text:
- Part of Collection:
- Subjects:Classroom Management, Literary Criticism and Analysis, Independent Reading, Literacy, Literature, Reading Comprehension
Reading Workshop: What It Looks Like in My Classroom
- Grades: 3–5
Richard Allington believes that effective elementary literacy instruction incorporates six common features. He labels them as the Six Ts.
They are time, texts, teaching, talk, tasks, and testing.
His many studies make it clear that students need lots of time to read. It's also important that the time spent reading is done in texts that are "just right" for the students. Explicit teaching of reading strategies and skills followed by meaningful tasks are at the heart of what he believes readers need. He also emphasizes the importance of providing time for readers to engage in authentic talk about their books. Finally, he believes testing should not be used to define students but rather to guide a teacher's instruction so that she can help her readers grow.
I believe wholeheartedly in the philosophy of reading workshop because, if executed effectively, it allows teachers to seamlessly incorporate these Six Ts into their reading instruction on a daily basis. While it has taken me years to feel entirely comfortable with this reading workshop, I can't imagine another way of teaching reading that would as effectively meet the needs of my readers.
Read on to view a VIDEO of a typical day of reading workshop in our classroom, find tips for workshop management, get new ideas for assigning and managing independent reading tasks, and check out links to reading workshop printables.
Reading Workshop Video
Take a peek into our classroom on a typical day during reading workshop. See the three components (Mini-lesson, Independent Reading, and Closing) in action.
Components of Reading Workshop
The Mini-Lesson
Each Reading Workshop session begins with a mini-lesson that lasts approximately 10–15 minutes. During each mini-lesson, the teacher introduces a specific concept, also known as the teaching point. Most often, the teaching point focuses on a reading strategy or skill. The teacher will explicitly model or demonstrate the skill for the students.
Students then get a chance to practice the skill or strategy on their own or with a partner. This part of the mini-lesson is called the active engagement.
Teaching Tools
Chart paper is great to use when recording or keeping track of student ideas and when modeling tasks for students during the mini-lesson. However, I often find it limiting during times when I want to organize information into tables and Venn diagrams or when I want to refer to a specific task sheet that I expect students to complete on their own during independent reading time. For this reason, I often use Microsoft Word to make poster-size versions of graphic organizers or informational posters. Many times during the active engagement part of the mini-lesson, I want to model for students how to do a task that they will be expected to do on their own that day. As a class, we complete the task together using a blown-up (poster size) version of the recording sheet so that all students can easily see the work I am doing.
If you are interested in doing this yourself, just click on the "properties" tab before choosing to print a document, and find the option for 2x2 poster printing. Of course you will have to glue the four pieces of paper together to create the poster. I also put them on poster board to make them more durable. The best part is that the posters are now reusable if you laminate them!! I write on them with a Vis-à-Vis overhead projector marker and then just clean them off and store them for the following year when I teach the same lesson.
Talking Partners
I assign my students talking partners at the beginning of the year. These students always sit next to each other on the carpet during reading mini-lessons and class read-alouds. Whenever I ask students to "turn and talk" during the active engagement part of a mini-lesson, they can quickly position themselves knee-to-knee with this person and have a quick conversation about whatever I ask them to discuss. Unlike reading partners who need to be at a similar reading level in order to actually read common texts, talking partners can be at different levels of reading ability. I do not like to change talking partners more than four times a year because I want the partners to build a level of comfort and trust with each other so that their discussions can be open and honest. Assigning talking partners is a great management strategy because it saves a great deal of time during a mini-lesson or read-aloud. There is no confusion about who to turn and talk with, as students are able to quickly turn to their talking partner without hesitation.
Mentor Texts
There is nothing better than using mentor texts when modeling reading strategies or when teaching students to notice literary devices and story elements. I plan my read-alouds strategically so that I have previously read aloud any book that I want to refer to during a mini-lesson. It is important to point out that the read-aloud is separate from your mini-lesson. While mentor texts are powerful teaching tools, remember that a mini-lesson is only 10–15 minutes long. Referring to or rereading small parts of a text that has been previously read aloud is better than making the entire read-aloud part of your mini-lesson. The longer your mini-lesson lasts, the less time students will have to practice the strategy while reading their self-selected books.
Ideas for Mini-Lessons
In our district, teachers are working together at each grade level to write units of study for Reading Workshop. These units of study include sequentially organized sets of mini-lessons that focus on skills and strategies students are expected to use when reading independently. I would encourage you to collaborate with colleagues at your grade level to plan your own units of study that incorporate the skills you expect of your readers. Many of our units are in-depth studies of a specific genre of text.
There are also some great books out there that include mini-lessons that can be used for a variety of grade levels.
Revisiting the Reading Workshop: This Scholastic book has mini-lessons for the first 30 days.
Workshops That Work!: This Scholastic book is geared toward grades 4+, but it also provides sequential mini-lessons for the first 30 days.
Frank Serafini also wrote a book called Around the Reading Workshop in 180 Days. In the book, he provides month-by-month strategies for running a reading workshop across an entire year. Another great book that he has written is called Lessons in Comprehension. In it he includes 64 of the most effective comprehension lessons from his own teaching career. For primary grades, Kathy Collins's book Growing Readers is a great option for finding more ideas for suggested units of study throughout the school year.
Individualized Daily Reading (IDR)
During this time students are engaged in self-selected texts at their independent level. They use this time to practice the skills that are taught during the mini-lessons. Students read in book nooks around the room while the teacher holds individual reading conferences or meets with small groups of students for guided reading, strategy lessons, or book clubs.
Book Nook Rotation Chart
In my classroom, students are allowed to read in different places around the classroom rather than being confined to their desks. The place they choose to read is called their "book nook." There are many comfy places to read in our classroom including a couch, dish chairs, dice stools, and beanbags. While it is great to have so many comfortable options for independent reading, it can also lead to arguments over who gets to read in the extra special pieces of furniture. For this reason, we have a book nook rotation schedule in our classroom. A labeled picture for each special book nook is printed on a vertical banner. On the left side of the banner next to the book nooks are clips with each student's name and number. The clips are rotated every day after reading workshop so that all students get to enjoy each book nook an equal number of times throughout the school year. Knowing where they will read each day allows students to transition very quickly from the mini-lesson to IDR time.
Shopping for Books at the Classroom Library
In my classroom, students are not allowed to "shop" for books during independent reading time. Instead they must choose books (when necessary) during our morning work period or even during recess if I am not on duty. I tell my students that their book box should have enough books inside to last them at least two weeks. This means they are certainly not visiting the classroom library on a daily basis. If a student finishes his or her books during independent reading time, he must reread his books on that day. My 3rd graders are expected to be prepared for workshop every day. That means they are encouraged to shop for new books when they know that they have fewer than two days' worth of reading material left. Making this "no shopping during independent reading time" rule a few years ago really improved the reading environment in my classroom. Readers are not distracted by the inevitable talking that takes place among classmates browsing books at the library, and my small group lessons during that time are now much more productive without the disruption of book shopping.
Talking Back to Books on Sticky Notes
While there are times when I provide students with a specific handout on which to record their thinking, there are many other times when I just want them to write about their reading on sticky notes as they make their way through their books. I tell my students to "talk back" to their books as they read. Whenever they talk back to their book, they leave a sticky note on that page. Some students have a hard time understanding how to talk back to their books, so they might use the "Talking Back to Books" prompt sheet to get started. I often ask students to refer to these sticky notes when I confer with them individually about their reading.
Although I confer with students often, I can't be there with them during every book they read. For this reason, I ask them to take the sticky notes out of their books when they are done and attach them to a "Sticky Note Tracker Sheet" that is then added to their Reader's Notebook. This way I can see the thinking that is taking place on a regular basis and use it as a tool to guide my individual conversations and necessary instruction with specific students.
The Reader's Notebook
Check back soon for my next post, which will be dedicated specifically to my Reader's Notebook. I will reveal the different sections I include in my students' notebooks, explain how I use them as an assessment tool, and provide links to download many of my Reader's Notebook files.
Guided Reading & Strategy Lessons
While students are reading self-selected texts from their book boxes during IDR time, I am busy, too. If I am not conferring with students individually, I am usually meeting with them in guided reading groups or strategy groups. Click on the Guided Reading vs. Strategy Lessons handout to see what makes strategy groups different from guided reading groups.
Guided reading groups contain students who are all reading at the same level. The teacher provides them with a common text at their instructional level, introduces the book, and points out important text features, tricky vocabulary, or essential story elements. She then listens in as students read the book to themselves. The lesson is followed up with a teaching point and some additional modeling of a strategy the teacher feels is necessary based on her observations. On the other hand, a strategy lesson can be made up of readers from many different levels who are all struggling with the same skill or strategy. I usually have the students use books from their book box to practice the skill or strategy I am modeling for them. Strategy lessons take the form of a short mini-lesson but only with a few readers.
You may be asking, how do you come up with ideas for strategy lessons? I use this Strategy Lesson Planning Sheet. Whenever I confer with a reader, administer a formal assessment (DRA, Fountas and Pinnell, etc.), or meet with students in a guided reading group, I keep track of skills with which certain students are struggling. When more than two students are struggling with the same skill, that becomes a future strategy group lesson with those students. (Some strategy lessons I have already taught this year include "reading through periods/not paying attention to punctuation," "rereading when meaning breaks down," "using appropriate decoding strategies," "recording books properly in reader's notebook," "talking back to books effectively," etc.)
Independent Reading Self-Checklist
When a teacher chooses to implement Reading Workshop in her classroom, it means giving up some control and giving more responsibility to the student readers. Many teachers feel as though students in a reading workshop are not held accountable on a daily basis. Of course there are usually daily tasks, and teacher is also still meeting with students in individual conferences and in guided reading and strategy groups. However, it is impossible to check in with every student every day. For this reason, I use a self-checklist that students are asked to complete during the last two minutes of workshop everyday before returning to the carpet for the closing. As a class, the students helped me create a list of the four to five most important things they believe they should be doing during IDR time. At the end of each week, students hand in their self-checklists so that I can look them over. In some instances I use the information to address concerns with specific students during upcoming reading conferences. I then send the completed checklists home for parents to see as well.
This is a 5–10 minute time period in which students gather back on my reading carpet to reflect on their work as readers. I make sure to reinforce my teaching point for the day and emphasize the importance of continuing to use the strategy that I taught whenever they read from now on. I also give students a chance to share their reading work. Since I certainly do not have time every day for every reader to share, I vary the way I allow my students to share. Below are some options for the closing share. (Remember, I do not do all of these every day!)
Reading Partner Share
A quick way to provide time for all students to share the work or the thinking they did during IDR time is to have them quickly turn and talk with their reading partner to reflect on their reading work or discuss the reading task.
Sometimes I will highlight a specific reader who has done the reading task very well or who I notice is successfully using a reading strategy I have taught in previous lessons. That student will share her work or model the strategy she used for the class. I even have a cheap little "Reader of the Day" trophy that is awarded to these students who do exceptional reading work. They get to keep the trophy at their desk for the day. It is considered a top honor in our classroom.
Revisit Chart From Mini-Lesson
There are times when the reading task is an extension of a chart or a discussion we started during the mini-lesson. As students read, they are expected to think more about the concept and then be able to add to the chart when we return for the closing. Their ideas may simply be added on sticky notes they created while they read so that I do not have to spend too much time writing all of their additional ideas.
Link to Home Reading
My students are expected to read at least 15 minutes at home every night. I often remind them to use the new strategy or concept that I taught during the current day's mini-lesson while they are reading at home. On some days, I even ask them to continue the IDR task at home. On these days, they will bring home their Reader's Notebook so that they can record their thinking as they read their required 15 minutes outside of school.
Keeping Yourself Organized
It can be challenging to plan ahead and keep all of the components of reading workshop organized on a daily basis. When I first started implementing reading workshop, this Reading Workshop Planning Sheet was helpful to use so that I knew exactly what I was doing each day. Of course, I do not meet with two groups and confer with four readers every day, so I only fill in what I am planning to accomplish.
Assessment in the Reading Workshop
This is a complicated topic, as there are so many ways to assess your readers on a regular and "as needed" basis. I will discuss the many ways that I assess my readers in a separate post in the near future. Check back soon!
More Reading Workshop Links
More About Reading Workshop in My Classroom
Posters of the Three Components of Reading Workshop (go to bottom of page) (as seen below)
You can also check out Angela Bunyi's awesome Reading Workshop Video in the video player section of Teaching Matters!
If you don't want to miss upcoming posts about the Reader's Notebook and Assessment in the Reading Workshop, subscribe to the RSS feed for this blog!
Comments (112)
Hi Beth, I'd really like to print off the Posters of the 3 Components of Reader's Workshop, but the link is no longer accessible. Could you please repost it? Thank you so much!!!
I love your blog,links, and downloads. I have been struggling with what we are reading in GR groups takes away from ITS reading. Do you finish all reading in group or assign reading for the next group?
I love your website! I teach 3rd grade and am beginning to use the reader's workshop this year. How many days do you complete running records on your kids vs. a strategy lesson? Also, how long is your block for reading?
I am a 2nd Grade teacher and am very excited to pilot the Reading Workshop this fall. You have provided so much wonderful information through your blog that I know this will be an amazing program for my students. There is so much to learn, and I find that I now have so many questions to ask you. I was wondering if you have a school email address where I may write to you. Thank you for your help!
Hello, thank you for all of this information! I really love these ideas! I was wondering when you pull small groups during IDR, do those students just have less or no IDR time that day? Also, are there no guided or independent comp reading tests? Unfortunately, my district requires these tests. What type of data do you take to record your students comprehension? For example, if you were teaching cause and effect would you have your students show they learned this skill by finding a cause and effect relationship in their self selected books and writing it on a sticky note? Also, do you ever have all of the students read the same article/book and fill out graphic organizers based on a reading skill? Or is that an activity you would do in small group? What kind of activities do you do when you pull a small group? Most schools I've worked in typically emphasize much written work such as filling out graphic organizers or answering comprehension questions with written responses, thus I am interested in learning what you would do instead in the reader's workshop model. Thank you so much for your time and wonderful ideas!
Io Triumphe!!! Your work is marvelous! Thank you from the bottom of my heart.
Beth how do you come up with your actual grades for reading? How do you grade their reading responses?
There is a vast quantity of data on the website you've started. Many thanks.
Thanks so much for the good advice.
I have found all of your resources very inspiring. However, I work in a charter school that has 2 hours for English and 2 hours for math everyday. Do you have any suggestions on how I could incorporate reading/writing workshops while still doing the required novels that our school is doing for common core. My assumption is that I would teach the novels during a small group while the other scholars read a book of their choice and work on the skill taught in a mini-lesson perhaps? Any suggestions would be greatly appreciated!
Jamie Roy
for some strange reason I am not able to watch the videos =(
Beth, I love your blog and all of your resources! I have just finished the Book Whisperer and have a few questions for getting reading workshop running in my room. I currently do a Daily 5 type reading rotation where my students are based on ability. Of course there is the lowest reading group which I meet with everyday. I am wondering how you balance reading groups vs. strategy grouping. Do you have a schedule that you follow? I am thinking that I still want to do the Daily 5 rotations that my school requires, but allowing myself time during rotations to meet with ability groups or strategy groups. Any tips of suggestions?
Hi, I am looking for the link to your Reading Workshop video?? A colleague told me how wonderful it is, but I can't seem to find it. Can you help me?
Help! I would like to share you Reading Workshop video with my staff, but it is not linked to the website anymore. Do you know where I can find it? Thanks!
I am so happy I read this!!!! In my district we have to use the basal reader with the suggested days aligned for it. I have never really like the one fit all aproach so I started using the book in the basal as a mentor text and supply students with my own books. But,I have always felt bad about it because my school spends so much money in these basal readers. I am glad Im the only person that feels that basal is not the way to go.
Hi Beth!! I love all you do with your children for readers workshop. I am trying very hard to ger as organized as you!! I was wondering if you had a template for the readers profile. There is a circle in the middle and the sample I saw said John's Assessment profile. Thanks for any help you can give me!!
Hi Beth,
I have about 2 hours to work with in my reading/writing block. I have come to the realization that teaching with the anthology "works," but does not really promote a love of reading in my students. They are bored, inattentive, and unenthusiastic. I find that reading in whole groups doesn't help, and letting them read completely independently isn't working either. I want to begin implementing a reading/writing workshop and am reaching out to other educators about where I should start. I think the problem for me is figuring out the scope and sequence for reading lessons, as well as accepting the idea that a mini lesson will be sufficient for MOST , but not all, of my students. Are there any books available that sort of map out the lessons students should be getting throughout the year? I am not looking for anything that's already done, per say, just a guide to help me figure out where to start and what path to continue on. Hopefully you can help! Thanks!
The school I teach for really began reader's workshop last year. I moved from teaching Kindergarten to 4th grade this year. I am having trouble with the students staying engaged in reading and utilizing strategies taught so that I can teach in small groups. Do you have any suggestions to help? I love reading your ideas but I seem to lack the ability to carry them out in my own classroom.
The Daily 5 is a must read for you. It gives you guidance on how to teach students to build specific skills to maintain long periods of silent, independent reading.
Beth, first let me say that I have enjoyed following your blogs this year. You provide so much useful information. I can barely keep up!
I would really like to implement Reading Workshop next year (August), but I can't find time in the schedule. We are required to teach SRA for 60 minutes and our 90 minute reading block must consist of whole group instruction of the adopted reading series and centers which consist of word study, guided reading, and computer activities. We also use Accelerated Reader and students are given 20 minutes of A.R. time, which consists of reading books and taking tests on those books.
Do you think 30 minutes is enough for Reading Workshop, if it is to be implemented effectively?
Thanks again,
Thanks for all of your inspiring ideas! I am very interested in using the reading workshop framework in my classroom, but I have a relatively small classroom library. The books that I do have are leveled and divided into book boxes by authors. Also, I am fortunate to have a very well organized school library. Every book is labled with the AR (accelerated reader) level and color coded appropriately. Additionally, each student is given a range of color coded dots that suite their reading ability according to a formal reading assessment conducted every 6 weeks. Will this resource make up for my small classroom library? If students choose books within their color coded range, will this qualify as a "just right" book? Also, do you encourage students to pick a variety of literature for their book boxes?
Beth, I was wondering how do you teach vocabulary in Reading Workshop? Thanks, Lillian
You asked about the "colored bins" I use in my class library. I'm not sure if you mean the baskets in which I store the library books or the book bins in which students store the books that they choose to read. Both things were purchased from reallygoodstuff.com
Here are links to the specific items: Book baskets: http://www.reallygoodstuff.com/product_details.aspx?item_guid=1c5eb308-0c0e-4352-8685-cefd11e83605
Book Boxes/Bins: http://www.reallygoodstuff.com/product_details.aspx?item_guid=89a797ab-9e61-4239-9643-007c4daa12fe
I hope this helps!
Sorry...I got confused as to who I was writing. Beth, not Angeal. Just got to work so I'll blame it on that! Grace
I have some money to spend from my school in the next few weeks. I was going to buy some book bins for my library. If you remember, where do you get the colored bins in your library?
New Teacher (comment #82),
I understand your challenge! When I first started implementing a reading workshop in my own classroom, I was the only teacher doing it. I too faced questions from my fellow colleagues about this "different" approach and how it would truly prepare my students for standardized tests. I knew that a reading workshop approach to teaching reading was by far the best way to turn my students into authentic readers. Giving them book choice, time to read and practice the strategies I was teaching in books at their own level seemed to me to be the only way to conduct an effective reading program in my classroom. Here is a great article that supports the fact that a reading workshop not only effectively prepares students for standardized testing, but it truly enables students to practice authentic reading and writing for sustained periods of time while honing the skills that will make them lifelong readers. Here is a link to the article: http://findarticles.com/p/articles/mi_qa4009/is_200804/ai_n25420672/
You also mentioned that you are finding it hard to implement a reading workshop with a limited amount of books and materials for guided reading. If you check out my classroom library post, you will find a variety of inexpensive ways to collect more books for your clasroom library. Here is a link to that post: http://blogs.scholastic.com/top_teaching/2009/10/classlibrary.html
In terms of collecting more books for guided reading, grant writing is a great way to get more money for reading workshop materials! There are usually district foundations of education that will fund projects. Also, national sites such as Donors Choose can help out as well. If your principal is on board, you may also be able to talk him or her into purchasing sets of guided reading books that can be shared by all teachers at your school. Here is a link to Scholastic's awesome guided reading materials: http://teacher.scholastic.com/products/guidedreading/
They have very extensive collections of both fiction and nonfiction book sets available to purchase at very competitive prices!
You mentioned that you would love to do reading workshop, but your principal insists on having you use the basal. The "basal" issue is one that I am approached about often. When I first began experimenting with reading workshop in my classroom, most teachers in my district were still using the basal we had adopted years ago. I had also been using the basal since it was the only thing that was provided to new teachers (in terms of a reading curriculum) when I started teaching in my district 10 years ago.
Even when teachers are using a basal text, there are still sequential lessons incorporated into units of study that are presented to students each month. When I first began transitioning from the basal text to a reading workshop approach, I tried turning the basal lessons into mini-lessons. Perhaps this is an approach you might be able to take. I was, in a sense, teaching the basal content within the structure of a reading workshop. I ended up reading aloud many of the stories in the basal text that students were expected to read on their own. I then used them as mentor texts and referred to them when teaching my mini-lessons. Since the stories in a basal text are often "one size fits all," I did not feel bad about using them as a read aloud or even as a shared text. The stories were often well above or well below the students' "just right" reading levels in my classroom, so using them as read-aloud texts or shared reading texts made the most sense to me. I would teach the content I was expected to teach from the basal, but my students would practice using those skills and strategies in their own self-selected books from my classroom library.
While a basal text can be restrictive when trying to implement an authentic reading workshop, it certainly does not make it impossible. Creativity and flexibility on the part of the classroom teacher becomes essential to making it work!
You also mentioned that your students were given 30 minutes to read each day specifically for the purpose of Accelerated Reader. While I do not have much experience with Accelerated Reader, I do know that it can lead students to believing that the purpose for reading is to eventually take a test. Less emphasis is placed on the pure enjoyment of reading. My co-blogger, Angela Bunyi, wrote a great blog entry about this specific topic. Check it out: http://blogs.scholastic.com/top_teaching/2010/03/creating-readers-making-the-school-way-and-the-real-way-match-up-1.html Perhaps you can reference it in an attempt to help your principal see a bigger picture when it comes to reading instruction.
Good luck with your future reading workshop endeavors, and thanks for reading and responding to my blog!
You asked about when I teach language arts, grammar, etc. Here is a link to my daily schedule that shows when I teach each subject area: http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/schedule.htm
When you see morning work (first thing in the morning), that is usually a grammar-related activity. Let me know if you have any questions!
Hi, Beth, I am curious about how and when you teach Language Arts - Grammar, etc...
Hi Beth!
Thank you for all of your posts and blogs. I am a follower of your blogs and am SO glad I found your website! It's provided me with so much valuable information that have shared with my colleagues. I am currently implementing RW in my 1st grade classroom. However, it is my first year teaching and it is very difficult because I am one of the only teachers currently trying out this format (I have a friend using it in a higher grade as well). I really don't have anyone to go to for advice on RW, and I know other teachers are concerned to switch because of standardized testing scores being so great the past few years.What do you use for Guided Reading? Our school's library is rather small and does not have enough resources for me to pull from each week. I'm currently using the Basal books for guided reading, as that is all I have to use. What would you suggest? Also, how do I explain to other teachers, that our test scores can still be great, even if we use a different format for teaching reading. I truly believe in RW and do NOT want to use the basal curr. Thanks for all you do! You're awesome!
WOW!!! Your classroom is awesome! I have watched your video several times and am amazed!! I would love to do reader's workshop, but our principal insists on the basal. The students do read independently for about 30 minutes for accelerated reader every day. I wondered if you had any suggestions for working in mini lessons during that time?
Here is a better link for Scholastic's awesome guided reading materials/leveled book sets: http://teacher.scholastic.com/products/guidedreading/
They have very extensive collections of both fiction and nonfiction book sets available to purchase at very competive prices!
You asked about books that I use for guided reading groups. My district actually purchased sets of leveled books from MacMillan/McGraw Hill that I use, along with book sets I have purchased from Scholastic.
Scholastic does sell sets of great guided reading books. They are all leveled using the Fountas and Pinnell guided reading levels. Here is a link to all of the guided reading materials on the Scholastic website: http://teacher.scholastic.com/products/guidedreading/
Thanks for posting!!
Hi Beth! I love your ideas and simple, down to earth instruction regarding literacy and the reading workshops.
I teach in a 3rd/4th grade multiage class at an international school in Japan. My administrator is on board with reading workshop (woohoo!) and has given me permission to order resources for next year. I have a fairly extensive personal classroom library, so I was interested in your thoughts about what to use for guided reading groups. We do not currently have a basal but we do have an A-Z reading website subscription. I was hoping for something more permanent for year after year use.
Thanks again, and keep up the encouraging posts. You make a difference! Blessings, Amanda
I am currently working with other teachers in my dstrict to write units of study for reading workshop. That is what I am using for the mini-lessons I teach in my classroom. Unfortunately, I am unable to post those lessons here on this blog. However, there are some great resources for reading workshop grades K-5 at the Denver Public School website. Here is a link to their reading and writing workshop units of study: http://curriculum.dpsk12.org/index.htm#lit_pg
I was wondering where the majority of your mini-lesson ideas come from. We just recently were allotted some funds and I'd like to purchase some reading resource materials. Any input for valuable resources you've used for mini-lessons in reading would be great! Thank you so much for all you do and inspiring me as a teacher!
Your question about the report card is a great one. It is one that many teachers and districts who are implementing reading workshop are finding very challenging to answer.
In my district, teachers in grades K-3 do not give letter grades. We give N (needs improvement), P (progressing), or S (secure). We also indicate if a child is reading below, on, or above grade level. We then score them in the following categories:
-Reads independently for an appropriate length of time -Comprehends narrative text -Comprehends informational text -Applies proper reading comprehension strategies -Reads and comprehends a variety of genres -Reads, understands, and uses new vocabulary -Uses decoding strategies as needed -Reads with fluency and expression
Students receive an N, P, or S in each of these categories. I do wish that there was also a category for reading response, but there is not. I usually add that in the personal comment section. I am just thankful that I am not required to give letter grades!
Teachers in grades 4-5, however, must give letter grades. Since our entire district has just recently adopted the reading workshop framework, teachers are quickly finding that letter grades do not work well. Those teachers are having to create lots of rubrics (based on both efort and achievement) when coming up with letter grades that somehow match their students' reading performance, but they are certainly finding it very challenging. It is my hope that even the 4th and 5th grade report cards in our district will change soon to more closely reflect the philosophy of a true reading workshop.
Since you are required to give grades in your district, you will certainly have to create a scoring system for reading tasks and probably require your students to do more written work than is usually done in a reading workshop setting so that you have something to use when determining a letter grade.
In terms of having to use the basal text, that seems to be a popular concern amongst teachers across the country. You will find a variety of responses I have given to other teachers if you read the comments on any of my blog posts related to reading workshop. However, I would suggest using the main stories in the basal as mentor texts/read aloud texts since they are likley not at the "just right" level for every reader in your classroom. You can then take the lessons that you are supposed to be teacing in the basal and turn them into shorter "mini-lessons" that follow the reading workshop framework. Instead of having students practice the skills and strategies you are teaching them with the texts from the basal, they can instead apply the skills to their independent reading in self-selected texts at their "just-right" level.
I hope I have been if some help to you. I know that the required use of a basal can really hamper a teacher's ability to run an authentic reading workshop.
You can download my conferring labels on a different post of mine titled "Assessment in My Reading Workshop." Here is a link to that post: http://blogs.scholastic.com/top_teaching/2009/11/assessment-reading-workshop.html
Thanks for posting your comments on the blog!
Do you have a link for the labels you use when conferring with students? I love that idea. I had used smaller labels before, but it makes much more sense to have the larger labels. I would love to use them!
Thanks for all you do! Jessica
I know you have briefly touched on this subject before but I am still scratching my head on basal readers. Our county has an adopted basal reading program. In short we are required to use it. Any ideas on using it without spending valuable authentic reading time on it? I love the workshop approach but I still find myself reverting back to the basal for grades. How will I still get grades for the report cards when we use the A, B, C letter grading system? Thanks for all of your amazing ideas and excitement for teaching!
Hi Lee Ann,
You asked about where I fit my read aloud into my day as well as word study concepts like vocabulary, synonyms, prefixes, dictionary skills, etc. Read aloud and word study are not part of my one hour reading workshop block. They are often connected to it in terms of the strategies I model in the book I read aloud or the word study concepts I am teaching, but they are not squeezed into the one hour block. Here is what a typical morning looks like in my classroom.
8:45-9:10 Morning Work (usually realted to grammar) 9:10-10:10 Reading Workshop 10:10-10:40 Special (gym, music, Media,or Art) 10:40-11:25 Writing Workshop 11:25-11:50 Word Study 11:50-12:10 Read Aloud
In terms of your unmotivated readers, there will always be those students who are less interested in reading. However, I have found that when they are truly reading books (of their own choosing) at their independent reading level, they are much more capable of sustaining their reading over a longer period of time. I have made sure that my classroom library is equipped to satisfy the interests and the reading levels of my lower readers so that they are not constantly trying to read books that are too challenging for them.
Thanks for your posts! I hope my ideas are helpful, even in your seemingly difficult situation.
Hi again! Thanks for your ideas. I totally agree with you that the basal stories are not at grade level. I work with the low readers' class as Title I assistance, and they cannot read many of the words, and the stories are so long, that they don't hold their interest. They don't hold my interest!! I previously asked you how to do Readers' Workshop in an hour,and I see that your schedule works in one hour. You also suggested to use the basal story as a read aloud. When do you schedule a read aloud within the hour block? The students have reading class for one hour,and then move on down the hall to their math class. I could do Readers' Workshop, but when would I do read aloud as well as teach vocabulary, synonyms,prefixes, dictionary skills, etc.? Also, I can picture those students who would try to get out of reading and who don't because they don't like to and/or have difficulty with reading(low achievers). Do you have a plan to deal with them and/or encourage them to read? Thanks again for your great ideas! Have a good week! Lee Ann
As I reread your post, I realized I didn't answer the last part of your question. You wanted to know if it's okay for students to "just read" for 40 minutes during IDR time. My answer is definitely "yes," as long as they are reading with a purpose. I always teach a mini-lesson each day, so there is always a teaching point that I make before sending my students off to read. While I may not assign them a specific written task to complete in the 40 minutes, I make sure that they are always asked to think about something, notice something, or try out a new strategy when reading. In this way, their reading is not completely interrupted by a writing assignment, but they are reading with a purpose.
I hope I have answered your questions!
You asked about sticky note thinking. I use this task as a way for students to show me what they are thinking as they are reading. I introduce it at the beginning of the school year and revisit the task when necessary since it is a great way for students to stop and think about what they are reading. However, it is not something I expect my readers to be doing on a daily basis. If done too often, it can actually interrupt the flow of reader and detract from comprehension. My hope is that the practice will lead to students "talking back to books" in their head naturally as they read independently. Below are some of the tasks I ask of my readers beyond just thinking on sticky notes.
On most days, the IDR task is directly related to the mini-lesson I am teaching. For example, If I am teaching a lesson about context clues, I will ask students to briefly write about a word that they were able to solve that day using a context-clue strategy I taught in the mini-lesson. They would do such a task on the "3-to-a-page" IDR task response sheet that I referenced in the post. This is the most common type of task I assign because I want my students reading most of the time. I do not want them having to spend more time responding to their reading than actually being engaged in their texts.
On other days, then I might just ask students to use sticky notes to mark places in their text where they notice something. For example, when teaching students to pay attention to a character's dialogue when inferring character traits, I just ask them to write the character trait they are inferring on a sticky note and place it next to the corresponding dialogue in their text. This holds them accountable for applying the skill I taught in the mini-lesson, but it does not detract from their independent reading.
In terms of talking back to their books on sticky notes, I really do not assign this task on a very regular basis. If there is not a specific task for the day, I may ask my readers to "talk back to your book at least 3 times today." If I have a concern about a specific student's comprehension, I may ask that student to talk back to his book on sticky notes more often just so that I can "see" his thinking even when I am not reading with him directly.
I hope this helps you to understand more thoroughly how use the sticky note thinking and how I assign IDR tasks each day.
I have a question about your Sticky Thinking. Do you require your students to do it everyday during IDR time? Do they have to have so many to turn in at the end of the day or is it just an outlet to jot the thinking down on when it is not a time to share? I have some kids that I know are reading the whole time, but NEVER write down anything on a Sticky Note. They have have like 2 pages filled for this entire school year. I get frustrated at times because I have modeled it, shared examples of classmates, done it as a class read aloud, and again in small groups. Most of the time, it is my stronger readers that just want to read. I almost feel like they don't want to be bothered with it. While I know I need to be able to hold the students accountable for they are doing while I cannot meet with them, I hate to keep on these students about doing it when they are truly motivated and strong readers. What do you do if a student is not doing the Sticky Thinking as they are reading independently? Do you have kids that just read for 40 minutes without doing anything except reading the book? Is that ok?
You asked if I have my students reading the same book at home that I do during reading workshop. That is a great question!
When I first started my reading workshop, I really wanted to make sure that students who were reading chapter books were taking home the book they started at school and using that same book for their nightly reading. I felt like it was important for third graders not to have two different chapter books going at the same time, so I instituted a "take-home" book bag for students to easily transport their chapter books to and from school.
However, I began having the same problem you mentioned. Students would forget their book at home and then not have it at school to continue reading during IDR time. I was frustrated with this common occurrence. At this point, I do not require that students read the same book at school and at home. If students ask to take their chapter book home to continue reading for their nightly reading minutes, I have no problem with that. However, I do not require that students are taking home their chapter books every night. What I have found is that my most responsible students are usually the ones who choose to take home their books, and they rarely forget to return them to school the next day.
There are some exceptions to the rule, however. If students are reading a chapter book in a book club or a reading partnership, they will need to bring home their chapter book if they have not read the necessary pages that need to be completed in order to be prepared for a book discussion. If they do not have their book at school on the day their book club or partnership is scheduled to meet, they receive debits since a forgotten book on that day is comparable to a missing assignment. You can read my classroom economy post for more information about debits: http://blogs.scholastic.com/top_teaching/2010/01/class-economy.html
I hope this answers your question!
I have so enjoyed reading and rereading your posts in order to implement reading workshop in my classroom. It has been a challenging and fun process! My question is if you have your students read the same books at home that they are reading during IDR time. At this point I do, but I am finding that when books are left at home it really disrupts the reading that occurs at school. I prefer for them to be reading one book at a time but am open to suggestions to make it easy for the students (and me!). Thanks for all of your work and effort to share what you are doing in your classroom!
Leen Ann,
My reading workshop actually lasts for exactly an hour each day, so you can definitely still run a reading workshop even with your team teaching schedule.
My daily reading workshop schedule is as follows: Mini-lesson: 10-15 minutes Independent Reading: 35-45 minutes Closing: 5-10 minutes
Perhaps you can use the basal texts as your read-aloud stories instead of having the students read from the basal during reading workshop. It is likely that the basal text is not even a "just right" text for your entire class. I found that the basal stories were often too hard for many readers and too easy for others. If you use the basal stories for your read aloud, this will give your students valuable time to read self-selected texts (at their independent level) during your reading workshop.
You also asked about the literacy center files on my website. Unfortunately, they can only be opened using Print Shop since that is the program I used to create them. I'm sorry about that!
Good luck implementing a reading workshop in your classroom. It is certainly an awesome way to teach reading!
Hi Beth! I just happened to stumble across your website when I was looking for center ideas. Wow! I love your classroom and how fun and inviting it looks. You're fortunate to have a large room with lots of room to have the bulletin board displays. I am a Title I teacher. I love the Reading Workshop idea; however, at our school,we team teach. There are 3 teachers per grade level and one teaches reading, one teaches math,and one teaches writing(grammar and spelling are included during writing),1st-5th grades, as the students rotate in ability groups to each room for 1-hour blocks.(This is all before lunch.) From what I am understanding, you need more than one hour for Reading Workshop. We also are required to use the basal,but the stories are so long to read and with time constraints, the students listen to the stories on CD and don't do much reading to build their fluency. I'm thinking Reading Workshop would be so much better. Do you think Reading Workshop could be managed in one hour? Thanks so much for any insight! One more thing--I LOVE your literacy centers, but I don't have Print Shop. Is that the only way to copy them? Have a Happy New Year!
Our Math on the Water board is constantly changing to reflect the skills that students are learning in each unit. For that reason, it is difficult to explain exactly what is on the board at any given time.
I will be doing a post specifically on this daily math activity in the upcoming months. Stay tuned!


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Event Archive - The Midnights
Thu. May 6th 2004 @ Central Bar & Grill (All Ages)
The Midnights
The Midnights are a group of professional musicians and students which provide mentoring and work experience for members of the Victoria High School R&B Band. This dynamic high energy show features three or more of Victoria's best up and coming singers with a finely polished presentation and superb choreography. The very best Motown and soul da... more info[Upload Show Photos] // [Add Video] // [Upload Poster]

subset: commoncrawl


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Cell Isolation With Dynabeads® Technology
Gentle and tube-based magnetic separation with Dynabeads® is the technology of choice when you want to isolate high yields of pure, viable and functional cells. Your cells are not exposed to the stress of going through a dense column, and there's no risk of your results being affected by the isolation method.
You can easily isolate any cell subset using Dynabeads® and a DynaMag™ magnet. Your specific product of choice will depend on the species and the isolation strategy:
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Should you want to refine for a particular cell type, you can of course add extra antibodies to the antibody mix. With the secondary-coated Dynabeads® you can create your own negative isolation kit for isolation of any cells from any species.
In depletion, cell-specific Dynabeads® are used to remove specific unwanted cell types from a mixed cell sample with >99% efficiency. Recover the depleted supernatant - still containing all your wanted cells - for downstream assays. Click for more info on: Dynabeads® for human cell depletion and mouse cell depletion.
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A time to honor those who served
The week of Feb. 9-15 is designated National Salute to Veterans Week. The employees and volunteers at the Oscar G. Johnson VA Medical Medical Center and its seven Community Outpatient Clinics across the Upper Peninsula and northern Wisconsin salute America's heroes – the nearly 20,000 men and women we proudly care for and serve, as well as over 210 of our employees and 220 of our volunteers who served their country in the military. Men and women who have given more than most to protect and preserve all we hold dear as Americans.
This week, we join VA facilities across the nation in honoring these men and women who have paid, and continue to pay, the price of freedom. There are are no words that can adequately express what their sacrifices have meant to the nation. However, we can take time to express our personal thanks and appreciation to them.
Our patients have a special place in our hearts. However, they are more than "patients" – they are "our veterans." Please take time this week to thank a veteran for his or her service and sacrifice!
James W. Rice
Oscar G. Johnson
VA Medical Center director
Iron Mountain


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john maksym is creating Video tutorials
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City Man Charged In Accident; Three Injured
A 32-year-old woman and two adolescent passengers, ages 9 and 10, were taken to WCA Hospital following a two-vehicle accident Thursday.
Around 5 p.m. Jamestown police responded to the intersection of Woodworth and McDaniel avenues for a report of a personal injury motor vehicle accident.
According to police, a 2001 Ford Mustang convertible was traveling west on Woodworth Avenue struck a 2005 Ford Taurus that was traveling southbound on McDaniel Avenue after the Mustang failed to stop at the stop sign on Woodworth. When the Taurus was struck by the Mustang it continued traveling southbound on the terrace before colliding with a street sign and tree.
During the investigation it was determined that the driver of the Mustang, George Sanchez, 54, of Jamestown was allegedly at fault and was charged for operating a vehicle with inadequate brakes and for failing to stop at a stop sign.
The driver and passengers inside the Taurus were transported by Alstar to WCA hospital for treatment.
Members of the Jamestown Fire Department assisted with the incident.


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Key Findings Report: Trends in Digital Agency Compensation, 4th Edition
May 4, 2011
The ANA has surveyed members for the fourth time on their practices in compensation of digital marketing agencies. The survey explores the number of digital agencies used, reasons for changing compensation agreements, and how fees are established for those using fee-based compensation.
Members Only Content
This content is available to ANA Members only. Please login below or create an account.
You may already be a member. Find out if your company is already an ANA member.


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Lexmark Printer Supplies, Laser Toner Cartridges for Lexmark E460dtn
The Lexmark E460dtn laser toner from LD Products is a 100% new compatible laser toner that is guaranteed to meet or exceed the print quality of the OEM (Original Equipment Manufacturer) Lexmark E360H11A laser toner cartridge. Purchasing our Lexmark E460dtn laser toner is an excellent way to save money without sacrificing quality. Our Lexmark E460dtn laser toner cartridge has a 'Two Year 100% Quality & Satisfaction Guarantee'. The use of our compatible laser toner for the Lexmark E460dtn does not void your printer's warranty. OEM laser toner cartridges and drum units are also available for your Lexmark E460dtn printer. More


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Macca podcast interview with Clash Magazine
Part 1:
Clash Magazine Editor Simon Harper launches into the Q+A with McCartney about: 1) Why Macca requested to be in Clash?? 2) Why does he think our readership is relevant to his music, seen as dated elsewhere? 3) Why did he sign to Starbucks - a global evil? Macca goes on to discusses his legacy, The Beatles' quality control and highly sensitive pretension meter, his method for dealing with overzealous fans, why Sgt Peppers was his baby, and even gives a generous insight into the songwriting process with an exclusive example. Life-long Beatles fan and Clash Editor, Simon Harper, met Sir Paul armed with pages of questions and challenged him to justify his place as the magazine's cover star. After he personally requested to be covered by our burgeoning indie music publication. Paul responded with his usual charm, modesty and one of the most revealing interviews in years.
Hear it here:
http://feeds.feedburner.com/~r/jellycas ... h%20vo.mp3


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Why New York Makes the Best Reality-Show Stars
Recognizing the ingenious innovation of The Bedford Stop.
Most Viewed Stories
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Saturday Night Live Recap: Aziz Ansari Cheers Up a Trumped Nation
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La La Land's Ending Reveals the Movie's True Romance
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Aziz Ansari Tells Trump's White Supremacists to Go Back to Where They Came From (a Time When They Had to Pretend Not to Be Racist) on SNL
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He also has some complaints about Dippin' Dots.FEC Document Reveals Trump Hired Actors to Attend 2016 Campaign Launch Event
The event was cast by background talent agency, Extra Mile.Woody Harrelson Stoked the Rumors Surrounding His Young Han Solo Movie Character
He seemed to say "yes" to rumors that he'll be playing Garris Shrike.
They talked to us right after marching for women's rights.Stacey Dash's Contract Was Not Renewed by Fox News
Remember when she did that thing at the Oscars, though?Elizabeth Olsen Told Us a Great Story About Jeremy Renner's Sage Advice During Age of Ultron
Renner has been around the block a few times.The Affair Recap: Man in the Mirror
At last, The Affair answers the season's big question about Noah.Matthew McConaughey's Dad Used a Pissing Contest to Win His Child a Motorcycle
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Who knew British prime ministers were so achingly romantic?
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Hunnam had scheduling issues.Archie's Long, Dark Journey to Riverdale
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She says it was "one phrase taken wildly out of context."Sundance: Anton Yelchin Is As Good As He's Ever Been in One of His Final Film Roles
Few actors are better than Yelchin at being both blustering and vulnerable.Bruce Springsteen on Women's March: 'We Are the New American Resistance'
Springsteen couldn't be with the protesters in body, but boy is he there in spirit.


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In addition to a "take your children to work day", we have discussed within IBM a "take your parents to work day", especially for the young new hires who have a hard time explaining what their new job is to the rest of their family.
Seth Godin points to a video ad to fill a job position and the confusion therein with the "recruiter" who just doesn't understand the job involved.
The problem is not just your parents, but any of your co-workers old enough to be parents who haven't bothered to keep up with the latest advancements in Web 2.0 technology. Here are some examples:
- A project leader working with a technology partner asked if me if there was a difference between a "blog" and a "wiki" and which should his team use. This was not a simple yes/no answer, and involved some explanation, conversation and understanding of what he was trying to accomplish.
- For one of my meetings, someone instant-messaged me asking where it was, was it "face-to-face" (F2F) or Conference call (CC). I replied back, "A2A w/CC" (avatar-to-avatar with voice over conference call). When you are meeting other avatars in-world in Second Life, it gets quite distracting having everyone typing away, with their hands and fingers moving furiously, so we use a conference call to complement our 3D interaction.
That's why I was very excited to seeLinden Lab announces voice beta in Second Life. It won't be fully ready until later this year, but adding voice to Second Life will greatly reduce the hurdles we now have trying to coordinate conference calls with in-world activity.
I realize not everyone can keep up with all the new and different technologies, but the social networking aspects of some of these new developments are worth looking into.
technorati tags: IBM, blog, wiki, social networking, technology, avatar, voice, Second Life, GMR, FICON, FCP, SMI-S[Read More]


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Statement by Eugene W.
Zeltmann, President and Chief Executive Officer, New York Power
Stephen Shoenholz
Printer-friendly version
August 14, 2003
Reports that Thursday's power outage was caused by a lightning strike at
the New York Power Authority's (NYPA) Niagara hydroelectric project in
Lewiston were totally erroneous.
The 2,400-megawatt (mw) Niagara Project not only was not struck by
lightning, but it continued to operate throughout the outage. For
several hours after the outage began, Niagara, the state's largest power
generator, and NYPA's 800-mw St. Lawrence-Franklin D. Roosevelt hydro
project in Massena were the only major power plants operating in New
York State.
remained in service when the outage began because, as large
hydroelectric projects, they were able to withstand the shock to the
power system. Other types of power plants are not equipped to do so.
Niagara and St. Lawrence-FDR operated continuously throughout the
outage, generally at close to their maximum capacity.
Shortly after 7
p.m., the Power
Authority's Blenheim-Gilboa Pumped Storage Power Project in
County resumed
partial operation. As of about 10 p.m., the Power Authority was meeting
close to 45 percent of the state's total electricity load, with Niagara
supplying 2,449 megawatts, above its rated output; St. Lawrence-FDR
producing 902 mw and the 1,040-mw Blenheim-Gilboa project generating 426
mw. In addition, NYPA small hydroelectric projects in various parts of
the state were producing a total of 17 mw.


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PCC Theater @ Rock Creek presents ALL's FAIR
PCC Theater @ Rock Creek presents: ALL's FAIR


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H&T Property Maintenance.
H&T offer the following: Flat Roofing (EPDM), Flood defences, Drainage Works, Property Maintenance, Guttering New and Repairs, Roof repairs, Decorating internal and external,
PLUMBTEK offers quality Plumbing and reasonable prices. We will be beaton on price if you prefer a shoddy job by a six month trained plumber. We pride ourselves on our workmanship and with 34 years trading experience we know we'll leave a site with peace of mind and a happy customer. We undertake Commercial, Industrial and Domestic Plumbing and other carft related projects. We will stick to the price we quote you and wont put anoying small print extra's on the bill. We offer a quarantee and a call out service out of hours . Our call out rate is £35 an hour. If we are there for an hour and 10 minutes we wont charge you to the next hour. QWe're not out to make a fast buck, more to leave you dsatisfied with our work and hope you'll recommend us to your friends and family. You wont see any adverts on other sites or in Yellow pages, 99% of our work is from recommmended leads and this is all passed to us because of our workmanship. Give us a call to quote your job or project and let us do what we do best, leaving you with peace of mind .
Cheltenham plumbing and heating ltd
Gas Service Ltd
Basic Energy
Eminence Gas and Heating Services
Competitively priced plumbing heating services without cutting corners. Gas Safe registered and a professional service guaranteed.
C&O Building ServicesCertificate of Excellence 2015
Services we offer include: Plastering Rendering General Builders Extensions Plumbing Landscape Design and Build Shopfits
A1 Gas Force Rugby
A1 Gas Force in Rugby, a reliable service provider to central heating installation and boiler repair service, maintenance at affordable pricing. With over several years of experience in the home improvement, A1 Gas Force caters to routine and immediate queries of the clients in and around Rugby. We have an expertise team of professionals provide quality and standard solutions to plumbing, central heating repair, and boiler repair. We always strive to maintain the real worth of time and money to undertake installation and repair of boiler or central heating system installed in domestic, professional or commercial sector.
A1 Gas Force Kenilworth
If you are seeking the best plumber help for bathrooms makeover or designs, consult none other than A1 Gas Force Kenilworth, a leading suppliers and providers to the best bathroom designs right from installation or makeovers. A1 Gas Force comes with stylish bathroom Plumber concepts perfectly matches to the requirement of the big or small areas. Our bathroom designs cover every styles right from the contemporary, classic or traditional set-ups. We undertake the customer requirement and supply accordingly the best range of showers, baths or toilets, en suites, or a full family bathroom. We provide the comprehensive plumbing services in Kenilworth to quality bathroom fittings, boiler repair, central heating installation or renovations.
A1 Gas Force Leamington Spa
A1 Gas Force Leamington Spa, a pioneer provide plumber to quality bathrooms plumbing, central heating installation and boiler repair service at Leamington Spa. We have a skilled workmanship to offer best solutions to the free boiler scheme within the region. With over 30 years in the delivering the excellent emergency plumbing services to the home or commercial area, A1 gas force has set a benchmark of quality, trust and efficiency for its prospective customers. We have a unique and latest designs to bathroom refurbishment that perfectly align with the home and office interiors.
Midlands Waterworks Plumbing & Heating Ltd
Welcome to Waterworks, a pioneer plumbing service provider dealing with affordable plumbing services in and around Kidderminster, Stourbridge, Dudley, Redditch, Bromsgrove, Halesowen, Solihull and West Midlands. Whether it is minor pipe blockage or huge pipe bursting issue, Midlands waterworks plumbers work efficiently to repair the damaged pipes at no extra cost. We are also open to repair and install central heating products with complete or partial replacements, repairs, maintenance and health checks. We have fixed prices to take up any major or minor repair of central heating, boiler or plumbing resolution.
Bayliss Heating & plumbing
drm plumbing & electrical ltd
Three Spires Property ServicesCertificate of Excellence 2015
three spires property services is a professional Handyman Service that provides your coventry home and offices with dependable and skilled handyman, great customer service and first class work. At your property we can do all tasks ranging from installation and repairs to renovations and maintenance. We offer a local service with years of experience and we know how to make your home a great place to live in a quick, efficient manner. Our operatives offer good advice to your issues maintaining your property and provide you with solutions. three spires property specialists in all small jobs and offers the highest quality finish and service. We pride ourselves on making sure our customers are completely satisfied with the work that has been carried out on their properties. Whether you need to make an everyday home repair or want to make a home improvement, choose three spires to take care of all your property maintenance needs. We offer professional, reliable and affordable Handyman Services in coventry and warwickshire. Our rates are cheaper than other handyman companies, so please don't hesitate to contact us for further information. We also cater for letting agents, landlords and leased property owners, throughout coventry, kenilworth, warwick and leamington spa. Our Services include a wide range of odd jobs: hanging pictures and mirrors, assembling flat pack furniture, fitting blinds and TV wall mounting service or re align satellite dishes . We put up shelves, change locks, replace ceiling tiles, supply and fit new replacement upvc doors, fit shower rails. Painting and Decorating We provide all aspects of interior and exterior painting and decorating: filling cracks and holes, sanding and preparing, paintwork retouching, plaster patch repair, painting woodwork, painting walls and ceilings. three spires property Service carries out all refurbishment, renovation and maintenance services. Electrical three spires Service offers basic electrical repairs and maintenance. Our handymen will change bulbs and low voltage transformers, dimmers and switches, plugs and fuses. We replace light fittings, extractor fans and sockets, replacing or fitting smoke alarms. Plumbing Our Service provides basic plumbing services: fixing toilet flushes, dripping taps, leaking and blocked pipes. We will replace and install washing machines, fit toilet seats, silicone bath and shower trays, change broken tiles and re-grout, fit shower curtains, unblock basins and sinks, install shower screens, replace taps or tap washers inc the newer 1/4 turn ceramic disc type, bleed hot water radiators,check and top up boiler pressures Carpentry and Flooring If you need a handyman to hang doors, trim heights, lay laminate flooring, change handles and locks, install kitchen units and cabinets, fit blinds and curtains, three spires property service is here to help. We will repair windows, adjust doors, replace sash cords, construct partition walls and put up shelves
Sparks Mechanical Services ltd.
Homefixx Limited
Young Alarms Gas & Electric Services Limited
We are a general maintenance company and we offer approved services in the following fields. Electrical, Domestic and Commercial NICEIC Approved. Domestic Gas Services Gas safe Approved. Intruder Alarms, CCTV, And Access Control SSAIB Approved. Trust Mark, Age UK We are a family based company. Sarah and Bob running the office from Braunstone Gate
heat on
Kvia ltdCertificate of Excellence 2015
zpm property services
Andersons Heating And Gas
Central Bathrooms Ltd
Whether you are looking for a full Bathroom installation or supply of the products, Central Bathrooms Limited in Evesham can assist in the planning and design of your new Bathroom using a combination of our product and technical knowledge and the use of the latest 3D Bathroom design software available. We will be able to help you make your bathroom exactly what you are looking for.
Agua Bathrooms & Plumbing Services
Agua Bathrooms & Plumbing Services is a small local business located in the Worcester area. We have years of experience in all aspects of plumbing and bathroom installations , and all work is carried out by qualified and competent fitters/engineers. Our customer base is mainly made up of recommendations from customers to their friends or family, who believe we have met and exceeded their expectations. Quality of service is very important to us, so we will go that extra mile to make sure you have the full customer satisfaction experience. We believe that if a job is worth doing, its worth doing right. What we offer is 100% customer satisfaction! How we achieve this is working closely with the customer to capture their ideas and design for their new bathroom or project. Fully understanding what is required, giving a fair and competitive price and when the job will be done, and clarifying with the customer that we have met their needs. Keeping the customer updated on progress and having a completely transparent system on costs. Finally, ensuring the customer is satisfied and having a 6 months guarantee on the work done, so if you have any problems you have the piece of mind knowing we rectify any issues.
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Within hours, sometimes minutes, they'll contact you on Bark.
Professionals value their reputation on Bark and strive to do a great job for customers they find on our platform.


text:
LINGUIST List 23.3302
Fri Aug 03 2012
Jobs: Modified: Multiple Langs; Web Research: Search Engine Evaluator, Leapforce
Editor for this issue: Sarah Fox <sarah
Betty Pham <recruiting
Modified: Multiple Langs; Web Research: Search Engine Evaluator, Leapforce
E-mail this message to a friend
University or Organization: Leapforce Inc.
Job Location: , ---------------- (Telecommute)
Web Address:
Job Rank: Search Engine Evaluator
Specialty Areas: Web Research
Required Language(s):
Arabic, Standard (arb)
Chinese, Mandarin (cmn)
English (eng)
German (deu)
Portuguese (por)
**Please note the previous version had a rank error.
Leapforce is looking for highly educated individuals for an exciting work
from home opportunity. Applicants must be self motivated and internet
savvy. This is an opportunity to evaluate and improve search engine
results for one of the world's largest internet search engine companies.
Search Engine Evaluators will need to combine a passion for analysis
with an understanding of various online research tools. Applicants must be
detail oriented and have a broad range of interests.
Ideal Search Engine Evaluators will possess the following skills:
- Have in-depth, up-to-date familiarity with American social culture, media,
and web culture
- Excellent comprehension and written communication skills in English
- Broad range of interests, with specific areas of expertise a plus
- University degree or equivalent experience (degrees in-progress are
acceptable). Advanced degrees a plus
- Excellent web research skills and analytical abilities.
- Ability to work independently under minimal supervision
- Possess a high speed internet connection (DSL, Cable Modem, etc.)
Search Engine Evaluators provide feedback on search engine results by
measuring the relevance and usefulness of web pages in correlation to
predefined queries, by providing comparative analysis of sets of search
engine results and various other techniques.
All candidates are required to take and pass a two-part qualification exam
before becoming a Search Engine Evaluator. Part 1 of the exam contains
32 theory based questions. Part 2 of the exam contains 144 simulated
evaluation tasks. Supplied study materials can be used during both parts
of the exam.
Please Note: We are unable to offer more than one Search Engine
Evaluator position per household.
To apply, please visit the application URL below.
Application Deadline: (Open until filled)
Web Address for Applications:
Contact Information:
Recruiting Coordinator Betty Pham
Email: recruiting
Phone: 9257300073
Fax: 9257300074
Read more issues
LINGUIST home page
Top of issue
Page Updated: 03-Aug-2012
About LINGUIST
Contact Us
While the LINGUIST List makes every effort to ensure the linguistic relevance of sites listed on its pages, it cannot vouch for their contents.


text:
-T / T / +T | Comment(s)
Wednesday, April 24, 2013
F-35 Data Link Completes Flight Test
Northrop Grumman's Multifunction Advanced Data Link (MADL) waveform completed a successful F-35 Lightning II joint strike fighter program flight test, a demonstration that validated eight years of developing an advanced communications link, according to the company.
The flight test established the MADL link between two F-35s using the aircraft's communications, navigation and identification (CNI) avionics. According to Northrop Grumman, the integrated CNI system gives F-35 pilots the equivalent capability of more than 27 avionics subsystems.
The MADL link passed data between aircraft to create a situational awareness picture on each of the F-35 cockpit displays.
"During the flight tests, MADL functioned reliably with excellent range at multiples of required specifications while demonstrating ability to network fifth-generation fighters," said Mike Twyman, vice president and general manager of the defense systems division for Northrop Grumman. "This success is a significant achievement for the F-35 program and enabling joint aerial concept of operations."
Related: Military Avionics News


text:
Article Header
For Immediate Release February 8, 2008 Contact: Nicole Jomantas, 719.866.4732 firstname.lastname@example.com (Colorado Springs, Colo.)-Ten U.S. athletes will compete at one of the world's largest and most prestigious judo tournaments this weekend. Considered by many to be on par with the Olympic Games and World Championships, the Paris Super World Cup features multiple World and Olympic medalists in each division and will give athletes an early look at what competition will be like in Beijing. Competition will begin on Saturday with the men's 60kg, 66kg and 73kg and the women's 48kg, 52kg, 57kg and 63kg divisions. Competition will continue on Sunday with the men's 81kg, 90kg, 100kg and +100kg divisions and the women's 70kg, 78kg and +78kg divisions. Below is a preview of each division. Among the matches to watch out for are a potential 70kg quarter-final fight between World silver medalist Ronda Rousey (Wakefield, Mass. / NYAC / USA Judo National Team FORCE) and Masae Ueno (JPN) the 2004 Olympic and 2003 World Champion. Rousey and Ueno fought in the finals of the Kano World Grand Prix in December with Ueno winning in overtime. A complete breakdown of the divisions is as follows: Women's 48kg Seven-time World Champion and two-time Olympic gold medalist Ryoko Tani (JPN) is said to be in Paris this week, but will not be competing in the tournament. Instead Tani is reported to be working with neurological experts as part of a new method of training for the Beijing Olympic Games. In her absence, Tomoko Fukumi will be representing Japan. Fukumi made news last year when she upset Tani at the Japan National Championships-one of the few players in the world ever to do so. Yanet Bermoy (CUB), the 2005 World Champion who placed second at the 2007 Worlds to Tani, also will be competing. Bermoy has had difficulty during the last two Paris Super World Cups, placing fifth, but won a silver medal at the 2005 event. One of Bermoy's losses at the 2007 tournament came to three-time World and Olympic runner-up Frederique Jossinet (FRA) whose last win in Paris was in 2006. Jossinet also beat two-time World medalist Alina Dumitru (ROM) last year who is now ranked #1 in the world, but hasn't medaled in Paris since 2001. Women's 52kg Dongmei Xian (CHN) hasn't been seen in major competition since she won the 2004 Olympic Games, but looks to be back for another run this year. Top-ranked Telma Monteiro (POR) is a two-time World medalist who placed second in Paris in 2007. Misato Nakamura is one of Japan's up-and-coming junior players who placed third as a 17-year-old last year. Also returning from the 2007 Paris podium is Audrey La Rizza (FRA), the #3-ranked 52kg player in the world who lost to Monteiro twice in 2007 at both Paris as well as the European Championships where she placed second. Women's 57kg Valerie Gotay (Harlingen, Texas / USA Judo National Training Site at Harlingen) was hampered by injuries in Paris last year, placing ninth, but has experienced past success in Paris, winning a bronze medal as a 16-year-old at the 1990 event. Thirty-four-year-old Gotay, who retired after qualifying for the 1992 Olympic Team, returned to competition in 2004 and was ranked as one of the top six players in the world in 2007. Gotay's loss in the repecharge last year was to 2004 Olympic Champion Yvonne Boenisch (GER), currently the #2-ranked player in the world behind Isabel Fernandez (ESP), a former World and Olympic Champion. Boenisch and Fernandez have split most of their major matches and while Fernandez won the silver medal at the 2007 World Championships, Boenisch placed a surprising seventh. Known for being a defensive player, Fernandez and Gotay went five minutes at the Worlds in 2007 with a penalty each before Fernandez threw the American in Golden Score. Aiko Sato (JPN), a 2007 World medalist, and Sabrina Filzmoser (AUT), who won bronze at the 2005 Worlds, both will be looking to improve on their seventh-place finishes at the 2007 Paris event. Deborah Gravenstijn (NED), a two-time World medalist and 2004 Olympic medalist, has never won a medal in Paris, but, with 15 World Cup medals to her credit, she shouldn't be counted out. Women's 63kg Marti Malloy (San Jose, Calif. / USA Judo National Training Site at San Jose State University) had her best international result in September when she placed ninth at the World Championships, but she will be up against tough competition in a draw that includes multiple World and Olympic medalists as well as a crew of talented French players. As the host country, France may enter up to four competitors per division and a possibility of an all-French final always exists. Last year the gold and silver medalists were French teammates Virginie Henry and Lucie Decosse with Henry upsetting former World Champion Decosse in the final. A bronze medalist at the 2007 World Championships, Elisabeth Willeboordse (NED) had an outstanding European tour last year, winning medals at six World Cups, including two Super World Cup golds. Yoshie Ueno (JPN) hasn't competed in Paris since the 2006 tournament where she beat Willeboordse en route to the finals where she lost to Decosse. Urska Zolnir (SLO), the 2004 Olympic and 2005 World silver medalist, struggled with both Decosse and Willeboordse in 2007, losing to Decosse in the World semifinals and dropping her next match to Willeboordse for the bronze medal, but a good draw could put her in a favorable position in Paris. Women's 70kg World silver medalist Ronda Rousey (Wakefield, Mass. / NYAC / USA Judo National Team FORCE) won her only World Cup appearance in 2007, but will be in a division with nearly all of her top foes. Gevrise Emane (FRA) the reigning World Champion defeated Rousey in the finals of the Worlds in September. Rousey and Masae Ueno (JPN), the 2004 Olympic and two-time World Champion, had a close fight during their only match-up when Ueno threw Rousey for a yuko in overtime to win the Kano World Grand Prix in December. Ueno's win in the 2004 Olympic finals came over Edith Bosch (NED) who would later go on to win the 2005 World Championships. Bosch and Rousey fought twice in 2007 with Rousey taking both wins, including a spectacular throw for ippon in the final minute of their semifinal match at the World Championships. Bosch and Annett Boehm (GER), the 2004 Olympic and 2005 World bronze medalist, have had an exciting rivalry for several years with Bosch winning most of their matches, but Boehm defeated the Dutch player at the 2007 German Open where she also beat Rousey in a close preliminary match. Leire Iglesias (ESP) kicked off her 2007 European Tour with a win in Paris followed by two more World Cup golds and will be a player to watch this year as well, but she placed seventh at the Sofia World Cup two weeks ago where she lost her final match to Kerstin Thiele, Germany's young #2 70kg player who Rousey defeated at the Vienna World Cup in 2007. Yalennis Castillo returned as Cuba's top 70kg player in 2007 and is currently 1-1 in matches with Ronda who won their first match nearly a year ago while Castillo earned the win when they fought on Sunday in Belgium. The match was close, though, with both athletes scoring and Castillo earning the win off small points scored off a double-leg early in the match. Women's 78kg Nina Cutro-Kelly (San Antonio, Texas / Universal Judo) should feel at home at the Palais Omnisports de Paris Bercy as she is currently living and training in France where she teaches at the University of Rennes. Two-time World Champion Yurisel Laborde (CUB) is the division favorite while World medalist Stephanie Possamai (FRA) comes in as the reigning Paris silver medalist. Possamai's teammate Celine Lebrun, a former World Champion, has fought Laborde often for the past seven years with both players taking key wins at major events. Women's +78kg With the last three World titles on her resume, China's Wen Tong is rarely beaten and tends to dominate her opponents. Sandra Koeppen (GER), a two-time World medalist, is one player who has beaten Tong in the past and is a veteran of the Tour with her last Paris final coming in 2002. Two-time World medalist Carola Uilenhoed (NED) and Anne-Sophie Mondiere (FRA) are both strong contenders as well. Modiere is a small heavyweight, but the three-time World medalist uses her speed to her advantage and has four European Championship titles to show for her efforts. Men's 60kg Aaron Kunihiro (Wakefield, Mass. / USA Judo National Team FORCE) will be competing in his first Super World Cup in a division that should include at least two World and Olympic medalists. Ruben Houkes (NED) is the reigning World Champion and the top-ranked player in the world. Min-Ho Choi (KOR), a former World Champion and 2004 Olympic medalist, placed third in Paris last year-his third medal at the tournament since 2002. Davtyan Hovhannes (ARM) is the #3-ranked player in the world who won both the 2007 Moscow and Hamburg Super World Cups and was the runner-up at the 2007 European Championships. Men's 66kg One of the most technically sound U.S. players in this division, Kenny Hashimoto (San Jose, Calif. / USA Judo National Training Site at the Jason Morris Judo Center) also will be competing in his first Super A-Level Tournament. Hashimoto has won B-Level medals in North America, but is still looking to break through in Europe. Internationally, 66kg is often considered the most exciting and much of that reputation can be accredited to the top two players in the world: Joao Derly (BRA) and Yordanis Arencibbia (CUB). Derly and Arencibbia fought in the finals of the World Championships as well as an early match at the Pan American Games with Derly winning both closely contested matches. Men's 73kg Michael Eldred (Fruitland, Idaho / Western Idaho Judo Institute) won five international medals in 2007, but will be competing in his first European Tour event as well. Ki-Chun Wang (KOR) became one of the young stars of the 2007 Worlds when he won the division just days after his nineteenth birthday. Koreans have long had success in this division and Wang appears to have picked up where 2004 Olympic Champion Won-Hee Lee left off. Elnur Mammadli (AZE), another 19-year-old, was the runner-up to Wang at the Senior Worlds, losing to Wang in the finals. Mammadli also lost to Wang at the 2006 Junior Worlds placing third to Wang's fifth. Men's 81kg Travis Stevens (Glenville, N.Y. / USA Judo National Training Site at the Jason Morris Judo Center) also won multiple international B-Level medals in 2007. One of Stevens' most notable wins came at the Pan American Games where he defeated 2004 Olympic medalist Flavio Canto (BRA). Canto will be competing for his second medal in Paris after winning a silver in 2002, but will be on the opposite side of the draw from Stevens whose first-round match pits him against four-time World Cup medalist Diogo Lima (POR). Other top players in the division include two of the 2007 World medalists-Guillaume Elmont (NED) and Euan Burton (GBR)-as well as 2005 World medalist Takashi Ono (JPN). Men's 90kg A veteran of the Tour in the 81kg division, this weekend will be Rick Hawn's (Wakefield, Mass. / USA Judo National Team FORCE) first Tour event as a 90kg player. Hawn drew a bye for the first round and will fight Elkhan Mammadov (AZE), a four-time World Cup medalist who placed seventh at the Worlds in the second round. The division includes all four medalists from the 2004 Olympic Games: Champion Zurab Zviadauri (GEO), silver medalist Hiroshi Izumi (JPN); and bronze medalists Mark Huizinga (NED) and Kaambi Taov (RUS) who won the 2007 Paris Super World Cup. Men's 100kg The top four players in the world will all be competing this weekend. World Champion Luciano Correa (BRA) and bronze medalist Daniel Hadfi (HUN) will both be on the same side of the draw. Second-ranked Oreidis Despaigne (CUB), who defeated Correa to win the Pan American Games and placed third at the Worlds, and third-ranked Levan Zhorzholiani (GEO) will be on the opposite side of the draw. Men's +100kg Daniel McCormick (Wakefield, Mass. / USA Judo National Team FORCE) has a first round bye in a 40-person division before fighting Grim Vuijsters (NED). Eighteen-year-old Teddy Riner (FRA) will be fighting in front of a home crowd as the reigning Junior and Senior World Champion. Riner is in his last year of junior eligibility and has the potential to become the rare player to win both an Olympic title and a Junior World title in the same year in a division where most athletes reach their peak much later. Joao Schlittler (BRA), who won the 2007 World bronze medal at 21-years-old, will be another exciting player to watch. For more information, contact Nicole Jomantas, USA Judo Director of Communications and Media Relations, at 719.866.4732 or firstname.lastname@example.com. -END-


text:
I am planning an order from Hou De because I want to try their Li-Shan Da Yu Ling.
What else should I get while at it?
Photiou wrote:I would try their aged puerh samples.
RussianSoul wrote:Photiou wrote:I would try their aged puerh samples.
Photiou, I'd love to get a couple of aged sheng samples, but I don't know which to get. My experience with puerh was entirely negative so far. Can you throw some specific names at me?
RussianSoul wrote:My shopping list so far:
2008 Spring Li-Shan "Da Yu Ling" Soft-stem Oolong
2008 Spring Li-Shan "Tsui Feng"
2008 A-Li-Shan "Winter Petals"
2007 Spring Formosa "Fo Shou (Budda's Hand)".
RussianSoul wrote:I have a question about Fo Shou. Is it heavily roasted? I tried several heavily roasted wuyi's and couldn't taste much but charcoal, which was disappointing.
britt wrote:Rou Gai from Hou De is one of my favorites. Were the ones that gave you trouble from Hou De or another vendor?