[MOSAIC] Mosaic Digest, Vol 9, Issue 7
Carolyn Wade
cjwade at cox.net
Sat May 12 14:16:43 EDT 2007
On 5/7/07 2:29 PM, "Keith Mack" <kmack at literacyworkshop.org> wrote:
> Done.
Keith
> Mack
kmack at literacyworkshop.org
http://www.literacyworkshop.org
-----Origina
> l 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:
>
<050620071821.8583.463E1CA30004A531000021872200751090CB0B9D01000
> 2010B 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
>
>
> **************************************
> See what's
> free at
> http://www.aol.com.
>
> _______________________________________________
> 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
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>
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>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
> End of
> Mosaic Digest, Vol 9, Issue 7
>
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