10-02-03

From: RKCTEC5@aol.com
Date: Sat, 27 Sep 2003 21:02:59 EDT
Subject: Re: [mosaic] author list

Don't forget:

Donald Crews,
Angela Johnson
Elosie Greenfield
Jacqueline Woodson
Sandra Cisneros
Jamie Lee Curtis
Sharon Creech
Nikki Grimes

Ruby
++++++++++++++++

Date: Sat, 27 Sep 2003 18:48:40 -0700
From: Carol Lau <cllc@comcast.net>
Subject: Re: [mosaic] author list
Reply-To: mosaic@u46teachers.org

Can't believe I forgot Eve Bunting
++++++++++++++

From: Creecher12@aol.com
Date: Sat, 27 Sep 2003 23:33:40 EDT
Subject: Re: [mosaic] author list

In a message dated 9/27/03 9:03:56 PM Eastern Daylight Time, RKCTEC5@aol.com
writes:

> Don't forget:
>

And my favorite, Robert Munsch!

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

From: "Michelle Hulke" <shelltchr@wowway.com>
Subject: [mosaic] Readers' Workshop and Word Wall words
Date: Sun, 28 Sep 2003 09:03:40 -0500

Hi. I have two questions. First, I have two times in my day when my kids
are reading (a 1-2 multiage class)...and independent reading time (15-20
mins) and then again during readers' workshop for about 45-50 minutes. I am
wondering how other members allow kids to pick books. Do you have them read
their book baggie books (just right books selected either via a conference
with me or guided reading) during Independent Reading and then have them
have a more "free" selection time during Readers' Workshop? My problem is
that the books at some kids' just right level are not great for
comprehension (level 1 books, for example), but they are good for other
reasons, one of which is fluency. However, during readers' workshop, when
they are more"free" to choose, a couple of my kids still do not pick books
they can read (for example, a child who reads a level 4 always picks up
chapter books). The class and I have talked AT LENGTH about how to pick a
just right book and I have done running records on the kids who always pick
up the challenging books to show them that it is too hard. So, if you do
your readers' workshop that way, how do you help these kids so that they are
pretending to read or staring into space or talking??

Should I switch my schedule so it's more like Sharon Taberski's...free
choice Independent Reading for 15-20 mins. and only books from their book
baggies during readers' workshop? And if so, what do you do with the kids
who are reading level 1 books? They may have 6-8 titles in their baggie, but
that will not keep them busy the whole time. Once we get into more
comprehension strategy work, I know there are some sheets (like Debbie
Miller uses)to have them write...and they coulduse a thinking journal...

Also, I need help with my Word Wall words in a multiage setting. I am new
to my school and to multiage, but I know the 2nd graders were in 1st grade
in this class last year, so they already know more words than my new first
graders do, for the most part. How can I manage myself so that I hold first
graders accountable for their words (we use the Sitton list) and 2nd graders
accountable for theirs when all the words we learn that week will go on the
wall (some 1st and some 2nd grade words)? Do I intro 10 words a week
instead of 5? Am I worrying too much about this?

Thanks in advance for any input.

Michelle/IL
+++++++++++++

Date: Sun, 28 Sep 2003 09:32:57 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

My kids are allowed to have their guided reading books, two books from the
library
they can read and one to dream about. But with several of them, we are
always
conferencing (arguing, confronting, etc.) about just right books. Some of
it is
just faith, and yes--kids will sometimes waste their reading time. I really
only
have one child I worry about as he ALWAYS wastes his reading time--watch for
patterns. And beware of reacting to talking. We have been talking about how
our
talking must be learning related and then during workshop I overhear two
little
ones talking shoes--how many shoes do you have? I am thinking, what? So I
asked,
is this a learning conversation and got told by a very talky little girls
that she
was interviewing er friend to get ideas for writing a story problem--a
center
assignment. She was-- the problem was great and I walked away knowing I
need to
listen more these conversations.

I like Sharon's approach, too. Seems like a compromise between choice and
reading
for growth.

As to your word wall--could you color code additions so that 2nd graders
were
accountable for ALL but first graders for some? Just a thought. Can the
second
graders have a list of the first grade words in folders or personal
dictionaries?
You concerns speak right to my own word wall worries--I find it hard to be
multi
level.

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

Date: Sun, 28 Sep 2003 09:30:32 -0500
From: "cking" <cking@mail.d300.kane.k12.il.us>
Subject: Re: [mosaic] Colleen,

Sorry it took me a few days to post this, but I had to find the book about
lit circles that I had posted about. It is called Literature Circles: Voice
and Choice in Book Clubs and Reading Groups. It is by Harvey Daniels. I
think I got it at Barnes and Noble. It has some great ideas on book clubs
for primary readers while a lot of other books are geared to older grades.

Colleen
+++++++++++++++

From: Creecher12@aol.com
Date: Sun, 28 Sep 2003 10:43:58 EDT
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

In a message dated 9/28/03 10:31:01 AM Eastern Daylight Time,
ljackson@gwtc.net writes:

> As to your word wall--could you color code additions so that 2nd graders
> were
> accountable for ALL but first graders for some? Just a thought. Can the
> second
> graders have a list of the first grade words in folders or personal
> dictionaries?
> You concerns speak right to my own word wall worries--I find it hard to be
> multi
> level.
>

Lori,
I have been using a word wall for about twelve years. Each of those twelve
years I have done it differently. I remember the first year I had a 1-3, the
word wall was so covered with words it was hysterical, because I put up all
the
words required for spelling for all three grades! I still laugh about it. It
was VERY colorful too, because I use postits for my wordwall words, each
vowel
sound a different color.

What I do now is put up words that the kids want up there. I can teach so
much more with
"interesting" words than dumb old dolch or spelling words. This past week
they wanted ornithologist.
We learned so much from that one word. I could have put up or, or a couple
of
th words, or a word with a soft g sound. And they ALL want to learn how to
spell it! One of the things we talked about was a word being
"multisyllabic."
Now we'll put the word "multisyllabic" on the word wall. So far I am very
pleased with the way this is going. By the way, of course metacognition and
schema
are up there too.

I do have a question about "holding kids accountable" for certain words. I
have never figured out how to do that.

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

Date: Sun, 28 Sep 2003 09:57:12 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

That would be great but in our building, we are mandated to put sertain
words up==primarily high utility and sight words. Makes me hate the
word wall! This year, I put up last years' (my kids are back, right)
and pretty puch am ignoring it. What I am doing is building lots of
different word banks, organized eventually into lamintated file folders
with ABC organization pages inside which are hanging with velcro under
my word wall--they seem to make more sense to my kids and definately to
me.

lori
++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Writer's Workshop
Date: Sun, 28 Sep 2003 12:32:42 -0500

This was sent to me to pass on to the list. I, too, purchased this book but
have yet to crack it open. I guess I need to do that today!
Ginger
==========

I just have to share with you guys a new book I purchased last week. It is
titled, The No-Nonsense Guide to Teaching Writing: Strategies, Structures,
and Solutions - foreword by Shelley Harwayne, afterword by Jacqui Getz and
authored by Judy Davis and Sharon Hill. It is a FABULOUS book detailing
specific how-to details and describes the organization of a successful
yearlong writing workshop.

This one is a must read, in my opinion!

Georgina
+++++++++++++++++

From: "Georgina J. Pipes" <gpipes@bellsouth.net>
Subject: RE: [mosaic] fluency packet
Date: Sun, 28 Sep 2003 13:03:44 -0500

Thanks Lois!!! My reading coaches are scrambling to get their hands on
fluency information. Do you mind if I share this with them?

Thanks,

Georgina
+++++++++++++++

Date: Thu, 25 Sep 2003 17:30:11 -0700
From: Carol Lau <cllc@comcast.net>
Subject: Re: [mosaic] genres

The book Text Forms and Features: A Resource for Intentional Teaching By =

Maraget E. Mooney (ISBN 1-57274-456-1, Richard C. Owens Publishers,=20
2001) is a resource book listing text forms or text types with why,=20
what, and features of each. It can be used to
1) remind teachers of the nature and purpose of a range of text forms
2) identify teaching points about the nature of a specific text form and =

how this affects reading rate & style
3) assist in making rubrics for reading or writing
4) help students think from a reader or writer perspective

It is helpful in building schema for text and for framing lesson plans=20
or scaffolding instruction in different types of text-- from=20
advertisements to fables to journals. =

Carol
++++++++++++++++

From: Soswes@aol.com
Date: Sun, 28 Sep 2003 16:36:24 EDT
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

In a message dated 9/28/2003 9:02:06 AM Central Standard Time,
shelltchr@wowway.com writes:
wondering how other members allow kids to pick books. Do you have them read
their book baggie books (just right books selected either via a conference
with me or guided reading) during Independent Reading and then have them
have a more "free" selection time during Readers' Workshop
I have my kids reading during Readers Workshop in two ways: They have a
book
baggie that is filled with books at their instructional level that they got
from me during guided reading or we have chosen together during a reading
conference. (like Sharon Toberski). This bag includes fiction as well as
non
fiction and poetry. And you are right, at the level 1 reading there isn't
much
meat for comprehension. But, I don't worry too much about that because I
have
to get them to decode before I get them to dig deeper. They do get the
strategy instruction during my mini lesson. I do tell them they have to
read each
book in the book baggie at least 3 times. Do I monitor that...no. But, for
those kids with the one sentence on a page book, it usually is a reason to
read
again. These are the books they use with their thinking journals. After
they
have read from their book baggies, they are free to choose books from
anywhere
in my classroom libraries. I have strategy sheets available for use with
these books. Do they pick a just right book, usually not, but they are
looking
at the pictures, trying their strategies, they are ingrossed in books. And
at
this point, that's what I want.

During DEAR time or silent reading time, I let them choose from anywhere any
the room, they have to read by themselves, and I used the rubric that was
posted this past week on the mosaic site. For 20 minutes my room is quiet
as they
are looking at the pictures, trying their strategies. I'm walking around
the
room, "I see _____ is thinking about their reading." etc. My goal is to be
able to use this time to conference. I like this time because they are free
to
read any type of book they want and really think about it. They don't have
to fill out a strategy sheet or a thinking journal (ok...I'm working this
one
out in my mind...but at least I don't have them making dioramas!") and if
they
want to read a "too hard" book, at least they are trying strategies to help
them.

Does this help any? It's not perfect, and I look forward to the day when
they are reading books we can really dive into, but in the meantime, we do
it
together as a class in my mini lessons. This week we are doing Amazing
Grace for
T-T connections.

Sandi/1st
+++++++++++++

From: Soswes@aol.com
Date: Sun, 28 Sep 2003 17:31:44 EDT

Just a reminder that the new web site educationoasis.com begins tomorrow,
September 29. Please sign up. I'll be the moderator for prek-3, but there
is an
opportunity for a lot of discussion for all grade levels. There are places
for lesson plans, etc.
Believe me....this is not meant to take away from mosaic. I sometimes think
my teaching lives and dies with mosaic.....this is just an added resource.

Please take a look!

Sandi
++++++++++++++

From: Soswes@aol.com
Date: Sun, 28 Sep 2003 17:50:43 EDT
Subject: [mosaic] educationoasis.com

I'm trying to cook dinner, do laundry, work on school work and I guess I can
only do one thing at a time. I sent the first message with the wrong
address,
I always forget the s after teacher. Then I try to fix it, but forget to
change the subject line.

So....this is it....my last try. Sometimes I'm such an idiot!

Anyway...educationoasis.com begins tomorrow. Please check it out. I think
it will be a great addition to the mosaic site. And I promise, I will try
and
only do one thing at a time. OK...maybe the laundry and dinner while I'm
at,
but I won't work on school work at the same time.

Sandi
++++++++++++++

Date: Sun, 28 Sep 2003 15:05:24 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] Authentic Reading- Lisa

Hi Lisa,

I just typed up a poster of the song on my computer & intend to start
singing it tomorrow with my first graders. I typed the words large,
and at the bottom of the page put your list of words to substitute
for 'book' -- very small, but there to see so I will remember them.

Thanks a lot for sending in your song. I appreciate it.

Also, if you send your last name I could give you credit where credit
is due. Is it Haines?

Katharing/1st/N.California
+++++++++++++++

From: "Michelle Hulke" <shelltchr@wowway.com>
Subject: RE: [mosaic] Readers' Workshop and Word Wall words
Date: Sun, 28 Sep 2003 17:28:47 -0500

During DEAR time or silent reading time, I let them choose from anywhere any
the room, they have to read by themselves, and I used the rubric that was
posted this past week on the mosaic site.

Sandi, which rubic is that? I have printed out several this past week and I
can't remember where they all came from. lol
++++++++++++++

Date: Sun, 28 Sep 2003 16:06:36 -0700 (PDT)
From: Heather Wall <heather_wall_2000@yahoo.com>
Subject: Re: [mosaic]assessments

> The Gentry Developmental spelling test, a dictation
> sample scored for phoneme representation and a
> minimal sight word inventory, plus letter/sound
> checklists.

Can you tell us more about the Gentry Developmental
spelling test? What does it look like? Where can we
find it? What does it assess?

Thanks,
Heather Wall
++++++++++++++++

From: "Randy Kraynak" <r.kraynak@worldnet.att.net>
Subject: [mosaic] cute kids
Date: Sun, 28 Sep 2003 18:28:20 -0700

Hi All!
This is my first year teaching MOT. We went through text-self connections
over three weeks. We were doing a group sharing when one of my students
said he'd made a T-S connection with Maniac Magee and his family situation.
I was a bit nervous, because I did not know this boy's home situation, but
asked him to share. He said, "Maniac's family life is dysfunctional." I
asked him to share how this was a text to self connection and he replied,
"Oh, it's not a text to self connection, it's a text to shirt connection."
He was wearing a Simpsons shirt and explained that they were also a
dysfunctional family.

Gotta love those kids!

Karen Kraynak
++++++++++++++++++

Date: Sun, 28 Sep 2003 19:44:17 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic]assessments

It is a list of ten words, which I don't have at my finger tips. Monster,
eagle,
type, bumped, human, closed... You simply administer, assess according to
developmental level and then give it again in the spring. I have used it
for years
and honestly, it is the quickest way to get lots of usable information
quick,
quick, quick! Make sure when you give it that you give children the
understanding
that you don't expect them to know all the spellings--but that you will get
ideas
for teaching and learning if they just try their best. I have it in several
sources, one of which is Teaching Kids to Spell (a book).

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

From: Soswes@aol.com
Date: Sun, 28 Sep 2003 20:49:09 EDT
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

In a message dated 9/28/2003 5:26:49 PM Central Standard Time,
shelltchr@wowway.com writes:
Sandi, which rubric is that? I have printed out several this past week and I
can't remember where they all came from.
I used the one that Ginger had in her posting. I bet it's in the archives.
We "developed" it together as a class, but I didn't like Level 1, level 2,
level 3, or Level 4. It was too much like level books. When we were
developing
our rubric, I used the terms, but we agreed as a class, to use 1st place
DEAR
reader, 2nd Place DEAR reader, 3rd Place DEAR reader and Last Place DEAR
reader. I have the rubrics posted in the room and we go over 1st place
prior to
starting....highlights, that is. They want to be 1st place readers and they
are
doing it!

Sandi
++++++++++++++

From: "Kay" <krowan1@cox.net>
Subject: Re: [mosaic] educationoasis.com
Date: Sun, 28 Sep 2003 18:17:05 -0700

Sandi,
Been there, done that - many,many times. Do not worry about it. I'm =
anxious to pull up the site tomorrow and see what you have planned. It =
is good to see prek included in the primary section. So often we are =
overlooked in primary list serves and discussions. we are all about =
preliteracy and prereading and writing and many times on the same page =
as a K teacher because of class demographics and at other times worlds =
apart. Thanks for including us.
Kay in AZ
++++++++++++++

From: "Teresa /AR" <Kidruler@hotmail.com>
Subject: Re: [mosaic]assessments
Date: Sun, 28 Sep 2003 21:29:00 -0500

You might also want to take a look at the Developmental Spelling =
Analysis in Word Journeys by Kathy Ganske. Just like the Gentry, you =
will find the "stage" of spelling. There is also a "feature" test that =
allows you to know exactly what feature in spelling the children need. =
This test allows you to drive your instruction.

Words Their Way has also has this type of assessment. These 2 books make =
the Gentry obsolete. Teresa
+++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] K2K conversation tips chart (long)
Date: Sun, 28 Sep 2003 22:52:48 -0500

The next step for my class was to create a Conversation Tips Chart. I had
the class choose a scribe and we started naming what behaviors we wanted to
value in our conversations. They were very good at coming up with what NOT
to do. Ardie stresses we should try and word them in the positive so we
worked hard on that. It took a while to make that shift. Here is what we
came up with. I did use the book to help guide ME in my probing of THEIR
thinking:

CONVERSATION TIPS CHART

Piggyback- add on to what someone else shares
Sit still
Stay on the subject
Ask questions
Say what you think about the question asked
One person talks at a time
Good OVERLAPS ONLY!!!
Eyes on the person who is sharing his/her thinking
Listen to the person who is sharing his/her thinking
The person who is sharing his/her thinking should look at the other
group members
Sit pretzel style
Pay attention and think about what you hear
Throw back and forth your ideas
Let everyone have a chance to talk
Talk with expression in your voice
Share your feelings about the subject
Look back in the book for evidence
++++++++++

I got stuck when they wanted to add, "Take turns." I knew it was not about
taking turns but I just could NOT find the words to explain the difference.
All of a sudden I remembered that I had cut out from the paper over the
summer an article that I thought might help. On the spot I scrounged around
my MESS of a counter (I don't have a teacher desk) and luckily found it.
Here is the part from the text that I think HELPED immensely! It is from a
Dr. Dobson question and answer article. Sorry I don't have the date. It
was in response to a couple asking for help on conversation.
++++++++++++++
"It might help to understand the basics of good conversation. Let me ask
you to imagine that the two of us are facing each other about eight feet
apart. You have four tennis balls in your hands, and you toss one of them
to me. Instead of throwing the ball back, however, I hold it and wait for
you to toss another to me. Eventually, all four balls are in my hands. We
stand there looking at each other awkwardly and wondering what to do next.
The game is over.

Good conversation is something like that game of catch. One person throws
an idea or a comment to the other, and he or she then tosses it back. But
if that second person doesn't return it, the game ends. Both players feel
awkward and wish they could be somewhere else. Let me illustrate this
further.

Suppose I say to my son when he comes home in the afternoon, "How did it go
in school today?" If he answers, "Fine," he has caught the ball and held
it. We have nothing more to say to each other unless I can come up with
another comment- another "ball" to throw to him.

But if my son says, "I had a good day because I got an A on my history
text," he has caught the ball and thrown it back. I can then say, "Was it a
difficult test?" or "Did you study hard for it?" or "I'll bet you're proud
of yourself."

If my son replies, "Yes," he has wrecked the game again. To keep the
conversation going, he needs to throw back something of substance, such as,
"It was a touch exam, but it was fair." Then our "game" can continue."
+++++++++++

This is what I did. I called up one student and had him stand across from
me. I quickly borrowed four "special friends" (my kids can bring small
stuffed animals to 'keep them company' during the day) and told the class I
was going to SHOW them the difference between taking turns and piggybacking.

I made up that there had been a huge fire in our neighborhood and that Nick
and I were both kids. I said, "Wasn't that a huge fire." and threw the
first animal at him. He caught it. I then threw him the second animal and
said, "I couldn't believe the smoke." He caught it and just looked at me.
I threw the third animal and said, "There were so many fire trucks." He
caught it. I threw the fourth animal and said, "I was so scared." He caught
it. Then I told him to think of four things to say about something else
unrelated. Like about his dream from the night before. To try and show
unrelated turn taking. Where the other person is just waiting for HIS/HER
turn. We did that. "I had a really cool dream last night." I caught that
one. "It was like in outer space." I caught that one. "There was this
monster that was huge." I caught that too. "The dream was so wild." End of
his "turn". We just stared at each other.

Then I said the difference is this. I read the part about the father and
the son from the article. I read it to them but as the father and son
volleyed back and fourth I tossed an animal to Nick when the father asked a
question, and had Nick throw it back to me as I read the son's response.
(Is this making ANY sense to you guys??) We did that through the example
from the article. Then we redid the talk about the fire. I threw the
animal over to Nick and said one thing about the fire. Then he tossed it
back and said something more about what I HAD SAID TO START IT OUT. Like,
"Yeah, that fire was the biggest I had ever seen!" Then we went back and
forth having an extended conversation both adding things and extending the
original comment. Interacting using words. Keeping the talk on topic but
BOTH doing the work to keep it going. NOT just one person saying all they
have to say and then the next person taking their turn on something totally
different.

I don't know if this makes any sense but my kids it really did seem to get
it. They could PHYSICALLY SEE the conversation going back and forth.
Volleying the thoughts and extending the talk.

When we wrote our tips chart I wanted to put something on there to remind us
of this little demonstration. So I asked them to think of a way to include
it. Something about throwing. That's when one of my girls came up with
"Throw back and forth your ideas" DON'T YOU JUST LOVE IT!!!!!!!!!!!

The next day I started hearing, "I'm piggybacking off of Alyssa." "This is
sort of a piggyback off of what Tori said." It's a miracle! It is so easy!
They love this!!

This week I hope to do more work on extending responses after someone shares
in a partner group. I want to talk more about overlapping. I am sending
Ardie Cole all responses on K2K as we try it out in our classrooms this
year. She is thrilled to hear how it is going for us. Here is what she
wrote me back about overlapping:

"Piggybacking and interrupting are both forms of overlapping. Overlapping is
when you cut in on someone. However, the best reason to cut in is to
piggyback, for instance, to finish
someone's sentence, or to offer a word of agreement, or to extend, for
example, "Yeah, it's on page 60." But interrupting is a not-so-nice kind of
overlapping---usually."

Tomorrow I start wondering with them and then move into partners. I am
going to use "Just a Dream" as she suggests in the book.

More later.
Ginger
moderator
grade 3
+++++++++++++++

From: "Joan Matuga" <joan3teach@hotmail.com>
Subject: [mosaic] Magic School Bus author and genre
Date: Sun, 28 Sep 2003 21:59:24 -0700

One group of third graders in a small reading group are reading,
To the Rescue Forest Fire.   They noticed
several things.  
First, there is no author listed on the cover or title page for this
book.  It is based on Magic School Bus books written by Joanna
Cole.  It is written by Anne Capeci, but is copyrighted by Joanna
Cole. 
Second, they were puzzled as how to classify this book:  fiction,
science fiction, fantasy, non-fiction.  It is all of these things.
+++++++++++++++++

Date: Mon, 29 Sep 2003 05:44:27 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] K2K conversation tips chart (long)

Ginger there is a great technique called Frayer Model that outlines
giving YES examples and NO examples in describing something and that
this helps kids to better clarify something. You have done a great job
of explaining your conversations! deb
+++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] resend/indep. reading rubric
Date: Mon, 29 Sep 2003 05:50:44 -0500

LEVEL 1
*I was looking around the room or staring into space instead of reading.
*I was pretending to read most of the time.
*I did not pick any just right books.
*I didn't understand what I was reading.
*I didn't think as I was reading.
*I got up a lot for no reason.
*I did not respect the readers around me.
*I wasted my learning.

LEVEL 2
*I just read part of time.
*I read too fast.
*I was off-task about half the time.
*I wasn't careful when I selected my books. I wasn't honest.
*I wasn't paying attention to my thinking as I was reading.
*I skipped over the tricky words and didn't try to figure them out.
*I distracted the readers around me.
*I got up a couple times during independent reading time.

LEVEL 3
*I read most of the time.
*I mostly selected just right books.
*I respected the readers around me.
*I sometimes used tricky word strategies.
*I sometimes went back and reread when it didn't make sense.
*I sometimes caught myself thinking as I was reading.
*I moved around during independent reading.

LEVEL 4
*I read the whole time.
*I carefully selected just right books.
*I respected the readers around me.
*I knew when my reading was not making sense and I did something to fix it
up.
*I talked to myself in my head about the story a lot.
*I used tricky word strategies whenever I came to a word I couldn't
decode.
*I slowed my reading down when I was reading a confusing part and reread it.
*I stayed in my space the entire time.
*I enjoyed my learning.
*I felt great about myself as a reader!
++++++++++++++

From: loiso@dbtech.net
Subject: RE: [mosaic] fluency packet
Date: Mon, 29 Sep 2003 12:41:25 GMT

By all means, please share. This was the result of a Reading Certification
project here at U.A.

Lois
Tusc., Al
Reading Coach
++++++++++++

Date: Mon, 29 Sep 2003 08:06:17 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

Hi Sandi,

I have to respectfully disagree with your comment below. I don't think

it is a matter of doing

one before the other. Kids need both kinds of instruction and I don't

think it works to wait

until they can decode before digging deeper. I assume "digging deeper"

means strategy

instruction, though you say you do this in your mini lessons. While

you're doing a lot of word

work, you can do the strategy instruction during your read aloud and

guided reading time.

If I've misunderstood your post, I am sure you will clarify it.

Thanks!

Elisa
++++++++++++++++

Date: Mon, 29 Sep 2003 08:19:14 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] K2K conversation tips chart (long)

Hi Ginger,
This is great! I could definitely visualize what was going on. I am going
to save it to share with teachers.
Elisa
++++++++++++++

Date: Mon, 03 Sep 1956 18:32:37 -0500
From: Olivia Foulkrod <ofoulkrod@fcaq.k12.ec>
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

Hello Michelle,
I was always told that independent reading should be time allowed for kids
to read
whatever book they would like. Maybe they aren't reading the books, but
they are
looking at the pictures. Even looking at the pictures helps kids comprhened
books
that are above their reading level. I also use the time during independent
reading to read my own book, to show the kids that I too am a reader!
Olivia FOulkrod /ecuador
++++++++++++

Date: Mon, 29 Sep 2003 12:31:16 -0500
From: "Leah Magruder" <Leah.Magruder@gpisd.org>
Subject: [mosaic] educationoasis.com

I just wanted to say that EducationOasis looks so great. I am intrigued
by Alfie Kohn (reading and arguing a lot about his writings in my
master's program). I would love to see a place provided for response to
the articles or would you rather us do that on the Message Boards.

Great job! Thank you for putting that together.

Leah in Texas
Reading Support Teacher 3rd - 5th
++++++++++++++

Date: Mon, 03 Sep 1956 20:46:07 -0500
From: Olivia Foulkrod <ofoulkrod@fcaq.k12.ec>
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

I agree with you Elisa. I think that it is very important to have kids
exposed to
different kinds of insturction all the time. If we focus too much on one
thing
then the kids get bored and have gaps i other things they need to know.
Thanks for your comment
Olivia
++++++++++++++++++

Date: Mon, 29 Sep 2003 19:48:11 -0400
From: "Janet Fagal" <jfagal@scs.cnyric.org>
Subject: Re: [mosaic]assessments

2 more words are hiked and united

Lori Jackson
++++++++++++++++

Date: Mon, 29 Sep 2003 19:02:29 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic]assessments

We keep student growth portfolios in our district, k-12. Last year I was
able to document lots of developmental growth--and, yes, guys, it is
absolutely reflected in daily writing. But this tool makes for a nice,
quick and dirty assessment and when shared with parents along with
developmental
spelling information, it is meaningful. Helps parents accept approximation,
helps me scaffold learning.

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

From: Soswes@aol.com
Date: Mon, 29 Sep 2003 20:03:50 EDT
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

Elisa.....

I absolutely agree that decoding and comprehension go hand in hand. I do
not
teach one then the other, we do it together.

What I meant was, I can't put a level one reader into a book that will allow
deeper thinking when they aren't ready for it. I can't give them Amazing
Grace to read on their own and make the connections I am looking for, on
their
own. They can't read it. However, we can do it together. We are doing it
this
week as my week long focus. We will make T-T connections, we will make VENN
diagrams and we will have K2K discussions. And I will ask them to do the
thinking that goes along with it on their own. I just have to support the
reading/decoding part for them.

A Level one reader needs to have books to read at his/her instructional
level
before I can expect them to read a book like Amazing Grace on their own.
With my support, they can do the deep thinking, but I have to give them time
to
practice reading books at their instructional level.. It's just how deep
can
your thinking go when the text is: "The bird went up. The bird went down."
etc. But, they need to practice their reading at these levels. Can they
make
the deep connections I'm looking for in Amazing Grace: yes, absolutely.
They
just can't read the book on their own yet.

In my mini lessons, my read alouds, my conferencing, my guided reading, it
all includes decoding and strategy work...hand in hand!

I hope I'm explaining myself correctly. Be assured, I believe they go
together. I get rather passionate it about it. Especially coming from an
at risk
school where they say they can't do it...yes they can!

Sandi
+++++++++++++

Date: Mon, 29 Sep 2003 19:24:02 -0500
Subject: Re: [mosaic]assessments
From: Datsauer <datsauer@chartermi.net>

Here's a website that has the list of words and some possible spellings with
stages they represent. I can't stress enough that the book "Teaching Kids to
Spell" has more information about this test. It is great for showing
phonemic awareness and growth over
time.http://www.6traits.cyberspaces.net/sptest.html
+++++++++++++++

Date: Mon, 29 Sep 2003 20:07:53 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: [mosaic] Related Themes...

Tonight in our study group we watched the first video in Debbie Miller's
series. We agreed, as a group, to try doing some work with themes as a
way to deepen the kinds of text to text connections our students are
making. With that in mind, I am planning tomorrow to introduce and
model themes using Tolstoy's turnip story (don't have the title here at
home, but you know the story). Here is my plan for themes and
supporting evidence:

Theme: You can't always solve problems by yourselves.

Evidence: The farmer in the story tried to harvest his turnip without
any help. Even though he tried his hardest, he couldn't do it by
himself.

Theme: Teamwork can solve problems

Evidence: Even when the farmer and his wife and lots of the animals
tried to pull the turnip, they had to get all the animals' help to
succeed.

Theme: Sometimes help comes from unexpected sources.

Evidence: Bven though the mouse was the tiniest animal in the story,
they needed his help to get the job done.

Theme: When you share the work, you should share the fruits of your
labor.

Evidence: Because all of the animals and the farmer and his wife shared
the work, at the end, they all shared the turnip.

My kids are very familiar with this story and stories like it, as we did
a unit of folk stories last year and read many variations on this
story. So, my question is this. What stories would you suggest that
have similar themes? And I would like to step away from the turnip
story and stretch their thinking.

So far:

Swimmy

Thanks in advance for your help.

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

From: CAAstle@aol.com
Date: Mon, 29 Sep 2003 21:04:51 EDT
Subject: Re: [mosaic] The Conversation Club

I had mentioned earlier that a third grade teacher has used a story from
"One
To Another" called 'The Conversation Club' by Diane Stanley, published by
McMillan (an old anthology) to read to the students. It is kind of cute.
It is
about some field mice and, one of them, Maxie learned that her neighbors
depended upon her. They listened to her morning sounds. The members of the
Conversation Club, however, never listen to one another. When Peter
Fieldmouse
moved into his new house, Charlie came right over to welcome him. He told
Peter
about his new neighbors and about the Conversation Club they had. Peter had
never head of such a club and discovered that everyone talked at once, but
before long, he became the club's listening expert. The main idea of the
story is
that the mice decide to change the rules of the club. The new rule is that
one person speaks at a time and everyone else will listen.
Students could make a text-to-self connection and reflect on how this story
compares with their own literature circle discussions. They could also make
text-to-world connections when they view videos of other students during
conversations about books.
Carolyn
+++++++++++++

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Readers' Workshop and Word Wall words
Date: Mon, 29 Sep 2003 21:30:35 -0400

Elisa,
You make such a great point about strategy instruction during read alouds.
This is such an important concept for teachers to understand. We know
children's listening comprehension is usually miles ahead of their reading
comprehension, so in the primary grades (yes, even preschool) we can teach
kids comprehension strategies during read alouds.
Kids won't actually be able to apply many of the strategies in their own
reading until they are older, but as with so many things, building that
knowledge base and prior knowledge of the strategies will pay off big time
as the kids get older.
So, primary teachers, read some good, deep level stuff to those kids. Grab
Chris Van Allsburg, Patricia Polacco, Eve Bunting, Cynthia Rylant and others
off the shelves and read, read read!!!!
There is also some research to show that repeated readings of these texts (3
times) really allows comprehension to kick in.
Sorry, one of my many soapboxes!
Cece
+++++++++++++++

Date: Mon, 29 Sep 2003 20:54:12 -0500
Subject: Re: [mosaic]assessments
From: Datsauer <datsauer@chartermi.net>

If you do a web search with the words "Monster spelling test", one of the
choices that comes up is "Literacy Block". When I clicked on it, it
downloaded a pdf. file from Richard Gentry with lots of information on the
monster test and how to use it. Debbie in Duluth
+++++++++++++++++

From: "Reading" <reading@cfl.rr.com>
Subject: [mosaic] bookmarks for small ones
Date: Mon, 29 Sep 2003 23:32:13 -0400

Hi All. Passing on a link I heard about on a first grade listserv.
http://edtech.sandi.net/literacy/3.6/bookmark/goodreaders.pdf

It's made to fold over so you have a double-sided bookmark.

Just got AND WITH A LIGHT TOUCH today by Carol Avery.

After listening to all the fun you all have I've decided definitely to
return to early elementary next year. (After five years with 8th graders
that should be...umm...interesting.)
I'm recreating my Mosaic lesson plans now. :)

Kim
+++++++++++++++++

From: Creecher12@aol.com
Date: Tue, 30 Sep 2003 06:36:35 EDT
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

In a message dated 9/29/03 9:39:29 PM Eastern Daylight Time,
btillman@farmerstel.com writes:

> There is also some research to show that repeated readings of these texts
> (3
> times) really allows comprehension to kick in.
>

That is Elizabeth Sulzby's work. Thanks for reminding me of it. Here is more
information if anyone is interested. <A
HREF="http://www.ciera.org/library/reports/inquiry-2/2-015/2-015fm.html">
http://www.ciera.org/library/reports/inquiry-2/2-015/2-015fm.html</A>

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

From: Creecher12@aol.com
Date: Tue, 30 Sep 2003 07:01:55 EDT
Subject: [mosaic] Philip Pullman

I don't know if anyone else here is a Philip Pullman fan, but this article
made me love him even more!
<A
HREF="http://education.guardian.co.uk/schools/story/0,5500,1052077,00.html">
http://education.guardian.co.uk/schools/story/0,5500,1052077,00.html</A>
Nancy Creech
+++++++++++++++++

From: "Michelle Hulke" <shelltchr@wowway.com>
Subject: RE: [mosaic] Readers' Workshop and Word Wall words - Cherie
Date: Tue, 30 Sep 2003 18:57:21 -0500

[mosaic] Readers' Workshop and Word Wall wordsCherie,

My word wall is mixed with words from both the 1st and 2nd grade Sitton =
list. Thanks for your suggestion. I think I will either try your idea, =
or simply put a little dot on the word card.

Thanks again!
Michelle
++++++++++++++++

From: PMurphyNAM@aol.com
Date: Wed, 1 Oct 2003 04:33:50 EDT
Subject: [mosaic] Turnip story supports

I know you are starting this theme right away, so here's some thoughts
off=20
the top of my head; If I remember other connections, I'll post again.

Many companies and organizations use "TEAM" as an acronym for Together=20
Everyone Achieves More.

Big Pumpkin by Erica Silverman closely matches the storyline, except it=20
features Halloween characters. =20

The Aesop fable The Lion and the Mouse supports the theme that sometimes
hel=
p=20
comes from unexpected sources.

------

Here's a idea that I recently found on the Internet that could be used as
a=20
writing extension; perhaps you could even think of a scenario that ties
into=
=20
the actual theme (eg. a family all helping to do something like prepare
for=20=
a=20
picnic or clean the garage):

Turnip poem
This is based on the story of the magic turnip=A0 - it never stopped
growing=
!=20
In the story more and more people came along to pull up the turnip but it=20
wouldn't budge - until a mouse added it's muscle!=A0 Another model is The
Ho=
use that=20
Jack Built.=20
This form of accumulating poem is straightforward to do and works well in=20
performance, with children having to remember the sequence of words. All
sor=
ts of=20
scenarios are possible - what I would like to eat,=A0 animals I saw at the
z=
oo,=20
and so on. A rhyming element gives extra spice but is not essential.=A0
If=20
possible, aim at a funny ending to give closure.=A0

Here's the example that was given:
A turnip poem
=A0
When turnips grow, they get bigger and bigger - like this poem!
=20
It's my birthday, and I want
A computer game.

It's my birthday, and I want
A computer game, and a building set.

It's my birthday, and I want
A computer game, and a building set.
A giant ice-cream (the biggest yet)
It's my birthday, and I want
A computer game, and a building set.
A giant ice-cream (the biggest yet)
A pair of trainers, a pop CD,
A fluffy kitten (or maybe three)
It's my birthday, and I want
A computer game, and a building set.
A giant ice-cream (the biggest yet)
A pair of trainers, a pop CD,
A fluffy kitten (or maybe three)
An electric organ to play a tune,
A magic wand, a trip to the Moon.
Now I'll tear off the wrapping,
Is it toys? Is it chocs?
Now what have I got?
A pair of socks!=20

http://www.davidorme.demon.co.uk/turnip.htm

-------------

-Patricia, aka "Murf the Surf'
++++++++++++++

Date: Wed, 01 Oct 2003 06:44:01 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Turnip story supports

The poem idea is cute, thanks. I have the Big Pumplin and we have
classified it a a
turnip story ( like The Enormous Watermellon, Jamie O'Rourke and the Giant
Potato
and lots of versions of the Tolstoy story itself). I am hoping to take them
to the
point where they can make connections when the text similarities are not
quite so
obvious and I do believe I have a version of The Lion and The Mouse--that is
just the
ticket, thank you so much. I thought our first exploration of them
yesterday went
very well. In fact, in a less structured read aloud later in the day, the
kids
wanted to identify themes from Salt in His Shoes (the Michael Jordan story).
They
identified three themes which they thought were important to the story:

Believe in yourself
Follow your dreams
Never give up

They did a nice job of supporting their ideas through discussion and did use
the term
'evedience' as they asked me to flip to this part or the other to show
everyone.

On a side note, I am working with a group of pretty advanced readers who are
struggling to differentiate between realistic fiction with factual
information and
informational text. Yesterday we used a t-chart to list factual and
fictional
elements from the text. They are such a bright group, I am thinking a
little
exploration of historical fiction text will be just the ticket to help them
see that
many writers do research fiction and that factual information is what makes
realistic
fiction realistic. I am toting a few of my Michener novels in today to use
them to
talk about a fiction writer who did do lots of research as he created
stories with
realistic backgrounds, settings and historical events as a backdrop.I have
so much
diversity in room, that the group I meet with prior to this is still
struggling to
consistently use 1"1 and beginning letters clues.

What makes strategy instruction through read aloud so vital is that these
children
are learning to think at higher levels with books that would simply be out
of their
reach without my voice as a reader.

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

Date: Wed, 01 Oct 2003 09:56:57 -0400
From: "KAREN VOLK" <volkk@bcschools.net>
Subject: [mosaic] Writers Notebook

Has anyone used or is anyone using Writers Notebooks? Could you tell me
how you set them up and how you use them? I've read about them in Katie
Wood Ray's book "The Writing Workshop" but I need more info.

Thanks,
Karen
+++++++++++++++

Date: 01 Oct 03 10:20:02 -0500
From: Pam Barger <pam.barger@sjsd.k12.mo.us>
Subject: RE: [mosaic] Writers Notebook

Reply to: RE: [mosaic] Writers Notebook
Does anyone have a list for Writers Workshop minilessons in the order you =
should do them? Readers Workshop minilesson order would be great too.
+++++++++++++++

Date: Wed, 01 Oct 2003 10:26:01 -0500
From: "Leah Magruder" <Leah.Magruder@gpisd.org>
Subject: [mosaic] Writers Notebook

In response to the order of minilessons for Writer's/Reader's workshop:
my understanding is that there is no order. You can start with something
about the order in which things are done (management issues) but beyond
that, it is really what the children need at the time.

As for the notebook, we use composition notebooks (spiral or the black
and white kind that are sewn down the center.) Then the children
decorate the front and back in their own way. I provide stickers and
markers and colored paper to cover the entire front and back. And then
on the back, I ask them to bring a picture of what inspires them. It may
be a picture of their family or a pet. This way if they get writer's
block, they can look at the picture for inspiration.

Just a thought.

Leah in Texas
Reading Support 3rd-5th
++++++++++++++++++

Date: Wed, 01 Oct 2003 12:25:34 -0400
From: DarylJM@aol.com
Subject: Re: [mosaic] Writers Notebook

Reading Ralph Fletcher's A Writer's Notebook will give you a really good
idea of the purpose for the notebook. His book, Writing Workshop: The
Essential Guide is a very easy read.
Also, Lucy Calkins has just written a series of books containing Units of
Study in Primary Writing- A Yearlong Curriculum. It is from Heinemann for
$150. It has 9 volumes and a CD.

Daryl Mazza, Literacy Coach
Providence Public Schools
++++++++++++++++

Subject: RE: [mosaic] Readers' Workshop and Word Wall words
Date: Wed, 1 Oct 2003 11:40:58 -0500
From: "Joy Scurlock" <joys@wcs.edu>

Sandi,
What are you referring to when you say K2K discussions?

Thanks,
Joy
+++++++++++++++++

Subject: RE: [mosaic] Writers Notebook
Date: Wed, 1 Oct 2003 11:46:45 -0500
From: "Joy Scurlock" <joys@wcs.edu>

Daryl,
Have you worked with Lucy Calkins new curriculum?? Just wondering what
you thought about it. I assume it is for k-2?? =20

Thanks,
Joy
++++++++++++++++++

From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: [mosaic] reading rubric
Date: Wed, 01 Oct 2003 17:46:11 -0500

Ginger, thanks so much sharing the reading rubric again. I made a copy for
each of my 7th and 8th grader readers. Instead of using the the level
numbers, I just said," this is what an A reader does, B etc." I could see
the kids thinking, processing each level and deciding what kind of reader
they wanted to be. Many started using their independent time wisely and
didn't waste their learning time. Thanks again for sharing. I still have so
much to learn, but at least I'm not so frustrated as last year.

Mary/ gr.7/8
++++++++++++++++

From: MEHitzel@aol.com
Date: Wed, 1 Oct 2003 20:43:02 EDT
Subject: Re: [mosaic] Writers Notebook
In a message dated 10/1/2003 6:58:08 AM US Mountain Standard Time,
volkk@bcschools.net writes:

> Has anyone used or is anyone using Writers Notebooks?

Karen - This is my first year doing writer's workshop and I am loving it.
Someone else suggested Ralph Fletcher's A Writer's Notebook and I second
that
recommendation. At the beginning of the year, I read short excerpts from it
almost every day. It is filled with different ideas to write about. I also
sporadically write in my own notebook, though I did much better this summer
than
I'm doing right now. I sometimes share one of my entries or a topic that I
wrote about. I have the children bring their notebooks with them to share
times,
class meetings, and read alouds, so that if an idea is sparked they can jot
it down. All bring their notebooks, but only a few are jotting anything
down
yet. The children seem to love the freedom of writing in their notebooks
and
my fear of "I don't know what to write" has not materialized. I have told
them
it is a place to collect ideas for writing projects, to brainstorm, and to
explore and try out ideas. Once they have decided to futher work on a
project,
they take it out of the notebook and into rough draft. So far this year,
they
have done one self-selected writing project for publishing and we are just
beginning rough drafts of memoirs. I have had numerous students publish
things
inbetween these two projects. I had a lot of anxiety about how things would
go this year in writing, but so far I am thrilled!

Here is a link to Julie Kendall's online journal of a year of writer's
workshop in her 5th grade classroom. I found reading through her journal
entries
helpful.

<A
HREF="http://www.middleweb.com/ReadWrkshp/Juliindex2.html">http://www.middle
web.com/ReadWrkshp/Juliindex2.html</A>

Martha/4/5/az
+++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] writer's notebook
Date: Wed, 1 Oct 2003 22:07:35 -0500
Reply-To: mosaic@u46teachers.org

Hi...I just started toying with writer's notebooks, but I am so =
impressed. I started one myself this summer. Of course, keeping up with =
it now is a challenge! Anyway, anything by Ralph Fletcher on this topic =
is superb. (And a couple of his paperbacks are only $5.99!) Also, get =
Katie Ray Woods, _What You know By Heart_.
++++++++++++++++

From: SDCTeacher@aol.com
Date: Wed, 1 Oct 2003 23:28:24 EDT
Subject: [mosaic] Into Thin Air

During the summer it seemed as if many of you mentioned the book Into Thin
Air as a book you were using to practice the strategies in your own reading.
I
would like to know if you think this book could be used successfully as a
read
aloud to a 5th grade classroom or would I do better to us the Everest series
by Gordan Korman. I have read the fictional series and love it, but I have
not read Into Thin Air. My class is studying the Middle East right now in
History, and we will be doing a unit on India, Nepal, and that general part
of Asia
next. I would appreciate any input you could give me. I am learning so
much
from all of you.
Sherry
++++++++++++++++

Date: Wed, 01 Oct 2003 19:52:08 -0800
From: Dan & Nicole <packers@ak.net>
Subject: Re: [mosaic] reading rubric

This is another thank you for sharing the reading rubric. I am new to the
list and teach 6th grade in a self-contained classroom, teaching all
subjects except math.

I put the rubric information into a table and called it SSR - A
Self-Evaluation Guide and made a copy for each student to keep in his/her
binder. We went over it as a class and the students' identified which level
they feel they are currently working within--the honesty was amazing. We
discussed how we should all be working towards reaching a level four and how
we could achieve this status.
One of the main problems seemed to be the "dropping everything" and getting
in the reading mode. I agreed that this could be difficult, especially when
they knew they had unfinished work, but we agreed that we needed help. So I
decided to take a meditative approach--I had them take everything off of
their desks, except for their book. I then had them take a few deep
cleansing breaths, asked them to pick up their books and focus on the cover.
Whether they looked at the title or the picture, it didn't matter, they just
needed to mentally tune in to the book. I asked them to create a mental
image of their favorite character (setting, last chapter read, etc.). Then
I told them it was time to read. It really set the mood and I'm going to
continue to work with this intro for SSR/Independent Reading.

Thanks for letting me share and thanks again for the great rubric!

Nicole in Alaska
+++++++++++++++

From: Whittenburg@cs.com
Date: Thu, 2 Oct 2003 07:00:18 EDT
Subject: Re: [mosaic] reading rubric

Hi!

I'm sorry, but I am new to the group, and am curious about this reading
rubric that many people have been commenting about. I am a 5th grade
teacher
trying to launch a reading workshop in my classroom, and everything everyone
is
saying about this rubric sounds perfect for me. Can someone guide me
towards it
please?

JB Whittenburg
Norfolk, VA
+++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] independent reading rubric/resend
Date: Thu, 2 Oct 2003 06:08:13 -0500

This is what I posted on how my class and I worked together to create our
independent reading rubric. I will eventually get it added to the TOOLS
page:
www.u46teachers.org/mosaic/tools/tools.htm

If you are creating a class specific rubric and would be willing to share it
with the list members please send me a copy in an attachment AT HOME at:
elephant@foxvalley.net and I will add that to the TOOLS page as well.

Ginger
moderator
grade 3

-----Original Message-----
From: mosaic-owner@u46teachers.org
[mailto:mosaic-owner@u46teachers.org]On Behalf Of Ginger/Rob
Sent: Sunday, September 21, 2003 1:17 PM
To: mosaic listserve
Subject: [mosaic] independent reading rubric

Two weeks ago I worked with my class to create an Independent Reading
rubric. I used the rubric shared by Juli Kendall from the MiddleWeb
listserve. Julie teaches older students and shares her great rubrics and
other PERFECT resources to download and print off. I have learned a lot
from reading her weekly reading and writing workshop journals. Here are two
links to find out more about MiddleWeb (for intermediate/middle school
teachers) and the link to print out the resources:
http://www.middleweb.com/ReadWrkshp/RWindex.html
(general information)

http://www.middleweb.com/ReadWrkshp/RWdownloads.html
(direct link to fabulous online resources that can be printed out)

First I gathered my students to our living room and we discussed together
what it should look like and sound like during our independent reading time.
(I do this before EVERY transition and I find it really helps with behavior)
I explained the idea of a rubric to them and told them we were going to
write one together and put it up on an anchor chart. So with Juli's rubric
on my lap to guide ME, I started with the level 1 which consists of the
behaviors none of us hope for during independent reading. I had the kids
brainstorm what someone does when they are not taking the opportunity to
enjoy a good book. They came up with most of the things Juli had on her
rubric. You know how they LOVE to point out how NOT to do it. I had my
steno notebook in hand and took notes, telling them I would chart it after
school. We called this a LEVEL 1 reader. Here is what we came up with:

Of course when there was something I "wanted" on the rubric I posed a
situation to them in hopes of getting back what I KNEW was a LEVEL 1 reader.

Then we moved to LEVEL 2 and talked about how a LEVEL 2 reader is a step up
from a LEVEL 1 reader but still a long way from the best example of how it
should look and sound. I found it a bit harder for them (and me) to
distinguish between LEVEL 2 and LEVEL 3 but with my shaping the talk (and
Juli's rubric), we came up with the following:

As you can see these are pretty close. I feel o.k. about it though, because
my goal was for them to see the CONTRAST between a LEVEL 1 reader and a
LEVEL 4 reader.

I purposely did the desired behavior level last. So they would have had
time to shape their thoughts for the expected behaviors. It worked
perfectly!! Here is what we came up with:

When I sent them off to "practice" being a 4 reader I verbally reinforced
what I saw during independent reading. I said things like, "I see Mark
carefully checking to see if the books he is selecting are just right."
"Susan is finding a quiet spot in the room and getting down to business
without talking to anyone around her." "Mary has her eyes on the text and
is making time as she reads to THINK about what she is reading." (Of course
I can't REALLY see that but I was hoping!!) "David is not getting up to
switch books. He chose enough to keep him busy the entire time." "I see
Nancy using her finger to figure out a tricky word." "Tim has a puzzled
look on his face and that tells me that he "caught himself" being confused.
He will probably go back and reread that part to figure out what it means."
BLAH BLAH BLAH.

Then about halfway through I ask them to hold up the number of fingers that
THEY feel tells what kind of a reader they are being. So they did and I
look around and comment that I see lots of 4 readers and a few 3 readers. I
thank them for being honest because good readers DO NOT PRETEND. They admit
when they are not being a level 4 reader and try to get back to it.

Then after independent reading was over I had them share how it went for
them. I asked them if having talked about our class rubric had helped them.
Many kids said it did. I asked for their EVIDENCE (I am trying to get that
word in WHENEVER I CAN!!) and they said things like: "I really worked hard
to choose just right books this time so I took the time to try the five
finger rule before I decided on a book." "I wanted to be a 4 so I slowed
down when I was reading a confusing part." "I knew I could have done better
when I got to a tricky word and didn't try and figure it out." Stuff like
that.

So I wrote up the rubric on chart paper and it hangs on our wall. Everyday
I remind them to strive for being a 4 reader. I quickly name the LEVEL 4
behaviors as they are milling around choosing their books. They LOVE IT. I
check in with them during independent reading and have them hold up the
finger for their score. This gives THEM the ownership for deciding how they
are as a reader for that day. I have seen them being more focused and
engaged since we started this. I think now that they KNOW what is expected
and were a part of the process, it makes sense to them and they try to reach
that goal. I hope to have them reflect individually and at their table
groups about their placement on the rubric just for a few minutes at the end
of each independent reading time. Sometimes I forget that part and move on.
But THAT is the step I MUST do. They need time to reflect and CONNECT
themselves to the rubric or it will become meaningless and ignored.

I want to thank Juli Kendall for sharing HER class rubric. Without it I
would have floundered and it would not have been as successful as it was.
Check out her stuff. You won't be sorry.

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

Date: Thu, 02 Oct 2003 09:28:11 -0700
From: "Colleen Mussetter" <CMusset@mlsd.org>
Subject: [mosaic] Any Ideas

I am a Title 1 reading teacher and have been working with a 2nd grader
who has had surgery (3 years ago) for a malignant brain tumor along with
other treatments. He is having such a difficult time retaining phonics,
vocabulary, etc skills. His teachers and I have been using everything
we can think of and brainstrom to help him progress and be successful in
reading. Has anyone out there had any experience working in this area
and have something new we can use in your bag of tricks? Your ideas
would be greatly appreciated. Thank-you ahead of time. Colleen
++++++++++++++

From: "Thorud, Carol" <thorudc@mail.davenport.k12.ia.us>
Subject: RE: [mosaic] Any Ideas
Date: Thu, 2 Oct 2003 11:54:37 -0500

You may want to try a multi-sensory approach. Rikki Linksmen has some
interesting
stuff out on using all the senses to learn. It is very specific and very
tedious
but it might help? Just type her name in for a search and you should find
her website. Lots of luck!
+++++++++++++++

From: "Penny Walter" <walterpenny@hotmail.com>
Subject: [mosaic] Puppetry music and singing help literacy
Date: Thu, 02 Oct 2003 12:21:44 -0700

I am responding to "Colleenn Mussetter"
who had a question about ideas to reach a student who had surgery on a brain
tumor and now three years later is a 2nd grader in her class whom she is
teaching reading to.
I have had much success using puppets in helping to connect with children.
I use tools like singing chanting and fingerplays to assist in learning
language and stir interest in text.
The puppets are fun, attention getting and endearing. There is a great book
out about Thereapeutic puppetry by Nancy A. Cole titled "Lend them a
hand" you can find this book on the website www.puppteers.org/ go to
Puppetry store and then to educational books.

Puppets are a great way to mix education and entertainment.

Penny Walter
++++++++++++++++

From: Soswes@aol.com
Date: Thu, 2 Oct 2003 19:21:20 EDT
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

In a message dated 10/1/2003 11:43:17 AM Central Standard Time, joys@wcs.edu
writes:
What are you referring to when you say K2K discussions
K2K: knee to knee

Children turn to the person next to them and discuss an idea, a point, etc.
As teacher, I may sit in on one, listen in on others, listen in on all, etc.
Then we share what our ideas were with the whole group. Very Powerful!

Sandi
++++++++++++++++++

Date: Thu, 2 Oct 2003 20:26:52 -0400
From: "Julie Beebe" <jbeebe@irsd.k12.de.us>
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

I'm way behind on reading my messages so this may be off the topic by now.

I teach first grade and started teaching the strategies last year around
January. There is a big difference in the reading levels between September
and January. It has been going through my head how much easier it was to
teach schema when the kids could actually read a book.

So many "things" pop up that I feel I have to teach a lesson on, that I'm
having trouble fitting it all in.

Here is what I taught today...One girl chose the book "Owly". Her
connection was that she heard an owl in the woods near her home. This had
nothing to do with the story. We picture walked through the story to get
the gist. I taught my children that even though they couldn't always read
the words, they could still get a good idea of the story by the pictures.

Yesterday's lesson was that I "caught" a child actually trying to read the
print on the page. Hooray!!!! I really made a big deal out of it. I
always tell my first graders the story of my son, Daniel, who through out
his whole first grade year, didn't know he could read. It wasn't until
summer when he opened a book that wasn't in his anthology or the little
books that were sent home, that he realized he knew the words on the page.

So I tell the kids to look at the print, they will be pleasantly surprised
to see they'll know some of the words. Today another girl tried it...guess
what, she can read Henry and Mudge. She couldn't wait to take the book home
to read it to her mother.

Teaching this way is so gratifying and so demanding!!
++++++++++++++

Date: Thu, 2 Oct 2003 20:33:34 -0400
From: "Julie Beebe" <jbeebe@irsd.k12.de.us>
Subject: Re: [mosaic] One more thing Readers' Workshop

I let the kids choose whatever book they want during reader's workshop.
I have 105 min. set aside for RW. 20-30 for the mini-lesson, 60 min for
independent reading, while my asst. and I both work with guided reading
groups. All children meet in a group everyday (20-30 min per group) and 15
min to share. So my first graders have 30 min to choose 3-4 books, read and
write in their learning log about a connection they have made. I taught
Ginger's rubric of independent readers...the kids understand what the
expectations are.

Of course, I haven't taught a science or SS lesson yet this year! (except
with read alouds, not the same as hands on)
++++++++++++++++

From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: [mosaic] They got the big idea!!! Hurrah!
Date: Thu, 2 Oct 2003 20:58:47 -0700

Today was one of those days when you wish you were being evaluated =
because the kids were so awesome! The 5th graders performed for the 4th =
graders, the Interact simulation, Who Really Discovered America? It was =
so adorable. At the end of the panel discussion, I asked the kids, what =
did they learn? They said the usual answers about the explorers and then =
one boy said, "I learned that maybe the History books are wrong."
In the early morning, I mentioned to the kids that I was much more aware =
when I saw people in wheelchairs at the mall and around town because of =
reading PETEY and I really wonder if PETEY is going to get his new =
wheelchair. I kind of digressed a little (after the discussion online =
about themes) and I asked them what was the theme of Island of the Blue =
Dolphins? With some hints they got SURVIVAL. Then I said what do you =
think the theme of PETEY is and with hints, they got TOLERANCE and then =
they asked if we had any Special Ed classes in the school? I said YES< =
we have 3 and I named the classes. They asked why they were all in the =
same class instead of mixed in with the rest of us? I said, "Well it's =
kind of like the GATE kids being all in the same class. Some people =
believe this is the best way and others believe they should be mixed in =
with regular kids because that is how it is in real life. Then my =
darling GIFTED Adam said, that would be kind of like putting all the =
black kids in one class and the white kids in another class! Exactly! =
That's what TOLERANCE means! It was an awesome day!
++++++++++++++

Date: Fri, 03 Oct 2003 07:33:40 -0400
From: Margaret Bahr <pbahr@mac.com>
Subject: Re: [mosaic] They got the big idea!!! Hurrah!

Awesome, Chris! Your story should be the lead story on the evening news.
What a tremendous gift you are giving your kids - true UNDERSTANDING!

I know it took a lot of work on your part to get them to where they are
today. I can only imagine where they'll go from this point!

Have a great weekend. You deserve it.

Peggy
+++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] successes!!
Date: Fri, 3 Oct 2003 07:11:44 -0500

Chris thank you for sharing about your awesome day! I think that reading
Petey has always brought my classes closer together each year and the whole
TOLERANCE theme is so important. That book touches so many of us at so many
layers. It's great to hear how the kids internalize what we are trying to
do. They will be connecting back to Petey in more ways than you ever
thought possible. It's a story that stays with you in your heart for
eternity.
Petey by Ben Mikaelsen.

Keep sharing with us Chris!!! (And everyone else too!!!!)

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

Subject: RE: [mosaic] One more thing Readers' Workshop
Date: Fri, 3 Oct 2003 09:02:13 -0500
From: "WOLCOTT, GREG" <WOLCOTTG@woodridge68.org>

Who cares about science and social studies anyway- as long as they can =
read and comprehend they'll get that later. :) THIS SOUNDS GREAT!
++++++++++++++++++

From: "Michael Ferland" <mferland@adelphia.net>
Subject: [mosaic] reader's workshop
Date: Fri, 3 Oct 2003 19:47:48 -0400

Hello,
I have been lurking at this site for a year and absolutely love all the
wonderful insights and activities all of you have shared! I am hoping that
today you can help me out. My school is currently involved in a partnership
with UVM to improve our reading comprehension and vocabulary instruction.
As part of the required reading the primary grades were assigned Reading
With Meaning. Throughout the course many references are being made to
Strategies That Work and Reading With Meaning.
Here's the rub, the primary group was informed today that your read
aloud/think aloud would be done at a separate time from your reader's
workshop. Then we were told that after the minilesson you would confer with
students about their strategy instruction and then hold guided reading
groups. After hearing this, I raised my hand and disagreed, stating that
separating the readaloud/think aloud from the reader's workshop and
inserting guided reading during the student practice was not the intention
of Strategies That Work or Reading With Meaning. Again I was told that I
was basically wrong.
Still confused and a little upset, I went to the instructor after her talk
and spoke to her again. I explained that I had taken a course on Strategies
That Work (from UVM) and that at no time was guided reading mentioned as
part of reader's workshop or that the read aloud/think aloud should be
separate from reader's workshop. This time the instructor informed me that
she had studied at Columbia where all of this work came from and that her
mentor was Lucy Calkins.
Am I missing something huge in my interpretation of MOT, STW, and RWM?
Thanks in advance for any guidance you can give me!
Susan
+++++++++++++++

Date: Fri, 03 Oct 2003 20:12:16 -0400
From: Seawink3@aol.com
Subject: Re: [mosaic] Any Ideas

I would suggest strategies used for Down's Syndrom and FAS as they are also
a form of brain damage.
www.fasalaska.com (has great links to other sites)
http://www.fasalaska.com/8keys.html

--
Cathy Winkler
P.O. Box 122
Old Harbor, AK 99643
907-286-2344
Anchorage ph 907-344-6049
+++++++++++++++

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