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/blockquote>
Hi there,
I'd love to hear from anyone who is using the Rigby
Literacy Kindergarten program. I have a ton of questions!!
Thank you,
Erica
/blockquote>
I am looking for information about Rigby Reading Strategies
Tool Kits for gr. K-2 and 3-5. I would appreciate receiving
any information about experience/knowledge anyone has with
them. Thanks.
by Jennifer Schaffer
Sep 23, 2005
/blockquote>
I am looking for a primary dicionary to hand out to my
students that contains some basic words and also has extra
lines that they can write more words on. Where can I find
one????
/blockquote>
Please give me some suggestions to teach summarization to
middle school students. I know the old fashioned ... read
the summarize method, but am wanting something new. Do
you have any ideas at all?
/blockquote>
I've posted several times about my present success story. I
have to give the background here or people will not get the
point:
A little over a year ago this student was entering Grade 8
with a Grade 2 reading level and Grade 1 writing. Worse
he's left-handed so a lot of teachers just write him off <...See More/blockquote>
I've posted several times about my present success story. I
have to give the background here or people will not get the
point:
A little over a year ago this student was entering Grade 8
with a Grade 2 reading level and Grade 1 writing. Worse
he's left-handed so a lot of teachers just write him off
for teaching writing.
He is a pleasant boy with good manners, has never once
shown a sign of temper with me (pretty amazing with the
pressure of reading correction), has a nice stable family
and pleasant house and caring parents who will pay for me
to help him -- just hadn't learned to read. He is also
artistically talented and doe "doodles" that look like the
decor used on motorbikes etc. No signs of any real
dyslexia, just total, total confusion. Also (and this does
matter later in the story) he is exceptionally mature
physically as well as socially, taller than me beginning
Grade 8, now at six feet age fourteen entering Grade 9.
So we started out over a year ago and we had to go all the
way back to the bunnies and duckies. I apologized for this
and promised to move him up as soon as we got a few things
cleared up. We started on Book 3 of the phonics becasue he
apparently was reading; I soon saw that this was a mistake
and backed up and reviewed almost all of Book 2 with
special stress on vowels and syllables. I worked with him
on handwriting a bit and did some AVKO spelling, had to
drop it under time pressure but even twenty lists gave him
an idea to run with.
He caught on to at least the basics of reading and we moved
up to a Boxcar Children book. He really enjoyed it -- first
chapter book he had ever read, and he was interested in the
cultural/historical background. After school started we
started trying to straighten out pre-algebra/elementary
algebra and made some progress. Then he got into the
regular Grade 8 World History (Neanderthals to Renaissance)
and *loved* it. So we were working on reading "Neanderthal"
and Cro-Magnon" and "flint-knapping" and he was getting it!
Middle of the year, we moved into reading Hatchet and back
to phonics Book 3 with multisyllables, and doing some
simple equations, and not only reading but
spelling "feudal" and "suzerain". I was very worried that
things seemed to slip out of his memory, but found that
after using my favourite phonics books with twenty
repetitions of each and every topic it does stick, so I
hung in with it. By early summer we were doing Brian's
Winter (alternate ending to Hatchet ) and some old nicely
repetetive algebra books. He passed the regular history
class and we were all very proud.
OK, now starting Grade 9 after a few weeks' break. His
mother told me they had picked up a new book at the
bookstore, and he wanted to read it in order to use it for
a book report. Fine by me, as long as we keep practicing
and correcting his reading. I asked if he had bought it in
the youth section; he's not exactly a bookstore
sophisticate (yet) and had no idea. So, I dive in, reading
alternate pages as usual. The book is called "Caught
Stealing".
First page I see we are not in Kansas any more. The first-
person narrator uses quite a bit of . . . er . . .
interesting language, *quite* graphic, describing his own
physical state in the morning after being beaten up. Then
he breakfasts on a beer in his shower. OK, I say to my
student, I've heard all these words before (although I
choose not to use them) and no doubt you have too, so don't
let's worry about it. Luckily they are short so I don't
have to sound them out; that would have me in a bad state.
After the first session I mention to the mom that we have
definitely moved up in reading, that this book is quite
definitely adult; she said yes, she thought it was pretty
funny, so OK, if Mom is happy to see him reading grownup
stuff, I am just as happy to see him reading and we can
discuss appropriateness in context. He is definitely a
young man, no little kid, and it soes seem appropriate to
introduce him to adult material, but this is quite the
introduction!
The next session, the narrator discusses his friend being
killed when he crashed a car, then about having his
marijuana delivered and talks about the delivery guy who is
a former heroin addict who traded that addiction for
alcohol. Well, certainly a topical issue or two for
comprehension discussion!
After the first session, we did a summary and I asked the
student what happened next and next, and he *remembered* 80
percent of it! First time! Second session, we spent the
*entire hour* reading -- we started being able to do two
pages in twenty minutes and were up to six pages in half an
hour, so this is a huge jump. I have to go back and see how
he does for the summary, but even fifty percent after five
days would be outstanding.
And I sure do have material for further discussion.
/blockquote>
I've posted several times about my present success story. I
have to give the background here or people will not get the
point:
A little over a year ago this student was entering Grade 8
with a Grade 2 reading level and Grade 1 writing. Worse
he's left-handed so a lot of teachers just write him off <...See More/blockquote>
I've posted several times about my present success story. I
have to give the background here or people will not get the
point:
A little over a year ago this student was entering Grade 8
with a Grade 2 reading level and Grade 1 writing. Worse
he's left-handed so a lot of teachers just write him off
for teaching writing.
He is a pleasant boy with good manners, has never once
shown a sign of temper with me (pretty amazing with the
pressure of reading correction), has a nice stable family
and pleasant house and caring parents who will pay for me
to help him -- just hadn't learned to read. He is also
artistically talented and doe "doodles" that look like the
decor used on motorbikes etc. No signs of any real
dyslexia, just total, total confusion. Also (and this does
matter later in the story) he is exceptionally mature
physically as well as socially, taller than me beginning
Grade 8, now at six feet age fourteen entering Grade 9.
So we started out over a year ago and we had to go all the
way back to the bunnies and duckies. I apologized for this
and promised to move him up as soon as we got a few things
cleared up. We started on Book 3 of the phonics becasue he
apparently was reading; I soon saw that this was a mistake
and backed up and reviewed almost all of Book 2 with
special stress on vowels and syllables. I worked with him
on handwriting a bit and did some AVKO spelling, had to
drop it under time pressure but even twenty lists gave him
an idea to run with.
He caught on to at least the basics of reading and we moved
up to a Boxcar Children book. He really enjoyed it -- first
chapter book he had ever read, and he was interested in the
cultural/historical background. After school started we
started trying to straighten out pre-algebra/elementary
algebra and made some progress. Then he got into the
regular Grade 8 World History (Neanderthals to Renaissance)
and *loved* it. So we were working on reading "Neanderthal"
and Cro-Magnon" and "flint-knapping" and he was getting it!
Middle of the year, we moved into reading Hatchet and back
to phonics Book 3 with multisyllables, and doing some
simple equations, and not only reading but
spelling "feudal" and "suzerain". I was very worried that
things seemed to slip out of his memory, but found that
after using my favourite phonics books with twenty
repetitions of each and every topic it does stick, so I
hung in with it. By early summer we were doing Brian's
Winter (alternate ending to Hatchet ) and some old nicely
repetetive algebra books. He passed the regular history
class and we were all very proud.
OK, now starting Grade 9 after a few weeks' break. His
mother told me they had picked up a new book at the
bookstore, and he wanted to read it in order to use it for
a book report. Fine by me, as long as we keep practicing
and correcting his reading. I asked if he had bought it in
the youth section; he's not exactly a bookstore
sophisticate (yet) and had no idea. So, I dive in, reading
alternate pages as usual. The book is called "Caught
Stealing".
First page I see we are not in Kansas any more. The first-
person narrator uses quite a bit of . . . er . . .
interesting language, *quite* graphic, describing his own
physical state in the morning after being beaten up. Then
he breakfasts on a beer in his shower. OK, I say to my
student, I've heard all these words before (although I
choose not to use them) and no doubt you have too, so don't
let's worry about it. Luckily they are short so I don't
have to sound them out; that would have me in a bad state.
After the first session I mention to the mom that we have
definitely moved up in reading, that this book is quite
definitely adult; she said yes, she thought it was pretty
funny, so OK, if Mom is happy to see him reading grownup
stuff, I am just as happy to see him reading and we can
discuss appropriateness in context. He is definitely a
young man, no little kid, and it soes seem appropriate to
introduce him to adult material, but this is quite the
introduction!
The next session, the narrator discusses his friend being
killed when he crashed a car, then about having his
marijuana delivered and talks about the delivery guy who is
a former heroin addict who traded that addiction for
alcohol. Well, certainly a topical issue or two for
comprehension discussion!
After the first session, we did a summary and I asked the
student what happened next and next, and he *remembered* 80
percent of it! First time! Second session, we spent the
*entire hour* reading -- we started being able to do two
pages in twenty minutes and were up to six pages in half an
hour, so this is a huge jump. I have to go back and see how
he does for the summary, but even fifty percent after five
days would be outstanding.
And I sure do have material for further discussion.
/blockquote>
Does anyone have ideas for Emergency Sub Plans for
Reading. We have almost a 90 minute block for reading. I
can't have them read that whole time. Would it be
appropriate for the sub to do a Making Meaning Lesson?
Any help would be great!
newbie
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Teacher Chatboards
I am using this program.... email me at
[email removed]
On 9/20/05, erica wrote:
> Hi there,
>
> I'd love to hear from anyone who is using the Rigby
> Literacy Kindergarten program. I have a ton of questions!!
>
> Thank you,
>
> Erica