Karen,
I want to go into all the classrooms at my school and model metacognition
strategies. I want the teachers to continue using the "Little Me" idea.
Please tell some details on what you did and the materials you used to help
me. Thanks in advance. Also if you have any ideas on schema. That's going to
be my next subject to dive into. Thank you.
T. Flanagan

+++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] resend on metacognition
Date: Sun, 22 Sep 2002 20:10:57 -0500

Here is something I posted earlier on metacognition:

The first year I read Mosaic I jumped right in with connections (schema).
After rereading it I realized that I needed to go way back and explicitly
teach METACOGNITION. I spent a couple weeks having them get in touch with
their "little them" who sits on their shoulder and "catches" them being
metacognitive. Always LISTENING for their discussion they should be having
in their heads as they read. I modeled my thinking aloud with everything I
read. I even started modeling my thinking aloud when doing math. We defined
metacognition as "thinking about your thinking" and they reported back to me
in various way (post its, reflective written pieces, conferences, etc.)their
use of it as a reader. Eventually I sent them off to read independently and
their purpose was to sit their "little them" on their shoulder, shake hands,
and REALLY be metacognitive as they read. They shared their experiences
back whole group, then small group, then partners. I continued to model and
name myself being metacognitive when I was. I'd often stop my reading aloud
and talk to myself about what I was reading. Then I would set down the
book, look out at them and say, "See how I talk to myself as I read. I
don't just read word after word after word without pausing to think and have
a discussion with myself. I am doing it out loud so you can hear what my
discussions sound like inside my brain. I am being metacognitive."

I realized also that my students were not always AWARE of if they were
understanding what they were reading or not. That became my second study
focus. I did the finger one and finger two idea talked about in MOT.
Before I actually taught it to my students I started doing it myself as I
was reading aloud to them. I would hold up one finger just next to the
book. When I got to a part that was confusing or where I found my mind
wandering or that didn't make sense I switched my finger to two fingers out.
Without saying anything I would talk out loud like, "Oh, that doesn't make
any sense. I need to go back and reread that part." I would reread it and
if that helped me understand that part I put back up just one finger. If
not, I would say, "Well, that didn't help. Now I am going to read on a bit
and see if that helps me out." I would read on a bit and if that helped me
I would put back up one finger. If that didn't help me, (so I was still
holding up 2 fingers) I would say, "Well, rereading didn't help me, reading
on didn't help me, so now I am going to have to find someone to ask because
I can't go on if I don't understand this part." I would then ask my
assistant and she would explain that part to me. **This is NOT used when
coming across tricky words. Words I could not READ. Just for passages I
was not understanding. I did this naturally for a few days. Then one day I
asked if anyone had noticed me doing anything unusual with my fingers as I
was reading these past few days. Of course they had. I had them tell me
what they SAW me doing and what they HEARD me saying. We refined what it
was I was doing and saying so we all had a common understanding of it. We
talked about WHY I was doing it: because readers need to understand what
they are reading to fully enjoy or learn from the words. That a book will
be more rewarding if it makes sense to the reader. That that is what GOOD
READERS DO!!! They don't just keep reading or put the book down when they
don't understand it. (Of course we did talk about exceptions!!! :) ) From
that point on they were to hold out one finger when I was reading aloud and
switch it to two fingers when they were confused. I stopped during those
times and reread, read on, and then explained it to them if need be. Then
they all practiced this on a whole group text and then independently using
post its to mark when they used the HELP strategy as we called it. They
would write HELP at the top of the post it. Under it they would write in a
list: reread, read on, ask. If they found themselves being confused or
distracted they placed the post it note at that point and crossed off what
they tried in that order and circled where they got back their clarity.

Who knows if this was worth the time, but I do know that at least they were
talking the talk about how important it is to be aware (metacognitive) if
they are understanding their text or not. And that books are supposed to
make sense and are not just words on a page to be read one after the other
for no reason.

Ginger
grade 3

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

From: PhilSharonElder@aol.com
Date: Sun, 22 Sep 2002 22:04:11 EDT
Subject: [mosaic] short text for t-s connections

Ginger,
Here is one that I found was a big success for t-s connections. Many of
my kids shared connections other than learning to ride a bike... some shared
about their first rollercoaster ride or learning to swim, etc. Hope you guys
like it, too. It's by Brod Bagert.

My daddy said, "Today's the day
You're going to learn to ride."
So I ran upstairs into my room
To find a place to hide.

But now I'm sitting on this bike,
No training wheels in sight.
How did he talk me into this?
I sure hope he was right.

I feel the pedals turn.
I start to move real slow.
What if I fall and hurt myself?
"Oh Daddy!
Please!
Don't let me go!"

His hands are gone- I'm doing it-
Much longer than I dared.
It's not so hard- it's kind of fun-
Now why was I so scared?

I was just great- they cheered for me-
My daddy didn't lie.
If you want to ride a bike,
You just get on and try.

Sharon
1st/AL

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

From: MEHitzel@aol.com
Date: Sun, 22 Sep 2002 23:55:45 EDT
Subject: Re: [mosaic] checking in

Hi everyone. Although I read MOT two years ago, this is my first year really
trying to implement it fully in my 4/5 classroom. I'm trying really hard to
follow the gradual release of responsibility plan. We started out by talking
about metacognition but I didn't really teach it. We are in our third week
of text to self connections. I started out by reading several picture books
to the whole class, rereading and sharing my t-s connections. I then did a
couple where I let the children share their connections and wrote them first
on a large piece of butcher paper so I would have something to hang as a
model and then on the overhead for subsequent stories. We then did a short
story out our anthology. I wanted the kids to all have a copy of the text in
front of them. Right now we are in the middle of 26 Fairmont Ave. by Tomie
Depaolo, a short chapter book with lots of things for kids to connect to. I
also was able to come up with enough copies for each pair of students in my
class. We read the first two chapters together as a class and did a class
double entry chart, When I read. . . I thought about. . .I then had them
partner read the next two chapters, marking their connections with sticky
notes and then doing their own double entry chart in their lit. log. Almost
all of the students have been able to make connections. What I've noticed
however is that they are either coincidental type connections or connections
to an event without a deeper connection to the characters thoughts or
feelings. Tomorrow, I plan on reading chapter 5 to them and sharing my
connections. I'll then choose one connection and model in writing on the
overhead, how it helps deepen my understanding of the character and the
story. The next day, I plan to have them read again with their partner, mark
their connections with sticky notes, and then choose one to write about in
the lit. log and how they think it helps them understand the character/story
better. After this, I thought we'd read the last two chapters and then get
together in small "bookclubs" and talk about what connections we made
throughout the story. My plan after that is to go to self selected trade
picture books. I went to the school library and picked out books with story
lines I thought the kids would be able to connect to. I will work with one
or two guided reading groups with multiple copies of books to help scaffold
those who are struggling. That's where I'm at now. It seems to be going
well, but I'd appreciate any feedback or advice anyone has.
Martha/4/5/AZ

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

From: "Tena Flanagan" <tflanagan@colbertcountyschools.org>
Subject: Re: [mosaic] metacognition-THANKS
Date: Mon, 23 Sep 2002 07:57:53 -0500

Ginger,

Thank you for the information. This mailring is so lucky to have such a
helpful person! I hope I can get this all filed into my brain. I really want
to help the teachers at my schools learn to use MOT's comprehension
strategies. I save almost everything on this ring so I can refer to it
later, even if I can't swallow all of it right now. Thank you.
Tena

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

From: Lit8teacher@aol.com
Date: Mon, 23 Sep 2002 19:40:49 EDT
Subject: Re: [mosaic] short text for t-s connections

I use The Ghost Eye Tree to model t-s connections and right after I use
Cynthia Rylant's The Relatives Came for guided practice.
LeeAnn

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

Date: Thu, 26 Sep 2002 08:12:30 +0200
From: "David Heslop" <DHeslop@icsz.ch>
Subject: [mosaic]

Hi everyone.

Having just read Mosaic I am very keen to try out some of the ideas
presented therein. Thanks to all of you who are posting what works for
you for us to read.

I work with small groups, 2-4 children (2nd-6th Grade), who all need extra
support in literacy and I would love to hear from anyone who has had
experience with using the Mosaic methods with such small groups.
Regards,

David Heslop
++++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 30 Sep 2002 08:50:34 -0400
From: "Pam Reifsneider" <preifsneider@newtownfriends.org>
Subject: [mosaic] Kindergarten using Mosaics

I am currently working with the kindergarten
teachers at my school on introducing the
strategies. We decided that they would introduce
making connections (text to self, text to text,
text to world when appropriate, and author
schema), visualizing/sensory imagery,
questioning, and inferring in that order. We are
using Ginger's releasing responsibility model as
our guide. I see kindergarten doing lessons
structured as the first 4 items on the outline
(a-d), so that their strategy lessons will
essentially be done orally and during shared
reading, without written responses. However, the
teacher may choose to record their responses on
chart paper. An idea I shared with our
kindergarten teachers is after the modeling
stage, give each child a yellow sticky note to
hold as the teacher reads a book aloud. When a
student has something to share (connection,
visualization, question, inference, etc.) the
child turns in his/her sticky and then shares
his/her idea. This sets up the idea of using
sticky notes to record thinking, which is done
in first grade.

Pam Reifsneider
Developmental Studies
Newtown Friends School

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

From: "Tena Flanagan" <tflanagan@colbertcountyschools.org>
Subject: Re: [mosaic] Calling all Kindergarten Teachers!
Date: Mon, 30 Sep 2002 10:00:29 -0500

Hi,
I'm not a K teacher, but I did go into the Kindergarten classes and do a
connection activity last year. It was very successful. I read a big book of
Tommie dePaola's-The Quilt. I chose some really strong connections I had
with the book to model Text-to-Self. (There's a part where the girl is
wrapped up in a quilt looking at the winter sky and she sees a falling star.
I really had just done the same thing with my own children. It was a meteor
shower. I explained that I could feel just like the girl did because we
wrapped up in quilts.) I didn't think K could handle the terms, but they did
it beautifully. After reading and sharing my connections with them, they
turned and talked to their neighbor about some connections they had. Next, I
chose a few students to share whole group. My students don't have many
experiences at home with reading, I felt it was important to give them the
language to use. So I instructed them to say "I had a connection
about____when your read____." If they forgot when sharing, I just drew their
comments back to the book by saying things like, "So when I read___it made
you think about___. That's a text to self connection." Of course I also
talked about that making connections is one of the main reasons I LOVE to
read.
I also realize that this doesn't follow the gradual release model, but I'm
not a classroom teacher so, I did the best I could. Many of the teachers
kept up the connections talk.

++++++++++++++++++++++++++++++++++++++++
----- Original Message -----
From: <Kathyterr@aol.com>
To: <mosaic@u46teachers.org>
Sent: Sunday, September 29, 2002 6:39 PM
Subject: [mosaic] Calling all Kindergarten Teachers!

> Hi,
> On Ginger's recommendation, I am hoping to get some contacts and ideas
from
> Kindergarten teachers. I have not seen many listings from K teachers on
the
> archives. I am a staff developer in California , and a former
Kindergarten
> teacher. I had not read (They were not yet written( Mosaic or STW )when I
> taught.) I want to begin the discussion with the Kindergarten teachers in
my
> district and wonder if there are some of you out there who might help me
get
> started. What have some of you done as Kindergarten teachers in terms of
> direct strategy instruction? How did you get started? Where would you
want
> to start ? What kinds of things are you doing
> now as K teachers that can be a link to introducing strategy instruction.
> What strategies do you find helpful to start with with K's. Activities?
> Thanks for any responses or help out there!
> kathyterr@aol.com

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

Date: Mon, 30 Sep 2002 16:22:29 -0500
Subject: [mosaic] short text for middle school
From: weincek_g/vc@dns.u46.k12.il.us

O.K. I need some help from the middle school people!! The MS teachers
in our grad course are asking for ideas for short text to use in their
strategy teaching. What are you middle school teachers using??? Please
share what you use for partner and independent practice. Thanks so
much!!

Ginger
grade 3

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

Subject: RE: [mosaic] short text for middle school
Date: Mon, 30 Sep 2002 16:46:54 -0500
From: "Archer, Dwanna" <Dwanna.Archer@Decatur.esc11.net>

I'm a sixth grade Language Arts teacher that has been using STW and MOT =
for the last two years. We use short text constantly for our "Shared =
Readings". We gather our short text from a variety of sources such as =
newspapers, magazines, books, internet, etc. We even use the stories in =
our basal readers for such purposes when appropriate. The use of short =
text has been a critical component of our balanced reading program from =
the beginning and continues today. In the beginning we used it for =
modeling, teaching, and practicing the reading strategies. We have =
since moved into book club discussions. Our book clubs evolved over =
time through student desire to discuss to construct meaning while =
reading. We still use short text to aide in our mini-lessons and for =
shared reading purposes. The best advice I would give anyone is to =
collect all of the short stories, articles, etc. that you can get your =
hands on. =20

Dwanna
Texas

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

From: "Linda Thames" <lthames@tislink.com>
Subject: Re: [mosaic] short text for middle school
Date: Mon, 30 Sep 2002 17:47:13 -0500

Weekly Readers are good for this. =^..^=
Linda

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

From: JLabar1026@aol.com
Date: Mon, 30 Sep 2002 18:54:45 EDT
Subject: Re: [mosaic] short text for middle school

Go thematic-just like the Literature Text
books-Identity-courage-suffering-authority-Peers -- etc.
Take all the adolescent themes-Then. . .

Take the sixth grade book list off the list and pick a chapter that
illustrates the themes. In short . . . make your own Lit book.

BG-Ask the Middle School teachers to forward their book lists for grade 7 & 8.

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

Date: Mon, 30 Sep 2002 18:56:17 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] Short text for middle school

I am not middle school but I do teach fifth grade - close. I don't think
you are ever too old to be read to with any picture books. They lead to
great lessons about responsibility - perseverance - integrity - etc.
BUt I am trying to collect several that are content related. Here are a
couple off the top of my head. I am not at school.
The Wall - Eve Bunting
Pink & Say - Patricia Palocco (Civil War)

While searching for the author of another book I found this article
-interestingly enough
The title of the article is "Children's Literature in the Middle and
Secondary Classroom." Not only does it give a good rationale for using
picture books at this level, it also gives several titles! :)
http://www.usd.edu/engl/young97ar1.html

:) SHELLY

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

From: "Tammie Lewis" <tlewis@ejourney.com>
Subject: [mosaic] Debbie Miller's videos
Date: Mon, 30 Sep 2002 22:21:28 -0400

I received an email from Stenhouse saying that Debbie Miller's videos =
will be out next week. Here's a link for the study guide to go with the =
movie:http://www.stenhouse.com/0357.htm?s=3Dn25 I'm a little =
disappointed with its contents. I was hoping for more modeled strategy =
lessons. I really like watching Debbie do the Lotus Seed lesson with her =
kids. I wanted more of this type of stuff. You know...gradual release =
for teachers, too:) If anyone views them in the next couple of weeks, =
please provide some feed back. I planned to order these to go with a =
RWM study group that starts in 2 weeks; however, I'm concerned that it =
will not be worth the $300 for three 30 minutes tapes. Thanks for your =
help.
Tammie Lewis, President
Clare County Reading Council

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

From: "Tammie Lewis" <tlewis@ejourney.com>
Subject: [mosaic] connections
Date: Mon, 30 Sep 2002 22:21:48 -0400

Maybe this is old news to the pros, but we just read The Day Eddie Met =
the Author. It is fitting perfectly into our connections study and =
writers workshop. The gist of the story is...an author is coming to =
visit the school and a 3rd grade boy wants to know how an author know =
how to write parts "meant just for me." The author responds...if you =
share a part of yourself in your writing, people will connect with you:) =
Bonus! We have an author coming to our school next week, too!!!!
Tammie Lewis, President
Clare County Reading Council

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

From: "Tammie Lewis" <tlewis@ejourney.com>
Subject: [mosaic] A Story for Bear
Date: Mon, 30 Sep 2002 22:22:17 -0400

Hi,
This summer I found the book, A Story for Bear by Dennis Haseley. =
Again, maybe this is old news to some of you, but if you haven't read =
this book, you and your students may enjoy it. We read it as part of =
talking about how readers interact with the text and also about how to =
read with great voices to our Kindergarten buddies. The story begins =
with the bear walking through the woods on a fall day. He (she?) =
discovers a letter in the woods, but the bear doesn't know what this =
thing with scribble marks on it is supposed to be. He takes it back to =
his cave. Next, he finds a lady sitting outside by a tree looking at a =
rectangular thing with scribble marks like his letter. He watches her. =
Sometimes she laughs out loud..sometimes she hugs the book to her and =
looks off into space... you get the point, right? Finally, he gets =
close enough to her that she begins reading to him and this becomes a =
routine. He tells the reader about how her voice can make him feel =
things...glad, sad, scared...even without understanding what she's =
saying. Of course the writer is much more eloquent and the warm fall =
illustrations make this a nice fuzzy read aloud. It ends with the lady =
leaving a pile of books with a note for "bear." He spends all day =
carrying the books back to his cave. He awakens through out hibernation =
to hear her voice reading to him as he cuddles with his books. The kids =
connect with the lady reader and become aware of the interactions they =
have had with books:)
Tammie Lewis, President
Clare County Reading Council

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

From: MAMASWIRLZ@aol.com
Date: Mon, 30 Sep 2002 22:33:36 EDT
Subject: Re: [mosaic] Short text for middle school

Try selections from House on Mango Street (Sandra Cisneros).

Naomi

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

From: SKosmoski@aol.com
Date: Tue, 1 Oct 2002 05:21:19 EDT
Subject: [mosaic] introduction
Reply-To: mosaic@u46teachers.org

Hi all--
I have been listening for a few days and have really enjoyed the
conversation! My name is Mary Anne and I am a middle school reading
specialist from Tampa Florida. I teach one seventh grade reading/language
arts block--then the rest of my day is spent in teacher support. I
celebrated my 25th year in the classroom this August.

I first read "Mosaic" three years ago and got hooked! It took everything I
knew about good reading instruction and condensed it! Amazing!

I'm looking forward to this journey--
Mary Anne

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

From: SKosmoski@aol.com
Date: Tue, 1 Oct 2002 05:23:17 EDT
Subject: Re: [mosaic] short text for middle school

Good morning--
I use pieces of novels I want to introduce the kids too! I choose a chapter
that easily illustrates the skill--reproduce it and we are off! Inevitably, I
have a kid who wants to read the whole book!
Mary Anne

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

Date: Tue, 01 Oct 2002 14:03:40 -0500
From: motthebug <maps@resourceroom.net>
Subject: [mosaic] Short Text

I really like the things from Jamestown Publishers -- they have
non-fiction books with topics such as "Disasters" and "Eccentrics" (the
two most popular ones) and "Heroes." Each has 21 selections that are a
page or two long. I've always done lots of my own strategy instruction
with it as far as finding the "main idea" of the whole passage, and
highlighting supporting details, etc.
They also have shorter stuff in their comprehension skills series --
those paragraph-or-two passages with little tidbits about hte world
which I always wondered about (where *do* they get that stuff? Is it true?)

Sue J, webmastress
http://www.resourceroom.net

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

Date: Tue, 01 Oct 2002 14:14:45 -0500
From: Patricia Watson <pwatson@sfasu.edu>
Subject: RE: [mosaic] Short Text

One of my middle school interns found some wonderful short texts in a series
called something like Uncle John's Bathroom Reader. Again...interesting and
odd tidbits. Some are well written, some not, so you have to be discerning.
One she used was about how soap works to get things clean.

One of my favorite sources has always been Reader's Digest. They frequently
have pieces about teens, and often there are several 1-2 page entries
grouped around a theme. These work great for modeling and then guided
practice...you can give different groups different stories. Or use one for
modeling, one for guided practice, then let them choose from the others for
independent.

Last month there was a great personal memoir about a man who made friends
with a squirrel.

Several years ago there was one about strange occupations that my middle
schoolers loved....one guy converted a truck that cleaned septic tanks into
a device for sucking up and relocating prarie dogs to more appropriate
surroundings, instead of golf courses and airport runways.

Also, I think it's Newsweek that has a column written by a reader each week.
These are often written by young adults as well.

Time for Kids is another good source. You can go to:
http://www.timeforkids.com

Once you get tuned into finding short text, it seems to be everywhere.

pat

Dr. Patricia Watson
Assistant Professor
Secondary Education and Educational Leadership
Stephen F. Austin State University
Nacogdoches, Texas 75962
(936)468-2908

"We don't run schools to give teachers a place to perform teaching; we run
schools to give students a place to learn." --Leif Fearn

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] short text for middle school
Date: Tue, 1 Oct 2002 17:34:48 -0500

I received this at work and wanted to pass it on.- Ginger
----------------------
Hi Ginger,
For short text I use all the resources
mentioned already. I especially like the science magazines we get at
Tefft. But I also use other sources. For instance, the Kim Marshall
series. It is a workbook of short stories with comprehension questions.
I just use the stories. I use stories from the Nine Good Habit books.
These stories are all non fiction. My best source is the newspaper. I
collect human interest articles and then share with the class. I hope
this helps.

Mary Kaleta LD gr.8

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

From: "Myrna Rubel" <mrubel@bellsouth.net>
Subject: RE: [mosaic] Short Text
Date: Wed, 2 Oct 2002 17:43:40 -0400

I use their stuff all of the time (Jamestown Publishers), especially with our lab kids who need
help in locating main idea.
Myrna

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

From: mosaic-owner@u46teachers.org
[mailto:mosaic-owner@u46teachers.org]On Behalf Of andrea smith
Sent: Wednesday, September 04, 2002 1:06 AM

Donna,

An example is "Determining importance which is followed by supporting
details, ideas and content in 6 traits...They did writing with a character
study and developed their own strong characters in their writing.. Another
is questioning using questions to do research reports....connected to
organization -6 traits. Visual images painting a picture - word choice 6
traits..anyway it's a large document if you will send me an address I will
mail it to you
Andrea

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] 7 new files added
Date: Sat, 5 Oct 2002 19:12:38 -0500

Hello to you all. I wanted to let you know that I have just added 7 new
files on the "Teaching Tools" webpage
(www.u46teachers.org/mosaic/tools/tools.htm from the Madison Metropolitan
School District. They graciously granted me permission to add their
documents to our site. You will find them under "Staff Development" but
embedded in each file are lesson plans as well. They are PDF files and may
take time to load as some of them are 13-14 pages long. All great stuff.

For those of you who are newly subscribed you will find many valuable
resources on our "Teaching Tools" webpage. Donna Baker has classroom
posters available for sale that are excellent and very affordable. Check
out all the handouts Deb Smith has shared with us for staff development.

I welcome all submissions to that webpage. Just send me your documents in
an attachment to my home address: elephant@foxvalley.net and I will add
them. Let's share the wealth!

Ginger
moderator
grade 3

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

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