Rhonda- Although this is the order I've done for three years now, it isn't
set in stone. In fact I DID do it differently this year. I guess I should
write that up one day to share. I'm not feeling that good about how it went
but maybe you all could give me some feedback.

There is no suggested order that I know of. And there is a need to talk
about whether we should be teaching the strategies in isolation over a long
period of time (building on them of course when natural) or teaching them
all together. Those of you who know me well know I am a one at a time, slow
and deep person, myself. But I am open to other opinions!!!

This is what I usually do: metacognition groundwork (knowing what we are
thinking as we read, and knowing when our reading is making sense or not),
the three text connections (t-s/t-t/t-w), author schema, sensory imagery,
questioning, inferring, and determining importance (in the past this has
been strictly done during my study of nonfiction). I never have made it to
synthesis, but now I see how we synthesize throughout and will attempt to
bring that into my teaching more this year.

I think it was Tammie that wrote earlier about just jumping in and taking it
slow and not worrying about how much you get to the first year. I just
worked on schema connections the first year. Plus all the other things I
used to do as I was learning about the strategy teaching myself. Then the
second year I gave myself permission to do NOTHING ELSE but strategy
teaching (and I know that is not correct) and because of that I became
grounded and got through 5 strategies. Not only did I "get through them",
but I became more comfortable and confident in what I was doing. This past
year, I was able to start adding back in the other things I had left out.
Like story elements, more word work, retelling, various graphic organizers,
book clubs, etc. Our district has a local assessment piece that requires
many things to be assessed that need to be explicitly taught. So this year
I am trying to REALLY weave it all together and it has not felt good to me
at all. You'll see what I mean when I do write later about what I've done
so far this year.

I think it was Sharon Taberski who said something like: give up the fluff
and just do what is important. Something like that. Yet with state
standards and testing pressures it sure is hard to find what that is. For
me the comprehension work IS what is important. (within a solid balanced
literacy approach of course!) I guess to be blunt I am meaning: I stopped
the cutesy whole class novel packets, let go of the computerized reading
"testing" program the school I was at at the time was insane about, 'after
reading' "projects" and JUST got clear on what I explicitly needed to teach.
Decoding and comprehension and the love of reading. That's it for me.

Ginger
(who is feeling like she is revealing too much???????!!!!)
++++++++++++++++++++++++++++++++++++++++++++

From: JUDYCSMWM@aol.com
Date: Thu, 2 Jan 2003 22:50:47 EST
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]Idea for Book
Discussion

Shelia, I believe suggested reading a book and discussing it using the MOT
strategies. Could this be done through http://www.tappedin.org or another
group? Just a thought.

Thanks Cathy. Do keep in touch. I have K-5.
I am looking forward to reading some of those wonderful books. What a way
to
start the new year with so many good ideas posted. Thanks everyone!
Judy
++++++++++++++++++++++++++++++++++++++++++

From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: Re: [mosaic] Questions
Date: Fri, 3 Jan 2003 05:46:39 -0800

The Lovely Bones is about a girl who is raped and murdered (just get through
this grisley part) and then she goes to Heaven and tells the story from up
there. It is about her own Heaven and also about her looking down on her
family and them trying to solve this horrible crime. It is very clever and
has some new ideas in it. PEACE LIKE A RIVER is about a father and his 3
children. The father is a janitor at the high school and rescues a girl from
some bullies after a football game one night. The bullies strike back at him
and his family and this is the story of them trying to regain their normal
life. I can't really say more than that or I will give away the story...
Chris
P.S. I was thinking about other great books that I have read in the past
years. These come to mind. I know they are old but they definitely stand
out. 1000 White Women, The RED TENT, and INTO THE FOREST>
+++++++++++++++++++++++++++++++++++++++++++

From: Gm1114@aol.com
Date: Fri, 3 Jan 2003 12:30:49 EST
Subject: Re: [mosaic] my order

<<<<Ginger (who is feeling like she is revealing too much???????!!!!)
shares:

I think it was Sharon Taberski who said something like: give up the fluff
and just do what is important. Something like that. Yet with state
standards and testing pressures it sure is hard to find what that is. For
me the comprehension work IS what is important. (within a solid balanced
literacy approach of course!) I guess to be blunt I am meaning: I stopped
the cutesy whole class novel packets, let go of the computerized reading
"testing" program the school I was at at the time was insane about, 'after
reading' "projects" and JUST got clear on what I explicitly needed to teach.
Decoding and comprehension and the love of reading. That's it for me.

Gail responds:
Thank you, Ginger, for sharing so much of yourself. It makes me feel so
much
better. As I read lessons shared by so many on this list and yours, many
times I feel incompetent and stress myself thinking I need to do so much
more
and my kids are just missing so much.

These two weeks off have done wonders for me in letting me reflect and
realize that I really am doing tons for my kids but the state/county
assessments continually get in the way of doing pure strategy instruction.
Unfortunately, we do not live in a picture perfect world like many of these
books picture. With accountability so high on every principal's mind, we
are
assessing children to death but we now have paper trails that will haunt us
if we neglect these evaluations. I spent the 12 days we were in school in
December doing DRA's on all but 5 of my kids (which is very time consuming
about 20-30 minutes per student if you've never done one). We did have many
schoolwide fluff programs which interrupted instruction besides the normal
excitement of firsties with the upcoming holiday.

I had wonderful intention to do all the SI stuff in December; however, I
began it on Monday after Thanksgiving but the ice storm came. I never did
touch it. I just finished working on my lesson plans and decided that it's
okay to start now with SI and possibly not spend quite as much time as I had
hoped to. Thinking about previous years, my strategy instruction was not as
focused so I'm actually doing a better job as I reflect. (Maybe a week off
every 6-8 weeks would be helpful! LOL)

I also realized that I never abandoned all the prior strategy study we had
covered since August so reinforcement was continually occurring. It's
really
wonderful to think how well these kids have internalized the schema
connections, etc.

I would like to welcome our new members and encourage you to share your ups
and downs of this process too. As others have stated, this group is always
gentle and encouraging as we noodle through our instruction and learning. I
have found in this group that I have learned as much from successes as
"bumps
in the road". Various aspects of lessons are discussed and words of
encouragement are always offered.

Gail - 1/NC (who is starting to realize that this quiet time is quickly
coming to an end)
+++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] new additions to the "Teaching Tools" web page
Date: Fri, 3 Jan 2003 14:10:49 -0600

Just wanted to let you all know that there are three new additions to our
"Teaching Tools" web page.

- a lesson on Setting Purpose/Nonfiction from Brad
- my questioning strategy study
- a thinking aloud example for questioning by Sharon

Here is the link: http://www.u46teachers.org/mosaic/tools/tools.htm

**Remember to send me AT HOME (elephant@foxvalley.net) anything YOU are
willing to add the this web page. I can accept attachments at home but
PLEASE DO NOT send attachments to the list.

Ginger
moderator
++++++++++++++++++++++++++++++++++++++++++++++

From: "PJ/TN/1 Lynn" <pj_tn_1@hotmail.com>
Subject: [mosaic] Now I have a lot to think about!
Date: Fri, 03 Jan 2003 17:47:55 -0500

Okay, I'm getting ready to work through my lesson plans for next week. I
have reworked my schedule to try more of a Reading Workshop approach. I
hope this helps! I cannot tell you how grateful I am for the helpful
answers to my questions. Sharon, Tammie, Chris, and all who responded, you
have been so helpful in my thinking process. I am pondering your answers.
I feel a sense of release to realize that all of us seem to be feeling our
way in this strategy teaching. Wow! Even Ginger signed that she felt she
was revealing too much! Ginger, I love hearing your ponderings.

Do you all wrestle with the problem of trying to fit in too much at one
time? Once I saw a daddy Cardinal (bird) feed his babies. Mama birds are
usually so careful to give their greedy baby birds liquified bugs. Not this
daddy. I really worried that he was going to kill one of his little baby
birds when he put a whole giant grasshopper down its tiny throat! The poor
little bird just held his head back and screeched with that grasshopper
sticking out of its mouth until the mama (or maybe it was the daddy; I
didn't see the intervention.) came back and pulled it out. Sometimes I feel
like I am cramming too much down my "babies'" throats--and sometimes I
wonder if I am starving them to death.

So I am wondering . . . would it be too much to use The Jolly Postman (as a
read-aloud) to model Text-to-Text, while at the same time attempting to
introduce story elements as we remember and retell the familiar folk tales?

Or, would it be too much to examine folk tales from around the world to
model T-W, while at the same time learning a bit of geography, finding the
countries of origin on the map and learning a bit about the countries and
elements of their culture for Social Studies?

Can you see what a "baby bird" I am at all this myself? I am also
considering just jumping right to Questioning. I think that is perhaps the
easiest strategy for me to teach. First graders can think of some great
questions!

When I read posts where you all talk about the different ways you have
approached strategies (Ginger), it gives me the needed encouragement to keep
trying, and to occasionally check for "grasshoppers or starvation". Thanks!
Jama/Tennessee/1
++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] poem for questioning/inferring?
Date: Sat, 4 Jan 2003 20:34:22 -0600

I got this from another listserve and thought we could use it in our
teaching? (with older students more? Questioning/Inferring?)
Ginger

Wise Words

Humankind has not woven the web of life.
We are but one thread within it.
Whatever we do to the web,
We do to ourselves.
All things are bound together.
All things connect.

--Chief Seattle
+++++++++++++++++++++++++++++++++++++++++++++++

From: PhilSharonElder@aol.com
Date: Sat, 4 Jan 2003 21:50:48 EST
Subject: [mosaic] Christmas Day in the Morning

I know Christmas has passed, BUT I bought a picture book titled Christmas
Day
in the Morning at B&N on the 1/2 off table. It is a beautiful version of
Pearl Buck's wonderful story. I don't care if Christmas HAS passed. I'll
be
using this book for my first think-aloud with questioning. It's just too
perfect not to! Here's a link where you can read the original story if
you're not familiar with it. But I tell you again... the book itself is
wonderful! There are a few minor changes in the book. The biggest
difference is that the book stops before the original story ends... there is
no mention of his feelings for his wife or writing a letter to her in the
book.
<A
HREF="http://www.geocities.com/Heartland/Fields/8616/christmas/christmasday.
html">http://www.geocities.com/Heartland/Fields/8616/christmas/christmasday.
html</A>

To prepare for my think-aloud I read the book and wrote down all the
questions I had as they naturally occurred to me. Then I went back and
looked for what I felt were the "thickest" questions and also where the
least
interruption would be in stopping to wonder out loud. I came up with four
stops (more than usual) where I could group several questions together.
Here
are the questions I finally decided on. If you read the story for yourself
at the link I've provided, I'd like to hear your thoughts about these
questions.

* I wonder... why didn't he know he loved his father?
*I wonder... why wasn't his mother more sympathetic... why didn't she seem
to
care as much as his father did?
*I wonder why didn't he already know that his father loved him?

*I wonder if he wants a better present for his father to show how much he
loves him?
*I wonder does he love his mother as much as he loves his father?
*Hmmm... a dagger is a knife... I wonder if Pearl Buck used the words "The
thought struck him like a silver dagger" to show how quickly and sharply and
strongly the thought came to him?

*I wonder if thinking of that hard work as a gift made it feel like it
wasn't
a job to him?
*I wonder what his father will think... how will he feel?

*I wonder... does the father know why his son did this?
*I wonder why the son said "I do want to be good"... why didn't he say, "I
love you"?
*I wonder if it's too hard for the son to say "I love you" to his father
because they've never said it to each other?
*I wonder... does he think being good for his father is the same as loving
his father?
*I wonder why the father didn't say, "I love you" to the son?
*I wonder... why is he shy? Is he embarrassed at all the attention?
*I wonder what Pearl Buck is trying to tell the readers... Is she telling us
that a gift of love doesn't have to cost money? Is she saying that giving
yourself (like the boy did when he got up early and worked hard) is better
than anything money can buy?

Sharon (who's wondering what gifts of love she's given lately)
1st/AL
++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: RE: [mosaic] Question about a MOT discussion group
Date: Sat, 4 Jan 2003 20:50:10 -0600

Martha- what we did at my school the first year was read a chapter at a
time, meeting weekly before school to share our thoughts. We used post its
to hold our thinking/questions. (Great to do post its as a reader since we
often have our students doing it). We found if we also had a focus question
to consider as we went off to read the next chapter that helped as well.

The second year we reread a chapter and discussed it one week, the next week
we practiced on short adult text applying the thinking ourselves as readers.
You can go to the "Teaching Tools" web page to read my "journal" from the
graduate course. That is how we built our course. The focus questions are
probably embedded there. And the mentioning of the short text pieces is
there. www.u46teachers.org/mosaic/tools/tools.htm. It's under staff
development.

The third year we reread the book AGAIN, but this time we read the chapters
in Strategies That Work that went with the Mosaic chapters. We took time to
share what we were doing or had done in our classrooms regarding the
strategy we were reading about. That was great to hear what teachers were
doing. But we had to have the understanding of the "theory" in place first
before the teaching fell into place.

I think the key is to practice the strategy work yourselves as you are
learning about them. I know some schools choose a novel (children's/or
adult) to apply the strategy work with together. I wish we would do that at
my school.

Keep us posted on how it goes and what you all decide to do. Hope others
will share how they've discussed the book together.

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Christmas Day in the Morning author?
Date: Sat, 4 Jan 2003 20:57:52 -0600

Sharon- who is the author of the book you bought? I went to
www.abebooks.com and it shows many different authors. Are there different
versions of the tale? You thinking aloud is so helpful to all of us.
PLEASE keep sharing with us! This book sounds excellent!

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

From: PhilSharonElder@aol.com
Date: Sat, 4 Jan 2003 22:16:28 EST
Subject: [mosaic] Christmas Day in the Morning author/illustrator

Sorry to leave that part out... the author is Pearl Buck of course (did you
get a chance to read the online story at the link I sent?) and the
illustrator is Mark Buehner. I'm not sure if it's half-priced online at
Barnes and Noble or not. I bought it at that price in the store.

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

Date: Sat, 4 Jan 2003 18:24:21 -0800
From: ~Katharine~ <katha@syix.com>
Subject: Re: [mosaic] Regie Routman

>In response to the quote attributed to Regie Routman, this is not
>what the NRP is telling us. In fact, it was not proven that kids
>learn but large amounts of reading even though this seems so
>sensible since practice at anything usually improves the skill. In
>fact research showed that students became more fluent, thus,
>increasing comprehension, through guided rereadings of texts. I am
>still anxious to read her book and am heading out to Borders tonight
>to see if it is in their educational department since they carry a
>lot of those books.

In response to the NRP report, they lie and misconstrue.

Here's a short quote from an article I've saved by Stephen Metcalf.
I've also read the Gerald Coles books and Stephen Krashen's articles.
One huge problem is that the George Bush family and the Harold McGraw
(McGraw-Hill) family have been best buds for generations.

It's more than just my opinion that the NRP was writen only to sell text
books.

Katharine

Several critics have emerged with key questions about the NRP report.
To begin with, the 100,000 figure is wildly misleading. The central
findings--those most likely to guide school practices, and thus their
purchase of textbooks--involved only thirty-eight studies. Gerald Coles
argues that those studies are often themselves of questionable
relevance. On the decisive question of whether phonics instruction
has an impact on reading comprehension, for example, the panel cited
just three studies supporting a significant boost: one conducted in
Spain, one in Finland and one comparing phonics to placing words and
pictures into categories--as Coles puts it, in effect comparing
phonics to "no instruction at all." Coles found the NRP report to be
consistently slanted in favor of the skills-based, phonics approach.
Another researcher, Stephen Krashen of the University of Southern
California, complains that the report misrepresents his research and
is rife with errors.
++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] tell us more Katherine!
Date: Sat, 4 Jan 2003 21:59:55 -0600

I am very intrigued by your response Katharine! Please elaborate and guide
us if you can. I know I can learn from you.

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

From: MEHitzel@aol.com
Date: Sun, 5 Jan 2003 00:09:32 EST
Subject: Re: [mosaic] Ginger's response to book discussion (mosaic)

Thanks, Ginger, for your ideas. I read your graduate class notes when you
posted them and will go to the archives and look them over again. Do all or
many of the teachers at your school teach the MOT strategies? How exciting
it must be to have peers that you can collaborate with right on your campus!
I'm hoping to get some of the teachers at my campus excited about this
teaching. We adopted a new reading program this year (Harcourt) so I'm not
sure how open they will be to something else new. I'll keep everyone
updated.
Martha/4/5/AZ
+++++++++++++++++++++++++++++++++++++++++++++++

From: "David Heslop & Manuela Wyss Heslop" <wyssheslop@bluewin.ch>
Subject: [mosaic] Reading
Date: Sun, 5 Jan 2003 12:52:40 +0100

I haven't read Regie Routman's book but I would feel cautious about Cindy
Phillips' summary (below) that the most important thing is just to let kids
read. I teach Special Needs and one of the problems these children face is
what to do during reading time when everyone in class is expected to absorb
themselves in a book for 15-30 mins. Sounds good in theory but SEN kids
have problems focussing, often have the wrong level of book (because they
don't want to be seen with a lower ability level book) and unless there is
some sort of focus from the teacher to help them stay on task, or give
purpose to their reading, they just won't do it voluntarily. I support
three children who have exactly this problem and they dislike reading so
much (as much as I would dislike having to read a book in Latin for 30 mins
a day) that they will do anything to get out of it. Often it is the
reluctant readers needs that are not clearly or fully addressed in books on
Reading. One of my favourite quotes about teaching is that '80% of our
children learn in spite of school', but we need to remember that putting
lots of books in front of kids for extensive periods of time will not
necessarily make them all better readers. In the 1980's (I think) a study
was done in the UK comparing three groups of similarly levelled weak
readers. One group took part in extra reading support classes, one group
took part in a self-esteem building course, the third group took part in
both of the above. The interesting result was that the group that had
performed best by the end of the study was the group that had ONLY taken
part in the self-esteem course.

MOT and STW have been a great help in assisting me to find ways to motivate
reluctant readers. The quality of content of lower ability books leaves
much to be desired and as a result of reading the above books I have
preferred to take meatier, more age appropriate books and through guided
reading sessions helped reluctant readers to access and thus gain meaning
from the text. At least in this way the reading goes beyond de-coding the
words on the page and we can have disussions on issues, conflicts and
decisions that arise. The children are much more interested in the text as
a whole as a result and go beyond feeling they have to understand every word
on every line.

By the way, am I the only person on this list who does not work in the USA?
I'm British (hence my 'quaint' spellings!) and teach at an International
School in Switzerland - 41 nationalities in 650 pupils. Finding books which
have relevance to a group with a Swedish, Canadian, Brit and New Zealander
is not always easy. Most of you, I know seem to teach large classes or run
the reading programmes in your school so you must come into contact with
reluctant readers all the time. I would really like to hear how you are
helping these children get beyond their reticence, fear, embarrassment,
etc., to discover reading as the wonder it truly is.

David Heslop
+++++++++++++++++++++++++++++++++++++++++++++++++

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Regie Routman
Date: Sun, 5 Jan 2003 08:33:29 -0500

Re: [mosaic] Regie RoutmanHere's a short quote from an article I've =
saved by Stephen Metcalf. I've also read the Gerald Coles books and =
Stephen Krashen's articles. One huge problem is that the George Bush =
family and the Harold McGraw (McGraw-Hill) family have been best buds =
for generations.=20

It's more than just my opinion that the NRP was writen only to sell =
text books.
On the decisive question of whether phonics instruction
has an impact on reading comprehension, for example, the panel cited
just three studies supporting a significant boost: one conducted in
Spain, one in Finland and one comparing phonics to placing words and
pictures into categories--as Coles puts it, in effect comparing
phonics to "no instruction at all."=20

Wasn't the NRP commisssioned in 1997 and the report published in 2000? =
That was during the Clinton adminstration, not Bush. And the panel =
didn't really look at phonics and improved comprehension, but phonics =
and reading achievement. I will say this...I think that Balance is the =
key to reading achievement. I think that comprehension strategy =
instruction is ESSENTIAL, and one of my favorite parts of teaching =
reading. But, in looking at data at my school, those kids who haven't =
had systematic, explicit teaching of phonics and decoding have severely =
low fluency rates. I have the data to prove it at my school. And what is =
so scary is that it isn't just our at-risk readers, it's our average and =
even gifted readers who are suffering! Now, granted we are in a rural, =
disadvantaged area, but we have gifted kids, too. In our August =
assessments only 2 kids met the fluency benchmark in 3rd grade! I'd =
taught 1/3 of those kids, and I couldn't believe it! I felt they left me =
with a good foundation in reading, but obviously something was awry. I =
don't want to start a firestorm here, and I'm not trying to sell anyone =
textbooks, but if you teach primary grades (especially first) I would =
track some kids I'd taught in the past to see how they are doing...how's =
their fluency? How many wpm can they read? I have to tell you the cold, =
hard facts shocked me.=20
I consider myself an excellent teacher, and I guess we all do, but I =
missed the decoding boat and it has cost my students dearly!
Cece/Literacy Coach/GA
++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 05 Jan 2003 07:58:18 -0600
Subject: Re: [mosaic] Reading
From: Datsauer <datsauer@chartermi.net>

Since it's Regie Routman's book, some actual quotes seem important to this
discussion. A chapter of "Reading Essentials" is available free online at
Heinemann's website, and includes these quotes:
=B3There is a caution here, however. Not all students automatically
improve their reading just because we give them time to read. If students
are reading mostly difficult books, if they don=B9t understand what they
read=
,
if no one is monitoring their progress, not much changes. I have been in fa=
r
too many classrooms where students are staring at books they cannot and do
not read and where sustained silent/independent readin is largely a waste o=
f
time.=B2

=B3In my thirty-five years of teaching, I have always maintained an
independent reading program, but it has never been just
take out your book and read.=B2 It has always meant making sure students
are:
matched with a book (or other reading material) they can read and
understand
reading a text they enjoy
practicing and trying out strategies we=B9ve been demonstrating and
worki=
n
on in class
being monitored, assessed, and evaluated on the books they are reading
being taught strategies and how to apply them to problem solve and read
independently.
setting and working on goals to further improve their reading
competency.

My years in the classroom have shown me that when a daily sustained silent
reading program includes not only careful monnitoring of students=B9
progress
but teaching what the student needs to know to be able to move forward,
reading comprehension improves. This is not necessarily true when students
are just given time to read.=B2

Let's actually know what Regie says as we discuss her book.
Debbie in Duluth
++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 05 Jan 2003 07:59:05 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Reading

Your comments resonate with me although it is somewhat less of an issue in a
first grade classroom.
At this age, I feel that many of my special needs children need to
experience the 'feel' of books as

several started the year with little by way of concepts of print and
bookhandling skills. Our
self-selected reading time is split, the first time also including reading
the room, which is rich
with environmental print and charted poetry known by heart to the kids. We
arranged the
pullout time for the three most in need to coincide with the second and
longer independent
reading time. There are fewer kids in the room early on, so I can spend
time with them and
help support their choices. What interesting challenges you have, matching
books to so
many diverse readers!

Like you, and I suspect like many, I find it more productive to model these
strategies with
books read aloud so that all children have access to the text. I do so love
Mrs. Wishy Washy
but it isn't very substantive, is it?

I think you would appreciate a comment made by Sandra Wilde at a workshop I
attended.
She said something to the effect that we listen to 20% of our CD's 80% of
the time, and
that there will always be 20% of our children that need 80% of our time.
Basically, she
said that is life and we have to deal with it.

Have your read any of Janet Allen's work? She writes primarily of working
with older readers,
middle and high school, and particularily of working with struggling or
reluctant readers
at this level. One thing she did during 'independent' reading was to use
inexpensive personal,
portable tape players--with the little headphones--and make available to ALL
readers (no stigma, or
less stigma) many, many taped books at appropriate age and interest levels.
I liked this strategy
so
much that last year I used it with a severely delayed,mulitply retained (not
my idea!!) aging
first grader. He loved it and I am delighted, though not really claiming
any credit as he has
such a marvelous support teacher, he is reading now at a mid to late first
grade level. It is
a place to start and beyond that, his attitutde towards reading is so
positive that he often comes
to read to me while waiting for late buses.

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

Date: Sun, 05 Jan 2003 08:07:11 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Regie Routman

I saw Gerry Coles speak this summer at WLU. He was marvelous,
articulate and well spoken in calm oppostition to Lyons's nearly
fanatical rhetoric.

As to the issue of phonics, I believe that children who struggle most
tend to be most relaint on phonemic cueing systems at the most
rudimentary levels.
That is, the tend to focus on words one letter and sound at a time and
miss the more complex phonetic strateigies of chunking, analogy and use
of rootword and suffix. I like Patricia Cunningham's book called The
Phonics They Use as well as those books written with Hall on use of
Making Words as a phonics strategy. I find Making Words impacts
writing, reading and spelling for children and just want to make the
point that while I feel that oral fluency is a
important factor, it is not the only factor. Your call for better
instruction does not have to translate (and please, I don't think that
was your intention) to
textbooks.

Lori Jackson
Also teaching at-risk populations on the Rosebud Reservation, SD
+++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 5 Jan 2003 09:48:36 -0800
Subject: Re: [mosaic] my order...my thougts...very long
From: Kimberly Marchand <labsforus@juno.com>

As I read what Gail and Ginger wrote, as well as a few others in earlier
posts, I can realate to them. I find myself lying in bed for an hour or
two because I am sooooo stressed about my classroom.

I teach third grade, the year of the STATE ASSESSMENT! There are days
when I think I want to quit teaching. I am just not happy with how
things are going in my classroom. I have great students, they don't work
very hard, but they are kind. I just can't get a handle on GR!
WRiting...it stinks! I have to teach 30 minute of science and social
studies. Yes, I know I can integrate, but I don't have the books to
always integrate.

What I know is my students need to read, and read a lot each day. My
students need to work on comprehension questions. My students need to
write more.

I have to teach the basal, and for that I do teach a comp. strategy and
the whole class reads it in partners in one day. When my kids read the
anthology story, they usually spend 15- 20 minutes reading it, then they
are done. To me that is not enough reading. Then they have other
choices to do while they are waiting for the entire class to be done. I
am not thrilled with this.

The rest of the week I use chapter books. When I use chapter books I
don't teach a comp. strategy and I have my kids ability grouped. When I
use science or ss books, I do teach a strategy and they read with a
partner. More than half my class reads above grade level, and I need to
keep them challenged and happy with reading.

I have read GR, MOT, and STW. EAch time I read, or skim the books, I get
the AAHH. But when I try it, I am left with HU???? I get sooo confused
and have no where to turn.

What I find is I don't stay focused on one strategy for weeks, I move
around alot. I just can't figure out how to do everything and do it
well. I just don't have time for everything. I am feeling so pressured
with my district to do everything, and I can't fit it all in! I am need
to drop SSR, because I have to teach science and ss and they only way I
can do that, when I can't integrate, is to drop ssr.

In addition to my stress level of my classroom, I am finishing up my
masters degree program. I have action research left. I just can't do
this all any more. I feel like I am not making very much progress, and I
feel like I have let my students down, my parents down, and myself. I am
not the reading and writing teacher I want to be, and I just don't know
how to get there. I just needed to get this off my shoulders. I don't
feel any better, but thank you.
++++++++++++++++++++++++++++++++++++++++++++++

From: "Marcia Kellenberger" <mgk59@msn.com>
Subject: [mosaic] Routman quotes
Date: Sun, 5 Jan 2003 08:53:50 -0600

Debbie: Thanks for the quote from the Routman book:

"In my thirty-five years of teaching, I have always maintained an
independent reading program, but it has never been just
take out your book and read.=B2 It has always meant making sure students =
are:
matched with a book (or other reading material) they can read and
understand
reading a text they enjoy
practicing and trying out strategies we've been demonstrating and wor=
king
on in class
being monitored, assessed, and evaluated on the books they are readin=
g
being taught strategies and how to apply them to problem solve and re=
ad
independently.
setting and working on goals to further improve their reading
competency.

My years in the classroom have shown me that when a daily sustained silen=
t
reading program includes not only careful monitoring of students'
progress
but teaching what the student needs to know to be able to move forward,
reading comprehension improves. This is not necessarily true when student=
s
are just given time to read.=B2"
--------------------------------------

Having spent the last 6 years in building classified as "at-risk" I can v=
ouch that in order for children (especially the at-risk and struggling, r=
eluctant readers described in other posts) to become successful readers, =
ALL of what she has outlined is required. Our goal was (and is) always t=
o make picking up a book and reading feel like the worthy task that it re=
ally is, not just a filler activity, something to be done for a few minut=
es after recess or when all other work was finished. I do think, thoug=
h, that the reminder that kids need to time to "just read" was a good one=
. Providing solid "practice" time after solid teaching is so important. =
=20

I'm looking forward to the book and the discussions!

Marcia/2nd
++++++++++++++++++++++++++++++++++++++++++

From: "Lois Driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] Regie Routman
Date: Sun, 5 Jan 2003 10:35:00 -0600

Re: [mosaic] Regie Routman You bring out some good points, Cece, in =
this discussion. After the Dibels assessment in our city we all were =
"scratching our heads". =20
One conclusion we as reading coaches came to was the fact that in =
our system of 11 elementary schools we have been "piece-mealing" the =
kids. This is even happening in our own schools. Some teachers use only =
trade books, some Reading Mastery, some basals. The children really do =
not have any continuity in their reading. The same goes for the teaching =
styles of the teachers. Some teach explicitly, some are "here it is, =
hope you get it" teaching, some have QUIET classrooms with desks in a =
row toppped with packets of worksheets from "reading" workbooks. =20
Balance is the key. Effective instruction that includes =
comprehension, phonics, phonemic awareness, fluency, and vocabulary must =
be included. Each must be taught explicitly (mini-lessons abound on the =
internet and in professional books).=20
I strongly believe a progression must be followed and put in reading =
folders for the next teacher. We cannot begin teaching the same thing to =
the whole group every year. I've taught grades K-11 in some form or =
fashion over the years and I can remember thinking how crazy it was to =
teach the 4 sentence types to each grade the first week of school! =
Surely, they had picked up on it before!!
Not trying to promote books, but I found the Sound and Letters book =
published by Sopris West had an excellent progression chart and lots of =
quick word play lessons. The three great comprehension books, in my =
opinion are: Mossaic of Thought, Strategies that Work, and Reading with =
Meaning.=20
I have developed a correlation chart to use in workshops that shows =
the strategies of the 3 books with the Put Reading First research. If =
you would like a copy of this just e-mail me. My teachers were thinking =
they had to teach "a-kazillion strategies" and were amazed to see how =
they could just focus on these most important ones and let the others =
come in naturally.=20
Thanks for implementing this great discussion. It keeps our brains =
fresh!!
Happy New Year,
Lois
rc/AL
++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 05 Jan 2003 08:55:41 -0800
From: Tandy Gunn <tgunn@island.net>
Subject: [mosaic] Questioning Blacklines

I too am beginning a focus on the reading strategy of questioning and
reading for answers. This will include a look at literal versus
inferential questions through the use of Blooms taxonomy though the
students will refer to these as "thin or thick questions". I send out
monthly newsletter and thought that portion of it might be of interest to
ya'll! By the way - I teach a Grade 4/5 split in British Columbia!

"Good Readers Ask Questions" blackline is how I am introducing the
"questioning" strategy this year. First I will ask my students if they
remember the story of "The Three Little Pigs" - we will read it if
necessary! Then she will ask each student to write down at least 3
questions that a teacher might ask to check if the students read and
understood the book. Next students will share their questions with their
learning partners and discuss similarities/differences... Next we will
discuss how there are different levels of questions and she will introduce
the category of Knowledge and ask students who believe that they have an
example of a knowledge level of question to share it - we will look at
similarities between all knowledge questions and answers then they will
receive this handout where we will write a couple of samples. We will
continue through the other categories (likely the next day...) in the same
manner. Past experience tells us that we will have many Knowledge and
Comprehension questions and perhaps no examples of the others, so we will
have to generate examples. Once we have examples of each, we will discuss
what good readers do and which kinds of questions are actually helping a
teacher see if a student is a good reader or not. We will discuss how some
of these types of questions are "thin" - they require literal level
understanding and not much more. While others are "thick" - are the types
that show connections, new ideas and inferences. We are working towards
starting Book Clubs, and Book Clubs only work if readers show themselves to
be independent thinkers and workers - so good readers must show their
teacher that they can ask themselves questions that are "thick" as well as
appropriate "thin" questions to make sure they are on track with
understanding the storyline.

"Question Quilt" - After the students are familiar with the idea of "thick
and thin" questions - we will use this question quilt pre, while and post
reading. The first book I am going to model this with is "The Truce of the
Forest Fire" by Ted Ashlee found in the Impressions Anthology "Thread the
Needle". I chose this because my students should find it very easy to make
connections with a short novel we read before Christmas break entitled "The
Year of Fire" by Teddy Jam and I want to reiterate the importance of making
connections as we introduce questioning! Pre reading I will tell them the
title and ask what kinds of questions they ask themselves - what category -
we will write samples together on a chart that looks like this handout. I
will try to have one example in each category... Then we will read the
story - while reading I will stop and give examples of questions I am
asking myself and invite my students to stop me when they have questions -
we will add these to our "quilt". Finally, Post reading we will add any
additional questions we have. We will repeat this process with several
other short stories/picture books together with gradual release as
appropriate. To assess the student's understanding the types of questions,
I will cut out strips of 6 different colours of paper - then ask students
to write a knowledge question of the yellow one, comprehension on the
orange, application on the green and so on - then when we put the questions
up on our chart we should see a colour block quilt. When my students are
ready to use this independently with their Book Club choice of book, each
student will be expected to complete a quilt once a week and then answer 3
thin and 1 thick question of their choice from their quilt. I think there
are too many squares on the sample that I am posting, therefore, will
probably make it so there are 4 squares under each of the first three
columns and only 2 squares under the final 3. They will be able to work
with the other members of their Book Club to generate questions - but may
not work together to answer them! I will provide a modified QAR (Question
Answer Response) for the answers. On the modified form I will provide a
column for indicating whether the question is thin or thick. You can find
a sample of a QAR on both CDs as well as on our Language Arts samples page
at http://time4teachers.com/Samples/LanguageArts.htm E-mail me in a couple
of weeks if you would like to see the final one I come up with!

"Book Club Contract" - This contract will be completed and signed by all
people noted. I find setting the guidelines out clearly for students an
parents helps to alleviate any questions that may arise later.

"Book Club Guide Cue Card" - This cue card is glued into our Book Club
duotang and is referred to at the prior to every Book Club meeting.

"Thinking Spot" - During Book Clubs students use these to jot down notes
that they wish to discuss with the members of their book club. They may
write down connections, predictions, questions, feelings, word selection by
the author... the expectation is that every member of the book club will
have 3 items to discuss with their group each week.

"Thick and Thin Projects" - During Book Clubs I will hand this out for
students to select a project to complete to demonstrate their comprehension
of the book. Students will be required to complete 1 project per book and
may not complete the same project twice. Each student will be expected to
complete at least 3 different books during Book Club this term.

"Book Club Meeting - Self Evaluation" - At the conclusion of each Book Club
meeting the group will complete a group evaluation, then each individual
will complete this self-evaluation form. There is also a similar form for
the group and group leader to complete.

All of this month's samples can be found at
http://time4teachers.com/ThisMonthPage.htm

Yes, Ginger, feel free to upload these sample documents!

I hope you find this helpful/interesting...

Tandy
===================================================================
Tandy Gunn
http://www.time4teachers.com
++++++++++++++++++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: Re: [mosaic] Question about a MOT discussion group
Date: Sun, 5 Jan 2003 12:53:03 -0500

HI - My staff just did a book talk this fall on MOT. It met Tuesdays at =
7AM and 3:30 - two different groups. We used a teacher question guide =
found somewhere on the net that I think I have save and will attach. We =
read a chapter a week - and came back and discussed using the questions =
as our guide. Now the year before I read MOT with a different group of =
teachers at a different school. THough we had no guide - some of us =
would set a goal for the next week and try one of the activities read =
about and hold each other accountable. This was before I understand the =
Gradual RElease Model, but I liked that approach. :) SHELLY
+++++++++++++++++++++++++++++++++++++++++++++++

From: "btillman" <btillman@farmerstel.com>
Subject: [mosaic] Lois--Thanks!
Date: Sun, 5 Jan 2003 13:11:18 -0500

Re: [mosaic] Regie RoutmanI'd love to have that! My school I think has =
also fallen into the piecemeal trap. That's why we did adopt a program, =
for continuity. I think excellent teachers should be given the freedom =
to teach, but many others need the structure a program brings. Brand new =
teachers, and those who aren't so diligent and well-read as those I've =
met here and on other mailrings.
One thing we should do is hold the publishers accountable for publishing =
the right kinds of materials. They publish junk because we buy junk! If =
we as teachers become knowledgeable (as so many of you are!) and get on =
the committees that make the decisions, we can hopefully make things =
better.=20
I know this is quite a political can of worms, and I have seen politics =
at it's worst when it robs children of what they need. I guess I still =
have enough "change the world" mentality left that I think I can make a =
difference. (At least a little bit in my corner of the world.)
Thanks, Lois, and I'd appreciate the materials.
Cece
++++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 05 Jan 2003 10:34:48 -0800
From: Pat Evans <patreads@pacbell.net>
Subject: RE: [mosaic] my order...my thougts...very long

Kimberly, I went to a workshop recently where the speaker said that all
teachers, regardless of their normal personality, are "half-full glass"
types when it comes to teaching. She meant that we see where we are
failing, but don't give ourselves enough credit for where we are
succeeding. You sound overwhelmed right now, and that's understandable
when you are trying so hard to be a good teacher, go to school, and deal
with life as well. But if you're thinking about all this, then I'm
willing to bet that you've got what it takes to be a great teacher. Just
remember that teaching is a work in progress. No one is a master
overnight, or even in their first few years at this job. Heck, I bet
even Regie Routmann and Nancie Atwell keep adding new tricks to their
bag every year.

That said, I can see where you find all this overwhelming. There is so
much to do, and so little time. I had a few thoughts about your
situation that I hope will help a little. I'll paste your comments and
my thoughts will follow.

>I just can't get a handle on GR!

This one took me a while, too. This year is the first year I feel that
I'm really getting it down. One thing I do, that might be of help to
you, is that for the next 6 weeks I'll be doing GR with the science and
social studies textbooks. We'll look at features of expository text
(things like: look at the questions in the back of the chapter before
you read, so that your brain will be watching for the information that
the textbook writer thought was important to come along; how to use the
glossary; noticing how definitions for bold-faced words are usually
embedded in the text right after the word appears; paying attention to
the information presented in visuals; etc.) Don't feel like you have to
get to every GR group every day. If you work with a group a day while
the rest of the class works in partners or on their own, you still will
have made progress! Oh, and I don't try to have even numbers in my
groups, either. Really competent readers are in bigger groups, and my
neediest readers are in groups of 3, so I can really work with them.

> WRiting...it stinks! I have to teach 30 minute of science and social
> studies. Yes, I know I can integrate, but I don't have the books to
> always integrate.

I'm frustrated with writing right now, myself. I teach 4th grade, the
year of the CA state writing assessment, which is set up in such a way
that we don't know whether our students will be doing a summary (really
a retell, the way the state grades it), a response to literature, or a
narrative. My students know how to use periods and capitals when I stand
over them with a stick, but you'd never know it from their day to day
writing. And when we do the assessment, sometimes their rough drafts are
better than their finals. We're going to focus on punctuation for a
couple of weeks using the incredibly wonderful new punctuation book, A
Fresh Approach to Teaching Punctuation: Helping Young Writers Use
Conventions With Precision and Purpose, by Janet Angelillo. I'm also
going to have a conversation with the class about the need for what they
know to appear in their work, that good writers use periods even in
rough drafts.

One thing we've done to work on fluency in writing this year is to have
10 minute freewrites. I set the timer for 10 minutes, give a prompt for
those who need it (although anyone who wants can write on any topic they
desire) and the only rule is that the hand has to keep moving the whole
10 minutes. This seems to be helping students get past the writing
blocks and I hope it will build their stamina for writing. Then we take
a couple of minutes to self-edit the freewrites, then sometimes swap for
a partner edit.

We move directly from this into writers' workshop time. I've started
giving the students a couple of minutes (timed with my trusty timer) at
the beginning to "tell their stories" to a partner before they start to
write. This talking time really helps them get their thoughts going.
It's good for oral language, too.

> What I know is my students need to read, and read a lot each day.

I agree 100 per cent with this. For years I have done a Regie
Routman-style independent reading time for at least 30 minutes a day,
working up to an hour a day by the end of the year. I spend most of my
time matching books to readers and conferencing with individuals. I've
had wonderful success with this, seeing readers grow where non-readers
used to be. When I have a student that "hates reading" I make it my
personal mission to find a book that will keep them up reading at night
and I usually succeed before the year is over. This is helped by the
fact that I love to read children's books and I have collected a huge
classroom library over the years. If you aren't there yet, just start
small, and ask your librarian for help.

I keep notes on 2x4" address labels which I stick into a binder later.
This is where the comprehension work happens, one on one with the
students during our conferences. I have students use post-its to mark
places in their book where they used the strategy we are working on, and
we confer about their post-its. My friend has her students write a
sentence or two about the connection, question, or prediction on the
post-it, and then when the students finish the book, she collects all
the notes on a sheet of binder paper and files it as a record of the
student's progress with the strategies. I'm going to try this starting
next week.
My
> students need to work on comprehension questions. My students need to
> write more.

Are the comprehension questions a requirement of your district? If not,
then I wouldn't spend a lot of time on pre-programmed questions.
Frankly, some of them are pretty surface, anyway. Teaching kids to
notice their strategies and come up with their own deep questions has
been more effective for me. I can go into this more if you need me to.

This is getting really long, so I'm going to quit here and continue in
another mail.
Pat Evans
++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 05 Jan 2003 11:06:06 -0800
From: Pat Evans <patreads@pacbell.net>
Subject: RE: [mosaic] my order...my thougts...very long

OK, part 2 of my response to Kimberly:
>
> I have to teach the basal, and for that I do teach a comp. strategy
and
> the whole class reads it in partners in one day. When my kids read
the
> anthology story, they usually spend 15- 20 minutes reading it, then
they
> are done. To me that is not enough reading. Then they have other
> choices to do while they are waiting for the entire class to be done.
I
> am not thrilled with this.

Here is where I would fit in independent reading. Have the students have
their independent reading book with them, as well as their basal. Once
they have finished the anthology story, they should go right into
reading their independent reading book. In my opinion, this is a better
use of reading time than doing activities that are about reading, but
don't actually involve real reading. Remind students before you start to
use their sticky notes in their anthology as well as their independent
reading book. (You'll need to model this a lot.) At the end, have a 2
minute debrief time when partners talk about their sticky notes. Then
you can have them write in reading response journals (which take a LOT
of modeling to be successful; I start this in guided reading groups and
then move to independent work) and you will find more comprehension
happening than with canned questions.
>
> The rest of the week I use chapter books. When I use chapter books I
> don't teach a comp. strategy and I have my kids ability grouped.

This is where I use book clubs. Students pick the books to read
together, and if a student chooses a book that is too hard, I either
find a way to support him in reading it (following along to a tape,
reading with a volunteer, etc.) or I suggest that he "save this one for
later" and choose one that is more appropriate. I model book clubs
heavily in the beginning, and then students run them themselves. When
kids are talking about books with each other, they are putting the
strategies into action: making predictions, connections, asking
questions, and so forth. Laura Candler's site is a good resource for
this (www.lauracandler.com) and there are also several great books about
running books clubs out there.

When I
> use science or ss books, I do teach a strategy and they read with a
> partner. More than half my class reads above grade level, and I need
to
> keep them challenged and happy with reading.

This is pretty exciting, to have so many good readers. Again,
independent reading will really motivate these kids.
>
> I have read GR, MOT, and STW. EAch time I read, or skim the books, I
get
> the AAHH. But when I try it, I am left with HU???? I get sooo
confused
> and have no where to turn.

Don't try to do all the strategies in a year, at least not while you are
still learning them yourself. Pick 1 or 2 or 3 and really focus on them.
Your students will be better off than if they have all of them told to
them, but not really taught. I like to start with schema, and in fourth
grade we also focus on questioning and inference. In our school,
visualizing is the 3rd grade focus (sorry, can't remember which other
ones), and this is a good one for that age group.
>
> What I find is I don't stay focused on one strategy for weeks, I move
> around alot. I just can't figure out how to do everything and do it
> well.

That's because you can't do it all. You can MENTION a lot of things to
your students, but that isn't the same as TEACHING them. One thing all
the standards-bearers haven't addressed is just how much repetition is
required for kids to internalize something new. There just aren't enough
hours in the day. If I tried to accomplish everything my district wants
me to, I'd have to keep the kids at school 12 hours a day, 7 days a
week. There comes a point where you have to believe in yourself and in
your own teaching, and you have to decide where your own values lie.
Then you just do your best, and let some of it go! My bottom line is
that I want every student to leave my class with a passion for learning,
loving (or at least not hating) reading and writing. I try to meet the
standards as much as I can, but if it comes down to meeting a standard
or doing what I know is best for kids, well, I go with the kids.
Sometimes I get in the depths of despair about all that I'm not doing,
but then I take a deep breath and go back to my beliefs. I'd rather they
left my room with a few things they really KNOW, than with a whole lot
of stuff that they've heard about and forgotten.

>I just don't have time for everything. I am feeling so pressured
> with my district to do everything, and I can't fit it all in!

See above. It can't be done. Take a breath, and each day ask yourself,
am I doing the two or three things that I think are really important
here? And talk to some of the other teachers in your school. You may
find that there is real support to be had there. I can pretty well
guarantee that no one is really doing it all.

>I am need to drop SSR, because I have to teach science and ss and they
only way I can do that, when I can't integrate, is to drop ssr.

Think about this one...What else can you drop? Kids don't really need to
do a lot of projects after they finish a book, for example. (Was it Lucy
Calkins that said she never gets the urge to jump out of bed after
finishing a good book to go make a diorama?) You're stuck with the
basal, but the kids' time might be better spent after finishing their
story of the day in doing independent reading than in making other
choices. And do you always have to have chapter book groups going?
Couldn't the kids spend some of that time reading whatever they want?
Remember to think about what your desired outcome is. For me, it's kids
who love reading. And I've found that self-selected reading (with
support from me in finding the book that sings to an individual) is the
quickest route to creating avid readers.

>
> In addition to my stress level of my classroom, I am finishing up my
> masters degree program. I have action research left. I just can't do
> this all any more. I feel like I am not making very much progress,
and I
> feel like I have let my students down, my parents down, and myself. I
am
> not the reading and writing teacher I want to be, and I just don't
know
> how to get there. I just needed to get this off my shoulders. I
don't
> feel any better, but thank you.

No wonder you're going nuts. You're on overload. Can your action
research tie in to something you want to do in your classroom, anyway?
Like maybe, study the effect of increased independent reading time on
test scores or something?

If you weren't worrying about all this, I'd be a lot more concerned
about your future as a teacher. It's all about what direction you're
going. And you appear to be thinking about your direction, and how to
get where you want to be. Yes, someday you may look back and see how you
could have helped this year's students more. We all do that. But you've
got half a year left to make an impact on these kids, and you may be
surprised to see how it all starts coming together as the year wears on.
Hang in there. The world needs teachers who worry.

All the best,
Pat Evans
+++++++++++++++++++++++++++++++++++++++++++++

From: Frer2@aol.com
Date: Sun, 5 Jan 2003 14:11:02 EST
Subject: Re: [mosaic] Reading & Regie

Debbie in Duluth--now I feel much better about her book. Thanks for
clearing
that up.
+++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 05 Jan 2003 11:24:54 -0800
From: Pat Evans <patreads@pacbell.net>
Subject: RE: [mosaic] Reading

I always have mainstreamed Special Needs kids in my class, and I still
maintain that independent reading is the key to creating readers. Like
Regie, I don't just turn my kids loose with whatever they can lay their
hands on to read. We learn to pick appropriate books, and I monitor this
continually. I spend the majority of my time matching books to readers
and conferencing with students one-on-one. I do spend more of my time
conferencing and working with needy readers than with the proficient
ones, and I have guided reading and book clubs going on in my classroom
as well as independent reading.

What do I do with Special Needs kids? Books on tape are a great way for
them to read the books their friends are reading, but they don't do all
that is needed for improving their ability to read on their own. So I
talk to the kids. I talk to them about the necessity for reading books
on their level, and I talk to the class about this as well. Believe it
or not, this really helps. Kids know when they have a hard time with
reading, and rather than pretend that everything is ok, I've found that
meeting this head-on and talking to the kids about what they can do to
improve their reading usually meets with a positive result.

And I spend a lot of time finding high-interest, low ability books that
LOOK more sophisticated. I allow comic books. Garfield and Foxtrot and
Calvin and Hobbes have some pretty sophisticated vocabulary, but the
picture support helps kids read these books, and eventually they do make
progress. I have a wonderful Special Ed teacher who comes in to the
classroom to work with the kids on our classroom studies twice a week,
and does pull-out the other days. I have parent volunteers who do a
simplified version of guided reading one-on-one with my lowest readers
two days a week first thing while the rest of the class is doing opening
activities. I spend a day training these parents, and the payoff is
enormous. I have cross-age tutors from the middle school that I put with
my special needs kids during reading workshop, and they help them get
through some of the tougher books.

Pat Evans
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] to Pat
Date: Sun, 5 Jan 2003 13:26:05 -0600

Pat, I can NOT TELL YOU how helpful your two responses to Kimberly were to
me (and so many others I am sure!!!)!!!

You spoke so eloquently about so many of the things I struggle with on an
ongoing basis. My husband was just telling me last night that I think too
much, too deeply, and am way too hard on myself. But like you said, that is
what makes me a good teacher. I hope the rest of the year I can trust my
instincts and keep connected to you all on the list (keep writing everyone!)
and slow down and acknowledge the good things I AM doing in my classroom.

Thanks again, Pat, for your deep thoughtful responses.

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

Date: Sun, 05 Jan 2003 13:39:23 -0600
Subject: Re: [mosaic] Reading & Regie
From: Datsauer <datsauer@chartermi.net>

You're welcome - I love these discussions, but think it's too easy to get
sidetracked. Debbie in Duluth
++++++++++++++++++++++++++++++++++++++++++++++

From: "sjhorst" <sjhorst@ameritech.net>
Subject: Re: [mosaic] my order...my thougts...very long
Date: Sun, 5 Jan 2003 13:36:40 -0600

Dear Kimberly,

You sound just like myself and my teammate in 5th grade. She and I are
trying to make GR work and are teaching strategies whole group during
minilessons and then having the kids practice the skills during guided
reading and independent reading. Additionally, we teach the 6 traits of
writing in all the modes of writing for the state test, the ISAT. I know
exactly where you are coming from. Are you sure we don't work together in
the same district? LOL!

I too, am finishing my master's and working on my action research on
response journaling. Do not feel like you are doing anyone a disservice -
you are not letting your parents, students or yourself down. Goodness
gracious! Please know that you are doing a great job! Hang in there!
Everyone of us on this mailring support your efforts and know that it takes
a lot out of us as teachers to create a balanced reading workshop
environment. It is worth it in the end. Don't be discouraged!

Sandra
Aurora, IL
++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 05 Jan 2003 11:49:25 -0800
From: Pat Evans <patreads@pacbell.net>
Subject: RE: [mosaic] to Pat

Thanks for the thanks, Ginger. I have to say this stuff to remind
myself! It's so easy to get overwhelmed by all our students don't know,
and all that we aren't doing. Luckily, I am in partnership with two
other wonderful women, and we spend a lot of time reminding ourselves to
stick to what we believe. This list is a great support for everyone, but
especially for the brave teachers who are hanging out there alone,
trying to make change all by themselves.

Pat Evans (patreads@pacbell.net)
++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Lois' chart and 17 documents are available
Date: Sun, 5 Jan 2003 14:26:24 -0600

For those of you who have requested or would like Lois' Correlation Chart
mentioned earlier today, it is now available at the following link along
with 17 other new documents.

http://www.u46teachers.org/mosaic/tools/tools.htm

-MOT-STW-RWM-Put Reading First Research Correlation Chart by Lois
-Good Readers Ask Questions Graphic Organizer by Tandy
-Book Club Guide Cue Card by Tandy
-Book Club Student Contract by Tandy
-Question Quilt Graphic Organizer by Tandy
-Questioning Thin-Thick Project Sheet by Tandy
-Thinking Spot Graphic Organizer by Tandy
-5 Finger Rule Cue Card by Tandy
-Strategies Bookmark by Sheila
-Types of Questions Poster by Sheila
-Basic MOT Discussion Questions by Ginger (attachment sent by Shelly)
-MOT Study Guide by Russell Yates (attachment sent by Shelly)
-Making Connections Cue Cards by Tandy
-Summary-Response Sheet by Tandy
-Grade 4/5 Questioning Study by Tandy
-"Robert the Reader" (Total Reader Brain) by Kimberly and Marcia
-Questioning Lessons Using Brave Irene by Camille
-Questioning Lesson Using Art Prints by Camille

Ginger
++++++++++++++++++++++++++++++++++++++++++++++++

From: LandRT12@aol.com
Date: Sun, 5 Jan 2003 15:35:59 EST
Subject: [mosaic] The NRP

Hi Everyone,
I recently purchased a book entitled, Resisitng Reading Mandates and
How to Triumph With the Truth by Elaine M. Garan. (Heinemann, of course)
Garan writes eloquently and insightfully in criticism of the National
Reading Panel's research, specifically the research summarized in the
phonics
report. She reveals the flawed research of the NRP and explains the true
findings of the NRP"s report on commercial programs and isolated phonics
instruction.
Garan writes, " I've reluctantly come to the realization that the
true
motives behind the current state and federal mandates for education are
blatantly political and shamelessly financial."
I urge all of you to read this book. It will inspire you to continue
teaching with heart and soul, keeping in mind what we know, as experienced
professionals, to be best practice.

Laurie Tandy
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Marcia Kellenberger" <mgk59@msn.com>
Subject: [mosaic] Kimberly and Pat -- Thanks!
Date: Sun, 5 Jan 2003 14:54:22 -0600

Thanks to both of you for your honest sharing -- Kimberly, we've all been=
or ARE there! And to Pat -- for such REALISTIC suggestions. You mentio=
ned so many great things that I've let fizzle out OR never fully implemen=
ted (i.e. writing fluency journals!!!). =20

Marcia/2nd
+++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 05 Jan 2003 15:03:04 -0600
Subject: Re: [mosaic] The NRP
From: Datsauer <datsauer@chartermi.net>

I hear Elaine Garan speak on a panel at IRA in May. She speaks passionately
and eloquently. I'm afraid some of the research and research techniques
used to produce the NRP report were badly flawed. We do have to find the
good in it, and use it despite its flaws, because of the political nature of
our work and the funding we depend on, but we don't have to believe in it
and must read it with an eye on its biases and its truths. That's why I like
groups like this, we look at things from so many angles. Debbie in Duluth
++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 5 Jan 2003 18:17:08 -0800
Subject: Re: [mosaic] my order...my thougts...very long
From: Kimberly Marchand <labsforus@juno.com>

Thank you Sandra for your encouraging thoughts. As a matter of fact, I
have been beating myself up this afternoon because I spent a few hours to
myself and not on my school work (classroom and graduate work). I am
glad I am not the only one feeling this way. Your thoughts put my mind
to easy...at the moment LOL...
+++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 5 Jan 2003 19:52:17 -0800
Subject: Re: [mosaic] my order...my thougts...very long
From: Kimberly Marchand <labsforus@juno.com>

Pat,
Thank you soooo much. I printed out your thoughts so I could sit down
and really internalize them. You made things so much clearer for me.
Thank you for your tips on SSR and writing. I am going to try them! I
know the direction I want to head, it's just the getting there that is
tough. And you are right, in the end, my students do so well, I just
can't always see it so clearly when I want to. Thank you so much and
keep the great tips coming! I have been teaching for a short 4 years,
and love to hear practical tips like you gave! You have inspired me.
Kimberly
++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 5 Jan 2003 16:48:55 -0800
From: ~Katharine~ <katha@syix.com>
Subject: RE: [mosaic] my order...my thougts...very long

Dear Pat,

Wow! I sure am glad that you were in the mood to think outloud and
type for a while.

Thanks for sharing your thoughts -- I start back to work tomorrow
after 2 weeks off & I'm eager to go write up some lesson plans now.

Katharine/1st/N.California
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Mark and Ronda Elam" <rjelam@mchsi.com>
Subject: [mosaic] a teachable moment
Date: Mon, 6 Jan 2003 05:37:30 -0600

have to relate my story from last week...=20

i've been working on Schema with my first grade and kindergartens.. =
while moving along to connections with the olders (im the LMS at a P=3D5 =
grade school)...=20

after the 1st grade lesson on monday, one of the first grade teachers =
came in and asked.. "i have to know.... what is 'schema'?? my kids =
keep talking about it in class and screaming out 'I know a schema for =
that' during reading times in the morning.."

oops.. hehe

what a perfect opportunity =3D)

Ronda
++++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 6 Jan 2003 09:05:55 -0600
Subject: Re: [mosaic] synthesis
From: carol carlson <carlsonca@dist102.k12.il.us>

I'm glad this strand began. Sorry for the previous post. I must have
deleted my message.
I have struggled with synthesis ever since reading MOT. When I read the
second time with other reading coordinators in my district, we really
struggled with how to present synthesis to the teachers. The other
strategies were so much easier to understand and apply to text. The
reading coordinators and I prepared graphic organizers and provided
suggested text for teachers to use in their classes. But we really
struggled with making synthesis easy for them to teach in their
classrooms. Luckily for us, we were at the end of the school year and
didn't have too much time. We really used the "author's message" as
synthesis.
However, when I reread STW I discovered "author's message" is included
with inferences. And I can certainly understand how that applies.
Students use their schema and the text to come to their own
understanding of what message the author might be giving to that
particular reader. But then, what is synthesis?
I can understand making something my own, like when I read a nonfiction
text, I usually learn something new or add something to my knowledge.
For example, I am reading "Creating Writers" and learning some new
things, while adjusting my learning about teaching writing. With non
fiction, I don't usually have trouble explaining synthesis.
Fiction, on the other hand, stymies me. Another example, I just read The
Three Fates by Nora Roberts. A good read. She's one of my favorite
authors. But, what did learn? Nothing really. I appreciate her writing;
am a little annoyed by how everyone ends up happily ever after. I can
make connections to Holes (believe it or not!), but what have I learned
new? Is it with books like this, I call them beach books, I don't
necessarily learn something new. Some fiction, I do learn or my ideas
are just reinforced. In The Lonely Bones, I began to question what
heaven really is. Her viewpoint was different than mine. So, I think
that is synthesizing.
The reason I'm struggling with this is, in 3 weeks, I am facilitating a
study group who will be reading STW. After reading MOT 3 times, STW 3
times, I still don't have a handle on this strategy. Any help? Am I off
track on the non fiction? What do you all think?
Carol
LA Content Specialist
+++++++++++++++++++++++++++++++++++++++++++++++

From: Mechalske@aol.com
Date: Mon, 6 Jan 2003 10:12:58 EST
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

Hi Everyone,
First time responding, but love reading all the comments. I use the
strategies in my 4th grade class. I've been teaching comprehension
strategies for 3 years now and while I don't have it all together yet, I
think I add a new piece each year. I struggle with something and wonder if
anyone has the same problem and/or suggestions. In the limited time we
have,
how can we measure if our strategy instruction is really effective? Since
reading comprehension is a process how can I effectively show that my
instruction is really improving my students' comprehension?
Thanks to all for sharing their thoughts,
Mary
++++++++++++++++++++++++++++++++++++++++++++++

From: "Patricia Watson" <pwatson@sfasu.edu>
Subject: RE: [mosaic] synthesis
Date: Mon, 6 Jan 2003 09:19:55 -0600

Maybe I'm off base, but I think of synthesis as the point when we ask
readers to consciously use the strategies on their own, choosing and
selecting from those that apply to the situation. One of the basic
meanings of the word synthesis is "The combining of separate elements or
substances to form a coherent whole."

I've struggled with this also, and it seems that I arrived at this by
looking at the sample lessons for synthesis in STW (my copy is at the
office). Many of them it seems used multiple strategies.

I think this is very important that eventually we guide students in the
independent application of all the strategies, supporting and nudging
when necessary in order to help students become truly independent
readers.

But this seems way off from what some of you think of as synthesis.
Thoughts???

pat
+++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 6 Jan 2003 11:52:00 -0600
Subject: Re: [mosaic] synthesis
From: carol carlson <carlsonca@dist102.k12.il.us>

I know that when we synthesize, we do use all the appropriate strategies
for the text. However, both STW and MOT emphasize that when readers
synthesize they think about what they read and extract meaning. However,
"a true synthesis is achieved when a new perspective or thought is born
out of the reading." (pg. 144 STW)
It goes from taking stock of meaning while reading to help thinking
evolve. The STW keeps mentioning achieving new insight.
So, again, perhaps as we read, stop and think about our reading, our
thinking may evolve into new insights, depending on the reader's
background and the text?
Other thoughts?
Carol
+++++++++++++++++++++++++++++++++++++++++++++++

From: JLabar1026@aol.com
Date: Mon, 6 Jan 2003 16:50:15 EST
Subject: Re: [mosaic] synthesis

In a message dated 1/6/03 12:18:12 PM Eastern Standard Time,
pwatson@sfasu.edu writes:

> One of the basic
> meanings of the word synthesis is "The combining of separate elements or
> substances to form a coherent whole."
>
>

I think that when the two experiences come together the effect can be
synergistic-greater value than when they are viewed independently.

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

From: JLabar1026@aol.com
Date: Mon, 6 Jan 2003 17:02:46 EST
Subject: Re: [mosaic] synthesis

In a message dated 1/6/03 10:09:06 AM Eastern Standard Time,
carlsonca@dist102.k12.il.us writes:

> I can
> make connections to Holes (believe it or not)! but what have I learned
> new? Is it with books like this, I call them beach books, I don't
> necessarily learn something new. Some fiction, I do learn or my ideas
> are just reinforced. In The Lonely Bones, I began to question what
> heaven really is. Her viewpoint was different from mine. So, I think
> that is synthesizing.
>
Synthesis-deductive reasoning b : the dialectic combination of thesis and
antithesis into a higher stage of truth-Webster.

Holes- example for me- Connecting to text- Black handy man kisses white
school teacher in the early 20th century-

Connections- text-text: To Kill a Mocking Bird
Text to self- NR
Text to world- Racial views- then & now.

Synthesis-putting it all together sort of. . . I really don't know if the
use
of the word synthesis is the best way of expression the Linkage-connection
process . . . you can look at taboos of the early 20's and then compare with
today pop culture and how black-white (especially) come closer together. .
.to form another product . . . or whatever. . . M & M - a synthesis of white
-- black. . . Mariah Carey-similar.

I still like synergy.

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

From: "kristasadlers" <kristasadlers@cox.net>
Subject: Re: [mosaic] synthesis
Date: Mon, 6 Jan 2003 17:02:09 -0500

Hello, I am a student teacher, introduced to this wonderful listserve by my
cooperating teacher. After reading this strand I went back to my definitions
from Bloom's Taxonomy and thought they would apply here:

Synthesis: the ability to bring separate parts together to form a whole that
did not previously exist - an indication of convergent thinking.

Also discussed was a higher order question that asks the student to perform
original and creative thinking. Synthesis questions ask the students to:

1) Produce original communications (What's a good name for this invention?
Write a letter to the editor on a social issue of concern to you. Make a
collage of pictures and words that represents your beliefs and feelings
about the issue.

2) Make predictions (How would the USA be different if the South had won the
Civil War? What would happen if school attendance was made optional? What is
the next likely development in popular music?)

3) Solve Problems - these questions don't require a single correct answer
but instead allow a variety of creative answers (How could we determine the
number of pennies in a jar without counting them? How can we raise money for
our ecology project?)
++++++++++++++++++++++++++++++++++++++++++++++++

back to archive