How exciting that you are doing some research on this. I teach in a very low
performing school in NYC and our students consistently score low on
standardized tests. On top of that there are few that ever really become
"readers." The constant comment in the upper grades as always been "they
just don't think," "they don't connect what's being done to new situations,"
"they don't follow directions" or "I've been teaching this for weeks and it's
like it's something new." Three years ago when I did the first interview
chat with you online I had just read Mosaic for the first time. I began that
year like many using the strategies with my first graders. My looping
partner then joined me with her kids. One thing has lead to another and last
year I got my principal to crack open the book. He was totally hooked. We
then started a study group at school and several of the teachers have begun
to dabble in this approach. Anyway, I can't say enough about the benefits to
my kids. When I get them in first grade they have had little if any literacy
experience. There were no bedtime stories or discussions. We are a Title
One school with 99% on free breakfast and lunch. I am amazed at what we can
do with these strategies. You are right when you say that my students need
this instruction more than others may. They have really latched onto this
and teaching them about their thinking has really given them something to
hold on to. I have just gone back to the prior knowledge piece and spent 4
days last week on it. At the end of four days of modeling, discussing,
sharing, etc., I asked the kids to do a quick written response. I asked them
to write a little to tell me what prior knowledge was. Sample response (2nd
grade student - 7 years old) -

Prior knowledge is something you do before you read. It can really help you
to comprehend what you are reading. It helps you access information from
your brain like a computer. When you access it it helps you put the new
information in the right file.

There were at least 4 responses that made me say - WOW. I shared with my
colleagues and they were equally impressed. I can't say enough about
teaching and modeling the strategies over long periods of time and getting
the kids to really discuss not only what they are doing, but how it helps
them as a reader. Next week we'll start looking at how readers use prior
knowledge. Anytime you need data for your research on low socioeconomic kids
and are in NYC please come by and see us. We'd love to share what's being
done. It is our hope that as the kids go up in grades we will start to see
some movement on the tests too, but from what we see they are really becoming
critical thinkers and READERS!!!

Thanks for your work and we are waiting for that second book you will write.

Laura Kump
readinglady.com

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

From: "Marcia Kellenberger" <mgk59@FoxValley.net>
Date: Mon, 21 Jan 2002 00:06:39 -0600

I have been reading the messages regarding teaching low socio-economic
children using MOT strategies, as I also teach in an at-risk building. I
agree with Ellin -- the strategies provide them with not only a framework
for thinking about their reading, but also a way talk about their thinking,
something that low oral language children find so difficult. Children who
used to sit and passively listen to a story are now lighting up with
text-to-self and even text-to-text connections without prompting! They also
happily listen to the story WITHOUT seeing the pictures just so they can
have the opportunity to share their own personal "mind movie" with their
partner.

However, it is often clear that lack of background experiences and lack of
exposure to more complex language (both structure and vocabulary) make it
difficult for these children to comprehend the story, even as they listen to
a read aloud.

Here are my questions: Did anyone read the article "Text Talk" in the last
(I think) issue of The Reading Teacher? Has anyone tried it? If so, what
do you think? How about the vocabulary piece of that format?

Also wondering, when using a MOT/STW strategy as the teaching focus in
shared reading for an extended period of time, are you then also emphasizing
strictly that strategy with all of your guided reading groups for that same
time period? Our building is involved with the Balanced Early Literacy
research project, and a main component is that you model strategies in
shared and then support that teaching in guided (as opposed to introducing
and getting deep into the actual teaching during guided). This feels much
more natural to me when working with the higher kids who are reading more
complex stories, but I struggle with that concept with the lower readers . .
. so hard to keep the focus narrow when they need so much. Thoughts?

This is my first posting to the listserve -- I have enjoyed "listening in"
on your conversations and look forward to your replies!

Marcia
Second Grade

+++++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Mon, 21 Jan 2002 08:29:44 EST
Subject: [mosaic] Strategy in Guided Reading

You asked about using the strategy being modeled in guided reading. What I
do is model the strategies in Reading Workshop. The children are then
working with their independent reading and applying and working with the
strategy modeled, as well as others previously taught as they are all so
interwoven. When we are in Guided Reading I am not "focusing" necessarily on
the strategy modeled as their is a new focus to the minilesson, but the MOT
strategies are a big part of the minilessons in GR. Example, if I am working
on prior knowledge I would be modeling that in Reading Workshop. The kids
would then be reading and applying strategy and then we would be sharing and
discussing our readings. When we are working in Guided Reading my minilesson
that day could be focusing on vocabulary. The kids would be working on using
context to get the gist of the unknown words and we would be working through
this. Prior knowledge could be a strategy they use when using context clues.
There is such a meshing of the strategies into all our teaching including
Math and other content areas. It is not on the front burner of the lesson
but does always come up. When we sat down in Math recently to learn
something new about fractions, one of my students said - "I know, you want us
to access our prior knowledge of fractions before we start." It is always our
hope that the kids will apply these strategies throughout their day and
lives.

Laura
readinglady.com

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

From: ReadingLady [mailto:webmaster@readinglady.com]
Sent: Monday, January 21, 2002 11:07 AM
==============================================
FrontLine Teaching
Published By ReadingLady.com
www.readinglady.com
readinglady@readinglady.com
==============================================
January 21, 2002
==============================================

I was happy to meet so many of you out at the Leadership Conference this
weekend. As usual the conference was invigorating. I enjoyed Dick
Allington's presentation and meeting him very much. I am set to present
next
at IRA in San Francisco in April. I look forward to meeting more of you at
that time.

**************************************************

I continue to work through the strategy instruction outlined in Mosaic
of
Thought and Strategies that Work with my class. I'd like to share this week

some new thoughts on how my instruction has developed. This past week in my

class (2nd grade) we were working with Prior Knowledge. This is the first
week of this study. I began on day one with a large piece of chart paper on

the chalkboard. At the top I had written "Thinking About Prior Knowledge."

I then wrote -- "What do we know about prior knowledge?". I asked the kids
the question and they looked at me kind of funny. While I had modeled this
in the past I had never really made them aware I was doing so. How many of
us have done this? We read a book on Day 1 and build background through
webs, KWLs and other such graphic organizers. We attempt to prepare to read

and are indeed accessing prior knowledge as we build background. What we
don't do is tell the kids we are doing this and perhaps more importantly why

we are doing it. As with the other strategies, it is important that we
share
what we are doing and why we are doing it. Below is the format of my first
4
days of this instruction.

Day 1 - Develop chart with kids. What do we know about prior knowledge is
written on chart. Ask if they know what prior knowledge is. Then tell them

you will model for them. I chose a nonfiction piece for the first day, a
book about Bats. I held up the book and showed them the cover. I said,
today I will read a book about bats. Before I read the book though I want to

access my prior knowledge. I look at the book's cover and ask myself "What
is this book going to be about?" Bats. I think I'll make a web to see what
I
already know about bats before I read. I then make a quick web - Bats. I
say things like - I know they come out at night, that means they are
nocturnal. They are small. Some drink blood and are vampire bats. Some
eat
insects. I continued to list a few things I knew about bats. Then I said
that when I read this book I might see some of this information. I
proceeded
to read 2 pages of the book. I told the kids that when they got their
reading bags I wanted them all to pull out a nonfiction piece. I wanted
them
to look at the book and before they read, make a quick web like I did to
write down what they knew about the topic. We shared a few of these after
the reading/conference time.

Day 2 - I had the chart still hanging on the board. Nothing to this point
had been written under the What do we know about prior knowledge question.
I
read the question and a few kids responded talking about what we had done
yesterday. I am not recording responses at this time. I then held up a
book
I was planning to read. The book was a fiction piece. I told the kids
that
our brain is very much like a computer. We have all this great information
inside our brains in neat little compartments. When we access prior
knowledge it is like using a search engine on the computer (most of mine
don't have computers at home). I said that when you use a computer and want

to find information, you type in a key word and it searches. Accessing
prior
knowledge is very much like this. You look at the book and when you ask
yourself what you know about this topic, you are searching your brain for a
match. I made some little searching noise as I put the topic in my head. I

then wrote what I knew about the topic. A quick listing -- not a
dissertation, showing them that prior knowledge can be used with fiction as
well as non fiction. I then told the kids that during the reading time I
wanted them to pull out a fiction piece and access their prior knowledge
before they read. After I conferenced, I did a quick wandering and selected

a few kids to share. We discussed what they did. One girl was reading
Amelia Bedelia Goes Camping. On her web she had written among other things
that "sometimes Amelia doesn't understand what Mr. and Mrs. Rogers want her
to do" WOW! When she shared we talked about how this knowledge would help
her understand the new Amelia Bedelia book she was reading. Another child
had gone ahead and made a KWL chart in her book. On her own she had
realized
that this organizer we had used in class would work well when accessing
prior
knowledge. As she shared this other kids began to see that there were other

ways of accessing prior knowledge. They also were beginning to make
connections between what was done in class and why it was done.

Day 3 - The chart is still hanging on the board. I still have nothing
written
under the question. I begin with the question and a few kids respond. They

have I see gotten the idea that prior knowledge is done before you read and
helps you comprehend. I again modeled accessing my prior knowledge. I
talked more about the brain and how the information is in little
compartments. I said the brain was like a file cabinet with many different
file folders in it. When we access prior knowledge we take out the file and

open it. This is important because we want to be ready to learn new
information and also we want the new information to be placed in the right
file in our brain. The kids had free choice on genre this day, but were
asked to access their prior knowledge before they began reading their
selection. After I conferenced, I walked around a bit and observed what
they
were doing. I selected a few kids to share and we again discussed what they

had done and how it had helped them. I could see they were now ready to
answer the question on our chart.

Day 4 - Again I returned to the chart's question - What do we know about
prior knowledge. Still we had nothing recorded. We had a quick discussion
of what we had done this week so far. I then asked the kids in their
reading
logs, before they read to jot down a few ideas. What is prior knowledge?
What would you tell someone else about it? They did a quick write before
they read. After I conferenced, we shared what we had written. Everyone
had
a chance to share what they had written and a few shared what they had done
that day to access prior knowledge. We chose 4 responses to add to our
chart. These kids were given postits and asked to record their response on
the post it. These were glued to our chart. Below are examples of what
these 7 year olds wrote. (I don't have them here so this is from memory. I

hope I can convey the depth of their response and do them justice. I will
include the exact text of their responses in my next newsletter.)

Prior knowledge is something you do before you read to get your brain ready.

It helps you comprehend what you are reading because you think about what
you
already know about the book. When you read you will see some words that you

don't know, but when you use prior knowledge you have a better idea what
these words are...

Prior knowledge helps you comprehend when you are reading because you think
about what you already know before you read. Your brain is like a file
cabinet and you need to get the right file out before you read. It helps
you
warm up your brain and get it ready to learn new stuff.

Prior knowledge lets you access information from your brain before you read.

Your brain is like a computer and using this strategy helps you comprehend
because you think about what you already know about something before you
read.

I was very happy with the week and the responses. Next week we will talk
about how readers use prior knowledge. I will be modeling this again all
week and the kids will be working with the strategy. I wanted to make the
point here that not only do we have to model and teach the strategies, but
we
have to have the kids respond and articulate how it helps them understand
what they read. They need to make the connection between what they are
doing
and how it helps them understand their reading. Powerful stuff and so
necessary. It is not enough to just see them use the strategies, they have
to understand why they use them and how it helped them as readers. We
always
need to take that next step.

****************************************************************

I'd love to share your ideas in this newsletter. Many of you have signed up

to write for the paper. Please don't wait for me to contact you to do this.

When you sign up all you need to do is send me your article via email. I
will then contact you and let you know when it will appear in the paper. I
am now collecting articles for the next issue. What have you been doing in
your classrooms? We'd all like to hear. Please send your article to me for

upcoming issues - readinglady1@aol.com .

==================================================

The contents of this email and the ReadingLady.com site
are reserved for the sole use of Readinglady.com.
Any infractions other then for classroom use will be
strictly pursued.
===================================================

+++++++++++++++++++++++++++++++++++++++++++++++++++
From: neophytelm@aol.com [mailto:neophytelm@aol.com]

Hi all. Just back from Leadership in North Carolina. We had a great time
and I enjoyed seeing so many of you there. In one of our breakout sessions
we were trying to come up with a way to assess comprehension. What came out
of my groups meeting was a need to create benchmarks for each grade level as
a way to measure children's progress. My looping partner and I thought that
perhaps such benchmarks would be the best approach to measure student growth
over time. What do we expect the kids to be doing when apply strategies
taught by the end of first grade, second, etc.? We plan to tackle this now
that we are back and wondered if you all would like to brainstorm here on
the
ring about the best way to do this. We'd love to do this as a group effort.
The focus would be the strategies discussed in Mosaic and STW. What would
the best format be? What are you looking for in your school? What are you
currently using to assess comprehension since most standardized tests do not
measure what we are trying to do with these strategies? Please share your
thoughts or suggestions, and whatever comes out of the discussion will be
posted on the site for us all to use and share.

Thanks.

Laura
readinglady.com

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

Date: Tue, 22 Jan 2002 10:21:37 -0700
Subject: Re: [mosaic] Book for Primary Comprehension
From: "CCristine Tovani" <ctovani@mail.ccsd.k12.co.us>

Dear All,

I'm not sure if anyone is getting these responses. I am a
techno-challenged. Anyway Debbie Miller's book about comprehension
instruction at the primary level will also be out in March. Stenhouse is
the publisher but I can't remember the title. She is a first grade
teacher in Denver and she is fabulous.

Cris Tovani
Smoky Hill High School
720-886-5643

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

Date: Tue, 22 Jan 2002 20:51:38 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] reading & writing workshop

Hi all....several weeks ago we started discussing how to carry out and
schedule a "true" reading & writing workshop. What I mean by "true" is
with a big chunk of independent reading time with a mini-lesson as an
intro with guided reading groups and/or conferencing and literature/book
clubs going silultaneously. It didn't generate a whole lot of discussion
and I think that is because many of us (JUST MY THEORY AT LEAST)at the
intermediate level carry out mostly whole group reading instruction. I
have done that for several years, but I spent a lot of time reading and
thinking over my recent maternity leave and I was committed to coming
back and 1. teaching the mosaic strategies, and 2. trying to implement
some kind of "true" workshop. I have implemented lit. circles here and
there and pulled small skill groups as needed before but this is a first
for the workshop with a consistent format. My first couple of
mini-lessons have been from the Fountas and Pinnel book - Guiding
Reading for grade 3-6. IT'S AWESOME. I have been intrigued by the
difference between Independent Reading and Sustained Silent Reading. I
am still unsure how to assess if everyone is reading a JR (Just Right
book). I had my kids begin a log sheet of their in-class independent
reading. Beginning next week week they will have to write a letter one
day about what they have read. I will respond to 5-6 per day. ) I have
another resource that talks about writing one letter every day -one to a
peer (who responds), next to a parent (who responds), one day to me (who
responds) and one day to themselves. What are your thoughts - is that
too much? Also do I stop everything and say, "OK - time to write
letters," or do I make it their responsibility to get it finished
sometime during the reading block? Also, I don't want them spending all
the time writing during the reading block. Also would you have the kids
turn it in? Keep it in a writing folder to be collected at certain
times, etc.? I think there is more Management to this whole idea of
reading workshop than content knowledge for the teacher. (And I am a
pretty unstructured random person - that will have to change.) OK back
to my lessons. After charting about our skills I sent them off to read.
THen today I started pulling kids doing a reading inventory to level
them for skill groups. Now...what I am going to do in those skill groups
I don't know, but I will at least have them leveled. HA!) I don't even
know if these is necessary. I just needed a starting place for guided
reading groups.
I am still flipping through different parts of the Fountas and PInnell
book. I understand that guided reading groups are homogeneous and lit.
clubs are heterogeneous. My question #2 is how often do lit. clubs meet?
If you have a guided reading group, do you have lit clubs going on then
or after or on a different day all together? Then, down the road when I
teach a skill such as character traits or a mosaic strategy do you have
the students do something with that skill independently first in
independent reading or in the literature clubs OR in guided reading?
I hope that all made sense. I look forward to hearing any thoughts even
if you are not trying it yet. I just need some feedback. THANKS!

Shelly

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

From: "Mike and Louanne Jones" <2jones@attbi.com>
Subject: RE: [mosaic] reading & writing workshop
Date: Tue, 22 Jan 2002 19:19:46 -0800

I don't know who just posted this message, but I'd like to add my 'two
bits'. I've been teaching literacy with the Four Blocks framework. Some of
you probably are using it! This is what I think of as workshop-style. I am
able to teach my guided reading lessons with M.O.T. in mind and find the
Four Blocks excellent. If you are interested, check out teachers.net and
look for Four Blocks. Some of our country's best reading gurus are involved
and their framework is top notch. Dottie (Dorothy) Hall, Patricia
Cunningham, and Cheryl Sigmon are the primary builders of the framework.

Guided reading is taught in a variety of ways but the focus is ALWAYS on
comprehension. (MOT!) Children are grouped heterogeneously if grouped at
all. Shared reading, paired reading, small groups and large groups are used
most of the time.

Check it out:
http://www.teachers.net/4blocks/
http://www.wfu.edu/~cunningh/fourblocks/
http://www.readinglady.com/ (Glad to hear your input, Laura!)

Louanne Jones
Grade 2, Burlington, Washington

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

From: datsauer [mailto:datsauer@chartermi.net]
Sent: Tuesday, January 22, 2002 5:28 PM

I'm working on inferring in my first grade classroom. Our anthology story
this week has lots of imaginary occurences, and a surprise ending. We read
through the story today, and then reread to find examples of imaginary
events and what we could infer from them. I was very pleased with the level
of engagement in the discussion. We are studying the solar system, and
during a discussion on the rings of Saturn, a girl commented that it must be
cold because the rings have ice in them. I used that as another example of
inferring. The kids noticed another example in the read aloud chapter of
"Midnight on the Moon" (Magic Treehouse)Tomorrow I will read aloud Owl Moon,
and ask my favorite inference question - is the child in the story a girl or
a boy? Since the story doesn't say, and the clues given are non-gender
specific, it's always interesting to hear the kids justify their opinions
and inferences. (BTW on Jane Yolen's website, she reveals that the child is
a girl. So does the dust cover of the hardback, which my kids won't see
ahead of time.) During our science time tomorrow we are reading a book about
planets, which talks about scientists' prediction that there are other
planets based on the behavior of light in certain areas of the universe, a
scientific inference. I'd be open to other suggestions for books that lend
themselves to inferences.

Debbie in Duluth

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

In a message dated 1/22/02 6:26:54 PM Eastern Standard Time,
datsauer@chartermi.net writes:

<< I'd be open to other suggestions for books that lend
themselves to inferences. >>

Many of the wordless books are great for inferences. I like the work of
David Wiesner and also Monique Felix. There is also a great wordless book
called The Grey Lady and the Strawberry Snatcher.

http://www.amazon.com/exec/obidos/ASIN/0027081400/educasbookclubdi

When I teach inferences I also use a lot of fables because they can infer
what the author is trying to teach. Arnold Lobel has a lovely collection
called Fables. We cover the moral and they infer what they think the moral
is. We also found that Chris VanAllsburg's books have a lesson and are
great
to infer. What is the author trying to say lends itself to making
inferences
and backing them up.

On an aside, a student in my room asked during reading workshop if he could
make a chart of words or phrases that tell you are making an inference. So
far he has the title -
Inference Chart

phrases listed to date -

Maybe it's
Maybe because
I think it is
It might be

He will contine to add to this. We hung it on the wall for all to add to.
His idea. Don't you just love it.

Laura
readinglady.com

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

I just love the ideas of how to teach inferring in the classroom. I need to
get my thoughts organized again with how I want to structure the lessons
over
a period of 4-6 weeks. I have been teaching the elements of fiction under
the guise of text schema. I would really like to emphasize some inferences
we make with character's actions and emotions.

Do you think that this is too difficult to begin with? Maybe making
inferences with what the setting is or with character's actions would be
easier? I am drawing on the experiences of some of you who have taught this
before.

When I decide which way to go with the inferences, whether to start with
character's emotions or actions or setting, I will need to compile a list of
books to use that teach that. I am not sure if I need to be this specific,
but thought it might be a way to break the inferences down into structured
chunks of instruction.

BTW, I love the little student who decided to make a chart of "inference
beginnings." What a great guy! Clone him and send him to all of us! ;)

Thanks for all of your help.

Marcia/1st/GA

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] study groups
Date: Tue, 22 Jan 2002 21:59:58 -0600

Hi Maureen-

Jan and I have created 2 graduate courses using MOT and STW as the texts.
In our courses we have the teachers working through the texts actually
making the post it notes themselves as we would ask our students to do. We
always had a focus for each reading and often had them do a quick write
before discussing their post its back in the small group. After reading a
chapter in MOT we had the teachers apply their learning to a short piece of
text. Here is what Jan sent earlier to the listserve in response to a
question regarding working with teachers:

"Ginger and I have been using the book Micro Fiction by Jerome Stern in our
MOT class. It is a collection of short stories, 250 words or less. The
stories were written for a contest in Florida. This is a collection of the
winning stories from 10 years. The stories are great to use with adults.

Ginger and I felt very strongly that we, as adult readers, had to practice
the comprehension strategies in our own reading before we could understand
how to teach them to children. These stories are challenging enough that
adults need to utilize the comprehension strategies in order to understand
the stories. Great discussion followed each story-reminding us that reading
is a social activity. Jan, Reading Support"

The book is a great resource for short text. I've taken what Jan and I do
in our graduate courses and brought it to my building for our book study. We
take the reading very slowly. I strongly encourage them to do post its
(usually 3-5 or more) and give them the focus for their reading. They come
to the next session having read, done post its, and a quick write. We first
share our quick writes, then our post its. That takes up about the entire
time. The following week we practice what we learned in that chapter on one
of the adult pieces. For example if we are reading the questioning chapter
in MOT we then write our own "I wonders....." on post its as we read the
short text. They first discussed their post its. Then we did some sort of
activity. For questioning we made a 3 column chart with BEFORE, DURING, and
AFTER. We didn't give them the chart until after they had finished the
piece. Then we had them move their post its to the appropriate column and
discuss the results. To stress how we need to explicitly teach the three
times to ask questions.

I hope this is making sense!!!

Ginger
grade 3

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

From: Readinglady1@aol.com
Date: Wed, 23 Jan 2002 07:09:01 EST
Subject: [mosaic] Readers Workshop

The topic of merging reading workshop and four blocks is one that was being
discussed on my profreadinggroup@yahoo a while back. It was prompted by my
discovery that I am no longer teaching four distinct and separate blocks. I
have moved to the reading workshop format and my guided reading and self
selected reading blocks have really become extended periods of time, or one
large block. While I am not doing four separate blocks I am still using the
four block philosophy. I do teach a balance and four different approaches to
literacy instruction. We have a 90 minute literacy block in my school. I
try to fit in some type of word study and then the GR/SSR block. I have been
doing the minilessons modeling the comprehension strategy more in the SSR
block because I want them to apply them in text that they can read, or just
right text. In GR I may be focusing on vocabulary and locating and
highlighting the words in context and using the context to write what they
think the words mean. Another day may find us summarizing a chapter or
trying to get the big idea. You mention in your post that you're not sure
how they are reading "just right" books. I let the children self select, but
they are given what I believe are their just right books to choose from. In
addition, when you conference you will get a clear picture of their ability
to decode and comprehend the text. At this time you can adjust as needed.
My children are never told they "can't" read a certain book. They do
understand that reading workshop is a time to read the books that are just
right for them though. They are permitted to take any book they'd like to
lunch or home. I find that the readers workshop provides longer time to stay
on task and I don't feel so rushed through the four blocks as I had been in
the past. It is OK if I don't finish in 30 minutes. I've come to realize
that there was no benefit from stopping one block to start another just
because time was up. My reading workshop could go all day if I let it. Of
course we have other subject areas to get too so we do limit it to the
morning block time 5 days a week. My writing workshop time is not in the 90
minute block. I have a 45 minute chunk of time in the afternoon after math
for that.

Laura
readinglady.com

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

Date: Wed, 23 Jan 2002 11:05:45 -0700
Subject: Re: [mosaic] inferencing
From: "CCristine Tovani" <ctovani@mail.ccsd.k12.co.us>

Laura,

Any of Chris Van Allsburg's books work really well when inferring. George
and Martha books work well too.

Cris Tovani
Smoky Hill High School
720-886-5643

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

From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] inferencing
Date: Wed, 23 Jan 2002 10:36:09 -0800

I so agree, Cris. I have done many introductory model lessons on inference
using Chris Van Alsburg's book called The Garden of Abdul Gasazi, from
second through fifth grades. It works really well. Many of my teachers
have followed up the introduction using his other books. Some have done a
parallel study of author schema, which the kids really love.

I gave I Read It, But I Don't Get It to a close friend who is a first year,
second career, high school English teacher. Each time I see him, he thanks
me. In his opinion, it has saved him and his students. Thanks for this
great resource.

Melanie Perkins

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

Date: Wed, 23 Jan 2002 14:26:02 -0500
From: Shelly Kennedy <skennedy@tsc.k12.in.us>
Subject: Re: [mosaic] inferring

I haven't taught inferences yet, but that starting with why the kids
think that the character does things seems logical to me. I have also
finished up elements of fiction with a huge emphasis on character. I
think my students could make that "connection" . :)

Shelly

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

Date: Wed, 23 Jan 2002 13:33:16 -0600
Subject: [mosaic] I Read It But I Don't Get It
From: weincek_g/vc@dns.u46.k12.il.us

Cris Tovani, a frequent voice on this listserve, is the author of the
book: I Read It But I Don't Get It- Comprehension Strategies for
Adolescent Readers.

I teach third grade and have found it VERY helpful for my own further
understanding of the strategies. I highly recommend it!!!!

It is published by Stenhouse. readinglady.com has the book for sale.

Ginger
grade 3

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

From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] I Read It But I Don't Get It
Date: Wed, 23 Jan 2002 11:32:15 -0800

It guides my practice at fourth and fifth grade, too. Our middle school
teachers are studying it this year.
Melanie

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

From: NCNYGA@aol.com
Date: Wed, 23 Jan 2002 20:48:34 EST
Subject: [mosaic] reading and writing workshop

Shelley,

You asked if you thought responding with a letter everyday would be too much
as a follow-up to a reading workshop. You may find the children resist
writing every day. You may have to use your own judgement on this to keep
the motivation for the reading going. I have found in my first grade
classroom, that I vary it somewhat. Some days my children write a response
to their reading. Often times, this response followsup the whole group
guided reading lesson from 4 blocks. Some days, I have them share verbally
with a partner a specific aspect of their reading (this purpose is set during
the read-aloud portion) and other days we do whole group sharing. Also, you
may want to vary the type of writing response they do besides letters,
depending on what mosaic strategy you are teaching. You may want them to
demonstrate their use of that strategy for independent reading. Laura just
mentioned that she had the children complete webs when they completed their
reading. character traits, favorite part, webs, elements, questions they
have, etc. might be all types of responses they can do.

I think you're goal to check a few every day is excellent! I need to start
the same pattern as I am kind of random too! :)

Good luck. I have ABSOLUTELY loved my reading workshop and guided reading
lessons with MOT this year. I am definitely in the baby step stages, but
it's very exciting to plan these lessons out and see how the children respond
to instruction that finally makes sense!

Marcia/1st/GA

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

From: neophytelm@aol.com [mailto:neophytelm@aol.com]
Sent: Wednesday, January 23, 2002 6:16 AM

In a message dated 1/22/02 7:13:55 PM Eastern Standard Time, ncnyga@aol.com
writes:

<<
Do you think that this is too difficult to begin with? Maybe making
inferences with what the setting is or with character's actions would be
easier? I am drawing on the experiences of some of you who have taught
this
before. >>

I haven't tried it that way so it's hard to judge. When I introduce
inferring I've always found it easiest to teach questioning first. When
children are working in SSR time, they are keeping postits with them and
recording any questions about their reading. Then during share when they
share a question, I ask - well did you find out? If they say yes they tell
us the answer, then you reinforce that the author has answered that question
directly in the text. They are taught to code the question (postit) A for
author answered. If they say they did not find the answer, you ask them -
well what do you think? After they respond, you reinforce that when the
answer is not directly in the text they need to use what they read and what
they already know to make an inference. They code this question I for
inference. This is modeled of course in minilessons, but the constant
reinforcement during share time is what makes my little guys get it so
easily. They are seeking answers to their own questions which is far more
motivating and purposeful than me creating questions. If you wanted to use
a
specific text question to do this you might try Owl Moon and have them infer
if the character is a boy or girl. When you get started keep us posted on
how it goes.

Laura
readinglady.com

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

From: ncnyga [mailto:ncnyga@aol.com]
Sent: Wednesday, January 23, 2002 6:12 PM

Thanks Laura, again for your helpful advice. I keep forgetting about
using the questioning strategy to precede the teaching of inference.
I will definitely be trying that in my reading workshop time in the
next week or two. I will try to keep you posted.
I have received some really great ideas on this ring about how to
structure the lessons, planning so there is a release of
responsibility and scaffolding for the children. Thanks to all for
their help.

Marcia/1st/GA

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

Date: Wed, 23 Jan 2002 21:11:42 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: Re: [mosaic] FW: from [ProfReadingGroup] Mosaic

I don't know if there are other Indiana teachers on this list but
Indiana has been on a pretty big standards movement for the past few
years - Like who hasn't been, right? :) - but I think our
English/Language Arts standards are about the best of all of the content
areas - certainly a major improvement over what we had before. Pretty
well-written. They can be obtained by looking at
www.ideanet.doe.state.in.us/standards/
They are written for MOT but as I am planning my lessons with MOT in
mind, they mesh. Sure there will always be some that are way out there,
but of all of the content area standards that have been revised in our
state, I think they are the best!
AND all of you thought there was just corn in IN! :)
Shelly

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

Date: Wed, 23 Jan 2002 21:41:02 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: Re: [mosaic] reading and writing workshop

THANK YOU MARCIA and LAURA for responding to my workshop questions. How
about literature groups? I think I get that you meet with guided reading
groups based on student needs. How often to the book clubs meet - and
what expectations do you have of them? Projects - reporting back?

Shelly

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

From: "Lois Driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] reading and writing workshop
Date: Wed, 23 Jan 2002 21:45:01 -0800

This may come through twice. I wrote it originally 1/22 but didn't see the
post, so I'm resending it tonight 1/23.

Hi Shelly,
I've been doing R/W workshops for 8 years and think it is the best for
children. Here is but one way R-W workshop can work.
I have a block of time in the a.m that is reserved for literacy.
I usually plan a genre focus for a period of time to go along with our
thematic focus. 4th grade year we study Alabama history and 5th grade U.S.
History ( I loop). Our focus of study right now is the slavery period
through Civil Rights. I call it They Followed Their Dreams 1865-1965. The
genre we study is biographies. They can read any biography of a person who
made a contribution to their field during those years.
I make a contract for them that states they must read 10 biographies
within a certain period of time and list 10 activities for them to do (one
for each book), but all are comprehension strategies that connect reading
and writing. Examples: write a friendly letter to the person you just
read about telling why you think they were important
make a web of the person you just read about stating 4 character traits
and give 3 reasons to support each one,
make a Venn diagram comparing 2 people you read about
...and so on.
At the beginning of the workshop I read a biography (short book such as
Through My Eyes, encyclopedia article, Internet bio, biography from a book
of famous people, etc. ), do a mini-lesson modeling the strategy, and then
tell them when they finish reading their book they are to use that strategy
to write about their people. They go off to read their books for one hour
and I meet with a guided reading group for 20 minutes, check on a book club
group, and conference with 2 or 3 kids individually. The guided reading
group will focus on biographies and the book club groups will choose books
from sets of 5 books I've pulled (some are biographies that are
fictionalized such as Amos Fortune, Free Man). On Friday afternoons we have
Book Talk Tea. Kids bring in snacks for the whole group on a rotating basis
and we discuss the books we have read during the week. It's great fun and
the kids LOVE it. I've done this for 8 years and not a kid has wanted to
miss this activity. If we are out on Fridays, they want to have it on
another day of the week. Each week for homework they have to write one book
letter and one response about books they have read. They have a set of
criteria they have to follow. I use a rubric to assess CUPS, so I can
teach language skills easily from these.
After the reading time, we have Writer's Workshop and I divide the group
into thirds (1/3 is self-selected writing using process writing, 1/3 is
research for a topic of their choice connected to the theme, and 1/3 is the
writing strategy we did earlier in the morning). They work on this the
entire writing time or until they finish and then they know to work on one
of the other writings. I am conferencing during this time meeting with the
research of self-selected group giving mini-lessons as needed (for example:
note-taking for the research group, revising strategies for the
self-selected, etc.) I always leave time at the end for sharing (at least
one person).
I have a 20 minute time left before we go to PE and I do spelling
strategies (Making Words, Word Walls, Phonetic patterns, Rhymes, etc.)
Know this is lengthy and involved --but it works for me! I love Mossaic
of Thought and Strategies that Work. They have been very reaffirming and
enlightning.

Lois
4/5 loop
Al

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

From: Readinglady1@aol.com
Date: Thu, 24 Jan 2002 07:13:33 EST
Subject: [mosaic] Reading and Writing Workshop

Actually, my guided reading groups are not based on needs. This is no longer
necessary when you have reading workshop. The kids during reading workshop
are reading at their independent level. When we do guided reading I try to
work through grade level pieces to ensure that the kids are always exposed to
the vocabulary they need to grow. If a child is always reading Mrs Wish
Washy during SSR and other lower end vocabulary pieces they will not be
exposed to grade level words. During Guided Reading I select a grade
appropriate piece and we work through it together using the MOT strategies as
well as any other that are necessary. The only time they were placed in
somewhat leveled groups was when I do Literature Circles. They are still
reading 2nd grade text but some of the groups were place up a bit. I had
kids doing Frog and Toad and others doing Freckle Juice and Time Warp Trio.
As for projects, the kids are not really assigned any type of project during
Literature Circles. I use role sheets as needed to focus the discussions.
We have a Connector whose job it is to make connections when reading to
share, a Word Wizard, whose job it is to locate interesting words and use
context to define them, an Illustrator, whose job it is to select a scene and
write the descriptive language. They then draw the illustration to match.
When they share the kids are asked to visualize and then guess which scene in
the book it is from before they see the picture. We also have a Question
writer who writes any of their questions as they read to share with the
group. Other roles are - Discussion Director (also uses questions to guide),
Literary Luminary, who selects pieces of the text to lift and read aloud.
Criteria for lifting is text that made you say WOW, confused you, made you
laugh, etc.

Book clubs meet during GR time and take the place of GR. Aside from the role
sheets the discussions are the project.

Laura
readinglady.com

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

Date: Thu, 24 Jan 2002 07:59:07 -0500
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
From: aingalls@u74.k12.me.us (Avis Ingalls)

I assigned a day that a group of my third graders have to write me a
letter. So I get one letter a week from each student. I only have to
respond to a few letters a day. Maybe this will help.

Avis

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

From: Readinglady1@aol.com
Date: Fri, 25 Jan 2002 07:17:56 EST
Subject: [mosaic] Cris Tovani's book

We finally located Cris Tovani's book on the site. It is on this page -

I Read it But I Don't Get it
http://readinglady.com/store/Newest_Arrivals/newest_arrivals.html
The price is 18.50

The book was mentioned this past weekend at Leadership as a great read.
Ellin Keene wrote the introduction.

Laura
readinglady.com

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

Rob" <elephant@foxvalley.net>
Subject: [mosaic]questioning
Date: Fri, 25 Jan 2002 13:36:42 -0600

It's been awhile since I last checked in, so here goes. My 3rd Grade
class have been working on the strategy of questioning for the last 3
weeks.We did some teacher read alouds(Wilma Unlimited, Elisabeth, Fly
Away Home, Potato Man, and A Days Work),and then they read some articles
on their own. We talked about Thick and Thin questions and how to code
their questions- A-answered in text, BK- answered from someone's
background knowledge, I- inferred (discussed how the reader knows but
not explicity in the text), D- Discussion, RS_ needed research, and
C-signifies confusion.
Our book early this week was Patricia Polacco's Ckicken Sunday. The class
went into multi-purpose room to read individually,in pairs, or in
groups. They had paper to write ?'s before, during, and after their
reading. Next day they got into small groups to label their ?'s and
discuss and answer each others. ThenI said I was a "real expert" on this
book and they should ask me questions about the book and I would label
the type of question and give the answer. For many of the ?'s I would
give wrong answers and they would correct me and explain why I was
wrong. The ?'s were ok but many were superfical to the understanding of
book ex-how far was the church from their home? I kept saying to class
is that important to understanding the story. When a student asked Why
does Mr. Kodinski have numbers on his arm? All of a sudden the energy
level just changed, One said That's like Elisabeth where Hitler tried to
kill Jewish people and they had to run away and the numbers were used to
identify them Another said that is why Mr. Kodinski is so mean because
he had such a hard life. This type of talk went on for over 15 minutes
and the majority of the class were actively involved.All through the
power of one I wonder question most of them will remember this story for
quite awhile. The hairs on the back of my neck stood up. Just reinforces
my belief in the power of Mosiac.

Rob
Grade 3

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

From Laura:
In a message dated 1/24/02 9:07:43 PM Eastern Standard Time, ncnyga@aol.com
writes:

<< Would you consider character traits a type of inference? When we ask
a child to make a judgement about a character based upon their
actions in a story. For example, if I asked my first graders about
character traits of Junie B. Jones (we have been reading them aloud),
would you consider that a part of an inference study? >>

It would definitely be an inference to make judgements about a characters
action. I guess what I am trying to say is that once they internalize the
concept of making inferences you could then go that route. If you wish to
start it now, why not list questions the children have after your next
reading session. Read the selection, then ask the children if anyone has
any
questions about the reading. You could model one or two before you open it
up for them. Then chart the questions on a piece of large chart paper.
That
would be it for Day 1. Then on Day 2 before you read the book again, return
to the questions that were charted. You can then read again to find answers
to the questions. After you read, go through the questions and see if any
of
them have now been answered. If they have code those - A for author
answered. Explain to them that when an answer is stated directly in the
text
we code it A because the author has answered our question. Day 3 return
again to the questions and notice that some of them have not been coded, or
answered. Ask the children the questions and discuss the answer. Point out
that the author did not say those exact words in the text, but they were
able
to answer the question by making an inference. Code those questions I and
notice the language you are using - Maybe, I think, Probably.

Hope this helps.

Laura
readinglady.com

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] online book database
Date: Fri, 25 Jan 2002 14:19:29 -0600

We've been hearing some great titles/authors to use in our strategy
teaching. For those of you suggesting titles I'd like to remind you to add
them to our online book database found at the main website:
www.u46teachers.org/mosaic (click on the database link). If we ALL add
titles as we suggest them or use them in our classrooms we will ALL have the
resources at our fingertips in the future.

Thanks!

Ginger
moderator

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

Subject: [mosaic] forward/inferring
Date: Fri, 25 Jan 2002 14:20:13 -0600

>>From Heather:

Regarding teaching inferences,a REALLY good book for
teaching this is "Shortcut" by David Macaulay. There
are not many words, but the pictures include many
details which are important not to miss. Basically,
it tells one story from 4-5 points of view and never
really comes out and tells you HOW everything happens
- the students have to infer that the hot air balloon
gets loose because the man untied it in the previous
chapter, and that the bats that end up in the train
wreck at the end of the book came from the tunnel the
train went through several chapters earlier, etc.
This is a terrific book for inferencing. I think it's
best used in small group, rather than as a read aloud,
just because the pictures are so important, and you'll
have students getting "aha" moments and flipping back
to justify their inferences.

Heather Wall

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

From: "Ellin Keene" <ellinkeene@earthlink.net>
Subject: Re: [mosaic]questioning
Date: Fri, 25 Jan 2002 19:33:17 -0700

Greetings everyone;
I just wanted to comment on Rob's experience with kids questioning after
reading Chicken Sunday -- I think he has really hit on the heart of
comprehension strategy instruction in suggesting that he had to be really
patient with the superficial questions and keep pushing on how the questions
helped ( or didn't help ) them understand the text better. So many people
become frustrated early on in a strategy study when the kids don't seem to
be digging deep. In my experience, when you continue to ask the question
about how does the question help you understand more, you're really going to
get into the kinds of discussions he saw this week. I didn't emphasize that
enough in Mosaic and am grateful to have teachers like Rob pointing out what
I wish I had!
best to you all,
ellin keene

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

FrontLine Teaching
Published By ReadingLady.com
www.readinglady.com
readinglady@readinglady.com
----------------------------------------------------------------------------
---
January, 26, 2002
1) Four Blocks Book Sale Party
2) Fun Stuff
3) Article
4) This & That
----------------------------------------------------------------------------
----
Visit our scheduled 4 blocks sale.

In coordination of conference season for all “4 Blockers” we are having our
regular 4 blocks sale and this year we are calling it a party because it is
such a good sale.
Remember, because of our personal commitment to 4 blocks, we will meet or
beat any competitors price.
----------------------------------------------------------------------------
----
Fun Stuff

I teach second grade in Saint Cloud, Florida. Right now we are learning
about the Colonial Times. This week we have been talking about jobs people
during the Colonial Times. I explained each job description and explained
that people made beautiful signs to advertise their shops. Well, I gave each
child a cut out of a blank shop sign. They had to choose a job and make a
sign for it. I went about the classroom to try to identify what kind of jobs
the children picked. One boy drew a hat, (a hatter) one girl drew a pair of
shoes (courtwainer), anyway I came to one girl and she had drawn a large
yellow smile face. I asked her what kind of job she picked and she casually
responded "I work at Wal-Mart", I thought that was so cute.
Tina Parent
Second Grade
----------------------------------------------------------------------------
----
Article

As promised last week, I brought home some of my students' written response
to our prior knowledge study. The following were from week one where we
looked at -
What is Prior Knowledge?

Responses were written on the last day of the week after we had modeled and
worked with the concept for the week.

"Prior knowledge is what you already know before you read the book. You use
prior knowledge because when you read you can write what you know. It will
help you comprehend reading. You use prior knowledge with your brain. It
can help your reading and getting smarter. It's like extra credit. Prior
knowledge is great and that is one of the things you will love to do."
Tatiana (7 years old)

"Prior knowledge - something you access from out of your brain about an
information book, or fiction book. If you read about Magic School Bus you
could make a prediction about what field trip they are going to go on. If it
is a nonfiction book and it is about dolphins you can say I know a dolphin
is a whale. Your brain is like a computer that researches for stuff in it's
cabinet before you read." Tiffany (8 years old)

"Prior knowledge is when you already know something. You use prior knowledge
before you read. You have to use prior knowledge because it will help you
comprehend your reading by already knowing something. Prior knowledge is
great because it can make your brain more smarter and you learn something
new." Precious (7 years old)

This week we focused on -

How do readers access prior knowledge?

We defined access on day 1 as getting the information out of our brain. We
used the association of warming up a car on a cold day. We need to warm up
our brains to get them ready for new learning.

Again we modeled webs, kwl charts, know charts and other types of ways to
access prior knowledge. Again at the end of the week they responded in
writing to the question. Since I have these books here I will type what
these kids wrote -

"You access prior knowledge because it can help you comprehend your reading.
You use prior knowledge before you read. Accessing prior knowledge can make
your brain smarter. Some people do webs and a know chart or kwl chart so
that when they want to access their prior knowledge they can use what's in
their brains. Accessing prior knowledge is great because it can make you
stay on the same thing that you are on. Accessing your prior knowledge is
controlling your brain because it can file the new stuff in with the prior
knowledge." Precious

"Access prior knowledge - to take something out of your brain then write it
down to remember it. You look at your book and think about what you know."
Tiffany

"You access your prior knowledge by pulling something that you know out of
your brain. You think of what you know before you read the book. To help you
could make a web, do a know chart or you also can do a kwl chart. It helps
to do one of these three things or do all. You can use different strategies
to help you comprehend." Tatiana

Finally, my lowest boy who never writes, responds or even opens his
notebook. This is the moment we all live for. He nearly knocked me over
when he handed me his book today and I read -

"Readers access prior knowledge when they look at the book and don't open
it. They make a web and they write what they know in their brain before
they read." Quatiek (age 9)

This was a breakthrough for him and I firmly believe that he needs this type
of instruction more than anyone else. He has been held back once and on his
way to a second time. The fact that this strategy opened him up to take a
chance speaks wonders for the power of using them.

**********************************

This week we had our school science fair and our class project came in
second place. We made a landfill out of a soda bottle and watched various
items decompose. Our project was as follows -

Problem - How long does it take different objects to decompose?

Materials - orange peels, bread, cheese, bottle cap, plastic cap, paper,
soda
bottle (2 liter), dirt, gravel, saran wrap, tape

Hypothesis: They thought the cheese would decompose first, followed by the
bread. They also thought the other things would decompose.

Procedure - Cut the soda bottle in half around the middle. This will give
you a bottom and top half. Place dirt in the bottom, then a layer of gravel
and finally the saran wrap. Place the orange peels, bread and cheese on top
of the gravel and wrap around the side of the soda bottle so that when it is
covered with dirt you will still be able to see them. Then make another
layer of dirt, gravel and saran wrap. On top of this again around the side,
place the bottle cap, bread and plastic cap. I used the top of the sauce
container which comes with Chinese dumplings. Then cover again with dirt.
Place water in the soda bottle and the put the top half on it. Tape around
the sides so the soda bottle is now one piece again. Put the top on and
place on the window ledge.

Observations - Observe changes in the items in the soda bottle on several
different days and have the children write them in their science notebooks.
Be sure to point out each object and also let them smell by taking off the
cover. If you need to add some water do so. You should see the water
evaporate and then see condensation along the top of the soda bottle forming
opportunities to discuss evaporation, condensation and greenhouse effect.

Conclusion - The bread decomposed first, the cheese melts and the orange
peel got moldy. The children were asked what these three things have in
common and came to realize that they were all food items. The other objects
had no change over 3 weeks. This opened up discussion of recycling and why
it is important to recycle plastic items and other things that will not
decompose. The children concluded that things that are or were alive will
decompose and things that are manmade will not.

Vocabulary - landfill, decompose, condensation, evaporation, compost

This was an ongoing study that will continue. We are still observing
changes in items in our landfill. It was very motivational and I'm sure
there is a lot you can add to the lesson.

**************************
In response to last week's newsletter, Marilyn wrote -

After I read both books (Strategies that Work and Mosaic of Thought) and
visited your web page, I planned my strategy for teaching reading
comprehension to my third graders. I typed each strategy I use on a "cue
card" ( about half the size of a 3x5) and printed them in different hot
colors. (Simplest language with highlights of the strategy under each) For
example : "AHA" synthesis, Text to self, Text to text, text to world,
Authors purpose, Mind Images (visualization) and so fore. Each time we visit
a strategy and the child can articulate the use of the strategy they are
given their card. Holes are punched in each and attached together by a ring
(you know the loose ones that snap).
In the classroom are your posters for each strategy and the children
have their own to use during reading (small groups are guided and others use
them independently).

Marilyn Kelly

*************************************

I would love to publish your ideas in the next newsletter. Send me an email
with your article, or lesson idea and I will include it next week. I am
starting a Mosaic of Thought strategy focus column in the next newsletter.
This will be the place to share what have you been doing in your classroom
with these strategies that has worked well? Send it over for us all to
enjoy.

Laura
readinglady1@aol.com
----------------------------------------------------------------------------
----
This & That

New Arrival

I Read It, but I Don't Get It : Comprehension Strategies for Adolescent
Readers Cris Tovani, Ellin Oliver Keene

This is really a great book. It helped me understand what I read, and
understand it way better then what I had to learn in middle and high school.
This book is easy to understand, and use. You will learn fast. Great book
for all ages.

Coming Soon!
Supports the Four Blocks Literacy Model

Making Alphabet Books
to Teach Letters and Sounds
*includes reproducible take home books for each letter
*provides opportunities for students to learn by doing!
*contains multilevel, interactive activities using student names, tongue
twisters and predictable charts.
8.8 oz
$12.00

Assessment & Intervention for Struggling Readers
10.8 oz
$15.00
*includes assessments, strategies and record keeping reproducible
*helps identify student needs and provides specific strategies that will
accelerate student learning.
*a variety of helpful lists, assessments, the Ohio Word Test, and other
useful reproducible are included.

Poems for Shared Reading
Grade 1
10 oz
$14.00

*includes 10 full color transparencies
*filled with high frequency words, fun rhymes, and alliteration.
*this book will help children gain the primary skills needed for successful
reading.

Prefixes and Suffixes: Systematic Sequential Phonics and Spelling
Grades 2 - 5 +
by Pat Cunningham
15.1 oz
$19.00

*120 lessons to reinforce prefixes, suffixes, and spelling!
*arranged in five lesson cycles

Self Selected Reading the Four Blocks Way
Grades 1 - 3
15.1 oz
$19.00
by Pat Cunningham, Dorothy Hall & Linda Gambrell

*The perfect teachers guide for the Self Selected Reading Block!

Pocket Chart
$25.00
10.4 oz

*Perfect for Story Mapping activities!
*Sections connect with pre-attached hook-and-loop tape!
*3 interchangeable, detachable pocket chart sections with grommets (each 34
x
20)
*5 long, plastic pockets on each section (15 pockets total)
*top and bottom of pocket chart edged with hook and loop tape to connect
sections
*18 colorful header cards
*34 x 60 assembled
*resource guide

Comprehension Cubes for Informational Text
$3.00

*2 (8") inflatable, plastic, multicolored cubes
*one cube with 6 open ended phrases and one cube with 6 questions to
reinforce comprehension of nonfiction materials.
*rounded carriers for child safety
*perfect for any type of informational text
*resource guide

Bulletin Board
Nifty Thrifty Fifty: Words with Common Prefixes and Suffixes
13 oz
$10.00

*109 labeled cards - 50 word cards and 59 prefix or suffix cards (printed on
one side) that can be easily cut apart.
*resource guide
*(5) 17 x 24 boards

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