[MOSAIC] just testing

Tue Nov 14 14:21:05 EST 2006

----- Original Message ----- 
From: <lindafarns at comcast.net>
To: "Mosaic: A Reading Comprehension Strategies Listserv" 
<mosaic at literacyworkshop.org>
Sent: Monday, November 13, 2006 9:43 AM
Subject: Re: [MOSAIC] Questions for Reading Specialists


> Shannon - I am a Reading Specialist in a K-5 elementary school and am 
> responsible for all the children in those grades.  When I began this job 
> six years ago, there was no involvement with kindergarten and most of my 
> groups were pull-out (because most of the teachers were uncomfortable with 
> me coming in).  The average size at that time was 7-10, and I was lucky if 
> I could see them 2-3 times per week.  I was also responsible for math 
> support as well.  Needless to say, my first year was not only hectic, but 
> I really don't think I did those kids a bit of good.  By the time we had 
> our second session of the week, I had to reintroduce everything from the 
> first session because I couldn't schedule the sessions consecutively.
>
> Things are much brighter now.  Thankfully, I have a principal who not only 
> stays current on what's happening in education (he goes to Columbia every 
> summer for a week-long reading or writing institute), but he challenges me 
> to step outside the box.  My current schedule looks something like this.
>
> I begin with a small group of first graders - 8 maximum - prior to the 
> start of the school day.  Parents bring them in and we meet for 45 minutes 
> every school day.  During this week, the cycle include 2 reading 
> workshops, 2 writing workshops, and 1 word study.  My reading and writing 
> workshops are interrelated, i.e. narratives, informational text, etc.
>
> This year, for my PIP (Professional Improvement Plan) I wanted to go into 
> one classroom at each grade level (except kindergarten) to do Zimmerman's 
> 7 Keys text.  During the summer I arranged that schedule for one teacher 
> in each grade between 1-5.  However, during the summer I purchased Ardith 
> Davis Cole's Knee-to-Knee and fell in love with it.  So...I took a slight 
> turn and began going into the classrooms where I was to do the 7 Keys and 
> started with Knee-to-Knee.  My goal is to finish with Cole's book and get 
> to 7 Keys after the winter break.  I go into each classroom and work with 
> the teacher (some are more on-hands than others), and the entire group of 
> children benefit from the mini-lessons.  Those students whom I am 
> obligated to support in my program are getting a much stronger system 
> because I not only see them 4-5 days each week, I can focus in on them 
> both before, during, and after my lesson.
>
> I also see a group of kindergarten students between our AM and PM 
> sessions.  This group is limited to 4 (I currently have 3).  Parents are 
> responsible for either bringing in the child (PM session) or picking up 
> (AM session) when we are done.  THis program runs for 45 minutes, 5 days 
> per week.  I work mainly on phonemic awareness at the beginning of the 
> year and gradually move into more phonics instruction.  At all times, my 
> kids are in authentic texts.  I include interactive writing around 
> November.
>
> I also have two 30 minute slots where I meet one-on-one with the lowest 
> 1st and 2nd grader.  I use the Reading Recovery format - I am not trained, 
> but have several colleagues who are and I spend time with them during 
> their sessions with children.  At this point, our district does not have 
> the money to train someone from our building.  I feel that even though I 
> am not as strong as someone who has had the training, I can give these two 
> students much more support in reading, writing, and word study than if 
> they were one of a small group.  I am a voracious reader and make my best 
> attempt to do justice to my form of this intensive intervention.
>
> I hope that some of this has helped you.  Oh, by the way, my principal 
> hired someone this year to cover my math students, so that has been a 
> tremendous help.  Best of luck with your new position.
>
> Linda
>
> -------------- Original message -------------- 
> From: Shannon Winkler <swinkler at mail.nixa.k12.mo.us>
>
>> I am a Title I Reading Specialist for 2nd, 3rd, and 4th grade
>> students in my building. Typically I am pulling these children out
>> of their regular classrooms into a small group setting of 5-7
>> students in my classroom. This is my first year in this position (I
>> taught both 1st and 3rd grades prior to this) and have two questions
>> for any others on the list who might be in a similar teaching
>> position.
>>
>> 1. I would like to get ideas on what your time with students in your
>> groups 'typically' looks like. Specifically, how do you incorporate
>> word work, teaching the comprehension strategies, decoding
>> strategies, writing, etc., etc. throughout the week? When I was in
>> the regular classroom, I always used the reading/writing workshop
>> models to guide my instruction--I am trying to continue that same
>> 'style' of teaching within my groups and would like to hear how
>> others might be doing this.
>>
>> 2. I would also like to know if anyone has used a "push-in" format
>> vs. the "pull-out" format I am currently using. What are pros/cons
>> you have found, and if you did find it beneficial (I have a 4th grade
>> teacher wanting to do this with me--she does reading workshop) what
>> was your role in the classroom when you went in? How much time did
>> you spend in the classroom and what did your time in there "look
>> like" with the teacher and his/her students (specifically your
>> 'group' students)?
>>
>> Thank you in advance for your time and ideas!
>>
>> -Shannon
>>
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