[MOSAIC] Mosaic Digest, Vol 9, Issue 7
Keith Mack
kmack at literacyworkshop.org
Mon May 7 15:29:00 EDT 2007
Done.
Keith Mack
kmack at literacyworkshop.org
http://www.literacyworkshop.org
-----Original Message-----
From: LaRaia, Margaret [mailto:Margaret.LaRaia at phschool.com]
Sent: Monday, May 07, 2007 9:14 AM
To: mosaic at literacyworkshop.org
Subject: Re: [MOSAIC] Mosaic Digest, Vol 9, Issue 7
I have tried to end my subscription 2x without success
--
Margaret LaRaia
Senior Editorial Projects Manager
Special Markets
Pearson Prentice Hall
501 Boylston Street
Boston, MA 02116
T 617 671 2485
F 617 671 2536
> From: <mosaic-request at literacyworkshop.org>
> Reply-To: <mosaic at literacyworkshop.org>
> Date: Mon, 07 May 2007 12:00:08 -0400
> To: <mosaic at literacyworkshop.org>
> Subject: Mosaic Digest, Vol 9, Issue 7
>
> Send Mosaic mailing list submissions to
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> Today's Topics:
>
> 1. Re: 2nd language learners (thomas)
> 2. Re: 2nd language learners (Debbie Goodis)
> 3. Re: 2nd language learners (mpolselli at cox.net)
> 4. High-low books for comprehension strategies (Carolyn Heaney)
> 5. Re: High-low books for comprehension strategies (Mlredcon at aol.com)
> 6. Re: 2nd language learners (donford4 at comcast.net)
> 7. Re: 2nd language learners (carlsonca at dist102.k12.il.us)
> 8. Re: errors using DRA2 (Kelly Andrews-Babcock)
> 9. Re: 2nd language learners (Carlevarom at aol.com)
> 10. Re: 2nd language learners-for Heather (Katduhay at aol.com)
> 11. Re: 2nd language learners (j browne)
> 12. Working with ELL's (Kevin Kleinert)
> 13. Re: 2nd language learners-for Heather (Heather Wall)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Sun, 06 May 2007 09:32:50 -0700
> From: thomas <sally.thomas4 at verizon.net>
> Subject: Re: [MOSAIC] 2nd language learners
> To: "Mosaic: A Reading Comprehension Strategies Email Group"
> <mosaic at literacyworkshop.org>
> Message-ID: <C2635142.C6E8%sally.thomas4 at verizon.net>
> Content-Type: text/plain; charset=US-ASCII
>
> Elaine Castro was a wonderful teacher who wrote an article ....if you can
do
> a search!
>
>
> On 5/6/07 7:33 AM, "Heather Wall" <heather_wall_2000 at yahoo.com> wrote:
>
>> I'm hoping some of you can help me with my search - I've recently
accepted a
>> job as instructional coach at a school that is 99% Hispanic, 88% of whom
>> qualify for ESOL services. Free and reduced lunch qualifications is way
up
>> there too. I'm looking for some books/articles that share success stories
in
>> situations similar to this. I can find info on schools that work with
lots of
>> economically disadvantaged kids, but we're unique in that we have so many
2nd
>> language learners with so few 1st language students to serve as models.
We're
>> going to be working a lot on balanced literacy next year, with a focus on
>> writing workshop, and so I feel like we're heading in the right
direction.
>> But
>> what I would love is to read about schools that have been through this
and
>> succeeded, the strategies they used with their students and with teachers
in
>> professional learning. Any ideas? Thanks in advance for your help.
>>
>> Heather Wall/ 3rd grade/ Georgia
>> NBCT 2005
>> Literacy: Reading - Language Arts
>> _______________________________________________
>> Mosaic mailing list
>> Mosaic at literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>>
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>>
>
>
>
>
>
> ------------------------------
>
> Message: 2
> Date: Sun, 6 May 2007 09:39:03 -0700 (PDT)
> From: Debbie Goodis <mrs_goodis at yahoo.com>
> Subject: Re: [MOSAIC] 2nd language learners
> To: "Mosaic: A Reading Comprehension Strategies Email Group"
> <mosaic at literacyworkshop.org>
> Message-ID: <710907.86964.qm at web33405.mail.mud.yahoo.com>
> Content-Type: text/plain; charset=iso-8859-1
>
> You should definitely look into GLAD strategies. They were developed for
these
> students specifically. Google projectglad or Santa Ana Unified School
> district, Fountain Valley School district: All in California, but GLAD is
> nationwide.
> Debbie
>
> thomas <sally.thomas4 at verizon.net> wrote: Elaine Castro was a wonderful
> teacher who wrote an article ....if you can do
> a search!
>
>
> On 5/6/07 7:33 AM, "Heather Wall" wrote:
>
>> I'm hoping some of you can help me with my search - I've recently
accepted a
>> job as instructional coach at a school that is 99% Hispanic, 88% of whom
>> qualify for ESOL services. Free and reduced lunch qualifications is way
up
>> there too. I'm looking for some books/articles that share success stories
in
>> situations similar to this. I can find info on schools that work with
lots of
>> economically disadvantaged kids, but we're unique in that we have so many
2nd
>> language learners with so few 1st language students to serve as models.
We're
>> going to be working a lot on balanced literacy next year, with a focus on
>> writing workshop, and so I feel like we're heading in the right
direction.
>> But
>> what I would love is to read about schools that have been through this
and
>> succeeded, the strategies they used with their students and with teachers
in
>> professional learning. Any ideas? Thanks in advance for your help.
>>
>> Heather Wall/ 3rd grade/ Georgia
>> NBCT 2005
>> Literacy: Reading - Language Arts
>> _______________________________________________
>> Mosaic mailing list
>> Mosaic at literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>>
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>>
>
>
>
> _______________________________________________
> Mosaic mailing list
> Mosaic at literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
>
>
>
> ---------------------------------
> Finding fabulous fares is fun.
> Let Yahoo! FareChase search your favorite travel sites to find flight and
> hotel bargains.
>
> ------------------------------
>
> Message: 3
> Date: Sun, 6 May 2007 12:56:56 -0400
> From: <mpolselli at cox.net>
> Subject: Re: [MOSAIC] 2nd language learners
> To: "Mosaic: A Reading Comprehension Strategies Email Group"
> <mosaic at literacyworkshop.org>
> Message-ID:
> <3294164.1178470616595.JavaMail.root at eastrmwml05.mgt.cox.net>
> Content-Type: text/plain; charset=utf-8
>
>
>
> ---- Heather Wall <heather_wall_2000 at yahoo.com> wrote:
>
> =============
> I'm hoping some of you can help me with my search - I've recently accepted
a
> job as instructional coach at a school that is 99% Hispanic, 88% of whom
> qualify for ESOL services. Free and reduced lunch qualifications is way up
> there too. I'm looking for some books/articles that share success stories
in
> situations similar to this. I can find info on schools that work with lots
of
> economically disadvantaged kids, but we're unique in that we have so many
2nd
> language learners with so few 1st language students to serve as models.
We're
> going to be working a lot on balanced literacy next year, with a focus on
> writing workshop, and so I feel like we're heading in the right direction.
But
> what I would love is to read about schools that have been through this and
> succeeded, the strategies they used with their students and with teachers
in
> professional learning. Any ideas? Thanks in advance for your help.
>
> Heather Wall/ 3rd grade/ Georgia
> NBCT 2005
> Literacy: Reading - Language Arts
> _______________________________________________
> Mosaic mailing list
> Mosaic at literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
> Heather,
> You may have already heard of these but I thought I would email them
anyway:
> http://dibels.uroegon.edu/data/index.php?DIBELS (Dynamic Indicators of
Basic
> Early Language Skills)
> www.earobics.com?EAROBICS
> htp://www.kidwriting.homestad.com?Kid Writing by Isabel Cardonic and
Eileen
> Feldgus
> I also have many more sites on my website:
> http://polsellikindergarten.tripod.com? KinderSquirt
> Just click on Literacy to follow links to websites I use frequently. Also,
I
> created "Planting A Literacy Garden". I found a way to developmentally
> incorporate thinking strategies into my daily teaching writing routines
while
> practicing Kid Writing skills.
> Good Luck,
> --
> Michele Polselli NBCT '06
> PMS Literacy Coordinator & K Teacher
> Portsmouth School Dept.
> Portsmouth, RI 02871
> mpolselli at cox.net
>
>
>
> ------------------------------
>
> Message: 4
> Date: Sun, 6 May 2007 13:29:09 -0400
> From: "Carolyn Heaney" <carheaney at hotmail.com>
> Subject: [MOSAIC] High-low books for comprehension strategies
> To: <mosaic at literacyworkshop.org>
> Message-ID: <BAY131-DAV11197A6B3933463C04D0FA1460 at phx.gbl>
> Content-Type: text/plain; charset="iso-8859-1"
>
> Hello all,
>
> I have a question about using comprehension strategies in guided reading
with
> low readers in 3rd grade and above. Does anybody have any suggestions for
any
> high-low books that offer good opportunities to support these strategies?
I
> have all the lists from R. with Meaning, Strategies that Work, etc., but
my
> kids need books with low readability and high interest level for their age
> category. Thanks for any and all suggestions
>
> Carolyn
>
> carheaney at hotmail.com<mailto:carheaney at hotmail.com>
>
> ------------------------------
>
> Message: 5
> Date: Sun, 6 May 2007 13:34:32 EDT
> From: Mlredcon at aol.com
> Subject: Re: [MOSAIC] High-low books for comprehension strategies
> To: mosaic at literacyworkshop.org
> Message-ID: <c8d.b659a2d.336f6ba8 at aol.com>
> Content-Type: text/plain; charset="US-ASCII"
>
>
> Look at orbit guided reading books by Pacific company; also eyewitness
books
> by Pearson.
> Maxine
>
> Hello all,
>
> I have a question about using comprehension strategies in guided reading
> with low readers in 3rd grade and above. Does anybody have any
suggestions
> for
> any high-low books that offer good opportunities to support these
strategies?
> I have all the lists from R. with Meaning, Strategies that Work, etc.,
but my
> kids need books with low readability and high interest level for their
age
> category. Thanks for any and all suggestions
>
>
>
>
>
>
> ************************************** See what's free at
http://www.aol.com.
>
>
> ------------------------------
>
> Message: 6
> Date: Sun, 06 May 2007 18:21:23 +0000
> From: donford4 at comcast.net
> Subject: Re: [MOSAIC] 2nd language learners
> To: "Mosaic: A Reading Comprehension Strategies Email Group"
> <mosaic at literacyworkshop.org>, "Mosaic: A Reading Comprehension
> Strategies Email Group" <mosaic at literacyworkshop.org>
> Message-ID:
>
<050620071821.8583.463E1CA30004A531000021872200751090CB0B9D010002010B at comcas
t.
> net>
>
>
> Heather,
> You didn't indicate whether the school provided bilingual literacy. I
agree
> with Sally about supporting the first language while the kids are learning
> English. When I was teaching in Los Angeles some years ago, Eastman
School
> developed a program, The Eastman Approach, which was very successful for
> helping students continue learning in their first language while they were
> acquiring English. Also, Stephen Krashen has just announced the
publication
> of a new book by Fay Shin and Krashen, "Summer Reading: Program and
Evidence."
> From Krashen: "Contains a full report of Fay Shin‚s highly successful
summer
> reading project in California (which I refer to as „Goosebumps Summer‰ in
my
> talks). Access to good reading, time to read, discussion of reading among
the
> children, browsing in the library resulted in good gains in vocabulary,
> spectacular gains in reading comprehension ? 1.3 years in 5.5
> weeks on one test! Also contains a review of research on the positive
impact
> of pleasure reading over the summer. "
> You might also check out Krashen's book, "The Power of Reading, Second
> Edition: Insights from the Research."
>
> Michele/Oregon
> -------------- Original message ----------------------
> From: thomas <sally.thomas4 at verizon.net>
>> In a way this is an ideal situation for supporting the children's first
>> language and doing late exit into English. I have valued over the years
all
>> of the work done by Barbara Flores - work down in the area near the
border
>> of Mexico comes to mind. These was an awesome teacher there...think her
>> name was Elain ??? And she published an article in a edited journal by
>> Flores. There were articles back then - say the late 80s and early 90s
>> before all the legislation aginst bilingual ed. I think the TAWL journal
>> had some, Primary Voices and Language Arts. I would look back through
>> indexes to see some of these inspiring stories. They are still totally
>> applicable if you have the freedom!
>>
>> Check out anything by the Goodmans and the teachers they've worked with.
I
>> also think David and Yvonne Freeman have described such classrooms and
>> associated pedagogy in their books. I'll look on my shelves when I get
back
>> to school.
>>
>> sally
>>
>>
>> On 5/6/07 7:33 AM, "Heather Wall" <heather_wall_2000 at yahoo.com> wrote:
>>
>>> I'm hoping some of you can help me with my search - I've recently
accepted a
>>> job as instructional coach at a school that is 99% Hispanic, 88% of whom
>>> qualify for ESOL services. Free and reduced lunch qualifications is way
up
>>> there too. I'm looking for some books/articles that share success
stories in
>>> situations similar to this. I can find info on schools that work with
lots
>>> of
>>> economically disadvantaged kids, but we're unique in that we have so
many
>>> 2nd
>>> language learners with so few 1st language students to serve as models.
>>> We're
>>> going to be working a lot on balanced literacy next year, with a focus
on
>>> writing workshop, and so I feel like we're heading in the right
direction.
>>> But
>>> what I would love is to read about schools that have been through this
and
>>> succeeded, the strategies they used with their students and with
teachers in
>>> professional learning. Any ideas? Thanks in advance for your help.
>>>
>>> Heather Wall/ 3rd grade/ Georgia
>>> NBCT 2005
>>> Literacy: Reading - Language Arts
>>> _______________________________________________
>>> Mosaic mailing list
>>> Mosaic at literacyworkshop.org
>>> To unsubscribe or modify your membership please go to
>>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>>>
>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>>>
>>
>>
>>
>> _______________________________________________
>> Mosaic mailing list
>> Mosaic at literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>>
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>>
>
>
>
>
> ------------------------------
>
> Message: 7
> Date: Sun, 6 May 2007 14:35:28 -0500 (CDT)
> From: carlsonca at dist102.k12.il.us
> Subject: Re: [MOSAIC] 2nd language learners
> To: "Mosaic: A Reading Comprehension Strategies Email Group"
> <mosaic at literacyworkshop.org>
> Message-ID:
> <49217.24.14.252.128.1178480128.squirrel at surveys.dist102.k12.il.us>
> Content-Type: text/plain;charset=iso-8859-1
>
> Are you familiar with the 90/90/90 schools? These are schools that are 90%
> free and reduced lunch, 90% diversity, and I can't remember the other.
> However, they beat the odds and do well on state mandated tests. There are
> several key indicators that all schools that achieve have in common. If
> you goggle, 90/90/90 schools, you should be able to see some of the
> reports.
> Now, they are looking at 100/100/100 schools that are seeing the same
> achievements.
> It usually involves: a focus, everyone working together--all the thins
> that we know must be in place for achievement to occur.
> Carol
> LA Content Specialist, K-8
> La Grange, Il
>>
>> ---- Heather Wall <heather_wall_2000 at yahoo.com> wrote:
>>
>> =============
>> I'm hoping some of you can help me with my search - I've recently
accepted
>> a job as instructional coach at a school that is 99% Hispanic, 88% of
whom
>> qualify for ESOL services. Free and reduced lunch qualifications is way
up
>> there too. I'm looking for some books/articles that share success stories
>> in situations similar to this. I can find info on schools that work with
>> lots of economically disadvantaged kids, but we're unique in that we have
>> so many 2nd language learners with so few 1st language students to serve
>> as models. We're going to be working a lot on balanced literacy next
year,
>> with a focus on writing workshop, and so I feel like we're heading in the
>> right direction. But what I would love is to read about schools that have
>> been through this and succeeded, the strategies they used with their
>> students and with teachers in professional learning. Any ideas? Thanks in
>> advance for your help.
>>
>> Heather Wall/ 3rd grade/ Georgia
>> NBCT 2005
>> Literacy: Reading - Language Arts
>> _______________________________________________
>> Mosaic mailing list
>> Mosaic at literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>>
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>>
>> Heather,
>> You may have already heard of these but I thought I would email them
>> anyway:
>> http://dibels.uroegon.edu/data/index.php? DIBELS (Dynamic Indicators of
>> Basic Early Language Skills)
>> www.earobics.com? EAROBICS
>> htp://www.kidwriting.homestad.com? Kid Writing by Isabel Cardonic and
>> Eileen Feldgus
>> I also have many more sites on my website:
>> http://polsellikindergarten.tripod.com? KinderSquirt
>> Just click on Literacy to follow links to websites I use frequently.
Also,
>> I created "Planting A Literacy Garden". I found a way to developmentally
>> incorporate thinking strategies into my daily teaching writing routines
>> while practicing Kid Writing skills.
>> Good Luck,
>> --
>> Michele Polselli NBCT '06
>> PMS Literacy Coordinator & K Teacher
>> Portsmouth School Dept.
>> Portsmouth, RI 02871
>> mpolselli at cox.net
>>
>> _______________________________________________
>> Mosaic mailing list
>> Mosaic at literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>>
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>>
>>
>
>
>
>
>
> ------------------------------
>
> Message: 8
> Date: Sun, 6 May 2007 15:59:51 -0400
> From: "Kelly Andrews-Babcock" <kandrews-babcock at killinglyschools.org>
> Subject: Re: [MOSAIC] errors using DRA2
> To: "Mosaic: A Reading Comprehension Strategies Email Group"
> <mosaic at literacyworkshop.org>
> Message-ID:
> <181D2D21BAE3B6419C6842FF49326E05302324 at ike.wan.killinglyschools.org>
> Content-Type: text/plain; charset="iso-8859-1"
>
> DRA 2 Questions
> We also are using the DRA 2 and were made aware of several changes. In the
> revised Teacher Guide/Blackline Master all changes were updated. Changes
were
> on the comprehension areas between instructional/intervention. That's huge
at
> the lower grades.
> I was not aware of the errors you spoke of. What level text was that at?
> We received all new TG/BM & CD's from Pearson. If you haven't contacted
them
> about the continuing errors - please do that and let me know the titles as
> well. Thanks for your information!
> Kelly AB
>
>
>
> -----Original Message-----
> From: mosaic-bounces at literacyworkshop.org on behalf of Mary Lou
> Sent: Sat 5/5/2007 4:20 AM
> To: 'Mosaic: A Reading Comprehension Strategies Email Group'
> Subject: [MOSAIC] errors using DRA2
>
>
>
>
>
>
>
> _______________________________________________
> Mosaic mailing list
> Mosaic at literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
>
>
> ------------------------------
>
> Message: 9
> Date: Sun, 6 May 2007 16:17:08 EDT
> From: Carlevarom at aol.com
> Subject: Re: [MOSAIC] 2nd language learners
> To: mosaic at literacyworkshop.org
> Message-ID: <c36.1012617d.336f91c4 at aol.com>
> Content-Type: text/plain; charset="US-ASCII"
>
> I agree on GLAD strategies. It is a week of training, but well worth it.
We
> have trainers on staff in our district.
> Marsha
>
>
>
> ************************************** See what's free at
http://www.aol.com.
>
>
> ------------------------------
>
> Message: 10
> Date: Sun, 6 May 2007 17:17:01 EDT
> From: Katduhay at aol.com
> Subject: Re: [MOSAIC] 2nd language learners-for Heather
> To: mosaic at literacyworkshop.org
> Message-ID: <be7.14d350f7.336f9fcd at aol.com>
> Content-Type: text/plain; charset="US-ASCII"
>
>
> In a message dated 5/6/07 4:34:43 AM, heather_wall_2000 at yahoo.com writes:
>> I'm looking for some books/articles that share success stories in
>> situations similar to this. I can find info on schools that work with
lots of
>> economically disadvantaged kids, but we're unique in that we have so many
2nd
>> language learners with so few 1st language students to serve as models.
We're
>> going
>> to be working a lot on balanced literacy next year, with a focus on
writing
>> workshop, and so I feel like we're heading in the right direction.
>>
>
> Heather,
> I'm in a similar school as yours with a high population of L1 students
with
> NEP/LEP status and few native English speakers. We are also in
comprehensive
> school reform because our school has not met the state standards
(frustrating
> when our LEP students have to take the state assessment as NCLB mandates)
and
> because of this have adopted a design model that focuses on the workshop
> approach to reading and writing. We found Reeves work on 90/90/90
schools
> helpful. His study, conducted at school sites with 90% economically
> disadvantaged,
> over 90% ethnic minority, and over 90% achieving at high standards
(students
> MET reading standards), categorically analyzed trends and patterns in
> instruction. Besides a strong focus on continuous improvement and
student
> achievement,
> he found that these schools emphasize non-fiction genre study and
non-fiction
> writing.
> I agree with you that your focus on writing will be beneficial because as
the
> teachers at my school found, non-fiction reading and writing increases our
> students' vocabulary, academic language, schema and prior knowledge base.
> Along with the MOT strategies that this list-serv supports, we find both
> explicit
> instruction in non-fiction and MOT comprehension strategies have been
> extremely helpful. You can download a pdf at
> http://www.makingstandardswork.com/Downloads/AinA%20Ch19.pdf and his email
is
> at dreeves at makingstandardswork.com
>
> Kenji Hakuta's work out of Stanford Univ. has also been insightful. He
> edited the comprehensive report Improving Schooling for Language-Minority
> Children
> and we found the entire document (497 pages worth!). helpful as they
survey
> all the empirical studies done on English language learners and on schools
> that
> serve them. Especially helpful were chapter 6 on program evaluation,
> chapter 7 on school and classroom effectiveness, and chapter 8 preparation
and
> development of teachers serving ELLs. After their review of 33 schools,
they
> (like Reeves above) identify effective schools and classrooms that have
> similar
> attributes-- one of these attributes include explicit instruction in
reading
> and writing strategies. This document can be found at the National
Academies
> Press website at www.nap.edu/catalog/5286.html
>
> Finally, through Hakuta's work, we found a reference to Claude
Goldenberg's
> work out of UCLA helpful for the practical application of ICs or
instructional
> conversations that promote comprehension through oral discussion. His
> article on this can be found in The Reading Teacher Vol. 46, No. 4.
> Instructional
> Conversations came out of Tharp & Gallimore's work and in Goldenberg's
> article, he outlines a discussion-based lesson geared toward creating
> opportunities
> for ELL's conceptual and linguistic development. Along with the MOT
> strategies, I use this IC discussion lesson template, especially when
> determining
> importance for the author's message/theme. You can email me off-line for
the
> the
> Goldenber'gs pdf from the issue of The Reading Teacher that my librarian
> located for me.
>
> Kathy
> Gr. 2
>
>
> **************************************
> See what's free at
> http://www.aol.com.
>
>
> ------------------------------
>
> Message: 11
> Date: Sun, 6 May 2007 17:29:02 -0400
> From: "j browne" <jeanb50 at comcast.net>
> Subject: Re: [MOSAIC] 2nd language learners
> To: "Mosaic: A Reading Comprehension Strategies Email Group"
> <mosaic at literacyworkshop.org>
> Message-ID: <002a01c79025$985670e0$6601a8c0 at youru3ef4ouuir>
> Content-Type: text/plain; charset="iso-8859-1"
>
> Heather,
>
> Check out www.colorincolorado.org
> you may find some useful information at this site.
>
> Jean/NJ
>
>
>
>
> ------------------------------
>
> Message: 12
> Date: Sun, 6 May 2007 18:33:07 -0400
> From: "Kevin Kleinert" <kleinert17 at comcast.net>
> Subject: [MOSAIC] Working with ELL's
> To: <mosaic at literacyworkshop.org>
> Message-ID: <007601c7902e$8bc38350$c71ee147 at COMPAQ24>
> Content-Type: text/plain; charset="iso-8859-1"
>
> Dear Heather
> I am an ESL teacher in a K - 6 school that is 50% ELL. I highly recommend
> reading Juli Kendall and Outey Khuon's book titled "Making Sense -
> Comprehension Strategies for Small Group's of ELL's" It is the
"Strategies
> That Work" for ELL's! They also have a writing book as well. You can
find
> them at Stenhouse. I believe you can read the first chapter on line on
the
> Middleweb website indicated below. I would highly recommend reading
Julie's
> website. Although sad to say Juli passed away, her Middleweb website is
still
> maintained! She did a tremendous amount of work in California with
Hispanic
> speaking students. I would buy her books and read her website.
> I have several Spanish speakers. We use the Harcourt Trophies series.
> Although I am not a fan of the series, it does contain a lot of literature
> related to the Hispanic community. Your students will love to read about
> their culture and heritage. Juli lists many good literature sources to
use
> for both reader's and writer's workshop.
> http://www.middleweb.com/mw/workshop/R_W_Project.html
>
> As students move along the acquisition spectrum, you will come to find the
> students will have common errors in their language development
Obviously,
> irregular verbs, tenses and endings will be difficult. Unlike some other
> languages, Spanish to English is a little easier for most. Being a low
-socio
> economic community brings other challenges. You will need to build a lot
of
> background and expose them to experiences as much as you can. Many of my
> students need a background in American history/culture and social studies
in
> general. Anytime you can develop their academic language will help them
> across the content areas. Fiction can be difficult to read due to the
many
> idioms, figurative language, vocabulary and multiple meaning words. I
tend to
> read fiction to my beginners while modeling reading strategies and
explaining
> the language. I have them read non - fiction in guided reading. As they
move
> from beginners to intermediates, then I begin to introduce more fiction.
> Although I know it is important to develop their reading and writing
skills,
> it is also important to develop their academic language and vocabulary. I
> just started literature circles with my older intermediate to advanced
> students. One group is reading the Henry Zipser "D" is for Salami. I
find
> some of the students understand the humor in the book and are truly
enjoying
> it, while others in that group do not comprehend some of it because they
have
> not fully assimilated culturally. Keep in mind it takes 6 - 9 years to
become
> truly fluent in a language and 10 - 16 years to assimilate to a culture.
Many
> of your younger students (grades k - 2) will learn to read and write in
> English and not in Spanish. English will quickly become their primary
> language (although they may not be fluent). Encourage your families to
> continue development in their first language. The more solid a foundation
a
> child has in their first language and pre - literacy skills the more apt
they
> are to
> develop a second language.
>
> Best wishes to you. I love my job because I love my students. I learn
more
> from them than they do from me. You will enjoy learning about their
culture.
> Feel free to email me off the listserv at any time!
>
> Donna Kleinert
> Hatfield PA.
>
> ------------------------------
>
> Message: 13
> Date: Sun, 6 May 2007 19:03:33 -0700 (PDT)
> From: Heather Wall <heather_wall_2000 at yahoo.com>
> Subject: Re: [MOSAIC] 2nd language learners-for Heather
> To: "Mosaic: A Reading Comprehension Strategies Email Group"
> <mosaic at literacyworkshop.org>
> Message-ID: <696291.49229.qm at web30211.mail.mud.yahoo.com>
> Content-Type: text/plain; charset=ascii
>
> Thank you to everyone who has had info/books/articles/researchers to
recommend
> - I have my reading cut out for me! The listserv came through for me,
again,
> as I desparately hoped you would!
>
> If you have more advice/readings, keep 'em coming!
>
> Heather Wall/ 3rd grade/ Georgia
> NBCT 2005
> Literacy: Reading - Language Arts
>
>
>
> ----- Original Message ----
> From: "Katduhay at aol.com" <Katduhay at aol.com>
> To: mosaic at literacyworkshop.org
> Sent: Sunday, May 6, 2007 5:17:01 PM
> Subject: Re: [MOSAIC] 2nd language learners-for Heather
>
>
> In a message dated 5/6/07 4:34:43 AM, heather_wall_2000 at yahoo.com writes:
>> I'm looking for some books/articles that share success stories in
>> situations similar to this. I can find info on schools that work with
lots of
>> economically disadvantaged kids, but we're unique in that we have so many
2nd
>> language learners with so few 1st language students to serve as models.
We're
>> going
>> to be working a lot on balanced literacy next year, with a focus on
writing
>> workshop, and so I feel like we're heading in the right direction.
>>
>
> Heather,
> I'm in a similar school as yours with a high population of L1 students
with
> NEP/LEP status and few native English speakers. We are also in
comprehensive
> school reform because our school has not met the state standards
(frustrating
> when our LEP students have to take the state assessment as NCLB mandates)
and
> because of this have adopted a design model that focuses on the workshop
> approach to reading and writing. We found Reeves work on 90/90/90
schools
> helpful. His study, conducted at school sites with 90% economically
> disadvantaged,
> over 90% ethnic minority, and over 90% achieving at high standards
(students
> MET reading standards), categorically analyzed trends and patterns in
> instruction. Besides a strong focus on continuous improvement and
student
> achievement,
> he found that these schools emphasize non-fiction genre study and
non-fiction
> writing.
> I agree with you that your focus on writing will be beneficial because as
the
> teachers at my school found, non-fiction reading and writing increases our
> students' vocabulary, academic language, schema and prior knowledge base.
> Along with the MOT strategies that this list-serv supports, we find both
> explicit
> instruction in non-fiction and MOT comprehension strategies have been
> extremely helpful. You can download a pdf at
> http://www.makingstandardswork.com/Downloads/AinA%20Ch19.pdf and his email
is
> at dreeves at makingstandardswork.com
>
> Kenji Hakuta's work out of Stanford Univ. has also been insightful. He
> edited the comprehensive report Improving Schooling for Language-Minority
> Children
> and we found the entire document (497 pages worth!). helpful as they
survey
> all the empirical studies done on English language learners and on schools
> that
> serve them. Especially helpful were chapter 6 on program evaluation,
> chapter 7 on school and classroom effectiveness, and chapter 8 preparation
and
> development of teachers serving ELLs. After their review of 33 schools,
they
> (like Reeves above) identify effective schools and classrooms that have
> similar
> attributes-- one of these attributes include explicit instruction in
reading
> and writing strategies. This document can be found at the National
Academies
> Press website at www.nap.edu/catalog/5286.html
>
> Finally, through Hakuta's work, we found a reference to Claude
Goldenberg's
> work out of UCLA helpful for the practical application of ICs or
instructional
> conversations that promote comprehension through oral discussion. His
> article on this can be found in The Reading Teacher Vol. 46, No. 4.
> Instructional
> Conversations came out of Tharp & Gallimore's work and in Goldenberg's
> article, he outlines a discussion-based lesson geared toward creating
> opportunities
> for ELL's conceptual and linguistic development. Along with the MOT
> strategies, I use this IC discussion lesson template, especially when
> determining
> importance for the author's message/theme. You can email me off-line for
the
> the
> Goldenber'gs pdf from the issue of The Reading Teacher that my librarian
> located for me.
>
> Kathy
> Gr. 2
>
>
> **************************************
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> End of Mosaic Digest, Vol 9, Issue 7
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