students could read and re-read them. We
provided teachers with other works by Patricia Polacco too. When the
tragedy at the World Trade Center took place, students in one of the classes
involved in the Polacco author study said "Lets write letters to the
firemen
the way Patricia wrote to Mr. Falker"
Naomi
---------------------------------------------------------------
From: "Deborah Bambino" <dbambino@earthlink.net>
Subject: Re: [MWprojects] Resources for Writing in Response to Reading
I like Juli's idea about responding being equivalent to understanding.
I wanted to share a book we used schoolwide at my old K-8 school for
writing. The book is called If I Were a Cricket... by Kazue Mizamuro. My
class of seventh graders chose all different animals that we had learned
about or seen at the zoo on a trip etc. I'll never forget Jamar's sentence.
He wrote: "If I were a kitten I'd lie in your lap and purr a symphony
just
for you."
We had great results with this format.
Deb
---------------------------------------------------------------
From: "Deborah Bambino" <dbambino@earthlink.net>
Subject: Re: [MWprojects] Readers Notebooks?
Ellen wondered if any of us keep "Readers Notebooks" or journals.
I keep a notebook about what I read so I can refer to it in my writing for
this list and my work with facilitation this year. Last year I took part
in
a SEED (Seeking Educational Equity and Diversity) training and they
introduced the idea of turning to your "self and shelf" when you
try to
understand something. The idea really clicked for me and it seems to
describe the way I prepare to read and write.
Debbie
---------------------------------------------------------------
Subject: Re: [MWprojects] Contest continues
From: Ellen Berg <ellen@accessus.net>
>> How do you see the connection between reading and writing in your
>> classroom or other classrooms that you know? What types of writing
>> allow students to best show growth in reading and demonstrate
>> comprehension?
I have enjoyed and learned from everyone else's responses so far!
The journey to understanding (not just knowing) the connection between
reading and writing has just started to become clear to me in fits and
starts in the past couple of years. Although I have tried many
different structured activities to try to push kids to respond in
writing to what they have read, I discovered just this past week a more
natural way to help kids engage with what they read and respond honestly.
At an inservice, Willy Wood, a local PD consultant, suggested that after
reading a piece we ask our kids, "What really stood out for you? What
did you notice? What did you like/dislike?" In this manner we are able
to touch on theme, plot, character, writing techniques, confusions,
etc., but mostly through the observations of our students. If they do
not bring up a key issue or idea, then we can ask them their opinions on
those questions. I was skeptical, but I decided to try it because I
respect his opinion.
We read "Thank You, M'am" by Langston Hughes, making Text-to-Self
connections along the way. At the end, when I asked them what they
noticed, hand after hand went up in the air. They started by talking
about plot ideas, but they quickly moved into issues of technique. "I
liked how he didn't make the boy a kiss-up. They just showed he was
grateful, just like I might do myself." I was impressed by the level
of
conversation in the room, and I know that if I had given them my set of
questions to spur the responses I was looking for, I would have never
gotten the level of participation or the quality.
I think the connection between reading and writing is best made when we
read like readers, then read like writers, then engage ourselves in the
craft of both things. We cannot have the kids stand like outsiders,
simply observing what authors write and going through prescribed writing
steps. We must help our students put themselves in the place of readers
and writers, engaging them in authentic work.
I believe we must give our students choices about how to demonstrate
their craft and comprehension, then honor them for their choices. Maybe
they will be unsuccessful initially, but we point out the strengths,
direct them to other resources, fill in any gaps in their learning, and
encourage them to keep trying.
I hope all of that made some sort of sense. I think our role as
teachers is to focus on giving our kids the tools to make connections to
what they read (ie, comprehension strategies), then encourage them to
share their own ideas in writing in a form they choose. Our kids have a
lot to say and the skills to say it well; unfortunately, most of the
adults in their lives do not trust them to be do so.
Ellen Berg
Turner MEGA Magnet Middle
St. Louis, Mo
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] A great new article from IRA
Wow! Did I ever find a great article on the International Reading Association
site.
The site is called Reading on Line. Here's the url for the article. Let
me
know what you think! I'd love to discuss it on the list.
http://www.readingonline.org/articles/art_index.asp?HREF=/articles/ash/index.html
Juli
Teaching Readers Who Struggle: A Pragmatic Middle School Framework
Gwynne Ellen Ash
Abstract
This article suggests a pragmatic framework for reading instruction that
attends to the needs of learners aged 11 to 14 years who struggle. Five
practices -- daily oral or shared reading, guided reading in flexible groups,
word study, self-selected extended reading and writing, and explicit
comprehension strategy instruction -- form the basis of the framework.
Its origin is in classroom experience, work with middle school teachers,
and a synthesis of successful tutoring programs and critical literacy theories.
The framework is suggested to guide classroom teachers in planning and organizing
literacy instruction for young adolescent students at all levels of literacy
development.
----------------------------------------------------------------------
From: SKosmoski@aol.com
Subject: Re: [MWprojects] Contest continues
In a message dated 03/03/2002 10:58:51 PM, ellen@accessus.net writes:
<< "What really stood out for you? What
did you notice? What did you like/dislike?" >>
Ellen--
Your post got me thinking about questioning in general and the difference
between written questions and those used for discussion. The questions posed
by the inservice you attended I have used mainly with the kids' response
journals. I have a list of about fifteen questions the kids choose from
daily
and they include the three you posted. In our small group discussions I
am
usually asking clarifying and analysis type questions or letting the kids
discuss what they have read without the benefit of questions. Today, I'm
going to switch it and see what happens!
The idea about listening to our students voices is so important. Not only
does it strengthen our credibility as teachers but it allows our students
to
grow in confidence.
Mary Anne
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Fwd: Research-Based Best Practices
Naomi sends along this good review from the Mosaic listserve. I'm
going to follow her suggestion and also post it with other Projects
resources at:
http://www.middleweb.com/ReadWrkshp/bestpracticesrevw.html
You'll find a link there to the publisher's info (which includes an excerpt).
As Naomi says: "It appears to be a good addition to the reading
workshop discussion."
John
++++++++
Teacher Feature...
Book Review
Comprehension Instruction: Research-Based Best Practices
Cathy Block, Michael Pressley
Guilford Press, 2002
by Kendra Wagner
----------------------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] The article Juli referenced - better URL
Juli referenced the article:
Teaching Readers Who Struggle: A Pragmatic Middle School Framework
I had trouble getting to the URL she listed. Try this one. It's the
index page. From here, choose the article by title (author is Ash).
http://www.readingonline.org/articles/art_index.asp
John
---------------------------------------------------------------
From: YAMES@aol.com
Subject: Re: [MWprojects] The article Juli referenced - better URL
Thanks so much for clearing up the confusion with the url, John. I'd still
be interested to hear what others think about the article.
The review that Naomi sent is fascinating. I might just have to order the
book.
Juli
---------------------------------------------------------------
From: Melba Smithwick <melbayvette@yahoo.com>
Subject: Re: [MWprojects] comprehension contest
I have seen several excellent ways to connect reading
and writing.
1. In an art class: The teacher teaches art history by
having the students research artists and their
artwork. The students study the characteristics of the
paintings etc. and paint, sculpt, or draw in the
artists' style. When their masterpiece is finished,
they write a reflection on their work.
2. Music: Students read passages about the composers
they are playing and write a letter to the composer
describing the emotions they feel when they hear his
music.
3. Language Arts: The students started the year
establishing a Writer's Notebook. The funny part is
when one of the students asked her if "this was a real
class".
4. Language Arts: When I taught English, I used to
have the students (in groups of 4) write a set of
directions to the office, nurse, bathroom, band hall
etc. When finished, they would exchange papers and go
on a trip. Suffice if to say, that the discussions
afterwards were quite interesting.
5. Algebra Preparatory: Students were asked to read
several word problems, analyze them, find out if all
of the vital information was present, look for
unnecessary information etc. Once they had enough
experience with this task, I asked them to change the
problems so that they could be set up algebraically.
We used the Glencoe Course 1 and 2 for examples.
6. Math-teaching angles: After learning how to use a
protractor and learning all about angles, the students
are asked to design a paper airplane. All engineers
must design, measure and name each angle on their
craft and the pilots must fly their aircraft in the
runway (the hall just outside the classroom). The
ground crew must measure the distance and graph it.
Once the airplanes are in the hangers and the crew has
settled down, a report is written on the entire
project and recommendations are made on any
improvements that must be made. (The students love
this one, but beware! Always, do this on the last week
before a holiday. That way, all of the residual
flights will be executed at home.
Melba
---------------------------------------------------------------
From: Jennifer Edge <jenedge@yahoo.com>
Subject: Re: [MWprojects] [MWprojects DIGEST]
How do you see the connection between reading and
writing in your classroom or other classrooms that you
know? What types of writing allow students to best
show growth in reading and demonstrate comprehension?
I have been extrinsically motivated by the prize to
participate in this "contest"!
When a student can make a personal connection to a
text and respond and explore through writing they not
only gain greater understanding of the text but
through interaction they are drawn into the text.
Maybe they find that they did not like the piece but
the writing allows for deeper examination then just ìI
didnít like it.î.
I teach ESL and Social Studies and try to promote the
reading and writing connection as often as possible.
For middle school students, the world revolves around
their own lives, so making them a part of the story is
something I try to do through role-play.
In Jerry Spinelliís novel Who Put That Hair in My Toothbrush?,
Megin and Greg do not like each other. Students in my
class had to take the role of either Megin or Greg and
write to another character in the book to describe
their sibling. It worked really well because most of
my students can relate to having a brother or sister
that isnít always their favorite person. We did this
assignment while reading the book, not at the end, the
letters wouldíve been a lot different!
In Social Studies students explore different cultures through
writing. After reading and discussing Hinduism and
South Asia, student wrote about what they believed
dharma meant and what their personal dharma would be.
THese kinds of assignments aren't always possible but
they can help the students make deeper richer
connections with text. Any writing that provides
students with an opportunity to explore and express
can deepen the connection between reading and writing.
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: Re: [MWprojects] Jennifer and the Contest
Jennifer... you may have been "extrinsically motivated" but you
definitely had something to offer. Thanks for coming out of the
lurker's corner!
The contest has now officially ended and the drawing will take place
later today, as soon as a neutral third party is available. (Wonder
if I can teach my dog to do this?)
John
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Ellen's reading-writing workshop!
Ellen Berg's latest diary closely parallels our recent discussions
about the reading-writing connection. Check it out!
http://www.middleweb.com/mw/msdiaries/01-02wklydiaries/EB25.html
** I Got It and the Kids Got It: Amazing Things Began to Happen! **
Without true understanding, implementation of good teaching
strategies "is hit and miss at best," Ellen writes. "However,
once
understanding infuses those basic concepts, skills, strategies and
structures, the real power of teaching is unleashed." Ellen unleashed
some power last week as she and her students explored text-to-self
connections in the reading-writing workshop format. " Most amazing,
she says, "was the energy with which my students attacked their
assignment...most of my students turned their charts over and even
stapled extra pieces of paper to their original chart to hold all
their connections. They did more work than I asked them to!"
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Juli's Journal - benchmark testing
In Juli's latest journal, she updates us on the progress of "Leti,"
the student she's been following in her journals for several months.
She begins this piece with this observation:
"You'd think you'd be able to figure out how to integrate test
preparation into instruction just by listening to all the
conversations about improving test scores," writes Juli this week.
"But in this 'Age of High Stakes Accountability,' what's the best way
to do this?"
Juli describes the methods used in her Reading Workshop class,
drawing on the research of the National Research Center on English
Learning and Achievement.
Read it all at:
http://www.middleweb.com/ReadWrkshp/JK24.html
And respond to this question, if you will:
What do you do in your reading instruction to prepare students for
high-stakes testing?
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] And the winner is...
Mary Anne Kosmoski!
The only eligibility requirement was participation. Each
participant's name went into my baseball cap, and we drew one at
random. Mary Anne emerged the winner.
Mary Anne -- please send me your mailing address. We'd like to ask
you to write a short review of the video set when you've had time to
view them and mull them over. That's part of our agreement with
Stenhouse, which provided this review set.
Thanks to everyone for participating. We'll try to do it again soon.
That is, as soon as we get something else to give away!
Meanwhile, please continue your chatting. This list only works when you
do!
John
---------------------------------------------------------------
From: YAMES@aol.com
Subject: Re: [MWprojects] Juli's Journal - benchmark testing
In a message dated 3/6/02 2:00:07 PM, jcroftn1@mindspring.com writes:
<< And respond to this question, if you will:
What do you do in your reading instruction to prepare students for
high-stakes testing?
>>
This is such a good question. And I am so curious about how others handle
issues with reading instruction and high-stakes testing. I imagine that
it
is the same in the rest of the United States with the increasing emphasis
on
testing. If you have some experience with this, please share. I'd love to
hear how others are managing.
Juli
---------------------------------------------------------------
From: YAMES@aol.com
Subject: Re: [MWprojects] Ellen's reading-writing workshop!
I went to Ellen's diary and was fascinated by her recounting of the
experience she and her class had with Making Connections. These strategies
seem to work almost like magic with kids.
Has anyone else been integrating them in to a Reading Workshop setting?
Right now we're deep into Visualizing and its taken us in some new
directions. I'd really like to hear how others are using the strategies.
There always new things to learn.
Juli
---------------------------------------------------------------
From: Melba Smithwick <melbayvette@yahoo.com>
Subject: Re: [MWprojects] author's bias
HELP! I need help with author's bias. Does anyone have
any activities, ideas, lessons that you are willing to
share? We are having some problems teaching this skill
effectively.
Melba
---------------------------------------------------------------
Subject: Re: [MWprojects] author's bias
From: Ellen Berg <ellen@accessus.net>
Melba,
You might try having the kids envision the author as another character
and try to relate author's bias to point of view. The *way* an author
chooses to tell a story will reveal his/her bias (or lack thereof). I
might start with a traditional story, like Cinderella, and ask the kids
to hypothesize what they think the author thinks about Cinderella and
what happened using the text to support their ideas. Then, you might
ask them to pretend the author was biased towards the stepmother, and
have them brainstorm how the story might change then.
You might also have them do some writing exercises...describe a
character who has just received some good news, but you can't tell the
audience outright she just got good news or use words like "happy".
You
have to describe her and let her description tell the story. After they
do that, tell them to describe the same woman (all physical attributes
remain the same--if she was blonde before, she's still blonde), except
this time she's just received bad news. I *think* this is from Ralph
Fletcher's _What a Writer Needs_ for an exercise on setting (Willy Wood
shared it with us), but I think it might work.
Let us know what finally works for you!
Ellen
Ellen Berg
Turner MEGA Magnet Middle
St. Louis, Mo
---------------------------------------------------------------
From: SKosmoski@aol.com
Subject: Re: [MWprojects] Juli's Journal - benchmark testing
Juli--
This question comes at a really good time for me. We start FCAT on Monday
morning at 8:00am. Needless to say the last few days have been difficult
ones!
One of the things we are trying to do is to increase students stamina in
reading. It is something that all of us have felt our kids just don't have.
The selections on the eighth grade test are between700 and1500 words and
most of our kids just weren't sticking with them until the end.
We started in August with setting aside DEAR time on Tuesday and Thursday
during homeroom for 20 minutes. In October, we cut our morning show on those
days increasing DEAR time to 30 minutes. Finally in January we instituted
afternoon--instead of morning--announcements on those days finally increasing
DEAR time to 40 minutes.
Reading and English teachers started in August using short high interest
passages then slowly lengthened them adding more difficult topics. They
instituted independent reading in their classes--most are up to 45 minutes
a
week.
We are hoping that the kids have built up some "reading muscle."
We have seen such a change in attitude toward reading this year that I think
we have been successful!
Mary Anne
---------------------------------------------------------------
From: "Heather Carr" <hcarr@vansd.org>
Subject: Re: [MWprojects] Juli's Journal - benchmark testing
What does DEAR stand for?
---------------------------------------------------------------
From: "April Hawkins" <AHawkins@piper.usd203.k12.ks.us>
Subject: Re: [MWprojects] Juli's Journal - benchmark testing
DEAR stands for "drop everything and read." At least that is what
it
stands for in our school. It is the silent sustained reading time.
---------------------------------------------------------------
From: Jan Jewell <vjan_jewell@edmond.k12.ok.us>
Subject: Re: [MWprojects] Juli's Journal - benchmark testing
We call it D.I.R.T. (Daily Individual Reading Time). All kids like dirt!
:-)
Jan Jewell
---------------------------------------------------------------
From: YAMES@aol.com
Subject: Re: [MWprojects] Juli's Journal - benchmark testing
In a message dated 3/8/02 2:19:39 AM, SKosmoski@aol.com writes:
<< This question comes at a really good time for me. We start FCAT
on Monday morning at 8:00am. Needless to say the last few days have been
difficult ones! One of the things we are trying to do is to increase students
stamina in reading. >>
Mary Anne,
First of all, congratulations on winning the contest. I look forward to
your
review of the material. I have 2 books of Ralph Fletcher's mini lessons
for
Writing Workshop (fiction and non-fiction.) I think he is one of those who
worked on the tapes Enjoy!
How did your school decide that reading stamina was what they would work
on?
I'm curious because there is so much attention currently on Reading in the
Content Areas. I was wondering if your school decided together or had
another process for how the decision was made. I'd also love to know what
data you had that supported "Reading with Stamina" as a focus.
I totally
agree with the need and would love to know how it came about.
Juli
---------------------------------------------------------------
From: MsBattle1@aol.com
Subject: Re: [MWprojects] Juli's Journal - benchmark testing
> I would like to learn more about "Reading with Stamina" as
a focus
---------------------------------------------------------------
From: SKosmoski@aol.com
Subject: Re: [MWprojects] Juli's Journal - benchmark testing
Juli--
At the beginning of this school year, our staff sat down with a district
facilitator to look at our test scores. We graphed them and looked for trends
and patterns, strengths and weaknesses. Each team took their kids and divided
them into reading and math and analyzed who got how many right and wrong--but
the one thing that we kept going back to was that our kids started out strong
and as time went on they got fewer and fewer correct. (FCAT is not structured
easy to hard. All of the questions and skills are mixed up.)
In the Reading Comprehension battery, as a whole, they more than doubled
the amount of incorrect responses in the last fifteen questions than they
did on the first fifteen that tested the same skills. Therefore, we deduced
we had a stamina problem!!
In the reading portion of FCAT. 60% in nonfiction. 40% is literature. We
also
found that our kids were scoring very high in the literature portion of
the
test and very poorly on the nonfiction portion. We made a switch and started
pushing nonfiction as well.
It has been an interesting year. We shall see if our prescription worked!
Mary Anne
---------------------------------------------------------------
From: YAMES@aol.com
Subject: Re: [MWprojects] Juli's Journal - benchmark testing
Mary Anne,
This is exactly what we found with our 6th, 7th and 8th graders. We divided
the test in half and found that the 10 questions they did the best on were
in
the 1st half and the 10 questions they did the worst on were in the 2nd
half
of the test.
Interesting how even though we work in different places we are seeing
similar things. I wonder if this Reading Stamina issue is a trend across
the
US or "around the world"? What a great research opportunity!
Anyone else noticed this in their data or with their kids?
Juli
P.S. Also, you are so right. We have also discovered that nonfiction
reading is really important for kids in so many ways!
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] Teaching summarizing
Joanne,
In response to your question about how to teach summarizing:
My experience teaching summarizing is that it is difficult because it
involves synthesizing information. Strategies That Work really does a good
job of laying out the whole process -- Chapter 10 is all about this.
Briefly, the process begins with lessons in this order. The book gives lots
of great ideas on how to teach the lessons. It is very specific.
1. retelling
2. knowing how to take/do margin notes
3. comparing and contrasting similarities and differences
4. summarizing the content of a piece of text and responding personally
5. taking notes and using a variety of strategies to synthesize
It goes on from there to higher level activities. Our reading and language
arts departments worked on this for several years and developed rubrics
and
scoring guides that we used to help kids see what the criteria were for
retelling and summarizing. The rubrics are available to download at the
Middleweb Reading Workshop on the downloads page.
Then we gave them student models of summaries that met the standard and
exceeded it and had them analyze the examples to see how the students had
done the work.
Only after that did we give them assignments to summarize. When we went
through this process our students were much more successful than when we
just started out summarizing. We found that even as adults we were not all
sure of the difference between a summary and retelling. We learned as much,
if not more, than our students.
Good luck,
Juli
---------------------------------------------------------------
From: Mlredcon@aol.com
Subject: Re: [MWprojects] Teaching summarizing
Thank you for your response. Would it be possible for me to get copies of
the exemplars you used?
Do you have resources and/or strategies for teaching test taking strategies?
Maxine
---------------------------------------------------------------
From: "Janet/Tom Smith" <jtsmith1@adelphia.net>
Subject: Re: [MWprojects] Teaching summarizing
Maxine,
Check out Guiding
Readers and Writers by Fountas and PInnell. They treat test-taking as
a genre and have a whole section devoted to the skills.
Janet
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Juli's Journal - Visualizing
I really enjoyed Juli's journal this week, and I suspect you will,
too. As always, Juli gives us the meat and potatoes along with the
garnish. I always feel like I've learned something important after I
read one of her entries.
I've titled this one "Visualizing What We Read: Different Strokes for
Different Folks."
Here's a taste. You can read it all at:
http://www.middleweb.com/ReadWrkshp/JK25.html
I hope that after you've had a chance to see what Juli's up to, some
of you will have your own stories to share about teaching students to
VISUALIZE.
John
---------------------------------------------------------------
From: YAMES@aol.com
Subject: Re: [MWprojects] Visualizing
Does anyone out there use visualizing as a strategy with students? I need
some assistance with reluctant "visualizers." We usually "draw"
or write
about the picture or the movie we make in our minds when we read.
But some kids just don't seem to enjoy this activity. The one way I've found
to deal constructively with this is to make sure they understand that no
one
else will see or judge their visualization activity. I've also let them
work
on it for a while, then leave it and go back to it at a later time. That's
worked well with some.
What can I do to encourage risk taking? I 'm thinking that some people just
don't get a benefit from this activity.
Any and all ideas welcome,
Juli
---------------------------------------------------------------
Juli,
As a whole, my students LOVED doing the visualization activities. The
only ones who really didn't like the activity were those students who
were already proficient readers. They saw the picture drawing as
hoop-jumping, something that was getting in the way of their enjoyment
of the story.
I'd say, if a student demonstrates they've already mastered this skill,
why not let them work on an area they aren't so strong on? Or, perhaps
as an extension activity, why not have students become the author,
working on writing to help their readers visualize more readily?
I'm interested in hearing what the rest of you have to say on this topic!
Ellen
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] Visualizing Alice
Although I was searching for something else, I found a really interesting
lesson for visualizing. It's all about visualizing Alice in Wonderland.
I thought someone else might want to try it. Juli
The address is:
http://www.dalton.org/ms/alice/visual.html
---------------------------------------------------------------
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWprojects] Fairy tales and fables
THOUGHT SOME OF YOU MIGHT FIND THIS INFO USEFUL...
Fairy Tales and Fables
by Barbara J. Feldman
http://www.surfnetkids.com/fairytales.htm
As both readers and writers, we return to fairy tale themes
again and again, gleaning new meaning from each encounter. These
are stories that survived and evolved for hundreds of years.
Read them again (or for the first time) and discover what makes
them timeless.
---------------------------------------------------------------
From: YAMES@aol.com
Subject: [MWprojects] Book clubs and literature circles
I'm working on a project for our school to gather info about book clubs
and
literature circles. We need help with three things.
1. what is going on out in your world in regards to book clubs and lit
circles?
2. how you got started?
3. what resources you found helpful...
Help!
Juli
---------------------------------------------------------------
From: Julie Dotterer <juliadot@yahoo.com>
Subject: Re: [MWprojects] Book clubs and literature circles
Hi! I just answered your message on the MWlistserv...
anyway,
http://www.literaturecircles.com
is a great website.
Also, try
http://voyager.snc.edu/Caribbean%20Cruisers/litcircles.html
for the job descriptions, rubrics, and a complete unit. Good luck!
Cheers-Julie from Taipei
---------------------------------------------------------------
From: "Janet/Tom Smith" <jtsmith1@adelphia.net>
Subject: Re: [MWprojects] Book clubs and literature circles
Hi! I reviewed Harvey Daniels: Literature
Circles: Voice and Choice in Book Clubs & Reading Groups, and used
Chapter 10 a lot in my 8th grade classroom during the month of January.
Also, Ch. 3,4, and 5 are very helpful in setting up your groups and picking
texts. Hope this helps!
Janet
---------------------------------------------------------------
From: Melba Smithwick <melbayvette@yahoo.com>
Subject: Re: visualizing
Juli wrote:
"Does anyone out there use visualizing as a strategy
with students? I need some assistance with reluctant "visualizers."
We
usually "draw" or write about the picture or the movie we make
in our minds
when we read."
I used to read _Metamorphosis_ by Kafka to my sixth
grade students. As I read to them, they would draw
Samsa and we would hold a discussion as to why their
depiction of Samsa (main character who wakes up as a
human size bug) was the right one. I had all of them,
even the "cool" ones drawing and justifying their art
with excerpts from the text. I had to keep the book
hidden because some students wanted a sneak preview
all the time. I haven't read it in about 12 years, so
I don't quite remember exactly what kind of bug he is,
but you get the idea. It was a mystery to them, so
they all wanted to take part. Try something along
those lines, they may just surprise you. Almost
forgot, the winning student to draw Samsa in his new
state was rewarded with a Burger King Crown and was
the keeper of the bathroom pass. Anyone needing to go
had to ask the royal guard for the pass. This was a
classroom chosen reward. Go figure! Did I forget to
mention that this was in the good old days of the
80's?
Melba
---------------------------------------------------------------
Melba,
Thanks for the really unusual idea. It sounds like it is just what some
of
my guys would like. I especially like the reward part - the class chose
it
and I could do it with my kids, too.
I can hardly wait to see their bugs. Now all I have to do is find a copy
of
the short story. It shouldn't be too hard. I remember reading it in my
Educational Psychology class. Wasn't he a cockroach? I'll let you know when
I find out.
Again, thanks,
Juli
---------------------------------------------------------------
John wrote:
See these resources for Lit Circles that were compiled earlier from MiddleWeb
Listserv info:
http://www.middleweb.com/MWLresources/litcircles.html
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