BlankI just saw Maureen McLaughlin at the Regional conference of the IRA =
today and she mentioned comprehension centers so I am thinking that in =
her books on "Guided Comprehension" she probably describes these =
centers.
++++++++++++++++

Date: Fri, 03 Oct 2003 21:34:20 -0400
From: Carroll Hockman <johcar79@comcast.net>
Subject: Re: [mosaic] One more thing Readers' Workshop

Who cares about science and social studies anyway-
as long as they can read and comprehend they'll get that later.

Please refer to <u>Classrooms That Work, They Can All Read and Write</u>,
by Pat Cunningham and Richard Allington; Chapter 6, Science and Social
Studies Matter to Struggling Readers.
++++++++++++++

Date: Fri, 03 Oct 2003 21:55:14 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: [mosaic] ss and science

Jim Cunningham presented at the Four Blocks Leadership conference that
vocabulary development and concepts development - prior knowledge etc.
is so linked to comprehension that we can't skip teaching ss and
science. I hear the frustration in the original statement, but we must
read and include stuff about the world too.
+++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] K2K next step
Date: Fri, 3 Oct 2003 21:49:37 -0500

I hope I can remember everything. I need to write in each night instead of
saving it till the weekend....... I'll write this is three emails since I
tend to write LONG!

My next step was to get them started in partners. But before that I had to
model the talk myself with a picture book. I used Just a Dream by Chris Van
Allsburg (just like Ardie wrote in Knee to Knee). I gathered them around me
in the living room and I began by looking at the cover. I started to wonder
out loud using the "I wonder......." wording from my questioning strategy
study. All but 11 of my kids studied questioning as a reading strategy last
year and we have been "informally" asking "I wonders" during the read
loud/think aloud time of our day to get them all ready for this K2K study.
(Remember how I was leery of using "I wonders" for K2K as it went against my
gut experience of my questioning strategy study that comes later in the
year???? Well, I just let that go. If this K2K study goes well, then
questioning will come naturally to them. Right? And I won't have to do my
questioning study later)

In Ardie's book, Knee to Knee, Eye to Eye, she suggests that we do the "I
wonder...." but then add a response along with EVIDENCE from the text. I
started to do that in front of them from the cover and then the first page.
It was a bit awkward for me at first. My brain did not naturally want to go
into the response and then the evidence as that is not what I do at the
beginning of my questioning study. BUT........ the most amazing thing
happened. I started to feel a pattern. (I am such a visual learner and to
remember to get all three components in I saw stair steps!! Let's see if I
can explain this clearly!)

I told my kids I just had a great idea. I called on one of them to go to
the white board and grab a marker. I said, "Write up high there over to the
left:
I wonder.....

Next I told her to go to the center of the board but down a bit to the right
and write under each other:
maybe.....
probably.....
it could be.....
it might be.....

Then I told her to move to the right side but down further and write:
because.....

I then told her to draw the stair steps UNDER the three "steps". (since I
don't know how to draw a line in an email I will just type it like it looked
on the board, but imagine a line underneath to make it three steps going
DOWN to the right! Oh BROTHER!! This is hard to describe!)

I wonder......

maybe.....
probably.....
it could be.....
it might be.....

because.....

Once I had this visual I was SO able to make my modeling seem more natural.
For example in the book the first page shows Walter having just thrown down
his grape jelly doughnut bag all crumpled to the ground instead of in the
trash can. And just walking away. So I said something like, "I wonder why
Walter just threw the doughnut bag on the ground? Maybe he thought he could
get away with it BECAUSE no one was around to see him do it?" "Probably he
doesn't care about littering BECAUSE if he did he would make sure to throw
his garbage in a trash can instead of on the ground." "It could be that he
was in a hurry BECAUSE the picture makes him look like he is rushing away
from the bag."

I did this with the next few pages. Those of you who know the story, know
he then dreams these way out scenarios and the illustrations themselves are
GREAT to wonder about. The text for the dream scenes follows on the next
page so you can wonder first then read and still wonder more. What was VERY
hard for ME was to not just say: "I wonder what is making all that smog?"
"Maybe it's BECAUSE........" That was almost automatic for me. I just flat
out told my kids that I did NOT want to just say "maybe it's because" but
rather say a few words about the "MIDDLE STEP" and THEN get to the evidence.
And each time I said, "maybe it's because" I almost kicked myself. They got
to see me struggle through finding the right words. And I don't feel bad
about that at all. It's a new step for ME and I feel like it showed them
that even their teacher has to learn something new. I sure don't hide that
from them. (I had already shown them the Knee to Knee book and told them
how we all read it and discussed it on the internet talking group I am in
and that I am writing to the group about our class. That this is the first
time I am even trying it out myself as a teacher. They thought that was
pretty cool!)

I ended the lesson for that day after just about 1/3 of the book read. I
told them to be listening to the wonders they have in their head as they
independently read. I left the "stair steps" on the board for them to refer
back to. I told them the next day I would pick a few kids to go knee to
knee, eye to eye with me in front of the class and try it out with the rest
of the book.

More to come......

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] K2K continued
Date: Fri, 3 Oct 2003 22:09:15 -0500

The next day I pulled up a student to sit knee to knee, eye to eye with me.
(I am SO not able to sit indian style on the floor so I have these two short
step stools that work PERFECT for me and a kid to sit facing each other on.)

I rewrote the three stairs on the board:

I wonder....

maybe.....
probably...
it could be....
it might be.....

because......

and reminded them that in a conversation one person could do all three steps
and the partners could piggyback off each other. Extend the thinking. Or
one person could "throw out" the "I wonder" then the other person could
"throw out" a step two with their thinking and add the BECAUSE from the
text. Or any combination of the three steps. (I was hoping to have them
not just do all three steps themselves but since we are new to the "steps" I
wasn't going to make an issue of it, yet.)

So I started off by showing the next illustration and "throwing out" an "I
wonder" and then I just waited. My partner just looked at me. I whispered,
"can you do a step 2 off of my "I wonder"??? She thought a minute and then
came up with her "maybe" statement. She didn't go to the BECAUSE step so I
did it for her. It was awkward for us both. But we kept at it and tried
three pages together. I'd show the class the illustration and ask my
partner if SHE had something she was wondering about. When she shared her
"I wonder" I added the second step and the BECAUSE evidence. I'd stop and
talk to the "audience" watching us and tell them that I have to make sure
that my BECAUSE step included EVIDENCE from the text. Not just something I
am making up in my head. It HAS to connect BACK to the text. I chose my
words carefully when doing the BECAUSE part and showed them where I got that
evidence in the text.

I asked for another volunteer to trade places with the first student and try
it out. I went through 3 kids that day. Sometimes I even had to give them
the words to say when they were stuck. It was hard for us both to not jump
to "it might be BECAUSE" but if we stayed with it we worked around that.

I suggested that the next day for independent reading they might want to try
the stair steps on their post its to show their thinking. I didn't require
it, but I told them to see how it feels to do it. (My independent reading
this year is right after lunch and the rest of my reading workshop follows
that 40 minutes. I give them their focus for the following day at the end of
the reading workshop.)

I realize I am taking Ardie's suggestions VERY LITERALLY but if you know me
at all, that's what I do at first and then after it feels more comfortable
to me (and that could take a year or more) I make it more mine.

more later...

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] K2K end
Date: Fri, 3 Oct 2003 22:59:03 -0500

O.k. This is what happened on Thursday. Independent reading comes right
after lunch. They come in the room, get out their reading bags, select just
right books, and find a quiet place in the room to read. I reminded them to
consider trying the stair steps on their post its today. I conferenced with
3 kids who were not showing me very deep thinking on their post its. Then
we did the share. I pulled out my karaoke machine (the BEST THING I EVER
PURCHASED! They LOVE using the microphone/speaker) and asked for volunteers
to read a post it that showed their stair step thinking.

Here are some of their first attempts from their independent reading books:

-I wonder how it feels like to get hit in the face with a pancake? Maybe it
is sticky because the pancake has syrup on it.
-I wonder why Amy and Michelle are best friends? Maybe they have known each
other for a long time because they never fight and they go over to each
others house.
-I wonder why Emily gave Matt more oranges than her? Maybe she liked him
because he does not share with her brother Max but she does with Matt.
-I feel bad for Cinderella because she has two step sisters that are not
nice. I wonder if she likes them? Maybe she does a little bit because they
are family.
-I wonder if the dog will pitch? Maybe the dog will because on the cover it
shows the dog standing on the pitchers mound.
-I wonder what the mouse is going to show the bird? Maybe he is going to
show him the kitchen and family room because that is where mice go.
-I wonder why Ron said Rufus is part of the family? It might be that they
get along so good together because they never fight.
-I wonder why Chip was going over to someone's house and asking them if they
stole his dog? It could be that they always fight because they always act
weird to each other.

I was very pleased with their first attempts!

Next I told them to choose a partner and come to the living room and sit
knee to knee, eye to eye. I had selected Eve Bunting's Train to Somewhere
to be the book I use for their first time with a partner. The book is VERY
emotional and because it is historical fiction (topic: orphan train) there
is a lot to wonder about. I knew we would only get through the first few
pages in one day because I also wanted to stop and reinforce the talk by
making time to share back whole group some examples. We reread our
conversation tips chart and got ready to start.

I had the stair steps on the board still (and plan on putting that up there
every day for a while) and I showed them the cover. I asked them to wonder
together and do the stair steps. I listened in to the groups closest to me.
THEY WERE SO SERIOUS and adorable! After just a few minutes I called them
back together and asked for a volunteer partner group to replay a good
example for the rest of us. I had three groups share. I reinforced what I
heard that was good. I also put out to them what I had seen and heard as I
was listening in. Then I started the next page but didn't read it all. I
stopped at a place where they could wonder something and said, "Go knee to
knee and share." After a few minutes I asked for different volunteers. I
noticed they were more hesitant. I told them that it's o.k. if they don't
know if they did it right or if they weren't sure yet. That in order for us
to get better at it we have to hear some examples and talk about them and
THEN we will get better. I wish I had a way to capture their voices without
having to write it down. I just can't write that fast. I should probably
invest in a good tape recorder?????

I was excited to hear restating of the text in their BECAUSE statements.
That is the evidence piece. I told them it was harder for them without the
text in front of them, but that I LOVED hearing them refer back to the text.
I told them that we will be working on that evidence part more next week.
We only did 2 1/2 pages that day.

Overall I am very pleased with our progress. It feels like they are
committed to the process and are liking the talking together. I am glad I
am going slowly. With this being new to me I am finding my own way just
like they are. I know it feels/sounds a bit stilted but what I have come to
know is that with the structure there is a comfort for the kids. And we can
branch off to more casual talk eventually. I LIKE the stair steps for what
we are doing. It seems to give them something to lean on. And it shapes
their responses in a way that helps them make sense.

I think I may have them "throw" something back and forth as they talk
together to reinforce the physical exercise we did that day to model a back
and forth conversation. Because if they can see it (the tossing back and
forth) then maybe they will also notice if one person is doing all the
talking. This activity will be very helpful when I eventually move to
groups of three or more. The tossing of something back and forth will
probably keep them aware of letting everyone have a voice in the
conversation.

We had institute day today so no kids. I'll check in about our progress
next week.

I'd sure like to hear from you guys if you've been trying it in your
classrooms!

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

Date: Fri, 03 Oct 2003 22:18:22 -0800
From: Dan & Nicole <packers@ak.net>
Subject: Re: [mosaic] ss and science

>> Who cares about science and social studies anyway- as long as they
> >> can read and comprehend they'll get that later.

Whew, I'm glad a few others piped up on this subject. As a sixth grade
teacher who busts her buns to make social studies interesting (I even have
trouble with science, so that's even more work!) this statement was a bit
disheartening. If someone in the primary grades isn't giving the kids' the
background knowledge (schema, right?) it makes life very difficult for us,
and the students, when they move up into the upper elementary grade and
middle grades where social studies and science are an integral part of their
education.

So, while I love all of the wonderful things brought on by MOT, please
integrate rather than eliminate. Your upper elementary collegues, and the
students, will thank you for preparing them so well!

Okay, I'm new to the list so I'll get off of my soap box now:-)

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

Date: Sat, 04 Oct 2003 07:42:21 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] ss and science

We are under tremendous NCLB related pressure to raise our math and reading
scores. The focus seems to be primarily on reading at this point, and I
found
myself this year becoming really concerned that there is not a lot of time
in my
schedule for math, let alone science and social studies. I have infused my
prolonged literacy block with as much math as I can get in and have combined
literacy with math. For instance, we read a wonderful little book called
Tiger
Math which tells to of the struggle to save an orhpaned tiger cub, story on
one
side and great graphs on the other. Each graph is defined, explained and
related
to the growth and survival of the cub. It is read aloud for second grade,
so some
of you upper grade folks might find it useful as well. Anyway, after
spending
about two weeks with a daily graphing question and a student research team
converting our physical graph to a 'paper' graph, then writing three related
learning sentences and sharing them with the class, I assigned research
teams. The
children each wrote a 3 question survey and a cover letter for the teacher
they
selected to send it to, asking she complete it with her class (our classroom
teachers are all shes--so no gender bias intended). These were mailed
through our
school post office and now that they are back, we are exploring through
discussion
different ways to tabulate the data and they will graph and write a report
together
on it. The classroom teachers were excited by the idea and have hasked my
kids to
come report their survey results--so managing to hit speaking standards as
well. I
have to integrate to spend meaningful time on math.

That said, you should see my schedule! I have a 90 minute period with a
short
recess in the middle that is not accounted for on Thursday and an hour on
Fridays.
On Friday, it is art, which I feel very strongly about. We are an arts
infused
classroom and I integrate as much as possible but Friday afternoon I focus
on art
elements, introduce new materials and the like. So there is that Thursday.
It
seems we are finally getting our required esting wrapped up, so maybe we can
actually do a bit more teaching. Anyway, anything I do that is more
narrowly
focused on science and social studies (and I try to address this void by
making
sure my groups spend at least 50% of their time reading nonfiction in groups
and
through read aloud, maintaining and expanding a good nonfiction library and
teaching nonfiction writing genres), I can set up science and social studies
labs
with more hands on experiences. It is the best I can do.

How are the rest of you managing? Is schdeluing an issue?

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

Date: Sat, 04 Oct 2003 09:42:33 -0400
From: Maureen Morrissey <mobility@optonline.net>
Subject: Re: [mosaic] ss and science

Lori,
scheduling is more than an issue, it's a nightmare....I have done a lot of
integrating social studies and science texts into our literacy time (third
grade). So for example, on Thursday, my reading groups which are grouped by
skill needs, all read Roxaboxen, which is in our Social Studies text in the
section on map skills. Map skills is the beginnnig of our unit on one of
three countries/cultures that we focus on this year (Puerto Rico, Nigeria,
China). I am doing a combination of metacognitive skills, fix up strategies
and making connections in my reading groups so this was not too hard to do.
Through the year, we will use the textbooks to learn those reading
strategies as well. I have to admit that some of the newer ones do a
relatively decent job of including all the text features that show up later
on our state tests including document based questions, interpreting
cartoons, graphs and maps and diagrams, etc.
I'll keep you posted...
Maureen
++++++++++++++++++

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] ss and science
Date: Sat, 4 Oct 2003 10:04:35 -0400

Along this topic is the research of Nell Duke. She talks alot about
informational text and how we need to include it in the earliest levels.
Just reading aloud informational texts can help build Science & Social
Studies knowledge and "schema" in primary grade children.
Guided Reading the Four Blocks Way suggests taking an inventory of your
classroom library. It is important to include a variety of genres in your
teaching/& classroom library.
I used Sharon Taberski's form in the back of On Solid Ground, and had my
kids color their weeking reading log in coded to genre (red for fiction,
blue for nonfiction, yellow for poetry). On the back on Friday's, I would
have them write something they did well in reading, and something they
wanted to work on next week. Then I checked the logs for "balanced diets" in
reading. I wanted kids to be aware that balance was important in reading,
just like in food.
Here is a link to an article about Nell Duke and her views on information
texts
http://ed-web3.educ.msu.edu/newed/Fall99/profile2.htm

Cece
+++++++++++++++

Date: Sat, 04 Oct 2003 10:01:36 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] ss and science

I really focus on purpose and genre with my kids, and they are tracking
their
reading in the following genres this year:

Mystery
Realistic Fiction'
Fantasy
Historical Fiction

Biography
Informational Text
How-To

Poetry

I think you are absolutely right about the need to infuse our instruction
with
nonfiction texts. I love Sharon's quote to the effect of "The more you
know, the
more you know" with respect to nonfiction reading. My guided reading
library is
organized by level AND genre and I am trying hard to balance our reading
work
across genre. This year I reorganized my nonfiction library, giving it a
space of
its own and spending time tubbing books so that it can be really meaningful
for the
kids. They dubbed it the "Research Library" in the first week of school. I
have a
second grade boy who has an endless appetite for biography, which I am
struggling
to fuel.

Thank you for the article, I will be sharing.

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

From: Mwalshct@aol.com
Date: Sat, 4 Oct 2003 11:15:17 EDT
Subject: Re: [mosaic] ss and science

I teach ss and science to 6th graders. I approach the textbooks as a genre
study. We not only study the subject matter but use the strategies in
mosiac
for reading comprehension and how to use textbooks to enhance learning. As
long as students are in school, even graduate school, they will have to deal
with textbooks and other technical reading materials, why not use the
strategies to teach the comprehension of these materials.
Mary
++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] new additions to TOOLS page
Date: Sat, 4 Oct 2003 11:55:12 -0500

The following are now available on the TEACHING TOOLS page at:
http://www.u46teachers.org/mosaic/tools/tools.htm

Keep in mind some of them take a while to load.

Under ASSESSMENTS look for:
1. Reader's Response Journal Evaluation from Shelley
2. Just Right Book Selection Rubric by Ginger
3. Independent Reading Rubric by Ginger

Under LESSON PLANS look for:
4. Just Right Book Selection Lesson by Ginger
5. Independent Reading Rubric Lesson by Ginger
6. Nonfiction Writing (Frogs/Toads) by Joan

Under WORKSHEETS/REPORTING FORMS/etc. look for:
7. Choosing Just Right Books- Five Finger Rule Bookmark by Kim
8. What Do Good Reader's Do? Bookmark by Kim
9. Poetry Terms Bookmark by Kim

Under STAFF DEVELOPMENT look for:
10. Fluency Pamphlet (long) by Lois
11. Elements of Genres by Diane

WHEW!! That was a lot! KEEP IT COMING!!!!!!!!!!!!!!!!
Send files you want to share to me at HOME in an attachment:
elephant@foxvalley.net

Happy Reading!

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] from Ginger/mosaic
Date: Sat, 4 Oct 2003 12:31:07 -0500

Susan- Here's my take on your situation regarding guided reading and think
aloud. And I must say I am a bit nervous to put out MY feelings so publicly
as I am probably setting myself up for rebuttal. Oh well. That's the
discourse we want here right?

I truly believe it has to match YOUR belief system, based on what YOU have
learned/read. I can only speak for myself but this is what I do. I follow
the gradual release of responsibility model as closely as I can. So my
reading workshop never looks the same on every day.

Because of how we dismiss our students at the end of the day, I DO do my
thinking aloud/read aloud at the end of the day (about 20 minutes). But if
I need to do a specific modeling lesson, I would CERTAINLY do it at the
beginning of reading workshop. You've already read that I have my kids
reading independently before my instruction in reading workshop. That is
because I really want to guarantee that they are reading DAILY for 40
minutes. During the formal reading workshop time (which is an hour, plus
the 40 minutes of independent reading, plus my 20 minute read aloud/think
aloud- my entire afternoon) there may be additional independent reading time
depending on the stage of the release model I am on.

At the beginning of a strategy study I am finding myself spending more time
in modeled and shared than in small groups or conferences. That beginning
time is my direct instruction phase where I am doing more of the work or the
students and I are working together on the text. Most of my instruction
takes place there. NOT in guided reading groups. When the release model
reaches guided practice- that can look different based on the focus I have.
I may have them working in partners or small groups and I would be walking
around listening in to their talk. Or I may pull a small needs based group
of kids who are all struggling with the same thing. It could be word
related- my lower readers I pull more often- or it could be strategy
related- say to strengthen their questioning understanding or their schema
activation. So sometimes those groups are formed on reading level but they
can also have kids from different reading levels. The groups are intended
to be VERY flexible.

Our local assessment requires small group work. So I try to build my groups
around the expectations of those assessments which are closely linked to
Mosaic. I personally have evolved to preferring one on one conferences over
small groups but am required to meet in groups as well. Just not every day,
2-3 groups a day.

So as you can see it is not cut and dried for me. But that's just me. I've
decided it is a learning process that takes time and that I am evolving in
my delivery the more I personally understand the teaching. I needed to meet
in small groups more regularly earlier on in my understanding. To do my
teaching there. I'm sure there are others out there who TOTALLY disagree
with me. But my building is constantly discussing this issue and we are
finding it is not just one way that is best.

As I move into book discussion groups that will be another layer. I guess I
say read all you can. Talk with your peers who are also current in their
learning. Find out what is working for them. Pull from the best "mentors"
and put it all together for what works best for you and what YOU know your
students need at the time. This is all about what our students need.

I hope more members write in on this issue. It's a hot topic.

Ginger
+++++++++++++++

From: BilsCntsa@aol.com
Date: Sat, 4 Oct 2003 16:07:36 EDT
Subject: [mosaic] Science and Social Studies

Hi Friends,
I have been very pleased with the way Science and SS is going in my 2nd
grade
room. I wanted to make sure I devoted time to it this year and it became a
summer project for me.
When I introduced "schema" I used the file folder visual and helped the
students understand how we activate, add to and delete from our "file
folders".
As I start each unit in Science and SS we create a huge file folder out of
chart paper. As a class we activate all our schema and use post it notes to
place it in our folder. I accept everything they give me. Then we develop
questions we want to learn and I write them in the chart. I ask them first
for their
inquiries, and then I add mine which I developed to meet the SS and SCI
standards that I expect them to learn. This becomes the focal point during
all
instruction, we add, and delete our schema.
I also check as many non fiction texts as I can from our library, ranging in
levels, and old science texts I have and place them in an area in the room.
I
put post its there too. They go to this area and read to learn about the
topic
and investigate the questions. They give me the post its and we add them to
our schema chart and discuss the learning during whole group. We also delete
post its when we find out we were confused or wrong.
When we are finished with a unit I post the chart in the area where they can
continue to investigate. It has been extremely successful. I often see them
reading and discussing together in that area. They share things with me in
excitement. It also has created some excellent class discussions. I think
they are
internalizing and connecting this learning more then I have ever seen in my
class.
I have also ordered sets of guided readers from National Geographic that
correlate with my SCI and SS units. I will use them in small group
instruction and
then add them to the reading area for them to read and discuss together.
Most of this idea does come from Debbie Miller. I am thankful I had the
opportunity to see her this summer.
Terry/2/3 Loop/FL
+++++++++++++++

Date: Sat, 04 Oct 2003 12:42:05 -0800
From: Dan & Nicole <packers@ak.net>
Subject: Re: [mosaic] ss and science

Lori Jackson wrote:

'For instance, we read a wonderful little book called Tiger
Math which tells to of the struggle to save an orhpaned tiger cub, story on
one
side and great graphs on the other.'

This is what I was talking about by integration: tigers/animals equals
science, not to mention all of the graphing and tabulating that you are
doing. When we get them in the upper grades and they need to create graphs
with their research data they often don't have the background knowledge to
do this, which makes science fair projects even more difficult.

So, while you may not be calling it science, your doing it daily within your
math and probably even more often with your reading if you are reading about
animals, insects, different environments (which would also be social
studies, etc.)

Speaking of math, I've noticed that a lot of the primary math programs are
turning to a thematic approach as to include science within the math--our
school uses Bridges and K-2 all focus on some sort of insect or animal(K is
lady bugs , 1st is butterflies and then penguins, and 2nd has frogs and
ants). Is this the norm or something new? Just curious.

Nicole (a firmly rooted upper grades teacher:-)
++++++++++++++++

Date: Sat, 04 Oct 2003 16:28:48 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] ss and science

Hmm, maybe I am doing more than I thought but here is another perspective.
We
purchased the Foss Science kits and there is definately an expectation that
we use
them but the reality is that the lessons here are time consuming (wonderful,
but
really time consuming), and when I have one 90 minute block to work with,
they drag
on and on utnil both the kids and I are sick to death of them--because we
can't
spend enough time with them to see the continuity (and it is there, the
lessons are
great), they become disjointed and somewhat torturous. Another issue is
that I
have ABSOLUTELY no plan time on the days when I have these blocks of
time--so
unless this stuff is going to be sitting out all day (and that doesn't work
with
kids, unless I can lock them out of the room). I have found GEMS units much
more
manageable, I can break them down into more manageable chunks of time. But
I feel
like I spend so little time actually DOING science.

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

From: "Barbara" <baguzman@mchsi.com>
Subject: Re: [mosaic] previous post
Date: Sat, 4 Oct 2003 18:46:19 -0500

Someone said that one of the Guided Comprehension books by Mauree =
McLaughlin was better than the other. Does anyone remember this. I =
wish I would have remembered when I was at the conference but I was =
afraid I would get the wrong one. So I got, Nonfiction Matters, Is that =
a Fact?, and Bringing Words to Life, instead. Said I was;t going to buy =
anything but you know how we are.
++++++++++++

From: RKCTEC5@aol.com
Date: Sat, 4 Oct 2003 20:25:57 EDT
Subject: Re: [mosaic] reader's workshop

Susan,
Relax. There is no one way of doing anything. Reader's workshop can be
accomplished in many and varied ways. If a teacher decides to have the read
aloud
separate from the time she calls workshop, does that mean one cannot use the
reading strategies learned prior to that during the "workshop time?" No.
Teachers must be free to set up the time and sequence of instruction in ways
that
make sense and work for them.

Because of the way teacher schedules occur, one may have to separate the
things they do. After my mini-lesson I send all of my students off to read.
During that time I sometimes confer with individuals and sometimes I meet
with
guided reading groups. Sometimes I teach reading strategies during an
afternoon
read aloud. Sometimes I teach mini-lessons in the middle of reading or
writing workshop. There is no hard fast rule. I am guided by what I assess
is
needed by my class and by individual students at the time. Thoughtful
teaching
does not always occur in linear orders or preset ways.
Ruby
+++++++++++++++

From: "Barbara" <baguzman@mchsi.com>
Subject: Re: [mosaic] previous post
Date: Sat, 4 Oct 2003 19:28:42 -0500

Do you think I need the framework before the specific lessons?
+++++++++++++

From: CNJPALMER@aol.com
Date: Sat, 4 Oct 2003 20:35:31 EDT
Subject: [mosaic] Learning along the Way

I have just finished Learning Along the Way at the recommendation of you
folks on this ring. WOW! What a great book! It was very validating for me as
a
reading specialist who has been moving into the coaching role and away from
a
pull out program these past 3 years. There were some good things I was doing
instinctually in my work with teachers that were validated and I learned
many new
practical ways to look at student work that I will try. I intend to offer to
facilitate a voluntary study group on this book for other reading
specialists
in our district. I think it is a must read for those of us who are
responsible
for literacy staff development!
Thank you Diane Sweeney for sharing your insights!

Jennifer
Maryland
++++++++++++++++++

Date: Sat, 04 Oct 2003 17:10:35 -0800
From: Dan & Nicole <packers@ak.net>
Subject: Re: [mosaic]time and science

Lori,

The time issue is my whole problem with science--between the prep work on my
part and the continuity needed for the best experience, I often find myself
doing it all in big chunks. For example, the next two weeks we will be
working on birds, focusing on raptors and their prey, finalizing with the
dissection of owl pellets. We will be using our science textbook, as well
as non-fiction material from our library about owls. I'm also starting a
genre study, mysteries, therefore social studies is out the window for the
next three weeks. I guess that is my solution though, big chunks of certain
topics--although not enough integration to call it thematic.

Just thought I'd share my time issues, not that they are totally relevant to
your 'hands on' issue.

Nicole
+++++++++++++++

From: "gina nunley" <gina_nunley@hotmail.com>
Subject: [mosaic] Science and Social Studies
Date: Sun, 05 Oct 2003 01:27:39 +0000

I have to speak up about Science and Social Studies. We at the elementary
level MUST take Science instruction more seriously or we are sellling our
kids short in today's world. You can't do justice to a scientific way of
thinking by suddenly throwing it at them in upper grades, which I see
happening far too often. Certainly reading is a foundation, but side by
side with reading instruction are many opportunities for Science and Social
Studies instruction. Use reading material with these concepts in your
guided reading, read alouds, shared reading.............but in the area of
Science please please please pave the way for reading about a concept by
first involving the kids in some simple hands on inquiry. We have to find a
way to realize that even in the primary grades Science instruction must be
happening if we want the kids from this country to hold their own in the
modern world. Thanks for listening, Gina
++++++++++++

From: BilsCntsa@aol.com
Date: Sat, 4 Oct 2003 22:18:22 EDT
Subject: Re: [mosaic] Science and Social Studies

In a message dated 10/4/03 9:28:16 PM Eastern Daylight Time,
gina_nunley@hotmail.com writes:

<< ut in the area of
Science please please please pave the way for reading about a concept by
first involving the kids in some simple hands on inquiry. We have to find
a
way to realize that even in the primary grades Science instruction must be
happening if we want the kids from this country to hold their own in the
modern world. Thanks for listening, Gina >>
Gina,
I agree with you. I do have a lesson daily devoted to Science or SS, and I
do
hands on and other activities there. What I described was supplementing that
instruction.
Terry
+++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] new addition to TOOLS page
Date: Sat, 4 Oct 2003 22:00:07 -0500

I just added the following to the TEACHING TOOLS page at:
www.u46teachers.org/mosaic/tools/tools.htm

At the end of the ASSESSMENT section look for:
Self Selected Reading Rubric by Nicole

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

From: "Ed Asselin" <sharoned@charter.net>
Subject: Re: [mosaic] Learning along the Way
Date: Sat, 4 Oct 2003 22:56:49 -0500

Where can I get Learning Along the Way? is it appropriate for primary?
Sharon in WI
+++++++++++++++

From: SKosmoski@aol.com
Date: Sun, 5 Oct 2003 05:57:05 EDT
Subject: Re: [mosaic]time and science

Nichole--
I teach a very similar unit--but the whole time we are studying birds we are
also reading--Owl in the Shower and Who really Killed Cock Robin both by
Jean
Craighead George. I find that the more the kids associate the richness of
the
fiction with the content the more they will really make connections and
understand. In fact, their I wonder...statements are almost always grounded
in their
growing knowledge of the nonfiction as they explore the fiction passages.
Mary Anne
+++++++++++++++

From: "Alise Manley" <mamanley@charter.net>
Subject: RE: [mosaic]time and science
Date: Sun, 5 Oct 2003 08:15:17 -0400

Mary Anne,

I teach fifth grade and also currently use Owl in the Shower during a
similar unit. Could you tell me a little more about Who Killed Cock Robin.
I remember basically it's about a dead robin and some sort of dumping, but
is there also a relation to birds of prey?

Thanks a bunch. Last year was my first year with this and Owl in the
Shower was a big hit. I'd like to build on that this year if I could. Now
... if I could only get the other science teachers to buy in!

Alise
+++++++++++++++

Date: Sun, 05 Oct 2003 07:56:34 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Learning along the Way

I am about half way through, and have discussed some of the book off

list with Elisa.I love the book, too. I even got a chance to discuss it

with the consultant/coiach oru district has hired and invited her to

come see my room because that first step--the observe the teacher/know

the teacher--seems to be the missing piece. Part of the issue I had

with a previous coach was she never bother to assess prior knowledge or

know us as individuals. I resented her condescending presentation of

information I had been familiar with for years. There is none of that

feeling with this coach. The book helps me get a grasp of what a

challenging tightrope of a job coaching is--among teachers at some many

oints of acceptance. Let me add my thanks as well.
Lori
+++++++++++++

Date: Sun, 05 Oct 2003 07:58:09 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic]time and science

Teaching and juggling have soo much in common.

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

Date: Sun, 5 Oct 2003 09:30:05 -0400
Subject: Re: [mosaic] Science and Social Studies
From: Kathy Renfrew <karenfrew@earthlink.net>

Gina,

There is no way I could have stated the situation better than you did.
You were eloquent about a very important subject. I am currently
working on my second masters, a master of science education. One of my
goals is to help primary teachers see that there are ways to teach
science and spend as much time as needed on literacy.

Kathy
++++++++++++++++

From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: [mosaic] abandoning books
Date: Sun, 05 Oct 2003 09:57:04 -0500

My students are abandoning their books too quickly. They select a books
carefully, but then give up or switch to another book. Since I teach seventh
and eighth graders, I don't feel I should be selecting their books. We've
talked about how to select just right books and giving books a chance. But
I'm just getting a little frustrated. Any ideas would be appreciated.

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

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: RE: [mosaic] abandoning books
Date: Sun, 5 Oct 2003 10:48:11 -0500

Mary,

I would venture to guess that your students don't know what is a good
book choice for them (no fault of yours). I would have to say that they
haven't had luck with reading in the past, in fact, you probably have
many who would tell you they dislike reading (am I on track here?). My
advice to you is to conference with each student to find out their
interests. Then, I am afraid to say, you do need to help them with book
selections until you feel they have had enough success to stick with a
book and find a genre of interest. What is their goal for reading? Are
they reading a set number of books, reading for AR points, reading off a
pre-selected list? I would love to have more information and then I
could give you more suggestions.

~Karla
++++++++++++++++

Date: Sun, 05 Oct 2003 12:01:12 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] abandoning books

One suggestion that I heard at the last Four Blocks Leadership
Conference was to have "abandon the book" conferences. If a child wants
to drop a book, then they sign up to meet with the teacher to explain
why. deb
++++++++++++++++

Date: Sun, 05 Oct 2003 09:08:20 -0800
From: Dan & Nicole <packers@ak.net>
Subject: Re: [mosaic] abandoning books

What a great idea--I think that my kids' would choose to stick with their
book, rather than give me a clear cut explanation as to why they didn't like
the book. I'm going to try that this week!

Nicole
+++++++++++++++

Date: Sun, 05 Oct 2003 10:06:12 -0800
Subject: Re: [mosaic] Science and Social Studies
From: Patricia Kimathi <pkimathi@earthlink.net>

What is the file folder visual and where can I find it. This sounds great.
Pat Kimathi
+++++++++++++++

Date: Sun, 05 Oct 2003 14:47:22 -0400
From: Marjory Forbes <forbesjam@prodigy.net>
Subject: Re: [mosaic] abandoning books

Hi Mary,

In their terrific, hot off the press book, Still Learning to Read:
Teaching Students to Read in Grades 3-6 (Stenhouse ), Franki Sibberson
and Karen Szymusiak talk about needing to help kids develop stamina for
reading. They ask kids to brainstorm answers to these questions-How did
you know when you are hooked on a book? and How do you read differently
when you are not hooked? (Can be at the beginning of the book or in the
middle of the book) They suggest that having conversation around these
questions can help some readers stick with a book longer.

They also talk about deep reading, which involves more than just
sticking with a book—they explain this as reading with the same
enthusiasm during the hard parts as the easy parts.

Some of the skills they list that need to be taught include:

* sustaining interest and understanding throughout challenging text
* keeping track of characters
* using skills and strategies to get through the hard parts
* understanding complex meaning
* trusting that texts that aren’t immediately engaging might have value
* having conversations in a community of readers with an increasing
level of sophistication about different types of texts and reading
experiences
* reflecting on thinking and monitoring strategies and behavior
* using strategies flexibly for different kinds of text

I realize that your students are a bit older, but could it be that no
one has ever shown them ways of dealing with texts that take longer to
engage with? Franki and Karen go on to say that without talking to the
individual students and watching over their shoulders, we don’t know
just where their comprehension breaks down, and therefore cannot plan
instruction that will effectively help them be better readers.
+++++++++++++++

Date: Sun, 05 Oct 2003 15:23:00 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] Learning along the Way

Jennifer - I couldn't agree with you more. I have used many of the
ideas from Sweeney's book this week with a group that we had two lab
teachers demonstrate with. We followed all the guidelines, took notes
in our reading journals from IRA, and had an incredible discussion of
detailed teaching moves that are so important to expert teaching. It
was quite easy for teachers to be self reflective and set their own
goals at their point of need. I am looking forward to continuing the
process. I am learning however that it is critical to have
administrative buy in or you will not be successful with changing
teacher behaviors.
JG
+++++++++++++++++

From: CNJPALMER@aol.com
Date: Sun, 5 Oct 2003 20:34:13 EDT
Subject: Re: [mosaic] Learning along the Way

In a message dated 10/4/2003 11:59:23 PM Eastern Standard Time,
sharoned@charter.net writes:

Where can I get Learning Along the Way? is it appropriate for primary?
Sharon in WI
Sharon

I ordered it along with Mosaic of Thought (I already read MOT, but did not
have my own copy) from barnesandnoble.com. It is inexpensive and when you
buy
two books, shipping is free!
Jennifer
++++++++++++++++

Date: Sun, 5 Oct 2003 20:39:19 -0500 (CDT)
Subject: Re: [mosaic] Learning along the Way
From: <dsweeney@pebc.org>

> Thanks for your interest. I would suggest buying it directly from
Stenhouse publishers at www.stenhouse.com. They are less expensive and a
great little company to support.
+++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: RE: [mosaic] Science and Social Studies File Folder
Date: Sun, 5 Oct 2003 21:05:48 -0500

Pat,

Check out Debbie Miller's book, Reading for Meaning. In the book, you
will find her schema file folder idea beginning on page 65. She shows a
visual on page 68. You could do this by providing each student with a
folder of their own, or as a class, you could create a BIG schema folder
using folded poster board that you shape like a file folder. I hope
this helps.

~Karla
++++++++++++++++

From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: Re: [mosaic] abandoning books.
Date: Sun, 05 Oct 2003 21:29:21 -0500

Thanks you for your thought provoking comments. My students are at risk
readers who don't enjoy reading.Most are at least 4 years below grade level.
In the past I usually start with a class novel or short stories. Then I
would let the class select on their own. I also have not had my interest
conferences I usually start the school year with. ( My father was
hospitalized and I missed about a week of school.) I thought I could meet
needs better this way because in one class I have a ninth grade reader all
the way to a pre-primer reader. As we approach Halloween, I usually an Edgar
Allan Poe unit. This unit usually engages my reluctant readers. Maybe I
rushed into self-selecting books before I gave them the necessary tools. I
know that in Guiding Readers and Writers Grades 3-6, the authors suggest
establishing routines for book selection at least the first twenty-one days.
I did have short mini-lessons on the topics the authors listed, but I know I
didn't spend close to that amount of time. Thanks for helping me question my
instruction.

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] schema/file folder lesson
Date: Sun, 5 Oct 2003 22:16:44 -0500

On the TEACHING TOOLS webpage a fifth grade teacher has taken Debbie
Miller's file folder schema lesson (from p. 65 in Reading With Meaning) and
worked it up following the gradual release model. You will find it under
the LESSON PLANS section at:
www.u46teachers.org/mosaic/tools/tools.htm

Look for:
Schema/Debbie Miller File Folder Lesson (adapted)

Ginger
mosaic
++++++++++++++

Date: Sun, 05 Oct 2003 22:37:20 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: [mosaic] memoir

I know this has come up before, but as I approach a genre immersion
study I am gathering titles. If any of you have suggestions, fire away.

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

From: MEHitzel@aol.com
Date: Sun, 5 Oct 2003 23:44:23 EDT
Subject: Re: [mosaic] memoir

Lori - I used Patricia Polacco's My Rotten, Red-headed, Older Brother, Allen
Say's Grandfather's Journey, and The Two of Them by Aliki. I also read Gary
Paulsen's Woodsong and a couple of stories from When I Was Your Age, True
Stories of Growing Up, a collection of memoirs by children's authors,
editted by
Amy Erlich. These last two are probably not applicable for 2nd graders.
Many
other of Patricia Polacco's books would be. I'm thinking of Thundercake and
Thank You Mr. Falker in particular. Some of my students have really taken
off
with the their memoirs. Others are still struggling with the difference
between a memoir and a personal narrative. I'd love to hear more about how
your
unit progresses.
Martha/4/5/az
++++++++++++++

Date: Sun, 05 Oct 2003 23:00:48 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] memoir

Martha

What do you suppose the difference is....time? In a sense, isn't memoir
a historical personal narrative--that is, if we define historical in a
short sense?

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

From: SDCTeacher@aol.com
Date: Mon, 6 Oct 2003 00:06:10 EDT
Subject: Re: [mosaic] Related Themes...

Sometimes help comes from unexpected sources: Chester by Kevin Henkes (help
from Lily in her cat costume).
+++++++++++++++++

From: MEHitzel@aol.com
Date: Mon, 6 Oct 2003 00:15:11 EDT
Subject: Re: [mosaic] memoir

In a message dated 10/5/2003 8:57:48 PM US Mountain Standard Time,
ljackson@gwtc.net writes:

> What do you suppose the difference is....time?

Lori _ As we read and discussed the characteristics of a memoir, we decided
that the difference between a memoir and a personal narrative is that the
author had learned something or changed in some way because of knowing the
person
or having the experience they wrote about. For example, Patricia learns
that
even though her brother and she may fight and argue a lot and try to outdo
each
other, when it really comes down to something important, they really love
and
care about each other. Allen Say learns that it is possible to have a love
for two places in his heart, to feel as if he has two homes. Some of the
topics my children are writing about are
- having to make the decision to put her cat to sleep. She learned that
sometimes we have to make hard decisions that put someone else's needs
before our
own.
- writing about a baby brother that died at birth. She's learned that each
person has their own time to die, but that we can keep that person with us
by
remembering them in special ways and keeping a special place for them in our
hearts.
- writing about a favorite aunt. She's learned to never give up on things
even when they get hard. She will write about times her aunt has
demonstrated
this and times that her aunt has encouraged her to not give up.

I had my students brainstorm lists of important people they know or have
known, animals, places, and objects. Then try to pick a couple and do some
brainstorming. Once they identify a topic they think they want to write
about for
their memoir, they conference with me and we write a purpose statement -
"What
is the important idea I want my reader to get from reading this story?"
We're
trying to word them as "I learned . . ."

I forgot, I also used Roxaboxen.

Martha
++++++++++++++++

From: AOnieda@aol.com
Date: Mon, 6 Oct 2003 06:07:59 EDT
Subject: [mosaic] Re Response Journals

Could anyone direct me to information about using response journals in first
grade? Thanks! NancyS
+++++++++++++++

From: tracker482@aol.com
Date: Mon, 6 Oct 2003 06:57:13 EDT
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

In a message dated 9/28/2003 4:38:51 PM Eastern Daylight Time,
Soswes@aol.com
writes:

> These are the books they use with their thinking journals.

I have strategy sheets available for use with these books

Sandi,
Can you elaborate a little on how you use thinking journals with firsts?

Can you share these strategy sheets and explain a little about how they are
used?

Thanks,

Joan/1st/OH
++++++++++++++++

Date: Mon, 06 Oct 2003 06:33:53 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Related Themes...

Hey, I didn't think of that! And it sits in my Henkes author box at
this very moment! I also added Farmer Duck, for the same reason.

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

From: msgulick@mail.volusia.k12.fl.us
Subject: RE: [mosaic] ss and science
Date: Mon, 6 Oct 2003 10:22:13 -0400

I was lucky enough to hear Nell Duke speak at IRA (with Sharon Taberski). I
really thought her part would be boring, but she is awesome! She takes
research and actually makes it interesting and funny! She is so excited
about it, you get caught up in her enthusiasm. If you ever get the chance
to hear her, go!
MarySue
+++++++++++++++

Subject: RE: [mosaic] ss and science
Date: Mon, 6 Oct 2003 09:57:07 -0500
From: "Zuffante, Dawn" <dzuffante@cassd63.org>

I hear you! I was disheartened myself, having taught middle school
science for 10 years, when I read this statement! I agree that the
schema needs to be internalized early on, so that the kids have a clue
when they get to the intermediate grades and beyond. This is especially
true for kids that don't have a lot of life experiences that would give
them the schema anyway. =20

The bottom line is, even though time is short, we can't neglect the
science and social studies! Remember that reading and the strategies
can be taught and learned in these subjects, too! Besides, non-fiction
reading strategies need to be taught along the way...why not use these
subjects to do it?

Dawn Z.
++++++++++++++++

From: "Kretschmer, Debra A" <kretschmerd@mail.davenport.k12.ia.us>
Subject: RE: [mosaic] Any Ideas
Date: Mon, 6 Oct 2003 10:49:20 -0500

One tactile strategy for helping kids attain and retain phonetic patterns is
the Tucker Signing Strategies for Reading. The signs are not ASL, but are
developed for consonants and vowel digraphs that give both sound and visul
clues. My LD kids find this strategy very useful. The web site for Tucker
info is www.ahaprocess.com.
I'm new to this group - glad to be here! Deb
++++++++++++++++++

Date: Mon, 06 Oct 2003 16:10:44 -0400
From: Margaret Bahr <pbahr@mac.com>
Subject: Re: [mosaic] memoir

The way I've understood it, a personal narrative is the description of one
incident in a person's life and the feelings involved.

A memoir is a piece that tells about a meaningful relationship with a
person, animal, or thing and its importance to the writer. Most often, it's
necessary to relate several incidents in order to communicate the importance
of the relationship.

Last year, one of my students wrote about her bed! It was great! Maybe I
could identify with it because I LOVE my bed too!

Peggy 5/KY
+++++++++++++++++

Date: Mon, 6 Oct 2003 15:28:28 -0500
Subject: Re: [mosaic] Journal
From: carol carlson <carlsonca@dist102.k12.il.us>

Hi, all,
A K teacher asked me if there are any journals with current research
and/or practices for early reading/writing. I don't know of any for the
target for teachers of emergent readers.
Can you help out?
Carol
++++++++++++++

Date: Mon, 06 Oct 2003 19:40:35 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] Journal

reading teacher Sept 2003 issue

carol carlson wrote:

> Hi, all,
> A K teacher asked me if there are any journals with current research
> and/or practices for early reading/writing. I don't know of any for
> the target for teachers of emergent readers.
> Can you help out?
> Carol
++++++++++++

From: RKCTEC5@aol.com
Date: Mon, 6 Oct 2003 21:40:16 EDT
Subject: Re: [mosaic] memoir

Lori,
As I understand memoir, it is a slice of my life that has importance to me,
and I am what I am today because of what happened or occurred during that
time.
Below are a few more titles.
Ruby

Big Mama's and Short Cut by Donald Crews
When I Was Young in the Mountains and When the Relatives Came by Cynthia
Rylant
Cornrows by Cmille Yarbrough
My Mama Had a Dancing Heart by Libbaa Moore Gray
When I Was Little by Jamie Lee Curtis
No Mirrors in my Mama's House by Yasaye Barnwell
We Had a Picnic This Sunday Past by Jacqueline Woodson
Red Dancing Shoes by Denise Lewis Patrick
Chicken Sunday, Thundercake, My Rotten Redheaded Older Brother, by Patricia
Polacco
++++++++++++++++

From: RKCTEC5@aol.com
Date: Mon, 6 Oct 2003 21:59:19 EDT
Subject: Re: [mosaic] Journal

A good place to start is with any of the issues of Primary Voices. Links
are
below.
Also, the Language Arts Journal by NCTE is filled with wonderful issues.

I just started reading the miscue analysis one by Yetta Goodman, listed
first
below. It's fascinating!
Ruby

http://www.ed.arizona.edu/ygoodman/documents.htm

http://www.google.com/search?hl=en&ie=ISO-8859
1&q=Primary+Voices&btnG=Google+Search
+++++++++++++++++

From: "Reading" <reading@cfl.rr.com>
Subject: [mosaic] need artwork?
Date: Mon, 6 Oct 2003 22:48:16 -0400

Hi Everyone,

I drug out my "art stuff." Does anyone need any printables? Coloring pages?
Graphic Organizers? Flannel Board cut outs? Tell me what you need and I'll
try to make it. Then, I'll post it so you can download it. Or, I can email
it to you. (Free of course!) :) You can email me if you like.
reading@cfl.rr.com

Also, can anyone recommend some good books for middle graders that I could
use to help them "visualize?" We just finished testing everyone and I have
3 students on a 4th grade reading level! One full quarter of my students
are below or far below grade level. (I teach 8th.) They, and I quote, "don't
see nothing" in their heads when they read. Most of my kids are "at risk."
I'm feeling very, very overwhelmed. The other night I had dream that I was
on the Titanic and the iceberg was fast approaching.

Thanks!

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

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] visualizing books
Date: Mon, 6 Oct 2003 21:56:27 -0500

Smoky Night by Eve Bunting
Hatchet by Gary Paulsen
++++++++++++++

Date: Mon, 06 Oct 2003 22:27:45 -0500
From: "Leah Magruder" <Leah.Magruder@gpisd.org>
Subject: [mosaic] My Lucky Day

Hi All,

I just had to share about my lucky day today. I bought some Patricia
Polacco books off Ebay this week and I received them in the mail today.
They were a set from Scholastic and still in the shrinkwrap. When I
opened Just Plain Fancy, believe it or not, it was an autographed copy
from 1993 with a quick sketch of her babushka! Wow! I can't wait to show
my kids tomorrow. We have fallen in love with Patricia's work together.
I hope they think it is as "cool" as I do.

Just wanted to share!

Leah in Texas
++++++++++++++++

From: MEHitzel@aol.com
Date: Mon, 6 Oct 2003 23:38:54 EDT
Subject: Re: [mosaic] My Lucky Day

In a message dated 10/6/2003 8:29:01 PM US Mountain Standard Time,
Leah.Magruder@gpisd.org writes:

> it was an autographed copy
> from 1993 with a quick sketch of her babushka!

OOOOoooh! I'm jealous! I absolutely love Patricia Polacco! :>)
Martha/4/5/az
+++++++++++++++

From: CheriSumm@aol.com
Date: Tue, 7 Oct 2003 01:15:13 EDT
Subject: Re: [mosaic] books for middle school kids

Hi Kim,

I am also interested in good books for kids at this level. I have had good
experiences with short novels that are sort of "twisted" or sci fi for boys
at
this level. Some of the Roald Dahl books have been favorites... Georges
Marvelous Medicine, Fantastic Mr. Fox, and The Twits. Also, almost any book
that
is a shorter novel, with big print from the sci fi section at the library.
I
find that the sci fi section is very small as most authors write in the
fantasy
genre now.

I am particularly interested in what boys like to read at this age level. I
have a son in this age group, who would also say that he "don't see
nothing".
But my broader academic interest is based on finding out why some groups of
kids decide that reading is not an enjoyable activity.

Cheri
++++++++++++++

From: SKosmoski@aol.com
Date: Tue, 7 Oct 2003 06:14:28 EDT
Subject: Re: [mosaic] books for middle school kids

Cheri--
I could talk about this forever. The books available for middle level kids
are as different as they are. My guys love anything by Jerry Spinelli and
Walter
Dean Myers. Slam, Scorpions, and Fast Sam and Clyde are all by Myers. Who
Put
the Hair on my Toothbrush and Crash are by Spinelli as well as a host of
others. Then, there is Enders Game and Artimis Fowl--other more
sophisticated guys
go for the Redwall series.
Have a great time!
Mary Anne
+++++++++++++++++

Date: Tue, 7 Oct 2003 03:37:58 -0700 (PDT)
From: Kerry McDonald <mcdonaldatstrath@yahoo.com>
Subject: Re: [mosaic] visualizing

Hi there:

This is my first year teaching these reading strategies, but last year I did
a whole unit on visualizing in drama. I used the book "Speaking Rules" by
Cathy Myiata. She has a series of short passages that help teach the kids
to see what is being spoken. My kids loved getting into a comfy spot,
closing their eyes and trying to see what I was saying. The passages might
help your students.

Hope that helps.

Kerry
++++++++++++++++

Date: Tue, 07 Oct 2003 06:49:13 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] books for middle school kids

I have a sister who doesn't love reading--she reads, and she reads well
and now, with her own little one, she buys and reads aloud for him. I
have always wondered--we grew up in the same household, lots of reading
and storytelling, highly supportive--we both had the same lovely ritual
on the day that we could get our library cards. Yet she is not a
recreational reader while the other two of us are totally addicted.

As for boys, my son is absolutely addicted to reading at the age of 11.
He loves Harry Potter, Gary Paulsen, and adored the Chronicles of
Narnia. He most recently finished No More Dead Dogs, and although the
target audience may be just a bit older--he just loved it. He was very
taken with Holes, reading it before and after. Also, he has to have
every world record book, book of facts, joke book and the like.

Keep plugging away with these kids. You might try to get some of them
hooked on Captain Underpants. Not highbrow literature, to be sure, but
I have seen it grab lots of kids with its toilet humor, especially
reluctant little boys. Gotta get them hooked somehow! Maybe try poetry
first for sensory imaging--my first graders did very well with Robert
Frost last year.

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

Date: Tue, 07 Oct 2003 06:33:13 -0800
From: Dan & Nicole <packers@ak.net>
Subject: Re: [mosaic] books for middle school kids

My sixth graders literally devour mystery/adventure/magic, which seems to be
the latest thing. Last year I noticed a lot of books out with perfect
society themes and none of my students touch them! A lot of these books
have an orphan as the main character or one parent is missing from the
scene.

Girls and boys in my classrooms have loved all of these books:

Lemony Snicket's Series of Unfortunate Events (10 books in the series and
the kids' broaden their vocab. without even knowing it, gotta love that!)
Artemis Fowl -- three books in the series, adventurous for sure!
Charlie Bone -- new, two books so far in the series (Midnight for Charlie
Bone and Charlie Bone and the Time Twister), similar to Harry Potter but
shorter and easier to follow
The Spiderwick Chronicles -- short, but interesting, three in the series

Even by boys students with limited attention spans and limited interest in
reading have loved all of these books. Similar to Harry Potter but the size
is not so daunting!

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

Date: Tue, 07 Oct 2003 06:38:58 -0800
From: Dan & Nicole <packers@ak.net>
Subject: Re: [mosaic]Reading Siblings
Lori Jackson wrote:

> I have a sister who doesn't love reading----we grew up in the same
household, lots of reading
> and storytelling, highly supportive--. Yet she is not a
> recreational reader while the other two of us are totally addicted.

Wow, this is my brother and I! We are six years apart, but I grew up the
avid reader and he would barely touch a book. I loved creating my own
personal library and in junior developed a check out system to share books
with friends. Geez, it looks like I've been spending the past twenty plus
years recommending books to friends and now students! Anyway, both parents
were great models of recreational reading, yet he never picked up on this
awesome activity. Even now as an adult it needs to be short or non-fiction
material related to his field of study (ecology, conservationist). Could it
be he just didn't know how to find the right book?

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

From: Soswes@aol.com
Date: Tue, 7 Oct 2003 18:36:09 EDT
Subject: [mosaic] math, writing and reading strategies

What a wonderful day. I have made a concerted effort to link the reading
comprehension strategies to not only reading, but to writing as well as
math. I
really focus on the 6+1 trait writing and they fit in beautifully with the
strategies. We've been working on the trait Ideas. Today, my writing
lesson was
for the kids to draw a picture as I read a story, then they wrote about the
picture. The book was Charlotte Zolotow's Listen. They were connecting
their
stories to their lives...just what I want them to do! Schema: Ideas. I
wanted them to get the point that writers ideas were like pictures in their
minds. (visualizing) One student said when we gathered to share, that it was
like
having Luggage in your mind, and you are unpacking them.

I've also made a point to stress use what you know, (schema) in math. Since
day 1 we have been doing this. We have used what we know to come up with
different ways to get the answer. We draw it out (visualize), we look for
patterns, etc. But it all links to the strategies. Today, we were making
change.
When I was asking how they got an answer, we got in to multiplication. All
from using what we knew about patterns. Quite a few of them were able to
use
what they knew about place value, and they showed how they could stratigize
the
answer. As an example: 25-13=? They knew 25-10 was 15, because of the
100's
chart, so since they had subtracted 3 from 13, they had to subtract 3 from
15.
The answer was 12.

I hope I'm conveying the excitement and the strategies and all that they
were
saying. It was wonderful to see this all unfold so early in the year. What
will they do next!

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

Date: Tue, 07 Oct 2003 18:12:37 -0500
Subject: Re: [mosaic] books for middle school kids
From: Datsauer <datsauer@chartermi.net>

As a second year fifth grade teacher (with 16 years of primary experience) I
noticed last year that there seemed to be a recurring theme in the books my
students loved - spunky, orphaned kids their age overcame obstacles to
triumph in some way. This year's class is following the same pattern. I
began reading aloud The Thief Lord by Cornelia Funke today, which follows
that pattern with an intriguing twist. Debbie in Duluth
+++++++++++++++

From: Dan & Nicole <packers@ak.net>
Reply-To: mosaic@u46teachers.org
Date: Tue, 07 Oct 2003 06:33:13 -0800
To: mosaic@u46teachers.org
Subject: Re: [mosaic] books for middle school kids

My sixth graders literally devour mystery/adventure/magic, which seems to be
the latest thing. Last year I noticed a lot of books out with perfect
society themes and none of my students touch them! A lot of these books
have an orphan as the main character or one parent is missing from the
scene.

Girls and boys in my classrooms have loved all of these books:

Lemony Snicket's Series of Unfortunate Events (10 books in the series and
the kids' broaden their vocab. without even knowing it, gotta love that!)
Artemis Fowl -- three books in the series, adventurous for sure!
Charlie Bone -- new, two books so far in the series (Midnight for Charlie
Bone and Charlie Bone and the Time Twister), similar to Harry Potter but
shorter and easier to follow
The Spiderwick Chronicles -- short, but interesting, three in the series

Even by boys students with limited attention spans and limited interest in
reading have loved all of these books. Similar to Harry Potter but the size
is not so daunting!

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

From: MEHitzel@aol.com
Date: Tue, 7 Oct 2003 19:17:31 EDT
Subject: [mosaic] Questions about text to text

Hi everyone. I will be ready to start text to text connections after fall
break next week and would love to hear how some of you are or have done
this.
My thought is to do a model lesson with Oliver Button is a Sissy and Amazing
Grace like Debbie Miller does. This is where I'm not sure to go next. Last
year, which was my first really doing the strategies, I put up a chart with
headings t-s, t-t, and t-w and we filled in connections from our independent
reading or read alouds. What I found was some of the kids participated and
contributed ideas and others never really did. I'd really like to do more
guided,
gradual release but am struggling. My thoughts are to give groups of 2-3
students paired books and have them do Venn diagrams on butcher paper
comparing the
two books and then write about how these connections helped them to
understand
the story, character better. What do you guys think? Do you have
suggestions
of books to pair? Should I stick to books that have similar story
lines/themes or have some groups do a pair of books by an author (Polacco,
Bunting,
Rylant)? I have a student teacher this year and just feel like things
aren't
flowing like they did last. It seems that by this time last year connection
talk
permeated a lot of different parts of our day and we're just not getting
there
this year. I'd love any suggestions or to know what others are doing. I'm
also wondering about other intermediate teachers. When I asked my librarian
for suggestions she thought the pairings I was coming up with were too
simple -
Oliver Button/Amazing Grace, but didn't have too much else to offer. Are
you
using this simple of text to demonstrate and have students practice with?
Martha/4/5/az
+++++++++++++

Date: Tue, 07 Oct 2003 18:54:06 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Questions about text to text

Martha,

What I decided was that I needed to spend some time with my kids on
themes, to take them deeper in their connections. I taught a lesson
modeled on one presented in Debbie Miller's video series, beginning by
picking a familiar story and identifying, on my own, abour four themes.
Then I explained that themes are really big, important ideas. The next
day I told them that good readers are able to find evidence to support
their connections. I wondered aloud if they could help me find evidence
to support my themes and asked them to listen carefully as I rearead the
story. They did a great job helping me find the evidence, which we
recorded. Then I deliberately picked a book with related themes and
repeated the process, with the students identifying themes. They were
quick to jump on the similar themes and able to support their beliefs
with evidence from the text. Since then, the discussion of themes has
been much more natural. I plan to extend this conversation through Venn
diagram comparisons this week (great minds...you think?) and then send
them to work in partners with books I have deliberately paired. Their
thinking is going deeper, but it it does take time. I find myself
having to give myself a good talking to, telling myself to slow down,
model more, guide longer and then I am more impressed with the results.
Some of the books I am tentaviely thinking of pairing:

When I Grow Up, When I Get Bigger

Chrysanthemum, Amazing Grace

Hooway For Wodney Wat, The Recess Queen

The Recess Queen, Enemy Pie

The Memory String, The Patchwork Quilt

Night Tree, Someday a Tree

Halloween (Seinfeld), Rylant's Christmas Memoir

I am still pairing. Boy, this kind of teaching has me far more familiar
with my class library.

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

From: "L H" <lorey717@msn.com>
Subject: [mosaic] Books for Boys
Date: Tue, 7 Oct 2003 20:03:14 -0400

Hi: I'm new to this site and my first time responding to a posting. I =
registered but just realized that MSN put all this mail in a "junk mail" =
file and I haven't been reading it. Anyway, now I know where to look. A =
resource for books for boys is:
http://www.guysread.com/

Loretta Henke, 3rd grade and Reading Recovery Teacher
NYC-Manhattan
++++++++++++++

Date: Tue, 07 Oct 2003 17:08:34 -0700
Subject: Re: [mosaic] books for middle school kids
From: Veronica <pisces1975@earthlink.net>

How about the Eddie Dickens Trilogy? My fourth graders carry them around
like they are in love with them or something. Unfortunately, they can't
quite tackle them yet. I think they'd be perfect for sixth graders.

Veronica
++++++++++++++

From: "L H" <lorey717@msn.com>
Subject: [mosaic] Greg Wolcott
Date: Tue, 7 Oct 2003 20:27:14 -0400

Greg: I like your schedule. I'm splitting a 3rd grade class with =
another teacher and at the present time, I'm doing writer's workshop and =
Math (almost no social studies and forget science. They have two =
periods a week outside of my class).
However, I'll be teaching Reader's Workshop starting in February. Most =
teachers in my school are only doing guided reading with one group per =
week. How many times a week do you meet with your groups for guided =
reading?
Thanks,
Loretta Henke, NYC, 3rd Grade
++++++++++++++

Date: Tue, 07 Oct 2003 20:04:00 -0500
From: motthebug <maps@resourceroom.net>
Subject: [mosaic] books to picture

The opening chapter of Holes (Sachar) is a picture unto itself. I
struggled to imagine some of the characters - but now I have the DVD.
It can really help to show a snippet of a movie jsut to get those
pictures "started."
Space Station Seventh Grade (Spinelli) is almost *too* clear and
vivid. It's a rare book that actually makes me burst out laughing while
"silent reading" -- and when it was the oral reading book for one of my
two students in Language Fundamentals, the other boy had to switch to it
based on what he was hearing us read.
+++++++++++++++

From: Soswes@aol.com
Date: Tue, 7 Oct 2003 21:16:20 EDT
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

In a message dated 10/6/2003 5:57:36 AM Central Standard Time,
tracker482@aol.com writes:
Can you elaborate a little on how you use thinking journals with firsts?
Sure....

The Thinking Journal is just a composition notebook (or a spiral notebook)
that the kids keep their post-it's in. They write the name of the book at
the
top of the page and then the post it is just put on the page underneath.
This
early in the year, they are working on Schema: T-S, T-T, T-W. Soon we will
go into author schema. As we move through the strategies, they keep adding
to
their thinking. They can also use it for what did they do when they got to
a
tricky word: what reading strategy helped them the most. The books they
use
are the ones in the book baggie...books that they have gotten during guided
reading or we have picked out (ala Sharon Toberski) at their instructional
level.

Once they have read these books (I tell them 3 times, but I don't enforce
it)
they can choose books from anywhere in the room. They can use their
postits/thinking journal with these books or if they prefer, they can use
the strategy
sheets that I have. I believe most of them I got from the mosaic web
site...some from Reading Lady, some I may have actually made up on my own!
These are
sheets, however, that I have modeled and we have done together as a class or
they have done on their own, so they know how to use them. Most just prefer
the Thinking Journal.

I really don't care what they use, as long as they are thinking. During
Share time each day, they bring their thinking journal and they share their
thinking. They can tell me the name of the book and then their connection,
or
strategy, or later: visualizing, inferring, questioning, etc.

I also review these with the kids during conferences. I'll pull the book
and
together we look at what they said. Whether its during share time or
conference, they hear the same question: how did this help you understand
the book?

Hope this helps!

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

From: MEHitzel@aol.com
Date: Tue, 7 Oct 2003 22:58:58 EDT
Subject: Re: [mosaic] Questions about text to text

Lori, you are always so helpful and knowledgable. This seems like an
awesome way to approach it. I will be working on putting books/themes
together this
week while I'm off. I'll share what pairings I come up with. I've also
been
thinking of incorporating poetry.
Martha/4/5/az
+++++++++++++++

Date: Tue, 7 Oct 2003 20:02:25 -0700 (PDT)
From: Carol Thorud <cthorud_308@yahoo.com>
Subject: [mosaic] first grade and second grade good non-fiction books

I am trying to find some really good non-fiction
books to order for guided reading.
About 6 in a group? Does anyone have a good
suggestion
for a company to go to? Someone once told me that
there were paired books...fiction/non-fiction.
Does anyone know who puts those out?
Thanks!
Carol (:
++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: RE: [mosaic] first grade and second grade good non-fiction books
Date: Tue, 7 Oct 2003 22:15:39 -0500

The Magic Treehouse has paired fictions by the Osbornes. They might me
geared more for 2nd/3rd level. Here is their website from Random House
Publishers:

http://www.randomhouse.com/kids/magictreehouse/

Hope this gives you a start.

~Karla
++++++++++++++

Date: Tue, 07 Oct 2003 22:24:33 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] first grade and second grade good non-fiction books

I have been pretty impressed with the nonfiction series SAILS, which is
marketed by
Rigby. I like Newbridge and the National Geographic books as well. What
grade
level? The Welcome Book series are nice, but pretty lower primary.

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

Date: Tue, 7 Oct 2003 20:20:59 -0700 (PDT)
From: Patricia Lapinsky <pattil712@yahoo.com>
Subject: Re: [mosaic] first grade and second grade good non-fiction books

Steck-Vaughn has some books they call "Pair-Its" that pair a non-fiction
with a fiction book. They are on approximately the same reading level and
usually are about the same topic. They are pretty good and come in six
packs. Patti
+++++++++++++

Date: Tue, 07 Oct 2003 20:38:32 -0700
From: Carol Lau <cllc@comcast.net>
Subject: Re: [mosaic] first grade and second grade good non-fiction books

Steck Vaughn has Pair-it books. Heinemann, Mondo, and Dominie all have
good nonficiton as does almost every guided reading book publisher these
days.
Carol
++++++++++++++++

From: CheriSumm@aol.com
Date: Wed, 8 Oct 2003 00:44:17 EDT
Subject: Re: [mosaic] books for middle school kids

Mary Anne,

We are on the same page. The Spinelli books are great! I have tried the
Redwall series and they work well for read togethers or read alouds, but my
kiddos are not ready for that as an independent read.

What do other middle school teachers recommend?

Cheri
++++++++++++++++

From: CheriSumm@aol.com
Date: Wed, 8 Oct 2003 00:49:29 EDT
Subject: Re: [mosaic] books for middle school kids

Lori,

I wanted to put in a plug for Captain Underpants. It appeals to the humor
of
many 3rd-6th grade boys. It looks like a chapter book, but is really a
comic
book. It is an excellent hook book and I think there are now 4 or 5 in the
series. I think they are "must haves" for any classroom library of 3rd-6th
graders. They are available from Scholastic.

Cheri
++++++++++++++

From: tracker482@aol.com
Date: Wed, 8 Oct 2003 06:52:25 EDT
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

In a message dated 10/7/2003 9:17:28 PM Eastern Daylight Time,
Soswes@aol.com
writes:

> The Thinking Journal is just a composition notebook (or a spiral notebook)
> that the kids keep their post-it's in

Sandi,
Thanks for your detailed response. It gives me some good ideas and a
direction to head. I have just recently introduced post-its to my kids, and
most are still wearing them on their noses rather than writing on them. But
I
have faith!
It's good to hear that these strategies are working well with first
graders. I sometimes wonder if I'm expecting too much. I'm a lone wolf in
my
building, and I sometimes panic when I see all the skill work being done in
other classes. The other teachers are flying through the basal, while I'd
just
as soon forget I even have it. I'm always afraid that parents are going to
start wondering why we're not as far as the other classes ( we have very
involved
and competitive parents). I'm hoping the strategy work will really make
their
comprehension better, which in turn will help with decoding because they'll
be
thinking about what makes sense. As it is, so many still read with
absolutley no idea of whether what they read makes any sense at all. They
don't seem
to even understand that it MUST make sense. I'm constantly asking "Does
that
make sense?" and telling them "It has to make sense. Authors don't write
nonsense for little kids to read." (We'll leave Jabberwocky for another
day...).

Anyway, thanks.

Joan
++++++++++++++++++

Date: Wed, 08 Oct 2003 06:42:46 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] books for middle school kids

I have the whole series in my 1-2 looping room and couldn't agree more.
They really do hook readers. Beyond this, I love the story of the
author--he won a young author's competition as a teenager. Was a kid
always in trouble for doodling and daydreaming. Boys really like the
idea that he made good, so to speak. His first book is called "World
War Won" and is a paradoy on the cold war race written in ryhme. Very
sophisticated in terms of word use, the characters at 'war' are well
drawn cartooned animals.

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

Subject: RE: [mosaic] first grade and second grade good non-fiction books
Date: Wed, 8 Oct 2003 07:28:17 -0500
From: "WOLCOTT, GREG" <WOLCOTTG@woodridge68.org>

You have to buy some of the Jean Craighead George books. She's =
wonderful. Here's her brief bio from a Google search and her site:
Jean Craighead George, a Newbery Award winner, is a writer of more than =
80
children's books. Animals, birds and ecosystems are her forte. ...=20
www.jeancraigheadgeorge.com/
+++++++++++++++

Date: Wed, 08 Oct 2003 05:17:57 -0800
Subject: Re: [mosaic] books for middle school kids
From: Patricia Kimathi <pkimathi@earthlink.net>

What is the Eddie Dickens Trilogy? Titles? What are they about?
Pat Kimathi
+++++++++++++++

From: "Thorud, Carol" <thorudc@mail.davenport.k12.ia.us>
Subject: RE: [mosaic] first grade and second grade good non-fiction books
Date: Wed, 8 Oct 2003 09:12:47 -0500

Thank you! I will check into your suggestions!! You are always so
helpful....don't know what I would do without
this listserve! Carol (:
+++++++++++++++

Subject: RE: [mosaic] first grade and second grade good non-fiction books
Date: Wed, 8 Oct 2003 10:30:44 -0500
From: "Zuffante, Dawn" <dzuffante@cassd63.org>

I know that The Wright Group has the paired books --
www.WrightGroup.com.

Also, National Geographic is a great place to shop for good non-fiction
books with great pictures. Their toll free number is: 1-800-368-2728.

Dawn Z.
+++++++++++++++

Date: Wed, 08 Oct 2003 13:15:20 -0400
Subject: [mosaic] How to subscribe to MiddleWeb?
From: "Kelli Smith" <ksmith@chccs.k12.nc.us>

Hi, everyone --
Just wanted to say how much I love and appreciate this listserv! Ginger,
your Mosaic Tools page has been invaluable to me, along with all of the
great ideas, suggestions and advice from everyone on this list.
I was wondering if someone could tell me how to subscribe to Middle Web? (I
may not have the name right.)
Thanks in advance!
Kelli
++++++++++++++++

Date: Wed, 8 Oct 2003 12:21:57 -0500
Subject: Re: [mosaic] How to subscribe to MiddleWeb?
From: carol carlson <carlsonca@dist102.k12.il.us>

The NCTE middle listserve is going to change locations because NCTE is
changing formats. Right now, we are still discussing name and a
possible cost.
If you e mail me off list, I'll try to notify you when we do make a
decision.
Carol
++++++++++++++++

From: "Thorud, Carol" <thorudc@mail.davenport.k12.ia.us>
Subject: RE: [mosaic] first grade and second grade good non-fiction books
Date: Wed, 8 Oct 2003 16:19:34 -0500

Thank you for the great suggestions for non-fiction books. Now all I have
to do is order some!!

I have one more question. I know 500 heads are better than one. I have to
come up with a positive

name for my afterschool tutoring program for 2nd graders. Something that
they will be able to

identify with and will sound exciting and alive! I know the order is big.
I have to come up with

the name before I can call the parents about the program. Any ideas? It is
for 2nd graders

that are in the needs area in reading both level and comprehension. I just
don't feel very

creative right now. I just found out that I am doing the program today and
need to call the

parents. Thanks ahead of time for suggestions! Carol (:
++++++++++++++++

From: Soswes@aol.com
Date: Wed, 8 Oct 2003 19:38:18 EDT
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

In a message dated 10/8/2003 5:53:51 AM Central Standard Time,
tracker482@aol.com writes:
flying through the basal, while I'd just as soon forget I even have it. I'm
always afraid that parents are going to start wondering why we're not as far
as
the other classes ( we have very involved and competitive parents). I'm
hoping the strategy work will really make their comprehension better, which
in turn
will help with decoding because they'll be thinking about what makes sense.
Joan...my basals are packed and in the storeroom.

We are in the midst of parent/teacher conferences right now. My parents
have
been saying "thank you!" I was a refreshing change to what they had been
used to. You know what is best practice....stand up for it! Hang in
there....you are teaching kids more than those other teachers are and
soon.....you'll
see it in your kids in your room and the school will see it in test scores.

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

Date: Tue, 07 Oct 2003 18:12:37 -0500
Subject: Re: [mosaic] books for middle school kids
From: Datsauer <datsauer@chartermi.net>

As a second year fifth grade teacher (with 16 years of primary experience) I
noticed last year that there seemed to be a recurring theme in the books my
students loved - spunky, orphaned kids their age overcame obstacles to
triumph in some way. This year's class is following the same pattern. I
began reading aloud The Thief Lord by Cornelia Funke today, which follows
that pattern with an intriguing twist. Debbie in Duluth
++++++++++++++

From: "Marisa Ramirez" <marisateacher@gator.net>
Subject: Re: [mosaic] Readers' Workshop and Word Wall words
Date: Wed, 8 Oct 2003 20:01:14 -0400

Joan,
I could have written that post myself!!! I am also the lone teacher =
in my school not to mention 2 of my 4 team members think I'm doing my =
children a "disservice" by not teaching SRA Reading Mastery. My =
principal has trusted me and is eager to see how my class stacks up to =
the other first grades at the end of the year (talk about pressure!!). =
Thanks for letting me know I'm not the only one out there who is feeling =
lonely!
Sincerely,
Marisa
1st grade/Florida
++++++++++++++++

Date: Wed, 08 Oct 2003 17:12:55 -0700
Subject: Re: [mosaic]Eddie Dickens Trilogy & Other
From: Veronica <pisces1975@earthlink.net>

Pat,

The Eddie Dickens Trilogy is written by Philip Ardagh and consists of A
House Called Awful End, Dreadful Acts, and Terrible Times. The books are
about a boy named Eddie whose parents catch a disease and send him off to
live with with relatives at a place called Awful End. The books are very
Lemony Snickety :-) My kids adore these books. I don't know what level
they are but I'd guess about 5 or 6. They are about 120-140 pages and
contain a glossary of terms as well. Also try Leon and the Spitting Image
by Allen Kursweil. My kids, to quote one of them, "dig" this book.

Veronica
++++++++++++++++++

Date: Wed, 08 Oct 2003 17:16:20 -0700
Subject: [mosaic] I'm so excited!
From: Veronica <pisces1975@earthlink.net>

Hi everyone!

I am so excited! Today I was invited by the reading specialist to go to a
workshop on Guided Reading with Fountas & Pinnell. I haven't read all of
their book on guided reading yet but what I have read has been teriffic! I
am looking forward to learning a lot more about it. Have any of you been to
this workshop? I read the overview and it seems like a lot of ground to
cover in five hours. For those of you who have been to this workshop, what
can I expect? Thanks!!!!!

Veronica
4th grade
++++++++++++++++

From: "Gordon and Patricia Gould" <gpgould@kingcon.com>
Subject: [mosaic] Writer's Notebook
Date: Wed, 8 Oct 2003 20:59:58 -0400

I, too, am using the writer's notebooks this year in both my third and =
fourth grades. I am trying to diligently keep at it--sometimes it is =
hard! But I think I'm falling in love with them. I insist that my kids =
choose their writing project ideas from their notebooks. I have tried =
to have them write in them as much as possible. They do it in class and =
for homework(for 10 minutes only). At first they wanted ideas from me =
but now they beg to write their own. We choose 5 kids a day to share =
their entries and we talk about the possibilities of each. Tomorrow I =
am going to do a lesson on the overhead where I show them something from =
my notebook and show them the different ways I can begin a writing =
project from it. I call the entries they do "seeds"(that may be from =
Fountas and Pinell). Katie Ray is inspiring--I heard her speak this =
summer. Her ideas about the teaching of writing are fantastic. Read =
Wonderous Words! =20

Pat G.
++++++++++++++++++

Date: Wed, 08 Oct 2003 20:02:29 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] I'm so excited!

Unfortunately, I was very VERY VERY disappointed with their workshop (ala
Heinemann). Felt like an infomercial--no real opprtunity for audience
particpation. 300 people PACKED into a way too small room. Not a happy
memory.

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

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic]Reading Siblings
Date: Wed, 8 Oct 2003 21:15:02 -0400

I wonder too if the visualization strategy plays a role here. I visualize
very well when I read. If the setting is Hawaii, then I am in Hawaii. I
wonder if this plays a part. Also, could this be a nature/nurture thing?
Which would influence a reader more? Their parents or their teachers?
Interesting idea to contemplate.
Cece/LC/GA
++++++++++++++++

Date: Wed, 8 Oct 2003 20:25:28 -0700 (PDT)
From: kc coleman <kcol_mj@yahoo.com>
Subject: RE: [mosaic] first grade and second grade good non-fiction books

I love the Wright Group non-fiction books for my
classroom. My students love them as well! I also
have the National Geographic books. They are pretty
good for Guided Reading instruction also.

Karmen C.
+++++++++++++++

From: SKosmoski@aol.com
Date: Thu, 9 Oct 2003 05:36:56 EDT
Subject: Re: [mosaic] How to subscribe to MiddleWeb?

Norma--
Subscribing to MiddleWeb is easy. Go to Middleweb.com and click the listerve
link.
You may also be interested in the sub-listserve that is based on
reading/writing workshop. The link for that is also on the main page. We
call it
middlewebProjects. All of the directions are on the home page.
I've been a member of middle web since it's creation several years ago. It
is
a fabulous group of people!
Mary Anne
+++++++++++++++++

From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] Writer's Notebook
Date: Thu, 9 Oct 2003 06:49:02 -0400

Thank you Pat. I love Writer's Workshop and use Writer's Notebooks with =
my third graders. It's amazing the writing they are publishing (only =
one yet this year). We're now working on memoirs and, hopefully, will =
have a publishing party in mid November--at least before Thanksgiving =
Holiday. I've never had a publishing party and would welcome any ideas =
anyone has.
I've attended 3 summer workshops at the Teacher's College in NYC with =
Lucy Calkins and staff and she's amazing as is her book--The Art of =
Teaching Writing. Any of Shelly Harwayne's books are also amazing!
Loretta
+++++++++++++

From: MEHitzel@aol.com
Date: Thu, 9 Oct 2003 09:13:38 EDT
Subject: [mosaic] Debbie Miller songs

Hi everyone! We had our first book/video study meeting yesterday and it
went
great. We're a group of nine primary and intermediate teachers and everyone
is really excited and wanting to look critically at our practices. The
other
teachers asked me about the songs Debbie sings with her class on the Happy
Reading tape. I think this came up once before, a while ago and I can
search the
archives, but I thought if anyone had any information easily available that
would be quicker and easier. Thanks for any help!
Martha/4/5/az
++++++++++++++

From: JATShaw@aol.com
Date: Thu, 9 Oct 2003 10:05:34 EDT
Subject: Re: [mosaic] Writer's Notebook

In a message dated 10/8/2003 5:48:20 PM Pacific Daylight Time,
gpgould@kingcon.com writes:

> Read Wondrous Words!

I agree it's fabulous, and I work with adults!
+++++++++++++

Date: Thu, 09 Oct 2003 12:34:11 -0400
From: "Dawn Haithcock" <Dhaithc@we.hcs.k12.sc.us>
Subject: Re: [mosaic] Debbie Miller songs

her morning song is "Oh What a Beautiful Morning" and her closing song
is "Happy Trails to you" by Dale Evans, I knind of did my own thing with
some Greg and Steve songs that I had on a CD and my kindergarten
students are doing a WONDERFUL job transitioning.
+++++++++++++++

Date: Thu, 09 Oct 2003 16:27:16 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Debbie Miller songs

Martha,

The performer for many, though not all, is Cathyrn Dines. She has a
website and was most gracious when I contacted her last spring. Our
local bookstore has been visiting with her, and she is going to come to
our school in the spring!!!

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

From: "gina nunley" <gina_nunley@hotmail.com>
Subject: Re: [mosaic] I'm so excited!
Date: Thu, 09 Oct 2003 22:28:11 +0000

I have seen them twice...once at IRA, and they don't do justice to their
books in person. I hate to say that because I think they're amazing........I
LOVE the upper grade Guiding Readers and Writers. Absolutely, go see them,
but go knowing you aren't going to see dynamic speakers. Dynamic experts
between the pages though!
Gina
+++++++++++++++

Date: Thu, 9 Oct 2003 16:32:12 -0700 (PDT)
From: Heather Wall <heather_wall_2000@yahoo.com>
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

I'm always afraid
> that parents are going to
> start wondering why we're not as far as the other
> classes ( we have very involved
> and competitive parents).

Since you have very involved parents, you might try
doing a "parent night" where you invite them in to
show them the comprehension strategies you're teaching
the kids. You could model it with some adult text,
have them try it, then share how their children are
using the strategies. Show them examples of the
post-its kids have written on, etc. This would let
them see the higher level thinking that goes on in
your class, and also give them the information needed
so that they can support their kids at home with this
same comprehension approach.

Just an idea...

Heather Wall
++++++++++++++

From: "Cheri Reed" <cheri@novocon.net>
Subject: Re: [mosaic] Debbie Miller songs
Date: Thu, 9 Oct 2003 20:52:24 -0400

I think the another performer is Hap Palmer and his music is available on
amazon.
cheri2/3NY
+++++++++++++++

From: MEHitzel@aol.com
Date: Thu, 9 Oct 2003 21:33:40 EDT
Subject: Re: [mosaic] Debbie Miller songs

In a message dated 10/9/2003 2:24:09 PM US Mountain Standard Time,
ljackson@gwtc.net writes:

> The performer for many, though not all, is Cathyrn Dines. She has a
> website

Lori - I did a google search with her name, but it didn't come up with any
links. Do you have the web address or is her name possibly misspelled?
Thanks!
Martha
++++++++++++++++

From: "Cheri Reed" <cheri@novocon.net>
Subject: Re: [mosaic] Debbie Miller songs
Date: Thu, 9 Oct 2003 21:47:15 -0400

Her name is Katherine Dines. The website is Humktabunktaboo, I think. If =
you do a search you should find it. The Cd with All the Way Around the =
World, the music on Happy REading is Hunk Ta Bunk Ta Boo 2. It is fun.
Cheri2/3NY
+++++++++++++

From: MEHitzel@aol.com
Date: Thu, 9 Oct 2003 22:14:31 EDT
Subject: Re: [mosaic] Debbie Miller songs

Thank you so much! That is the song everyone fell in love with!
Martha/4/5/az
++++++++++++++

Date: Thu, 09 Oct 2003 21:32:47 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Debbie Miller songs
Reply-To: mosaic@u46teachers.org
http://www.hunktabunkta.com/

Katherine Dines
+++++++++++++++

From: "Michelle Hulke" <shelltchr@wowway.com>
Subject: RE: [mosaic] Debbie Miller songs
Date: Thu, 9 Oct 2003 21:50:43 -0500

Hi. The CD Debbie Miller uses is Chicken Soup for Little Souls - What a
Wonderful World. We had the pleasure of having Debbie come to our school
district and talk about her book and she referenced the CD by this title. I
have it and it's wonderful.
++++++++++++++

Date: Thu, 9 Oct 2003 22:34:11 -0700 (PDT)
From: Denise Ross <deniseross4@yahoo.com>
Subject: Re: [mosaic] I'm so excited!

Count me in as one who has seen their presentation and agrees that it did
not live up to my expectations. I have to say that Fountas was better than
Pinnell, though.

Denise
+++++++++++++++

From: "Teresa /AR" <Kidruler@hotmail.com>
Subject: Re: [mosaic] mosiac reader's workshop (Susan)
Date: Fri, 10 Oct 2003 00:42:55 -0500

Susan,

I am currently a REA literacy coach. As part of my training, my =
trainers felt that after looking at research and students above grade 3, =
we still needed to be doing guided reading, literature studies, =
literature discussions (until they have the language to hold meaning =
literature circles), and literature circles as part of our Reading =
Workshop. Guided Reading focuses more on the comprehension and craft.

A Second/Third Grade Schedule looks like:

15 min. of familiar reading with running records on at-risk students, =
fluency practice-kids monitoring their own progress, and weekly fluency =
checks by the teacher.

30-45 min Word Study: This word study takes in Word Journeys, Words =
Their Way, Shaping Literate Minds, and Making Words strategies.

2- 2 1/2 hours of: Reading Workshop
Read Aloud with comprehension strategy, book talks, and a reading =
workshop minilesson. Then we break into groups...some working with =
their independent/partner spelling practice, independent reading, guided =
reading groups, literature studies, and corners such as research, =
listening, computers, fluency interventions, etc...They must do at least =
30 minutes of this time on independent reading. In guided reading we =
teach a comprehension strategy and assign students a literature study. =
They reread their new guided reading book and record/mark information in =
their books/journals so they will be ready for their literature =
discussion group the following day. So one day Guided Reading, the next =
day Literature Discussions.. We close Reading Workshop with a sharing =
time.

1 hour- Writing Workshop
It includes a mini-lesson (focuses primarily on the craft), =
conference, and a sharing time. =20

All social studies/science is integrated into our literacy block. What =
time is left over is for math, etc.

Teresa
++++++++++++++++

Subject: RE: [mosaic] Readers' Workshop and Word Wall words
Date: Fri, 10 Oct 2003 10:04:54 -0500
From: "Zuffante, Dawn" <dzuffante@cassd63.org>

To Marisa:

You Go Girl! And hats off to your principal for having confidence in
you and letting you teach what you think is best for the children!

I taught the SRA Reading Mastery series last year and found that the
children were nothing more than "parrots", repeating back whatever the
script told them to say. There was no thinking involved at all. While
I will agree that the SRA program is appropriate for SOME children, it
WILL NOT teach them to be independent, creative thinkers.

***You should know that I quit my job mid-year because I couldn't
philosophically agree with the program I was being forced to teach. I
am now a literacy specialist in a wonderful district that is
"Pro-Mosaic". I finally feel like a teacher again, and, even though I
am working with struggling readers, I can see a lot of growth in their
reading and thinking because of the strategies and all of the great
information from this list!

Keep teaching those strategies...your proof will be in the pudding, so
to speak, in the spring, when all of the students will be able to read
(decode), but yours will be able to think deeply, as well!

Good luck!
Dawn Z.
++++++++++++++++

From: JATShaw@aol.com
Date: Fri, 10 Oct 2003 12:52:12 EDT
Subject: Re: [mosaic] Struggling readers

In a message dated 10/10/2003 8:12:04 AM Pacific Daylight Time,
dzuffante@cassd63.org writes:

> even though I am working with struggling readers

Hi Dawn, (and others)

Could you elaborate as to how you adapt MOT to meet their needs and any
other
suggestions for working with these students? MOT seems a perfect way to
keep
their attitude intact, but most struggling readers have fairly specific
needs
that need to be addressed or these students slip through the cracks. Do you
do it all individually? Or in Word Work sessions? I am so curious because
I
work with adults, most of whom just gave up and dropped out or else
successfully hid their difficulties but live in fear of being "found out."
My hunch is
that these MOT strategies, reading/writing workshop will mean fewer
strugglers
at this level in the future, but still I know that everyone will always have
some students who need more help than others.

Also, these struggling students are the very ones who need the most
practice.
It's so hard to find interesting material for older students (16 yrs.+++),
books that they can read to get that practice. Would it be possible to
compile a list of great books for them? (beginning levels especially)
After years
of struggling, adults are very sensitive (Kids are too but it's that much
worse at this level) about even asking for help. While challenging, working
with
adults is very rewarding. They are there through their own choice and that
makes a huge difference! I figured if anyone anywhere could come up with
some
reading suggestions, this group can! Thanks in advance. Judy S.
+++++++++++++++

Subject: RE: [mosaic] memoir
Date: Fri, 10 Oct 2003 14:47:29 -0400
From: "Byrom, Cherie" <cbyrom@hcbe.net>

I think I read these messages late so I'm not sure what the question is
exactly. I am doing a little memoir writing with my kids and I've used
Nancie Atwell's Lesson's That Change Writers as a guide. It's middle
school geared but can definitely be modified.
++++++++++++++

Date: Fri, 10 Oct 2003 17:02:48 -0500
From: hurd@foxvalley.net
Subject: [mosaic]

Re: Music Debbie Miller uses in her classroom. The website for Katherine
Dines
is hunktabunkta.com You can listen to several cuts from various CD's on
line.

I'm also finding that the children in my class are liking many of the "Old
Favorites" like 'She'll Be Comin' Round the Mountain,' "Head, Shoulders,
Knees
& Toes,' etc. These are good ways for the kids to get their bodies & brains
moving, and thinking. I've been doing songs with 3rd graders as a way of
transitioning from one subject to the next. Example: Once everyone is
ready
for writers' workshop, binders open to whatever they're working on, pencils
ready, things cleaned up from the floor, other materials put away, etc. we
stand and do a song. They are in a good mood, and ready to move to on to
something else.

I was amazed at how much they liked, "Skip to My Lou" and even wanted to
learn
the square dancing parts. The choice of words had to be adjusted from,
'prettier than you,' 'to handsomer than you,' since the boys didn't want to
dance with the girls. That created a nice transition a lesson in
superlatives,
as they were asking about whether 'handsomer,' was correct. One of my
brighter
ones didn't think it sounded right.

Surprisingly, most of them spelled 'prettier' correctly on their spelling
tests this week. I think that the repetition of a song is good for them, so
we
usually do only a song a week. That way the kids who don't catch on the
first
few times we sing, can be successful. It's nice to see the happy face of a
child who can barely walk and chew gum at the same time, actually master the
lyrics, melody, and motions of a song.

For Carol: I've used non-fiction/fiction paired books are called, "Pair-It
Books," published by Steck Vaughn. They are nice books, which the children
seem to enjoy, as the illustrations are nicely done. The photos for the
non-fiction are also well-liked by the children. I especially like having
the
cassettes that go with the books, as they help with not only with building
fluency, but also can provide materials for a listening center. Steck
Vaugn's
toll free number is: 800-531-5015 or they are on the web at
steck-vaughn.com

Kathy
U-46 Elgin, IL
Home of the MOT Website
+++++++++++++

From: "Don or Wendy Howk" <dhowk@satx.rr.com>
Subject: [mosaic] struggling readers - books
Date: Fri, 10 Oct 2003 17:20:22 -0500

Every Living Thing by Cynthia Rylant is a great collection of short =
stories dealing with many issues. This would be very appropriate for =
older kids or even adults.
Wendy
Texas 3rd
+++++++++++++++

Date: Fri, 10 Oct 2003 22:53:56 -0700 (PDT)
From: Denise Ross <deniseross4@yahoo.com>
Subject: RE: [mosaic] Readers' Workshop and Word Wall words
Dawn,
You did the same thing that I did. I left my school district (after 15
years) because I had been a Reading Recovery teacher, a reading specialist
and a balanced literacy coordinator and refused to be monitored by an Open
Court literacy coach who had less experience and education except for her
OCR training. Now I am a literacy coordinator for a school with a
constructivist philosophy, and I get to follow my beliefs every day!

Denise
++++++++++++++

From: "Marisa Ramirez" <marisateacher@gator.net>
Subject: Re: [mosaic] Readers' Workshop and Word Wall words
Date: Sat, 11 Oct 2003 08:27:45 -0400

I am curious as to where you guys who are happy and supported in your =
literacy philosophies work. You can e-mail me privately if you'd =
rather.
:-) Marisa/FL
++++++++++++

From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] Debbie Miller songs
Date: Sat, 11 Oct 2003 11:05:33 -0400

Thank you Mary--I need a bit of inspiration right now as I'm spending my =
Saturday sick with a horrible cold in bed reading Mosaic of Thought.

Please give me any ideas on how you and others keep track of your =
children's reading progress up the levels. I teach 3rd grade 1/2 day =
but am also a Reading Recovery Teacher 1/2 day and I'm used to number =
levels, however, the classroom teachers in my school are using colors =
for the levels which we use on the leveled books. =20
I went into a first grade class yesterday to pick up one of my RR =
students and the teacher had a fabulous idea. Every child has a Reading =
Journal and she puts the "color" level he started with on the outside of =
the journal. She keeps taking running records at conferencing in his =
journal with notations and as he progresses she puts the new color =
levels underneath the previous so that the outside of his journal =
indicates his levels. Another teacher keeps a chart in the front of the =
room.

What does everyone else do?

I'm new to this site but I love it as it's inspiring me.
Thank you.
Loretta Henke
NYC-Manhattan-Inner City Public School with 100% poverty rate
+++++++++++++++

Date: Sat, 11 Oct 2003 11:09:27 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] memoir

There is a really good Memoir writing (focused writing) in Writing Mini
Lessons for Upper Grades. deb
+++++++++++++++

From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: [mosaic] struggling readers
Date: Sat, 11 Oct 2003 10:46:16 -0500

I know that at some time we discussed older struggling readers. I am looking
for professional books dealing with this problem. Any help would be
appreciated.
Mary gr.7/8
+++++++++++++++

From: MEHitzel@aol.com
Date: Sat, 11 Oct 2003 12:18:48 EDT
Subject: [mosaic] text-to-text

Hi everyone! I'm on fall break next week, but will be ready to start in on
t-t connections when I get back. My student teacher will be doing the
actual
lessons, so I'm trying to figure and plan it all out, convey how to do it to
her, and then have her implement it. Ahhh! I've been rereading all my
books
and thought about Lori's suggestion of connecting books by themes and here
is
what I've come up with tentatively.
- Read aloud a story (I'm still waiting for my student teacher to decide
which one she wants to use - can you sense my frustration!) and tell the
students
the themes (1-3) I've identified.
- Talk about supporting our ideas with evidence from the text. Reread the
story and have children identify evidence for the themes. Create a class
chart
of this anchor lesson.
- Do another read aloud story and have students identify what they think are
the themes and give evidence.
- Have students work in pairs identifying themes and evidence with books
selected by me. I've thought about the fact that I may need to model
identifying
themes more, but because I have multiage and my 5th graders are pretty
practiced at this I'm going to pick my pairs and let them have at it and see
how it
goes. I may need to reevaluate and backtrack.
- Do another whole class story, that I've selected because it has a related
theme/s to our anchor story. Chart themes and evidence.
- Introduce term t-t and have class brainstorm ways we can make connections
between stories (title, characters, setting, theme, etc.) Tell them we are
going to look at making t-t by looking at two books with similar themes.
Ask -
"Do you remember last week when we read . . .? I'm going to reread it today
and I want you to be thinking, jotting down in your lit. log things about
this
book that remind you of the story we read yesterday."
- Create class Venn diagram
- Guided practice back in pairs with a second book related to the first one
I
had them work with.

So far, these are the pairings I've come up with.

The Quilt Story/The Patchwork Quilt
Mrs. Katz and Tush/Riptide
Knots on a Counting Rope/Annie and the Old One
Grandfather's Journey/Going Home
Oliver Button is Not a Sissy/Amazing Grace
The Two of Them/One Foot, Then the Other
When Jessie Came to America/Dreaming of America An Ellis Island Story
The Lorax/Just a Dream

I'm looking for matches for The Tenth Good Thing About Barney, My Rotten
Red-headed Older Brother, Roxaboxen, and Fly Away Home.

I'd love to hear any other pairings any of you have used. I bet if we put
our collective minds together, we could come up with a fantastic list!

Also, any critiques, suggestions of my plan would be greatly appreciated.

Thanks!
Martha/4/5/az
++++++++++++++++

From: Lhg2teach@aol.com
Date: Sat, 11 Oct 2003 12:27:15 EDT
Subject: Re: [mosaic] text-to-text

In a message dated 10/11/03 9:19:35 AM, MEHitzel@aol.com writes:
> My Rotten Red-headed Older Brother,
>
What comes to mind is The Pain and the Great One by Judy Blume.
Leslie/3/CA
++++++++++++++++

From: "Thorud, Carol" <thorudc@mail.davenport.k12.ia.us>
Subject: [mosaic] Reading Naturally
Date: Sat, 11 Oct 2003 11:42:53 -0500

Has anyone used or are using the Reading Naturally program.
It is a fluency improvement program. There is another
program out there from NRSI called the Carbo Reading
Method which is quite similar. Do you have any information
or opinions about either of these to help with fluency
instruction? It would only be for the struggling readers.
The books and tapes are not terribly expensive, but I can't see
exactly what they look like from the website on Reading Naturally.
I thought if someone had used it...it would be so helpful.
Thanks! Carol (:
++++++++++++++

From: JATShaw@aol.com
Date: Sat, 11 Oct 2003 12:50:26 EDT
Subject: Re: [mosaic] struggling readers

In addition to Cris Tovani's wonderful book I Read It But I Don't Get It,
Kylene Beers' book When Kids Can't Read: What Teachers Can Do is very
helpful.
(written esp. for teachers of grades 6-12)

We touched on this topic last summer, but in my opinion there's probably
lots
more to discuss. Adequate practice materials, for example, is a real
challenge. Judy S.
++++++++++++++++

From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] Reading Naturally
Date: Sat, 11 Oct 2003 13:26:11 -0400

Carol: I met Marie Carbo who came to my school to train us and =
introduce us to her method. I also attended a conference with her. Our =
school abandoned her method but I did use it for awhile. It involved =
basically using her tapes which are recorded at a very slow rate of =
speed or learning how to record the books yourself (which I prefer) at a =
very slow rate of speed. Her tapes have too many interruptions which I =
find confusing for struggling readers.
I think the slow recorded book method was good for my struggling special =
education students and I also think it's good to use in centers in the =
Reading Workshop but it is not, in my opinion, a method unto itself that =
solves reading problems! I think most recorded books are too fast, =
especially for struggling readers. I think if you went into Carbo's web =