Sharon - hideeho!
judy3ca - Hi Sharon!!! I'm back. How are you?
Sharon - tired!
Kim/1/Ca - ((((Sharon and Judy!!))) Happy Friday Literacy Specialists....
judy3ca - Yes, long week--and we had a field trip in the middle.
riley - ok ispy i am really getting delirious..need sleep. talk to you next FRi.
Sharon - i'm beginning to see a little drawback to my new school
Kim/1/Ca - brb need something to drink.........
judy3ca - What???
Sharon - educational fluff!!!! ACK!
judy3ca - Let me guess, the parents?
judy3ca - Do you mean CUTE?
Marcia/1st/GA - We had conferences all week. I am VERY tired. No plans ready for next week either.
Kim/1/Ca - Oh no, Sharon.........educational fluff? Yikes. Do tell.........
Marcia/1st/GA - I guess I should say written plans--I have plans in my mind.
Marcia/1st/GA - Whatcha mean, kim?
Sharon - judy, it's the fall ball, costumes, and a host of other "shows" happening every day
Marcia/1st/GA - Sharon, oh horrors! What kind of costumes?
Kim/1/Ca - conferences, plan book stress.........etc.
Marcia/1st/GA - Oh, ok. I am kind of slow tonight...
judy3ca - Sharon, I hate that time-consuming stuff. But, since you're at an upper crusty school now, you're in the parent-pleasin' business, right?
Sharon - halloween costumes... ack! we had a full hour assembly in the morning during my readers workshop time for them to parade across the stage a class at a time
brad - "shows?"
Kim/1/Ca - (((Bradleykins snookums sweetie pie))))) I have a candy bar for you. Here.........
Kim/1/Ca - Oh brother........... (sigh) so sorry, Sharon.............
Sharon - the dog and pony shows, brad
Marcia/1st/GA - I don't know. We did our fair share at a low income school tyring to keep up with the Jones and keep the uppercrust there instead of enrolling in private.
brad - to show off costumes?
judy3ca - Sharon, we taught our principal to say "sacred time."
Kim/1/Ca - We have a "dance festival" next week........give me STRENGTH!
Grace/IL - Hi everyone -- too many to mention individually
brad - Dance festival??
Kim/1/Ca - the precious TIME being wasted so the kids can go "heel and toe, heel and toe, 1,2,3, 4............."
brad - Is this school or Rocky Horror Picture Show?
Marcia/1st/GA - Well, next week we have Red Ribbon week. Sunglasses on Monday will kill me!
Sharon - brad, just loads and loads of interruptions lately... even had a parent come in and disrupt class in the middle of my teaching to "advertise" fall ball... you try to get kids back on track after that!
brad - Nothing like House Slipper Thursday last week
Kim/1/Ca - Yes........each grade level (Stepford, remember?) does a "dance" on the playground. The others sit on a tarp and watch. ................
Marcia/1st/GA - There's hat day, pajama day, sunglasses day! Ack! Not participating on this one.
Sharon - yes, marcia... red ribbon week, british teachers visiting, and parenting day next week for me
Kim/1/Ca - HOUSE SLIPPER THURSDAY??????????????????????????
Marcia/1st/GA - Sharon, tis the season!
brad - I think things like that can be fun for spirit week and are not too educationally disruptive. As long as they're not frequent or asinine (the house slipper Thursday)
judy3ca - Yes, RRW for us next week, too. I should try to figure out how to unhook intercom.
Grace/IL - And it won't get better until after Christmas -- if it gets better then!
Sharon - is there any research to show that red ribbon week actually has long term benefits???
Kim/1/Ca - ((((((Grace)))))))) The Spelling Queen is in the House. Clear off a good chair.
brad - What the dido is red ribbon week?
Marcia/1st/GA - Actually, brad, house slippers were the standard issue for shoes for moms at one of my schools.
Kim/1/Ca - NO, Sharon, there is NOT...........btw I have a funny story about intercoms.
Sharon - anti drug week, brad
brad - I, for one, am anti-drug all year
Sharon - lucky you, marcia... my parents last year came barefoot lots of times!
Marcia/1st/GA - , Sharon
Kim/1/Ca - red ribbon week is when we wear red ribbons and remind each other never ever to do drugs and (finger in cheek here, smiling) we tie red ribbons on the schoool fence forming the words "Say No to Drugs."
Alta Rose - Right, brad.
brad - rofl @sharon and her barefoot parents
Sharon - hi alta rose... didn't see you pop in
Alta Rose - Hi!
Kim/1/Ca - ((AltaRose)))
Grace/IL - Have to take care of all those mandates, right?
Sharon - and bra-less, brad... in t-shirts!
brad - who mandated red ribbons?
brad - I mandate HO HO Week
Marcia/1st/GA - Well, I guess I have been on home visits and had the door answered by the woman of the house in bra and slip. Stood there and had the conversation too. No running after clothes for her!
Kim/1/Ca - A few years back my old school finally got telephones and intercoms..........my wonderful principal, however, LOVED to hear herself talk..........
Kim/1/Ca - .......and then there were the ENDLESS "all calls" for missing people........like, WHERE would they be if they aren't in their rooms. Let's really think about it. You know, "Mrs. Raley, please call the office." "Mrs. Hever, please dial 202." etc etc etc.
Alta Rose - Hi Cavey!
cavey - Hi Guys - Hi Cheri , I see you made it!
Grace/IL - Hi cheri & cavey
judy3ca - (((cavey)))
brad - Bring a Ho Ho to school next week, we can activate our HO HO schema, question the Ho Ho, "visualize" its scent, texture, and taste, and synthesize them in our mouths.
Marcia/1st/GA - Hey, did you all read the post Sandy sent in about her mom passing away yesterday? Just made me cry to think about it.
Kim/1/Ca - Like, did they fall into a HOLE or something? Did they, and their entire classroom, get abducted by aliens?
Sharon - very sad, marcia
Sharon - don't say visualize... i'm over stimulated this week
Cheri - Hi, cavey. I did. Inservice today so I'm not as tired as usual on a Friday.
Alta Rose - No, I didn't see that, Marcia. Very sad.
Grace/IL - Marcia, it that Sandy/PA?
Kim/1/Ca - So I put in a requisition....on the offical form and everything. : 1 pair of pliers.
brad - My favorite, Kim, is when they just come over the intercom with a number "209! 209 Please!" Obviously there's a secret code I'm not aware of.
Marcia/1st/GA - It's our Sandy on mosaicteachers. I think she's PA
Sharon - btw, that book I mentioned "The Waterfall's Gift" is wonderful for SI
Grace/IL - Speaking of tragedies, Sen. Paul Wellstone and his family died today in an airplane accident.
Kim/1/Ca - Of course she asked about it and I deadpanned: "To disconnect that squawk box in my classroom."
cavey - Judy- I had a good writing week!! A good writing week and a captured sniper. It doesn't get any better than this!
Sharon - lol, kim!
brad - But if it's secret, should you be "sharing" with the school over the intercom system like that. . . hmmm. . .
Alta Rose - Lol, Kim!
Marcia/1st/GA - Sounds good, Sharon.
judy3ca - Cavey, oh hooray--what made the difference in WW?
Kim/1/Ca - She said she was putting my name on her "list." hee hee hee........
Grace/IL - Kim, that's sooo funny!
Alta Rose - Cavey, I'm so glad they got them!
cavey - Free choice Judy, not " you have to do it this way on the test"
brad - This is what I love: (from an old school): "Teachers, if you haven't put in your order for Subway yet, please do so at this time. . ."
Cheri - Where did you see the post about Sandy's Mom? I have gotten very few posts from our mosaicteachers.
Sharon - my new favorite... intruder drills! "Please bring your blue folder to the meeting today." And everyone has to hide in the room... geeeeeeze
Michelle - so did Richard Harris...
Marcia/1st/GA - I had a good writing week too. Very easy poetry. I tried some o fthe poetry patterns on the website you sent us Sharon.
Kim/1/Ca - The BAD thing I did though was to make the mistake of pretending to shoot it in front of the kids. Not cool. They shoot the thing now whenever it comes on.............their 1st and 2nd grade teachers are NOT pleased.
judy3ca - Ha! Cavey, I'm so glad! That's just wonderful! And of course, it matches my opinion, LOL.
Sharon - try hiding 18 6 year olds for 20 mins
Alta Rose - Lol, Kim!
Sharon - how was it marica?
brad - Yes, Michelle, I'm wondering who (if) will fill Dumbledore's shoes
Alta Rose - We haven't had to practise the drill, yet, Sharon, but we do know the code.
Michelle - I had a principal call for Starbucks orders
cavey - I feel much bettter now Judy. They really do like to write and the stuff is good!
Marcia/1st/GA - Cavey, waht do you teach?
Sharon - we practice the drill monthly!
judy3ca - Gosh, my school looks pretty professional, LOL.
cavey - Marcia- 3,4 and 5 TAG LA
Alta Rose - When the code was developed, my T.A.s hubby who is a police officer said it would be a dead giveaway to the intruder.
Marcia/1st/GA - Very good and easy and motivating. I read some poetry to them. Today I read some of the poetry from RWM and got them all excited about it. THEN I told them it was first graders. I convinced them they coudl do it too.
Kim/1/Ca - INTRUDER drills? Like............they wouldn't figger out where 20 7-year olds are hiding in ONE classroom??????????
brad - I think it is Judy. The school I'm in now is better than formal school about "interruptions" but still not what I would call perfect.
Cheri - I think I could tolerate the Starbucks call, although the closest is 50 miles away. My treat when i go to Buffalo. LOL
Michelle - I had to do the opposite in WW this week. I need writing samples for their files by the 31st, so we have to be real silent, no talking during writing until then.
brad - Ours is just SO LOUD! Cover my ears when it comes on. She needs to turn it down
judy3ca - Cavey, I worry all the time about writing, LOL. I'm going to be gone for a couple of days a couple of weeks from now and I was thinking about the sub. I'm going to have them write to a prompt for practice.
Alta Rose - Well, and we're supposed to lock our doors, but they only lock from the outside. ??
Kim/1/Ca - I guess I could fit one under the sink and one under my desk.
cavey - Yeah Judy, I worry about balancing that test writing and that "real" writing!
judy3ca - Brad, my poor principal....I grouse to him every single time they interrupt in the morning.
Sharon - problem, alta rose!
Marcia/1st/GA - I finally got to the Lonely Scarecrow for SI (writing inspiration). They really responded much better than I thought they would.
Alta Rose - We get phone interruptions all the time. Messages from parents to kids.
Kim/1/Ca - Of course, I could try sticking a few in my closets. BUT........all the office supplies on the floor might be a dead give away.
cavey - Okay guys, no more intruder jokes, too close to home.
Michelle - You aren't a "real town" if you don't have a Starbucks, in the Northwest.
Alta Rose - Hi Erin!
brad - Pendaflex clues
cavey - Hi Erin!
Kim/1/Ca - I have that book, Marcia...........how did it go?
Marcia/1st/GA - Judy, I read Pierre to my class this week. Very delightful book. We stopped to discuss t-t connections with Little Red Ridign Hood. I asked them based on what they knew about that story, what did they think would happen in this one?
Kim/1/Ca - (sorry Cavey........)
Michelle - we got all our locks changed so they can only be locked from the inside.
Erin - Judy, are you staying overnight at CRA?
Cheri - Michelle, when we visited Vancouver this summer, I could not believe the coffee shops. WOW!
judy3ca - Well, just one more thing about intruder drills--maybe you can fix our problem. We are told--lock doors, let any child in, but don't answer the door. Can you figure this out?
Erin - My school is one mile from a prison...we have prison break drills
cavey - It's okay Kim- it is still funny!
judy3ca - Marcia, I'm so glad they liked my boy--have you read them Chicken Soup with Rice yet?
Sharon - judy... send them outside to come to your window?
judy3ca - Erin, YES! Hooray!!!!! Are you?
brad - yummy once
Cheri - What do you do on a prison break drill. Oh, you mean if someone breaks out of the prison?
Marcia/1st/GA - I love it and have been dying t read it. We definitely stopped to discuss and I am sure it was over some of their heads. My favorite part is to ask on the first page--after reading and showing the illustration, I ask them what color are cornflowers? Very indicative of who is getting it and who isn't!
Alta Rose - My hubby works in a prison, Erin. It's about 40 min from us. I figure, if they ever escape, they will want to get as far away as possible.
Kim/1/Ca - LOL Judy.......! Did your maintenance team install peepholes?
Erin - Yes, Judy!!! I'm so excited
judy3ca - Sharon, LOL!
Michelle - I like One Was Johnny.
Erin - Well, they always find the escapees 40 miles away in downtown LA at their old houses or something. Go figure
judy3ca - Oh, cool! Erin, we can meet!
Kim/1/Ca - WE do Chicken Soup with Rice almost every morning, part of Calendar....... one per month.
Marcia/1st/GA - Is he your boy,Judy? No, but I will. I bought some other books in teh nutshell library and want to read them to them. Also want to read one of Sendaks's books called "Something in the Kitchen" Can't quite remember the title.
Marcia/1st/GA - Michelle, I just bought that. I tell the kids I love little books.
judy3ca - Kim, they told us NOT to look out the window in the door.
Kim/1/Ca - In the Night Kitchen
cavey - We have bomb drills and they say Bring Out My Babies. but, the last time, the announcer said B
cavey - We have bomb drills and they say Bring Out My Babies. but, the last time, the announcer said B
Michelle - Judy, I saw the paperback versions of Pierre, etc. at Barnes & Noble. Those ones are large compared to my tiny hardcovers. They fit the palm of my hand. So "handy" to carry around...and lose.
cavey - Okay, moved the mouse
Cheri - Marcia, I think it's the Night Kitchen.
brad - Michelle, thanks for the Bridges info. A little pricey; I just want the teacher's guide, but I couldn't find where you could order just that
Erin - Our code for prison break or intruder is "LOck the ball box"
cavey - The last time she said Bring out our babies
cavey - so now we have boob drills
Marcia/1st/GA - Kim, that's it! And yes,Michelle, that is where I just bought my Sendak books last weekend.
judy3ca - Michelle, LOL, now you know why I have so many copies of Pierre!
Kim/1/Ca - LOL Cavey.........(snicker, snicker)
brad - LOL, Cavey, I'm all for those
Alta Rose - Lol, Cavey!
Erin - Judy, take good notes at the Ellin Keene...I'm going to be late to it
Michelle - oh, I have the catalog right here, brad...I'll check.
judy3ca - ROFL cavey
Marcia/1st/GA - I am going to hear Sharon Taberski tomorrow.
brad - They have boob drills at Mardi Gras I think
Cheri - So funny, cavey.
judy3ca - Erin, we're going to have to figure out how to meet. Kim are you still coming?
Alta Rose - Oh, that would be good, Marcia.
Kim/1/Ca - Take COPIOUS notes, transcribe them for us........post to the board, please.
brad - You lucky dog, Marcia. Let me know if she talks any about writing
Marcia/1st/GA - When are you going to Ellin Keene's ,Judy?
Cheri - Marcia, I'm going to see her in Nov. I've heard she's very good.
cavey - Brad, I think that's different
Erin - I'll email you my cell phone number and if you give me yours we can get in touch there
judy3ca - ROFL Brad! Thanks, I needed that laugh!
Erin - Well, KIm, for a small fee.....
Kim/1/Ca - No Judy......I was too overwhelmed. I didn't make reservations. I will go next year.
Marcia/1st/GA - I will, I will, I will-to you and you and you!
Sharon - brad, are you doing the individual book bags?
Sharon - brad, are you doing the individual book bags?
brad - We just archived boob drills, you all
judy3ca - Nov 6 I think for Ellin Keene and the next day Vicki Spandel.
Sharon - ack... excuse the double post
brad - yes, sharon
Sharon - how's it going?
Michelle - oh, I see brad. $1225 is a bit too much for ya?
Erin - Judy, same here....
judy3ca - Oh, darn, Kim....another time.
brad - it's not. Behavior still too much of an issue to conference regularly.
Erin - Kim and I will have to carpool next year...when it's down south here
Michelle - Cheri...several people I work with will be in Denver in Nov. I'm jealous. They tell me I may get to go in the Spring
brad - Well the economy version was $275.00, which isn't too bad, but still pricey when all I want is the teacher's guide
Marcia/1st/GA - Brad, what level is most of your class on?
cavey - Did someone say south?
judy3ca - Kim, where are you staying? Of course, I have no clue where I'm staying, LOL, as Lit Coach is taking care of it.
Kim/1/Ca - Yes, Erin.......fersure........
brad - E or F (F and P)
Erin - Just finished parent conferences and the majority were very happy with their child's love of reading and writing and the progress they had make
Sharon - erm.... did anyone just get a pm about degrees from a non-acredited university for life experiences?
Kim/1/Ca - SoCal Cavey.......sorry
Cheri - Michelle, to the National study--mosaic?
Marcia/1st/GA - Oh, that's just about the level where they really start feeling a little bit successful too.
Erin - Cavey, southern california...not quite the deep south
Marcia/1st/GA - Brad, I still have quite a few who are still on A and B!
cavey - I know, you just wish we all could be California girls
brad - Remember I'm second Marcia, shouldn't they be on J or K?
Michelle - oh, yeah. I was supposed to see Ellin Keene in Portland this summer, but she had surgery instead.
Erin - That's me!!!!!!!!!!!!
Kim/1/Ca - Reader's Workshop is going well. On their OWN they decided to "read to the class" a book they practiced. We did about 12 kids this week. Totally cool.
Alta Rose - I got a big break when teaching t-t.
Alta Rose - We did the 3 Billy Goats Gruff last week.
Cheri - You'll love it. Be prepared to really work all week--but it's good work.
Michelle - brad, it always seems to me that the E and F seems to be a big trouble area to get through. Some kids have trouble getting over that stage.
Marcia/1st/GA - yes, but I find with my first graders that when they get to E and F, they start feeling a little more successful and will read more-more self motivated. Often I have them jump right into J's before I know it.
Alta Rose - And one of our basals has "The 3 Beavers Brown." It was perfect!
Erin - I asked my class to go back to their seats the other day after reading workshop...counted to 5 as a heads up...no one moved...kept reading...begged for 10 more minutes...of course you may read for 10 m ore minutes
Kim/1/Ca - Little Cheyenne isn't reading yet but INSISTED upon reading "The Chick and the Duckling." well, she struggled and was soooooo embarrassed. Stephanie got up, stood next to her, and read the duckling part and Cheyenne read the chick's part. She was so pleased! I was soooo thrilled.
brad - I'm really struggling this year
Erin - Awesome, Kim
Erin - brad..I think of you and your tough class often.
cavey - How sweet Kim
Marcia/1st/GA - Brad, I think I am too. In math too.
brad - That's sweet Erin
Alta Rose - Cool, Kim!
Cheri - Don't you love it when they do that, Erin? I always jokingly say, "No, we will not read or write anymore in here."
Sharon - alta rose... i read that post on the yahoo group.. i was clapping for you!
Erin - I have a few who are struggling, but dealing with a whole class must be overwhelming
Marcia/1st/GA - Although, i saw a small, dim light at the end of the tunnel with my kids this week as far as listening behaviors during my read aloud time,my MOT time.
brad - I've worked up some centers to try in SSR block next week, sort've F and P (Shh don't tell 4B people. LOL) I need some "electronic babysitting" while I pull individuals
judy3ca - Brad, count me in on the thinking of you team.
Erin - Cheri, definitely. Especially the ones who at the beginning of the year swore they didn't like to read
Kim/1/Ca - Then Cheyenne's dad called me about 40 minutes ago..to say she has "read" the book to the entire family and that she gets better each time. To thank me..............! HA......like I did anything.........
Cheri - What are you struggling with? Academics, behavior or both?
Alta Rose - I have been, too, brad.
Sharon - but you did, kim!
Alta Rose - Thinking of you and your tough class, that is.
brad - I'm just working opposite of how I worked last year. Last year, I knew what story was coming up in basal and adapted strategy. This year, I'm trying to do engagements with strategies, and the text selection is leaving me hanging.
Erin - Judy, one of my students bought Winn Dixie with her own money, read 23 chapters in one day, but saved some to read in class her mother said. Is now telling her mom that she would enjoy it and should read it also
cavey - Ahh Kim- we know your other name is Annie Sullivan
judy3ca - Kim, that is such a cool story!
Erin - Kim you did a lot!!!
brad - cheri, behavior which in turn affects academics (or is that vice versa) Probably both>LOL
Marcia/1st/GA - What do you mean, Brad?
Marcia/1st/GA - Kim, you set the stage for success!
judy3ca - Erin, that's great! We have lots and lots of t-t for WinnDixie.
brad - Well I taught strategies last year but was a little more "all over the map": so to speak. I saw the next story was "Tony's Bread" by DePaola in the basal and thought of a strategy to go with it. This year, I know I'm teaching strategy (schema, for example) and Have to FIND text
Erin - I love that book!!! Lent it to my partner teacher to read to his class.
Marcia/1st/GA - So, Brad, let's see. YOu are doing the strategy and need books for them to read or for you to read aloud to them?
Michelle - I put out an email at school asking if anyone had that Graves book so I could borrow it. No luck. Not even the Literacy Coordinator has it.
cavey - I love Winn Dixie- Do y'all know what a real Winn Dixie is out there?
Cheri - gotcha. I had that last year. What a time. And I elected to go 2/3 so some of them I still have. although now we have three classes to place them instead of two which helps. last year i couldn't get them far enough away from each other.
cavey - They're the meat people - no joke
Sharon - yes, i have bags in my car ready to mail to judy, cavey!
brad - I want books for them to read as well as my read-aloud. I feel I'm reading aloud too much and they're not getting enough reading. (Should I feel this way? Is it typical?)
Marcia/1st/GA - Brad, have you forgotten your old friends at mosaicteacher? It's a great resource! Have you checked the files? Have you posted a question? We would love to tell a TON of great stories to read aloud.
Alta Rose - Brad, I'm finding most of my strategy instruction has been with read-alouds. It's hard to find appropriate text that they can read. The bicycle poem was a good one, though.
Michelle - I thought they were just a grocery store, cavey.
brad - Maybe that's just it. I'm getting over the guilt that it's okay for me to read aloud. I just need time, I suppose
judy3ca - Sharon, my husband gets tired of my school stories, but he loved the books in your bags story.
Alta Rose - Except for my 3 BGG and Beavers Brown. That was a stroke of luck.
Erin - Now I need some bags!!!!! WAHHHH. SHaron?????
Kim/1/Ca - You are NOT reading aloud too much. If you feel that way..........try more SHARED reading, Brad. Use the overhead and run off poetry, song lyrics, etc.
cavey - They are Michelle, but their claim to fame is meat!
Marcia/1st/GA - Brad, I think if you are having them read during SSR, you're okay. Plus, you can always use the basal (however, can they read it?) just for some extra reading time, but don;t necessarily have to tie it into your strategy instruction.
Alta Rose - It's more than OK, Brad!
Sharon - i PROMISE they're coming judy!
Erin - Definitely OK Brad.. They probably have not had enough of that
Cheri - brad, that's how I felt when I first started schema. After a week, it changed with them reading more. I wondered if it is typical also. But how else do you do it if you are modeling?
Michelle - I do most of my strategy instruction with read-alouds.
brad - Thanks, Kim, I've been looking more into this avenue this past week. I don't have many big books. It's just hard to do strategy instruction when much of the text is not meaty
Sharon - erin... email me at philsharonelder@aol.com about them
judy3ca - Sharon, LOL, they're Christmas presents--lots of time.
Marcia/1st/GA - Cheri, am I supposed to send bags to you?
Erin - Thanks Sharon....I was starting to get a little envious there
cavey - Brad, you're having to make up those 1000 hours or days or whatever
Marcia/1st/GA - Brad, I really believe the read alouds is vital to our teaching.
brad - No, they can't read basal. They're on E and F. They're in second. And I think second begins with J.
Michelle - I've been reading aloud extra. I realized we don't have enough shared background texts yet.
Cheri - I can't remember if you were? I think so. Well, will you please?
Kim/1/Ca - I know........ what about library titles....? Can you "run off" or rizo some good stuff?
Sharon - hi terry!
Marcia/1st/GA - So, Brad, they can't read it anyway. Read to them. THey will read leveled reading during SSR.
Marcia/1st/GA - I will, Cheri.
brad - Then I know why I feel guilty. Cause they're such little heck raisers that I haven't held SSR daily like I know needs to be done.
Marcia/1st/GA - Nan has a bunch of good reader's theatres too.
Cheri - Thanks, Marcia.
Marcia/1st/GA - Brad, oh, so the truth comes out!
brad - I'm hoping my centers keep the peace
Erin - Brad...you are only human and doing more than most teachers do.
Alta Rose - I've been making the same discovery Brad. Most of my strategy discussion has to be with read-alouds.
Marcia/1st/GA - I don't think I could manage centers during reading workshop.
hi - hi
Kim/1/Ca - Gradually release reponsibility to the more competent and independent kids. You keep part of them and do Shared Reading. The "good" ones can do SSR and then you can start pairing them up.
Sharon - how was your week, terry?
brad - LOL Marcia. It's not that it's not scheduled everyday. It just usually gets cut short because of crises. Or I just don't get to meet one on one, so they get time reading but NO instruction
Kim/1/Ca - Oh yes.......all my strategy discussion has been with read alouds.
Marcia/1st/GA - I am only finding time to do centers about twice a week.
Michelle - I don't do centers. They drove me batty in 1st grade.
terry - it was really pretty good
brad - It's just reading centers. A listening center. Books on computer center. And "Old favorites," which are my read-alouds and poetry charts
Kim/1/Ca - I talk about the strategies a LOT during shared reading..........."........good readers often CHUNK, see here.........." "What do you notice about THIS word..................?" etc etc.
brad - Nothing I have to plan
Alta Rose - Have you done the bicycle poem, brad?
Marcia/1st/GA - I have some poems that I have hanging on large chart paper too. We read from them and do our phonics with them. Also, Brad, do you do daily message like Sharon described on our site.?
terry - I know I am a little late...what's the discussion about?
brad - I'm inner city, Alta. Many of them can't ride. They don't play outside
Sharon - we're all over the place, terry
Alta Rose - Oh, I see.
Kim/1/Ca - Alligator Pie, brad........
Cheri - Hopefully, it will get better as the year progresses. If you started in Sept., it may be pretty early for lots of independent work. Last year's class took forever because of behavior.
judy3ca - Hi terry!
brad - I have. This week was crazy for several reasons (cancelled field trip, district meeting. . .) so I didn't.
Marcia/1st/GA - Brad, I started my guided reading groups (F & P style) in September. I wish I had just conferenced with kids through now like I did last year. I feel like I don't knwo them as readers yet. ;(
Kim/1/Ca - Professional Reading, loosely........, terry
terry - hey judy!
brad - Alligator Pie?? Why and who said that?
brad - Why do you ask (about morning message)
Marcia/1st/GA - Brad, they might still be able to connect to the bicycle poem. We talked about the character's feelings in the stanzas. One little girl connected it to learnign to read in kindergarten.
Sharon - marcia, do you do a daily message? how much time do you spend on it?
Michelle - I think I'm gonna die/ if I don't get me some alligator pie! been a while since i've heard that one.
Kim/1/Ca - It's a good, catchy poem you doofus..........................(Who said that? PAY ATTENTION)
Marcia/1st/GA - Sharon, I need to revamp my schedule. I am not doing the daily message and was just thinking today I need to incorporate it into a "phonics" time. It would get about 5-10 minutes.
Alta Rose - One of mine connected it with getting immunized, another with helping her family with bees the first time.
Erin - Judy, question, in WW if you have students writing bizarre stories e.g. The Evil Toilet, that make no sense and were written just for the bathroom humor, do you intervene?
cavey - Good question Erin
Kim/1/Ca - We did it today........made a book. You should have seen the illustrations. Alligator Pie, alligator pie, If I dont' get some, I think I'm going to cry, take away the green grass, take away the sky, but dont' take away, my alligator pie.
Cheri - Erin, that sounds pretty interesting.
Alta Rose - Grade 3, right Erin?
Alta Rose - The year of Captain Underpants?
Erin - cavey, we are working on questioning this week
judy3ca - Erin, um, yes I do. But we take our writing pretty seriously now, so that hasn't happened.
Erin - Yes, 3rd grade
brad - sharon, my biggest success this year, I think, has been the "Sound Song" I made up. Crack me up, when I walk by the restroom and hear a couple girls shouting, "Crybaby A! Crybaby A! /a/! /a/! /a/!"
Sharon - lol, brad!
Alta Rose - Erin, I have "schema" for that as my son was in Gr. 3 last year.
Kim/1/Ca - Then there is a spin off.............. Alligator Soup, Alligator Soup, if I don't get some, I think I 'm going to droop..............
Erin - Well one boy started a fantasy story and did well, then a bunch of boys started. Most put it aside when they realized they couldn't do it...but I have one who keeps at it even though it is terrible
Kim/1/Ca - Yes, Brad..........when do I get my own personal recording of THAT little number?
brad - Kim, of course I was thinking of another bodily function to rhyme with soup
Marcia/1st/GA - Erin, that's scary. I can see all kinds of copycat stories popping up in your room after they hear The Evil Toilet!
Erin - Judy, most are serious, this one boy is being difficult
brad - you're not the only one, Kim. I'll have to do it
Michelle - I am so sick of Captain Underpants. I have had to read probably 5 letters in Reading Journals about George and Harold this week.
Grace/IL - Kim, the spinoff is curer than the original
Sharon - there was a post on one of my rings about mother vowel naming her kids... seemed to be a take-off on the crybaby a, hard of hearing e, etc.
judy3ca - Erin, I'd confer with him and subtly (sledgehammer) let him know it's time to move on.
Cheri - brad, so was I since your girls are singing in the bathroom.
Marcia/1st/GA - Judy, LOL!
Michelle - kim...I always think "poop" not "droop"
Erin - LOL Judy...thanks. YOu always have such great advice!!
Kim/1/Ca - Yes, Grace........they can make up their own "take away
Sharon - grace, i was wondering where you were!
brad - Erin, that tends to pop up. I find it dissipates once only ONE person is doing it (with a little help, as Judy says)
Alta Rose - Me, too, Michelle. Thank Goodness he's moved on.
Kim/1/Ca - .........."take away my coffee cup, take away my hoops, but don't take away my alligator soup."
Grace/IL - Sharon, just watching -- took time out to check the news.
Erin - Michelle, I have told some no more Captain Underpants...tired of the journal entries alos
judy3ca - Erin, are you coming to CRA with other teachers? I'm going with my Lit Coach.
Kim/1/Ca - Grace..........they are not connecting to Sam Likes Fried Zucchini. Any tips?
Michelle - my hoops? is that like cavey's hoop skirt?
Erin - I am flying up with two other teachers.
Michelle - I said they can't share Capt. Und. at Sharing Time (at the end of RW) anymore. It's already been shared. Every book.
brad - Kim? Where on earth are you getting these? And when do you do them? (Circle time???. . .?
Kim/1/Ca - basketball hoop.....sorry
Grace/IL - Drill, drill, drill. Underline the first letters of the words; those are the ones they have to double.
Erin - I would have liked to come Wednesday night, but it is too hard to arrange for my son to get to school with my husband's schedule
Kim/1/Ca - You sound like my Stepford Team, Brad..................
Michelle - ah....you shouldn't shoot baskets and drink coffee at the same time.
cavey - Well Michelle, there is only one kind of hoop
judy3ca - Erin, we're driving Thursday morning.
Sharon - grace... question for you over here...
brad - How dare you insult me! How so?
Michelle - Actually, i first thought of a Hoola Hoop
Erin - How far are you from Sacramento?
judy3ca - Erin, about an hour.
Kim/1/Ca - Okay. Drill drill drill. Double "l" after the short vowel i.
Grace/IL - Yes?
Marcia/1st/GA - I was thinking of earring hoops...
Kim/1/Ca - "when do you have time to do them?"..................sheesh.
cavey - Too much purple in here, can't tell one smart aleck from another
Grace/IL - Yes, Kim
Alta Rose - captin underpants is a good educatinol book and will help children in math
Sharon - i have a little boy that makes meaningful substitutions for words when reading, but the word does not resemble (not even keying on first letter) the word in the text... i've worked and worked to get him to key on the letters in the word... any suggestions?
judy3ca - cavey, ROFL
brad - Sharon, I also told my "h brothers" tale this week. Anything cute for "ck"?
Erin - I am actually well behaved tonite and not a "smart aleck"...thank you very much
Alta Rose - That was my son. Say Goodnight, Kevin!!!
Erin - Alta?????????????
Michelle - oh yeah? it sure won't help them in spelling
Erin - Ah, never mind Alta
brad - I thought that earlier, Erin, You were even "sweet" at one point.
cavey - Oh yeah Alta- that flip o rama is really educational
Erin - Scared ya huh?
Michelle - but they did make the text-class connection with the mixing up the letters on the signs to make new words. It's like "Making Words"
Sharon - sorry, no, brad... how did the 4 h brother tale go over?
Alta Rose - hehe
Alta Rose - lol
Erin - I hate that flip o rama!!!!!!!!!!!!!!!!
Grace/IL - Brad, I'm thinking -- yuck, yuck, yuck for ck
brad - what is flip o rama?
Kim/1/Ca - But they are meaningful subs Sharon?
Sharon - yes, kim
Michelle - my son's name is alec. When someone calls him a "smart aleck", he thinks it's a compliment. seriously.
Sharon - but there are lots of them!
Erin - It's when you flip the pages in the book to make it look like the characters are moving
brad - Oh they loved it. I even drew pictures of the brothers as I talked about them. ANd they appropriately laughed at my drawing and complained they had no nose and ugly hair.
Kim/1/Ca - You repay me by keeping at it........don't let the @#$%s get you down.
cavey - Brad, you really must work on your Captain Underpants schema
Erin - cavey, good point. He needs to build his background knowledge, but his questioning is good
cavey - It used to be called animation before computers
Marcia/1st/GA - I am sooooo glad I have no Captain Underpants schema!
brad - Oh, yeah, I forgot we're still talking Underpants. sorry carrying on a few conversations (son is informing me of Hot Wheels "score" over here)
Michelle - oh yeah, you can always hear the pages flapping and ripping during the flip-o-rama.
Sharon - judy... how did the character cut-outs lesson go?
Erin - Michelle LOLOLOL
Kim/1/Ca - It seems to me that if a kid is making meaningful subs then his BRAIN is decoding a split second before his mouth says it............it retains meaning so he doesn't catch it............
brad - Michelle, yes my copies of Underpants were oftten well-thumbed on those pages, to be kind
brad - mario's fourth party
brad - (sorry my son asked to see that)
Kim/1/Ca - Because the eye-voice span is split seconds apart................
Erin - I just LOVE when Scholastic has the boxed set...like it's a classic or something
brad - He's pleased now
judy3ca - Sharon, oh, they are sooooo cool. The kids connected back to the text perfectly--even better than I'd imagined. And you should have heard the group discussion when they were making them--amazing!
cavey - I do like Dave Pilkey's Dragon books though
Alta Rose - brb
brad - You know, it's a good thing my son is trying to inform me of the importance of Yoshi over here, because you all are DOWNING UNDERPANTS
Michelle - my class loves The Halloweiner. They made t-t connections between it and several books with bullies.
Sharon - wonderful, judy!
terry - judy, did you take pictures?
Marcia/1st/GA - I think I would like to do that character mapping too, Judy. I am thinking of waiting until January maybe so we can get some more stories under our belts.
brad - I think the Hallo Wiener is cute
Kim/1/Ca - Character cut outs?
judy3ca - terry, LOL, no pix, I think these are four characters only a mother (me) could love.
Erin - Hallo Wiener is a good one
Marcia/1st/GA - Does anyone know of any picture books with maps in them? Not a book about teaching about maps, but a fiction book with a map.
brad - Character cut outs like character in a can?
Kim/1/Ca - And HELLO there folks....... Sharon asked a good question about meaningful subtitutions and I responded profoundly................you haven't put in your two cents worth.....or even argued with me.
brad - A chapter book, Marcia?
Sharon - doesn't edward and the pirates have one? and Nate the great?
cavey - The Secret Birthday Message Marcia
Erin - Does Armadillo from Amarillo have maps? Can't remember
Grace/IL - I missed Sharon's question
Cheri - Marcia, I wonder if one of the Felix books has maps. I don't remember.
Michelle - Diary: Josh's Journal has a map of the Oregon Trail in it.
judy3ca - Okay, here's my 2 cents--are the substitutions interefering with his comprehension? Are they frequent enough that he's not passing his running record?
Marcia/1st/GA - well, no. I am thinking of maybe a picture book. I think And the Dish Ran Away with the Spoon has one, but that's the only one I can remember. Oh, yes, great, good. Let me write these down.
Michelle - Amelia Hits the Road.
brad - Mapping Penny's World, but that's more about maps than a story with maps
Erin - Hey, don't be stealing my character in a can!!!
Grace/IL - Sharon, will you post it again?
Erin - That is my not AUOI project
Michelle - The Scrambled States of America
Sharon - grace... i said that i have a little boy that makes LOTS of meaningful substitutions, but the errors don't contain any of the letters of the targeted word (not even first letter)... I've worked and worked with him to at key on the letters in the word, no luck... any advise?
brad - We just finished maps, and my district's offices had some big books I used, but they're not something you'd find at B and N
brad - I love Scrambled States. That's my style.
Marcia/1st/GA - Oooh, brad, how did you introduce it?
Sharon - judy... the thing is that there are lots of them... and he's a beginning reader... i don't think i should just let it pass... he needs to key on the letters in the word
Michelle - my son has completely worn out his copy. I need to buy a hardcover version.
brad - Me on the Map, I think, Marcia. Let me check.
brad - Me too, Michelle!! LOL
Sharon - there's only a sentence on a page and he may substitute for 2 words... usually the less frequency type words
Grace/IL - I had the same problem with little "Gayle." She simply guessed at many words. Of course that was a one on one situation and we really worked to get the right words.
judy3ca - Sharon, what does he do when you tell him to look at the word again?
Erin - I agree Sharon. If he was a more experienced reader it would be different, maybe. But he needs to learn to look at the words more carefully
Kim/1/Ca - and I said that meaningful substitutions occur because his brain is actually decoding the word and his mouth SAYS a meaningful substitution........eye voice span difference...........SO comprehension is not impacted. and he doesn't notice.........
Marcia/1st/GA - Brad, I ordered that one from B & N. I ordered some other ones that teach about maps. I want to show the kids that maps are incorporated into literature, too.
Grace/IL - Sharon, are you using some form of decodable text?
Sharon - he figures out the word, judy
Sharon - yes, grace
cavey - I agree with Kim- otherwise how could he make a meaningful substitution
Grace/IL - But, Kim, that's a real holdover from Goodmans, et al. They argue that if the child gets the meaning, it's OK to substitute.
judy3ca - So, he is capable of reading the word correctly but he makes a meaningful substitution, is that right?
Kim/1/Ca - Cunningham advises we don't necessarily correct semantic errors (meaningful substitutions).........
Sharon - kim... i don't get that his brain is actually decoding the word with a meaningful substitution??
Kim/1/Ca - horse/pony bucket/pail
judy3ca - Sharon, can you give us an example?
terry - Is he using picture clues?
Grace/IL - I really disagree with not correcting semantic errors. It's going to catch up with them later. The HAVE to know how to read words accurately.
Sharon - exactly, grace!
brad - Other books I used: As the Crow Flies, Mapping Penny's World, North/East/South/West (a Rookie Science Reader becasue compass rose is in our standards), and "A trip to mini-town" the big book I was referring to. I also read "Atlantic" when introducing oceans (7 continents/4 oceans another standard) It's a book told from the point of view of Atlantic Ocean. Very poetic, so my kids were a little taken aback. LOL They were very silent, but still somewhat appreciative.
Sharon - it's not an occasional problem
judy3ca - good question, Terry!
Kim/1/Ca - I am fascinated by the whole BRAIN activity in reading. I don't really KNOW, and I don't think anybody does, WHY these substitutions occur. This is just a theory I heard from a RR teacher.
Sharon - yes, terry... i think so
Grace/IL - Fast accurate reading is necessary for comprehension at the higher levels.
Cheri - Sharon, is he using the picture for clues. He may use pictures for the meaning at this point and will change to using the structure of the word later. My granddaughter did that.
Marcia/1st/GA - Thanks for the suggestion about Atlantic. And others. I either have them, or I am ordering them. Wanted them for my collection.
terry - My guess that is his tool he accesses first, the picture clues. When you have him go back then he is sounding it out, which shows he is capable
Cheri - Maya did it because she happens to be a very visual learner and a terrific artist. Also looks fo rpatterns in everything,
brad - I think all of those would be good at any level. Mapping Penny's World ended up being the anchor book, as we'd stop every few pages and discuss.
Kim/1/Ca - You are right, Grace. But.......sometimes you have to pick your battles. If a lot of errors are occuring, i would rather correct meaning-altering errors and leave the semantic errors alone, for now.
Grace/IL - Some Orton-Gillingham proponents instist that children read WITHOUT pictures so t hey have to attend to the words to get the meaning.
brad - Occasionally Grace, I wonder if that wouldn't help some of my inner-city's who rely too much on outside sources, I think
Kim/1/Ca - Will you all please post these mapping books on the board? Ican't keep up.
brad - (mostly teacher! Suh! GRrrr.)
Cheri - Grace. that would seem to me to discount learning styles.
Sharon - grace... do i try to get him to attend to the first letter of the word or continue working through the whole word?
Grace/IL - I've written a couple of stories, mostly decodable. I'm thinking they should be put out in a form that the children read them, then do their own illustrating.
Marcia/1st/GA - I like the idea of them having picture clues. I think they need the added support to gain confidence in their decoding abilities.
Kim/1/Ca - The tomes about Dan and Nan getting gas for the tan van?
brad - I really wish (I haven't really looked) there was some place to buy those Rookie Science Readers. I've only seen them in libraries. They are pretty good primary level nonfiction books.
Grace/IL - Cheri, possibly so but for some children it's important.
Erin - All right! Good night. I'm tired after a week of teaching and parent conferences. I'm excited about our books we will be reading. I will email you Judy about CRA.
judy3ca - Great, Erin--good night!
cavey - Night Erin!
Grace/IL - If the word is easily decodable, I always insisted on working through it.
Michelle - My son swears he learned to read from Bob Books....completely, 100% decodable books.
Sharon - i truly think that to let it continue will hinder his reading progress, guys... he just doesn't want to put any effort into decoding text
brad - Not real exciting reading, but get their concept across simply
Alta Rose - Kim, I just came back to the conversation, but wouldn't these substitutions occur because reading is a meaning-amking activity?
Marcia/1st/GA - Kim, I can't do the tomes.
Alta Rose - making, I mean.
Kim/1/Ca - Yup.......think so, Alta.
brad - I remember the tomes when I was little.
Alta Rose - I know I often make substitutions when reading out loud.
Marcia/1st/GA - Brad, I thought I got some from scholastic. Maybe they were something similiar,t ho
Grace/IL - Michelle, my grandsons used the Bob books too. They loved them.
Cheri - i guess, I'm thinking of my granddaughter who did the same thing so she was sent to reaading intervention where she was taught to attend to the letters and sound out words and she came out of it a horrible reader and then had to recover from that.
brad - but is it frequent, alta?
cavey - I'm with Alta and Kim on this one
Sharon - yes, but you're a proficient reader, alta rose... he's an emergent reader
Alta Rose - No, probably not.
Marcia/1st/GA - In fact, I am pretty sure I got a collection of Science Rookie Reader books this last time on ocean animals.
Michelle - I am too embarrassed to use them in my class, although they sit in my closet. I'm thinking I have one boy who might benefit from them. the "little books" haven't worked.
brad - How did that happen Cheri (I can imagine, just looking for "your" specifics)
Alta Rose - But still, he's focusing on meaning, which is a good thing.
terry - I wouldn't hinder his strategy of using picture clues. But use the texts without pictures for him to grow in other strategies.
Grace/IL - Grandsons liked the Makar books from Educators Publishing Service even better than the Bob books.
Sharon - yes, alta rose... and i'm grateful for that... i just want to move him forward
Kim/1/Ca - Grace........I have a little guy who does "Making Words" and really struggles with the dictation. He doesn't have ltter/sound mastery yet.......and he can't decode ANYTHING. I was having him trace the words but now he wants to write them.
Marcia/1st/GA - Alta, I agree with you. The meaning is why we read.
Alta Rose - I always think that's better than the kid who can decode perfectly and not understand a thing. brb again.
Marcia/1st/GA - Have you ever had a really slow reader actually improve in his writing and spelling ability before his reading. Almost the writing surpasses the reading?
Sharon - but, but, but... does it have to be either/or, alta?
brad - That's what we have a lot of in our school, Alta. I think it's the lack of a thousand Kim rants on about.
judy3ca - Sharon, do you use running records?
Grace/IL - Kim, that will happen. I found it sometimes took several months for them to catch on but they finally did.
Sharon - yes, judy
Alta Rose - I have one of those, Marcia.
judy3ca - Well then, what are his results? Does he keep passing and moving up? Or are the errors to numerous?
Grace/IL - In the beginning stages, spelling and writing can surpass reading. It's the only time that really happens.
Kim/1/Ca - I will be patient. Doing an extra Making Words lesson (often the same words in ROOTS!) just to manipulate the sounds for phonemic awareness............hope I am on the right track.
Alta Rose - Sorry, Sharon, I missed how many substitutions he's making.
brad - I wish Jan were here, because I know of her experience with this subject, but I think you all can help too. I'm really hoping to attack the reading issue from the writing standpoint, because my kids seem to enjoy the writing. Any ideas/hints?
Marcia/1st/GA - You wouldn't think so, would you Alta? It seems like writing is a more complex task than reading .
cavey - I have to go. The sun rises on me first . Cheri, you are doing remarkably well!
Kim/1/Ca - Yeah Brad..........teaching reading through writing is what Clay called "going in through the back door." LOL
cavey - Goodnight all. good discussion
Sharon - extremely slow progress, judy... we've progressed from one word on a page type books to one sentence on a page... which is progress... but i truly think he can do better
Kim/1/Ca - ((cavey)) sleep well
Grace/IL - Brad, have you tried sentence making and sentence correcting. It's described on my website (freebies)?
Cheri - Maya is a visual learner. When she read she relied on picture clues and made frequent meaningful substitutions. It was thought that she would have a reading problem if she continued so she was sent to reading intervention--our form of reading recovery. There the teacher insisted she sound out words and not rely on the picture clues. Maya came out of it stumbling over every word to sound it out and ignore other strategies, especially ones she preferred.
Alta Rose - Goodnight, Cavey. Hi Sadie!
Sadie T - Hello!!
Kim/1/Ca - ((((((SADIE!!)))) You are LATE girlfriend.........
Michelle - hi, Sadie!
brad - Well, also, are you all trying to write in different genres or. . .?
judy3ca - Sharon, I wish I could hear him read, but I'd go with Grace if his rrs aren't good--he's got to read across the word.
Sharon - thanks for the warning, cheri!
judy3ca - Hi Sadie!!!
Marcia/1st/GA - Brad, I think that you should continue to do your read alouds and point out writing style or author's purpose or figurative language as you read. I think with these methods, it takes a while for all the learners to get familiarwith a lot of text. I think some of mine are now starting to take off.
Kim/1/Ca - Cut up sentences, too Brad...........use familiar poems, chants, snipppets from books........cut them apart and put them into a zippy bag.
brad - Perhaps so, we need to do more reading like writers
Sadie T - Hi everyone. No one made up any new acronyms while I was gone right? LOL
brad - For what, Kim. No hold on wait till I get back, son is needing
Cheri - sharon, i'm not advising to ignore the problem. Keep in mind what his preferred method is and don't take that away from him. I'm sure you wouldn't anyway.
terry - Was Nan here tonight?
Marcia/1st/GA - Brad, try the poetry patterns that Sharon suggested on mosaic teacher.
Michelle - That Reading Like Writers series I did was wonderful! Many of my kids have really taken ownership of it!
Kim/1/Ca - Well........how can you get them to focus upon CRAFT when they are not yet focusing at ALL............?hmmmmmm..............?
Grace/IL - No, Terry
Chicka - Hi All!!!!
Kim/1/Ca - No Terry, no Nan tonight.
Cheri - Goodnight. going to see Baba Yaga tomorrow, so need my sleep.
Sharon - bye, cheri
Alta Rose - Hi Chicka. Goodnight, Cheri.
terry - Mosaic Board has been almost silent for days too.
Grace/IL - 'night Cheri
Alta Rose - Yes, I've noticed the same thing, terry.
judy3ca - Michelle! Yes! Just today I read my kids a book to open WW and then I asked them to decide why I had chosen it--they nailed it.
Michelle - yes, i thought something was wrong with the Mosaic board, or that I wasn't receiving my email!
Chicka - I've been distracted by son/husband....but I was wondering what series of books is best, in everyone's opinion for beginning readers...
Marcia/1st/GA - Brad, my kids felt very successful with the catalogue poem and the I like poem. Both were very easy for them to do and to read back. It's helping some of my poorer spellers really focus on their sounds rather than a lot of ideas.
Sharon - it's been a hectic week at school for me, michelle and terry... no time to post
Sharon - but the sensory images study is going well
Michelle - I really like the sets of books that Scholastic put out for guided reading for the beginning levels.
brad - I'm sorry. Let me catch up here. First, nan is somewhere down by N'awlins, right?
Kim/1/Ca - You need a variety, Chicka...........decodable, predictable, high frequency............and lots of good literature for your other component.s
Grace/IL - Chicka, I think it depends on the child. If they're natural readers, anything will work.
terry - me too. I did post a little. I am trying to stay in tune to all my lifesavers these days!
Kim/1/Ca - Wright Group, Rigby.........
brad - Second, I know you all are talking to me abouty poetry patterns or something. Can you re-post?
Marcia/1st/GA - Who had the observation today? They posted about it on mosaic?
Michelle - I can barely keep up with the posts, I don't have time to write or respond myself hardly ever.
Grace/IL - I agree with Kim -- natural text, poetry, decodable text but I'm partial to decodable in the beginning. It did so much for my first graders.
Sharon - my favorite book for SI so far is The Waterfall's Gift... has everyone of the five senses and emotion component
Michelle - Judy?
Michelle - no...that was a few days ago...
Marcia/1st/GA - Brad, I can send you the link in an email for the poetry sites.
Chicka - I'm teaching Kindergarten
terry - Carolyn did the observation. I can't wait to hear about it.
Marcia/1st/GA - Oooh, Sharon is this a new book?
brad - I just saw before I got on here that around New Orleans is having "tornado troubles" tonight. So that could be where Nan is
Kim/1/Ca - I had an observation on Tuesday. We made a book.........."____________'s Terrific Taco." It went WONDERFULLY. She called me a "jewel." (I'm a jewel!)
Marcia/1st/GA - I am going to do the 5 senses poem too. Perfect read aloud for it.
Chicka - ty Kim, Michelle
Sharon - yes, marcia... and it's wonderful
Marcia/1st/GA - Sounded like a big deal, Carolyns observation.
Grace/IL - Even strong beginners soared with combining spelling instruction with decodable text.
Sharon - which 5 senses poem?
brad - Kim, I really don't want to miss it (and sharon too, I think) why are you recommending these poem things to me?
Kim/1/Ca - Chicka..........please get Cunningham's Month by Month Reading and Writing in Kindergarten ....... also Building Blocks and Bobbi Fisher's Joyful Learning.
Chicka - Kim- I'
Michelle - I'm having a bunch of 1st year teachers observe me next week.
judy3ca - Kim, you are definitely a jewel!
Marcia/1st/GA - So, Sharon, I will probably ahve to buy it rather than borrow from library. <Sigh>
Chicka - sorry. Kim, I've got those books.
terry - My class did the senses poem and another one this week from the site. They were awesome!
Grace/IL - Congratulations, Kim -- you are a jewel
Michelle - definitely nothing like Carolyn's prestigious group!
Alta Rose - Which one is the senses poem?
Chicka - I've been using Phonemic Awareness in Young Children and Kid Writing...very successful, so far!!!!
Marcia/1st/GA - Sharon, there was an example two different forms of a 5 senses poem on the site you shared with us on mosaic.
Sharon - phonemic awareness is the top indicator of reading success, chicka!
Kim/1/Ca - Then they should give you the bones of what you need, Chicka............. I used some CTP books with my kinders in the spring, along with the "Max" series.......... did Making Words. Formal reading groups really arent' developmentally appropriate at this time.
Sharon - oh yeah... i need to go back to that site!
Marcia/1st/GA - Chicka, I think Kid Writing is perfect for kindergarten. Also, liked Interactive Writing by Fountas and Pinnell
Kim/1/Ca - Chicka.......YES....those are terrific resources as well. Bunches and bunches of read aloud and shared reading with predictable text.
Chicka - Great, Kim. Yes, I'm not using formal reading groups...I agree.
brad - I haven't really tried much Interactive Writing yet. How does that go?
Kim/1/Ca - Thanks Grace and Judy........aw shucks.
Marcia/1st/GA - Folks, I need to get to bed. Got to be alert when I hear Sharon Taberski talk tomorow!
Grace/IL - Kim, going back to the s l f z -- Have you posted lists of word families with these. Of course, all takes a different vowel sound so one can't use that (except shall).
Michelle - bye, Marcia!
Sharon - brad, i didn't send any poems your way... marcia suggested that you check into the site that i posted with poetry patterns
Sadie T - Good night Marcia!
brad - Copious notes, marcia. And ask about writing
Alta Rose - Enjoy, Marcia! Remember every word she says for us!
Kim/1/Ca - You could ROCK with I.W. Brad.........it is harder with 1st and a rough road with Kinder at this time of year. I love Ineractive Writing.
Sharon - bye marcia
Chicka - Marcia- Kid Writing has been perfect. They are ALL so excited..and showing progress. I have looked at Interactive Writing.
terry - night marcia
brad - I think I could too, Kim. Maybe juice up the Writing Block a few days a week. Any tips?
Marcia/1st/GA - Brad, it's slow. I do most of the writing to tell you the truth. We wrote out teh steps to make pumpkin muffins the other day. Some of the kids discovered that all the sentences started with "we" so i did a small group writing activity. We talked about transitio words and I let them have the sentence strips and they re wrote only the beginnings of our sentences. It was cute.
brad - ISn't it based around a Sharred Experience?
Kim/1/Ca - GOOD IDEA, Grace........I put up "family words" this week..........so this would be appropriate. I did have the kids write out word families we cut out and glued to tag board...............but they don't refer to them.
Michelle - Interactive Writing takes a lot of time. I have the F&P book, but didn't use it as much as I should have. I don't do it at all in 3rd grade.
Marcia/1st/GA - Brad, yes, shared experiences-we cooked pumpkin muffins, a field trip, etc.
Marcia/1st/GA - bye, I will take notes!
Kim/1/Ca - Do you you have the book Mr. Cheepers? Or was it shrink wrapped?
brad - That's why It's new to me, Michelle. I gave it no thought, in 3rd. They'd have thought too babyish.
brad - What did I miss from Queen Grace about family words?
Kim/1/Ca - If your kids are past the primer stage, brad.........I.A. may be "too babyish" for them. I think it is most bneficial for emergent children.
Grace/IL - Brad, are your students capable of doing demonstrations on how to do something (anything). You could have them give short speeches and use them as a basis for shared writing?
brad - Is it ALWAYS about a shared experience?
Kim/1/Ca - by family words I mean 'mom' 'dad' etc.
brad - Relate "primer" to an F and P level.
Grace/IL - Brad, it was about doubling s l f z at the ends of short vowel words.
Kim/1/Ca - OR.......Brad they can each add a sentence to a predictable chart.
brad - Oh, thanks Grace.
Kim/1/Ca - Sam Likes Fried Zuchinni.
Chicka - Could any of you help me with handwriting questions?
terry - brad remind me what grade do you teach?
Grace/IL - Word families -- bill, will, kill, pill, etc.
brad - Mostly in the past week, I've let them "unpack" a heavily loaded sentence, and that seems to be involving them more.
brad - 2nd
Grace/IL - Chicka, what handwriting system do you use?
brad - 2nd a lot like first
brad - Don't you think they're beyond predictable charts?
Grace/IL - And what is your handwriting question?
Kim/1/Ca - ummm......level E,F,G? I am not sure.........
terry - i just looped this year with my 2nd graders to 3rd
Sharon - judy... any great ideas for next week's lessons?
Chicka - Grace- well, no system. I have been teaching the lowercase letter formation by "family" 2 o'clock letters, etc...
brad - That's about where they're at (the majority) Kim
Alta Rose - I'm a looper, too, terry. (1st to 2nd.)
Chicka - I am wondering how to change the pencil grip of almost a third of my class of Kinders. They have been VERY resistant to changing.
terry - alta, I love it and I have done it 2 to 3 since I started teaching
Michelle - I didn't loop, but I'm teaching a lot of kids this year that I taught when they were 1st graders. It's great!
brad - What's the idea behind I. W.? How does it differ from Shared Writing?
Grace/IL - Chicka, in other words, you're teaching them a type of script printing? That's what I did -- something similar to D'Nealian but straight up and down without the monkey tails.
Kim/1/Ca - I would love to loop.............
Chicka - yes, Grace
Michelle - Shared Writing is where the kids help with the ideas, but the teacher controls the pen
Alta Rose - Me, too, terry, but already I am dreading the end of the year!
brad - monkey tails, LOL. My Brother learned on D'nelian
Michelle - in Interactive, the pen is shared with all.
Kim/1/Ca - Your style of printing is how I learned , Grace............LOL
Grace/IL - Chicka, pencil grip is really difficult to change.
Michelle - we do D'Nealian at our school.
brad - We've done some interactive where they fill in blanks on Morning Message. some take FOOOOOREEEEEVERRRR
terry - me too,alta, especially this year.
Chicka - how to change the incorrect groups without turning them off to writing...hmmm...?
Alta Rose - Can you get pencils groups to put on the end of their pencils?
Sharon - that's a problem for me, too, brad
judy3ca - Sharon, I'm doing prediction (make, confirm, revise) as part of DI. We're combining it with an author study (Gary Soto) and we'll be charting our predictions and then learning to confirm or revise--I'll bet you can guess I'm continuing in my quest to get them to refer back to the text.
Kim/1/Ca - Chicka it is still early in the year. Let them trace large, oversized letters on top of something like embroidery backing.......rough and bumby. Using every crayon in the box, "rainbow" letters.
Alta Rose - I mean pencil GRIPS.
brad - what do you do sharon
Michelle - yes, that's why i didn't do it much, brad.
Chicka - I used to teach 4th grade, Grace, and I knew it was tough to change it then...but I thought I'd be able to get the Kinders to change.
Sharon - good for you, judy!
Sadie T - I have some students this year who write 'backwards' - hold their pencils like left-handers (more or less) but with the right hand, and write each letter from left to right. Anyone ever seen that before? I hadn't... but several this year write that way.
Chicka - Yes, Alta Rose, but they keep losing the grips...maybe I'll pass out and collect the pencils with grips.
Grace/IL - There are several kinds of pencil grips. I like the ones with three indentations -- but little Gayle wouldn't even adapt to that.
Sharon - brad, i wish i did know the answer... i struggle through and then lose half the class!
Sadie T - I mean, write each letter from right to left.
Kim/1/Ca - YOu can also use little chalkboards (kinesthetic) and dry erase boards. Don't expect them to print perfectly with pencils right now. Fine motor has to develop WHILE they are learning correct formation.
Sharon - so i don't do it as often as i should probably
Chicka - Kim- great idea...do you have a source for the oversized letters? I can make them, but I'd rather "find" them.
brad - exactly sharon. I know I'd lose them
Alta Rose - I have one little guy who holds his pencil so funny....Everytime he sees me looking at it, he changes it to the proper way, and before I know it, it's back to the funny way.
Chicka - ty Kim
Kim/1/Ca - I made them individually for each child.......using a marks a lot pen and scratch paper.......just called them over. made what they needed and guided their tracing at first.
Grace/IL - Sadie, check out the multi-sensory cards on my website. You can make your own. It really helps them with directionality.
Sadie T - Alta, that's funny, he knows the right way to do it but likes his own way... interesting
Michelle - I've heard that you shouldn't do more than a few minutes of Interactive Writing at one time. Meaning writing any sort of class letter or something can take several sessions.
Chicka - oh great, Kim! I will do that!
Grace/IL - Chicka, I have them -- cheap!
Chicka - Grace- what are the multi-sensory cards?
brad - I was that way Alta and Sadie. I never started doing it the correct way until I was an adult. I still switch back and forth. My handwriting is neat, people say.
Kim/1/Ca - no cost, no mess, no fuss......you CAN photocopy your own large letters but why? Later in the year you can order them from Grace very reasonably.
Sharon - Brad, did you see the post about using the computer powerpoint for editing sentences?
Kim/1/Ca - With Grace's you can laminate them and the kids can trce with a dry erase pen.
brad - I did Sharon, but still was confused. LOL
Chicka - Grace- what is your website addy?
Sharon - the one where they write on the computer with the pen feature and it's on the tv to see whole group?
Sadie T - Grace, are you talking about students who write letters backwards? The letters come out looking right - they just use a right-to-left motion to write them.
Sadie T - Grace, are you talking about students who write letters backwards? The letters come out looking right - they just use a right-to-left motion to write them.
Michelle - my second grade teacher had my really stressing...I was pulling my hair out trying to please him with my pencil grip.
brad - I need to get the hook-up
Grace/IL - The letters are heavy, each line is about a half inch wide. They put them under plastic needlepoint canvas and trace over them.
Sharon - me, too... i want to give it a try though
Kim/1/Ca - the embroidery backing can be purchased at Walmart, really cheap............Grace has a line on those too but you pay shipping (sorry Grace....)
Chicka - So, you all don't recommend using the Bob books to teach reading?
Chicka - (My kids LOVE them.)
Grace/IL - Sadie, every letter has a green dot where they begin and a red dot where they stop. They have to start 0 at the top and go around counter-clockwise.
Michelle - Honestly, I think they work with some kids, chicka
brad - as a sole source, I'd never recommend anything, LOL
Grace/IL - Bob books are OK, Chicka
Kim/1/Ca - Bob books are great for the kids who are ready for them. Now is probably too soon unless you have some who are decoding..............but I would keep it informal.
Sharon - i'm not familiar with the Bob books... what are they like?
Michelle - decodable texts. little ones with line drawings
Chicka - My kids are pretty advanced. Almost all came into kindergarten knowing all of the consonant sounds.
Grace/IL - Who wanted my webstite? http://www.spellangtree.org
Michelle - cute little stories, too.
Kim/1/Ca - sharon they are simple black line books sold commercially in boxes........overpriced ......... but kids seem to like them.
brad - Also, back to writing (not handwriting), I'm trying to have a systematic way to assess. What do you all do? And any tips? I'm so tired of grading all 22 everyday to give feedback. It's a lot of work,
brad - (And honestly, I'm not very timely) I feel I need to be.
Kim/1/Ca - Let them just choose books and sit down on the carpet to read with a partner.........you can listen in and coach when necessary.
Michelle - the author is an Oregon teacher. So of course they are OK.
Grace/IL - Brad, there's also a writing check sheet on my freebies page. Kids can check each others writing before it comes to you.
terry - brad, what are you trying to do with the writing?
brad - should I just take up a row at a time?
Michelle - Oh, shoot, brad. I never read everyone's writing.
brad - I want to give feedback so they can improve. (Plus, need to give weekly grade, ugh)
Kim/1/Ca - I give printing tips (NAG NAG NAG) during Making Words while they are in front of me............"fix that u" "dont' capitalize that" "you flipped that p again," etc.
brad - How do you give feedback, Michelle?
Alta Rose - I haven't graded often enough in the past. Now I'm trying to give a couple grades a month.
Chicka - On Wednesday, I brought out my Princess puppet...said that she only spoke in sounds. /h/ /i/ Kids were so excited "HI" Then lots of 2-sound words...3 sound words...4 sound words...then pulled out Elkorn boxes...they got it SO fast.
terry - read 5 a day, are they writing stories or free writing, a specific objective?
Sadie T - Grace, that sounds great, I'll check it out. (Sorry I'm really slow tonight.)
brad - Free writing, but I could check for specific objective, huh?
Michelle - I have a 3 ring binder and I confer with a few students each day. I use my conference notes and their finished pieces for assessment.
Grace/IL - Brad, I often collected the children's stories near the end of the day. I then read them to the children. Sometimes we'd put one on the chalkboard for all of them to critique. They loved it.
Kim/1/Ca - perfect...........chicka play with their names too.
judy3ca - Brad, I don't understand your assessment at all. Why would you assess daily?
Michelle - most feedback is during individual conferences.
terry - I do different things.
brad - We do have a share Grace, but
Kim/1/Ca - free writing.......... keep monthly samples........ mini lessons. Why weeky? What a pain.
Chicka - Yes, Kim, did that.
terry - If we work on stories I pick a few and make overheads, without the names.
Michelle - I give printing tips on days I have the kids write a few word wall words (like word wall riddles, etc)
Chicka - The Prince Puppet plays syllable games with them.
brad - I don't take a grade daily, Judy, I just look over and write a comment. But I think I'm burning myself out. But without the feedback they won't improve? .....????
Grace/IL - Good idea, Terry
Chicka - I also have a King and Queen.
terry - Then I use them as example or non example and we work together to make them better.
brad - weekly grade required
terry - I find the most common mistakes to do my mini lesson on
Sharon - how do you use those, chicka?
Grace/IL - Terry, that's what I mean by sentence correcting. It really works well.
Alta Rose - That would be a pain, brad.
judy3ca - Brad, we need to talk about this! I had no idea you were reading every child's work daily! That is too much for you to do--and honestly, I believe it's more feedback than they need.
terry - I also do weekly sentences on a topic with specific objectives and grade all those.
Kim/1/Ca - you are on the right track chicka......label everything and point out vowel patterns, digraphs, etc while you read aloud and do shared reading...........they tend to like /sh/ and the double oo
brad - okay, so what do you suggest. Believe me, I agree.
Chicka - Sharon- With the Prince, he taught them how to clap the syllables of their names...then we organized them by number of syllables...
Kim/1/Ca - No wonder you are coming unglued Brad.
Alta Rose - Our grade 2 team developed a writing rubric based on the one they use when marking Gr. 3 achievement tests. I am using that when grading / giving feedback.
Grace/IL - Brad, give them each a writing folder and look at a few when you have time.
Kim/1/Ca - dismiss them to line up by syllables..............call roll in pig latin..........
judy3ca - Brad, are you aware that a lot of the really good writing teachers say we should assess just based on a PORTION of the child's writing????
Michelle - I agree w/judy. It's more feedback than they need. They need freedom to not be critiqued about all their work.
Chicka - Kim- label everything in room? I thought there was mixed opinion on that...since those aren't words that kids use very often?
Chicka - Kim- vowel patterns, digraphs...in Kindergarten?
Kim/1/Ca - go with what kid writing says.............but nudge them a little.......you know.
brad - That's why I wrote you Judy, I'm unsure how to do that
brad - what does kid writing say, Kim. (are you talking to me?_)
Kim/1/Ca - everytime we turn off the lights we say "on to off!" Now most ofthem recognize on and off.......
Michelle - I often let the kids decide what they want me to look at.
Grace/IL - Labeling things in the room -- floor and door are a unique pattern. I used it with my own preschooler years ago. 'Twas a big help.
brad - That's what I was thinking Michelle. Have them choose one piece from their five for the week.
Alta Rose - I photocopy a sample in their journals at the end of every month.
Chicka - I also played a game where the Prince tells them an action...such as "sewing" or "galloping" and kids make up a series of movements (same number as number of syllables) and the whole class repeats saying and moving at same time. They loved it.
Kim/1/Ca - just POINTING them out........the kids ready for them will connect and use..................don't panic, chicka! you said they were advanced............do any of theier names have digraphs?
judy3ca - Okay, Brad, do you have items you need to assess? I already mailed you our district rubric, but you need to look at one item WEEKLY and tell the kids what you'll be looking for and assess just that one item. No way would I do a full score on every child every week. I don't believe that's a fair way to monitor their progress.
Alta Rose - I put them into portfolios under "Oct. Writing Sample" etc. Now I am going to try to assess each piece.
Kim/1/Ca - like JoSHua and Sharon......CHarles, SamanTHa?
Sadie T - Yes, having them choose works well, eventually they end up judging their own work to select the 'best' one - that is good too !
brad - What are some items I might look for? I want to move beyond mere conventions
terry - exactly judy!
Michelle - Organization, or Ideas
Sadie T - I agree with Judy, Brad, just assess one thing - the focus on that one thing, and don't worry about the rest.
Kim/1/Ca - connect to those because they are meaningful................
Grace/IL - On writing -- have you seen Stamp a Story? I put all the stamped pictures on charts and labeled them for a writing center. Good way to teach sight words to more advanced students.
terry - Or Prpoer Nouns, vivid verbs, details
Chicka - Kim- not panicing...it is true they're advanced...one name does.
terry - oops, proper nouns
Michelle - or details, or beginning, or ending, or describing a character..
judy3ca - Right--I am absolutely NOT talking conventions. I'd look at details, or leads, or descriptive language--whatever you're minilessons are focused on.
Alta Rose - vocabulary...
brad - This week, I want them to be familiar that a "personal narrative" focuses on a "clear moment in time" So I might look for that next week and design a rubric based around that?
Kim/1/Ca - chicka.......i did kinder for 8 years. always had a nice mix, lots of high kids...........read to them a LOT, shared reading everyday, lots of wordplay............you have the class list organized by first letter?
Chicka - How do you teach sight words, such as "the"?
judy3ca - RIGHT!
Chicka - Kim- yes
brad - But maybe check for CUPS too? Because that is important, but maybe it's not such a large portion of the grade???
terry - yes, and share example from literature brad
Kim/1/Ca - good old fashioned flash cards..........a few minutes before recess, along with color words (color coded at first)........... and POINT it out when you are doing shared reading.
Chicka - I do read to them a lot. Need to step up the shared reading (and writing)
Grace/IL - Chicka, for some you simply have to have them repeat, t-h-e, the, t-h-e, the. Eventually they get it.
judy3ca - Brad, I don't like grading for conventions unless I have to--I'm a content kind of person.
Sadie T - Stupid questions - what's CUPS? (must be the medication I'm taking.... can't think tonight)
brad - Do you all plan to do a lot of genre writing?
terry - brad I model writing a lot too, show them what I want
Chicka - ty Grace, Kim
judy3ca - Sadie, another acronym for you!
Chicka - brb
Alta Rose - When we developed our rubric, we discovered how each area (spelling, conventions) counts for such a small portion of total writing grade.
Kim/1/Ca - Point out similarites and use sticky notes every once in awhile to change the firrst letter of their names................calling the names with the "sh" or the "t" sound one day........ they think it is hilarious..........
brad - Judy, do you just believe as they read more, they'll tend to pick that up or what....
judy3ca - Not me, Brad!
Sadie T - I thought we agreed not to mention any new acronyms tonight!! LOL
brad - C-Capitals U-understanding (makes sense) P--punctuation S--spelling
Chicka - Kim- I did that, along with Willoughby Walloughby Woo song...they DID love it.
Chicka - brb
Kim/1/Ca - Everyday........Mrs. Wishy Washy can be memorized quickly......then PULL OUT words like "the" and frame them......point them out........re read putting them back IN.....you know ......skills in context
Sadie T - Thanks Brad. But now you're going to have to pay a fine to the Acronym Monitor for bringing up a new one without permission....
judy3ca - No, I do think we need to teach conventions, I just don't do much of it during WW because I think it spoils our "flow." I teach conventions at a different time of day.
Sadie T - I accept cash, personal checks, major credit cards...
brad - do you use overhead, chicka
Sadie T - ...minor credit cards, money orders, deutschmarks, yen...
brad - when?
Sadie T - ...lottery tickets and food stamps.
Alta Rose - brb
Kim/1/Ca - how about blue chip stamps, sadie?
Sadie T - Whenever you want, Brad, but you'll have to pay interest if it's late.
Sadie T - Yup, Kim, forgot about those.
judy3ca - With our new Sitton Spelling, last 15-20 minutes of day.
brad - can i just give you my borders cafe card?
terry - judy do you do six traits?
Sharon - hit him where it hurts, sadie... demand payment in ho-ho's
brad - chicka, do you use overhead?
Sadie T - Sure, Brad, that will work!
Michelle - borders cafe has a card??? they never told me! argh
Kim/1/Ca - good one sharon.........(high five)
Chicka - ty Kim
Kim/1/Ca - 6-Traits, BRAD! That is what you need.
Sadie T - Oooh, Sharon, good idea - wish I'd seen it before I agreed to take his borders cafe card!
Chicka - brad- I gave away my overhead when I left 4th...thinking maybe I should try to get it back...How should I use it?
brad - I'm familiar, Kim, and have a lot of materials. It's hard to bring down to primary
Kim/1/Ca - por nada chicka.........kinder is my life. but i finaly got promoted to first grade. loving it too.
Kim/1/Ca - I wouldn't use an overhead with Kinder.............
brad - I was just thinking, sometimes I run off poems on transparencies. I have a 3X5 index card taped to a ruler. If you place it between overhead and screen, the word "lifts" onto the card and you can "bring it out" Just nifty visual
Kim/1/Ca - just use the first two traits, right?
Grace/IL - Brad's getting familiar -- oooh!
brad - That's what Ginny said. I'm waiting for Spandels Teaching the Youngest Writer.. coming soon. . .
Sharon - bedtime for me! 'night all
Kim/1/Ca - i wish y'all worked down the hall from me. think of how much help we could give each other.........and the BOOKS......OMG!
Sadie T - Brad I like your idea for "lifting" words on the overhead!
Alta Rose - G'night, Sharon!
Sadie T - Kim, why wouldn't you use an overhead?
brad - Grace made a funny. we're wearing her down, Kim, we're wearing her down
Sadie T - Good night Sharon!
brad - Don't cha though, Kim?
Alta Rose - I wish I could sit in your classrooms and observe!
terry - good night sharon.
Chicka - That's great, Kim. Kinder is my life too!!!
Grace/IL - She's completely worn down! Years are doing their job LOL
Chicka - brad- that IS clever!
Michelle - I've never seen a kinder teacher use an overhead, I don't think
Kim/1/Ca - splain the lifting again, brad.....more visual please
Chicka - g'night sharon
brad - Sharon's east time, don't worry, you'll get your hour back tomorrow
Sadie T - Can you imagine what an amazing school it would be if all of you were teaching in the same place?
Chicka - ME TOO, Kim!
Michelle - I would be bald from pulling my hair out, if I taught kinder.
Chicka - Where in Calif are you Kim?
Sadie T - Me too Michelle!
judy3ca - Good night, wonderful Sharon!
Kim/1/Ca - i used it for hand puppets once.....tried to do domino math. they never got past the shadows..............
Alta Rose - There is a special place in Heaven for Kinder teachers.
Kim/1/Ca - high desert
Michelle - I actually had nightmares about it last spring when my school was looking for a new kinder teacher.
Grace/IL - It's bedtime in the midwest. Heading out for the evening. 'night.
Kim/1/Ca - Yeah.....next to the nuts and loons, right Alta?
Chicka - I reada great idea for overhead in Kinder. Give them the 3-D plastic solids...have them "play" on the overhead to see it from different perspectives...not a reading deal...but pretty cool!
brad - Tape a 3X5 card to the end of ruler. Place transparency of text on overhead. Place card between overhead and screen on word you want to highlight. come towards kids with it. (Not too far or print gets too large to stay on card)
Sadie T - Good night Grace!
Kim/1/Ca - yah.......that is more like it, Chicka......
Alta Rose - Not what I was thinking, Kim. Honestly!
Chicka - <--- SF Bay Area
brad - My kids haven't quite gotten over hand puppets and their shadows either. Oh well
Chicka - <-----Loving Kindergarten!!
Kim/1/Ca - OH...............gotcha. Thanks for the modification Brad........
Chicka - bye Grace...ty
terry - I think this Florida girl is headed out too. Thanks for my "fix" of imaginary friendship. I needed it!
Michelle - no, hand puppets get even more inventive in older grades.
Chicka - LOL Kim
Alta Rose - Goodnight, Terry.
Kim/1/Ca - Yeah, Chicka? YOu are near Judy. My sis is in Sacramento.
Sadie T - Good night Terry!
brad - they're dropping like flies
judy3ca - Oh, I think I get it--are you lifting the word from the screen?
Alta Rose - Terry, what is ty?
Chicka - bye terry
brad - yes, judy
Alta Rose - I mean Chicka.
Kim/1/Ca - not imaginary.......just virtual, terry
Chicka - ty= thank you
judy3ca - Oooh, cool, Brad, I can't wait to try it!
Chicka - exactly, Kim...we are friends...
Kim/1/Ca - Pure unadulterated COOLNESS, Bradley. Fersure.
Sadie T - Chicka, now you're using acronyms without permission too... remember, I accept credit cards, purchase orders, postage stamps....
brad - You can do it with the flyswatters without holes too
Michelle - hey, brad. didja get yer film canisters fer yer characters in a film canister project?
Kim/1/Ca - s&h green stamps, stickers.....
brad - sadie, I haven't charged fines for your thread tangles!!
Michelle - oh, wait....your "containers for game counters"
Chicka - hmm...it's called fingers get sore from too much typing so I use acronyms as much as possible. LOL
Alta Rose - But Sadie, I must get brownie points for asking Terry to explain the acronym, right?
Kim/1/Ca - I need to find a couple of those nifty little pointers with the little hands and the fingers pointing...........????????
Alta Rose - I mean Chicka.
Kim/1/Ca - for percussion, michelle
judy3ca - Another fly hits the dust--good night all!
Sadie T - Yes, Alta, brownie points! And ho-ho points.
Alta Rose - I am haiving a problem with names tonight.
Michelle - yes, thank you Alta. I was wondering but was embarrassed to ask.
brad - LOL, Michelle, I forgot about those this week. Mad at sub. she let kids play games yesterday instead of taking them out (weather was fine if a little chilly) But she didn't make them clean them up properly. I stayed after school to clean up game corner. Pieces of hangman, checkers, pattern blocks all over floor.
Chicka - LOL Alta Rose...that's twice!
Sadie T - Okay, Brad, good point.
Alta Rose - I have to settle for points, cuz I can't find no ho-hos!
Kim/1/Ca - Dems fightin' actions, Brad. Yessirree that Sub did a BAD BAD thing..............
Michelle - I ate 5 krispy kreme doughnuts today. ick....overload.
brad - I wasn't AWARE I had to leave explicit instructions NOT to play games. (Kids haven't been "trained" on them yet. LOL)
Kim/1/Ca - ick michelle.
Chicka - *passing Michelle the pepto bismol*
Alta Rose - That's Ok Brad....
Kim/1/Ca - I call it being "inserviced."
Chicka - *alka seltzer*
Sadie T - A while back I had a sub who did absolutely nothing.. the students WATCHED TV...
Alta Rose - I had a sub introduce making a bar graph to the kids....
Kim/1/Ca - (passing Michelle a candy bar)
Alta Rose - She had them start at the TOP!!!!
Chicka - *some watercress and green veggies as antidote*
brad - And I have to wonder what she did with them all day, cause she didn't do SEVERAL of the items I left
Kim/1/Ca - LOL Alta........oh sheez............
Michelle - my problem, Kim, is I had too much sugar today. I'll save the candy bar for later, thanks.
Alta Rose - My poor T.A. knew better, but was afraid to say something.
Michelle - lol alta
Kim/1/Ca - The least she coulda done was throw them away, Brad...........tsk.
Chicka - brad- that is ALWAYS the case with my subs...Always wonder...why do I have to leave a sub plan IF you're not even gonna follow it. Solution: never miss school!
Sadie T - Sub claimed I had not left any plans (told a lot of people that, in fact), but they were in a bright red folder clearly labeled "substitute folder" .... right where I'd left it when I got back next to my roll sheets.....
brad - No sub in this building ever has followed plans, so I got wise this time and left "worksheet packets" and guess what? Did not do those either
Kim/1/Ca - Amen sister Chicka.............we hear you LOUD AND CLEAR on that one............(waving hand in the air just like a church revival)
Chicka - Oh Sadie...oh boy... *sigh*
Sadie T - Alta, LOL
Chicka - LOL Kim
Alta Rose - Usually, mine have been pretty good, but I sure wondered about that one.
Kim/1/Ca - Maybe the sub was Blind, Sadie. Sheesh. Cut her some slack.
brad - AND let my group take home name tags (first sub this year) so now I have nothing for field trip next week. arrgh
Sadie T - LOL Kim! I think it was the sub's first time subbing. But he even told my STUDENTS that I hadn't left plans.
Michelle - We have more good subs than bad around here. Although, last year I sure had more than my share of doozies
Alta Rose - I always have everything ready, and she couldn't find the paper for them to draw their story quilt of the 3 Billy Goats Gruff.
Kim/1/Ca - You re going to have to hunt her down like a dog and shoot her Brad. Plain and simple.
Chicka - Many thanks to all of you for your expert help. I truly appreciated it. I *almost* wish it was Monday so I could try out some of these ideas...Oh, wait a minute, Halloween week...never mind...I'll wait until November! LOL
Sadie T - I told the students that I wasn't upset with them because I knew it wasn't their fault they hadn't done the work --- they said, "No, Miss Sadie, it was YOUR fault - you didn't leave anything for us to do!"
Alta Rose - By the time she found it, she'd made up a story for them called The Angry Kitten...
brad - And they always just leave "We had a good day. Thanks." Could you be more descriptive please? (And I know my group, they did NOT have a good day.
Michelle - we have early release on Halloween. I wish we had Late Start on the first. That's usually the worst day.
Alta Rose - But the paper had given instructions for parents, "Please have your child retell the story of the 3 BGG."
Chicka - brad- exactly!
brad - We do nothing for Halloween. It's the devil's birthday
Sadie T - Yes, Bad, that what's my sub said too!
Chicka - Michelle- yes, day after Halloween is much tougher...
Sadie T - (let's try that again) ---> Yes, Brad, that's what my sub said too!
Michelle - we do nothing for Halloween, either. We have staff development that day.
Chicka - What are you all going to be for Halloween?
brad - Partner across hall wants to hang banner, "happy Birthday Satan" LOL
Chicka - Oh, Michelle, you are SO lucky!
Alta Rose - So when I got back and found out about the blunder, Brooklyn tells me, "She crossed off 3 BGG and wrote "The Angry Kitten!"
Michelle - One of my current kids who was in my class in first grade stood up in class that year and said very loudly "Halloween is the devil's birthday!" got lots of kids upset.
Kim/1/Ca - I need a good costume...........i have never dressed up cuz I have always been off track.
Alta Rose - I am going to an inservice on the first! Yippee!!
brad - what kind of excuse is that Miss Kim
Chicka - I'm going to a conference on the first!! Yippee!!
Michelle - we aren't allowed to dress up.
Michelle - I'm taking a personal day on Monday. Yippee!
Chicka - hmmm...I'm trying to decide between a clown...got the flower that squirts water and everything...or the Tooth Fairy
brad - why's that michelle
Kim/1/Ca - dang good one, bradley.........
Chicka - got the Tooth Fairy idea here at t-net
Michelle - oh, my son has a dentist appointment in the middle of the day.
Michelle - (I should have lied...made up something interesting)
Chicka - I think my kids would prefer the tooth fairy
brad - I'm dressing up as a teacher. I figure It'll be hard to guess, since I'm usually a COP
Sadie T - Just what exactly does the tooth fairy look like?
Kim/1/Ca - rrrrrrrr
Alta Rose - A few years ago when Halloween fell on a Sunday, and we didn't have school on Thursday or Friday, we decided to skip it and parents were not happy.
Michelle - lol brad
Chicka - Well, depends upon whether you want to look like the Tooth Fairy or the "Real" Tooth Fairy
brad - I'm going to flit around and talk about how great it is to have my summers off and work with children
Michelle - haven't you seen that stupid tooth fairy movie with Kirstie Alley as the TF?
Kim/1/Ca - That's it..I will be the "real" tooth fairy........LOL
Sadie T - LOL Brad!
Chicka - Tooth Fairy...ballerina outfit with wings, crown, wand...
Kim/1/Ca - ..........and to come in at 8 and leave at 3...........
Michelle - pink tights
Alta Rose - And don't forget working only 9 to 3, Brad!
Chicka - Real tooth fairy...pj's bathrobe, curlers in hair, no make-up, etc.
brad - Hey, Kim, do you think my flitting will get me in trouble?
Michelle - oh yeah, I hear that teaching is a part time job.
Sadie T - Right, summers off, afternoons off, work with kids, great pay, even get recess
Kim/1/Ca - Only with the real manly men in your vicinity, Brad................
brad - lol
Michelle - don't know what I'm doing wrong...
Chicka - teaching is SO easy...I mean...teachers just hand out worksheets and stuff...and then sit and do their nails while the kids do all the real work!
Kim/1/Ca - You hunka hunka chunka man you............
Michelle - and show videos!
brad - well since you all assisted with writing, what do you recommend for reading?
Sadie T - "Part time job" = only have part of the time you need for it
Chicka - and read comic books
brad - You just follow the book page by page, right chicka? How hard could it be? (actually had some idiot say this to me once)
Kim/1/Ca - Books.
Michelle - what do you need help with in reading, brad?
Michelle - lol, kim
Alta Rose - Chicka, (Finally got name right) I think most people do have that "simplistic" view of teaching.
Chicka - besides they just teach the same thing each year...how hard can it be?
brad - grades/assessment
Chicka - Oh, brad, I believe it
Chicka - me too, Alta Rose
Chicka - but we know the truth We'd do it for free, but shhhhh, don't tell anyone!
Alta Rose - That's why they're so upset when they are taking a vacation to Disneyland and don't understand why you don't have a stack of worksheets to send. (As if the kids would do them anyway!)
Michelle - you know those 3"x5" notepads Debbie Miller described? I use those. I take some notes during GR groups.
Chicka - One of my kinders brought me an insulated cup with spiders from Starbucks filled with delicious spiced tea (and two packets of Equal- LOL) today in teh middle of my conferences! SO cute!
Michelle - Running Records, retellings, etc
brad - but how do you consolidate into a grade, Michelle?
Chicka - Alta Rose- been there, had that happen...
Kim/1/Ca - RIght, Alta...........sheesh............
Kim/1/Ca - "making progress" brad.........LOL
brad - our parents still have that view. They get p o'ed if there's not homework
Michelle - I had a parent call and say "Crystal will be gone for 3 months, starting tomorrow. Can you send homework?"
Chicka - well, folks, thanks so much! Good night!
Chicka - ((((((((((Alta Rose, Kim, Michelle, Sadie, brad))))))))))))
Alta Rose - Goodnight, Chicka!
brad - nite chicka
Kim/1/Ca - ((chicka)))
brad - chicka boom boom (been wanting to say that all night)
Kim/1/Ca - will there be enough room.........
Alta Rose - Me too, brad!
Alta Rose - Let's get back to reading assessment.
brad - I wish it were a simple checklist or continuum like that kim
Michelle - well.....brad, our report cards ask for grades in Accuracy, Comprehension, Fluency, "Concepts", and Work Habits. So, I make sure I am recording information in a way that they fall into those categories.
Sadie T - LOL Michelle! I had a student tell me once (in mid-May) that he'd be gone a while, could I give him the work? I asked how long he'd be gone... "I don't know... maybe until October."
brad - enough room for what?
Sadie T - Good night Chicka!
brad - and then do you measure your notes up to an anecdote or what?
Kim/1/Ca - Chicka chicka boom boom, will ther e be enough room........from the book you doofus.
brad - do you do some type of reading quiz?
Michelle - yeah, I have very little actually in my grade book for reading. it's mostly anecdotal.
brad - First alligator, now chicka, I'm having LDS tonight
Alta Rose - I've incorporated your idea of doing the assessment of story at the end of every week, brad.
brad - i have to have steeenkin weekly grade
Michelle - A told B and B told C......(sounds like a rumor to me)
Kim/1/Ca - Gotta go.............slumped over computer ..............zzzzzzzzzzzzzzzzzzz..........dogs under covers without me.................
brad - no way kim. you're not leaving now
Michelle - No quizzes. For assessments, we use DRA in the spring and equivalent methods in the interem.
Alta Rose - Do you always do a quiz, or do you do other kinds of assessment?
Kim/1/Ca - fine............zzzzzzzzzzzzzz
Kim/1/Ca - fine............zzzzzzzzzzzzzz
Sadie T - Nope, Kim, you've gotta stay. Your on Pacific time, can't leave yet.
brad - the quiz is for the steenking grade. other assessment (anecodtal record) is for me
Michelle - I had my goodbye typed out twice already tonight...but it's hard to go.
Kim/1/Ca - Yopp Singer, BPST, DRA...............shows growth.
Michelle - no, we aren't expected to do reading quizzes for grades.
brad - I'm finding it hard to do my weekly quizzes this year though becasue of New Style of teaching. less reliance on basal
Sadie T - (letting acronyms go by with just a warning this time)
Kim/1/Ca - Comprehension, decoding, fluency...............
brad - I've just been having them do retellings for weekly quiz. But I don't know. . .
Kim/1/Ca - (sorry)
Michelle - Interestingly enough, I didn't do any quizzes or anything until the practice right before the statewide assessment, and most of my kids passed anyway.
brad - First I gave events, they cut and paste in order. two weeks ago, I had a written retelling with parts left out.
brad - Trying to move to more and more left out until they can write one on their own from scratch
Kim/1/Ca - I forgot about those cut and paste in order things..............................
Sadie T - Michelle, you've done a statewide assessment already, or you mean last year?
Alta Rose - Hold on, brad, I"m writing this down......
Michelle - I rarely see my kids having trouble with sequence in oral retellings.
Michelle - Last year, sadie
brad - I just have questions on whether this is TRULY an assessment of their comprehension and reading ability. It's not is it?
Kim/1/Ca - Must drag those out for meaningless seatwork while I do yET another school mandated assessment
brad - a good portion of mine do, believe it or not, michelle
brad - But I think they're over it now.
Alta Rose - I think it does contribute to the whole picture, brad.
Alta Rose - REtelling is important.
Kim/1/Ca - retelling very important.....you need a dang crowbar sometiimes
Sadie T - Don't you think "comprehension" includes different aspects so assessment of comprehension would also (retelling, understanding, connections, etc.)
brad - so keep it up?
Alta Rose - Right, Sadie.
Kim/1/Ca - Keep it UP baby..............
brad - So maybe a short summary and then a few questions on "deeper understanding?"
Michelle - ok, I'm really going to go. I'm so tired. Goodnight.
Kim/1/Ca - ((michelle))
Sadie T - Good night Michelle!
brad - KIm, let's not get in the gutter, now.....
Alta Rose - Goodnight, Michelle.
Kim/1/Ca - I'm just cheerleading. Sheesh.
brad - michelle, if you want to buy me bridges, let me know
brad - do you have to give grades, anyone else?
Alta Rose - Only on report cards--3 times per year.
Sadie T - Brad, what do you mean....?
Kim/1/Ca - zzzzzzzzzzzzzzz
Alta Rose - That's why my sin has been not doing enough ongoing assessment. I'm trying to change that. WAKE UP, KIM!
Sadie T - Four times a year, plus progress reports to students with low grades 4 more times a year
Kim/1/Ca - Post those map things tomorrow................don't make me nag you.
brad - yuk, I hate grades, and I'm boring KIM
Kim/1/Ca - I complained about the meaningless staff development meetings..................remember?
brad - yes. . . (go on)
Sadie T - I have to calculate grades every few weeks, the students ask to see what their grades are, sometimes we need to report it in order for students to have permission for certain extracurricular activities and one never knows when that will come up... so we always need to have a current grade ready
Kim/1/Ca - I hated the fact that experienced teachers had to sit through "balanced literacy" bonehead teachingreading stuff, right?
brad - Yes, Kim
brad - Sadie, what do you base it on
Sadie T - "Meaningless staff" ??
brad - There's Eilene, Eilene, what do you do for grades in reading
Kim/1/Ca - So I made a suggestion...............that newer teachers and "some others" should sit through it but the rest of us should do prof reading groups......................
Alta Rose - Probably more in percentages, right Sadie?
eilene - ack!! I'm clueless, that's what
Sadie T - Brad - points given for homework; weekly tests; classwork....
brad - and. . .
Alta Rose - Hey, eilene!
Sadie T - Yes, Alta
eilene - Hey, Rose!
Kim/1/Ca - .......and she said OKAY! But guess who is in charge of them...............
Sadie T - Hi Eilene!
brad - I have to give number percentages, Alta
brad - um, you?
Sadie T - Kim, good idea!!
Kim/1/Ca - um.............yup. Me. Hoo boy.
eilene - Normally, I would have been doing my "informal" running records, but the district says we have to do these DRA's... so right now I'm basing it on the weekly tests
Alta Rose - In reading and writing, brad?
brad - What weekly tests?
brad - Yes, alta, in reading and writing
Kim/1/Ca - So.... week from MOnday they are coming to me...................and she doesn't know if there is money to buy books....minor detail.
brad - In first grade, isn't that ridiculous?
eilene - the multiple choice that comes with the reading series for me
brad - oh, we don't have that
Alta Rose - Sorry, that makes no sense to me!
eilene - You have to give percentages??
brad - What series do you have eilene
Sadie T - LOL, Kim, do it without the books....
Kim/1/Ca - I gotta go. keyboard acting up and I am sooooooooo tired. 5am was a long time ago
Alta Rose - Learning to read and write doesn't correlate with percentages!
Sadie T - No, Kim, actually 5 am is not that long from now!
eilene - Scott Foresman, brad
Kim/1/Ca - LOL Sadie......................bookless book club
Sadie T - LOL
eilene - Night, Kim!!
Alta Rose - OK, Kim, next Friday you need to have a nap right after school! Lol.
Kim/1/Ca - (((goodnight...........smooches))
brad - I mostly do rubrics and coorelate to a percentage
Sadie T - Good night Kim!
Alta Rose - Night, Kim.
brad - It's frustrating
eilene - I don't have the mentality for rubrics... that's my problem
Kim/1/Ca - ((nothing personal eilene!))
brad - They're really easy, eilene
eilene - Kim, that's okay!!
Alta Rose - We are actually very lucky. We don't have any "must-dos." They don't care how we teach, as long as we teach curriculum.
eilene - I know they are... I'm trying to adopt more of them for writing, but I just can't get passed my block about them
brad - I want something systematic (has to be weekly) but related to what I'm teaching.
Sadie T - I've got to go, too...
Sadie T - Good night Alta, Brad and Eilene!
eilene - ack! in my district we have a ton, and I mean that seriously, of "must do's" DOL, DOM, DRA's Developmental Spelling Tests... things like that
brad - nite sadie
Alta Rose - Take Care, Sadie.
eilene - Night, Sadie
brad - And I have to get my arse together soon, because starting second semester, grade books are online
eilene - Our report cards are so vague it's very frustrating to me
eilene - oh, I would love to have grade books online!!
Alta Rose - Brad, could you just collect weekly samples of assignments designed to assess comprehension of the text you've read?
brad - can you be more specific (like it so far)
Alta Rose - Well, you'd have to teach the activities first, but could you have kids do things like KWLs, story maps, Venn Diagrams, retellings, illustrating sequence of story, etc.
eilene - (interjecting here) maybe, like have the children pick one passage and retell it, and make a connection to it, in a journal
Alta Rose - That's sort of what I'm noodling with.
Alta Rose - Cloze activities..
Alta Rose - yes, eilene, use of strategies.
eilene - Alta, I've done all of those, except the cloze with my kids... we usually end up doing something like that once a week, as a class for a while first though.
Alta Rose - Plus a few questions / answers.
brad - I'm thinking through this
eilene - While brad is thinking... my problem is to pose questions to get the kids to perform higher level thinking
brad - example?
Alta Rose - Casual chains and webs from 4 Blocks...
Alta Rose - D
Alta Rose - Describing the main character..
brad - Alta, usually we work through those together, don't you?
Alta Rose - Writing a diary from the perspective of one of the characters....
eilene - Alta, that's pretty challenging!
Alta Rose - Yes, we do. I'm thinking that when the kids get better at them, they can start doing them independently maybe. (Just noodling, now!)
Alta Rose - I'm going to try that on Tuesday. (The diary one.) Will do as a class and then try independently.
brad - I need to be more systematic in reading like I was before. That's my problem I think. I don't have a system with this "Mot" thing yet
eilene - Well, I tried that last year... We were doing story maps for the longest time as a class, and when we finished "Tops & Bottoms" one of the easiest stories for a map, so I thought, the kiddies couldn't do it!!
Alta Rose - I'm being very slow with MOT. Just doing t-t now.
brad - That's what happened to me this year eilene. I chose a very short simple story line, and they were BOING deer in headlights
eilene - i don't either, brad. One week it's mot, the other it's writing... and I have to flip-flop every other week
eilene - "BOING" I love it!!
brad - I haven't even started connections Alta. Just now this week in my plans
Alta Rose - But I'm asking my kids when I conference if they can make connections with their book. I'm finding that valuable assessment.
brad - I'm not talking assessment, though. I'm talking grades/coorelate with state testing. Yet I still want it to be a fair/accurate assessment of what I taught that looks like state assessement. Am I clear as mud?
eilene - I skipped over t-t right now, and went on to determining importance. It's an extremely slow process... grr!
Alta Rose - I think so.
eilene - well, state assessment here in illinois is an extended written response, using a rubric
brad - As I've said before I could tell volumes on how someone's reading. I just have a problem giving it a number
Alta Rose - What do your collegues do?
brad - crappy little worksheets and workbook pages
Alta Rose - That's because learning to read doesn't correlate with numbers, brad. (Yeah, I know I'm preaching to the converted.)
brad - I'm a Lone wolf. If I mentioned MOT, My colleagues would be BOING deer in headlights
Alta Rose - Mine are reading RWM now.
brad - some of our state assessment is like that too, eilene
eilene - hmmm, brad has gotten me thinking... I think I should try to include an extended response question with each selection, or everyother one at least to get them used to it...
Alta Rose - But I already can tell you who the skeptics will be.
eilene - my district is hosting in-services on Strategies that Work.... hehe, I'm up on them for reading MOT, major brownie points
brad - that's what I did last year, Eilene. I used basal and adapted strategy to next story. I then had short quiz. Ten multiple choice (simple retelling types) One short answer (2 points; usually from strategy) and an extended response (4 pts. soemthing deeper)
brad - THis year, I'm not sure what story we'll be tackling from week to week, so it's tough to design quiz. . . waht I probably need is to just get my butt in gear on text selection
eilene - but which strategy did you teach? did you go with the basal strategy?
eilene - Do you have a reading series this year, brad?
brad - Plus, my strategy doesn't change as much with MOT, so that complicates things. . .
brad - Not always, Eilene,
brad - Yes, Eilene. Too hard for them. some stories very good for strategy work. Many are weak.
eilene - Scott Foresman, doesn't have "strategies" but target skills, and some of them are just lame!
brad - yes, that's what I mean, eilene. Are you trying to do the Strategies in MOT
eilene - Yeah, I am... I've done t-s, tried to do t-t, but that got boring, so moved on to determining importance
brad - are you doing it with basal
eilene - no, not always with the basal
brad - so what do you do on week you're not using? Make up the quiz yourself?
eilene - Oh, this is my schedule... everyday I use the basal (the district just bought it last year, so I have to use it) but every other week, in addition to using the basal, I do mot readers workshop
brad - don't they get confused?
eilene - no, not really. because i usually end up using a big book for the first twenty minutes or so, and then pass out some short non-fiction (for di) for them to practice the skill
brad - how are you doing it alta
eilene - (I think we bored her to death)
brad - lol, she's noodling
Alta Rose - Following 4Blocks framework, combination of basal, poems from mosaic teachers,multi-copies of books from Instructional Media Center
brad - when do you do the strategy work. what block?
eilene - me? or alta?
brad - either
Alta Rose - Most of strategy discussion is from read alouds, but did do some in GR with bicycle poem.
brad - so what do you do in gr the rest of the time
eilene - I do mine during reader's workshop
Alta Rose - Also, did t-t connection of 3 Billy Goats GRuff and 3 Beavers Brown in GR. The rest has been read alouds.
eilene - but I'm trying to tie in determining importance to social studies/science next week. We'll see how that goes
Alta Rose - Basically ideas from GR book-Before reading activity, Partner reading, after reading, etc.
brad - are you all sticking with a strategy for a long period of time?
eilene - well, my t-s was almost three weeks. Next week will be my second week with di, we need to work on that one for a while i think
Alta Rose - I am just introducing t-t now, but don't think it'll be too much longer.
eilene - t-t is just too boring to me, and I don't understand the use of it
brad - And when you say three weeks, that's on that every other week schedule, right
Alta Rose - I think I'll read a few more books for t-t and hopefully go onto SI in a couple of weeks.
eilene - yeah
brad - Alta youre doing this during your SSR read aloud mostly?
eilene - if i can bring in di next week with science, then I won't have to skip a week this time around
brad - good call eilene
Alta Rose - Mostly read aloud, and I'm asking my kids if they make connections during SSR.
Alta Rose - Is that what you meant?
brad - lots to noodle about. I need to shuffle off though. thanks
Alta Rose - A couple of my girls are AWESOME at making connections. Really good role models for the others.
eilene - yeah, I got some really good ones too. They love the two columns in their journal "strategy"
Alta Rose - We give monthly STAR STUDENT awards, and I gave them both awards for that this month.
eilene - oh, good for you, Alta...
eilene - I don't do anything like that.
eilene - Oh, brad! you're leaving?
Alta Rose - It's interesting during SSR. Sometimes I think, there's no way the child could make a connection with this book. Morgan was reading MTH Knights and Castles, and I thought he would say no connections. But he said, "Yes, I've been to a real castle." Then, I remembered he went to England last year.
eilene - oh, that's cool!! I had a boy make a connection with MTH Dinosaurs before dawn, or whatever... he told about a time he was digging things up in his back yard
eilene - some of the connections are really superficial though, which is why I want to revisit them soon
Alta Rose - Isn't that neat! Just goes to show that we can never assume anything!
eilene - I know, it's amazing.
Alta Rose - I know what you mean. Some of the connections are too close to exactly what happens in the story. Is that what you're getting at?
eilene - yeah
Alta Rose - I'm finding some of mine doing that too.
Alta Rose - Also, they find it hard when I ask them how the connection helps them understand the story.
eilene - I was reading My Ol' Man, and I was really touched because it brought back memories of my father, so as a read aloud I read it to them, and shared my deeper connections with the students...
Alta Rose - They always want to say that they understand how the character feels and I can't get them past that.
Alta Rose - I'm not familiar with that story.
eilene - I know what you mean... I ask a lot of guiding questions about that
eilene - Oh, it's a Patricia Polacco story. She talks about a special time with her dad...it's really a nice story
eilene - I had just lost my father last year, so there were some major connections to that story on a personal level.
Alta Rose - Oh, Patricia Polacco is officially my new favourite children's author!
Alta Rose - I just read Thank you Mr. Falker to my class and they were spellbound.
eilene - I love her stuff, and the artwork in her books. I haven't read too many. I never read that one
Alta Rose - The story will probably make me cry..My dad is gone now.
eilene - it will. I almost cried during class as I read it to them
Alta Rose - I am planning to read "Jeremiah Learns to Read" and "The Wednesday Surprise" for t-t with Mr. Falker. They all deal with literacy.
eilene - so, how do you get them to answer how t-s helps them understand the story better?
eilene - oh, that's a good idea!
Alta Rose - Well, that's where I am a little weak. We're hung up on "I know how the character feels."
eilene - That's where I'm hung up too. I don't know what else there is though...
eilene - If the kids can identify with the characters it gives them a deeper meaning to the story, makes it more interactive for them
Alta Rose - When I posted about it on mosaic teachers, someone said that's OK. That's all we should expect at this level.
Alta Rose - Yes, I went to a session on brain research today that reinforces the value of making connections.
eilene - It should help with the understanding of the character's motivation, though. Maybe we should try asking something along those lines
Alta Rose - That's true.
eilene - like "why did this character do this?"
eilene - and of course that has to be followed up with a "How did you know this?" question
Alta Rose - With the story "Now Everyone Really Hates Me" one of my girls was able to say, "I understand that she really did want to go to the party, even though she said she didn't."
Alta Rose - Yes, motivation, good point.
eilene - hmmm, I wish I could think like this when I'm teaching!!
Alta Rose - You've really given me a good idea.
Alta Rose - The motivation question--Thanks.
eilene - I've given myself one!!
Alta Rose - Sometimes it helps to think "out loud."
eilene - tell me about it, and it also helps to think aloud with other adults. I swear, my brain is shrivelling up
Alta Rose - Well, it's midnight, here, so I think I better get to bed. Thanks, Eilene!
Alta Rose - Good night.
eilene - You're welcome!! have a good night!

 
 

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