I really enjoyed reading about sharing our reading habits with our children.
When I started portfolios in my classroom I included my reading log. I never
thought about verbally sharing it with the students. That is one great idea
so far that I have walked away with.
Harriet 3/NY
++++++++++++++++++++++++++++++++++++++++++++++

From: "Diana Triplett" <tripled3@hotmail.com>
Subject: [mosaic] Custodian Story
Date: Mon, 20 Jan 2003 21:42:52 -0500

Does someone still have the post that contained the story about the
custodian? I was hoping to use it in a strategy workshop I'm teaching on
Tuesday afternoon. Unfortunately IE crashed while the story was in route to
my word processor, and I lost it. If someone could send it to my e-mail
address (tripled3@hotmail.com), I would be grateful.

Thanks,
Diana
+++++++++++++++++++++++++++++++++++++++++++++

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Routman book - student/teacher relations
Date: Mon, 20 Jan 2003 22:02:37 -0500

I recall from my student days in the early 50's that teachers seemed =
to do very little of the fluff and getting to know you stuff we seem to =
focus on today. However, I can vividly remember specific facts and =
lessons learned from some of my elementary teachers. Of course, we had =
the strong family structure during that time frame which is missing =
today.

Therefore, is the strong student/teacher relations necessary because =
of a lack of relationship in the home?

Gail - 1/NC

Gail,=20
In reading a recent book by Michael Pressley, he quotes attachment =
research to make the point that children with strong attachment bonds to =
parents learn early literacy skills more readily. I think this is =
important research. I think Routmann may be carrying the teacher bond =
thing just a little too far. I think it is important, but not the =
"strongest predictor of reading achievement!" What about phonological =
awareness? What about preschool literacy experiences and speaking =
vocabularies?=20
Encouraging news on the bonding research (with parents) is that =
intervention and modeling of positive interaction is definitely shown to =
be efffective with parents. Which means family literacy programs can =
help children (and parents) before they ever come to school.
Cece
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
+++++++++++

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Need Help
Date: Mon, 20 Jan 2003 22:10:06 -0500

Try the work at UVA, Richard Gentry, Donald Bear, and Kathy Ganske are 3 =
to read.
Words their Way=20
Word Journeys
Cece

PS- if you'll email me more specifically, I can share some info with you
++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "joanne walker" <raymondmom@msn.com>
Subject: Re: [mosaic] Routman book - student/teacher relations
Date: Mon, 20 Jan 2003 19:27:23 -0800

If you consider a parent to be the child's first and best teacher, then o=
f course that student/parent-teacher rapport will be a strong predictor o=
f reading achievement. If there is little or no parent involvement with =
education, then the institutional teacher - student relationship increase=
s in priority. I do not think that this rapport need be a friendly relat=
ionship, it may indeed be in the more traditional student / teacher-maste=
r vein.

Joanne =20
++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: [mosaic] questioning
Date: Tue, 21 Jan 2003 17:40:14 -0500

Thank you for all of your wonderful responses about questioning!

My unit is progressing along nicely, although we are still in the before,=
during and after reading questions phase. I've used several books to mod=
el--Eve Bunting's Fly Away Home, Patricia Polacco's Appelemando's Dreams,=
and today Patricia McKissack's The Honest-To-Goodness Truth (which goes =
along with our character ed program and was a nice connection). Before I =
began that, though, I had my students brainstorm in groups why we ask que=
stions--beyond just to get the answer. We talked about why we would be lo=
oking for an answer to begin with. We made a chart as a class and discuss=
ed the WHY of asking questions. This was great and set the stage for our =
"I Wonder..." lists in our Writer's Notebooks. Then I used art prints fro=
m books I borrowed from my local library (thanks for the idea!) and the k=
ids filled chart paper with tons of questions. Each group was given 5 min=
utes to look at the picture and think of questions that weren't already t=
here. They really enjoyed this!
I'm not sure where we'll go next--to thick and thin or answered and unans=
wered...I'm unsure of what is most comfortable for me yet. Until then I'l=
l keep modeling and working on that gradual release (which can be so toug=
h!).

Thanks so much to everyone for sharing, I can't imagine trying to do this=
all on my own!
--Carrie/5th
+++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 21 Jan 2003 20:41:57 -0500
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] Routman

Frer2@aol.com wrote:

> I don't really agree that the research is "intentionally exclusive and
> extremely narrow". They are just trying to go about it scientifically
> which doesn't always fit with education. It is not always possible to
> have a control group and an experimental group and just hasn't been
> done so much in education--as it probably shouldn't be--I know I
> wouldn't like it if I had a child who was in a control group--not
> getting necessarily what he needs in the name of scientific research.

In order to scientically prove that children who read books read better
than those who aren't provided books, one classroom would have NO books,
NONE, NO read alouds, NO books --- and the other would.

No wonder we can't scientifically prove that books improve reading
achievement.

By the way, the tobacco companies say there is NO scientific research
that proves that cigerettes are connected to cancer either.

--
deb

Four Blocks Consultant
debsmith@debfourblocks.com
www.debfourblocks.com
+++++++++++++++++++++++++++++++++++++++++++++

From: Frer2@aol.com
Date: Tue, 21 Jan 2003 21:13:21 EST
Subject: Re: [mosaic] Routman

Good one, Deb! They aren't talking about reading books or not reading
books.
What they are talking about is Sustained Silent Reading, D.E.A.R and such.
I think what they found was that the teacher conferences made a difference
within these types of programs. But I like the analogy to the cigarette
companies. I had never heard that one before.
+++++++++++++++++++++++++++++++++++++++++++++

From: "Cathy" <cgage@gwi.net>
Subject: Re: [mosaic] response to the q about adult practice with
inferencing
Date: Tue, 21 Jan 2003 21:14:17 -0500

For some reason, I'm just now filtering through my email collection. =
Karla - I, too, had the same inference, although not a literal miracle. =
However, as I decided that that was what was happening in the story, I =
found myself somewhat incredulous that I could 'accuse' someone of =
behaving so selfishly, and had to re-read to see whether I could =
interpret it differently. I too cannot understand the 'cup of kindness'. =
Perhaps the kindness is that which is being given by the custodian? =
Cathy/Title1/ME
+++++++++++++++++++++++++++++++++++++++++++++++

From: JLabar1026@aol.com
Date: Tue, 21 Jan 2003 21:37:28 EST
Subject: Re: [mosaic] Routman

In a message dated 1/21/03 8:46:41 PM Eastern Standard Time,
d-smith@cybersol.com writes:

> By the way, the tobacco companies say there is NO scientific research
> that proves that cigarettes are connected to cancer either.
>
>

Yup-

Remember the 50's. There are plenty of ads that are backed by doctors and
research that affirm that smoking aided in digestion.

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

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Routman
Date: Tue, 21 Jan 2003 21:43:53 -0500

The NRP actually said there was not evidence either way, either for or =
against. It does not recommend, as far as I can determine (and I've read =
it several times) no free reading. Some people have chosen to interpret =
it that way. They are terribly wrong to do so. Wide reading is the =
greatest way to improve meaning vocabulary, which in turn increases =
prior knowledge, which improves comprehension. I would put kids together =
in groups of 4, conference, and give them free reading time calling it =
reading groups :o)
+++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 21 Jan 2003 22:02:54 -0500
From: Carroll Hockman <johcar79@comcast.net>
Subject: [mosaic] tested reading responses

In the state of Maryland our high stakes testing of the previous ten
years is being rewritten. Third and fifth graders will be taking it the
first week of March. Much of it will be multiple choice, however in
order to achieve a "passing" score students will need to write several
"sufficient" brief constructed reading responses.

Several questions for you to consider please...
1. Are other states requiring brief constructed reading responses?
2. If so, what are you being told is required? For example, our students
must answer the question; it must be based in the text; and they MUST
demonstrate in their response that they have "made meaning" beyond the
literal.
3. My students participate in very high level classroom discussions
where they demonstrate that they've "made meaning". However, I'm having
a very difficult time getting "sufficient" written responses. How can we
take the MOT work from the oral to the written?
4. How can we get third graders ( 8 year olds!!!) to write these
responses that are being required?!?!? My feeling is that most adults
can't do it!

Thanks in advance for your thoughts and comments,
Carroll/3/MD
++++++++++++++++++++++++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Tue, 21 Jan 2003 23:24:27 EST
Subject: Re: [mosaic] Routman

But I have heard presenters talk about research that shows the best readers
spend 45 minutes per day reading while the worst spend less than six.
Ruby
++++++++++++++++++++++++++++++++++++++++++++++

From: "Patricia K. Evans" <patreads@pacbell.net>
Subject: RE: [mosaic] Routman book talk BEGINS!!!
Date: Tue, 21 Jan 2003 22:30:05 -0800

Kim said:
>>the part that has hit me the most (besides the part about putting
passion and excitement back into teaching) is the part on independent
reading. I definitely had an ah-ha moment. I give my kids time to read
independently every day but I have not been deliberate about it. My
classroom library isn't user friendly. There hasn't been accountability
and I haven't made my expectations clear to the students. So it's not a
surprise that the kids don't take this part of the day very seriously
and just thumb through the book until there "time is up". We are going
to sort books together, and START the afternoon with independent reading
so that kids see that I view this as important, instead of something we
get to if there is time.<<

Jumping in to the discussion here, having finally got started on the
book last night. Regie is one of my heroes.

Kim, I'm so happy for you that you had your Aha. Independent reading is
the core of my reading program, and I have to say it is the thing I do
that I am most proud of and confident of. I do my best with the other
stuff-guided reading, book clubs, mini-lessons, word study (including
going back over phonics, as even though I have 4th graders, some of them
are shaky still on some of the phonics). But independent reading is what
changes my kids from "kids who read when they have to" into real
readers.

I put a lot of effort into my independent reading program. I read tons
of children's books so that I can easily guide students to the books
that will keep them reading even when they don't have to. My classroom
library is huge, and easily accessible to the kids. I have a student
whose class job it is to be "librarian" and keep the books organized. I
let kids help themselves to books and if someone takes a book home and
forgets to return it, it isn't the end of the world. I tell every kid
who tells me they hate to read that my goal for them is that by the end
of the year I will have to tell them to put a book down and get to work
on something else.

We spend a lot of time at the beginning of the year setting up routines
and learning how to choose an independent reading book that's right for
you. We start out by agreeing as a class on how long we can sit still
and read (one year, with a very difficult class, that time was 5
minutes!) As the year goes on, we build on that. The class that started
with 5 minutes was reading for a solid hour at the end of the year.
Every kid. And they complained if they didn't get enough time. I am
rigid in my expectation that every child is reading a book that is right
for him/her.

I think your comment that the kids have to see this as important is key.
We talk about that a lot--how you have to practice to be good at
anything, how people who read know more stuff and do better in school,
and so on. But most of all, they have to see that books are fun. Give me
a kid who likes books (or let me create that kid), and I will give you a
kid who will become a good reader.

And I will tell you my dirty little secret: Not all the books in my
class library are quality literature. I keep series books and escape
reading, too. I read a wonderful book once, written by a high school
English teacher who surveyed her good readers about their reading
history. All of them, without exception, had been through a series
phase. This made so much sense to me. The repetition and pattern of a
series book gives such support to a young reader. Plus, once a child has
read a few books in a series, I can slip in a "quality" book in the same
genre and surprise the heck out of the child when he finds himself
enjoying it.

Can you tell independent reading is my passion <g>?

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

From: "Kathy" <kiwanicki1@cox.net>
Subject: Re: [mosaic] Routman book talk BEGINS!!!
Date: Wed, 22 Jan 2003 06:25:22 -0500

What do YOU do during independent reading. I just started it this year and
I LOVE IT. It has given sense to my SSR time and has made children
responsible. I conference with individual students. Do you do guided
reading also? I am having a hard time doing both. I would be interested in
hearing more abut what you do. Thanks,
Kathy
++++++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Wed, 22 Jan 2003 06:26:37 EST
Subject: [mosaic] NRP

The NRP actually said there was not evidence either way, either for or
against. It does not recommend, as far as I can determine (and I've read it
several times) no free reading. Some people have chosen to interpret it that
way.

This was what I was afraid of when I first read the report last year, and I
've read it several times like CeCe. It clearly stated on the NRP video
that
there was no evidence either way to support "sending kids off to read
independently." The tape is more clear on the fact that they are talking
about programs such as SSR and DEAR in which the children "just read
silently" with no assessment or accountability. This is why the
conferencing
is SO very important in any SSR block. Without it you cannot say it fits
the
criteria outlined in the report. I know many teachers that skip this piece
because of time constraints. Children need a clear and explicit purpose
when
we ask them to read independently. They also need teacher input and
guidance
in the form of conferences. Finally, I firmly believe they need to be
reading appropriate level text when reading independently. Allington's work
supports this as well as others.

Laura
readinglady.com
++++++++++++++++++++++++++++++++++++++++++++++

From: "Lois Driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] response to the q about adult practice with
inferencing
Date: Wed, 22 Jan 2003 05:47:09 -0600

The "cup of kindness" line is in the song Auld Lang Sine (sp.) if that =
helps any.
Lois
+++++++++++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Wed, 22 Jan 2003 06:48:49 EST
Subject: [mosaic] Independent Reading

and excitement back into teaching) is the part on independent
> reading. I definitely had an ah-ha moment. I give my kids time to read
> independently every day but I have not been deliberate about it.

YES! I had a big ah-ha moment 2 years ago after I saw Sharon Taberski. Yes
I had my Self Selected block set and YES I conferenced BUT I definitely
needed more accountability and assessment built in. She provided the
missing
link for me. At that time I set about training my staff on how to run
independent reading time better. We redid this block and now called it
Reading Workshop because now the students were "working" through and
practicing the strategies we modeled in GR in appropriate leveled text. We
need students to move from teacher directed lesson to small group work in GR
on grade appropriate and easier selections, BUT we need to have them working
independently on the same tasks to insure that they have "gotten" it.
Better
use of my time during Self Selected has helped me develop better readers. I
am now modeling my thinking in this block as well. My share time also
changed drastically. I no longer just have them do book talks. Rather they
are sharing their thinking as readers and sharing how they "made sense" of
their reading. Sharing what they as readers did to help others has also
moved them along. Written responses are also a part of the Self Selected
block and we have used reading response journals to help them record their
thinking.

I highly recommend reading Sharon Taberski's On Solid Ground and Fountas and
Pinnell's Guiding Readers and Writers for more information on setting up
your
Independent Reading time. F&P's book has a 20 day plan to get your block up
and running. I would also recommend you go see them if they come to your
town.

Laura
readinglady.com
++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 22 Jan 2003 06:32:46 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Routman book talk BEGINS!!!

Kathy,

With 29, I find I have to use SSR time for conferences. I would rather read
beside
them but I know they know I love to read and I know they love to have a
little
slice of me all to themselves. Sometimes our conferences do not invlve
running
records, but focus on retellings and noticings. I had a prolonged
conference with
a child this year who wanted to explain his illustrator to illustrator
connection!
He spent a long time taling to me enthusiastically about the similariites
between Eric
Carle and Leo Leonni as illustrator. It was so neat!

Lori
+++++++++++++++++++++++++++++++++++++++++

Subject: RE: [mosaic] tested reading responses
Date: Wed, 22 Jan 2003 08:05:36 -0500
From: "Judy Kelly" <kelly@monroe.k12.mi.us>

In Michigan, our fourth graders are taking a new language arts test. =
They will create a polished piece of writing in two sessions written to =
a prompt. They will read a selection, answer 10 multiple choice =
questions, read another passage, answer 10 multiple choice question, and =
then answer 5 cross-text multiple choice questions. They will then be =
asked a question on the reading that requires them to write an extended =
response. In this response, they must take a stand, support that stand =
with evidence from both selections, and make a connection between the =
two selections.
There is a listening test that is optional. The students will listen to =
a selection twice. They may take notes and then answer 10 multiple =
choice questions.
This test will be give over the next couple of weeks. The fourth =
graders also take a state test in math, too. Our seventh and tenth =
grade students take similar tests.
These test are very high stakes as they provide one measure for our =
schools to be graded - A, B, C... These test figure into the =
calculation for adequate yearly progress, too.
Judy
++++++++++++++++++++++++++++++++++++++++++++++

From: "Patricia K. Evans" <patreads@pacbell.net>
Subject: RE: [mosaic] Routman book talk BEGINS!!!
Date: Wed, 22 Jan 2003 11:47:59 -0800

Kathy asked:
> What do YOU do during independent reading. I just started it this
year
> and
> I LOVE IT. It has given sense to my SSR time and has made children
> responsible. I conference with individual students. Do you do guided
> reading also? I am having a hard time doing both. I would be
interested
> in
> hearing more abut what you do. Thanks,
> Kathy

Like Laura, I call independent reading "Reader's Workshop" and use a
model similar to that found in Gay and Pinnell. I've used many of their
lessons in Guiding Readers and Writers. RW always starts with a
mini-lesson and I try to end with a short time during which the students
share something about their reading (marked on a post-it) with a
partner. For example, we are doing questioning now, so I might say,
"Today during your reading I want you to mark at least three places
where you noticed that you have an I Wonder question" and at the end
they will share their thinking with each other.

During RW, I sometimes conference individually with students, and
sometimes I do guided group meetings. When I conference, I may be
helping a student choose a book, or listening to them read a short
passage aloud and then discussing their reading with them for a few
minutes to be sure they are in a "just right" book and that they are
using comprehension strategies; or I may do a quick mini-lesson on, say,
how to attack a multi-syllable word or how to use connections to make
the book more meaningful. I spend more time conferencing with my low and
middle readers than with my proficient ones.

I do not do my own reading during this time. I believe that my job
during reading and writing is to be supporting my students; they know I
am an avid reader and writer and don't need to see me modeling that as
much as they need me to teach them how to put all the pieces together so
that they can do the same.

I confess that I am not as proficient with guided groups as I am with
independent reading. Right now I meet with each group only once a week,
and sometimes I don't manage to fit all the groups in. (I am in an usual
job share situation, and I'm not at school every day. I like to think
I'd do better at this if I had more time in the classroom.) My goal for
this year is to get better with guided reading.

I am very fortunate in that I have a huge supply of parent volunteers
whom I have trained, and they do one-on-one guided reading with my 4 or
5 most struggling readers 2 days a week. (We are the parent
participation alternative school in our district, and parents are
required to volunteer in the classroom, or provide a sub, 3 hours a
week.) I often use them, or a peer tutor from the middle school next
door, to sit next to a struggling reader and help them stay on task. I
know this is a huge blessing--please don't throw tomatoes at me! I
would encourage you, however, to put out a call to your parent community
for volunteers. A parent doesn't have to be an expert reading teacher to
support a struggling reader.

Hope this sheds more light on what I do,
Pat Evans
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Patricia K. Evans" <patreads@pacbell.net>
Subject: RE: [mosaic] NRP
Date: Wed, 22 Jan 2003 12:07:50 -0800

Laura, I agree with you 100%, particularly about the appropriate level
text. I think a problem with SSR is when we let the idea of choice get
in the way of what we know is good practice. "But Johnny really wants to
read Lord of the Rings." I spend a lot of time conferencing with
students to make sure they are in appropriate books. Sometimes a student
desperately wants to read what her friends are reading, and just isn't
ready to tackle that book. In those cases, I try to find a book on tape
for the student or someone to support her in the reading, and I make
sure that they are going to get an opportunity to discuss the book with
a friend or parent. I don't allow this all the time, however, as the
student can't make as much progress this way. I see it as just one tool,
one to be used sparingly. Other times, I simply talk straightforwardly
to the child about her reading. Kids know where they are, and if a
struggling child wants to be a reader, she usually will accept that the
fastest way to get there is to practice with books at the right level.
This is where Regie's comments about bonding with the students come into
play. I have to get the student to trust that our goal is for them to be
able to read anything they want, and that I know how to support them in
achieving that goal. Then I have to find a book at their level that they
aren't embarrassed to be seen reading. That's the hardest part!
Pat Evans (patreads@pacbell.net)
++++++++++++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Wed, 22 Jan 2003 15:24:05 EST
Subject: [mosaic] NRP

Sometimes a student desperately wants to read what her friends are
reading,=20
and just isn=E2=80=99t ready to tackle that book.=20

What I do in these cases is allow the child to borrow the book to read on=20
their own time. They can take the book home and/or to lunch. My
children=20
understand that during Reading Workshop the books have been chosen=20
"specially" for them. They are taught to choose appropriate text as well.
=20
They also know that they may borrow any and all books from my library to=20
read, just not to be read during reading workshop time. I find that this=20
satisfies them without leaving them feeling like they "can't " have a
book=20
they want. How many of our struggling readers have we seen reading a
much=20
higher level text because they were motivated. Teaching them what
reading=20
workshop is all about has been a big help too.

Laura
readinglady.com
+++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 22 Jan 2003 16:42:34 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] NRP

Perhaps there is room for comnpromise. We have two independent reading
times each day. During the first fifteen minutes of the day children
may read (defined by interact) with print of their choice, which
includes reading the room and paired reading. During the second period
(20 minutes), children must read froma narrowed selection of books. I
hesitate to require children to always read at their instructional or
fluency levels as I don't deny myself the pleasure of a bathtub book, so
why shouldn't my kids have the same opportunities. Brown Bear still
appeals to my very fluent readers, as it does for me. Also, I have
eight special needs children, two of whom are profoundly delayed. Seeing
them learning to hold books, to story tell, to book handle, this is
progress for them. If I were to limit them to books which they could
read, their tubs would be forever empty. During the second independent
reading time, someone is always working with these kids so that 15
minutes loving a book they can't read is not hurting them, in my
opinion.

Lori
++++++++++++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Wed, 22 Jan 2003 18:29:34 EST
Subject: [mosaic] NRP

>Perhaps there is room for comnpromise. We have two independent reading
times each day.

What I do in these cases is allow the child to borrow the book to read
> on their own time. They can take the book home and/or to lunch.

Yes, it seems we are saying the same thing. During reading workshop they
read on their independent level but opportunity is provided for them to read
books of choice. This time could be outside of the classroom. Many of us
don't have enough time for two sessions in our instructional day, but I
agree
we should allow them to borrow challenge books as they desire.

Laura
readinglady.com
+++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Kathy" <kiwanicki1@cox.net>
Subject: Re: [mosaic] Routman book talk BEGINS!!!
Date: Wed, 22 Jan 2003 18:06:13 -0500

Lori
Do you also do guided reading as well?
Thanks,
Kathy
++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 22 Jan 2003 18:22:15 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Routman book talk BEGINS!!!

I have done so some years, and some years not. This year we are part
of a state mandated training program focusing on balanced literacy. I
am doing guided reading this year. I have six groups, roughly, and see
three each day for 20 minutes each. During one hour, my students rotate
three times. They work with my aide on word building/make words and
situated phonics activities, they usually have twenty minutes of center time
but
due to a play practice for the next two months, this is now DEAR time. I am
the third station. I see groups of 3-6, the rest get to go to computer
stations.
During this period of time, I have a third wheel as all staff buildingwide
are
mandated/assigned to classrooms during Literacy Block. This includes the
PE teacher, all support staff, sped personnel and so on. I work with my
Running Record teacher so she is stepping in and doing some of my
conferences
during Literacy Block until the big play is done.

Lori
++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 22 Jan 2003 18:25:03 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] NRP

My inclusion of this reading time is largely based on the realities of
my children's lives.
I teach on a reservation, poverty is an issue for the majority of my
kids, many live in
very overcrowded homes, few have books in their lives outside of the
classroom. I
have to find a way to make time for 'home reading' in the classroom.
Loaning books
does not work out well, as they are often not returned or become so
badly damaged.

Lori
+++++++++++++++++++++++++++++++++++++++++++++++++++++

From: Klbgarcia@aol.com
Date: Wed, 22 Jan 2003 19:33:12 EST
Subject: [mosaic] Tested Reading Responses

Several questions for you to consider please...

> 1. Are other states requiring brief constructed reading responses?
South Carolina does require short answers to questions ~ yes, all must be in
complete sentences.

Students are also given a writing prompt to respond to. They may create an
organizer of their choice and then write. All work is completed in the test
booklet. No spell checkers, dictionaries, or any other reference book may
be
used. The students response must be completed that day ~ there is no time
limiit on the test.

> 2. If so, what are you being told is required? For example, our students
must answer the question; it must be based in the text; and they MUST
demonstrate in their response that they have "made meaning" beyond the
literal.

Questions must be based on what they read in the passages ~ there is also a
listening section that is read twice. The students may make notes to help
them when they answer the questions. In the past the questions have had
multiple choice answers.
> 3. My students participate in very high level classroom discussions where
they demonstrate that they've "made meaning". However, I'm having a very
difficult time getting "sufficient" written responses. How can we take the
MOT work from the oral to the written?
> 4. How can we get third graders ( 8 year olds!!!) to write these responses
that are being required?!?!? My feeling is that most adults can't do it!

I agree this is extremely difficult! We work (as I know all teachers do) to
have the students write to express themselves ~ Our district decided that
all
students from K and up ~ would be given a writing prompt to respond to (of
course it is different for each grade level) and the teachers then score it
according to our PACT rubric. They are hoping that as the students are
exposed to this then they will be better prepared for the test in May. When
my students write, they have the opportunity to discuss with partners their
topic ~ yet, when they take the state test, they are not able to do so.
This
makes it extremely difficult. I, myself, like to bounce things off others
prior to writing and even throughout the writing of the piece ask for
feedback from others. When we take away everything that our students have
used as resources throughout the year and expect them to perform, we aren't
really assessing what that child knows throughout the year.
>
> Thanks in advance for your thoughts and comments,
> Carroll/3/MD
>
Karen/4th/SC
++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 22 Jan 2003 19:44:27 -0500
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] Routman

Yes there is research, like a proponderence (sp????) of evidence, in
other words, LOTS of evidence but NOT a scientific study. How would you
scientifically prove that reading books improves reading (ie, in ssr,
dear, etc.) without allowing the other class to read books? Can't be
done, therefore it can't be proven scienfically, but it can be proven in
common sense mode.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: Gm1114@aol.com
Date: Wed, 22 Jan 2003 19:56:37 EST
Subject: Re: [mosaic] Routman book talk BEGINS!!!
Reply-To: mosaic@u46teachers.org

Kim shared:

I'm not sure what section this is in, but the part that has hit me the most
(besides the part about putting passion and excitement back into teaching)
is
the part on independent reading. I definitely had an ah-ha moment. I give
my kids time to read independently every day but I have not been deliberate
about it. My classroom library isn't user friendly. There hasn't been
accountability and I haven't made my expectations clear to the students. So
it's not a surprise that the kids don't take this part of the day very
seriously and just thumb through the book until there "time is up". We are
going to sort books together, and START the afternoon with independent
reading so that kids see that I view this as important, instead of something
we get to if there is time.

Gail responds:

About 5 years ago I realized what you did, Kim, that my book baskets/system
was not kid friendly. It was December such a wild and crazy time of the
year
anyway. We took two days the kids and I and had books sorted from one end
of
the room to the other. We regrouped the baskets and the kids made and
illustrated the labels for each basket. What a difference it made! I still
have many of those original labels on baskets and current classes always
spend time admiring them. We continue adding to the collection (just made
six new labels) since I have such an addiction to books.

Good luck, Kim, and I hope your class has as great a time sorting and
learning what books you have as my classes have.

Gail - 1/NC
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] question about reading workshop
Date: Wed, 22 Jan 2003 20:15:49 -0500
Reply-To: mosaic@u46teachers.org

Hi all of you experts!
As I faithfully try to implement a Fountas and Pinnell style of =
Reading Workshop beginning with a mini-lesson, then going into a time or =
Independent reading and wrapping up with a circle, I am finding that =
typical LACK OF TIME thing happening. I know this hasn't happened to =
any of you. HA! Anyway, perhaps I am trying to do too much. I find =
myself struggling because I don't want to give up certain novels that we =
read as a class. If we read those (either together or independently) how =
do we have time for IR too? Not to mention that I stink at getting in =
guided reading groups. I think it's just making me crazy to try to =
manage it all. I want to have it all figured out and...uuggghhhh, I =
can't. And should we not be reading class novels if they are not within =
each child's "just right" reading level. There are certain novels that =
are hard to give up. I could give up everybody reading it and those that =
it would be just right for read it in book clubs or lit. circles but I =
still find it impossible to still have IR and carry out a class novel. =
UUGGHH. Has anyone found a solution. I know I have asked this several =
months ago. Also, what have you found the most manageable way to grade =
reading response notebooks. Does anyone have a rubric developed for =
this??? I teach fifth grade.
Thanks in advance for any responses! Shelly
++++++++++++++++++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] Independent Reading - To Kim in MI
Date: Wed, 22 Jan 2003 20:19:54 -0500

Hi Kim in Mi,
After reading Fountas and Pinnell's _Guiding Readers and Writers: =
grades 3-6_ I too had an AHA about Independent Reading. THey offer a =
fantastic section on setting up guided reading in the classroom with 20 =
minilessons on teaching kids how to choose Just Right books, recording =
their reading, writing responses, etc. I highly recommend the book. It's =
worth every cent!
Shelly
++++++++++++++++++++++++++++++++++++++++++++++

From: Frer2@aol.com
Date: Wed, 22 Jan 2003 20:50:30 EST
Subject: Re: [mosaic] Routman

I am not disagreeing with you at all. I believe that reading--just like
anything else--is going to improve with practice. Yes, I remember coming
across a word I had heard before now in print and had an ah-ha-so that's the
way you spell it moment or vice versa. I was just talking about the
research.
++++++++++++++++++++++++++++++++++++++++++++++

From: Frer2@aol.com
Date: Wed, 22 Jan 2003 20:56:39 EST
Subject: Re: [mosaic] Routman

That is true that the best readers spend much more time reading. The
researchers also concluded this --but they said that does not prove that SSR
and such improves reading. It could be that they spend more time reading
because the love to read not vice versa.
++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 22 Jan 2003 20:15:13 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Routman

It is a classic chicken and the egg dilemma. Without either one, it is
hard to perpetuate 'chickeness'.
Lori
++++++++++++++++++++++++++++++++++++++++++++++

From: Teachaug@aol.com
Date: Wed, 22 Jan 2003 22:16:21 EST
Subject: [mosaic] Independent reading

One aspect of independent reading that is critical is having students
reading
"just right" books. It does no good for students to "practice" with books
that are too difficult or too easy. I spent the beginning of the year
teaching my students to choose just right books and they have done a very
good job (mostly LOL). Also key is monitoring and conferencing. Many
teachers use independent reading as "catch up" time. If there is some
structure and some accountability there can be great gains. I have seen it
with my students.

Erin
+++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 22 Jan 2003 20:04:23 -0800 (PST)
From: Suzanne Kenoyer <sbktx3@yahoo.com>
Subject: Re: [mosaic] Independent Reading - To Kim in MI

Kim - I agree with Shelly. I also instituted this type of Reading Workshop,
following the 20 day implementation plan given in the book. The book is
expensive, but worth it. For what it is worth, I grade the letters based on
the following: 10 points possible for giving the title and the author. 4o
points possible for giving a great summary of the book. I did have to teach
how to summarize non-fiction/informational text. We spend quite a while
examining the conventions of non-fictio and that helped a lot. Then the last
50 points possible are for sharing their thinking. This is where they tell
what they like about the book and why, what they disliked and why, made
predicitons ans shared if their predictions were accurate, tell about
connections they made, and implement elements of MOT that we are studying.
For example, we are working on questioning and inference now. They are
required to include the questions they asked as they read and give an
inference that they made as they read. I may also ask the students to write
about the autho
r's craft - did they notice other words for said, were there similes and
metaphor, etc. Because this part of the letter is worth 50 points, the
kiddos know it is the one that requires the most effort. I have some
students who write wonderful letters, and others who don't. We're a work in
progress.
Here is a letter one of my kiddos wrote:
I'm reading a book called _How it Feels to Live With a Disability_ by Jill
Krementz. The first story in the book is about a kid named Eli Abarnel-Wolff
who is 12 years old. When he was born there was nothing physically wrong
with him, but when he was one and a half years old, they found a small hole
in his heart which needed to be fixed. His operation was in 1979, a few days
before his second birthday. Four days later, he had a stroke. Nobody knew
exactly why he had the stroke. When he got home, his whole left side was
paralyzed. When he recovered, everything was okay, except his left arm which
moved in a jerky motion. He had trouble keeping his balance sometimes. When
I got through reading about Eli, I realized how blessed I am to be a healthy
young girl. I made a connection to a boy with cerebral palsy, Michael W.
(Suzanne's note - Michael is another 3rd grader who is in another class. He
is very disabled, yet is the most optomistic child I have ever met - he
writes "screenplays" and wants to be an NBA star when he grows up.) His
mother hadn't realized he had c.p. until he was one year old. It is hard
for Michael to keep his balance, like Eli. They both have to work hard. I
think Michael will turn out as good as Eli.

I love the way some of my readers are becoming great thinkers!!

Sorry for the really long post . . .

Suzanne/TX/3
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Patricia K. Evans" <patreads@pacbell.net>
Subject: RE: [mosaic] Independent Reading - To Kim in MI
Date: Wed, 22 Jan 2003 20:41:55 -0800

Suzanne,

I am getting off to a slow start with my reading responses. It's going
to be my next big push with the class. Would you ask the student who
wrote this letter if he/she would be willing for me to share it with my
class? It's a lovely piece of work.

Thanks

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

Date: Wed, 22 Jan 2003 21:06:06 -0800 (PST)
From: Suzanne Kenoyer <sbktx3@yahoo.com>
Subject: RE: [mosaic] Independent Reading - To Kim in MI

Pat, I'll be happy to ask Leah if I can share her letter. I am sure she will
be honored. Let you know tomorrow.
What helped my students the most when we began reading responses was reading
a book aloud and doing a shared writing of a response together. We did this
every day for 2 weeks before I held them accountable for writing a letter on
their own. They wrote in their journals and I gave written feedback in my
letters, but I didn't grade them until the end of that 2 week trial period.
I also asked permission from certain students to share the letters they had
written as models for the rest of the class. Still do that when one (like
this one) wows me. We also shared the letters with another class. I am lucky
enough to have a partner in crime implementing with me. Misery loves company
LOL!

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

From: RKCTEC5@aol.com
Date: Thu, 23 Jan 2003 06:33:37 EST
Subject: Re: [mosaic] Routman

So, are you saying conducting on site surveys of actual numbers of minutes
spent reading in the classroom and at home is considered unscientific, even
though the evidence shows that the more kids read the better they are able
to
read and comprehend? Is this what the "scientific research" community is
doing with facts to render them useless bits of informative information?
Ruby
+++++++++++++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Thu, 23 Jan 2003 06:47:41 EST
Subject: [mosaic] NRP

My inclusion of this reading time is largely based on the realities of
my children's lives.
I teach on a reservation, poverty is an issue for the majority of my
kids, many live in

This describes my school as well. We have 99% on free breakfast and lunch
and my students come from no income projects. Maybe because I have them for
2 years I am able to loan so freely. I instill in them such a love of books
that they treasure them almost as much as I do. That's not to say we don't
misplace them on occassion. I think the lunch time borrowing is by far the
favorite method in our school. Most kids have a book in hand when going off
to lunch. Unfortunately our children cannot go outside and play after
eating
so reading has become the favorite choice. If you can't set up extra home
reading time, look for other opportunities such as lunchtime reading, in the
desk for when finished with work early, maybe 15 minutes at the end of the
day, or early morning when kids are staggering in at all different times.
I
have even kept a few kids in the room to allow them to read during my prep
time.

Laura
readinglady.com
++++++++++++++++++++++++++++++++++++++++++++++

Date: Thu, 23 Jan 2003 08:06:14 -0600
Subject: Re: [mosaic] question about reading workshop
From: carol carlson <carlsonca@dist102.k12.il.us>

Shelly,
You ask some great questions. What grade do you teach?
When I moved from teacher directed novels to reading workshop, I=20
reflected and asked myself the following questions to help me determine=20=

why I was so tied to the novels:
Why is it important for every student to read this novel?
What is my purpose for teaching this novel?
Will all students be able to read this novel?
=09
I also looked at student evaluations (reading workshop was always=20
number 1). When I thought the novel was important because of the time=20
period or for teaching genre, I tried to find parallel novels so=20
students could read on the same genre or time period, but had a limited=20=

choice, for example, the Westward Expansion or a genre like fantasy.=20
That way they could share with the person reading the same book, but=20
they could also meet with other groups to share facts about the time=20
period or genre.
When we work with students who either won't or can't read at home, we=20
need to provide in time class for them to read at their level;=20
otherwise they won't learn to love reading because for them reading is=20=

always a struggle.
If you have questions, I suggest reading What Matters for STruggling=20
readers, by Richard Allington. He claims students need to read at their=20=

independent level 90 minutes a day! WOW! I felt lucky if I gave my=20
students one half hour. When we consider the struggling reader, they=20
very seldom have the opportunity to practice reading with a book they=20
CAN read.
Carol, La Grange Park
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Routman
Date: Thu, 23 Jan 2003 10:13:56 -0500

And thus begins the famous "Matthew Effect" in which better readers read
more because they are more skilled and thus get better at reading, and
poorer readers read less because they are less skilled and thus get worse at
reading. It is a tough job we take on when we work at teaching kids to read!
Cece
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Thu, 23 Jan 2003 16:58:25 EST
Subject: [mosaic] NRP

Why can't the kids on the reservation go out and play?

No the inner city kids that I work with can't go out and play. There
are several reasons. First, safety is a big issue. It is unsafe to be out
on the streets. Second, there is not enough supervision for the children to
be allowed outside. Sad isn't it.

Laura
readinglady.com
++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Thu, 23 Jan 2003 17:40:33 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] NRP

Laura said her kids couldn't got out, not me. Although, when it is 8
below zero, NOBODY
goes out. It is supposed to be in the twenties tomorrow and I can't
tell you how nice that will
seem. Hurray for recess! I am tired of the Chicken Dance.

Lori
++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Thu, 23 Jan 2003 17:44:06 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] NRP

Wow, Laura. I know how you feel. When I taught in Houston, we could
not go out due
to sniper fire. There was no recess AND no P.E. Many children were
influenced by cocaine use
during pregnancy and really needed the physical activity. I hope you
have a decent sized classroom, but that is no substitute for getting
outside.

Lori
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] from a new member
Date: Thu, 23 Jan 2003 21:50:21 -0600

I am passing this on to the list for Jenny:

I am new to this group. My name is Jenny and I teach second grade in
Loveland, Ohio (suburb of Cincinnati). I am facilitating two 2-hour
workshops at my school on MOT. I am working to incorporate RWM into the
workshops as well. I also have the pleasure of attending a workshop
presented by Ellin Keene in Louisville, KY on Feb. 5. My goal is to more
thoroughly understand and practice the six comprehension strategies for use
in my classroom everyday. I teach using the Four Blocks, but feel myself
gravitating toward a Reader's Workshop a little more lately. That's all!

Jenny/2/oh
+++++++++++++++++++++++++++++++++++++++++++++++

Date: Thu, 23 Jan 2003 23:04:51 -0500
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] Routman

RKCTEC5@aol.com wrote:

>So, are you saying conducting on site surveys of actual numbers of minutes
>spent reading in the classroom and at home is considered unscientific, even
>though the evidence shows that the more kids read the better they are able
to
>read and comprehend? Is this what the "scientific research" community is
>doing with facts to render them useless bits of informative information?
>
>
That has been the way that it was explained to me. Using the tobacco
example, to be "scientific" there would be a group of 15 people who
smoke three packs a day for 20 years compared to 15 people 'of like'
ages, etc that don't. The only difference between the people is the 3
pack issue, similar ages, health, genetics, etc would all be there
except the packs of smokes.
++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Routman book talk next step
Date: Thu, 23 Jan 2003 22:34:10 -0600

Wow! I have TOTALLY enjoyed hearing all of your thoughts on the first three
chapters. I have had a real busy week and hope to post my thoughts this
weekend. I've been saving to a file all of your responses. I know the
amount of email has certainly picked up but I am loving it!!!!!!! Thanks
you guys!!!

Some people are just receiving their books, but I think we could proceed
with our reading. I looked ahead and think that we should read and discuss
the next TWO chapters (Chapter 4: Teach with a Sense of Urgency pages 41-62
and Chapter 5: Organize an Outstanding Classroom Library pages 63-81).
There is a LOT in those chapters to talk about, ponder, and consider.

Possible Focus Questions:
1. What are your thoughts on the Optimal Learning Model? (inside cover and
discussed in Chapter 4)
2. What about the "basic skills" piece? How do you get it all in??
3. Reflect/Respond to the "Guiding Questions for Instruction" on page 55.
4. Check out the questions on page 66/67 about our classroom libraries.
Thoughts???
5. Anybody done any of the ideas she writes about?

"Happy Reading" and let the talk continue!!!

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

From: MEHitzel@aol.com
Date: Fri, 24 Jan 2003 00:03:54 EST
Subject: [mosaic] MOT book study group

Hi everyone! I mentioned a little while ago that I was putting together a
book study group of MOT at my school. Our first meeting will be Feb. 4th.
We will read the prologue and Ch. 1&2 prior to meeting. Below are the
focus/reflection questions that I came up with to give the participants
ahead
of time. I know many of you have already participated in MOT book studies
and I have never participated or run one before. I would appreciate any
constructive criticism or suggestions anyone has. Ginger, if 4&5 look
familiar to you they should! I liked the open-endedness of them. Thanks!
Martha/4/5/az

Possible questions to focus/reflect on in preparation for our first meeting
(These are totally take 'em or leave 'em!)

1. Many of us learned to read with Dick and Jane and SRA cards. What was
your personal response to "First Reader"?

2. Ellin Oliver talks about the transformation that has taken place in her
own reading. "I have moved from a passive to an active stance. I am
acutely
aware of my own reading process, the questions and challenges I have for the
authors I read, the awareness I have of moments of confusion and
disorientation in the text, and the tools I use to confront that confusion."
(Pg. 5) How aware are you of the processes you use in your own reading?
Where would you place yourself, as a reader, on a continuum between being a
passive reader and an active reader? How important do you think it is for a
teacher of reading to be an active reader?

3. Susan Zimmerman asked the group of educators what it would take to
create
a group of public schools that would be places "where the children and
adults
were deeply engaged and passionate about their own learning?" How would you
answer this question? Have we created this type of environment at Gilbert
El? In our own classrooms? What things are we doing really well? What
things could we maybe do better?

4. What touched you as you read this section? Surprised you? Intrigued
you?

5. What questions do you have? What do you wonder about?
+++++++++++++++++++++++++++++++++++++++++++

Date: Thu, 23 Jan 2003 21:59:25 -0800
From: bekalex <bekalex@ocsnet.net>
Subject: Re: [mosaic] Routman

I hate exercise, I am a poor runner. If I ran more, yes, I would be a
better runner but I would never be a "good" runner. If I had someone
giving me some training I would be even better. If I was motivated to
be a good runner it would be helpful. If my family was sports
oriented and valued running it would probably improve my chances of
becoming a "good" runner.

As it is, I, with little motivation, no guided input, no
familial/social push, have very little chance of becoming a good
runner.

But reading? I have a lot of motivation, family and social support
and a couple of good reading groups which ask questions about our
group reads. I'm getting better even now.

The point: handing a kid a stack of books does not a reader make.
It's far more complex than that, and I don't mean phonics any more
than I mean anatomy and running.

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

From: SKosmoski@aol.com
Date: Fri, 24 Jan 2003 04:58:29 EST
Subject: Re: [mosaic] tested reading responses

Judy-The test you describe seems to be a very high level thinking exercise.
Do you know what the name of the test is? I would like to do some more in
depth research on it!
Mary Anne
++++++++++++++++++++++++++++++++++++++++++++

From: SKosmoski@aol.com
Date: Fri, 24 Jan 2003 05:04:44 EST
Subject: Re: [mosaic] NRP

In a message dated 1/22/03 3:30:54 PM, Readinglady1@aol.com writes:

> Sometimes a student desperately wants to read what her friends are
reading=
,=20
> and just isn=E2=80=99t ready to tackle that book.=20
>=20

Hi all--
One of the things I do in this situation is find the audio book and allow
th=
e=20
student to read along. It is such a feeling of empowerment for my middle=20
school kids who are low level readers! They finally know what everyone is=20
talking about!
Mary Anne
+++++++++++++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Fri, 24 Jan 2003 07:12:31 EST
Subject: [mosaic] National Reading Report - was Routman

OK, now I am not trying to make a stand her for the National Reading Panel's
research, BUT I have read the report several times as a result of writing my
school's REA grant. The report was conducted by a panel and here is who was
on it -

The panel was made up of 14 people, including leading scientists in reading
research, representatives of colleges of education, teachers, educational
administrators, and parents. The NRP met over a period of two years to
discuss their findings and prepare the results in two reports and a video
titled, "Teaching Children to Read."

The discussion on this thread has been to dispute the validity of the
research on Independent Reading. The panel did not, nor did anyone set up a
control group that deprived children of reading. This is why the research
was deemed "inconclusive", because that type of group would NOT be possible.
If you read what they said about independent reading you will see it fell
under the category of fluency -

What did the Panel conclude about reading fluency?

Reading practice is generally believed to improve fluency, and two
instructional approaches are usually used to practice reading: guided
repeated oral reading and independent silent reading. The Panel determined
that guided repeated oral reading has a significant and positive impact on
word recognition, reading fluency, and comprehension for students of all
ages. However, the Panel was unable to conclude that independent silent
reading, as the only type of reading instruction, improves reading fluency.
More research is needed to understand the specific influences that indep
endent silent reading practices have on reading fluency.

If you would like to read more about the report and how information and
research was conducted they have a site. Read the FAQ section for the
condensed version -

<A HREF="http://www.nationalreadingpanel.org/">National Reading Panel
(NRP) - Home</A>

Laura
readinglady.com
++++++++++++++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Fri, 24 Jan 2003 07:14:43 EST
Subject: [mosaic] MOT Study Group

I think your focus questions will spark some good discussions. A friend has
posted his studyguide for Mosaic on my site at the following -

http://www.readinglady.com/Comprehension/Study_Guide/study_guide.html

Mosaic was the very first study group at my school. Three years later we
are
showing nice improvement schoolwide. Best of luck and I know the dicussions
will be motivational!

Laura
readinglady.com
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Fri, 24 Jan 2003 07:17:25 EST
Subject: [mosaic] National Reading Panel

I also have further information and links on the National Research Panel and
the No Child Left Behind act on my site at -

http://readinglady.com/No_Child_Left_Behind/no_child_left_behind.html

If anyone has anything they'd like to share for this section of my site
please feel free to contact me at readinglady1@aol.com

Laura
readinglady.com
+++++++++++++++++++++++++++++++++++++++++++++++++++++

From: Alicia Vilas <avilas@srivernj.org>
Subject: RE: [mosaic] question about reading workshop (long)
Date: Fri, 24 Jan 2003 08:37:33 -0500

Shelly,

I also teach 5th grade reading. I teach 6 classes of 43 minutes. I am also
struggling with this. The first thing I decided to do was decide which
reading components are more important to me. I also thought about which
component will be the heart of instruction in my class. For some people it
is guided reading and others shared reading. I decided it is going to be
the interactive/modeled read-aloud. I tried reading for 5-10 minutes
without discussing the book, I tried the booktalks suggested in the Fountas
and Pinnell book. The best way for me to teach strategies is to spend 15-20
minutes doing the read-aloud. Actually it is sort of the read-aloud
combined with the minilesson. Lucy Calkins thinks that high thinking
components should get top priority. For her it is read-aloud and book
clubs. The read-aloud allows the students to see strategy directly, without
having to read the text themselves. Sometimes though I will make the
read-aloud a shared reading. Students do need this close interaction with
the text because it provides evidence for their thinking.

After the read-aloud, I will have students either do independent reading or
group responses while I do individual conferences and/or group conferences.
My goal is to observe or conference with each student at least once per
week. That means about 5 students per day. I think I can manage that. Now
the routine is on hold because we are getting ready for evaluations and they
are working on their portfolios. I also want to try to also fit in at least
5 minutes of sharing at the end of the period. If I can't fit it in, I can
always begin the next day's lesson read-aloud with a whole-class, group, or
partner share. I am also going to attempt a guided reading/or strategy
lesson with a small group of students. I can always take a book club group
and teach a lesson based on the needs of that group. I realize that I only
have 43 minutes and I can only do so much. I just have to find a way that
works for me and that would be beneficial to my group of students. I just
realized that I need to focus more on the individual child. Gathering data
needs to improve, but I have a plan that may work. I have never tried it
before. I tried using those sticky labels, but never this way. I bought a
sheet that has 30 labels (a bit small, but the one with 20 labels would not
be enough for classes of 20+ students). I will write the name of each
student on one to remind me to meet with each student at least once per
week. The sheet will be on my clipboard. After filling out a sheet of
labels, I will affix them to each student's page in my assessment binder.
This will give me an ongoing picture of the child's growth as a reader. In
my binder I will devote a section to "whole-class needs." In it along with
other data, I will place a photocopied sheet of reading conference labels
prior to putting the individual labels into individual student sections.
This will help me look for patterns of needs and to teach to those needs.
Also I am giving a try at students maintaining a portfolio of work. How
does this sound? Maybe I am nuts, but I won't know until I try it. The
sheet labels do sound like they may work. Portfolios need to be done though
because parents do need to see the "evidence." I got the idea from a
scholastic book I bought about teaching comprehension by focusing on reading
strategies. The 2 women who wrote the book spend about 4 weeks on each
strategy. It was quite helpful.

At the moment, I am trying out some ideas from Improving Comprehension with
think-aloud strategies by Jeffrey D. Wilhelm. Yesterday, I had my students
do a written free response think-aloud to the first 2 pages of Bride to
Terabithia by Katherine Paterson. I then had them reflect on the thinking
they did while reading the passage. I had them try to figure out what kind
of thinker/readers they are and then I had them try to figure out why they
responded the way they did. Today I will have them share
their responses with group members so that they could see how other people
read and think. Then I will have them reflect once again. I will also try
out cued think-alouds one day.

Alicia
+++++++++++++++++++++++++++++++++++++++++++++++

From: Alicia Vilas <avilas@srivernj.org>
Subject: RE: [mosaic] Independent Reading - To Kim in MI
Date: Fri, 24 Jan 2003 08:38:45 -0500

I also did the 20 minilessons at the start of the school year. It is a
great book.

Alicia
++++++++++++++++++++++++++++++++++++++++++++++

From: "Patricia K. Evans" <patreads@pacbell.net>
Subject: RE: [mosaic] question about reading workshop (long)
Date: Fri, 24 Jan 2003 11:08:55 -0800

Alicia, Thanks so much for sharing your thoughts about the labels. I've
used the individual student labels for a long time. I use 2" x 4"
labels, even if I can't fit the whole class on a sheet. I use Avery
labels and can then set them up to print the students' names on each
one. BUT the big problem for me has been how to track those whole class
or small-group issues. DUH! Photocopy the labels before filing them
away. Simple, quick and effective. And I can group them for small group
instruction with these, too. I'm wondering if I could photocopy onto
another sheet of labels to make this part easy. I'm picturing sticking
all the labels with similar issues on a page and -voila-a reading group
and the beginning of a guided reading lesson plan, all in one.

Wow.you've got me really brainstorming now.

Oh, I'm also curious.What is the Scholastic book you're using? I'm
addicted to buying books, and I've gotten some nice ideas from some of
the Scholastic books. I've also wondered about the Wilhelm book, but was
afraid it was pitched to older students than my 4th graders. Do you
think it has ideas that could apply there?

Thanks,
Pat Evans (patreads@pacbell.net)
Alicia wrote:
I will write the name of each student on one to remind me to meet with
each student at least once per week. The sheet will be on my clipboard.
After filling out a sheet of labels, I will affix them to each student's
page in my assessment binder. This will give me an ongoing picture of
the child's growth as a reader. In my binder I will devote a section to
"whole-class needs." In it along with other data, I will place a
photocopied sheet of reading conference labels prior to putting the
individual labels into individual student sections. This will help me
look for patterns of needs and to teach to those needs.
++++++++++++++++++++++++++++++++++++++++++++++

From: Alicia Vilas <avilas@srivernj.org>
Subject: RE: [mosaic] question about reading workshop (Pat)
Date: Fri, 24 Jan 2003 15:09:37 -0500

Pat,
Wow, you have some great ideas. If you can find a way to make it easier go
right ahead, but please share with us if it works.

The Wilhelm book is quite interesting. You could use it for upper
elementary students to high school students. The beginning discusses theory
which bored me. I just wanted to know what he did that helped his students
become better readers. I did like that he used "passage lifter" as a
literature circle role. That student would discuss monitoring and fix-up
strategies that could be used, how what came before and after the passage
would aid comprehension, how the role of prior personal and textual
knowledge could be played out, and so on.

The scholastic book is:
Teaching Comprehension Strategies All Readers Need: Mini-Lessons That
Introduce, Extend, and Deepen Reading Skills and Promote a Lifelong Love of
Literature
by Nicole
<http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-autho
r=Outsen%2C%20Nicole/103-3266739-8253461> Outsen, Stephanie
<http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-autho
r=Yulga%2C%20Stephanie/103-3266739-8253461> Yulga

Table of Contents
Introduction
chapter 1
Creating a Context for Teaching
Comprehension Strategies
Chapter 2
Understanding Elements of Fiction
Chapter 3
Understanding Elements of Nonfiction
Chapter 4
Drawing Connections to Texts
Chapter 5
Making Predictions
Chapter 6
Getting to Know Characters
Chapter 7
Creating Mind Pictures
Chapter 8
Identifying the Big Ideas
Chapter 9
Book Groups
Bibliography
Appendix
About the Author
Nicole Outsen is a fifth-grader teacher at the North Hampton School in North
Hampton, NH. Stephanie Yulga is a second-grade teacher at Prospect Sierra
School in El Cerrito, CA. They both write and speak widely on topics such as
staff development, teacher research, and reading instruction. Unlike most
books on teaching reading comprehension, theirs explores each strategy in
depth. They devote a full chapter to each strategy, enabling readers at all
stages of development to be successful.

Hope this helps.

Alicia
++++++++++++++++++++++++++++++++++++++++++++

From: Alicia Vilas <avilas@srivernj.org>
Subject: RE: [mosaic] Routman
Date: Fri, 24 Jan 2003 15:40:06 -0500

How is Regie Routman's new book, Reading Essentials, different from her book
Invitations and the book Conversations? I have the book Invitations at home,
and I have read Conversations.

What I liked about her book Invitations is that she helped me figure out how
to give out report card grades while using the workshop approach. There
aren't too many authors that discuss that in their books. They may have a
chapter on evaluation, but they won't help explain how to fairly give out
report card grades. Nancie Atwell does, but she mainly looks at three
components (participation in reading workshop, journals, and goals). I have
tried Routman's way from the book I have at home and it is working out OK so
far. I was quite worried about what the parents would think though. I just
don't think having a gradebook and then averaging out the numbers at the end
of the evaluation period is consistent with what we are trying to do in
reading workshop.

Alicia
++++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 24 Jan 2003 18:59:08 -0500
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] National Reading Report - was Routman

> The discussion on this thread has been to dispute the validity of the
> research on Independent Reading. The panel did not, nor did anyone
> set up a control group that deprived children of reading. This is why
> the research was deemed "inconclusive", because that type of group
> would NOT be possible. If you read what they said about independent
> reading you will see it fell under the category of fluency -

I agree, that is was I was trying to say, I was just explaining why some
research isn't deemed scientific from what Allington was saying.
++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Diana Triplett" <tripled3@hotmail.com>
Subject: Re: [mosaic] National Reading Report - was Routman
Date: Sat, 25 Jan 2003 13:31:05 -0500

>From: Readinglady1@aol.com
>OK, now I am not trying to make a stand her for the National Reading
>Panel's
>research, BUT I have read the report several times as a result of writing
>my
>school's REA grant. The report was conducted by a panel and here is who
>was
>on it -
>
>The panel was made up of 14 people, including leading scientists in reading
>research, representatives of colleges of education, teachers, educational
>administrators, and parents.

My copy of the report is currently out on loan, but if I recall correctly,
Joann Yatvin was the only panel member who had been an elementary school
teacher (she was a principal). She also wrote a dissenting opionion
bladsting the narrow focus of the panel's report.

Diana
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: NCNYGA@aol.com
Date: Sat, 25 Jan 2003 09:02:41 EST
Subject: [mosaic] a book explaining the NRP report

I know there has been some discussion regarding the NRP on this list. I was
just looking through my new NEA magazine and see where there is a new book
out by Heineman called: Resisting Reading Mandates: How to Triumph with
the
Truth by Elaine M. Garan. I am not familiar with this book, but in the
review it says it has information that will empower teachers. The review
states: " cleverly, Elaine Garan uses the very document that ruffled her
feathers--The Report of the National reading Panel...--as the battery in
this
tool for fighting back in using methods that they know work......Garan
plucks
from the panel findings to help educators defend their professional
autonomy.
Significantly, she tries to show how the panel's executive summary actually
contradicts the findings of the report itself."

It also goes on to state that she brings to the forefront that the research
being embraced by federal policy makers is limited, even misinterpreted.

Is anyone familiar with this book?

Marcia/1st/GA
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Diana Triplett" <tripled3@hotmail.com>
Subject: [mosaic] NRP report
Date: Sat, 25 Jan 2003 23:51:31 -0500

Here is a link to Joann Yatvin's minority report on the findings of the NRP:
http://www.nichd.nih.gov/publications/nrp/minorityView.pdf

It's worth reading regardless of your opinion of the report.

Diana
++++++++++++++++++++++++++++++++++++++++++++++++++

From: DFRoss4@aol.com
Date: Sun, 26 Jan 2003 01:49:45 EST

There is also another Heinemann book entitled, "Big Brother and the National
Reading Curriclum" by Richard Allington. Part I is entitled "Unreliable
Evidence: Responses to the National Reading Panel Report" and has chapters
contributed by such researchers as James Cunningham, Michael Pressley,
Elaine
Garan, Stephen Krashen and Joanne Yatvin. Another interesting chapter is
titled, "Decodable Text in Beginning Reading: Are Mandates and Policy Based
on Research, " by Allington, himself. This book is a very interesting
must-read.
Denise Ross
Literacy Coordinator
North Hollywood, CA
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 26 Jan 2003 07:17:04 -0800
From: Lori Jackson <ljackson@gwtc.net>

Reply-To: mosaic@u46teachers.org
I have not read it, but many members of another active listserve I
belong to have. They speak very highly of the book, as did Gerry Coles
at WLU in Bethesday last summer.

Lori
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: Creecher12@aol.com
Date: Sun, 26 Jan 2003 08:24:00 EST
Subject: Re: [mosaic] a book explaining the NRP report

I've read Garen's book . It basically is a handbook for explaining the
report. The legislation however, does not follow the recommendations of the
report. Gerry Coles has a new book coming out this month as well that talks
about the report. <A
HREF="http://www.amazon.com/exec/obidos/ASIN/0325003378/qid=1043587389/sr=2-
1/ref=sr_2_1/104-7720438-6177557">Reading the Naked Truth: Literacy,
Legislation, and Lies</A>

Nancy Creech
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: Creecher12@aol.com
Date: Sun, 26 Jan 2003 08:27:49 EST
Subject: Re: [mosaic] SSR

Laura,
Most children don't read at home like we used to. SSR is the only
time
most children can just sit down and get into a book of their own choosing.
The NRP report did not say that SSR did improve reading or did not. It had
no
conclusion about it as far as increasing ability.
Check out Garen's book. Read it side by side with the report.

Nancy Creech
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Sun, 26 Jan 2003 08:53:17 EST
Subject: [mosaic] NRP

Most children don't read at home like we used to. SSR is the only
time
most children can just sit down and get into a book of their own choosing.
The NRP report did not say that SSR did improve reading or did not. It had
no
conclusion about it as far as increasing ability.

Below is exactly what I sent on this topic to the ring -

>>The discussion on this thread has been to dispute the validity of the
research on Independent Reading. The panel did not, nor did anyone set up a
control group that deprived children of reading. This is why the research
was deemed "inconclusive", because that type of group would NOT be possible.
If you read what they said about independent reading you will see it fell
under the category of fluency -<<

Yes, you are right. I am not disputing SSR what I was stating is that the
NRP report did not say that SSR did improve reading or did not. There was
some discussion that seemed to indicate that research had been done and that
it found it was deemed not affective. I basically said the same thing as
you
- that it was inconclusive and would require further research. I also was
stating that they would NOT create a control group and deny them of reading
just to do this scientific research which was also being discussed.

I teach children that have no books at home and am a strong supporter of
providing time daily for children to read in school books of their choice.
However, that being said, I am also advocating for those books they select
from to be on their independent reading level. Children need to read to
practice strategies taught and modeled in appropriate level text. Someone
quoted Allington in this thread, he too believes that if you take out all
the
materials the children are reading, and ask them to read from these books
and
they can't, then they are NOT really "reading" all day. If children want to
select books that are not appropriate, as I've said several times, I will
allow it JUST NOT during the SSR time.
+++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 26 Jan 2003 12:45:58 -0500
From: Carroll Hockman <johcar79@comcast.net>
Subject: [mosaic] nonsense story

As I continue to try to think of ways to help kids improve they're
written reading responses on assessments, it occured to me that one of
those nonsense stories that you can read and then answer the questions
with 100% accuracy might be helpful. We could discuss how the questions
can be answered but we have no idea as to what it means. I'm thinking
that this might be another way to help illustrate the "making meaning"
idea. If anyone knows a site where I might locate one please let me
know. Thanks.
By the way, another thanks to everyone who reponded to my post last
week about the tested reading responses.
Carroll/3/MD
++++++++++++++++++++++++++++++++++++++++++++++++++

From: NCNYGA@aol.com
Date: Sun, 26 Jan 2003 14:28:41 EST
Subject: [mosaic] DIBELS

Is anyone familiar with this testing program? I think I have finally found
the site and am wondering if there are instructional implications for the
scores that are received.

Thank you.

Marcia/1st/GA
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: Lamma55@aol.com
Date: Sun, 26 Jan 2003 14:59:53 EST
Subject: Re: [mosaic] DIBELS

Oh god......what a question........if you find instructional implications
let
us know!!!
++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: Re: [mosaic] DIBELS
Date: Sun, 26 Jan 2003 17:53:17 -0500

There was quite a discussion about this awhile back. I have no clue what =
it is but I remember it - you might check the archives. :)
+++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Diana Triplett" <tripled3@hotmail.com>
Subject: [mosaic] Challenging the NRP
Date: Sun, 26 Jan 2003 19:56:18 -0500
Here's a link to one of Gerry Coles articles about the problems in NCLB and
the NRP report. I think someone mentioned Gerry's books and articles
yesterday.

Diana

http://www.thebookery.com/scripts/t3cgi.exe/boo_bpress_article.taf?articleID
=571&_UserReference=555F4A02C10BC9273C913143

If hyperlinks fails, go to thebookery.com and click on the archives
for March 2002. Gerry's article (Handcuffing Education) can be found
there.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] Nonsense story
Date: Sun, 26 Jan 2003 22:10:48 -0500
Reply-To: mosaic@u46teachers.org

Hi...I forgot that attachments get messy on the list. Here, I have =
copied and pasted that story that someone requested earlier. :)

THE MONTILLATION OF TRAXOLINE

(attributed to Judy Lanier)

It is very important that you learn about traxoline. Traxoline is a new
form of zionter. It is montilled in Ceristanna. The Ceristannians
gristeriate large amounts of fevon and then bracter it to quasel
traxoline. Traxoline may well be one of our must lukized snezlaus in
the future because of our zionter lescelidge.

Directions: Answer the following questions in complete sentences. Be
sure to use your best handwriting.

1. What is a traxoline?

2. Where is traxoline montilled?

3. How is traxoline quaselled?

4. Why is it important to know about traxoline?

+++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Mark and Ronda Elam" <rjelam@mchsi.com>
Subject: Re: [mosaic] Nonsense story
Date: Sun, 26 Jan 2003 21:24:05 -0600

this is so great!! i had never heard of this activity, but i'm using it =
as soon as i get back to school (IF we ever get un-snowed in~!).... i =
started reading it to hubby tonight and he was like... "what in the =
(^*&* are you talking about!?"... haha.. at least the kids will get =
it! =3D)

ronda
++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 26 Jan 2003 22:44:52 -0500
From: Carroll Hockman <johcar79@comcast.net>
Subject: Re: [mosaic] Nonsense story

Thank- you so much! I was hoping someone would know what I was talking
about. AND I can answer the questions with 100% accuracy! Do I pass- no!
I didn't prove that I made meaning from what I've read! Hopefully this
will help get the point across to our kids as well as other teachers!
++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Routman ch. 1,2,3
Date: Sun, 26 Jan 2003 22:11:55 -0600

Finally I am making time to write my thoughts on the first three chapters.

Chapter 1: I LOVED the emphasis on teacher reflection. "In order to make the
best teaching decisions for our students, we must be fully informed about
credible research, exemplary teaching practices, the social aspects of
learning, how children develop as learners, and much more. One of the best
ways I know to be knowledgeable is to engage in ongoing professional
conversations. .....Without ongoing professional conversations in our
schools, we are at the mercy of politician and publishers who think they
should determine how and what we should be teaching." p.4. I SO crave this
talk!!! Don't always get enough of it at my building. I've sought out
others in other buildings who want to talk more and find my support there.
Sure wish there was time built into our day to talk and reflect. Sure wish
when time IS made, the teachers felt comfortable talking. (a whole other
issue for me!!!) I know I question my practices probably more than I believe
in my self and what I am trying to do. But with the questioning comes the
new learning and the growth for me.

The 'What Matters Most' really hit home! p.6. "I see these as goals for
both teachers and students. If schools are not nurturing, exciting, and
safe places for teachers, we teachers cannot create those environments for
students." Isn't THAT the truth!!! I have been struggling with year with
not feeling like me. All the external pressures are really getting in the
way of my joy. I tried hard last week to relax and trust my gut and spend
more time on things of value and enjoy my kids. It felt better. But then
instantly I am beating myself up about what I DID NOT ACCOMPLISH. But deep
inside I know that some of these small, connecting times are what REALLY
DOES MATTER to the kids and to ME!! I need to find a way to balance all of
this.

Chapter 2: "We simply cannot teach our students well until we show them we
know them, care about them, and connect with them" p.12 I haven't felt as
good about this class and my connection to them as I have in the past. It
was a rough start of the year. Very talkative. Very oblivious of the work
we needed to do and its value. No major behavior problems but just overall
lack of interest. I spend a good 2 weeks setting up the classroom with my
students. Have done this for 7 years now. The room is stripped when they
walk in. We brainstorm all that needs to be done. They create class floor
plans in partner groups and share them to be voted on. They help physically
move the furniture into place. They design and create all bulletin boards,
determine class jobs and create a way to track them, all the things I used
to do myself but have let go of. It creates community. This year's group
did the physical work of creating the classroom but the emotional connecting
didn't seem to happen until about 2 months ago. But at least it has. I do
blame myself for some of it (see how quick I am to do that?) as I didn't
follow my gut and tried teaching some things based on external pressures
that I wouldn't normally have done. I do think it got in the way of our
critical community building work. But now we are on the right track. I
feel more connected to them every day. Especially when I slow down and
share more of me and let more of them come out in their talk and thinking
and their work. Giving up the control of setting up the room was not hard
for me. I LOVE IT and will NEVER do it differently. I sure believe that
the work of comprehension and sharing thinking comes more easily when there
is trust and respect between the classmates. And with the teacher of
course.

Chapter 3: I've been sharing my 'reading life' with kids for a while now.
But each time it feels more natural and so powerful. Earlier in the year I
was reading a real good book by Torey Hayden at home that was amazing (her
newest book can't remember the title???). I kept wishing I could read it to
my students but knew it was not kid appropriate. I remember talking to them
about the book and they begged me to bring it in and read it to them. If I
have done nothing else this year, I KNOW I have instilled in all of them the
LOVE for a great book. Some of the suggestions in this chapter are
fabulous! I loved the 3 simple questions: "What is your now book? What is
your next book? What is your last favorite book?" I need to do more to hold
their books read in memory. I'm going to be considering some of her reading
logs. My husband has been recording the books he has read since 1972. It
amazes me. I find value in that. I bet kids would love logging their books
read. But not as a directive from me.

I really liked how she shared actual examples from her own writing notebook.
I know for me when I DID start writing down what I had read and looked back
over it, I had no memory for the titles. (memory is a HUGE problem for me!)
So holding quotes and beautiful excerpts would do me good! **If you are
looking for a wonderful book to read check out, The Secret Life of Bees, by
Sue Monk Kidd. Our book talk just met on it and EVERYONE said it was the
best book they have ever read. It's out on cassette tape as well and WOW is
that a treat to hear it spoken out loud. It's a VERY touching novel with
exquisite writing!!!**

The whole reading log issue has got me puzzled and questioning my OWN
requirement. We require 5 days out of 7 reading 20 minutes or more at home.
Logged and turned in on Mondays. With parent signature. After reading
Regie's thoughts I, too, think it becomes just a mindless ritual that
parents sign Monday morning and kids don't really take seriously. I am
rethinking it like several of you had mentioned. There are not a lot of
things my grade level does the same. (I resist that totally!! All doing
things the same. I'm not a same kind of teacher!) But this reading log is
one of them. So until next year comes along I am sticking with it. No
grade is assigned. So I feel good about that at least.

I feel real good about p.36 "Students need to know not only THAT we read but
HOW we read. Many of our students are superficial readers; they read the
words but don't' think much about what they're reading. We need to show our
students that reading means making meaning." I have LOVED becoming more
comfortable with the thinking aloud part of my teaching. I do it as often
as I can whenever I can. It is proving to be so worth it. At first
thinking aloud was not something I liked doing. It felt awkward and
unnatural. But NOW I couldn't go a day without it. My kids are showing a
lot of growth in their metacognitive thinking. I hear it as they share back
after an "eye to eye, knee to knee" talking time. The depths of their
thinking about the books we read together is so exciting! Thinking aloud
changed my teaching.

Well, long as usual. Not too deep either. I've gleaned so much from what
you all have already shared. Please keep it coming!!!! Chapters 4 and 5
are calling!!! Can't wait to hear your thoughts on those two.

Have a great week.

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

From: MEHitzel@aol.com
Date: Mon, 27 Jan 2003 00:02:46 EST
Subject: Re: [mosaic] Routman Ch. 1-2

Hey everyone! I finally got my book in the mail Friday afternoon and have
spent much of the weekend reading the first four chapters over several
times.
I've got a zillion thoughts running through my head and so will only
comment
on the first two chapters.

I've enjoyed reading the talk about the NRP report. I'm new at this and not
very political. I'm still trying to build my own base of knowledge of what
works based on experience. I learn so much from reading the posts of those
with more knowledge and experience than me.

I've been a little disappointed that most of the talk has only centered
around this issue. I found BG's comment that bonding with our students is
not always a necessary element to teaching them well to be fairly
provocative
and yet there was little response to it. He mentioned his grade 11 daughter
and I wondered about a secondary teacher who has so many students and how
would it be possible to bond with all of them. So, maybe it is different
with older students? I have a grade 9 daughter and my experience is she is
always more highly motivated to do well and perform at her best with a
teacher she feels cares about her as an individual. I agree that at some
point in the future she may have a different view and appreciation for some
of her teachers but this doesn't change the here and now and how she is
interacting and learning in the classroom today. As far as elementary
students go, I don't know enough to say whether bonding is the "strongest
predictor of reading achievement" or not but I do believe that it is an
essential element of our student's sucess. If we don't show "interest,
acceptance, and curiousity" about each of our students, are we creating the
type of classroom atmosphere where each child will feel secure enough to
take
the risks they must to truly grow as learners? Can we create curriculum
that
is relevant and meaningful to our students lives if we don't first work at
knowing who they are and creating a bond not only between ourselves and each
student but among the students as a group? Additionally, I think you would
almost have to work at not creating a bond if you are doing the other things
suggested by Routman in these first chapters of her book.

As a relatively new teacher, one of the things I so truly agree with Routman
about is the need for collaboration, reflection, and conversation with our
peers and yet, at my school at least, it doesn't happen nearly enough. At
lunch together most of the conversation centers around being overworked,
complaints about district administration, problem students and the pressures
of teaching. The weekly professional conversations that Routman talks about
sound heavenly to me. Like Ginger, I don't want to have to be doing
everything the way everyone else is and that is one of the great freedoms
teachers are given at my school. We are not expected to do things the same
but to use our experience and knowledge and best judgement. This is
wonderful but as a new teacher I long to talk with and learn from those with
more experience than me. That's why I love being part of this listserve so
much. I learn so much from everyone!

Well, that's all for now. I'm glad to finally have my book and to be able
to
participate.
Martha/4/5/AZ
++++++++++++++++++++++++++++++++++++++++++++++++

From: TrossTEACH@aol.com
Date: Mon, 27 Jan 2003 02:02:16 EST
Subject: Re: [mosaic] nonsense story

There is one of those nonsense stories in the book Miscue Analysis Made
Easy.
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Donna Baker" <baker@sprint.ca>
Subject: Re: [mosaic] Routman ch. 1,2,3
Date: Mon, 27 Jan 2003 05:29:00 -0500

Hi Everyone,
I cannot afford to buy the book (my spending has gone out of control) but I
am enjoying the book vicariously. Ginger, thanks as always for sharing
your struggles through your teacher journey. I agree that professional
conversations are what keeps us on top of things. We DO NOT do that as a
community of teachers in our schools. My board has now started book talk
sessions for many of the latest books out. I have joined one for a Math
book just out and am looking forward to the growing I will do through
talking out our confusions.
Everyone, keep sharing -- it is very enjoyable, and Ginger, keep those
thoughts coming.
Donna
+++++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 27 Jan 2003 06:32:45 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Nonsense story

Sandra Wilde has several activities like this in one of her book
s--shoot, its a school. The phonics book.

Lori
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Date: Mon, 27 Jan 2003 08:20:46 -0600
Subject: Re: [mosaic] DIBELS
From: carol carlson <carlsonca@dist102.k12.il.us>

Hi,
Our district uses the dibels program to identify students who will=20
receive extra phonemic awareness help. We have resource teachers who=20
take small groups of these students and work on phonemics awareness=20
using Phonemic Awareness, Playing with Sounds to Strengthen Beginning=20
Reading Skills published by Creative Teaching Press. As an la content=20
specialist, I would like to see phonemic awareness activities in our=20
regular classrooms on a daily basis, but it doesn't happen=20
consistently. We are lucky in that most of our students come to us with=20=

pretty good literacy backgrounds, but are now beginning to get more=20
students who need help. Since our focus for the next two years is going=20=

to be language arts, I hope teachers will see the need for short daily=20=

phonemic awareness activities. As part of screening, it is helpful.=20
However, if you are in Illinois and use the ISEL, the ISEL probably=20
gives similar assessment information.
Carol Carlson
Distrifct 102, La Grange Park, Il.
+++++++++++++++++++++++++++++++++++++++++++

Subject: RE: [mosaic] tested reading responses
Date: Mon, 27 Jan 2003 09:54:05 -0500
From: "Judy Kelly" <kelly@monroe.k12.mi.us>
Mary Anne-
The test I was referring to is the Michigan Educational Assessment =
Program (MEAP) - grade 4.
Judy
+++++++++++++++++++++++++++++++++++++++++

Subject: RE: [mosaic] tested reading responses
Date: Mon, 27 Jan 2003 10:06:12 -0500
From: "Judy Kelly" <kelly@monroe.k12.mi.us>

Mary Anne-
Here is the URL for the MEAP prototype. Hope it is helpful.
http://treas-secure.state.mi.us/meritaward/mma/meapinfo/Gr4Protonet.pdf
Judy
++++++++++++++++++++++++++++++++++++++++

From: JLabar1026@aol.com
Date: Mon, 27 Jan 2003 18:15:28 EST
Subject: Re: [mosaic] Routman ch. 1,2,3

In a message dated 1/26/03 11:20:40 PM Eastern Standard Time,
elephant@foxvalley.net writes:

> I've been sharing my 'reading life' with kids for a while now.
> But each time it feels more natural and so powerful. Earlier in the year I
> was reading a real good book by Torey Hayden at home that was amazing (her
> newest book can't remember the title???).

I remember when I first did this exercise in 1997. I loved it then & I love
it now. Helps folks to gain a lot of insight about their early reading
habits or lack thereof.

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

From: JLabar1026@aol.com
Date: Mon, 27 Jan 2003 18:16:35 EST
Subject: Re: [mosaic] Routman ch. 1,2,3

In a message dated 1/26/03 11:20:40 PM Eastern Standard Time,
elephant@foxvalley.net writes:

> My husband has been recording the books he has read since 1972. It
> amazes me. I find value in that. I bet kids would love logging their
> books
> read. But not as a directive from me.
>
>

Oh my god!!!!

I would love to see that list- recording- I assume on paper.
BG
++++++++++++++++++++++++++++++++++++++++++++++

From: JLabar1026@aol.com
Date: Mon, 27 Jan 2003 18:25:41 EST
Subject: Re: [mosaic] Routman Ch. 1-2

In a message dated 1/27/03 12:07:24 AM Eastern Standard Time,
MEHitzel@aol.com writes:

> I wondered about a secondary teacher who has so many students and how
would
> it be possible to bond with all of them.

I have found over the years that as a teacher I have bonded in the role as
young mankind of like a brother; Then on to kind of a Dad; now its grandpa.
By far and away one of the most difficult times was bonding as a young
man-difficult to be young and bond . . . easy on the one hand, but
complicated on the other hand.

Moreover, I think that sometimes in order to survive with troubled
populations that bonding can be just a little risky. WE maintain a distance
for survival.

On a lighter note-my entire family goes into hysterics as we watch the
"bonding" of Boston Public teachers on TV. I know . . . it is pretend, but
we
don't miss an episode.
+++++++++++++++++++++++++++++++++++++++++++

From: JLabar1026@aol.com
Date: Mon, 27 Jan 2003 18:29:38 EST
Subject: Re: [mosaic] Routman Ch. 1-2

In a message dated 1/27/03 12:07:24 AM Eastern Standard Time,
MEHitzel@aol.com writes:

> I so truly agree with Routman about is the need for collaboration,
> reflection, and conversation with our peers and yet, at my school at
least,
> it doesn't happen nearly enough.

Me too. Talking about education with fellow teachers and other people has
kept me going for years. There is much more interest in Education today than
I can ever remember 20-30 years ago. I think that the perception of parents
and how they view education has shifted. I am not sure quite how- but I have
spoken to my daughter about how expectations placed on my generation were so
much different than educational expectations that are placed upon her
generation (she is sixteen).

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

From: RKCTEC5@aol.com
Date: Mon, 27 Jan 2003 19:38:07 EST
Subject: Re: [mosaic] leveling books

This is a good question. I teach k/1 and am not even thinking about
leveling
all of the books in my classroom library. We have the leveled Wright books,
and I think that's enough. In addition, my students have individual book
tubs containing some leveled books and lots of other books they are
interested in reading. I think it's okay to have a variety of levels to
read
from, as this gives the child a chance to use all of the strategies learned
with an unfamiliar text that the child is motivated to read.

When I do individual reading conferences, I am able to do running records
and
retellings on any book the child is reading, and from that I am able to tell
how much of the text the child is able to get. Currently I have some
kindergartners working their way through the Dr. Seuss type books quite well
at the same time they are working through Level C text.

Also, when the children are studying genres in writing, or working on
thematic concepts, a variety of books and levels are presented to them. I
don't try to get everything at their reading instructional level. Harder
material can stretch, and they can learn to read harder texts with support.
Ruby
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