In a message dated 1/6/03 5:21:52 PM Eastern Standard Time,
kristasadlers@cox.net writes:
> Synthesis: the ability to bring separate parts together to form a whole
that
> did not previously exist - an indication of convergent thinking.
>
>
I think it would be helpful to see several concrete example of synthesis-
part to whole, inductive reasoning, & convergent thinking.
The opposite of synthesis might be whole to part, deductive reasoning, and
divergent thinking- right?
Now let's apply theory to practice and see how it looks.
BG
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From: JLabar1026@aol.com
Date: Mon, 6 Jan 2003 21:55:40 EST
Subject: Re: [mosaic] synthesis
In a message dated 1/6/03 5:21:52 PM Eastern Standard Time,
kristasadlers@cox.net writes:
> Solve Problems - these questions don't require a single correct answer
> but instead allow a variety of creative answers
I think that questions that don't require a single answer are non-linear &
non literal.
They require divergent thinking or abstract processes.
I am a big fan of spatial approaches- unfortunately, most people become
very
impatient with this approach. Society looks for quick answers that do not
involve reflection or time for thinking. I want the answer now- I want it to
make sense- and don't beat around the bush.
BG
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From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] upcoming book talk plans
Date: Mon, 6 Jan 2003 21:29:22 -0600
Hello to you all. We have had many positive responses about interest in
reading/discussing Regie Routman's new book: Reading Essentials. Go ahead
and order your book. We plan on starting the discussion the week of January
20th. Watch for news of some focus questions to guide our talk.
If you have never visited Laura's wonderful site www.readinglady.com before,
be sure you check it out. She also has an online book store and sells
professional books with VERY SPEEDY delivery. Laura is a member of our
list. She has informed me that she does carry this book for immediate
delivery.
Everyone is invited to join in. The more the talk is interactive the better
for us all.
Ginger
moderator
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Date: Mon, 06 Jan 2003 21:25:34 -0800
From: Cindy Phillips <cindyphillips@centurytel.net>
Subject: [mosaic] More on Regie Routman
Hello, all,
I'm looking forward to the discussion on Regie Routman's new book.
I thought I would clarify a comment I made earlier this week regarding what
advice I have gleaned from the book. When I suggested that students learn
to read by READING, I was referring to my previous comment that I was
overwhelmed by leading "umpteem guided reading groups and developing
literacy centers." I was in no way quoting Regie or intimating that she
suggests we throw everything out and just let kids read independently! In
fact, she gives some great suggestions for quality guided reading lessons
(among many other terrific tips). I wanted to communicate my relief at
being able to provide quality reading instruction using MOT and STW without
struggling to fit every child into a reading group that meets every day
while the other students are working at literacy centers. Independent
reading is a vital part of my program, but I provide a wide variety
of additional literacy experiences throughout the day, including whole
group instruction based on comprehension strategies, word study, guided
reading groups (not every child every day or even every week), individual
conferences, written reading responses and more. What I have given up is
the idea that my students need literacy center activities to keep them
occupied when I am working with others. Instead, I provide additional time
for students to read alone or with partners. Regie's ideas about quality
instruction forced me to take a close look at my current practices, and
actually freed me to less -better.
I've appreciated GREATLY Kimberley's comments and the responses. I, too,
have printed them to refer to when I'm feeling particularly overwhelmed!
Cindy
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Date: Tue, 07 Jan 2003 00:05:12 -0600
Subject: Re: [mosaic] More on Regie Routman
From: Datsauer <datsauer@chartermi.net>
Your comments make so much sense to me! Can I ask 2 questions? What grade do
you teach? Does Regie Routman's new book apply to upper grade teachers, or
is it aimed at early literacy? As a fifth grade teacher this year (after 16
years in grades 1 or 2) I'm really trying to pull this together! Debbie in
Duluth
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Date: Tue, 07 Jan 2003 06:48:43 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] More on Regie Routman
Cindy,
We have been mandated to use Fountas & Pinnell style centers during our
literacy block.
I like F & P, but have generally made my teaching decisions based on group
dynamics,
developmental levels and the reliability/quality of my teaching asssistant
(I have had a lucky
three years). I prefer a workshop approach to reading but some years my
first grade
students have not been ready for this as our year begins. I have 29 and
there is no way
I can humanly meet with every guided reading group every day. In fact,
reality is that
I see each group five times in two weeks with my groups of greatest concern
getting additional
support from resource people and a literacy coach. Like you, I feel the
heart of literacy
iinstruction is woven into the fabric of the day. Our morning meeting is
propbably the most
important instructional time of the day. It develops community but also
addresses critical
math and literacy needs. And our writing workshop is outside the "Block",
as is our
SSR time.
If at all possible, I would consider giving up the notion of having to meet
with every
group every day. Another teacher here at school met with parental outcry at
the idea
that her (gifted and able) reader was not getting guided reading daily but I
haven't had
any parental issues. I send a very detailed "welcome to school" letter
with
enrollment
packets early on, explaining how I teach, what our room will 'feel' like and
I really focus
on letting them know that reading and writing is taught all day long.
Lori
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From: "Mark and Ronda Elam" <rjelam@mchsi.com>
Subject: [mosaic] Professional Readings
Date: Tue, 7 Jan 2003 06:58:34 -0600
Our school has received rewards for increased test scores this past =
year. The way the system is set up we will get "two shares" of the
money =
allotted to our school (divided between the certified staff). In the =
past, teachers have taken the money themselves as bonuses, but our staff =
has decided to leave the money in the school with each teacher eligible =
to get money getting that amount "credited" to their classroom supply
=
account.
That said, I think I will put my money into professional resources/books =
for our P-5th grade school. BESIDES MOT, STW and Routmans' new book... =
what are some books (for reading mainly, but for any subject area) that =
you could NOT do without!!! (we're a very reading-centered school with =
a 2 hour block of uninterrupted Lang. Arts every day).
=3D) Ronda
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Date: Tue, 07 Jan 2003 07:29:39 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Professional Readings
The Art of Teaching Reading
Lucy Calkins
Reading With Meaning
Debbie Miller
On Solid Ground
Sharon Taberski
Anything and everything by Shelly Harwayne
The Energy to Teach ( And so many other great titles)
Donald Graves
Responsive Classroom (Wonderful book on building
classroom community and addressing behavior through
prevention and child centered intervention)
Ruth Charney
Wondrous Words
Katie Wood Ray (If you buy just one book on writing, make
it this one!)
How much money do you have? I could think of more...
Lori
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Date: Tue, 7 Jan 2003 12:52:44 -0800 (PST)
From: Christine Pelcak <cpelcak@yahoo.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
I'm a fifth grade teacher interested in purchasing picture books that are
useful in teaching many reading strategies. It would be great to have some
that can be used for questioning and revisited for inferring, etc.
Does anyone have any suggestions for read-aloud books and the strategies for
which they may be useful?
Thanks,
Christine
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From: SBThornton1@aol.com
Date: Tue, 7 Jan 2003 22:45:33 EST
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Wed, 8 Jan 2003 14:45:32 -0600
Subject: [mosaic] Japanese Peace Gardern
From: hurd_k/cn@dns.u46.k12.il.us
I would love to hear more about the Japanese Peace Garden.
I taqught 5th grade for 10 years. One of my favorite read alouds is
_Sadako & the 1,000 Paper Cranes_. Though I've read it 10 times, I
haven't ever been able to read it aloud without crying. One year I had a
friend, who went through 14 years of schooling with me, that was dying
of cancer. I shared my connections, though at the time, I didn't know
they were connections. The following year, the mother of one of my 10
year old boys, died of cancer. So the connections for me became even
stronger.
As a class each year, we made 1,000 paper cranes. Many of the
childrens' friends in other classes helped to make the cranes outside of
school, as did their families. After using them for math manipulatives
for place value, we sent all 1,000 to Jesus, the boy whose mother died.
His family hung them in his mother's room, and sent us a picture of how
they looked. His father also wrote us a note in Spanish, which had to be
translated for us, in order to be read. One of my most rebellious boys
was able to do that. Naturally, I cried again.
Another year, I had a student who was Japanese whose mother came to
help us to make the origami paper cranes. She came back a second time
with kimonos, and other Japanese items that they used everyday. She also
helped intrested students make more origami creations.
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From: "Hartstein, Marian" <hartsteinm@ramnet.k12.ny.us>
Subject: RE: [mosaic] Japanese Peace Gardern
Date: Wed, 8 Jan 2003 16:31:01 -0500
I still have to research this in time for the grant. One book I can
recommend for you to read that I loved is The Samurai's Garden; that book
espouses the philosophy I wanted to communicate with the garden, which will
be made of sand, rocks, and shrubs. The story of the paper cranes is a
beautiful one. It's wonderful when children can see the relevance to their
own lives from someone else's experience, however painful it is. Marian
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Date: Thu, 9 Jan 2003 05:07:34 -0800 (PST)
From: Christine Pelcak <cpelcak@yahoo.com>
Subject: [mosaic] read alouds/picture books
I am a fifth grade teacher who has been given the opportunity to provide
input in purchasing picture books to support the teaching of reading
strategies. Does anyone have any recommendations of picture books and the
strategies they support?
Thank you,
Christine
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From: "C. DeNosky" <cdenosky@z-r.frnkln.k12.il.us>
Subject: Re: [mosaic] read alouds/picture books
Date: Thu, 9 Jan 2003 08:09:54 -0600
I have just begun "Questioning" since the Christmas break. The picture
=
book I am using for my first detailed modeling is "Stranger in the Wood:
=
A Photographic Fantasy" by Carl R. Sams II and Jean Stoick.
There are so many literal and inferential questions that could be asked. =
I have a list of over 25 so far, but not all will be added to the =
question chart. I modeled about half, then invited students to ask =
questions that I didn't think of .... I'm amazed at the questions they =
contributed, such as "Why was the corn buried beneath the snow instead
=
of sprinkled on top? Is it a trick by the hunters? Is there a bird =
watcher hiding? Did it snow since the corn was put there?" and "Do
=
deer eat carrots all the time, or only if they're hungry?" "Why is
the =
porcupine chewing on the antler? Where did it come from?" =20
My plan is to reread the story, add a few more questions and then start =
discussing where and how to get the answers. Some were answered in the =
text (literal, right there), some were already answered by the children =
of deer hunters and nature lovers (background informatiion, schema), =
some are answered by hints and reasoning (inferential, or a combination =
of several factors). I haven't yet decided how I will code the =
questions, but I have to make it simple for !st-2nd grade students.=20
I think this is a beautiful picture book to use with your 5th grade =
students as well. The text isn't difficult at all, but a variety of =
thought-provoking questions will come easily and be a good start before =
applying the questioning to more difficult text later. Maybe your =
students will asked questions about the photography, such as what =
captured the attention of the deer family, so a close-up picture could =
be taken ? Or maybe they will ask and search out questions about =
survival/food shortage in the winter. Are caution guards let down when =
an animal is hungry?
My students were so "into" the story -- hoping and crossing their
=
fingers that it wasn't a trick from hunters to kill the animals. We got =
into heavy discussions about tricks to hunt animals, and how animals =
escape the hunters. They were so relieved at the end of the book. It =
was very rewarding to use this book as my first model.
Cheryl
K-2 Reading/IL
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From: palapins@mail.volusia.k12.fl.us
Subject: RE: [mosaic] read alouds/picture books
Date: Thu, 9 Jan 2003 09:48:31 -0500
Look in the back of Strategies and there is a long list. Patti
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