I would love to hear some discussion about the direction that you will be=
taking with reading instruction when we return after break. We're close=
to the half-way point in the year. As always, it seems my "summer expec=
tations" were a little on the high side! :) What strategies have you ta=
ught? Where are you headed? How far and deep do you think you will go? =
What does the literacy portion of your day look like at this point in th=
e year? Time to get back to work! =20

Marcia
2nd grade
+++++++++++++++++++++++++++++++++++++++++++++

From: "Marcia Kellenberger" <mgk59@msn.com>
Subject: [mosaic] Reading Essentials
Date: Tue, 31 Dec 2002 10:51:12 -0600

One more thing -- has anyone read Reading Essentials by Reggie Routman? =
A colleague just shared it with me -- would love to hear some discussion =
around it.

Marcia =20
2nd
+++++++++++++++++++++++++++++++++++++++++++++

From: PhilSharonElder@aol.com
Date: Tue, 31 Dec 2002 12:49:07 EST
Subject: Re: [mosaic] Reading Essentials

I have it ordered but it's not here yet! I will gladly join in discussions
about it once I start reading.

Sharon
++++++++++++++++++++++++++++++++++++++++++++

From: PhilSharonElder@aol.com
Date: Tue, 31 Dec 2002 13:34:54 EST
Subject: Re: [mosaic] Half-way point

In a message dated 12/31/2002 11:57:16 AM Eastern Standard Time,
mgk59@msn.com writes:

> What strategies have you taught? Where are you headed?

We have covered schema connections and sensory images. I plan to begin with
questioning when we return. I need to put down my professional reading
(currently reading Pressley's Reading Instruction That Works, 2nd ed.) and
prepare more for that questioning study (introduction of the strategy,
selection of books for think-alouds, etc.) Any suggestions would be
appreciated.

As for where I'm headed... I began with schema connections and then sensory
images because I felt that sensory images were an extension of our schema
connections. Does that make sense? After questioning, I plan on hitting
inferences although I must admit that I can see myself drawing at least a
portion of an inference study into questioning. The two just seem to
complement each other so often. Then I plan on hitting determining
importance. As for synthesis...I'm still a little shy of that one... not
sure I quite have a firm grasp on just what it is myself!

Sharon
1st/AL
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Tammie Lewis" <tlewis@ejourney.com>
Subject: [mosaic] question
Date: Tue, 31 Dec 2002 15:53:22 -0500

Okay,
How is everyone handling teaching these strategies while using a =
basal? I realize that these strategies can be used in most books; =
however, in teaching them I would like to use books that will insure =
that they understand the strategies and how it can help them. What are =
some of you doing? Also, thanks for all of your hard work and support =
Ginger:) Happy New Year Everyone...man, am I sad...it's new years eve =
and I'm working on reading ...and my soaking wet computer:( I have my =
office in the basement. My son hooked up a hose to the outside faucet. =
The problem
is...it was frozen. So, it forced the water back into the house where =
the water line is right over my desk and computer...egads...I thought I =
lost everything. However, I finally got it dried out and it finally =
fired up this morning. It's still not functionally perfectly. I'm =
working on that right now. Okay kiddies...do not try this stunt at =
home:) My New Years Resolution is to try to read one book just for me =
next year:) I can't remember when it didn't have something to do with =
reading, writing or teaching. If you could only buy one book in the =
world to read for pleasure, what would it be and why...don't give too =
much away:) Thanks.
Tammie Lewis, President
Clare-Gladwin County Reading Council
+++++++++++++++++++++++++++++++++++++++++++++++++

From: "Tammie Lewis" <tlewis@ejourney.com>
Subject: Re: [mosaic] Half-way point
Date: Tue, 31 Dec 2002 16:16:15 -0500

Exactly---how do you, or anybody whose listening, define synthesis? I =
don't seem to be able to nail that one down. I was thinking this...it =
is the reader using all or some of the other strategies to apply this =
knew knowledge or idea into the readers schema...life...world...and =
perhaps coming to a new understanding or developing a new idea based on =
this new info. ARG! I need to get my books back out and reread...I am =
struggling with synthesizing this synthesis strategy into my life:(
Tammie
++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Linda Thames" <lthames@tislink.com>
Subject: Re: [mosaic] question
Date: Tue, 31 Dec 2002 15:37:24 -0600

I teach 6th grade and using the basal/anthology is difficult at best. I
looked through my anthology and it just seemed to me that if I wanted to use
it to teach strategies then I would have to jump around in it instead of
going from the front to the back of the book. I found that it worked out
better if we could read class books and then when the strategies started
coming together, I invited them to use a strategy or strategies when we
read from the anthology. I think a lot depends on your grade level and
whether you can skip around in your basal.
Linda
++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Linda Thames" <lthames@tislink.com>
Subject: Re: [mosaic] synthesis
Date: Tue, 31 Dec 2002 15:40:07 -0600

There was quite a discussion on t.net about synthesis. Hey, Sharon, do =
you remember if that was ever settled or not? =3D^..^=3D
Linda
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Tammie Lewis" <tlewis@ejourney.com>
Subject: [mosaic] synthesis
Date: Tue, 31 Dec 2002 16:33:34 -0500

Maybe more of deeper understanding on a "grander" scale...more with books
that deal with universal themes...what do you think?

Tammie
+++++++++++++++++++++++++++++++++++++++++++++

From: "Ted and Lee Johnson" <tlmkjohnson@attbi.com>
Subject: Re: [mosaic] question
Date: Tue, 31 Dec 2002 16:42:07 -0800

I can never just choose one of anything- including books to read. My =
top picks would be Suzanne's Diary for Nicholas (Patterson) and Beach =
Music (Conroy). Why? Because as a famour kids author once said, "all =
[stories] are about coming home."
Good luck with your resolution.
Lee J.
++++++++++++++++++++++++++++++++++++++++++++

From: PhilSharonElder@aol.com
Date: Tue, 31 Dec 2002 16:57:07 EST
Subject: Re: [mosaic] synthesis
In a message dated 12/31/2002 4:41:44 PM Eastern Standard Time,
lthames@tislink.com writes:

> Hey, Sharon, do you remember if that was ever settled or not?

The closest I came was in thinking about Louise Rosenblatt's Reader's
Transactional Theory. Rosenblatt talks about the creation of a "poem" (not
necessarily poetry... Rosenblatt uses the term 'poem' to refer to the
reader's creation when reading aesthetically) by the reader... their own
unique experience in reading a text. Here's a quote from her work: "...the
aesthetic stance provides the differentiating factor as the reader builds up
and contemplates a unique synthesis of his responses which is for him the
poem." She has a lot more to say than this, but I won't bore you all. (I
loved trying to understand her work!) Interestingly enough, the research
that MOT is based on... the research that illuminated comprehension
strategies through think-alouds by proficient readers... never (I THINK I'm
right here) never mentioned 'synthesis'. It did refer to summarization and,
if I'm right, Keene and the MOT group expanded on that concept to reach
'synthesis'. Please correct me if I'm wrong here!

Sharon
1st/AL
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Tammie Lewis" <tlewis@ejourney.com>
Subject: [mosaic] synthesis
Date: Tue, 31 Dec 2002 16:41:09 -0500

I'm sorry I know I forgot the HTML thing again:) This font is really not
eye appealing to me at all, but I'm really trying to conform to the rules.
I'm really not trying to make life harder for anyone.

Okay, Linda--what were some of the major point made? I am close? or just
falling off the mountain?

Tammie Lewis, President
Clare-Gladwin County Reading Council
++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Linda Thames" <lthames@tislink.com>
Subject: Re: [mosaic] synthesis
Date: Tue, 31 Dec 2002 16:16:37 -0600

I think synthesis in MOT is not what we learned in Bloom. But yes, if
students create a "new" product, then I believe that is synthesis. Now the
big question is, have they created a new product or are they actually
summarizing or compiling what they have learned?
Linda
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Tammie Lewis" <tlewis@ejourney.com>
Subject: [mosaic] booklist
Date: Tue, 31 Dec 2002 17:27:28 -0500

Yes! I will pass on anything that I get. Hopefully, we can solve this for
both of us! Man! I wish I had grant money. Some teachers were visiting my
classroom and wanted to know if I'd written a grant for all of my books...I
didn't know this was possible...I just told them that I have a husband who I
just don't tell everything to---at least not about what I spend in my
classroom on books. He's too busy to worry about my books any way right?
It's not really lying right? I swear there would be money in starting a
book alcoholics club....hmmmm...the first step is admission right?
Tammie Lewis, President
Clare-Gladwin County Reading Council

I would also like to develop class sets of books for teaching the
strategies to 2nd grade, Would you share any lists that you receive (or
make)? We have a Delta Kappa Gamma Grant that I could use part of. Thanks
for your help.
Linda
Non-graded 1/2

+++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 31 Dec 2002 15:01:41 -0800
From: Don and Michele Ford <donford4@attbi.com>
Subject: [mosaic] Reading for pleasure

>If you could only buy one book in the world to read for pleasure,
>what would it be and why...don't give too much away:)

Definitely the Stephanie Plum series by Janet Evanovich...they're a
hoot...and quick reads!! The first one is One For the Money. They
all have a number in the title; the last one was Hard Eight. You'll
laugh out loud!

Michele
3rd/Oregon
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Tammie Lewis" <tlewis@ejourney.com>
Subject: Re: [mosaic] synthesis
Date: Tue, 31 Dec 2002 17:57:46 -0500

Do you think that you synthesis everything that you read? I mean picking
out books for synthesis is a toughie...maybe because I don't understand it.
Okay, summary---evaluating text for what you think is key to put into
concise terms? This may be new info to the reader or it may not be.
Compiling what is new would lead to creating something new for the reader
wouldn't. Okay, so I always summarize the gist of the text. I store away
the new stuff...it might start a new thought or change my life. Getting the
gist, doesn't do that for me. I think I have to summarize to synthesize.
OKAY! I couldn't stand the muddle mess anymore...STW says that the
highest level of synthesis is beyond stock taking (summary?) A true
synthesis is achieved when a new perspective or thought is born...ex:
forming an opinion...So it seems to be multileveled? perhaps starting at
summarizing and ending in this greater "new idea?" From looking at RWM, is
it the final evolution of your thoughts...sometimes ending in summary as it
is not knew or doesn't move you and sometimes making you develop new ideas.
MOT says it the ordering, recalling, retelling and recreating into a
coherent whole...sorting out the unimportant, creating our
interpretation...Okay I didn't read through Keene's notes that I received
from somewhere...maybe it's changed. What do you think? I'm off to spend
the rest of this year with my Family. Happy New Year everyone.
Tammie
+++++++++++++++++++++++++++++++++++++++++++++++++

From: "Tammie Lewis" <tlewis@ejourney.com>
Subject: [mosaic] reading for pleasure
Date: Tue, 31 Dec 2002 18:07:13 -0500

Thanks for the suggestion. I could use a good giggle. Nicely done by the
way--not just one book...a whole series:) or should I say ONE whole series.
I'll have to check it out. Quick reads too! I could do this on a plane
ride? I'm in! Does this mean that I have to make a new resolution at
Midnight? Happy New Year!
Tammie Lewis, President
Clare-Gladwin County Reading Council
++++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 31 Dec 2002 20:34:27 -0600
Subject: Re: [mosaic] question
From: Datsauer <datsauer@chartermi.net>

Just for her wonderful storytelling - Maeve Binchy. For wonderful
descriptions and stories, Anne Rivers Siddons. For mysteries set in England
with horse connections, Dick Francis. My all-time all-favorite
must-choose-one: Time and Again by Jack Finney. Debbie in Duluth
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ted and Lee Johnson" <tlmkjohnson@attbi.com>
Reply-To: mosaic@u46teachers.org
Date: Tue, 31 Dec 2002 16:42:07 -0800
Subject: Re: [mosaic] question

I can never just choose one of anything- including books to read. My top
picks would be Suzanne's Diary for Nicholas (Patterson) and Beach Music
(Conroy). Why? Because as a famour kids author once said, "all [stories]
are about coming home."
Good luck with your resolution.

Lee J.
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] synthesis
Date: Tue, 31 Dec 2002 20:30:42 -0600

I have also struggled with my own understanding of synthesis. When Jan and
I first taught the graduate courses we often felt like we were shortchanging
the teachers because we could not help them understand it either. Jan has
done more work with an outside consultant (Jan if you are listening in
PLEASE add to this for clarity!!!) and has since helped ME understand it in
a very simple way.

The way Jan explained synthesis to me is that the reader takes the
information from the text and adds their own background knowledge (schema)
to the reading to come away with a new level of understanding and/or new
meaning. I can TOTALLY see this when reading several different texts on the
same topic. Like in a non fiction study or inquiry study. You search for
new learning and add and build on what you already knew before you started.
When you read various texts you come away from that with new/different
understanding. Putting it all together along with what you already knew
before. You take out what is less important or not needed and combine all
the good things together.

The consultant shared a metaphor with us in a training. She said that you
can liken it to making a cake or cup cakes. You have all the ingredients
sitting there that you need. Eggs, oil, cake mix in a box, and water. (all
the components would equal different texts on a topic) You just use what you
need. Crack the eggs (what's important, leave out the shells- not
important). Just use the right amount of oil (not the whole bottle). Shake
out the cake mix (what's important, leave out the box- not important). Just
the right amount of water (not too much not too little). Mix it all up (new
learning). Bake it. When it cools (process it in your mind) you are ready
to decorate it. How I choose to decorate the cake will be my own personal
choice. (my schema will be added to the learning) MY cake won't be exactly
the same as YOUR cake. Depending on my own schema. We could each make the
same cake from the same recipe but our finished products would probably look
different. Jan suggested we do this with our students but use cup cakes.
Actually make the cupcake mix as you are explaining it and then bring in
baked cupcakes and let them all decorate them in their own styles.

We also thought you could do this "hands on" activity with a salad bar or a
potato bar or even a pasta bar. Have the essential base components but
leave room for individualizing the finished product. Adding a part of the
person to make it uniquely theirs.

I can understand synthesizing several different texts on one topic. But I
still struggle with the idea of synthesizing just one piece of writing. I
loved what Sharon put out about the "poem" concept. That helped me. I
often wonder if we are making synthesis harder than it really is????????

For one of our reviewing activities in our part two grad. class we have the
teachers by table groups draw a visual representation of one of the
strategies. So we can have up on display each of the strategies as we work
together through the course. The synthesis table always worries about how
to best show it. But one that I remember is a puzzle with all the pieces
each being one of the strategies but a larger piece is labeled "my own
schema". Putting together all of the strategies (or which ever ones were
used to help get meaning) along with putting YOURSELF into the meaning
making process.

Somehow the reader becomes changed or different after the act of
synthesis??? I wonder if it is when we bring our own schema/self into our
new learnings that we are changed??? At a deeper level anyway???

I think I am actually synthesizing right now in my life. I got the 6 video
tape set of the "Eyes on the Prize" series for Christmas. If you don't know
of it, YOU SHOULD. It is the PBS documentary about the Civil Rights
Movement. We use a portion of one of the videos in our grad. course. I
wanted the entire set after realizing that I knew little about this time
period and felt I needed/wanted to learn more. If you haven't ever watched
these tapes- see if your public library has any of them. You will be blown
away by the actual footage. They are very powerful. (If you teach Civil
Rights from grade 5 on up you could use these tapes in the classroom!!) My
husband and I have watched three so far. I had very little schema for this
time period before viewing the videos. Now my interest is peaked and I got
two non fiction books from the library today to read more about it. They
are children's books with actual participants sharing their experiences. I
can see already how I am changed in a deep way by watching the three videos
and expect to be further changed after reading the books. My own personal
feelings about discrimination and the mistreatment of African Americans
during our past are deep and strong (my schema). But as a result of
watching the videos I am even more informed and in awe of the amazing acts
of the bravery and courage during that movement. As I synthesize my new
learning I am forever changed. I believe this is synthesis because I am
putting a part of me into the mix.

It is different than a summary or a retelling which is more literal or just
repeating what I learned. When I am changed as a result of my reading, when
I am different because of my reading, I think that is evidence of a
synthesis. I of course liken this to emotionally being changed, versus just
being "smarter" because of what I learned but it may be the same???????

Just my rambling thoughts..............................

Ginger
grade 3
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] forward/synthesis
Date: Tue, 31 Dec 2002 22:33:57 -0600

From: Mary Kaleta [mailto:mekaleta@hotmail.com]
Sent: Tuesday, December 31, 2002 10:31 PM
To: elephant@foxvalley.net
Subject: synthesis

Ginger,please pass this on for me. Thanks.

I have come to my own terms with synthesis. Synthesis is what an individual
brings to anything. It is what you know, all your experiences and how you
perceive or interpret things. Everyone's synthesis will be different. Does
this make sense?

Mary, gr. 8
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Donna Baker" <baker@sprint.ca>
Subject: [mosaic] New Year Plans
Date: Wed, 1 Jan 2003 07:43:14 -0500

Hi everyone,
It is clear that we are all renewed from the holidays and ready to go. I
must admit, my strategy teaching has lagged a little over the past month-
student teacher, Christmas, slow start with my first strategy taught, I was
feeling discouraged. Being back in the classroom after 4 years away also
contributed to the confusion and discouragement. Strategy teaching seemed
to take so long for the kids to "get it".
I started with making connections (schema) and spent almost 2 months on it
intensively. My kids never really seemed to consolidate the idea. They
are much better however at recognizing text conventions and can relay their
purpose. they are better at talking about how the strategies we use help
us as readers. I decided over the holidays to begin again with renewed
spirit and will be tackling "Asking Questions".
Here are some of the things I am vowing to do more of next month:
Think Alouds
Shared Reading with whole class discussion
Less emphasis at first on writing ideas and thoughts individually.

Any other ideas to help?

Donna
++++++++++++++++++++++++++++++++++++++++++++++++

From: SKosmoski@aol.com
Date: Wed, 1 Jan 2003 08:35:16 EST
Subject: Re: [mosaic] synthesis

In a message dated 12/31/02 6:12:27 PM, tlewis@ejourney.com writes:

> I think synthesis in MOT is not what we learned in Bloom.=A0 But yes, if
> > students create a "new" product, then I believe that is synthesis.
>=20

Hi all--
I'm entering this discussion alittle behind--but. I do believe that
synthesi=
s=20
is more than just summary. By definition synthesis is building something
new=
=20
using parts of many things. Maybe then synthesis involves making
connections=
=20
to characters, events etc and building a new understanding of the text.=20

I see a real need for this in content area reading. Our American history=20
teacher has the kids synthesize a lot when she has them do things like
creat=
e=20
a "new" constitution as if the United States were a new country today,
but=20
only after reading the Article's of Confederation and the Constitution
itsel=
f=20
as well as translated copies of other countries Constitutions. Even as=20
simple as using Ruth Heller's books like "A Cache of Jewels"--being able
to=20
use collective nouns, or to identify those that are not in the book.=20

This is a very high level skill even for us as professionals are
concerned,=20
but I think about the times I've read examples of your work and used them
to=
=20
create a new lesson appropriate for my kids!
Have a great New Year!
Mary Anne
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: SKosmoski@aol.com
Date: Wed, 1 Jan 2003 08:48:22 EST
Subject: Re: [mosaic] question

Hi all -- This is tough because I tend to read just about everything I
stumble across. But, I've become entranced with the novels of Nora Roberts,
I
just finished "Carolina Moon." If you like stories set in the South don't
miss this author. My oldest child gave me a copy of "The Hours" she read it
on the plane and said it was amazing!

I've also been reading a lot of YA books for school. I just picked up the
"Thief King" after a recommendation from another list. It is interesting
fantasy much like Harry Potter. Sharon Creech's Love that Dog is also on my
bedtable with "Everything on a Waffle." Chris Crutcher's newest just came
out
in paperback--"Whale Talk" is also on my "must read list"

I could go on and on---
Happy Reading!
Mary Anne
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Mark and Ronda Elam" <rjelam@mchsi.com>
Subject: Re: [mosaic] question
Date: Wed, 1 Jan 2003 08:48:34 -0600

at our house, hubby and i fight over who gets to read the next johnathan =
kellerman novel (detective/psychologist works to find out "who done =
it")... we also love nevada barr (park ranger hunts who killed who)... =
and of course, grisham... =20

then again, we also read everything that comes around (except sci =
fi/fantasy).. a friend works in a truck stop where they remove the old =
paperbacks each month to be destroyed.. they tear off the covers and =
throw them in the "trashcan"...
+++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: Re: [mosaic] reading for pleasure
Date: Wed, 1 Jan 2003 07:16:48 -0800

The best book I have personally read this year was The Lovely Bones,
although I am reading PEACE LIKE A River and it might bump up to number 1
when I finish.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "David Fife" <fife_9@sympatico.ca>
Subject: Re: [mosaic] reading for pleasure
Date: Tue, 31 Dec 2002 23:34:21 -0500

My novel of the year (past) was The Last Crossing...brilliant descriptive
writing! The Lovely Bones was a close second with the True Story of the
Kelly Gang not far behind.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "joanne walker" <raymondmom@msn.com>
Subject: Re: [mosaic] synthesis
Date: Wed, 1 Jan 2003 09:56:16 -0800

I would define synthesis as making something your own. It doesn't have to
change you, it could reinforce your previous thinking, or it could just
be there for future reference.

An example, I read a book about the memories of a grandparent. I make
connections, etc. I've synthesized it when the message I internalized
becomes
part of my thinking process.

Joanne
++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 1 Jan 2003 11:01:13 -0800
From: ~Katharine~ <katha@syix.com>
Subject: Re: [mosaic] reading for pleasure

>The best book I have personally read this year was The Lovely Bones,
>although I am reading PEACE LIKE A River and it might bump up to number 1
>when I finish.

That's pretty good news for me. My f2f book club is reading both
those books in the next two months. Yay!!!

Katharine ==> (who gets to choose the book for March & is taking all
these suggestions to heart)
++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 1 Jan 2003 11:50:39 -0800
From: bekalex <bekalex@ocsnet.net>
Subject: Re: [mosaic] reading for pleasure and synthesis

I read about a book a week for pleasure and about half are
non-fiction. Last year's top 5 were:

"Independent People" by Haldor Laxness
"Things Fall Apart" by Chinua Achebe
"Empire Falls" by Richard Russo
"The Corrections" by Jonathan Franzen
"The Metaphysical Club" by Louis Menand
"John Adams" by David McCullough
"Founding Brothers" by Joseph Ellis

Yes, I did synthesize (mesh old ideas with new) reading these. I
believe that everyone does this but to be aware and conscious of the
process is a step higher.

Those books are pretty heavy and sometimes I just need lighter fare.
So with the beach in mind, try:

"The Little Friend" by Donna Tratt
"Bringing Down the House" by Ben Mezrich

Did I synthesize reading "Bringing Down the House?" It's the story of
how some M.I.T. students formed a blackjack club and took the show on
the road to Vegas and tried to rip off the casinos there. I suppose I
could have learned how to become a better blackjack player reading
this but I don't think I did. (lol)

Becky
++++++++++++++++++++++++++++++++++++++++++++++++++

From: Frer2@aol.com
Date: Wed, 1 Jan 2003 15:27:23 EST
Subject: [mosaic] Reading Panel

How are all of you dealing with the Reading Panel Report? I think that each
state is probably really going to be focusing on the results of the
meta-analyses that were done by the different subcommitees and reported out.
I have been thinking about many of the strategies in Strategies that Work
and
trying to make them fit with the research because I believe that in the next
few years, most everything that we do will have to have a strong
experimental
research-base behind it. I know that the analyses was only done on
experimental research and there are a lot of correlational studies out there
that show some instructional strategies to be effective but I think the
money
is going to be tied to experimental research. Has anyone started to
"synthesize" it all?
++++++++++++++++++++++++++++++++++++++++++++++++

From: Frer2@aol.com
Date: Wed, 1 Jan 2003 15:32:29 EST
Subject: [mosaic] Reading Panel Report

In addition, I think that what I understood about the panel's conclusions
was
that the students learned to use the strategies that we teach them and that
is one way to look at success, but there aren't necessarily any transfer
effects and, in particular, they don't lead to better standardized test
scores on comprehension. I am definitely not trying to be a devil's
advocate
here. I am just trying to get it straightened out in my head because as a
reading specialists I feel that I have to know how to help other teachers as
they work with students. I will be happy to get some feedback from all of
you.
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Linda Thames" <lthames@tislink.com>
Subject: Re: [mosaic] Reading Panel
Date: Wed, 1 Jan 2003 14:40:55 -0600

I think if you look at Pressley, Pearson, and others, you will find that =
they have been researching comprehension for years. And it is the kind =
of research that will be accepted by NRP. STW and MOT are based on =
Pressly/Pearson work.
Linda
++++++++++++++++++++++++++++++++++++++++++++++++

From: Frer2@aol.com
Date: Wed, 1 Jan 2003 15:37:27 EST
Subject: [mosaic] reading panel

Sharon wrote:

Interestingly enough, the research that MOT is based on... the research
that=
=20
illuminated comprehension strategies through think-alouds by proficient=20
readers... never (I THINK I'm right here) never mentioned 'synthesis'.=A0
It=
=20
did refer to summarization and, if I'm right, Keene and the MOT group=20
expanded on that concept to reach 'synthesis'.=A0 Please correct me if
I'm=20
wrong her e!

Sharon
1st/AL=20

That is what I am trying to reconcile in my mind because
the=20
panel also mentioned "summarization" as an effective strategy--although as
I=
=20
remember (I don't have my book right here) the positive effect was more
on=20
writing better summaries and answering questions about the text and did
not=20
transfer comprehension as measured on standardized tests.=20
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Linda Thames" <lthames@tislink.com>
Subject: Re: [mosaic] Reading Panel Report
Date: Wed, 1 Jan 2003 14:43:15 -0600

I would also like to add that the whole report needs to be read and not =
just the summary. I read the report in its entirety when it first was =
released and the summary is somewhat different.
Linda
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: Frer2@aol.com
Date: Wed, 1 Jan 2003 15:53:48 EST
Subject: Re: [mosaic] Reading Panel Report

I also read the whole report these last couple of weeks. We are providing
the summary to the teachers since they would not be up for reading the whole
report.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: JLabar1026@aol.com
Date: Wed, 1 Jan 2003 15:54:20 EST
Subject: Re: [mosaic] reading for pleasure and synthesis

In a message dated 1/1/03 2:53:43 PM Eastern Standard Time,
bekalex@ocsnet.net writes:

> Independent People" by Haldor Laxness
> The Corrections" by Jonathan Franzen
"The Metaphysical Club" by Louis Menand

I have enjoyed all of the other books that you mentioned. Please elaborate
upon the above three.

BG
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "PJ/TN/1 Lynn" <pj_tn_1@hotmail.com>
Subject: [mosaic] Questions
Date: Wed, 01 Jan 2003 16:06:34 -0500

Dear Mosaic Friends,

It is so good to hear from you all again! There are so many refreshing
ideas stirring! I am thrilled. I am enjoying the discussion of "must read
just for myself" books, but it is showing me how limited my own reading is.
I, like Tammie, find myself reading books on the teaching of reading or
children's books. I hadn't realized that I am reading in a limited way. I
am not even familiar with the titles or the authors you all are
recommending. Several of you have mentioned The Lovely Bones. What is it
about??? Also, Peace Like a River sounds interesting. What is it about?

Changing the subject, I could really identify with Donna who said:

"I must admit, my strategy teaching has lagged a little over the past
month-student teacher, Christmas, slow start with my first strategy taught,
I was feeling discouraged."

I have had some frustration with trying to include strategies in my
teaching. I have felt discouraged. Sometimes I think I am just not getting
it myself. I long for a "Strategies book club" where I could practice using

the strategies for myself with other interested adults, so that I would have
a better grasp of what I am supposed to be modeling for my students. I tend
to think best when I have someone to think with.

When I read MOT, STW, and RWM, I feel so enthusiastic. It all makes so much
sense. But, when I try to implement the ideas that are bouncing around in
my brain, I have so many questions, some formed, some unformed. There is so
much! How does one fit it all in? How should we track our thinking without
getting so bogged down that it becomes a chore rather than a delight? I
have not been a success at strategy teaching so far. My first graders had
to learn to read first. Then the holidays came with all their
interruptions. How can I take a fresh new approach to the strategies, and
do the best I can for the coming year?

Sharon, you are a first grade teacher, and it sounds like you have been
successful. I need some insight. (Of course, I welcome input from anyone
willing to contribute.) What books have you used to teach Connections and
Sensory imagery? Do you teach the strategies in guided reading groups, or
large group? Do you use your read-aloud time to model the strategies? Do
you have a work activity time where the children have the opportunity to
respond to their reading like Debbie Miller does? How do you fit something
like that into the schedule? How do you track thinking with the class, and
then how do you teach the children to track their own thinking? Do you use
response notebooks, or what? I haven't even gotten that far, but these are
questions I have.

I wish I were writing to contribute lessons and brilliant ideas to this
wonderful group, but all I have right now is questions. I hope I am not the
only one with these questions, and I hope that in answering them, we may all
gain. I know we are on to something.

Jama/Tennessee/1
++++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 1 Jan 2003 13:19:48 -0800
From: bekalex <bekalex@ocsnet.net>
Subject: Re: [mosaic] reading for pleasure and synthesis

So much for my math! I was meaning to remove two but oh well,
rephrase that to "top 7." (g)
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Tammie Lewis" <tlewis@ejourney.com>
Subject: [mosaic] BECKY'S BOOKS
Date: Wed, 1 Jan 2003 16:21:10 -0500

How in the world do you find time to read a book a week? Do you speed read?
Man! I be happy with a book a month...heck...I'm settling for a book this
year:) But, thanks for your suggestions. I have so many to choose from
now. Which is your ultimate pick and could you give me a quick 2 line or so
synopsis...okay of all of them:) Thanks.
Tammie Lewis, President
Clare-Gladwin County Reading Council
++++++++++++++++++++++++++++++++++++++++++++++

From: "Tammie Lewis" <tlewis@ejourney.com>
Subject: [mosaic] becky...please pick a fiction...
Date: Wed, 1 Jan 2003 16:25:11 -0500

I really want a change from reading about teaching, reading, writing...so
PLEASE pick a fiction one. What was the most intriguing book you read?
What book could you not put down? Which one had you half skimming the pages
to get to the next page?
Tammie Lewis, President
Clare-Gladwin County Reading Council
+++++++++++++++++++++++++++++++++++++++++++++

From: "Tammie Lewis" <tlewis@ejourney.com>
Subject: [mosaic] synthesis
Date: Wed, 1 Jan 2003 16:29:53 -0500

Joanne,
So, is it just reading the text and it is what you end up with
inside...I like making it your own...your own would depend on many
things...for one did you get it..but the connections etc. that you pick up.
Is this it? How do you teach kids to read a book that you pick out and
realize what they end up with inside? Is thinking aloud enough? How do we
know if they get it? What do people do for synthesis lessons? Would
someone be willing to share one? Thanks.
Tammie Lewis, President
Clare-Gladwin County Reading Council
++++++++++++++++++++++++++++++++++++++++++++++

From: "Tammie Lewis" <tlewis@ejourney.com>
Subject: [mosaic] Ginger's synthisis
Date: Wed, 1 Jan 2003 17:02:07 -0500

You search for new learning and add and build on what you already knew
before you started.
away from that with new/different understanding. Putting it all together
along with what you already knew before. You take out what is less
important or not needed and combine all
the good things together.

>>>>>AND THIS MIGHT BE EARTHSHAKING FOR NOT, RIGHT? I LIKE WHAT SOMEONE
What you said MAYBE WE'RE MAKING IT OUT TO BE MORE THAN WE THINK.

MY cake won't be exactly the same as YOUR cake.

>>>>>ESPECIALLY MINE! MINE WOULD BE BLACK AND SUNKEN IN THE MIDDLE:)
I think that we'll make cupcakes when we get to this strategy. I like this
idea. How do we go beyond this into the text?

I can understand synthesizing several different texts on one topic. But I
still struggle with the idea of synthesizing just one piece of writing. I
loved what Sharon put out about the "poem" concept. That helped me. I
often wonder if we are making synthesis harder than it really is????????
Somehow the reader becomes changed or different after the act of
synthesis??? I wonder if it is when we bring our own schema/self into our
new learning that we are changed??? At a deeper level anyway???

>>>>>I wondered if it changing your schema files was enough...but ultimately
isn't that where all of our thinking is stored and linked? So, sometimes
when we synthesis we made add to a file, delete it, build a new file,
reorganize it or link it to another file to give it more clarity.

SOMETIMES IT IS LIFE ALTERING...LIKE YOURS...

As I synthesize my new
learning I am forever changed. I believe this is synthesis because I am
putting a part of me into the mix.

When I am changed as a result of my reading, when I am different because of
my reading, I think that is evidence of a synthesis. I of course liken this
to emotionally being changed, versus just
being "smarter" because of what I learned but it may be the same???????

>>>>So, only emotional changes can be a true synthesis? So, a KWL to
evidence new learning...the changing in your understanding after a concept
study doesn't ask a reader to synthesize?

Just my rambling thoughts..............................

>>>okay now ramble back some more:) I have many questions.

Tammie
+++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 1 Jan 2003 14:14:16 -0800
From: bekalex <bekalex@ocsnet.net>
Subject: Re: [mosaic] BECKY'S BOOKS

How do I find time to read like I do? Kids are grown and gone so I
live alone. I teach, come home, get on the computer for awhile and
then I read. :) I read maybe a little bit fast but not "speed
reading."

Anyway, I'd note these two:

"Things Fall Apart" by Chinua Achebe
This one was so excellent. It takes place in Nigeria and comes from
the point of view of a Africa during the colonization. Written by a
native of that country, it's short and easy enough to read, but very
insightful. Chinua Achebe has been mentioned often as a leading
candidate for the Nobel Prize in Literature.
http://www.randomhouse.com/resources/bookgroup/thingsfall_bgc.html

Empire Falls by Richard Russo
This one took the Pulitzer this year. It takes place in upstate New
York and looks at relationships in small town USA as well as the
changes the 20th century has made on them.

Empire Falls was more entertaining. Things Fall Apart more
enlightening (and better able to withstand the "test of time"). Both
were excellent.

Btw, I belong to several reading groups at Yahoo that keep me reading
good stuff. :)

Becky
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Cathy" <cgage@gwi.net>
Subject: Re: [mosaic] Questions
Date: Wed, 1 Jan 2003 17:22:31 -0500

In a related vein.... As Title I teacher working with a third grade pull-out
group, I am going to start to more explicitly work with MOT and RWM
strategies. I know I've seen reference to this question before on possibly
the 4 Blocks or Prof Rdg listserv, but I can't locate it right now and I'd
appreciate some input. Is there a concensus that it is important to focus on
a particular strategy first, probably schema, and follow a 'path' for kids
to make the most sense in their comprehension, or is it 'okay' to make that
decision on my own - e.g. starting with visualizing? (Essentially working
from where I see kids' lack of strength lies.) Thanks. Cathy
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: PhilSharonElder@aol.com
Date: Wed, 1 Jan 2003 17:39:14 EST
Subject: [mosaic] Jama's questions about 1st grade strategy instruction

Jama,
I most certainly don't have all the answers. But I'm having a wonderful
time adding this component to my teaching. It certainly helps to have
teachers further along in their understanding and practices to offer support
and guidance. (*wink and wave* to my mentor, Judy)
I think Pressley (researcher on comprehension) would probably agree with
you that decoding issues need to be brought under control before launching
into strategy instruction. I read Pressley in one of the multitude of his
research articles saying that strategy instruction can begin as early as 2ND
GRADE. Ha! Pressley or anyone else would have a hard time taking this away
from me in first grade! Most of my work at the beginning of the year was in
a) being metacognitive (thanks Ginger for the valuable lessons in that
area),
b) and understanding just what schema was (I used Debbie Miller's ideas to
convey that). For me what works is to absolutely immerse the kids in the
concepts... all day long in any subject ("What's our schema for this?")

My day begins with a teacher read-aloud/think-aloud. I model heavily and
gradually the kids begin participating. (That will take several days to
happen.) We discuss the books I read out loud so much more these days. I
dismiss the kids to read independently after this think-aloud. During our
independent reading, I'm circulating the room and having brief conversations
with kids. Sometimes I may work one-on-one with a child to show them how to
use word chunks to figure out an unknown word. Sometimes I'm reminding them
of fix-up strategies to use when their reading breaks down. Often I'm
listening to kid's eagerly sharing their own use of the strategies in their
independent reading. Consider for example Meggan's turning point with
schema/sensory images... where it clicked for her. She was reading Leo
Lionni's Fish Is Fish. She excitedly called me over. She breathlessly
exclaimed, "Look at this, look at this... it's all about schema!" When I
questioned her, she said, "This frog has come back to the pond and he's
trying to describe things on land to the fish. The fish is taking what he's
saying and he's putting it together with what he knows and he's coming up
with all these pictures in his head... but look! They all look like fish!"
And I'm thinking, "What a great book... how did I miss this one?" You see?
The kids teach me just as much as I teach them! I've witnessed kids
applying
meaningful t-s connections to dry, boring decodable text, giving it new
life.
One of my favorite t-s pieces was Brod Baggert's poem about learning to
ride
a bike:

My daddy said, "Today's the day
You're going to learn to ride."
So I ran upstairs into my room
To find a place to hide.

But now I'm sitting on this bike,
No training wheels in sight.
How did he talk me into this?
I sure hope he was right.

I feel the pedals turn.
I start to move real slow.
What if I fall and hurt myself?
"Oh Daddy!
Please!
Don't let me go!"

His hands are gone- I'm doing it-
Much longer than I dared.
It's not so hard- it's kind of fun-
Now why was I so scared?

I was just great- they cheered for me-
My daddy didn't lie.
If you want to ride a bike,
You just get on and try.

My kids came up with wonderful t-s connections and the wonderful part was
that they weren't just connections about bike riding. One shared about
their
first rollercoaster ride... how scared they were... how fun it turned out to
be. One shared about learning to ski. They were t-s hot that day!

We studied SI during the holiday season and that really helped. We used SI
with poetry (Under the Christmas Tree... author's name escapes me right
now),
with books (If You're Not From the Prairie) was a good one for us. Hello,
Ocean was another favorite... a little girl experiences the ocean with her
five senses in this one.

I readily admit that I don't have all the answers and that I'm defo a work
in
progress myself. I don't have time for the glorious work time that Miller
describes. I just haven't been able to fit it in timewise. I haven't
officially tracked my kids' thinking nor have I implemented written
responses
on a regular basis. I do end each independent reading time with a "what
did
I learn about myself as a reader today?" sharing time. The kids share
strategy use, fix-up strategies, words that they stumbled over and how they
conquered them, book recommendations, etc. I have some charts (not many
though) up in the room that go with each strategy we've done (showcasing the
kid's use of strategies).

Don't forget that you ARE contributing to this group when you pose
questions. It is through questioning that we ALL grow. Maybe the other
first
grade teachers on this list will join in this discussion, too. I'd like to
hear from them and improve myself.

Sharon
1st/AL
++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 1 Jan 2003 14:39:58 -0800
From: bekalex <bekalex@ocsnet.net>
Subject: Re: [mosaic] reading for pleasure and synthesis

At 3:54 PM -0500 1/1/03, JLabar1026@aol.com wrote:
>In a message dated 1/1/03 2:53:43 PM Eastern Standard Time,
>bekalex@ocsnet.net writes:
>
>>Independent People" by Haldor Laxness
>>
>The Corrections" by Jonathan Franzen
>"The Metaphysical Club" by Louis Menand
>
>I have enjoyed all of the other books that you mentioned. Please
>elaborate upon the above three.
>
>BG

"Independent People" is the masterwork of Halldor Laxness. It's a
"classic" I suppose. It's the story of an Icelandic sheep farmer,
heroically determined to attain and keep his "independence." His
daughter and his other children have their own ideas of what's best
for them.

It takes place in the 20th century but it has the feel of myth, with
ballads and elves and magic all around the church and other social
elements coming along. It's a book of a society in transition.

The book won Laxness a Nobel in the '50's (which is awarded for a
body of work but there's usually one that stands out) and it's been
recently re-published.

Independent People has been described as terrifying and bleakly comic
and imo, this about says it. (g) Fwiw, I'm reading this a second
time for that book group. I don't normally read anything a second
time but this book is totally outstanding. I read it first on the
recommendation of a friend prior to a trip to Norway this summer.

Warning: It's *not* light reading. It requires effort up to page
about 100, then you're hooked. (g)

*********
"The Corrections" by Jonathan Franzen is a very good (close to
excellent)(g) book. It won the National Book Award in 2001. It's
about a seriously dysfunctional Midwest family that is also very
lovingly human. It's long. It garnered fame as an Oprah selection,
which created a big hubbub when he declined her invitation to the
show, and then the in-tell-ect-u-als were aghast that one of their
own should receive such an "honor." (That's my take on it anyway.)

*********

"The Metaphysical Club" by Louis Menand is the best history book I've
read in many, many years. It won the Pulitzer last year I think.
It's the story of several pragmatists, who they were, and how they
changed America. I'll just cut and paste a clip:

>"The Metaphysical Club is a compellingly vital account of how the
>cluster of ideas that came to be called pragmatism was forgedfrom
>the searing experiences of its progenitors' lives. Here are Oliver
>Wendell Holmes, Jr., Charles Sanders Peirce, William James, and John
>Dewey, all of them giants of American thought made colloquially
>accessible both as human beings and as intellects. Menand's book is
>an extraordinary collective biography, at once erudite and
>enthralling."
>--Daniel Kevles, Yale University

Becky
who finds that she is more aware of her own reading processes when
she reads regularly for her own enjoyment
++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Tammie Lewis" <tlewis@ejourney.com>
Subject: [mosaic] Jama
Date: Wed, 1 Jan 2003 17:42:57 -0500

Jama writes:
It is so good to hear from you all again! There are so many refreshing
ideas stirring! I am thrilled.

>>>ISN'T THAT the GREAT THING ABOUT THIS LISTSERVE! IT STIRS NEW BLOOD:)
JUST WHEN YOU NEED IT!

Changing the subject, I could really identify with Donna who said:

>>>Ginger, I don't think that I'm still getting all of the messages...I
didn't get Donna's. HMMM....I can't figure out the problem.

I have had some frustration with trying to include strategies in my
teaching. I have felt discouraged.

>>>I think we all have... think back to student teaching and the first time
you taught lesson. I think we expect too much out of ourselves sometimes.
However, it is in our struggle to perfect it that we grow to understand
concepts better and thus we can teach it better.

Sometimes I think I am just not getting it myself.
>>>That would be and Synthesis...although the wonderful thing is the more I
reread the books and talk with you guys about it the more clearly I think I
can see it. Now, I just need to get an approach going:)

I long for a "Strategies book club" where I could practice using the
strategies for myself with other interested adults, so that I would have a
better grasp of what I am supposed to be modeling for my students. I tend
to think best when I have someone to think with.

>>Well, think away here:) Maybe we can pick one of the "just for fun" books
to read and go from there...this will push me to really fulfill my
resolution.

There is so much! How does one fit it all in? How should we track our
thinking without
getting so bogged down that it becomes a chore rather than a delight?

>>>This is tough! Maybe someone will have an answer for us both. I just
know that I have a time in my day when I am hoping that the strategies are
transferring over, but my SSR, Silent Sustained Reading time is build into
my day so that they choose books they love and can just snuggle up with a
good book. I conference with a few kids a day, but it is definitely less
structured. I hope this gives them more authentic less stressful reading
time. What are the rest of you doing?

How can I take a fresh new approach to the strategies, and
do the best I can for the coming year?

Okay, just a suggestion...pick the strategy you feel the most comfortable
with and plunge in to it. If it takes you 2 months...fine. If it's the only
strategy you attempt all year, fine...At least your kids will have one
strategy and you will have this one down. Then add another and another. I
think we need be able to say...it's okay to take it one step at a time just
like we do it for our kids. We are learners too. You're doing just fine.
None of this is easy. However, as we enter into discussion with our kids it
is interesting the insight that we gain into our own understanding of the
strategies.

What books have you used to teach Connections and Sensory imagery?
>>>I'm not Sharon, but I can remember a couple of titles that I use with my
kids for Connections and Sensory Images; however, I teach 2nd but maybe
they'll work for you too. I have my box for each strategy at school and I'm
drawing a blank now, maybe others, like Sharon, can add on?

Connections:
Rylant's Relatives Came
Oh, I have a ton for T-T connections for our basal. That list is on my
laptop at school.
Ira Sleeps Over
Tight Times

Sensory:
Tulip Sees America
Where the River Begins

Oh, MY. I know that I used more than these titles. I'll have to look at
school. I can't remember anymore. My brain seems to think it's on
vacation.

Do you teach the strategies in guided reading groups, or
large group?

>>>>I teach my strategies mostly in whole group especially in the beginning.
It's good for all of the kids to hear each others thoughts. I have a little
boy who is one of my most struggling readers, but he comes up with some
awesome insights into the text. But then it's nice for your more mature
kids to lead the way when we're in the dark. Then, there's the one-on-one
conferences. They kids might be working in a small group or with partners
to read the text.

Do you use your read-aloud time to model the strategies?

>>>>Many times I do:) I even use that time to begin letting them practice
the strategies as they chime in with their responses while I'm reading. I
helps me scaffold them prior to independent practice. Other times its just
for fun or to introduce a Sci. or Social Studies concept.

Do you have a work activity time where the children have the opportunity to
respond to their reading like Debbie Miller does?

>>>>Yes, we strive to. It is this during/after reading activities that I
think helps them understand it and internalize it?

How do you fit something like that into the schedule?
>>>>Four Blocks or the Reading Workshop should help with the time issues.
I heard Keene at last year's MRA conference. She said what she learned it
to let time go. If the kids didn't finish the lesson that day, she'd
learned to let it go and just finish the next day.

How do you track thinking with the class, and then how do you teach the
children to track their own thinking?

>>>LOTS AND LOTS OF CHART PAPER. My kids love to go off with a group or a
partner with chart paper. We also you regular paper, too:) with
charts/organizers like the ones we use in class but they don't take them as
enthusiastically as the chart paper. I found having them record thoughts on
sticky notes to share who groups helps with time management, too. Any of
this tracking, I would expect them to use a independent strategies.

Do you use response notebooks, or what?

>>I personally can't stand to right in a notebook. It is very inhibiting to
me. I can't explain why, but it is. We do more loose leaf paper per text.

I haven't even gotten that far, but these are questions I have.
>>>When I first started, I did a lot of verbal discussion. The hard copy
tracking was bogging me down.

I wish I were writing to contribute lessons and brilliant ideas to this
wonderful group, but all I have right now is questions.
>>>As you go, you will share. However, I know I come here more for being
able to air my questions than share, too. It is the "talking it out" that
you mentioned earlier that makes this list invaluable.

I hope I am not the only one with these questions, and I hope that in
answering them, we may all
gain. I know we are on to something.
>>>>No, you are not the only one with these questions. I do not have my
strategy instruction where I want to end up either. I am by no means an
expert. I am just jotting off some notes. If there is one thing that I've
learned about myself, it is that I have to be patient. I can only change my
teaching in small steps for I will go into depression. It's okay if I'm not
the world's best teacher. However, I am striving to walk in the shadow of
the world's best teachers here on the list. I can not wait to see what
other words of wisdom this group will add to your query.
Tammie
++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 1 Jan 2003 15:00:39 -0800
From: ~Katharine~ <katha@syix.com>
Subject: Re: [mosaic] reading for pleasure and synthesis
Reply-To: mosaic@u46teachers.org
>>Independent People" by Haldor Laxness
>>
>The Corrections" by Jonathan Franzen
>"The Metaphysical Club" by Louis Menand

_The Corrections_ is in my 'to be read' pile simply because when
Oprah chose his book and invited him to be on the show, he said 'no
thanks'. I don't know anything about him, or why, or the plot, but
when I saw it in the $2.00 bin I had to buy it.

Katharine
++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 1 Jan 2003 15:18:12 -0800
From: ~Katharine~ <katha@syix.com>
Subject: Re: [mosaic] becky...please pick a fiction...

I'm not Becky, but I'm writing to tell you about what might be my
favorite book this past year.

First to digress -- I, too, read about a book a week. And no I don't
speed read. I also read a mess of education books and periodicals.
I simply could not stop reading frequently. I belong to two f2f book
clubs (face to face) and a couple on line ones. The interesting
thing about the f2f book clubs is that most of the people in them do
not like to read much and can barely manage the one book a month
committment. They say things like, "How many pages?"

There's my rant. We all have 24 hours. I don't have small children,
but I used to and still read to myself every day. I work, cook,
clean, garden, watch tv and socialize a bit (2 book clubs means I get
to go out twice a month!!)

I'm just ranting -- sorry.

Anyway, I just recently finished reading _Ahab's Wife_ by Sena Jeter
Naslund. Maybe because it's a recent read, but I can't remember
enjoying a novel so much. It's beautifuly written, with memorable
characters -- it's lovely, educating, inspiring -- and exciting and
even humorous. I highly recommend it.

Yes, it is about the real Ahab -- based on a paragraph from
Melville's novel. Which I read about 10 years ago with my son, who
loved it. He had to learn to quickly read better on his own because
I didn't enjoy Moby Dick at all.

blah blah blah -- I tend to write too much.

Katharine
+++++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 1 Jan 2003 15:35:22 -0800
From: bekalex <bekalex@ocsnet.net>
Subject: Re: [mosaic] becky...please pick a fiction...

At 3:18 PM -0800 1/1/03, ~Katharine~ wrote:
>Anyway, I just recently finished reading _Ahab's Wife_ by Sena Jeter
Naslund.

That book was so good that after I read it I was compelled to go out
and read Moby Dick! Now that's a recommendation! (g)

Becky
+++++++++++++++++++++++++++++++++++++++++++++++

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Reading Panel
Date: Wed, 1 Jan 2003 20:04:18 -0500

Comprehension is probably the best section of the Reading Panel report. =
Having several copies on hand, under my pillow, all over the house, all =
over the office at work:) I used the NRP to write a Reading Excellence =
grant for my school.
The research they give is quite clear about the comprehension =
strategies: There are clearly defined strategies to teach, you should =
explicitly, systematically teach them, and you should teach children to =
use multiple strategies when they read.
Keene, Zimmermann and others read this research and began to ask: How =
can we apply this in a classroom? That is where Mosaic of Thought was =
born. It is trying to make practical application of research in =
classrooms. Isn't that what it is really all about?
I have been reading several of Michael Pressley's books, currently =
looking at Reading Instruction that Works: the Case for Balanced =
Teaching. To me, he gives the clearest picture of what comprehension =
instruction, and good reading instruction, is from a researchers point =
of view. He doesn't seem to have an axe to grind or a point of view to =
push. He calls it like he sees it, but is very kind in doing that. It is =
an interesting read.
The new Reading First grants and Title I funds will be used by the Feds =
to make sure schools are using "research based strategies". I think =
teachers want to do the best they can for their students, and hopefully =
more research will continue to help teachers stay on the cutting edge of =
teaching strategies to their students.=20
Cece/LC/GA
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