10-18-03

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] deeper connections
Date: Mon, 13 Oct 2003 19:30:35 -0500

I don't have my Reading With Meaning book at home but Debbie has a section
on how to help kids see if their connections help them understand the story
or are they are making more superficial connections. She uses the book Ira
Sleeps Over. I did this lesson with two first grade classes last year and
it DID seem to help them. At least it helped ME know how to help them. I
know a fourth grade teacher who has used the same lesson idea but with a
different text. Debbie's lesson is in the schema chapter. Does anyone have
the book at home and can site the page numbers?

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Re:garbled postings
Date: Mon, 13 Oct 2003 19:31:11 -0500

Karen, and others-
What you see here:

<BLOCKQUOTE CITE STYLE=3D3D"BORDER-LEFT: #0000ff 2px solid; =
MARGIN-LEFT: 5px;=3D20=3D
MARGIN-RIGHT: 0px; PADDING-LEFT: 5px" TYPE=3D3D"CITE"></FONT><FONT =
COLOR=3D3D"#0=3D
00000" FACE=3D3D"Comic Sans MS" LANG=3D3D"0" SIZE=3D3D"3">My Rotten =
Red-headed Old=3D
er Brother,<BR>

is how the DIGEST version comes out when people use color, special font, and
HTML language. That is why I no longer offer the digest version to new
members. The original text is usually fine (but not always) and then there
is this mess that is repeated after the message. The server we use won't
read color backgrounds/print, special fonts, and HTML language as normal so
it encodes it all. It has nothing to do with YOUR personal computer.

The reason those of you who are on STANDARD delivery (getting the messages
as they are posted) may see something like this is that a DIGEST member hit
REPLY to write to the list and resent the ENTIRE DIGEST they were responding
to back through the list AGAIN.

Please write a new email when posting to the list if you are a digest
member. Here is the address: mosaic@u46teachers.org (A suggestion is to
add the Mosaic List to your address book so you can just go there to address
the email each time)

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

From: "Andrea Dombrowski" <andrea@dombrowski.org>
Subject: RE: [mosaic] deeper connections
Date: Mon, 13 Oct 2003 19:58:51 -0500

The pages in Reading with Meaning are pages 61 to 63, under the sub heading:
Releasing Responsibility: Small-Group Work.

Andrea
++++++++++++++

From: MissWalsh1@aol.com
Date: Mon, 13 Oct 2003 21:02:52 EDT
Subject: Re: [mosaic] deeper connections/ schema chart

In a message dated 10/13/2003 7:38:37 PM Central Standard Time,
elephant@foxvalley.net writes:

> I don't have my Reading With Meaning book at home but Debbie has a section
> on how to help kids see if their connections help them understand the
story
> or are they are making more superficial connections. She uses the book Ira
> Sleeps Over. I did this lesson with two first grade classes last year and
> it DID seem to help them. At least it helped ME know how to help them. I
> know a fourth grade teacher who has used the same lesson idea but with a
> different text. Debbie's lesson is in the schema chapter. Does anyone
have
> the book at home and can site the page numbers?
>

Debbie Miller talks about using Ira Sleeps Over on page 61 of RWM. It is in
Chapter 5 under the heading Releasing Responsibility: Small Group Work.

I have a question for those of you who use her Schema Chart (page 68). At
the beginning of the unit, you write what the kids know and put it in the
file.
As you learn new things, you keep adding them to the file. My question is,
do you put the new learning in the file, or hang it below as she shows in
the
book? Also, what if they children use their schema at the beginning of the
unit to put wrong information in the file? Do you sort it out at the end of
the
unit to find misconceptions, or ongoing through the unit? I tried to use
her
chart for our insect unit, but I had trouble remembering to add information
to
it, and I wasn't sure if I should take out "wrong" information as we learned
it, or at the end of the unit. How do others use the chart?

Thanks,
Leah 2nd
++++++++++++++++

Date: Mon, 13 Oct 2003 18:45:50 -0700
From: Carol Lau <cllc@comcast.net>
Subject: [mosaic] Re:DRA

It is not necessary to ask every question in every DRA conference.
Anyway, don't those survey questions inform the teache? If notl skip
them. You don't really have a DRA police, do you?
I really do appreciate the retelling rubric in the new set. I also find
the formatting and font in the new edition to be much more readable.
But because the new edition has the entire text printed out, it does
make for a lot of pages of paper. Carol
++++++++++++++++

Date: Mon, 13 Oct 2003 20:56:34 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Portable living room?

My teaching partner calls these phones "Whisper-ma-phones", very Suessish.
I have a round table, sans legs, in our library too. We inherited a bunch
of pretty sterile office furniture--had been lounge furniture, then was in a
conference room that became the Reading Recovery room. They had no room. I
covered the cracking viynle with wild red amd white flowered canvas. I also
buy garage sale pillows and cover them with vinyl (we have the head lice
issue--we don't want all creatures in the room to get comfortable being
there) and a friend donated brightly
colored carpet squares for cozy sitting at some of our other lowered tables.

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

Date: Sun, 12 Oct 2003 16:27:28 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] portable living room

Well, I've never done it but I certainly do like your quilt idea.
One could be spread out and maybe a couple pillows and it might be
just enough for a teacher to think, "Oh, what a great and cozy idea.
Maybe I could do this on a more permanent basis."

I often do a quilt unit for math and the kids bring in quilts and
spreading them around makes the room lovely. That encouraged me to
make some changes in my room decore.

Also, we were walking past a 5th grade classroom a few weeks ago that
had a tent set up and some sleeping bags rolled out. My firsts were
drooling for it. Now I'm looking forward to a camping/reading day.

Good luck to you. I certainly wish the consultants and etc who come
through my school and classroom had more of your attitude. I'm so
exhausted of being told I must change to what ever idea they most
recently heard.

Katharine/1st/N.California
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Date: Mon, 13 Oct 2003 21:02:19 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Re:DRA

DRA Police? Actually, we do. We have been told they must be
administered verbatim and in total. I like the retelling rubric, I
really do. I have photocopied it and reduced it, so that I use it in my
day to day running records. I blew it up and model retelling, inviting
the kids to help score ME. But three times yearly cuts into teaching
time. With the 94% requirement, I end up retesting a lot. Primarily,
the downfall of our children is the retelling and we are working on it.
I have had my kids, mostly, for two years and I estimated their levels
based on last spring's testing and my perception of their summer reading
levels. I was off two levels in 2 of 21 kids. My incoming kids were
much more challenging to test. I tested multiple times. I don't dislike
the DRA, but they are becoming a standardized test substitute in my
district and I don't like that. I also find that spending the first
month of reader's workshop testing rather than teaching wears on
morale--granted, mostly staff morale. I am lucky to have had help
administering them.

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

Subject: RE: [mosaic] portable living room
Date: Mon, 13 Oct 2003 20:32:32 -0600
From: "Leslie Winston" <leslie.winston@bvsd.k12.co.us>

Shelia,

I heard Ellin Keene speak here in Colorado last winter.
She referenced the fact that many teachers still have students
in row seating. She said that when she and others (Anne Goudvise)
go into classrooms they do just what you are suggesting-they have =
students
gather on the floor, pull them up close, and delve into deep thinking.
If I remember correctly she said it's the grouping, closeness, and =
ability to=20
have knee-to-knee conversations that counts for students.=20

It is my guess that some teachers might feel put out, but others ready
to see the teacher modeling and thinking students do might decide to=20
try new things. =20

Ellin even told us about a teacher who gathers her students to quiet
classical music, they join up front whithout a word and then she begins=20
her comprehension. In doing this she promotes a student understanding =
of how
truly important their thinking and reflecting about books will be.
++++++++++++++

From: "gina nunley" <gina_nunley@hotmail.com>
Subject: [mosaic] correcting misinformed schema
Date: Tue, 14 Oct 2003 03:27:55 +0000

I also had trouble when I used the KWL with older kids to introduce a unit.
They often told me things they knew that I knew were misunderstandings. I
hated to stifle the flow at this level so I altered the chart slightly and
renamed the K-knowledge.

I named it What we THINK we know. And then we went back at the end and
crossed out misinformation.
Gina
+++++++++++++++

From: "Marisa Ramirez" <marisateacher@gator.net>
Subject: Re: [mosaic] Anyone in FL?
Date: Mon, 13 Oct 2003 19:29:18 -0400

Anyone out there doing MOT/Debbie Miller strategies in FL?
++++++++++++++

Date: Tue, 14 Oct 2003 04:35:41 -0400
Subject: Re: {SPAM?} Re: [mosaic] Anyone in FL?
From: Bill Ivey <bivey@k12s.phast.umass.edu>

> Anyone out there doing MOT/Debbie Miller strategies in FL?
>
>
Hi!

Sort of... I'm doing MOT in ESL.

Take care,
Bill Ivey
Director of the International Program, Stoneleigh-Burnham School
Trustee, Pine Cobble School
+++++++++++++++

From: SKosmoski@aol.com
Date: Tue, 14 Oct 2003 05:54:28 EDT
Subject: [mosaic] Anyone in FL?

Bill--
Have you ever seen William Steig's book--C D B?
Mary Anne
++++++++++++++

From: "Donna Baker" <baker@sprint.ca>
Subject: Re: [mosaic] Re:DRA
Date: Tue, 14 Oct 2003 06:06:19 -0400

Do you think you could post the retelling rubric, for us non - DRA'ers?
Donna
+++++++++++++++

Date: Tue, 14 Oct 2003 03:20:19 -0700 (PDT)
From: Kerry McDonald <mcdonaldatstrath@yahoo.com>
Subject: Re: [mosaic] text-to-text

Hi there:

sorry to ask this question again, but somebody posted a good book to use
with The Tenth Good Thing About Barney, something about a Badger... I wrote
it down somewhere, and it is gone, gone,gone.

Can you please repost??

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

From: Creecher12@aol.com
Date: Tue, 14 Oct 2003 06:48:59 EDT
Subject: Re: [mosaic] Re:DRA

In a message dated 10/14/03 6:03:57 AM Eastern Daylight Time,
baker@sprint.ca
writes:

> Do you think you could post the retelling rubric, for us non - DRA'ers?

Donna,
I think the retelling rubric which has I think 24 points, is something I
have
some major problems with, that I would say really pertain to this list.
Like,
how much of comprehension is memorization? How much of comprehension is
writing ability?
In the DRA for the upper grades, the students WRITE out their summary,
reflections, connections, etc. Also what the DRA does now, is list the
important
envents in the book and the teacher is to check them off as the student does
the
oral retelling.
Has anyone here ever tried to do it?
I had a professor read a story to us, and then I had to do an oral retell as
she checked things off. It was difficult. And it was a children's story. Not
something at my own reading level.
The other thing that bothers me is that teachers, districts, and STATES are
using the DRA to make highstakes decisions about kids and it is pretty
subjective.

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

From: Creecher12@aol.com
Date: Tue, 14 Oct 2003 07:05:30 EDT
Subject: Re: [mosaic] Re:DRA PS

I also think many of the stories are poorly written and not at all
interesting to most children.
So I guess when/if you try doing this with a colleague, do it on a lousy
book
that you aren't interested in.

Nancy
++++++++++++++

From: CAAstle@aol.com
Date: Tue, 14 Oct 2003 07:29:24 EDT
Subject: Re: [mosaic] deeper connections

Ginger, The pages from Debbie's books are page 62 and 63. It talks about
how they hold the connections inside their heads and then gather in groups
of
four with a big piece of paper. They gather, talk about the connections and
record their MOST IMPORTANT one using pictures or words. Carolyn
++++++++++++++

Date: Tue, 14 Oct 2003 07:21:42 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Re:DRA

It is in the kit--copyrighted material, so cannot be posted.

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

Date: Tue, 14 Oct 2003 07:23:56 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Re:DRA

W had a very shy child who asked to retell in writing--so, guess what?
We cannot modify the test at all, according to district procedure, so I
was told not to allow it. I let her practice retelling this way and we
raised her scores, but not as significantly as if she had been allowed
to write.

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

Date: Tue, 14 Oct 2003 05:48:35 -0700 (PDT)
From: Fanny Montan <ltrocha99@yahoo.com>
Subject: Re: [mosaic] Anyone in Tx?

Does anybody have an expert opinion about Tejas LEE
inventory? Please share.
Thanks for your help
F. Montan
+++++++++++++++

Date: Tue, 14 Oct 2003 06:14:30 -0700
From: Tandy Gunn <tgunn@island.net>
Subject: [mosaic] misinformed schema - Facts ON Target

At 03:27 AM 10/14/2003 +0000, you wrote:
>
>I also had trouble when I used the KWL with older kids to introduce a unit.
>They often told me things they knew that I knew were misunderstandings. I
>hated to stifle the flow at this level so I altered the chart slightly and
>renamed the K-knowledge.

This is why I now use the Facts ON Target strategy. There are 2 columns -
"O"ld and "N"ew. Students brainstorm what facts they think they know
previous to a unit - goes in the old column. As you introduce new
concepts, they go in the new column. There are also columns labelled +/-:
these are for examining the veracity of facts. If a fact (old or new) is
supported by evidence (either read or viewed) then a + is put beside that
fact. If a fact is refuted (and the veracity of the source is verified)
then a - is put beside that fact. I love this strategy. Even with little
guys, for example, I was starting a unit on bears. One "old" fact the
students stated was that all bears hibernate. I simply made sure in my
unit to dispell this by reading a book about polar bears which do not
hibernate...

I hope that makes sense! There is a sample of a Facts ON Target from at
the link http://www.time4teachers.com/Samples/LanguageArts.htm

Have fun,

Tandy
===================================================================
Tandy Gunn
http://www.time4teachers.com
+++++++++++++

From: MEHitzel@aol.com
Date: Tue, 14 Oct 2003 09:30:32 EDT
Subject: Re: [mosaic] tenth good thing

Kerry,

The title of the book is Badger's Parting Gifts. I ordered it for $2.99
from
one of the discount sellers on the Amazon.com site. Of course the shipping
was more than the price of the book! From what I read on the site, it does
seem like it would be a good match.

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

Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Tue, 14 Oct 2003 11:33:03 -0500
From: "Zuffante, Dawn" <dzuffante@cassd63.org>

Everyone can be right if they are using the proper materials for the
students who need them at the time...I don't think there is a "one size
fits all approach" -- except for balanced literacy when it is done well.

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

Subject: RE: [mosaic] Debbie Miller songs
Date: Tue, 14 Oct 2003 11:49:42 -0500
From: "Zuffante, Dawn" <dzuffante@cassd63.org>

Michael Ford's book, Reaching Readers, published by Heinemann, has some
on pages 125 and 126.

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

From: Teachinsue@aol.com
Date: Tue, 14 Oct 2003 16:42:08 EDT
Subject: Re: [mosaic] text-to-text

Thetext match for The Tenth Good Thing About Barney

is Badger's Parting Gifts.

Ithink that's what you were looking for-
Susan
++++++++++++++

From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] Portable living room?
Date: Tue, 14 Oct 2003 18:09:44 -0400

Lynn: Can you tell me more about the phonetic ears--pvc piping???

Thanks,
Loretta (NYC-3rd gr and RR)
+++++++++++++

Date: Tue, 14 Oct 2003 17:15:46 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: [mosaic] whisper ma phones

Can I help? They are constructed with two elbow joints and a very short
piece of PVC pipe--to resmeble a phone. When a child reads into the
phone, they are able to hear their own voices quite clearly. They have
been helpful to me for children struggling to find their 'whisper
voices' as they real aloud. They are just the 'gimmick' to get some our
reluctant readers going.

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

From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] whisper ma phones
Date: Tue, 14 Oct 2003 18:20:12 -0400

Thank you Lori: I really don't know what elbow joints are or pvc pipes? =
Where do you get them?
Thanks,
Loretta
++++++++++++++++

Date: Tue, 14 Oct 2003 17:27:46 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: [mosaic] Reading Across Genre/200th Day

Tomorrow will be our 200th day together in our looping classroom. Today
we began a special reading project related to our 200th day. In an
effort to celebrate our reading abilities and encourage my kids to try
some new genres, I created a huge (nearly 16 feet long) graph in our
hallway showing eight different genres (realistic fiction, fantasy,
historic fiction, mystery, biography, informational text, how-to and
poetry). I set up eight reading stations, one per genre, with carefully
selected books representing a wide variety of reading levels. For
poetry, they could read a poem from one of our many books. The kids
were given a simple form--a book (to color later) and a space to record
their name, title, author and genre. There were four to a sheet and I
asked that they try four different gernes. For one hour this moring, my
second graders read and read and read! The only rule was that there
could be only four people at any one genre station and they needed to
try four different genres. The conversations were great and I felt they
were really trying new genres and getting a feel for different types of
reading. One little girl--one of my brightest and most enthusiastic
readers-- stopped me to say, "I've been looking at these books and they
all tell you how to do something. Like this one is how to wash a dog
and that one is how to bake a cake! " Then she picked up the sign on
the table, which read 'How-To" and exclaimed "Duh!", hitting herself
dramtically in the head. One little boy gave me quite a lecture on
George Washington and another little girl, who brought her grandma back
to school to pick up her school pictures, had told her grandmother all
about Helen Keller. She was very impressed with her accomplishments, her
grandmother relating this comment, "And can you, believe it? She
couldn't even hear or see!" Today my 21 present read 80 books. At the
end of the day, we convened in the hallway to look at our graph, to list
the books we had read and to give kids a chance to tell about some of
the books they had tried, to talk about new genres and to celebrate our
ability to read across genre. Our goal is to read 200 books in 2
days--we have 120 to go and the kids are very excited. Incidentally,
Informational Text and Fantasy are currently tied as most popular
genres!

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

Date: Tue, 14 Oct 2003 17:29:32 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] whisper ma phones

Plastic plumbing pipes--try a Menards, Lowes, Home Depot--that sort of
place. The straight pipe needs to be cut, so get chummy with somebody
with a table saw. The elbow joints are 90 degree corner pieces.

Lori

PS Blessed are those with no remodeling experience. :-)
+++++++++++++++

Date: Tue, 14 Oct 2003 20:00:55 -0400
From: Foltz Family <foltz@sacoriver.net>
Subject: Re: [mosaic] whisper ma phones

I have directions at my site on this page:
http://myschoolonline.com/folder/0,1872,24337-192576-27-4215,00.html

There is also a link on this page for another type.
Dolores
++++++++++++++++

From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] whisper ma phones
Date: Tue, 14 Oct 2003 20:15:44 -0400

Wow, thank you very much. I am VERY impressed with your web site. It's =
fabulous.
Loretta (NYC)
+++++++++++++++++

From: "Ted and Lee Johnson" <tlmkjohnson@comcast.net>
Subject: Re: [mosaic] whisper ma phones
Date: Tue, 14 Oct 2003 20:12:21 -0700

You can use two 90 degree 1/2 inch pvc pipe fittings. Should cost around
$1.50 per phone. I teach 5th grade and I always use them for editing
writing. Kids catch tons of mistakes with them. Plus, it is pretty
incredible to hear a class of 20 students all reading "aloud" at the same
time and you can still hear yourself think!!!!

Lee/5
+++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: RE: [mosaic] Reading Across Genre/200th Day
Date: Tue, 14 Oct 2003 19:31:28 -0500

Lori,

I love it! Do you mind if I spin off of your idea? I can see great
potential for my sixth graders with this genre extravaganza! I really
like your catchy title, too. I am not sure how I will handle the longer
texts that we have in 6th (some reading Potter books top over 800
pages). I really like the idea of the graph. Thinking out loud - maybe
I could have a "permanent" graph displayed and we can add to the graph
after each student finishes a book. This could be fun! Thanks for
sparking new ideas.

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

From: Creecher12@aol.com
Date: Tue, 14 Oct 2003 21:02:43 EDT
Subject: [mosaic] Whisper Phones

<A HREF="http://www.crystalspringsbooks.com/store/">Click here: Crystal
Springs Books - Professional Materials for Educators</A>

You can purchase them already made from Crystal Springs.
They call them phonics phones.

Nancy
++++++++++++++

Date: Tue, 14 Oct 2003 20:15:56 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Reading Across Genre/200th Day

Thanks, Karla. I considered the issue of length, as I have about eight
readers who
can and do pick longer titles.
What I decided was that I wanted to focus on encouraging kids to try
different
genres and get an idea of what some of them look and feel like. So I found
myself
purposefully selecting picture books and shorter texts. Because I also have
a
l;arge group of special needs children with very low reading abilitiies, I
turned
to my guided reading books to salt the stacks so that everyone could find
something
to read. We have a display in our library that is captioned "What do good
readers
do?" and after our closing discussion, we added another bullet to our list.
"Good
readers can read different genres (Types of books)." I feel really driven
with
this issue, as the children in our district struggle to demonstrate ability
consistently across genre.

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

From: Twinkie139@aol.com
Date: Tue, 14 Oct 2003 21:32:27 EDT
Subject: Re: [mosaic] Reading Across Genre/200th Day

Hi Lori,
Yes, I agree. It is a great way to get kids to read different genres. Were
the books ones you already had in your classroom? You must have had to get
a
LOT of books to have a good selection at each station, did they come from
the
school library? How many books did you get for each genre?
Thanks!
Dianne
+++++++++++++++

Date: Tue, 14 Oct 2003 20:59:38 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Reading Across Genre/200th Day

We don't have a school library. I had to turn to my fellow teachers for
mystery (not at all deep, sadly) and historic fiction (managed to come
with about 40 titles). I have been working hard to expand my
biographies, and did use welcome books from my guided reading books to
make sure that my weaker readers could find biographies they could
read. I tried to have at least 25 titles for each station (failed with
mystery--managed 12 books, multiple copies of three books at a level
accessible to most, but I do have lots more chapter mysteries). I have
a great classroom library. Two teachers before me retired from the
classroom and left their generous collections behind, I have more
children's books than I have a right to--but, hey I don't smoke, drink
or do drugs, right? Everyone needs a vice. And I am lucky to work with
a principal who bends over backwards putting book money into our
hands. I limited the numbers of readers at a station to four, so
having at least 25 offered everyone some variety. My kids were quick to
point out that I did not put out all of informational texts--they are
housed in my nonfiction library and tubbed according to broader subjects
like "Flying Animals", "Buildings and Machines", "African Animals" and
the like. For the sake of my sanity, they were limited to these
stations today. I just wanted to whet some appetites and show the kids
that they CAN find books they can read in some of the genres I think
they were finding intimidating.

By the way, do any of you have title suggestions for mysteries in
shorter forms? Could be picture books or even guided reading titles--it
is a genre that I find really helpful to use with kids struggling with
comprehension. The idea of trying to solve the 'who done it' seems to
hook lots of surface readers.

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

From: "Marcia Kellenberger" <mgk59@msn.com>
Subject: [mosaic] To Leah: LONG -- Schema and misconceptions
Date: Tue, 14 Oct 2003 21:47:37 -0500

Leah: In response to your questions about starting out a unit of study =
with the activating schema chart ala Debbie Miller, here are some =
thoughts to consider:

Several teachers from our building just recently went to workshops run =
by Tony Stead (author of It's A Fact -- non-fiction writing, and they =
came back to our building and shared with the rest of us. His focus =
this time was non-fiction reading -- I believe he has a book coming out =
soon, and I would buy anything he writes -- he is always right on =
target.

I digress . . . I'll try to relate to you what Kristin, Judy, and Rita =
related to us:

One of the strategies he taught was to "deconstruct" non-fiction. His =
chart was a modified KWL with three columns: What We Think We Know; =
Yes, We Were Right, and New Information. He worked through the chart by =
introducing a heading in the non-fiction book and asking -- what do we =
think we know? (For primary, it might be the topic in general, such as =
"insects," depending on your purpose.) This is much like the =
"activating schema" portion of Debbie Miller's chart. I think using the =
language "What We Think We Know" in conjunction with "activating schema" =
is very powerful. The students share their knowledge, while the teacher =
writes EACH FACT on a separate post-it note and sticks them in the first =
section of the chart.

>>>From there Tony read one sentence at a time, asking "can we confirm =
anything that we thought we knew" or "is there any new information here =
for us to collect?" Turn and talk to your partner. Then they share =
back WHAT THEIR PARTNER HAD TO SAY.

If they were able to confirm something that they "thought they knew," =
the teacher moves that sticky note to the Yes, We Were Right column. =
Any new facts are added to the New Information section. This continues =
throughout the book. It often takes him TWO WEEKS to work though a =
non-fiction book! This is about slow and methodical!

Here's where we made a few changes: We decided to modify his chart by =
adding a fourth section -- Misconceptions, as explained in Reading With =
Meaning. Whenever we came across information in the text that DISPROVED =
something that "we thought we knew," we moved that sticky note to the =
Misconceptions section. WE called this "fixing up our schema." =
Learning that we sometimes have to "delete" information from our data =
files is an important understanding -- especially at second grade! We =
just worked through a biography of Christopher Columbus -- and we had =
plenty of schema to repair, since we "discovered" that he did not PLAN =
on going to America, that he did NOT sail on the Mayflower, he was NOT a =
Pilgrim, and that he didn't find lots of gold in the new land. Hmmmm. . =
. . What we UNLEARNED was almost as important as what we LEARNED!

Hope this helps!

Marcia/2nd
++++++++++++++++

Date: Tue, 14 Oct 2003 21:23:26 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic]Better than KWL for non-fiction text

To use a KWL chart effectively, one must have more prior knowledge of a
subject then most have unless the class has been studying that subject
somewhat already, so KWL charts were never really helpful to me.

I tried to use a KWL chart on a couple of adult subjects for a closer idea
of what it is really like for our students and the fact is the KWL chart
only showed me how little I know. The less you know about a subject the
less apt you are to ask questions which makes the K column and the W column
weak in its use. So consequently, when I saw the FQR strategy chart on
Stephanie Harvey's video tapes, I felt the KWL waned in comparison.

As the student(s) read the fact, they record it in the F=column, and right
then if the fact leads them to wonder about something, they go over to the Q
column and record their question or if the fact really awes them, they go
over to the R=response column and record their reaction to the fact. When
one is finished, you have a great record of facts read for review and
summary, plus responses which add great "voice" to a summary and a guide to
further research on that subject. I love the way this turned out and the
sharing on Stephanie's tape number 3. Check it out if you are not satisfied
with your KWL strategy. Also you can find more about this in Non-Fiction
Matters by Harvey.
Nelle
++++++++++++++

Date: Tue, 14 Oct 2003 21:58:55 -0700
From: Carol Lau <cllc@comcast.net>
Subject: Re: [mosaic] Re:DRA

I like the rubric. I'll try to remember to bring a copy home and scan it
for the rest of you to look at and discuss. Carol
+++++++++++++++

From: "mary bettez" <rid23598@ride.ri.net>
Subject: Re: [mosaic] Reading Across Genre/200th Day
Date: Wed, 15 Oct 2003 04:07:44 -0400

I have used whisper phones for self-editing at the middle level. The
students love them and it encourages their rereading their pieces aloud.
(Home Depot has the exact size pieces--not cutting necessary:)
Mary Bettez
++++++++++++++++

From: Surfermom123@aol.com
Date: Wed, 15 Oct 2003 05:24:30 EDT
Subject: Re: [mosaic]Better than KWL for non-fiction text

I love this idea (FQR). I was never enthused about the KWL either. I'm new
to this site and absolutely love it. Does anyone have any successful tips
on
finding the main idea?

Thank you! Gail from Fl.
++++++++++++++

From: Creecher12@aol.com
Date: Wed, 15 Oct 2003 06:47:45 EDT
Subject: [mosaic] New After School Job ( cross posting)

Yesterday, I met with the curriculum director about at after school
pilot program starting next week. I'll have 10 borderline (close to being
able
to pass the MEAP) 4th graders, two nights a week after school, for 10 weeks
starting next week. They will be two hour sessions in another elementary
building, so I won't know the students at all. I'm thinking of doing
retrospective
miscue and some test taking skills. The first day I'm thinking I'm going to
write a letter to them about myself as a reader ( Thank you Martha) and ask
them to write one back to me, and get them started on how to do miscue. Does
anyone have any other good ideas? I asked for a writing sample and I will
get a
DRA score from their teacher.

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

From: Mlredcon@aol.com
Date: Wed, 15 Oct 2003 06:50:56 EDT
Subject: [mosaic] FQR What is it?

What is FQR?
Maxine
++++++++++++++++

Date: Wed, 15 Oct 2003 06:52:41 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] New After School Job ( cross posting)

Nancy are you doing profundity with these kids? That is one of the
strategies that helps kids pass the MEAP
++++++++++++++++

Date: Wed, 15 Oct 2003 06:20:30 -0500
Subject: Re: [mosaic] Reading Across Genre/200th Day
From: Datsauer <datsauer@chartermi.net>

Lori - where are you that you don't have a school library? Is that common
for teachers on this list? Debbie in Duluth
++++++++++++++++

From: Creecher12@aol.com
Date: Wed, 15 Oct 2003 07:20:01 EDT
Subject: Re: [mosaic] New After School Job ( cross posting)
In a message dated 10/15/03 6:54:48 AM Eastern Daylight Time,
d-smith@cybersol.com writes:

> Nancy are you doing profundity with these kids? That is one of the
> strategies that helps kids pass the MEAP

That is a great idea! I did it yesterday with my own class with the book
Trumpet of the Swan and they did a terrific job. The conversations they had
in
their groups were very mature for second and third graders!

Nancy
+++++++++++++++

Date: Wed, 15 Oct 2003 06:41:13 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] New After School Job ( cross posting)

What is profundity?

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

Date: Wed, 15 Oct 2003 06:46:15 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Reading Across Genre/200th Day

We are on the Rosebud Reservation (public school), South Central South
Dakota. The
reasons we have no library are trifold--primarily--NO SPACE whatsoever for a
library, NO FUNDING (and we are facing more and more cuts) for personnel,
and no
outraged, parental demand for a library. When I say my class library is
rich, I am
not kidding. I own thousands of books myself, in addition to those left
behind and
my principal seems to be able to manufacture money to spend on books. She
is
amazingly supportive of us. However, the availability of books from room to
room
varies tremendously. Teachers come and go, so do books--including some
which may
not have been theirs to take. Some of our schools have libraries--remember,
it is
a space issue and we are very crowded--no room for music our counseling
classrooms
(they travel from room to room)--but none of the libraries are exemplarary.

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

Subject: [mosaic] help
Date: Wed, 15 Oct 2003 09:00:35 -0400
From: "Byrom, Cherie" <cbyrom@hcbe.net>

HELP! I think I deleted an email and I need a website back please. A
few days ago I linked to a website that has an article about miscue
analysis from Yetta Goodman. Somehow I must have deleted the email and
my copy didn't print very well. Please resend that sight. The article
came from Primary Voices K-6.Thanks.
+++++++++++++++

Subject: RE: [mosaic] Reading Across Genre/200th Day
Date: Wed, 15 Oct 2003 08:42:14 -0500
From: "Zuffante, Dawn" <dzuffante@cassd63.org>

Lori,

Try the Clue Jr. books, from Scholastic. They are chapter books, but
each one has 8 mini mysteries or so, so they can be read individually in
a short period of time.

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

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] New After School Job ( cross posting)
Date: Wed, 15 Oct 2003 09:36:23 -0400

Nancy,
We are having a consultant come in and train our intervention teachers =
at our school. He has developed 3 different lesson plans, based on =
Reading Recovery & Book Buddies, with more words work for lower kids.

The first plan is for Emergent readers (of any age). Those kids who =
can't seem to decode words. We are making a pattern word wall (-ake =
words, -ide words, etc) by vowel sounds and working with the kids to use =
patterns to help them decode. Then they read decodable texts that =
incorporate these patterns.

The second plan is for nonautomatic readers. Kids who are sounding out =
words, but reading in a slow, choppy manner. There is some words work =
(as above) but it doesn't last as long. In addition, the kids are =
reading a little more connected text and working to build fluency =
through Oral Recitation Lessons and repeated readings.

The third plan is for kids who are poor comprehenders. These kids get =
a tiny bit of words work (mostly related to decoding mulitsyllabic =
words) and then read more difficult text, focusing on comprehension =
strategies (like in Reciprocal Teaching) or completing story maps.

So for our 4th graders, we determined which group they were in and =
then applied the appropriate lessons.

Hope this helps!
Cece
++++++++++++++

From: MEHitzel@aol.com
Date: Wed, 15 Oct 2003 10:08:09 EDT
Subject: Re: [mosaic] New After School Job ( cross posting)

In a message dated 10/15/2003 4:20:52 AM US Mountain Standard Time,
Creecher12@aol.com writes:

> Nancy are you doing profundity with these kids?

What is profundity?

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

Subject: RE: [mosaic] New After School Job ( cross posting)
Date: Wed, 15 Oct 2003 09:35:20 -0500
From: "Joy Scurlock" <joys@wcs.edu>

Wow, would you be willing to share those lesson plans??

Joy
++++++++++++++

Date: Wed, 15 Oct 2003 09:43:11 -0500
From: "Suzanne Goebert" <sgoebert@waupun.k12.wi.us>
Subject: Re: [mosaic] whisper ma phones

I just used 2 elbow joints and that works fine. You can find these pieces =
in the plumbing section at Lowe's, Menards, Home Depot. You can also buy =
them I believe from the Crystal spring catalog.

I used them with 2nd and 3rd grade. We read our poetry and use them when =
we are self editing a piece of writing.
The kids keep the in a zip loc bag in thier desk. At the end of the year =
I take them home and run them through the dish washer and they are ready =
for the next class.
Suzanne
+++++++++++++++++

From: "Cathy" <cgage@gwi.net>
Subject: Re: [mosaic] Reading Across Genre/200th Day SHORT MYSTERIES
Date: Wed, 15 Oct 2003 16:32:14 -0400

There is a website with short mysteries. I think you can access past
mysteries, and probably cut and paste (with citing) to print for your kids.
The website is www.mysterynet.com
++++++++++++++++

Subject: RE: [mosaic] Reading Across Genre/200th Day SHORT MYSTERIES
Date: Wed, 15 Oct 2003 16:42:42 -0400
From: "Byrom, Cherie" <cbyrom@hcbe.net>

Well I grew up on Encyclopedia Brown and in the past I've tried to get
my boys interested in those. In my classroom, I use the Cam Jamsen,
Young Cam Jamsen, and Nate the Great.
+++++++++++++++

Date: Wed, 15 Oct 2003 17:00:49 -0500
Subject: Re: [mosaic] Reading Across Genre/200th Day
From: Datsauer <datsauer@chartermi.net>

Thanks for the information. I'm sure your students benefit enormously from
your classroom library. I asked because I know that some schools in
California have no libraries, largely due to crowding problems, and Richard
Allington cites school libraries as a mostly unconsidered factor in
declining literacy rates in California. I'm still wondering how many of our
list teachers are in this situation. Debbie in Duluth
+++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: RE: [mosaic] School Library
Date: Wed, 15 Oct 2003 17:59:25 -0500

Debbie,

I work in central Illinois at a rural school. We do not have a library.
Each classroom teacher is responsible for stocking their rooms.
Luckily, I am a book nut (though my pocketbook doesn't agree) and
continue to build upon my inventory. I have installed gutters around
the room to display books, plus I have many book shelves and genre
labeled tubs. In addition to this, the school has purchased some books
that are housed in a bookshelf that sits in the hallway. No one polices
this shelf, so it is a mess and generally ends up looking much smaller
as the year progresses. We do, however, have a small local library
about two blocks away that we can visit when the weather is nice enough
to walk. The last district I worked in, also central IL, was the same
way. Rarely to rural, elementary schools have the funds to establish an
in-house library, let alone one that will be staffed by a librarian.
That seems to be where the corners are cut when it comes to budgeting.

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

Date: Wed, 15 Oct 2003 19:06:30 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Reading Across Genre/200th Day SHORT MYSTERIES

I don't know anything about the Young Cam Jensens--are the reading levels
easier?

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

Date: Wed, 15 Oct 2003 17:13:52 -0700
Subject: Re: [mosaic] Profundity
From: Veronica Leigh Whitehead <pisces1975@earthlink.net>

I wondered what it was too and since no one was answering the question, I
looked it up. This is what dictionary.com had to say...

pro=B7fun=B7di=B7ty =A0=A0 (=A0P=A0)=A0=A0Pronunciation Key=A0=A0(pr-fnd-t,
pr-)
n. pl. pro=B7fun=B7di=B7ties

1. Great depth.
2. Depth of intellect, feeling, or meaning.
3. Something profound or abstruse.
++++++++++++++++

Date: Wed, 15 Oct 2003 19:22:08 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Profundity

Still haven't a clue what that would look like in a classroom...
Lori
++++++++++++++++

From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] Reading Across Genre/200th Day
Date: Wed, 15 Oct 2003 20:43:05 -0400

Dawn: What level are the Clue Jr. books. They sound fabulous.
Thanks,
Loretta
+++++++++++++++

From: Creecher12@aol.com
Date: Wed, 15 Oct 2003 20:58:56 EDT
Subject: Re: [mosaic] Profundity

Profundity is a way to help children get to "great depth" or the=20
"universal truth" in their reading. It originated in a book a long time
ago=20=
called,=20
How to Read a Book by Mortimer Adler and is based on a profundity scale
that=
=20
explains different planes of understanding; the moral, philosophical,=20
physical, mental and psychological. It also helps children get to theme.
I'v=
e only=20
used it a few times in my classroom and my stuff is at school. I was
trained=
how=20
to do it by Jeff Beal. It is a little hard to explain without the graphic=20
organizer but it goes something like this. I have the kids in groups (I
hav=
e=20
tables so I just do it by tables), pick an important character in the
story.=
Then=20
they select three actions of the character. They decide why the character
di=
d=20
each of the three actions. Then they discuss what was in it for the
characte=
r,=20
to get to the theme. They then decide the best way to apply it to their
own=20
lives. They do all this on chart paper using different shapes and colored=20
markers.=20
I think that is it in a nut shell. Jeff was working on a book about it,
bu=
t=20
I don't know what stage it is in. If anyone is really interested I can
ask=20
him if he will post a better explanation for the listserv.=20

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

From: CNJPALMER@aol.com
Date: Wed, 15 Oct 2003 21:12:59 EDT
Subject: Re: [mosaic] Profundity

In a message dated 10/15/2003 9:08:30 PM Eastern Standard Time,
Creecher12@aol.com writes:

Profundity is a way to help children get to "great depth" or the
"universal truth" in their reading. It originated in a book a long time ago
called,
How to Read a Book by Mortimer Adler and is based on a profundity scale that
explains different planes of understanding; the moral, philosophical,
physical, mental and psychological. It also helps children get to theme.
I've only
used it a few times in my classroom and my stuff is at school. I was trained
how
to do it by Jeff Beal. It is a little hard to explain without the graphic
organizer but it goes something like this. I have the kids in groups (I
have
tables so I just do it by tables), pick an important character in the story.
Then
they select three actions of the character. They decide why the character
did
each of the three actions. Then they discuss what was in it for the
character,
to get to the theme. They then decide the best way to apply it to their own
lives. They do all this on chart paper using different shapes and colored
markers.
I think that is it in a nut shell. Jeff was working on a book about it,
but
I don't know what stage it is in. If anyone is really interested I can ask
him if he will post a better explanation for the listserv.

Nancy Creech
I, for one, would like to know more!
Jennifer
Maryland
+++++++++++++++

From: "Barbara" <baguzman@mchsi.com>
Subject: Re: [mosaic] To Leah: LONG -- Schema and misconceptions
Date: Wed, 15 Oct 2003 20:10:20 -0500

Marcia, exactly which book about Christopher Columbus did you use. And =
when you were talking about Tony Stead's lesson--You mean he read each =
sentence in the book, one at a time? I think this would work better if =
just one section of the book was read at a time, rather than one =
sentence at a time.
+++++++++++++++

Date: Wed, 15 Oct 2003 22:03:47 -0400
From: "KAREN VOLK" <volkk@bcschools.net>
Subject: Re: [mosaic] Profundity

We have used profundity in our district for a couple of years now. It
is a great way getting students to dig deeper into a story and get
beyond the literal level. It is very difficult to explain without a
graphic organizer and the best way to learn it is by doing it. You
can't use just any story either. You have to pick a story where there is
a theme/lesson learned the students can uncover.

After reading the text to the students there are five planes that you
take students through or eventually students can chart themselves. Each
has a specific question and involves different MOT strategies.

The first plane is called the physical plane. The physical plane
involves the literal part of the story. It consists of characters,
setting, problem, events/actions of characters and resolution.

The second plane is called the mental plane. The question here is "Why
did the character act this way?"

The third plane is called the moral plane. The question at this plane
is " Was it right or wrong for the character to act this way?" In our
district we say "Do you agree or disgree with the action of the
characters? Why/Why not?"

The fourth plane is called the psychological plane. The question in
this plane is "What did the character get from his/her actions or acting
this way?"

The fifth plane is called the philosophical plane. The question in this
plane is "What was the lesson learned from this story?"

At the end we ask "How can you use the lesson learned in your own life?"

Each question builds from the particular action of the character
selected in the physical plane. To introduce it we usually start with
one action and then eventually go to three.

Stories that work the best are Elmer, Ole' Henry, My Rotten Red Headed
Older Brother, The Empty Pot, Stand Tall Molly Lou Melon, Giraffes Can't
Dance, Uncle Jed's Barbershop, and really anything with a theme or
lesson learned.

Two weeks ago at MLPP Training for Grades 4/5 we were introduced to the
expository profundity for use with expository text. I was very
impressed and can't wait to try it with kids.

Unfortunately it is very difficult to explain the profundity scale
without the graphic organizers that go with. I would recommend going to
our new Language Arts Curriculum and scroll down to I believe
instructional resources. In instructional resources I believe you will
find the graphic organizer on page 5. The website is www.baisd.net.
Click on services and you will see Language Arts Curriculum on the side.
Scroll past the three strands until you get to resources. You will
find it there.

The best way to learn the profundity scale is by doing it. But
hopefully this is some help for those of you who would like to know
more. We have had great success with it in our district and it really
gets kids at all grade levels to get to the heart of the story and use
evidence from the text to prove it.

Hope this helps,
Karen
++++++++++++++

Date: Wed, 15 Oct 2003 19:05:41 -0700
Subject: Re: [mosaic] Reading Across Genre/200th Day
From: "Janet Holbrook" <jmholbrook@earthlink.net>

I've taught in two different California school districts. All schools in
both districts had libraries and varying levels of support from a
credentialed librarian. The biggest issue has always been money to buy new
books. The state funds very little in this category. Most of new books
have come though our Adopt-a-Book program.
+++++++++++++++++

Date: Tue, 14 Oct 2003 20:35:57 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] Facts ON Target

This is great -- thank you! I never did like the KWL chart and I
know I'm going to use this one. I like the "on target" concept. I'd
never heard of it before.

Katharine/1st/N.California
+++++++++++++

Date: Wed, 15 Oct 2003 19:46:48 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: [mosaic] FQR is Fact, Question, response

Mary Smith <mereadmore@yahoo.com> wrote:To use a KWL chart effectively, one
must have more prior knowledge of a subject then most have unless the class
has been studying that subject somewhat already, so KWL charts were never
really helpful to me.

Date: Wed, 15 Oct 2003 19:55:22 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: [mosaic] FQR is Fact, Question, Reponse for nonfiction text

Someone today ask what FQR was. I tried to explain below that it is a three
column organization handout modeled by teachers as the class uses the same
non-fiction text and then the kids "Have At It" in a gradual release of
responsibility either in small groups, pairs, or individually. The result
of the handout are then used to summarize what was learned about a new
topic, any questions still lingering, and with the responses to the facts
infused, the summary makes for an interesting paper that is individualized
through the voice of the reader/writer. Read more about it in Non-Fiction
Matters and Strategies That Work Video Tapes #3. Give it a try. The kids
will love sharing them. A little more explanation below.

From: "Kathy" <teach@willinet.net>
Subject: Re: [mosaic] Profundity
Date: Wed, 15 Oct 2003 22:08:16 -0500

This sounds very interesting. I'm working with a school who's main focus
this year is "questioning". Profundity sounds like it would be a nice match.
I'm interested in the expository level also. Besides the curriculum website
mention, do you know of other sources I could get my hands on? (websites,
books, journal articles???) Do you know what type of research is behind this
model? Is it research based or scientifically research based????

Thanks,

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

Date: Wed, 15 Oct 2003 23:20:59 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] Profundity

I will send a bunch of info over the weekend. I meant to send my
question directly to Nancy. Sorry! deb
++++++++++++++

From: "Teresa /AR" <Kidruler@hotmail.com>
Subject: Re: [mosaic] Profundity
Date: Wed, 15 Oct 2003 22:46:45 -0500

I would love to have info on profundity.
++++++++++++++++

From: JATShaw@aol.com
Date: Thu, 16 Oct 2003 00:14:45 EDT
Subject: Re: [mosaic] Book Source Ideas

We have had a lot of success getting books through book drives...Girl
Scouts,
high school students doing their community service requirement, etc....one
little girl (at least when she first started, now she's in 7th grade) asked
for
only books at her birthday party and donated all of them. This must be the
5th
or 6th year she's done this! We give over 4000 of these books away annually
through our bookroom at DSHS to their clients. Books do not have to be new;
all we ask is that the donated books be "gently used." Some local
businesses
have also collected books for us. Various Rotary groups have donated books
as
well instead of giving cups or other "trinkets" to their members or guest
speakers, they donate books to our agency library...and we affix labels in
the
books received noting who donated them. Once the word gets out, it's
surprising
how many folks will help out.

When my daughter was young, her school encouraged children to donate a book
to the library on their birthdays...again a label was included; that really
made the kids feel part of the library.

We have also rec'd grants to help with acquisitions for our agency...seems
like just today I read about $ being available through RIF.

Maybe others have more ideas? Judy S
++++++++++++++++

From: Creecher12@aol.com
Date: Thu, 16 Oct 2003 06:25:22 EDT
Subject: Re: [mosaic] Profundity

In a message dated 10/15/03 10:09:16 PM Eastern Daylight Time,
volkk@bcschools.net writes:

> You
> can't use just any story either. You have to pick a story where there is
> a theme/lesson learned the students can uncover.
>

Actually, I think it is easier to do with a strong theme, but you can do it
with any book, including informational books. It is just different.

I've asked Jeff if he can sign on the listserv or if he will answer our
questions if I forward them. I'll let you know.

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

Date: Thu, 16 Oct 2003 06:39:16 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Reading Across Genre/200th Day

I believe the issues Stephen Krashen raises with regards to libraries in
California
relate more to availability, quality and quantity of books. He says
research
suggest that 30 titles per child should be the goal of a wells stocked
library.
There are definately differences in availability of books for children in
low
income schools. A library is far more than a building and a meager
collection of
books, I believe is the point to be made.

To further our own problem, there is no public library and the libraries in
neighboring counties (30 miles and 45 miles respectively) both charge fee
for use
for non-residents. Families here are often without funds, many without
cars--accessabiility is an issue.

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

Subject: RE: [mosaic] Profundity
Date: Thu, 16 Oct 2003 07:18:54 -0500
From: <Deb.Sturdevant@k12.sd.us>

Please ask him Nancy. Is there any way we can get the graphic
organizer? This sounds interesting. Deb
+++++++++++++

Subject: RE: [mosaic] Reading Across Genre/200th Day
Date: Thu, 16 Oct 2003 08:44:10 -0500
From: "Zuffante, Dawn" <dzuffante@cassd63.org>

Loretta,

The Clue Jr. books are Level O. We use them with our 3rd and 4th
graders.

I should have also mentioned the Jigsaw Jones Mysteries by James
Preller, which are Level N. According to Scholastic, they are 2.0
reading level.

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

From: kimnoble@comcast.net
Subject: Re: [mosaic] need help for workshop
Date: Thu, 16 Oct 2003 15:24:54 +0000

Hi all!
I have to admit something off the bat- I am a lurker who takes all of your
great ideas and use it for my job as a Reading Staff Developer in a county
near Philadelphia. In fact, Ginger's graduate course journal has been my
bible as I'm creating an all-day workshop on comprehension strategies for
Nov. 4th. I have a powerpoint (which I will gladly share once I have typed
the Notes pages in), but now I need great book ideas for introducing each
strategy.

Here's what I have so far:
T-S The Pain and the Great One (I'm a pain younger sibling)
T-T The Pain and the Great One and My Rotten Red-Headed Brother (so I don't
waste time reading an extra book)
T-W The Great Kapok Tree
Inference No, David!
Prediction Suddenly!
Questioning The Stranger
Visualizing Charlotte's Web excerpt
Determining Importance Magic School Bus

I need ideas for the rest of the strategies:
Fix-Up
Metacognition
Synthesis

I need specific words that I would use to think aloud these books. I
understand each of these concepts, but not how I think about them when
reading a book. Thank you in advance. I look forward to hearing your ideas.
Kim in Philly
+++++++++++++

Subject: RE: [mosaic] need help for workshop
Date: Thu, 16 Oct 2003 11:39:36 -0400
From: "Byrom, Cherie" <cbyrom@hcbe.net>

I've used The Stranger for synthesizing--I like the way it's really not
what you think it is and how you can formulate an idea and watch it
change.
If you've seen the Debbie Miller videos from the Strategy In Action
tapes that accompany the book, you'll see and hear the language that she
uses while doing her think-alouds. She stops throughout the reading and
makes statements like "I wonder, I'm wondering, I'm thinking, I'm
inferring". I've found that using this language and getting the kids to
repeat it and use it their oral and written responses is helpful.
Try reading The Lotus Seed and Yanni Rubbish. See if these two spark
any ideas.
+++++++++++++

Date: Fri, 17 Oct 2003 00:22:34 -0400
From: Jean McLear <dkbdjmclear@MDECA.ORG>
Subject: Re: [mosaic] need help for workshop

Dear Kim,

I have used Molly Bannaky by Alice McGill and it is great for
questioning. Molly comes to America as an indentured servant,
becomes free and begins a tobacco farm. She eventually buys a slave
to help her on her farm. I have used this with adults a lot and each
time I am amazed at the questioning and deep comprehension that
occurs. The pictures are big enough to see across a room.

I ask adults to list questions as I am reading. I usually ask for a
volunteer to write these questions on chart paper and then we ask if
the answer was addressed in the story. Was it right there? Did we
have to think about the answer? Was it not answered at all?

I also like Gleam an Glow by Eve Bunting for inference. This is a
story about people leaving their home because of war, but it is not
specific about what people and what war.

Another book good for inference is No Mirrors in my Nana's House by
Ysaye M. Branwell. It comes with a CD and is sung by Sweet Honey and
the Rock. It has very limited text, but it is fun to make inferences
as to why there are no mirrors in Nana's house. Inferences can be
made on many levels. This is a great book for our rural Ohio
students for a variety of reasons. It is easy to see the pictures
from afar as well.

I think it is good to use books that teachers will use with the age
group they are teaching, but equally important to use books with
adult content that puts the workshop participants in the same
situation as the children.

I love this site. The teachers here have helped me help a lot of
teachers in our school districts.

Jean
++++++++++++++++

From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: [mosaic] new to this
Date: Thu, 16 Oct 2003 15:25:47 -0400

Hi! I accidently stumbled across this listserv the other day and was
thrilled!! I read MOT, STW and RWM at the end of last school year and felt
like I had been missing the big picture for so long. This is my 5th year of
teaching and for the first 4 years I pretty much muddled my way through the
basal series. I also took an online grad course for MOT. However, I'm the
only one in my school that has read these books and is using the strategies.
I am using the reading workshop format as presented in Fountas and
Pinnell. I focus my mini-lesson on the strategies presented from MOT, STW
and RWM. I love this "new" approach but I can't help but feel a little
frustrated. My kids are making the connections...yes, I have a few that are
still making very irrelevant ones...but I'm having a hard time getting the
message across as to why they need to make these connections and how they
use them. I model almost every day. We just moved on to T-T connections
and I used books that have been suggested....I modeled how I could predict
the events based on my schema from other books, etc. But when the kids work
on their own they aren't following through yet. Is this normal?? Am I
expecting too much too soon? I guess I look over what Debbie's 1st graders
can do in RWM and feel frustrated that my 3rd graders aren't working at that
level. Any words of advice??

I am in a teaming room so I am responsible for all the language arts for 45
3rd graders.

Rory/3/MI
+++++++++++++++

From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] new to this
Date: Thu, 16 Oct 2003 18:51:19 -0400

Hi Rory: I'm reading Mosaic of Thought but what is STW and RWM?
Thanks,
Loretta
+++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: RE: [mosaic] new to this
Date: Thu, 16 Oct 2003 18:16:02 -0500

Loretta,

STW stands for Strategies That Work by Stephanie Harvey and Anne
Goudvis. RWM stands for Reading With Meaning by Debbie Miller. Both
are excellent books that you must get if you are serious about strategy
work! I hope this helps.

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

Date: Thu, 16 Oct 2003 06:39:16 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Reading Across Genre/200th Day

I believe the issues Stephen Krashen raises with regards to libraries in
California
relate more to availability, quality and quantity of books. He says
research
suggest that 30 titles per child should be the goal of a wells stocked
library.
There are definately differences in availability of books for children
in low
income schools. A library is far more than a building and a meager
collection of
books, I believe is the point to be made.

To further our own problem, there is no public library and the libraries
in
neighboring counties (30 miles and 45 miles respectively) both charge
fee for use
for non-residents. Families here are often without funds, many without
cars--accessabiility is an issue.

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

Subject: RE: [mosaic] Reading Across Genre/200th Day
Date: Thu, 16 Oct 2003 08:44:10 -0500
From: "Zuffante, Dawn" <dzuffante@cassd63.org>

Loretta,

The Clue Jr. books are Level O. We use them with our 3rd and 4th
graders.

I should have also mentioned the Jigsaw Jones Mysteries by James
Preller, which are Level N. According to Scholastic, they are 2.0
reading level.

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

From: kimnoble@comcast.net
Subject: Re: [mosaic] need help for workshop
Date: Thu, 16 Oct 2003 15:24:54 +0000

Hi all!
I have to admit something off the bat- I am a lurker who takes all of
your great ideas and use it for my job as a Reading Staff Developer in a
county near Philadelphia. In fact, Ginger's graduate course journal has
been my bible as I'm creating an all-day workshop on comprehension
strategies for Nov. 4th. I have a powerpoint (which I will gladly share
once I have typed the Notes pages in), but now I need great book ideas
for introducing each strategy.

Here's what I have so far:
T-S The Pain and the Great One (I'm a pain younger sibling)
T-T The Pain and the Great One and My Rotten Red-Headed Brother (so I
don't waste time reading an extra book)
T-W The Great Kapok Tree
Inference No, David!
Prediction Suddenly!
Questioning The Stranger
Visualizing Charlotte's Web excerpt
Determining Importance Magic School Bus

I need ideas for the rest of the strategies:
Fix-Up
Metacognition
Synthesis

Subject: RE: [mosaic] need help for workshop
Date: Thu, 16 Oct 2003 11:39:36 -0400
From: "Byrom, Cherie" <cbyrom@hcbe.net>

Date: Fri, 17 Oct 2003 00:22:34 -0400
From: Jean McLear <dkbdjmclear@MDECA.ORG>
Subject: Re: [mosaic] need help for workshop

Dear Kim,

I also like Gleam an Glow by Eve Bunting for inference. This is a
story about people leaving their home because of war, but it is not
specific about what people and what war.

I love this site. The teachers here have helped me help a lot of
teachers in our school districts.

Jean
++++++++++++++++

From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: [mosaic] new to this
Date: Thu, 16 Oct 2003 15:25:47 -0400

Hi! I accidently stumbled across this listserv the other day and was
thrilled!! I read MOT, STW and RWM at the end of last school year and
felt
like I had been missing the big picture for so long. This is my 5th
year of
teaching and for the first 4 years I pretty much muddled my way through
the
basal series. I also took an online grad course for MOT. However, I'm
the
only one in my school that has read these books and is using the
strategies.
I am using the reading workshop format as presented in Fountas and
Pinnell. I focus my mini-lesson on the strategies presented from MOT,
STW
and RWM. I love this "new" approach but I can't help but feel a little
frustrated. My kids are making the connections...yes, I have a few that
are
still making very irrelevant ones...but I'm having a hard time getting
the
message across as to why they need to make these connections and how
they
use them. I model almost every day. We just moved on to T-T
connections
and I used books that have been suggested....I modeled how I could
predict
the events based on my schema from other books, etc. But when the kids
work
on their own they aren't following through yet. Is this normal?? Am I
expecting too much too soon? I guess I look over what Debbie's 1st
graders
can do in RWM and feel frustrated that my 3rd graders aren't working at
that
level. Any words of advice??

I am in a teaming room so I am responsible for all the language arts for
45
3rd graders.

Rory/3/MI
+++++++++++++++

From: "Marcia Kellenberger" <mgk59@msn.com>
Subject: [mosaic] Barbara: Tony Stead
Date: Thu, 16 Oct 2003 20:11:26 -0500

Barbara: The biography I used was the Picture Book of Christopher =
Columbus -- not sure if that is EXACTLY the correct title. I think the =
author is Adler. I modeled the strategy through the entire book. We =
then read a simpler text about Christopher Columbus to get more =
information. During this time, it was shared, with the children =
"turning and talking" to come up with new information, confirmations, or =
misconceptions. They did a great job! =20

I believe when Tony modeled it at the workshop, he had a non-fiction =
book with headings. They did the What We Think We Know portion of the =
chart simply by looking at the heading. He then read ONE entire page =
and stopped. At that point, he went back over the same page and =
"deconstructed" the text a line at a time. He did read some sections of =
the text just for enjoyment at the end, but he actually worked through =
the text THAT slowly -- a line at a time. This made the students really =
focus on the dense content in the book.=20

One thing that I forgot to add last time was that at the end of the =
modeling session (he did this with a group of children while modeling in =
front of the teachers -- which is the BEST!), he asked them which parts =
of the chart had information they could include if they were to go off =
and write about the subject. He was very specific in saying that the =
ONLY information they could use was the Yes, We Were Right section and =
the New Information section. (Some of the kids wanted to include the =
info they "knew" was right, but just hadn't been confirmed or denied =
yet.) =20

I hope this helps!

Marcia/2nd
++++++++++++++

Date: Thu, 16 Oct 2003 18:26:21 -0700
Subject: Re: [mosaic] Reading Across Genre/200th Day
From: "Janet Holbrook" <jmholbrook@earthlink.net>

Lori--

How sad to have no access! I loved the library as a child and still go
there as an adult. Is there a bookmobile that could give your students
access to books?

Janet
++++++++++++

Date: Thu, 16 Oct 2003 20:41:09 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Reading Across Genre/200th Day

Nope--no funding. We recently have had books donated--stilling in progress.
The
plan, after sorting through the kind of donations that should have been
round
filed, is to create a mini sort of library--all stuffed into a remodeled,
nonfunctional bathroom and to use a book cart to create a sort of mini
lending
library. It is a small but meaningful step in the right direction. We also
have a
parent, an amazing parent, who had singlehandedly gotten a RIF movement
going. So
the kids will get about four free books this year. But four books for a
voracious
reader--remember that Lays potato chip commercial? Hardly enough to fuel
the
fires.

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

From: "mary bettez" <rid23598@ride.ri.net>
Subject: Re: [mosaic] Profundity
Date: Thu, 16 Oct 2003 21:48:11 -0400

I did a google search (profundity & reading strategies) and found a site
that gave a good explanation with organizer. I tried it today in a 7th
grade class of students grouped heterogeneously. I was absolutely amazed
how well they took to it. We read a very adult piece of text (short story
by John Irving) and they "got it!"
Mary Lou
++++++++++++++++

Date: Thu, 16 Oct 2003 21:04:08 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Profundity

Post the site, please...

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

From: Lkelly46@cs.com
Date: Thu, 16 Oct 2003 22:05:58 EDT
Subject: [mosaic] Need for library

Hi everybody,

Lori, I think we all feel for you. I know that this Cosby Foundation (see
below) is great - one of my colleagues received books from it this fall.
When I
did a google search it came up -as did the one below it (I know nothing
about
that one). Try them! You might be pleasantly surprised!

Good luck. Children need books!

Kelly M
lkelly46@cs.com

Hello Friend/Ennis William Cosby Foundation
<A
HREF="http://www.hellofriend.org/programs/programs.html">http://www.hellofri
end.org/programs/programs.html</A>
The Hello Friend/Ennis William Cosby Foundation was founded by Bill Cosby
and
his wife Camille. Each year, the organization gives away 600 classroom
libraries to under-resourced, mainstream, public school classrooms.
Libri Foundation
<A HREF="http://www.librifoundation.org/">http://www.librifoundation.org</A>
The Libri Foundation annually donates up to $1,050 in new hardcover
children's books to small rural public libraries in the United States. The
foundation
matches contributions from library friends programs 2 to 1.
++++++++++++++

Date: Thu, 16 Oct 2003 19:50:35 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] Rory, new to this

Rory,
I just saw Debbie Miller today in conference in SC. She is really
phenomenal. She has been teaching thirty years and this is her first year
out of the classroom, touring and teaching teachers.

>>>From what I have experienced in the last four years with these strategies
and what Debbie said today, it sounds like to me you are right on track.
Remember, sometimes kids aren't able to articulate their understandings and
when they try it's just hard to get their thinking into words so except what
they say and like Debbie said today,
Scaffold them with words that explain how the strategy helped them. Like,
"Oh, I think I understand what you are trying to say, making this connection
helped you stay focused and engaged in the story because you could feel
somewhat like the character is feeling when he said... That is smart
thinking." After a few of these scaffolds or leads to how the strategy
helps, they will soon parrot what you said, and later will begin to
paraphrase or define how the strategy helped them. Keep, modeling and
scaffolding, they'll soon break out into amazing comments which show deeper
understanding.
Keep the Faith! This is "best practices"!!!!!!!!! I think it is grandiose
that you are such a new teacher and already have this knowledge base which
will help you make informed decisions about what's best for kids in
literacy.
Nelle
mereadmore@yahoo.com
+++++++++++++

Date: Thu, 16 Oct 2003 20:01:15 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] need help for workshop

Kim
Go to readinglady.com, click on comprehension and check out the resources on
all these strategies. She has posters you can download for free with great
prompts, language, for each strategy, Fix-up, Synthesizing. For
metacognition, I would definately sing the song which defines metacognition
and use the files from mosaicteachers yahoo group to search out how teachers
use specific langage to scaffold kids in their understanding of the mental
processes, metacognition that they use to be proficient readers. There are
rubrics here for each strategy and grade level which explains different
levels of understanding.

Hope this helps! The sparks that fly in your session can catch the school
ablaze with great comprehension instruction that leads kids to
engage!!!!!!!! In the words of Debbie Miller, "Have at it"
Nelle
mereadmore@yahoo.com
++++++++++++++

From: "mary bettez" <rid23598@ride.ri.net>
Subject: Re: [mosaic] Profundity
Date: Fri, 17 Oct 2003 05:29:00 -0400

Hi Lori,

Here is the site...it will bring up html version. The profundity "stuff"
starts on page 6.
http://216.239.41.104/search?q=cache:A_OJtK4ntiwJ:www.baisd.net/Curriculum/R
esources/TEACHING%2520STRATEGIES.pdf+profundity+scale+and+reading+strategies
&hl=en&ie=UTF-8
++++++++++++++++++

From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] new to this
Date: Fri, 17 Oct 2003 06:01:55 -0400

THank you so much Karla. I love these shares. I come home from work =
frustrated with little time to collaborate and I feel like I'm =
definitely sharing and collaborating here.
Loretta (NYC, 3rd gr&Reading Recovery)
+++++++++++++++

From: Creecher12@aol.com
Date: Fri, 17 Oct 2003 06:38:18 EDT
Subject: Re: [mosaic] Profundity

I went to this site and although it is explained, I would caution about
modeling it several times first. This is basically an explanation of the
MEAP
reading assessment too.
I might have missed it, but I also didn't see what to me is the most
important part, How can I use this in my own life?

I haven't heard from Jeff, but I noticed there was a flyer in our lounge
about a conference his ISD is having next week. My guess is he is busy for a
while.

Nancy
++++++++++++++++

From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: Re: [mosaic] Rory, new to this
Date: Fri, 17 Oct 2003 10:14:06 -0400

Nelle,

Thanks so much for the words of encouragement! I know I should realize that
Debbie has been doing this for years so of course she will make it seem
easy! I just was wondering if I was missing something in the
reading...sometimes it's difficult to start a new thing just with the book
as support. I'm hoping to see some training on this in my area soon (SE
Mich.). I just found out my school is starting a study group for RWM so I'm
excited about that!! I'm sure as I chug along I will have numerous
questions for everyone on the listserv...what a great resource!!

Thanks!

Rory/3/MI
++++++++++++++++++

Date: Fri, 17 Oct 2003 07:31:24 -0700 (PDT)
From: AnnieG <teach2read@yahoo.com>
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

During independent reading students should read books they have previously
read with teacher instruction or just right books and independent reading
time should be only as long as they can sustain especially in first grade.
I don't think first graders who are just learning to read can be expected to
sustain reading daily on their own for 40 to 50 minutes. Other literacy
activities should be in place. Ann/NH Primary Literacy Coordinator
+++++++++++++++++

Date: Fri, 17 Oct 2003 11:30:32 -0500 (GMT-05:00)
From: Kathy Renfrew <karenfrew@earthlink.net>
Subject: [mosaic] non fiction response to literature

Hello
I teach 5 & 6th grade andI am a quiet follower these days. I was wondering
if anyone has any specific information to help teach this level how to write
a good non fiction response to lit. We are currently reading Immigrant
Children by Russell Freedman and I would like them to write a one-two page
response when we are finished but I don't have any good models.

thank you

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

Subject: RE: [mosaic] Profundity
Date: Fri, 17 Oct 2003 14:45:54 -0400
From: "Byrom, Cherie" <cbyrom@hcbe.net>

On page 6-9 of this pdf file is a profundity scale graphic organizer.
http://www.baisd.net/Curriculum/Resources/TEACHING%20STRATEGIES.pdf
+++++++++++++++++

Date: Fri, 17 Oct 2003 16:50:42 -0400
From: CWFlynn@aol.com
Subject: Re: [mosaic] non fiction response to literature

Teaching Written Response to Text (Maupin House) by Nancy Boyles is a
collection of answer organizers and frames to many different types of
open-ended comprehension questions. Many of them could be expanded or
adapted to fit your needs.

Catherine
3rd grade
+++++++++++++++

From: "Don or Wendy Howk" <dhowk@satx.rr.com>
Subject: [mosaic] guided reading for 3rd graders
Date: Fri, 17 Oct 2003 17:25:55 -0500

I found the transition to guided reading in 3rd grade difficult too. I =
had to change my types of reading materials. I have found it most =
successful with shorter passages, such as magazine articles. I keep my =
eyes open for passages anywhere. I save the chapter books for "book =
clubs" where kids meet together to discuss character development, and =
questions they ponder as they read. Some great resources for shorter =
articles are: National Geographic for Kids, Highlights, Ranger Rick, =
and I'm sure our listserve can come up with many many more.
Wendy
3rd, Texas
++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] K2K update
Date: Fri, 17 Oct 2003 17:25:16 -0500

Well we've been continuing our conversation study and I think it is going
very well.
I've kept them with the same partner they started out with because I wanted
to get the conversations more natural and less structured before I move to
triads.

Last week I had them bring something
physical (like their special friend stuffed animals or a bottle of glue) to
the carpet, just one per pair and we set that down in between them. Then I
read to a stopping point and said the person who wants to start the
conversation should pick up the special friend/glue bottle. Then after they
say their
thinking the partner takes the special friend into their hands and gives a
response. Then the first partner may respond to the second partners
thinking by taking back the special thing. It got them to piggyback more
thoroughly that way. We then would share back one or two examples whole
group. I also have tried to give them other words to lead off with so it is
not so stilted. Which is actually stilting in it's own right because they
are leaning on my suggested wording but......... It was working!!!!! I
suggested things like: "I wonder..." "That part makes me think of..." "I'm
thinking..." "I'm feeling..." "That could be because..." "Perhaps...."
"Maybe....." "I agree with you about...." "Why do you think that?" "Can you
say more about that?" As I squatted down next to several groups (and the
squatting down is killing me!!! I am so not limber!!) I was thrilled to be
hearing more piggybacking and extending of the thinking.

I know that the act of passing the object back and forth keeps the talk more
stilted but I still think I needed to do that just that one time. To almost
give the talking back and forth a physical representation. Something they
could visually see. It could almost be like spinning a web between a larger
group if someone was tracking the flow of the talk. Does that make
sense????? Although a good conversation would not make a perfect spider web
shape. It wouldn't be that orderly.

Ardie writes that the conversations should mirror what an adult book talk
feels/sounds like. So I've had to relax on my primal tendencies to provide
too much structure. I used the book, Today Was A Terrible Day, about the
boy who had a bunch of bad things happen in his day at school but left with
an encouraging written note from his teacher. They could all put themselves
in his shoes and share thinking about what was going on with him.

Then pulled groups of 6 during independent reading that week and gave them a
poem
which I read to them and then we chorally read. I sat outside the circle and
encouraged them to start the conversation. It was VERY INTERESTING!!!!!
They couldn't really do it. I know the poem was a bit abstract (I use Sara
Holbrook's poems for inferring meaning) but I wanted a short text piece. I
also encouraged them to refer back to the text since they had it in their
hands and reread parts they wanted to talk about. It was just like in
Ardie's book. They looked at ME. Tried to raise their hands. Just took
turns and didn't offer responses. It was very disappointing but I
expected it to go that way. Right? It was their first time in a larger
group.
I just needed to see who was even willing to be verbal and who just would
sit there. It was
very obvious who is verbal and who is not. I met with 5 groups last week. I
had each group process what they thought worked well and what didn't feel so
good to them. In a particularly quiet group it came up that not everyone
shared their thinking. I asked them how it felt to them when that happened.
One girl said "that when people don't share, the rest of the group misses
out on knowing what that person is thinking". Someone else said "that it
feels lonely to not have everyone sharing". I know now who to pull in a
small group for more guided support.

This week I copied a class set of Cynthia Rylant's short story, Slower Than
the Rest. We went across the hall to one of our empty rooms that we have
set up for large group instruction or circle sharing. It was amazing how
different it felt in a larger meeting area. They had more room to spread
out and I could squat down between the groups easier. (can't you just
visualize THAT?? HAH!) I read the story with them following along.
Stopping at good talking points. Low and behold they were having more
natural conversations!!!!!! It was so exciting!!! I heard good thinking
being shared and lots of piggybacking. Instead of sharing back their words
for models whole group, I had them reflect on how it felt to them this time.
Some of the responses were:
- It feels like we are just talking.
- We both had a lot to say.
- Having more space is helping us because we aren't so crowded together.
- I like asking my partner why he thinks that because it helps me understand
his thinking better.
- My partner looked at me when she was talking.
- I liked finding the part in the story that I wanted to talk about.

The next day I reminded them that I wanted to see gesturing. It was so
hilarious! Right after I said that and they got to go "knee to knee, eye to
eye" you should have SEEN the gesturing! It would have made a perfect
teaching video. They were so dramatic. It cracked me up!!!! But you know
what, gesturing does add a lot to the feel of the talk. It really does.

I also decided to start bringing into my teaching the story elements and
theme. So we discussed that a bit and then I had them go knee to knee about
the theme and without any modeling on my part other than relating to them
what the theme of Petey has been so far (the read aloud/think aloud I am
doing) they BLEW ME AWAY with their responses for theme.

- never give up on yourself
- even if you are different you are still good at something
- being different is not all bad
- find the good in you
- don't cause forest fires (which is a minute thread in the text)
- animals can be our friends
- care for others
- let people see who you really are

So now when we start a new book I am casually asking them to think of the
setting, characters who are important, problem and solution, and the
theme/message the author wants to leave with us. We go knee to knee about
that as well as their metacognitive thinking. I hope to use a poem next
week and see what happens.

That's the latest.

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

From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] guided reading for 3rd graders
Date: Fri, 17 Oct 2003 18:58:55 -0400

Thanks Wendy for the great ideas but how do I know the grade levels of =
the articles if I'm supposed to use their instructional level for guided =
reading.
Thanks again ,
Loretta
+++++++++++++

From: "NANCY" <NMRPCR@WORLDPATH.NET>
Subject: Re: [mosaic] new to this
Date: Fri, 17 Oct 2003 19:21:26 -0400

You wrote...
I also took an online grad course for MOT.

What course did you take? Did it help? Was it worthwile?

Tell more!

Nancy
+++++++++++++

From: "mary bettez" <rid23598@ride.ri.net>
Subject: Re: [mosaic] Profundity
Date: Fri, 17 Oct 2003 19:22:02 -0400

Actually, I read the material at the website and then applied it to a
character sketch from "Trying to Save Piggy Sneed." The character sketch
involves the narrator making an irreverant description of his perception of
an adult with retardation from his perspective as a youngster. When I asked
my students to go through the 4 planes (of profundity) they UNDERSTOOD that
the author (Irving) was really commenting on his own "lack of respect" and
immorality. I was amazed. I have used this text before, NEVER have I been
able to drive home the author's purpose so quickly with students.

Did I have to explicitly teach the process? Of course! I explained the
purpose of each of the planes...then the students (having discussed in
groups first) came up with a response. My plan is to gradually release
responsibility for this strategy.
Mary Lou
++++++++++++++++

From: "Don or Wendy Howk" <dhowk@satx.rr.com>
Subject: Re: [mosaic] guided reading for 3rd graders
Date: Fri, 17 Oct 2003 18:31:21 -0500

That is a definite drawback. I have to "eyeball" the levels and =
occasionally "test" an article out on a small group to check on =
appropriate level. Not very scientific, I admit. We also have the =
Scholastic Reading adoption and received their guided reading library. =
This does provide levelled text, about 1/2 are chapter books and 1/2 are =
picture books (still can be somewhat lengthy). The levels at 3rd grade =
are a little broader than they were in lower grades - giving a little =
more leeway to work with. =20
Another option is to just use a selected section of a chapter book for =
the lesson, focusing on specific skills/strategies you want to =
highlight. Then using the rest of the text for different types of =
groupings.
Wendy
++++++++++++++

From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] guided reading for 3rd graders
Date: Fri, 17 Oct 2003 19:35:54 -0400

Thank you so much Wendy. This helps me so much. We used to use basals =
and now use the Teacher's Guide from the basals to follow skills =
required for our grade. Where do you select your skills from?
Loretta
+++++++++++++

From: "Ted and Lee Johnson" <tlmkjohnson@comcast.net>
Subject: Re: [mosaic] need help for workshop
Date: Fri, 17 Oct 2003 19:44:15 -0700

----- You didn't say what grade you taught, but two super books that I have
used for inference have been Rose Blanche by Innocenti (??) and See the
Ocean by Condra.
I also took large pictures from magazines and layed a large sheet of
construction paper over and then made peep holes or lift-ups. Kids tag
teamed to list all the clues and then state what they thought the pictures
were of.

Lee/5
+++++++++++++++

Date: Fri, 17 Oct 2003 19:26:35 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] guided reading for 3rd graders

I think this is great advice and holds true with advanced younger
readers as well.

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

Date: Fri, 17 Oct 2003 19:27:39 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] guided reading for 3rd graders

Loretta

In their Guided Reading Book, Fountas and Pinnell do a nice job
delineating the characteristics of text according to level. Beyond
this, as you work more and more with leveled materials, you begin to get
a sense of it.

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

From: Soswes@aol.com
Date: Fri, 17 Oct 2003 20:38:02 EDT
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

In a message dated 10/17/2003 9:33:30 AM Central Standard Time,
teach2read@yahoo.com writes:
"I don't think first graders who are just learning to read can be expected
to sustain reading daily on their own for 40 to 50 minutes. Other literacy
activities should be in place. Ann/NH Primary Literacy Coordinator"

Mine do. Its all about immersing them in books.

They have their books from guided reading and they have their choice of
books
from my supply of books. And I am talking about kids that read at a level
1.
My kids in the at risk school I was at last year did also.

They do it because I teach them.

Sorry.....this is a hot issue for me.

Sandi/first
+++++++++++++++

From: "Don or Wendy Howk" <dhowk@satx.rr.com>
Subject: [mosaic] guided reading for 3rd graders
Date: Fri, 17 Oct 2003 19:47:26 -0500

I get my skills from 2 places mainly: the main place is our state =
standards (TEKS - Texas Essential Knowledge and Skills). We have high =
stakes testing in 3rd grade - students must pass the state reading test =
or they are retained in 3rd grade (they get 3 chances to pass). The =
test is quite intense, but fair. The test is directly related to our =
TEKS, so we have to be sure and cover them. I also use my "basal" as an =
informal guide of skills - lots of our teachers rely on this, since the =
company targets a Texas audience, it is pretty good about aligning with =
our state expectations. Finally, I rely on what my students are showing =
they need - through formal and informal observations.
Does that help?
Wendy
++++++++++++++

Date: Fri, 17 Oct 2003 19:17:37 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: [mosaic] 1st graders reading daily on their own for 40 to 50
minutes

Don't be sorry, Sandi, it's an issue worth talking about.

I, too, teach them to read for 45 minutes. When else can you listen
to them read individually?????

Last year, we were doing readers workshop my way (they read and I listen ;)
and our Open Court Guru came in & insisted I put them in 3 leveled
groups and send them through stations/activities for workshop. It
was stupid. I only had about 50 minutes, which changing time made
less. The kids couldn't read straight though but had to spend time
doing accountable activities.

So.... they never learned to read for an extended period of time and
didn't do so well on the part of the CAT-6 test where they had to
read and answer questions.

This it isn't my turn to be watched by the OC police so I'm hoping I
can teach these guys to really read.

Just my opinion,

Katharine/1st/N.California
+++++++++++++++

Date: Fri, 17 Oct 2003 19:34:53 -0700 (PDT)
From: AnnieG <teach2read@yahoo.com>
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

Are they really reading? They can only read those little books so many
times...reading is thinking as well as looking at and reading words and I
would worry that they get the wrong impression of what reading is all about.
Our first graders read daily but in many more ways then silent reading of
little books for 40 minutes. Our first graders read the shared poems they
know in their poem books, read around the room, read interactive charts they
have put together, etc. There are many ways to get kids actively involved
in reading. Ann
++++++++++++

From: "Michelle Hulke" <shelltchr@wowway.com>
Subject: RE: [mosaic] Readers' Workshop and Word Wall words
Date: Fri, 17 Oct 2003 21:50:34 -0500

Hi. Each person has to do what they think is right for their students, but
I can tell you my 1st graders (at-risk population) can read independently
(and quietly 95% of the time) for 45-50 mins. each day with books at their
level. I tell my kids that the only way kids get better at reading (and to
become fluent - and I have explained and modeled what fluency is) is to
practice, practice, practice. Is my system perfect? No, I'm sure it's not.

This did not happen overnight, however. I have taught these kids what I
expect and how to be successful using many of the techniques and strategies
I have gotten from teachers from this listserv, as well as works from Sharon
Taberski, Debbie Miller, etc.

I pull a small group to do work word each AM and other work during the day
(word families, high frequency words, etc.). My mini-lessons also cover
what I want the kids to focus on in their reading.

When I taught Kinder(at-risk), were my kids able to read during independent
reading time for 45 minutes? NO! We started at 10 mins and that was a
stretch at first, and worked our way to 20-25 minutes by the end of the
year, depending on the class. In my experience, the kids really show a lot
of growth in 1st grade when they have been taught similar routines and
expectations in Kinder. If the Kinder kids never get DEAR time, then they
will have a harder time with it in 1st grade. Again, my experience is all
I can talk about.

Michelle
++++++++++++++++

From: "Michelle Hulke" <shelltchr@wowway.com>
Subject: RE: [mosaic] Readers' Workshop and Word Wall words
Date: Fri, 17 Oct 2003 22:02:07 -0500
Reply-To: mosaic@u46teachers.org

Hi, Ann. My kids are really reading books at their levels...lots of them in
their book baggies if they are only in level B or C...and they have to read
each of these shorter books 3 times each to help them become fluent ( and I
have explained what that means to them and why it's important) before they
can read other material in the class. They have enough books in the baggies
to keep them busy for 45 mins. My kids also have a poetry/song book that
they can read. They love it.

I have done a lot of the interactive charts and reading the room when I
taught Kinder and the kids LOVE it. Also, my Kinder kids came in REALLY
academically low (some not knowing which hand to hold a pencil in, no
letters, POOR oral language, etc.), but they were all reading by the end of
the year...some at level 1, but many at 2-4. It's not that I am a great
teacher, it;s doing things like you're doing...constant expore to print in a
variety of settings and alot of hard work by the kids. I know I set my
expectations too high sometimes, but most of the time my kids could (and
still do now that I teach 1st grade) rise to the challenge.

I think you're right though, there are many ways to actively get kids
involved in print.

Michelle
+++++++++++++++++

From: SIMMONS@aol.com
Date: Fri, 17 Oct 2003 23:02:38 EDT
Subject: Re: [mosaic] 40-50 minutes reading?

This is the first year I've required independent reading during my GR group
time so I have some questions for you:

I would like to know how you have your kids read for this long? (Even my
capable readers get tired of reading after about 10 minutes.) I have
perhaps 15
different books out for each level, plus pattern books for the alphabet and
other themes that we all read at the very beginning of the year. My kids
have to
read three books and they are done in a jiffy -5 minutes. To read for 40 or
50 minutes at their independent level I would need 30 books for each child
each
day! 1. Do you have them reread stories many times? 2. I also wonder how,if
you were in an at risk school, you had so many different books to choose
from?
I have lots of books that are not leveled, for reading at another time, but
that isn't really independent reading until much later in the year - it is
looking at the pictures right now for many. My leveled books are shared
from a
school wide GR library so I have to be extra careful not to lose any copies
so I
hate to break them up for individuals or baskets. 3. How do you handle the
sharing issue using so many titles at once? 4. How often do you put new
titles
in the tubs? 5. How many different titles do you have out for each level?
5.1
How many of each title do you include? 6. Do students have to write about
what
they have read? 7. Do you have an additional silent reading time during the
day? (This is when my kids get to look at the picture books on various
themes.)
8. I thought 20 minutes was about as long as students could handle the same
activity according to brain research?
Looking forward to your answers as I am still in the forming stages of my
independent reading sessions.
Karen
++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] to recent members
Date: Fri, 17 Oct 2003 22:00:51 -0500

We've had quite a few new members sign up recently. I just want to tell you
about the other resources we have available here for us all to use.

We have an ONLINE BOOK DATA BASE located at:
http://www.u46teachers.org/mosaic/strategies.htm
where any of us can add titles of books used in our strategy teaching along
with comments.

We have all of the previous conversations since we started our listserve in
the ARCHIVES at:
http://www.u46teachers.org/mosaic/archive/archive.htm
I try and put about one week's worth of conversations up at a time.

We have a TEACHING TOOLS web page found at:
http://www.u46teachers.org/mosaic/tools/tools.htm
where I have added documents for assessment, lesson plans, reporting sheets,
staff development information, etc. that members have sent to me to share
with others.
**If you have something you want me to add there, please send it to me at
HOME at:
elephant@foxvalley.net in an attachment.

We are glad you have joined us!

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

Date: Fri, 17 Oct 2003 20:34:47 -0700
Subject: Re: [mosaic] to recent members
From: Veronica Leigh Whitehead <pisces1975@earthlink.net>

Ginger,

Thank you! I have been a member for a while but did not really know about
all the "extras". The book database is exactly what I was looking for! As
much as I enjoy reading, I just don't have time to read all the books on
the shelves of the bookstore looking for good strategy books. This list is
just what I needed for direction!

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

From: "J Grand" <grandj@hotmail.com>
Subject: [mosaic] dataworks & explicit direct instruction?
Date: Sat, 18 Oct 2003 06:51:39 +0000

Has anyone heard anything about a company called Dataworks?

They are pushing Explicit Direct Instruction (EDI).

I was curious what you know about them & EDI, & if anyone is already using
their methods & what you think of it (does it work?)

txs,
grandj@hotmail.com
+++++++++++++++++

From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] Readers' Workshop and Word Wall words
Date: Sat, 18 Oct 2003 09:00:25 -0400

Michelle:
What are the interactive charts?
Loretta
++++++++++++++++

From: "Michelle Hulke" <shelltchr@wowway.com>
Subject: RE: Loretta: [mosaic] Readers' Workshop and Word Wall words
Date: Sat, 18 Oct 2003 08:26:50 -0500

Hi,Loretta. The interactive charts I used in Kinder were mainly from a book
titled Building Literacy with Interactive Charts by Kristin Schlosser
(here's a link:
http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?userid=2V69F735W
I&isbn=0590492349&itm=4 ). I also used some of Susie Haas's ideas (she is a
big "literacy in Kindergarten" presenter from CA- also a teacher). I saw
here at the annual I Teach K presentation two years ago (it was in Ontario,
CA).

Michelle
+++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: RE: [mosaic] Readers' Workshop and Word Wall words
Date: Sat, 18 Oct 2003 09:37:51 -0500

Sandy is not kidding. I had the pleasure of visiting her classroom last
spring and I was amazed! When I saw the videos based on Strategies That
Work, I remember thinking to myself, and maybe even saying it out loud,
"There is NO WAY first graders behave like this. They can't sit quietly
and read this long." I am here to tell you that after observing Sandi's
class.WOW! They really CAN do this. I must have walked around with my
jaw on the floor the entire morning because these kids were reading,
writing sticky notes, sharing, and doing all of the things I didn't
think possible. They were fully engaged. I don't know if Sandi is a
miracle worker, but if so, I have witnessed her miracle!

~Karla (who was once a disbeliever that 1st grade could sustain reading)
++++++++++++++++++

Date: Sat, 18 Oct 2003 11:19:19 -0400
From: "Jeff Beal" <jbeal@sccisd.org>
Subject: [mosaic] Profundity

At the request of Nancy Creecher I am subscribing to this listserv to
answer any possible questions you may have about using the narrative or
expository profundity
scales in your classroom. I hope to hear from you soon.

Jeff
+++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Holbrook poem title
Date: Sat, 18 Oct 2003 11:17:03 -0500

I used the poem entitled: Sorry. I don't which book it is in. It's about
how if you don't say SORRY it follows you in your life weighing on you until
you do. Once they figured out it was about that, they had a lot to connect
to from their own lives.

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Jeff/profundity
Date: Sat, 18 Oct 2003 11:32:27 -0500

Welcome to the list Jeff! I'm wondering if you could give us some
background on the profundity scales and a basic crash course? I, for one,
don't even know where to begin in thinking of a specific question for you.
>>>From the emails that came through after Deb Smith posed the topic of
profundity, I am thinking I am not alone in this being unfamiliar territory.

Deb Smith did attempt to go through it with me once, but I didn't "get it".
But now, after hearing Karen Volk's explanation, I think profundity is
EXACTLY what I need to be teaching my kids to better prepare them for our
state test component of written response to reading- which I'm told is
asking for synthesis. Profundity sounds like synthesis to me. But I need
help in how to begin. Also, talk to us about the narrative and expository
scales. Which genre would you suggest we start with first?

Thanks for your time Jeff. You will be touching hundreds of teaching lives
here.

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

From: RKCTEC5@aol.com
Date: Sat, 18 Oct 2003 14:59:26 EDT
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

My first graders will read from 40 to 60 minutes easily each day. They
began
doing that last year in kindergarten, and I have looped with them. While
they are reading alone or with a partner, I listen to individuals read, do
running records, or take small groups for guided reading. They are not
silent
readers, but soft readers. It's a wonderful part of our day. They read the
leveled books in their tubs, just right books we have selected together for
use in
their tubs, as well as other books around the room that they want to read.
Ruby
++++++++++++++++

From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: Re: [mosaic] new to this
Date: Sat, 18 Oct 2003 15:05:13 -0400

Nancy,

I took it through Heinemann U online. You can just do the online part for
CEUs or you can choose to go further and get either 2-3 grad. credits
through Chapman University. To get the grad credit you have to do 3 lessons
per credit hour you want to get. I thought the class was a great way to
swap ideas on how to implement the strategies from MOT. However, I felt
that most of the people that were taking the course were brand new to MOT so
it really does serve as an introduction. It appeared that a lot of the
participants were just starting to use the strategies so not many could
offer tried and true ideas, if that makes sense. With that said, I think it
was worthwhile for me and it is an easy and pratical way to get the credit
hours. It's a self-paced course too which is great.

Rory/3/mi
+++++++++++++++

From: RKCTEC5@aol.com
Date: Sat, 18 Oct 2003 15:11:42 EDT
Subject: Re: [mosaic] Readers' Workshop and Word Wall words

What other literacy activities do you feel should replace this time? What
do
you think is being left out, due to this much time being devoted to reading
texts?
Ruby
+++++++++++++++++

From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] Readers' Workshop and Word Wall words
Date: Sat, 18 Oct 2003 15:13:34 -0400

Karla: Which video is about strategies that work?
Thanks,
Loretta
+++++++++++++++++

From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: Re: [mosaic] guided reading for 3rd graders
Date: Sat, 18 Oct 2003 15:14:22 -0400

I teach 3rd grade also and have been using magazines more and more. In
addition to the ones already mentioned, I really like Appleseeds, Cricket
and Spider.

Rory/3/mi
+++++++++++++++++

From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: Re: [mosaic] to recent members
Date: Sat, 18 Oct 2003 15:15:22 -0400
Ginger, thank you so much! I am so happy that I accidently stumbled acorss
this listserv....it's what I have been looking for!

Rory/3/MI
++++++++++++++++

From: SDCTeacher@aol.com
Date: Sat, 18 Oct 2003 15:19:12 EDT
Subject: Re: [mosaic] Profundity on Expository Text

Karen,
You were so excited about using profundity on expository text. Could you
share how it works? All the questions that you shared for the different
planes
fit in beautifully with stories and novels, but how does it work on facts?
I
can see it being used in history as students examine what actions were
taken.
How about Science? Does it somehow fit into that as well? I'm very
curious!
Sherry
++++++++++++++++

Date: Sat, 18 Oct 2003 12:23:37 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] Kathy, non fiction response to literature

Kathy,
If you can get your hands on a copy of Non-Fiction Matters by Stephanie
Harvey and Ann G. then it has a great strategy for Non-Fiction Text called
FQA-- a three column organizer, F=Facts, Q=question, R=Response. Ten times
more effective for helping kids write a summary and stay focused on a topic
then KWL, in my opinion.

An excellent video of a teacher modeling and the students using this FQR is
the third video tape in the Strategies That Work collection. Our school did
not have the money to buy the tapes, so I called the district professional
development coordiator and ask if she could buy the tapes for all the
elementary and middel schools in our district to share and they found
$395.00 and purchased them from Heinemenn. It is tough sharing them with
all the schools, hard to get them back for preview, but it really helped our
teachers see the "strategies in action" Possibly your district could do the
same. I don't mind you sharing this email with your district rep. Next
year, when a new budget is loaded, we have already requested the video tape
support for Non-Fiction Matters, only one tape,about $95., I believe, and
the video series for Reading With Meaning, "Happy Reading", $295.

Professional development is a huge component of the Reading First Initiative
in SC because research overwhelmingly supports that teacher knowledge base
makes the difference in student performance.

The summaries of a non-Fiction piece demonstrated on that video as the
student used the facts recorded, and their individual responses recorded as
a guide to write their summary was phenomenol. They were informative
showing new learning, and were interesting because kids used their Wows or
responses embedded in their summaries which made them individual and
interesting to hear when shared with the class. Non-Fictin writing with
personality, "voice" is tough to teach but seemed a natural flow from this
FQA organizer. Also the questions they ask as they went along kept them
engaged and focused as well as gave them a guide to possible further
research on that topic.

If I can be any further assistance, don't hestitate to ask!
Nelle
+++++++++++++++

From: Soswes@aol.com
Date: Sat, 18 Oct 2003 15:24:56 EDT
Subject: [mosaic] 1st graders and sustained reading...long

When my first graders go off to read after the mini lesson, they get their
book baggies and their Thinking Journal and find a place wherever they want
to
read. Some read with a partner, the rest alone. I choose who reads with a
partner, trying to match a low reader with a medium reader or a medium
reader
with a high reader, for lack of a better description. I never pair a high
reader
with a low reader because one will get bored or do all the reading. I want
them working together.

They read for up to an hour. I already am hearing complaints from my first
graders when I have to stop them after 45 minutes, because they have to go
to a
special, and even though I would rather not have to do that....that's
life...it's not perfect. But when they come back, they read for a little
while
longer (depending on the time) and then we have sharing time.

I tell them to read their books in their book bagies at least 3 times. I do
not monitor that, except I know if they have read them when we conference.
Then they are free to get books from around the room to read. They use
their
thinking journal to record their connections, and later as we move forward
with
the strategies, their mental images, their questions, etc. I also have
strategy sheets that I have modeled for them and they have completed if they
would
prefer to use these. But, when we conference, I'm looking at the thinking
journal and discussing their connections, etc. with them. I do have
evidence of
growth and evidence of their thinking.

Why can they read for this long....for one thing I have BOOKS, BOOKS, BOOKS,
in the room...they will never run out. I may go bankrupt, but they have
books
to read. They can't get away from them. They have a small couch to sit
on...they have bean bag chairs, they have what I call a video chair (bean
bag with
a back) to sit in....they are in a classroom that looks like a library and
they love it. I have high expectations for these kids and they rise to the
challenge.

Are my lowest readers reading every single minute....no...they have read
books at their instructional level and then they are using their reading
strategies to "read" books from around the room. They are looking at the
pictures.
They are having CONVERSATIONS about their books with their peers. They
learning
about reading from their peers, from the teacher and on their own.

I spend my time selecting books for kids that I know will interest them. I
spent more money today buying some "Pair It" books for one of my stude