I noticed the question this evening about introducing sensory images to
first graders. I've really begun to think of visualizing more broadly as
helping readers develop sensory and emotional images. When you think of it
that way, it really opens up the books you can use. I try to launch a six
to nine week strategy study for first graders with a wonderful picture book
that doesn't have a terribly complicated plot. I think, for example, of
Thomas Locker's books beginning with Where the River Begins, but there are
many as I'm sure you know. I don't think that there are books that are
necessarily particularly suited to one strategy. I just tend to use books I
love differently depending on the strategy I'm teaching. I find myself
going back to old favorites a lot.

Just some thoughts for this evening. I hope that I'm technologically
capable of actually sending this to you all!
best,
ellin keene

++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Tue, 08 Jan 2002 21:49:09 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: Re: [mosaic] Back to work/Archives

OK...I am back to work from the maternity leave and today was our first
day with students. I PLUNGED RIGHT IN and taught Metacognition. OK...I
am alittle (OK A LOT) intimidated that Ellin is on the list-serve but I
am a risk taker so here goes! :) It truly was nothing but a think aloud
lesson. We are in our American Revolution Unit and reading a Dear
America Book - Winter of the Red Snow. We defined Metacognition as
Ginger did - thinking about our thinking. I talked about parts that kind
of confused me and why. It was also perfect because right away the
mother of the little girl has a baby in the book and I just returned
from maternity leave. :)
I just realized that I forgot to talk about the "Little Me that sits on
your shoulder" - I'll have to do that tomorrow. Then I just read and
stopped (putting my book down and looking at the ceiling) and thought
outloud. WHat I found interesting though is that now that I have been
rereading the book and participating on this list and scouring all the
great websites about MOsaic, it was soooo difficult now to want to stop
and talk about Schema Connections -then Sensory imagery - because there
were soooo many good examples for both. Then later in the day as we
were doing some research for Colony projects I had all of these students
that couldn't read non-fiction and I wanted to start the whole process
of that. Have any of you encountered such difficulties. I am torn
between knowing that I need to go in depth with each strategy and build
upon it and thoroughly cover it and the idea of the "teachable moment".
Have any of you encountered this problem? What are you doing?
OK...I took the plunge and obviously there was nothing in that lesson
that could be intimidating for anybody (HA) so what did you all do with
the strategies? I'd love to hear OR what are you planning on doing??? I
am still working on a plan for a set schedule for
conferencing/mini-lessons/lit. circles/independent reading. I keep
saying each year I am going to do it and then don't. HELP. Have any of
you got one that works? It would be really helpful to see a grid of
someone's schedule if you have figured out a way. :) Shelly

+++++++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Wed, 9 Jan 2002 15:26:19 -0600
Subject: [mosaic] Visualization
From: weber_r/vc@dns.u46.k12.il.us

Here are a few good books to use for primary grades with visualzation:
-Puddles by Jonathan London
-Fireflies by Julie Brinckloe
-Winter at Long Pond by William T. George
-Night Tree by Eve Bunting
-Thundercake by Patricia Polacco
-Old Black Fly by Jim Aylesworth
-North Country Night by Daniel San Souci
I find it helpful to hide the book cover and read the book without the
class seeing any of the pages. The students, eventually, illustrate
each page I read on a piece of paper with 9 or 12 gridlines provided (on
front and back). They draw the "movie they see in thier minds". Then
the students compare their drawings with a partner to see if they "saw
the same movie in thier mind". Lastly, I reread the book revealing the
beautiful illustrations and compare them to their own illustrations. My
second graders love this activity! Have fun.
Rita

+++++++++++++++++++++++++++++++++++++++++++++++
From: RWeber5161@aol.com [mailto:RWeber5161@aol.com]
Sent: Wednesday, January 09, 2002 5:19 PM
Subject: Reading Workshop

I would like to share what my 2nd grade morning looks like. It's a very

comfortable format. Many ideas come from Sharon Tieberski, I can't take
all
the credit! I have 2 1/2 hours of uninterrupted time which makes it a
big
difference. My students begin the day with 40 minutes of "just right"
silent
reading. They respond to what they've read in their reading folder and
code
the genre. Then we meet together for a shared reading or read aloud
lesson.
This may include think alouds, connections, questioning, visualization,
inference, genre talk...whatever my 4-6 week focus is. It may last
30-45
minutes. The last portion of my morning is centers/guided reading. I
can
usually get to 3 groups, one will be a quick revisit. The last 5-10
minutes
is back to whole group to discuss what we learned today. Kids share
some of
the writing work they did, strategies they learned, nonfiction facts
they
read about... It's an important piece to reading workshop. More to
come.
Rita

++++++++++++++++++++++++++++++++++++++++++++++++
From: "Ellin Keene" <ellinkeene@earthlink.net>
Subject: Re: [mosaic]
Date: Wed, 9 Jan 2002 20:01:40 -0700

Hello everyone and particularly Shelly --
I was so interested in what Shelly wrote tonight because she presents some
dilemmas that are so common for so many of us. First, the issue of focus.
Shelly writes that it was "truly nothing but a think aloud" but that is
exactly what it should be and exactly what's most crucial for her kids! My
mother used to say, "Ellin, you make everything so complicated -- don't you
know that in simplicity is found the greatest elegance?" I rolled my eyes
at the time but now I really understand what she meant. Sometimes we all
think, "is that all there is to it?" Well, yes. And, no. It takes
tremendous effort and restraint to focus and yet all the studies on
children's (and adult) learning tell us that in-depth exposure over a long
period of time, with ample modeling and a wide variety of texts in which to
apply the strategies are exactly what's called for. This is what Shelly
began today -- elegantly, I might add!

Does all that need for focus mean we should ignore teachable moments. No
way! It means that we minimize time spent on elaborate lessons on other
strategies giving kids a time to apply the strategy the class is studying at
that time. If you see a need for a little conference based on schema, go
for it. When we talk about one strategy at a time, we're really talking
about planned instruction. Does that make sense? I do think, of all the
resolutions we adopt each year (in September and in January!) the most
important one we really need to stick to is ample amounts of uninterrupted
independent reading time giving Shelly and all the rest of you, time to
confer.

I'm too tired to think more tonight! best to all of you,
ellin keene

++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Gail Hanna" <gddoerr@msn.com>
Subject: Re: [mosaic] FW: Reading Workshop
Date: Thu, 10 Jan 2002 06:17:15 -0600

This teacher should take a look at the NRP, especially the results of
studies related to silent reading.
gail

+++++++++++++++++++++++++++++++++++++++++++++++
Date: Thu, 10 Jan 2002 08:08:20 -0600
Subject: [mosaic] Reading Workshop
From: weber_r/vc@dns.u46.k12.il.us

Gail,
Could you please explain what NRP is, and what they say about silent
reading? Where did this study come from?
Rita

+++++++++++++++++++++++++++++++++++++++++++++++++Date: Thu, 10 Jan 2002 08:22:02 -0600
Subject: [mosaic] Conferences
From: weber_r/vc@dns.u46.k12.il.us

Thanks Ellin! I couldn't agree more. I use my morning silent reading
time of "just right" books to pull 3-5 kids to conference with everyday.
I target these same kids throughout the day to see if they are
using/understanding the strategies we've been studying and then again
during writer's workshop to check up on their writing as well. I can
get through my whole class within 2 weeks or less. This way I've
visited with each child thoroughly. I feel I can reach the kids in
depth-- and doesn't even include my small guided reading group time
which reinforces what I'm doing. I feel good about it, and am seeing a
big improvement in each child's reading and writing.
Rita

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

From: Sandcwells@aol.com
Date: Thu, 10 Jan 2002 19:30:41 EST
Subject: [mosaic] Success Story

I teach first grade and bragged on Mosaic so much that one of my fellow
second grade teachers read it and loved it.

Today she sent one of my students from last year to my room to show me her
reader's response notebook. She had Because of Winn Dixie in her hand. I am
dying to read that book. So I asked Reagan-the student-how she like it. She
said it was really good. I read her response to BoWD. She said while she
was reading it, she imagined what it would have been like to lose her mother
when she was 3 years old. Her teacher and I were so impressed with her depth
at this young age. I was so proud that I could share in that "moment" with
Reagan and her teacher. I'm also so thrilled that Reagan has become such a
thoughtful reader.
Celeste/1/Al

+++++++++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Fri, 11 Jan 2002 07:17:29 EST
Subject: [mosaic] Success Story

Sandy,

How nice that your hard work is being continued by a colleague. This has
been the most frustrating part for me -- lack of consistency in the school
building. When I first read Mosaic 3 years ago I was in the first year of a
1-2 loop. I started the reading and implementation in March-April and was
highly impressed with the results. I continued the following year in 2nd
grade and my students were leaps and bounds ahead of other 2nd grade classes
in their ability to think and reason through text. They were also better
readers and writers overall and test scores were noticeably higher when
compared to the other 4 second grade classes. The principal read Mosaic the
next year and we started a voluntary study group and many teachers joined.
Unfortunately not the 3rd grade teacher who was hand picked by administration
to take my class. I personally invited her, gave her a free copy of
Strategies that Work and Mosaic and had invited her in to spend time to
observe what was being done. While the teacher was highly impressed with the
kids and articulated many times that they were indeed far ahead of any other
class she had had in the building to date she did not continue using the
strategies. I watched as my babies "deflated" and slowly lost ground. By
year end they still scored higher than many other 3rd graders but the gap was
closing. I watched in dismay as the kids went through the year unable to do
more than keep reminding them of what we had done. I asked on many occasions
if they were still using the strategies and they said "Ms. _ " doesn't do
that. I told them that they needed to do it themselves and that they knew
how to do it. While they do try, I firmly believe that if these strategies
are not continued, modeled and developed over time the kids will begin to
loose them. I don't think at the ripe old age of 7 they internalize them for
the long haul. This is what I find the hardest part. I know what these kids
could have become had they continued on the journey using the road map
provided by Keene's book. They are now in fourth grade and still visit me
daily. I look at them and know that they still do have the love for reading
that was instilled by me over those 2 years but not the depth of thinking. I
am now finished year 2 of a loop with kids that I started the strategies on
day one of first grade. They are farther along in the process than my first
group and I worry every day about what will happen to them when they leave my
doors. There still is not a 3rd grade teacher or 4th that is willing to join
the study group or implement the strategies. They do nothing more than test
prep the entire year yet gripe every year about the poor results. I don't
know what to do at this point and am seriously considering staying with them
for 3rd grade if administration will allow me to keep them for a 3rd year.
My biggest concern in doing that is whether or not it is in the children's
best interest to have the same teacher for 3 years. Most of the looping
situations are for 2 years and I don't know if it is good for me or them to
stay together again. I will keep you posted. For all of you out there that
are using the strategies and seeing results I urge to you look for long term
contingencies and not focus on just your one year. We need to have a
consistent approach in our buildings if we are to make long term changes in
the teaching of comprehension.

Thanks.

Laura
readinglady.com

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

From: Sandcwells@aol.com
Date: Fri, 11 Jan 2002 18:19:47 EST
Subject: Re: [mosaic] Success Story

In a message dated 01/11/2002 6:19:21 AM Central Standard Time,
Readinglady1@aol.com writes:

<< We need to have a
consistent approach in our buildings if we are to make long term changes in
the teaching of comprehension >>
Laura,
I perfectly understand your frustration. Your above quote says it all. We
invest so much in these children and want someone to take the baton from us
and continue the "race" right where we left off. How tragic it is when the
strategies are not carried on. I've gotten so upset about this that I almost
want to teach at another school where all the teachers teach Four Blocks and
focus on the comprehension strategies. Don't even get me going on my own
child's school. It is so hard when you see how far children can go when they
are allowed to use these wonderful strategies. When other
schools-teachers-are not providing this wonderful environment for children to
dig deeper, I almost can't stand it. And I don't hold my tongue about it
either. I'm very interested in looping also. Now that I have 2 teachers at
second grade that teach Four Blocks and love Mosaic, I can send my babies on
with no regrets. I know how you feel about keeping your children another
year. But look at it this way, there is a group of children next year that
would miss your wonderful teaching. Your kids now have had you for 2 awesome
years, it's time to nurture new seedlings.
Bye,
Celeste

+++++++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Sat, 12 Jan 2002 06:03:07 -0800 (PST)
From: Thea W <wheewrites@yahoo.com>

Laura said: <<This is what I find the hardest part. I
know what these kids could have become had they
continued on the journey using the road map provided
by Keene's book. They are now in fourth grade and
still visit me daily. I look at them and know that
they still do have the love for reading that was
instilled by me over those 2 years but not the depth
of thinking. >>

I realize I am asking this question to someone who has
PLENTY to do...is it possible to have a lunch
time/before school/after school book club where you
read something together ala MOT?

I know that doesn't really address the fact that
something should be done about 3rd/4th grade. Maybe
your principal who read MOT should move you to a 3/4
loop, but not with the ones you have already had, so
that others get the strategies too. The goal would be
not so much to continue what you started with your
1/2s but instead to be teaching "alongside" of those
teachers you feel need to make the changes. THEN you
can be sure when you go back to 1/2 that your kiddos
will be going on with the strategies.

I am sure it would be hard to go on while your kids
are going on, and not to have them (though that book
club thing could work out better!)

Thea/2/PA

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

From: Readinglady1@aol.com
Date: Sat, 12 Jan 2002 09:23:12 EST
Subject: [mosaic] Success Story

Sandy,

You mention - "not to mention my own kids school". This is yet another area
of concern on my part. I teach in a poverty zone school with kids most say
"can't learn". They can and do learn amazingly well. Sometimes I look at
what my 1st and 2nd graders are doing and feel sad that my own kids were not
exposed to these strategies. My kids are in a charter school in a so called
middle-upper class area. They are getting exposure to many good quality
teachers but there are many that are not. I am now convinced that it is the
teacher not the school that makes the education. I took my kids out of a
school and went through an application process, interviews, etc. to get them
all in this school. While overall I believe it is far better than the school
I am zoned for, it is still lacking. I think the teachers in my building
that are using Mosaic approaches are working harder and getting more out of
the kids than the teachers in my kids school. At times I wish I could bring
them to work with me! Just another can of worms opened I guess. Another
reason we need a bit more consistency perphaps district wide.

Laura
readinglady.com

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

From: Readinglady1@aol.com
Date: Sat, 12 Jan 2002 09:28:15 EST
Subject: [mosaic] Success Story

Thea,

It's funny you mention the book club idea at lunch. A few weeks ago it was
one of my former student's birthday. She came down the day before knowing I
was going to a Scholastic warehouse sale and asked me to get her Harry
Potter. I purchased one for her and 3 other copies to keep in my room. As
the birthdays came along I gave them to 1 more of my former students. The
kids are all together in 4th grade because the principal has kept them
together. Anyway, one by one they kept coming to me asking me for Harry
Potter. I just went back to the Barnes and Nobles in the area and purchased
4 more, and not at warehouse sale prices. The kids came to me and said they
were starting a book club on their own and reading the book together. Maybe
I can invite them in at lunch a few times and we could read it together.
Great idea! Thanks.

Laura
readinglady.com

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

Date: Sat, 12 Jan 2002 09:58:33 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] "Am I understanding" lesson

Hi...I shared that I taught Metacognition, and "Am I understanding what
I am reading." I'll share what we did on Wednesday. My grade level (5th)
does a thing each week called NEWS TEAM. The kids find an article and
summarize it writing a paragraph and then doing their oral report. I am
new to the school and have implemented but have labored over how I feel
about it. There are parts I love, but have not felt like it was
meaningful enough. No matter how many times I have modeled this, I still
get paragraphs that show the kids don't understand or are still copying
from the paragraph. We have newspapers delivered every Wednesday. I
struggle to find Health grades and passed out the Newspapers and had
students search for any article related to Health. Well, interestingly
enough there was hardly anything (it was a wing-it moment I hadn't
thoroughly planned that one I admit - have you ever done that? HA!) I
mentioned an article that all the kids missed that had a lead something
like this -"Court rules in favor of cutting back on ADA" - that is not
exactly it. So I asked if anyone knew what the ADA was. They didn't so
we discussed that. I read the article aloud once. Then I read the
article again instructing them to use their 1 finger for understanding
and 2 for not understanding. This (again - simple) activity was amazing.
THe kids were very truthful and I had instant feedback on what was
going on in their heads. As I saw two fingers we tackled by rereading,
reading on or asking someone. (I was the resource.) We broke the
article down and everyone really began to understand it as we worked
through it together. Then I went to the overhead to model a
summarization paragraph having them close their newspapers. Without
looking back, I got some of the best sentences to add to the article
from them that I have seen all year when modeling News Team. I really
believe this is a result of me knowing exactly where in the article
their comprehension broke down.
I can't tell you how much reading this book has impacted me as an
intermediate teacher. I always thought that I was doing so much
discussing chapters of a novel, having them answer questions and then do
choice book projects. I used to assume soooo much about their reading
comprehension. Then, when they couldn't write summary paragraphs, I
thought it was a writing issue, but I believe that really might also be
a reading comprehension issue. During this lesson, They were able to to
come up with great main ideas and details from the article without even
referring back to it.
Monday I plan to give them another newspaper article, and number the
sentences. THen I will pass out post-its, having them write down which
sentences take them to a 2. From there I will pull the students that
seem to be having the most trouble and work with them in small group. I
have no idea how this will work, but I am going to try it. I'll let you
know.
Here is another question - as I model this should I have them doing the
1-2 finger thing as we are reading anything throughout our day like
during a Social Studies lesson? Your thoughts are welcomed. Shelly

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