The great list I spoke of was not in Katie Wood Ray's Wonderous Words, but
in her
The Writing Workshop on page 70, under notebook support, "entries you might
try in your notebook"
I love the voice in her books! Truly Wonderous Words and they "Make you
Dance", I hope you dance..............I hope you dance.....
The name of the last presentation I heard her make, "I hope you dance"
I wonder who her teachers were? I WONDER!
Someone ask on one of the two mosaic mailrings for recommendation on how to
best spend 500.00 dollars for reading mentors in, I believe it was FL.,
well, I don't know about everyone else, but I would buy each of them a STW,
k-12, if they have read Mosaic, and
purchase the companion tapes and recommend they get Learning Along the Way
to be ready to support teachers. What would you others do with $500.00,
that must be used for training reading mentors?
Nelle
++++++++++++++++++
Date: Thu, 23 Oct 2003 22:37:18 -0700
Subject: Re: [mosaic] Spending 500
From: Veronica Leigh Whitehead <pisces1975@earthlink.net>
My grade level also has $500 to spend. I have been pushing STW all year and
I think we are going to get the STW books and the companion tapes. I am so
excited!!!! I have wanted to see the tapes for so long but they are just
way out of my budget!
+++++++++++++++++
From: "bonniesponseller" <fiat76@earthlink.net>
Subject: [mosaic] Website for Obtaining a RLevel
Date: Fri, 24 Oct 2003 05:53:06 -0400
Okapi is a website where you can type in a passage and obtain a reading
level.
Bonnie
++++++++++++++++
From: "bonniesponseller" <fiat76@earthlink.net>
Subject: [mosaic] Writing Program
Date: Fri, 24 Oct 2003 05:56:57 -0400
Check out a writing program called "Step Up to Writing" by Maureen
Auman. There's website...do a search.
Previously, teachers were teaching the "process" of writing rather
than
teaching "writing." It's particularly good with at-risk kids because
there are some color codes for the topic sentence (green), the big ideas
(yellow) and details (red).
Bonnie
++++++++++++++
Date: Fri, 24 Oct 2003 08:22:26 -0400
From: "M. Germano" <xeth_mmccola@k12server.mveca.org>
Subject: Re: [mosaic] Website for Obtaining a RLevel
What is Okapi? What is the actual address?
Megan Germano
Xenia, Ohio
++++++++++++++
Subject: [mosaic] Help please
Date: Fri, 24 Oct 2003 07:29:14 -0500
From: <Deb.Sturdevant@k12.sd.us>
I am working on making connections with my seventh and eighth =
graders and it seems like they may be making connections but when =
conferencing with them they can't seem to tell me how that connection =
helps them understand what they are reading. The typical response is "I
=
know how the character feels" but then when I ask how is that helpful =
they are stuck. What can I do to get them to take the next step? What =
do you guys do to show the kids how making connections can be helpful. =
I've explained, I've modeled, I've done think alouds, (not necessarily =
in that order)etc. Some of the kids are getting it but too many others =
aren't.
Thanks in advance for your help,
Deb
++++++++++++++
From: "Carrie Fabris" <carriefabris@hotmail.com>
Subject: Re: [mosaic] Help please
Date: Fri, 24 Oct 2003 12:45:38 +0000
Deb-- Have you tried having the kids that make connections easily and can
explain their connections-- model for the rest of the class? I've never
taught seventh or eighth grade--but in fourth I've had my kids set up a fish
bowl experience. The kids I knew that had gotten the strategy would sit in
the middle of the class and modeled for the kids on the outside. At first I
was nervous it would be pulling out all my best readers, but when I checked
my anecdotal notes-- each kid in my class was capable of doing a fish bowl
to model some sort of strategy the other kids needed to continue practicing.
Just a suggestion--hope you find what works.
Carrie
+++++++++++++++
Date: Fri, 24 Oct 2003 09:06:56 -0500
From: Amanda McCutchen <amanda.mccutchen@jcps.k12.mo.us>
Subject: Re: [mosaic] Questions re Reader's Workshop-Keeping Track of
In The Company of Children, by Joanne Hindley is a good book for reading
workshop. It is an easy read.
There is a form in the Fountas & Pinnell Guiding Readers and Writers Grades
3 - 6 in the Appendix, 51 for charting running record level in guided
reading.
++++++++++++++
From: JATShaw@aol.com
Date: Fri, 24 Oct 2003 10:32:06 EDT
Subject: Re: [mosaic] Website for Obtaining a RLevel
You can also use Microsoft Word if you have Show Readability Statistics
enabled. Go into tools in Word, then Options and open the Spelling and
Grammar
folder. Then check the box that says Show Readability Statistics. Click OK
and
you should be there. The stats should come up after you run Spellcheck.
(It
will also rate your own writing which can be unnerving!) Judy S.
++++++++++++++
From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: Re: [mosaic] Writer's notebook resource correction
Date: Fri, 24 Oct 2003 10:34:57 -0400
Nelle,
Learning Along the Way is a new title for me....can you tell me a little
more about it?
Thanks!
Rory
+++++++++++++
Date: Fri, 24 Oct 2003 07:37:22 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] what you're reading
Hi Everyone, & Carol,
Reading is 'vegeing out'. My house is a sty and I have no garden.
Well, not quite that bad, but I'd rather read and easily let the
other things go.
My favorite thing to do online is to google books. And go to
Amazon.com and do a search on title or author and read all there is
to read about that. It's dangerous, though, 'cause it's so easy to
order on line.
My favorite book I've read in the past year or so is Ahab's Wife --
by Sena Jeter Naslund. Bought on a whim at Borders, it turned out to
blow my mind. I think it was one line or sentence in Moby Dick,
reference to a 'young wife at home' (or something) and Naslund went
on to write her entire life.
I am giddy with joy at liking a book so much. Listen to this:
"On the beach, we slid out of our pantaloons and held up our skirts.
Our toes giggled in the cold water..." -slid - giggled - wow!
Listen:
"But more of that last quality anon -- and doubly more than that, and
magically. How the excitement comes upon me to tell it all. In the
quest of writing, the heart can speed up with anticipation - as it
does, indeed, during the chase itself of whales."
Run, don't walk to your nearest bookstore -- let your fingers fly to
an on-line one. --I'm just kidding, but it is an excellent novel.
Did anyone else read it?
Katharine
++++++++++++++
Subject: RE: [mosaic] Reading Levels
Date: Fri, 24 Oct 2003 10:42:31 -0500
From: "Joy Scurlock" <joys@wcs.edu>
The DRA would be a lot like the Rigby assessment so you may want to look
at it. Scholastic has a new assessment that is on the computer and is
endorsed by Fountas ans Pinnell since they have joined together. I
would definitely prefer one that is observational over a computer
assessment though.
Joy
++++++++++++++
Date: Fri, 24 Oct 2003 10:59:35 -0500
Subject: Re: [mosaic] Website for Obtaining a RLevel
From: "Judy L. Felsenthal" <felsenthal@platteville.k12.wi.us>
Hi. I am generally a lurker here, but wanted to issue a caution on the
readability scale in Microsoft Word. I use it often, particularly when
it's time to evaluate kids for report cards, but I recommend a grain of
salt to all users. Last week, I entered a second grade passage (from the
basal materials) and got a readability level of 4.3. The primary reason
was because the sentences were long, averaging 13 words per sentence. The
words themselves are pretty simple, and after doing a running record with
my students, all but 3 made less than 4 errors and managed to comprehend
this passage quite well. I only wish we were all at the fourth grade
level, but alas, no. So, yes, use it, but be ready to use your own
expertise to evaluate the rating.-Judy 1/2 Loop
+++++++++++++++
From: RKCTEC5@aol.com
Date: Fri, 24 Oct 2003 13:08:22 EDT
Subject: Re: [mosaic] Questions re Reader's Workshop-Keeping Track of
Progress up the Levels & Good Books on....
ON SOLID GROUND by Sharon Taberski for those just getting started.
THE ART OF TEACHING READING by Lucy Caulkins for those further along.
Ruby
+++++++++++++
From: RKCTEC5@aol.com
Date: Fri, 24 Oct 2003 13:17:38 EDT
Subject: Re: [mosaic] Reading Levels
And Greg,
Once you have a set of benchmark books that are only used for determining
instructional levels, then your teachers can draw books from the yellow or
blue
MATCHING BOOKS TO READERS by Fountas and Pinnell. Those books have loads of
titles, k-3, 3-6, and corresponding Levels so teachers will have a better
idea
of the kinds of books to steer children at different levels toward.
Teachers
can also use the following site to find book titles by level, title, author,
or
grade.
Click Here: <A HREF="http://home.comcast.net/~ngiansante/">Leveled
Book List
</A>
http://home.comcast.net/~ngiansante/
Ruby
+++++++++++++++
Subject: RE: [mosaic] Reading Levels
Date: Fri, 24 Oct 2003 12:38:54 -0400
From: "Byrom, Cherie" <cbyrom@hcbe.net>
The Rigby PM Benchmark: A Reading Assessment Resources for Grades K-5.
ISBN 0 7578 2006 9
++++++++++++++
From: JATShaw@aol.com
Date: Fri, 24 Oct 2003 14:19:16 EDT
Subject: Re: [mosaic] Website for Obtaining a RLevel
Yep, I agree..."a grain of salt" and your own head is a good approach
to
'most anything! Readability statistics are usually based on sentence length
and
word length, and we all know that some pretty powerful stuff has been
written
with short sentences and short words..("To be or not to be, that is the
question.") And that makes a good case for the wonderful MOT strategies.
(If you
need one....) Judy S.
+++++++++++++++
From: RKCTEC5@aol.com
Date: Fri, 24 Oct 2003 14:55:59 EDT
Subject: Re: [mosaic] Writing Programs
I firmly believe in teaching the writer (and in teaching the reader too).
It's how kids learn why they write, what to write, how to write, who to
write
to, and when to write. It's when kids learn to "ache with caring"
over a
piece,
as Mem Fox says in Radical Reflections. The way the percieved audience will
understand the piece is important to the writer.
I teach the writer during Writing Workshop because what is most important
for
my kids during that time is not the product, but that they improve as
writers. What I teach them each day is based on what will make them a
better writer
tomorrow than they are now. So my first graders learn about genre and craft
and the office work of writers. They use that learning to produce pieces of
their own choosing.
The Step Up to Writing program is probably good for the kind of writing that
does not much exist outside of the school world. It is formulaic writing
and
does not require the deep thinking and caring that comes from writing
something meaningful to oneself. My public school, inner city, 85% African
American,
at-risk, poor kids that I teach each day deserve much more than that. And
I,
as an African American teacher cannot be silent when I see such suggestions.
I could have used that formula to write this post, but if I did, I don't
think I would have cared half as much about it. My thinking would have been
changed from getting across this message, to how can I fit what I want to
say into
a topic sentence, some big ideas and details. Do lots of you write like
that?
Ruby
++++++++++++++
Date: Fri, 24 Oct 2003 14:19:54 -0500
Subject: Re: [mosaic] Writing Programs
From: carol carlson <carlsonca@dist102.k12.il.us>
I wholeheartedly agree. Thanks for clearly articulating my beliefs
about teaching readers and writers.
Carol
++++++++++++++
Date: Fri, 24 Oct 2003 22:15:29 -0500
From: Jim & Jan Pettry <jdpettry@erinet.com>
Subject: [mosaic] Reading Levels
Hi Everyone,
We have the Rigby assessment kit and both the older and newer versions
of the
DRA. We prefer the newer version of the DRA over the older one because it
is much more comprehensive, including an oral reading score and descriptors
for fluency along with a rubric to measure comprehension that we think is
a good one. We use the rubric whenever we do running records with the
kids during
our reading block. The Rigby assessment leaves out the comprehension piece
and we have found the texts too easy, so the reading levels you get are
inflated.
It's really hard to find a good text assessment, and the DRA takes a
long time above
level 16, I think, but we're finding it's helping guide instruction. In
the past we've
helped many kids become great word callers but we didn't get them
thinking enough
while they were reading. Now we're all studying MOT and RWM and trying
to implement those strategies. It was amazing to do the DRA on kids who
could
sound very fluent at an ending first grade level but not tell us
anything about the
story afterwards....that told us we needed to get them thinking.
Happy Friday--also thanks to Katherine for the great book recommendations.
I'm searching for Ahab's Wife tomorrow!
Jan in OH
++++++++++++++
Date: Fri, 24 Oct 2003 21:26:22 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Reading Levels
Donald Graves says that children should be writing on self-selected
topics 80% of the time and I agree completely.
Try looking for the Rigby Benchmark or DRA (which is pricey) for reading
benchmarks.
Yes, I have programs BUT they do not take in many of the elements which
are critical in considering level, such as font size, degree of picture
support, text structre (such as wrapped sentenced) and spacing between
words (white space), all of which are critical in your efforts to level
text.
Lori
+++++++++++++++
Date: Fri, 24 Oct 2003 19:23:52 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] Writer's notebook resource correction
Check out the archives for this file or mosaictechers site and you'll see
many reflections that will tell much more than I could tell, even the
author, Sweeney, is on the line talking to her readers.
It is written for coaches and mentors of teachers, principals, and
curriculum resource teachers working with teachers. However, every
professional can learn from the do's and don'ts of collaberation with their
colleagues, how to approach the "Non-believers" and how to work with
others
who work in a different framework than you. Highly recommend it for
professional growth, and for anyone with aspirations of working with
teachers.
Nelle
++++++++++++
Date: Fri, 24 Oct 2003 19:30:06 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] Spending 500
I can almost guarantee you that the tapes will bring a payoff in high
interest. We had a couple of dye-hard, do this my way, leave me alone,
types to openly say they got a lot out of the tapes. We are trying to get
"Happy Reading", the companion tapes for Reading With Meaning by Debbie
Miller. I have begged every fund source I can find, and haven't got the
final no's yet, still hoping.
Nelle
+++++++++++++++
Date: Fri, 24 Oct 2003 22:38:14 -0400
Subject: Re: [mosaic] Reading Levels
From: Bill Ivey <bivey@k12s.phast.umass.edu>
On Saturday, Oct 25, 2003, at 00:26 America/New_York, Lori Jackson
wrote:
> Try looking for the Rigby Benchmark or DRA (which is pricey) for
> reading
> benchmarks.
>
Hi!
Please orgive me for not knowing this, especially if it was mentioned
on an earlier posting, but where would I look for the Rigby Benchmark?
Even my faithful friend Google failed me!
Take care,
Bill Ivey
Director of the International Program, Stoneleigh-Burnham School
Trustee, Pine Cobble School
++++++++++++++++
Date: Fri, 24 Oct 2003 19:39:44 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] Reading Mentors a second thought
On second thought, after rereading the grade levels these mentors will be
working with, Reading mentors working with 2nd and 3rd grade might get
through Reading With Meaning and her companion tapes "Happy Reading"
better
then STW and those tapes since the grade level is more targeted to the lower
grades and it is workbook size. It is the same information on "explicit
comprehension teaching" and that included word work in the fix-up component
of these strategies, so for the lower grades I might spend the 500.00 on
these resources
"Beard, Courtney" <beardc@martin.k12.fl.us> wrote:Our school
is
participating in the governor's reading initiative grant in FL that allows
for training of all reading mentors and also provides money ($500)to
purchase materials. Any ideas on how to most effectively spend the money? I
would like to purchase materials that the mentors will use. The mentors are
primarily working with 2nd and 3rd grade students one on one or in very
small groups. Thanks!
++++++++++++++
From: CheriSumm@aol.com
Date: Sat, 25 Oct 2003 01:40:25 EDT
Subject: Re: [mosaic] 1st graders and sustained reading...long
Hi All,
I like Sandi's statement below. Centers are useful, but we have to think
carefully about what our purpose is, how much work they will be to prepare,
and
is that in line with the learning students will get from them?
There are some centers that take loads of teacher prep time, but take
students only 3-5 minutes to get the benefit from them.
I am working on helping teachers develop centers that engage students in
reading (familiar and new books), and keep them engaged for at least 15
minutes.
The ones that seem most promising to me are listening stations, activities
that have students rebuild, read and perhaps write and illustrate short
pieces
used in shared reading, and the independent book baggies.
Does anyone else have any good ones?
Cheri
+++++++++++++++
From: "bonniesponseller" <fiat76@earthlink.net>
Subject: RE: [mosaic] Writing Programs
Date: Sat, 25 Oct 2003 02:23:36 -0400
I agree...formulaic writing does not often get kids to the "ache with
caring" stage, but it does prepare them to meet the standards. I teach
in PA and our writing standards, while th
++++++++++++++
Date: Fri, 24 Oct 2003 23:35:32 -0700
Subject: Re: [mosaic] Reading Levels
From: "Janet Holbrook" <jmholbrook@earthlink.net>
www.rigby.com
+++++++++++++++
From: "bonniesponseller" <fiat76@earthlink.net>
Subject: RE: [mosaic] Writing Programs continued
Date: Sat, 25 Oct 2003 03:02:28 -0400
(I somehow hit a key combination that sends my mail before I am
finished!!!!!!!!!!!!!!!!!!!!! Arghhhhhhhhhhhh!)
where was I....PA's writing standards......demand that kids can respond
in writing to prompts and their responses are assessed using a rubric
that includes the domains of writing. Not every piece that a kid (or
an adult for that matter) writes will be a piece that he (or we) "ache
with caring" over (case in point, my assignment to analyze the school
board policy manual for a grad class. I ached,but it wasn't "with
caring.") Not every writing assignment can generate that kind of
attention...ache with caring.
To be a better writer involves knowledge of what good writing is....
A program, whether it be reading or writing, is just that...a program.
It's not a prescription....it's not a script. Kids need an opportunity
to respond in writing to many different prompts...and they don't need to
"ache with caring" over every single piece, though it would be nice.
As a professional, we make decisions about what we teach.... the program
is a tool, nothing else.
My teachers are now teaching writing rather than teaching the writing
process. Already, they have pieces that don't necessarily "ache with
caring, " but rather reveal voice..........and a piece that reveals
real voice doesn't need "ache with caring."
I teach in a rural setting, and my kids' concerns are just as important
to me as your concerns are teaching kids in an inner city setting.
I would never allow a program to stifle their voice.
Bonnie
+++++++++++++++
From: RKCTEC5@aol.com
Date: Sat, 25 Oct 2003 06:22:23 EDT
Subject: Re: [mosaic] Writing Programs continued
Children that write often for authentic purposes, are supported by teachers
that help them to think about purpose, genre, craft, audience, revsion, and
editing have no problems meeting and exceeding state standards when asked to
write to prompts. For those worried about them writing to prompts, prompted
writing can be taught as a genre, where the kids learn how to answer prompts
well.
But that genre should not be the whole of a writing curriculum.
Ruby
++++++++++++++
From: SKosmoski@aol.com
Date: Sat, 25 Oct 2003 07:33:19 EDT
Subject: Re: [mosaic] Reading Levels
R
Bill--
Rigby is the name of a publisher.
The email address is http://www.rigby.com/
Wright Group and Rigby books are the mainstay of any elementary classroom!
However, the only reason I know this is because I used to work with
elementary
teachers--they don't really publish anything over 6th grade.
Mary Anne
+++++++++++++
From: SKosmoski@aol.com
Date: Sat, 25 Oct 2003 07:55:21 EDT
Subject: [mosaic] CDB
Bill--
This is a wonderful children's book! It is all written in rebus fashion.
William Steig has this dry sense of humor that comes through in his books.
In
fact, my daughter's license plate comes from another page in the book:
N-V ME!
I would highly recommend it. I use it to emphasize the importance of
phonetics and phonemic awareness even at the upper levels.
Mary Anne
+++++++++++++
From: "bonniesponseller" <fiat76@earthlink.net>
Subject: RE: [mosaic] Writing Programs continued #2
Date: Sat, 25 Oct 2003 09:07:10 -0400
Dear Ruby,
You incorrectly assumed that our teaching kids to respond to prompts is
our curriculum and is the only "genre" we teach. Ours is not a "canned"
approach and the kids have lots of opportunities to write for authentic
purposes (journals, class news, innovating on texts, quick writes,
learnals, lists, poems, newsletters, etc.). Actually, there is very
little responding to prompts. The kids are WRITING. My kids talk about
"sparkling jewels" (thank-you, Cynthia Rylant, I think) and they can
articulate what makes a piece of writing effective. They recognize
voice in a piece and they know when a piece is shallow on content or is
disjointed in its organizaton. Being knowledgeable about the craft of
writing and "aching with caring" in an authentic purpose can raise
writing to a higher level. I believe that the outstanding authors of
picture books and adolescent literature have more than "aching with
caring" going for them when they write.
And, yes, I read everything Ralph Fletcher writes about writing. We
use Eileen Feldgus's approach in kindergarten. Just because one of my
kids uses a t-plan (SUTW)to write about his deceased grandmother does
not make his piece less "aching with caring." My kids, who are all
identified as at-risk, love to write...they are willing to take risks
because of the climate that exists. I model, we share the pen, and
there is gradual release of responsibility. We have FCA's ....Focus
Correction Areas...Collin's...another good program for developing
writing across the curriculum, which leads me to another point. What do
students do in science and social studies and math (now that they must
explain their work) and "aching with caring" doesn't cut the
mustard?????????
Respectfully,
Bonnie
++++++++++++
Date: Sat, 25 Oct 2003 08:35:08 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] 1st graders and sustained reading...long
A large collection of poetry, songs and rhymes (familiar, please) on
overheads along with an overhead is a great center. I hung my screen so
that, fully extended, it reaches the floor. Then the overhead can sit
directly on the floor. It is very popular. I organize poems and such
by keeping the overhead in those plastic sheeth protectors and filing
them in labeled binders--"Halloween Poetry", "Favorite Songs"
and the
like.
Lori
++++++++++++
Date: Sat, 25 Oct 2003 08:44:26 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Writing Programs continued #2
Bonnie
For writing in content areas, I strongly suggest reading Stead's book Is
That A
Fact: Teaching Nonfiction Writing K-3. It may not result in writing that
'aches
with caring' but does address the issues of quality and voice in these types
of
pieces.
Lori
++++++++++++++
From: "bonniesponseller" <fiat76@earthlink.net>
Subject: RE: [mosaic] Writing Programs continued #2
Date: Sat, 25 Oct 2003 09:55:50 -0400
Thanks, Lori...will check it out. Calkins's The Art of Teaching Writing
is good, too. Fletcher's The Craft of Nonfiction Writing...not the
correct title (it's at school buried under papers on my desk) is good,
too.
Bonnie
++++++++++++++
Date: Sat, 25 Oct 2003 09:08:20 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Writing Programs continued #2
Yup, got them both. Stead's book uses the genre immersion model, which I
love. A
nice addition to the set.
Lori
++++++++++++++++
From: RKCTEC5@aol.com
Date: Sat, 25 Oct 2003 10:17:16 EDT
Subject: Re: [mosaic] Writing Programs continued #2
Hi Bonnie,
You are correct. When you wrote:
"I agree...formulaic writing does not often get kids
to the 'ache with caring' stage, but it does prepare
them to meet the standards,"
I did assume that this type of writing was the backbone of your writing
curriculum. I am happy to know that it is not. Sadly, there are a lot of
schools
where formulaic writing is the curriculum. And that concerns me, as does
this
current testing climate that pushes the ends, meeting the standards, to the
point that it does not matter how we get kids there.
In my previous post I said, "What I teach them each day is based on what
will
make them a better writer tomorrow than they are now. So my first graders
learn about genre and craft and the office work of writers." Aching with
caring
is a by product, not something I have to teach.
I am glad you took the time to mention the wide variety of writing
opportunities you give your students. It is these "sparkling jewels,"
the
ways with
words, that often are missing from the writing of students in schools that
teach
kids to think of writing as five paragraphs, each with a topic sentence and
supporting details. The five paragraph essay does not exist outside of
school.
And I don't think it serves much of a purpose inside school either. I worry
about the possible overemphasis on formulas.
I think writing across the curriculum is separate from the Writer's
Workshop.
In the workshop, the curriculum is writing, how to make one a better
writer,
how to improve as a writer, etc. Children choose their own topics.
However,
in Math, Science, Soc. Studies, topic/content is important, and are the best
places, in my opinion, to work on writing to a prompt.
Ruby
+++++++++++++
From: "Umm Muadth" <umumuadth@awtechnologies.com>
Subject: RE: [mosaic] 1st graders and sustained reading...long
Date: Sat, 25 Oct 2003 10:43:29 -0400
"I am working on helping teachers develop centers that engage students
in
reading (familiar and new books), and keep them engaged for at least 15
minutes. The ones that seem most promising to me are listening stations,
activities that have students rebuild, read and perhaps write and illustrate
short pieces used in shared reading, and the independent book baggies."
Cheri
This is very true, especially with struggling readers (and ironically they
are the ones that need the practice the most). Rebuilding the story is an
excellent suggestion. I think it is wise to have stations that are for both
'reading' and skill development. I have found that if fundamental skills
are missing reading will not take place (logical enough). One reading/skill
building activity is puzzle sentences. Take a sentence that is within the
children's reading level, make sure the words are nice and big, and cut each
word up. Have the child read the words put the sentence together and glue
it onto a piece of paper (or into some sort of book). I have also seen
magnetic story activities but they are expensive. You can do similar
activities like puzzle sentences by making your own magnetic words, by
laminating the words and putting a piece of magnet on the back (this can be
bought at teacher supply stores). This will appeal to children's desire to
manipulate objects (satisfying different learning styles).
There is also building words, another manipulative idea (great for centers).
Matching pictures with sentences to form a book. Changing story endings,
writing. Action words, writing down sentences with action commands,
children read them and act them out (a Montessori idea and very in-tune with
differing learning styles).
Melissa
++++++++++++
Date: Sat, 25 Oct 2003 08:31:28 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: [mosaic] Notes on Harvey Daniels presentation-long
Several people have requested the list of "best practices" by Harvey
Daniels.
He is quite a comical and entertaining speaker. I fail to get his web site
address where he told us not to bother and take notes since all his handouts
were on line for us. So if anyone out there saw him in conference in
Columbia,SC, Oct 17th. The sessions overlapped and I had to leave his about
fifteen minutes early and missed the web address.
Here are some of his main points as interpreted by yours truly.
First he began with explaining that his new book on reading in the content
area is at the publishers and will be out soon.
He has written Methods That Matter, Best Practice: and was truly concerned
about how many resources write and title their methods as "Best Practices"
yet they truly are not, so the term "Best Practice" had made what
he termed
has a
"terminology drift".
Consequently, he felt the need to address what constitutes "Best Practice"
as he tours and speaks and recapture this term to mean:
Best Practice is NOT:
worksheets: here he featured a short story about ML King and five questions
beneath that a student could answer parroting the facts just read.
Literature circle handout was shown next where students were ask to answer
from a ready make checklist how the character feels in the story. Just put
a check by the feelings the character had. A real prescriptive, brief
artifact used as a Literature Circle role sheet. He said this was a
classroom management instrument, NOT invoking thinking.
Then he said, "Lets do what REAL readers do" Practices that are:
Student Centered
Experimental
Expressive in their own writing
Reflective
Authentic
Holistic
Cognitive based
Developmental
Constructivist
Challenging
He brought out that every discipline, National organizations for Science,
Social Studies, Language Arts, etc had a list of National Standards, many
books are published and titled "Meeting ...Standards" and so he and
a group
of colleagues sat down and compared and reviewed these standards and these
terms above were the common threads in them all.
As I think about the overhead handouts just demonstrated by Debbie Miller
in her talk the day before, the response type that invoke thinking, and show
the teacher "tracks" of student thinking, as well as help students
monitor
their own thinking or lack of thinking, the differences in the "NOT"
best
practice handouts and her handouts were crystal clear.
He had the crowd work through one activity that he demonstrated as "Best
Practice" methods:written conversations with a peer. I had tried this
before and didn't think I would learn anything new, but the way he explained
this was different. Instead of swapping the same paper back and forth
between two people as they exchange written dialog, he had us watch a short
segment of high school kids in Literature Circles and with a partner make a
quick write response to what you saw [time keeping here is very important]
no oral conversation, only writing. Then, swap papers and respond to your
partners comments, and this was different then I'd tried before since no one
is sitting waiting on the paper to come back to them, but both partner are
reading and writing, yet in tune with others ideas and responding. Then of
course, they're were opportunities for whole group to share some responses.
This certainly requires Listening, Viewing, Thinking, Writing, and
Speaking, holistic literacy.
It seems to me that any activity that requires holistic Literacy practice
like this can meet all of the criterion above for "Best Practice"
and serve
as tracks of thinking and evidence of content understanding.
One last point he made that I think is worth repeating. Nat'l Reading Panel
says that Independent reading doesn't work to grow kids in reading and they
site research on this as the reason for this conclusion. However, he said
they are not excepting correlational research as a consideration at all. His
strong point on this was the fact that it was correlational research used in
the tobacco law suit that changed the law in our society recording smoking.
That Non-believers in time on task, independently reading, don't accept
correlational research, but it is clear that this society uses this research
to make important decisions. He showed a graph where a group of kids who
read for fun scored 20% higher on a national test, NAP, then those who did
not.
This is the conclusion of my notes on his whole group presentation, entirely
too long for a email, sorry. So I'll conclude here, but there are a few
more points he made in a break out session on reading in the content areas
if someone is interested, they can email me.
In the meantime, I plan to contact someone in the Writing Improvement
Network to see if I can get the web site for his handouts on this session.
Nelle
+++++++++++++++
Date: Sat, 25 Oct 2003 08:50:07 -0700
Subject: Re: [mosaic] Notes on Harvey Daniels presentation-long
From: Carolyn Booth <boothres@mac.com>
Nelle,
After reading your email I did a quick google search to find some
information you requested. Although I could not find Harvey Daniel's
website, I did find the handouts to which he referred from a previous
conference. You may find his handouts at this website:
http://www.walloon.com/conference_handouts.asp
Hope that helps!
Carolyn Booth
++++++++++++++
From: "bonniesponseller" <fiat76@earthlink.net>
Subject: RE: [mosaic] Website for Obtaining a RLevel
Date: Sat, 25 Oct 2003 11:55:57 -0400
http://www.interventioncentral.org/htmdocs/tools/okapi/okapi.shtml
Bonnie
+++++++++++++
From: "Victoria Carroll" <learn2liv@hotmail.com>
Subject: Re: [mosaic] what you're reading
Date: Sat, 25 Oct 2003 12:36:03 -0400
Hi Katharine and everyone,
I have the book Ahab's wife and had the misfortune of starting to read it
right before I went back to school! Needless to say, I didn't get very far,
but I did like what I read in the first few chapters. Thanks for the
recommendation though, you've inspired me to pick it up again!!
Vickey
++++++++++++++++
Date: Sat, 25 Oct 2003 11:44:27 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] what you're reading
For me, the mind blowing read this year was first Mrs. Dalloway and then The
Hours
and then Mrs. Dalloway again. Loved them--talk about connected texts.
Lori
+++++++++++++++
From: "Kim Noble" <kimnoble@comcast.net>
Subject: Re: [mosaic] Website for Obtaining a RLevel
Date: Sat, 25 Oct 2003 13:19:13 -0400
Another thing you might want to try is Scholastic Reading Counts website
http://src.scholastic.com/ecatalog/default.asp?UID=2910FC6E058E445E8E5B03988
FEEA4CE&subt=0&Test=NA
Kim in Philly/Staff Development Specialist
+++++++++++++++
From: Creecher12@aol.com
Date: Sat, 25 Oct 2003 14:02:37 EDT
Subject: Re: [mosaic] what you're reading
I went on a novel reading spree right before school started, because I was
just burned out on teacher books. I read Crow Lake, The Secret Life of Bees,
Three Rotten Eggs, and a few others. The one I just finished was Deafening.
I
read it because I wanted to get a different perspective on deafness since we
have
the county HI program in our building. Right now I am reading Mitch Albom's
new book (I am a Detroiter and a BIG fan of his), Five people you Meet in
Heaven and easing myself back into the teacher-book mode with Frank Smith's
new
book, Unspeakable Acts, Unnatural Practices; Flaws and Fallacies in
'Scientific'
Reading Instruction.
Nancy Creech
++++++++++++++
Date: Sat, 25 Oct 2003 11:08:59 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] what you're reading
Nancy,
Never heard of Frank Smith's new book, Unspeakable Acts, Unnatural
Practices; Flaws and Fallacies in 'Scientific' Reading Instruction. Is this
new? Would love your take on this after reading. Harvey Daniels did a talk
what he termed a terminology drift of "best practices" and I have
really
been thinking about Flaws and Fallacies of the popular reading activities
that I have observed because they are easy to extract a "grade" from.
Nelle
Creecher12@aol.com wrote:
I went on a novel reading spree right before school started, because I was
just burned out on teacher books. I read Crow Lake, The Secret Life of Bees,
Three Rotten Eggs, and a few others. The one I just finished was Deafening.
I read it because I wanted to get a different perspective on deafness since
we have the county HI program in our building. Right now I am reading Mitch
Albom's new book (I am a Detroiter and a BIG fan of his), Five people you
Meet in Heaven and easing myself back into the teacher-book mode with Frank
Smith's new book, Unspeakable Acts, Unnatural Practices; Flaws and Fallacies
in 'Scientific' Reading Instruction.
Nancy Creech
+++++++++++++
From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] Website for Obtaining a RLevel
Date: Sat, 25 Oct 2003 15:49:38 -0400
Rory:
Okapi is at:
http://www.interventioncentral.org/htmdocs/tools/okapi/okapi.shtml
however, I can't figure out how to just put in the title of a book and =
get a level. I don't think it's possible. It's great for readability =
levels for passages, etc.
Loretta
+++++++++++++++++
From: RKCTEC5@aol.com
Date: Sat, 25 Oct 2003 16:21:38 EDT
Subject: Re: [mosaic] Website for Obtaining a RLevel
Click Here: <A HREF="http://home.comcast.net/~ngiansante/">Leveled
Book
List
</A>
http://home.comcast.net/~ngiansante/
Loretta,
Have you tried this site as a start?
Ruby
+++++++++++++++
Date: Sat, 25 Oct 2003 17:02:56 -0400
From: "Jeff Beal" <jbeal@sccisd.org>
Subject: [mosaic] Profundity
I sent Ginger information on both expository and narrative profundity to
post on the tools page yesterday. I hope you find the information
helpful. Perhaps then you can ask questions that will help you. It
helps to try it out in the classroom, that is when the questions will
occur.
Jeff
++++++++++++++++
Date: Sat, 25 Oct 2003 17:06:27 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] Profundity
When preparing the students for the writing portion of the MEAP with
profundity, what do you do for the writing component. I have been
having the kids read a section of text or a story narrative picture book
then we do profundity as a whole class. I sometimes then have the kids
write a summary, what else?
++++++++++++++
From: "Teresa /AR" <Kidruler@hotmail.com>
Subject: Re: [mosaic] Work Journeys or Words Their Way
Date: Sat, 25 Oct 2003 16:16:26 -0500
Sherry,
I am a REA reading coach. Our state has chosen to use the developmental =
spelling analysis in Word Journeys to place students in reading groups =
and drive instruction. I like this test better than the one in Words =
Their Way. Nevertheless, after seeing Shane Templeton, one of the =
authors of Words Their Way, I would buy that book first. I really like =
the sections that have different learning activities for the different =
levels of spelling. Their video also helps beginning teachers put a =
picture on what word study could look like. You might also look into =
purchasing Sound Systems. I love that book. This book really put it all =
together in a shorter read.
Teresa
++++++++++++++++
From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] Website for Obtaining a RLevel
Date: Sat, 25 Oct 2003 17:52:30 -0400
Ruby: Thank you so much. I think I finally have found the perfect site =
for leveling books. It is easy to use and gives both the letter level =
(Fountas and Pinnel) and grade level--wow! =20
http://home.comcast.net/~ngiansante/ABtitle.html
Loretta
+++++++++++++
From: SDCTeacher@aol.com
Date: Sat, 25 Oct 2003 18:28:01 EDT
Subject: Re: [mosaic] Website for Obtaining a RLevel
This is awesome. I never knew I had this capability. This should help my
daughter out with her high school papers as well as checking out some
reading
passages for school.
Thanks for sharing.
+++++++++++++
Date: Sat, 25 Oct 2003 20:04:55 -0400
From: "Jeff Beal" <jbeal@sccisd.org>
Subject: Re: [mosaic] Profundity
One of the things I posted on the tools page are thematic units we use
to prepare students for the MEAP. In the thematic units you will see
thematically related texts sets, how we use the Profundity Matrix to
look across text for cross text questions and how to write to part 2b of
the MEAP test. There is a map to help think about the writing piece.
Jeff
+++++++++++++++
From: "JEFFERY BEAL" <jabeal45@msn.com>
Subject: [mosaic] What I am reading
Date: Sat, 25 Oct 2003 20:17:25 -0400
I am also reading Mitch Albom's new book, Five People You Meet in =
Heaven, and I also like it. I am also reading Margaret Wheatley's new =
book where she asks you to return to simple conversations to help solve =
the problems of the world. I am reading slowly so that it becomes a =
part of who I am and what I do.
The best professional book I have read lately is Explaining Reading by =
Gerald Duffy. The same Duffy of Pearson, Rohler, Duffy et al. He =
explains reading very simply in the first section and in the second =
section he shows how to teach 22 reading strategies using the gradual =
release of responsibility. I have developed a study guide to go along =
with it if anyone is interested.
Jeff
+++++++++++++++
From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] What I am reading
Date: Sat, 25 Oct 2003 20:42:10 -0400
Jeff,
I just got this book, and haven't dug into it yet, but a quick overview =
(Duffy) tells me this would be a good one to use for professional =
development in my school. I'd love a copy of the study guide. It will =
save me some time!
Thanks,
Cece/LC/GA
+++++++++++++
From: Abcde1142@aol.com
Date: Sat, 25 Oct 2003 22:05:58 EDT
Subject: Re: [mosaic] Website for Obtaining a RLevel
I tried the Okapi site. I put in a title and tried it with the K-4 word
list
and the 5-8 word list. The same title came out either 3+ level or 5-6
level.
Then I tried doing it with another title. That is quite a difference.
++++++++++++++
Date: Sat, 25 Oct 2003 19:10:51 -0700
Subject: Re: [mosaic] what you're reading
From: Veronica Leigh Whitehead <pisces1975@earthlink.net>
I was at the airport and just grabbed The Lovely Bones (Alice Sebold)
because I was in a hurry and it was advertised as a bestseller. I loved
that book! One of the reviews says that it is a book that you will revisit
in the bookstore, just to run your finger down the binding and remember
it... I have to agree. I have been finished with it for weeks but I still
think about Susie Salmon and her family :-)
Veronica
+++++++++++++
From: Mary Smith <mereadmore@yahoo.com>
Date: Sat, 25 Oct 2003 11:08:59 -0700 (PDT)
To: mosaic@u46teachers.org
Subject: Re: [mosaic] what you're reading
Nancy,
Never heard of Frank Smith's new book, Unspeakable Acts, Unnatural
Practices; Flaws and Fallacies in 'Scientific' Reading Instruction. Is this
new? Would love your take on this after reading. Harvey Daniels did a talk
what he termed a terminology drift of "best practices" and I have
really
been thinking about Flaws and Fallacies of the popular reading activities
that I have observed because they are easy to extract a "grade" from.
Nelle
++++++++++++++
Date: Sat, 25 Oct 2003 21:37:46 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] what you're reading
As long as we are making recommendations, please go see Radio. The
theater is in a town 30 miles away and it took me that long to stop
crying. It hit me hard, as the parent of special needs child. Great
movie, great message.
Lori
+++++++++++++++
From: SDCTeacher@aol.com
Date: Sat, 25 Oct 2003 23:24:26 EDT
Subject: Re: [mosaic] what you're reading
I just saw Radio tonight. What a great message that one person can make a
difference. This movie is based upon a true story.
Sherry
++++++++++++++
From: RKCTEC5@aol.com
Date: Sun, 26 Oct 2003 00:24:21 EDT
Subject: Re: [mosaic] Website for Obtaining a RLevel
Carol
Try it again without the "ABtitle.html" and with a ~ (tilde) instead
of a
percent sign, 7 and E.
http://home.comcast.net/~ngiansante/
Ruby
+++++++++++++++
Date: Sun, 26 Oct 2003 07:10:25 -0600
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] What I am reading
Reply-To: mosaic@u46teachers.org
Gerry is a old buddy of mine - so I must have the study guide - please
post or send to my email directly. Thanks. JG
+++++++++++++++
From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: [mosaic] quick lunch idea
Date: Sun, 26 Oct 2003 05:49:50 -0800
Last Friday we had Bring Your Lunch to School Day in my classroom. It =
was from 12-1 pm and all the parents were invited to come and eat with =
their child. There was pizza, Sub way, Jack in the Box. Our room smelled =
and looked like the Food Court at the Mall. We planned 3 items on our =
agenda.=20
We made a movie of our Morning Routines/Procedures set to the song =
Morning Report from Lion King. That is our song to play when we want =
every one to come to the rug for Class Meeting.=20
The second thing we planned was a Halloween Story. I played the Seinfeld =
CD and showed the pictures while parents were eating and laughing so =
hard they were crying! The kids were kind of amazed to see their parents =
laugh so hard.=20
After that, the kids all showed their parents their Power Points. We =
just started so some kids have 1 slide and some kids have 11. While the =
kids were waiting their turn (I have 5 computers), the kids played =
chess, checkers, Guess Who and Battleships with their Moms and Dads. I =
had 54 parents for 29 kids! I was shocked! All I did was open up my =
classroom for an hour on Friday afternoon. It was a great success! You =
all should try it. We are planning another one for Dec. 11 (Nov. is =
conferences). Now all we have to do is make another little movie, think =
of a great Christmas story and work on our power point! These are the =
days kids remember~
++++++++++++++
From: Creecher12@aol.com
Date: Sun, 26 Oct 2003 08:50:30 EST
Subject: Re: [mosaic] What I am reading
In a message dated 10/25/03 7:21:01 PM Eastern Standard Time,
jabeal45@msn.com writes:
I am also reading Margaret Wheatley's new book where she asks you to return
to simple conversations to help solve the problems of the world. I am
reading
slowly so that it becomes a part of who I am and what I do.
I think it already is. BUT, can you tell me the title?
Nancy
++++++++++++++
From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: [mosaic] books
Date: Sun, 26 Oct 2003 07:01:50 -0800
The best books I have read in the past few weeks are Year of Wonder and =
The Other Boleyn Girl. The DaVinci Code was very disturbing but good.
++++++++++++
From: "JEFFERY BEAL" <jabeal45@msn.com>
Subject: Re: [mosaic] What I am reading
Date: Sun, 26 Oct 2003 11:11:06 -0500
The title of Margaret J. Wheatley's book is turning to one =
another-simple conversations to restore hope to the future, (2002), =
Berrett-Koehler Publishers, ISBN 1-57675-145-7. I will post the =
Explainging Reading study guide to the tools page on Wednesday when I =
return to my office.
Jeff
+++++++++++++++++++
From: bonniesponseller [mailto:fiat76@earthlink.net]
Sent: Saturday, October 25, 2003 1:16 AM
To: mosaic-owner@u46teachers.org
Subject: Okapi
www.interventioncentral.org is the url for Okapi. You can type or paste a
passage and obtain a reading level...
indicate if you want to use the Spache (K-4) or Dale-Chall ( higher)
formula.
Another source for levels of books is Fountas and Pinnell's book...the exact
title escapes me...the book is at school.
As someone on this list has already observed, reading "levels" don't
take
into account a lot of variables...motivation, interest, phase of the moon,
mom/dad's boyfriend /girlfriend du jour, etc. Too, using Microsoft
Word's readability and Okapi might yield two different levels. I have
found both to yield a level in a range.... I guess the bottom line is
that there is no bottom line!
We use DIBELS, and because DIBELS uses three passages and the middle score
is recorded, I selected three passages (for which I had approximate levels)
to do a miscue analysis/running record and comprehension assessment. My
kids all read most fluently and with best comprehension on the most
difficult piece (according to the readability/reading level indicators). I
am still trying to figure out why. Too, I have found that females tend to
"do" better with narratives, and the males fare better with expository
text.
I attended a videoconference today featuring Dr. Lesley Morrow...the bottom
line: kids need to be exposed to books that they can comprehend but cannot
read independently (read alouds) and books that are on their instructional
level (flexible groups). Teachers, not a program or a method, must make
decisions based on their on-going assessments as to where kids "are"
and
what they need to teach to move our kids along the road to literacy.
Bonnie
+++++++++++++++
From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: [mosaic] Jerry Seinfeld book
Date: Sun, 26 Oct 2003 09:53:13 -0800
The book is called HALLOWEEN by Jerry Seinfeld. I bought it on =
Amazon.com and it came with the CD. I have also seen it at Barnes and =
Nobles and Hallmark but without the CD. It was the same price at both =
places.
++++++++++++++
Date: Sun, 26 Oct 2003 10:34:56 -0800 (PST)
From: Heather Wall <heather_wall_2000@yahoo.com>
Subject: Re: [mosaic] Work Journeys or Words Their Way
I would say definitely "Word Journeys" - it's much
better organized and explicit as far as how to
implement this spelling approach. Now, you'll need
access of some sort to Words Their Way because Ganske
refers to games, picture cards, etc. that you can only
find in WTW, but if a friend of your has it, then
you're set. I"m about to teach an inservice at
another school on developmental spelling, and Word
Journeys is the base of it all. Again, very readable
and very easy to follow...
Heather Wall
++++++++++++++++
From: CNJPALMER@aol.com
Date: Sun, 26 Oct 2003 13:37:05 EST
Subject: Re: [mosaic] FW: Okapi
Greetings:
As a reading specialist, I know a little about readability formulas. It is
very possible to get different readabilities on the same piece of text if
you
use different formulas. Some count syllables, some sentence length, some
look at
whether or not sentences have a lot of clauses or passive construction. If
you type the same text into the primary and Intermediate section on the
Okapi
site you are likely to get two very different levels since there are two
formulas being used which take different things into account.
This summer I worked on developing benchmark texts for our 1rst through 3rd
grades and ran into this problem all the time. One formula we'd try would
level
a text as mid grade 2 and another would level the same text at end of grade
3. I have not found one particular formula to be better than another.
Readability depends on so much...text structure, the child's level of
background
knowledge, use of literary devices, quality of picture support etc.
That is why I like Fountas and Pinell's leveling system even though it is
more 'subjective' because it takes into account more of what is important in
making a text accessible to kids. Our benchmark committee started with
readability
formulas to make initial choices of texts but in the end, we had to just try
them out on real kids in our district to see how they did.
If you want to know more about helping kids transition to chapter books I
would highly recommend the book "Beyond Leveled Books" (Stenhouse
I
believe). It
discusses how to help kids learn to sustain comprehension over multiple
chapters and multiple days and gives lists of books that can be used to help
make
the transition.
I guess what I am trying to say is use any readability formula with caution.
There are many things that impact readability besides sentence length and
syllable counts.
Jennifer
Maryland
++++++++++++++
From: Soswes@aol.com
Date: Sun, 26 Oct 2003 14:44:48 EST
Subject: [mosaic] conversations in the classroom
I'm working with the kids in my class on carrying on conversations as their
sharing time after our readers workshop. I've modeled how conversations
work,
but I'm backing out now of being the facilitator of the share time and
moving
into more of a member of the conversation. That way, I can still model the
thinking I want, but I want the kids to control the conversation, with the
idea
that the power is in their sharing with each other, not me facilitating and
directing what is said.
Its beginning to happen....This week in one of our share times a student
shared a T-S connection she had made with her book. As the teacher, I knew
that
it was a VERY shallow connection and not one that would help. But I stayed
out
of it. One of my students jumped into the conversation with: "__Name_____,
that's not really a BIG connection that would help you understand the book.
It
won't help you get to the BIG idea."
The student didn't have much to say, but she did "get back" at the
little
boy
who had made that comment. He was telling about his connection and she
asked
him to retell the story. Then other students began to ask him who the
characters were, what was the setting and the problem and solution in the
book.
I just got to sit back and smile. And I know that at least one student
knows
that connections are to help us understand. And I know that quite a few
students know about the literary elements of stories. And the one who had
to
retell.....he did it in his own words..he didn't just "spout" off,
first
+++happened, then +++ happened.
Now I'm not going to tell you this happens everyday in my class.....but it's
a start.
Sandi/1st
+++++++++++++++
From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] FW: Okapi
Date: Sun, 26 Oct 2003 14:47:28 -0500
Matching Books to Readers By Fountas and Pinnell has the levels but it =
doesn't have a lot of books.
Loretta
++++++++++++++++++
From: Soswes@aol.com
Date: Sun, 26 Oct 2003 14:51:51 EST
Subject: Re: [mosaic] Journal Writing
In a message dated 10/24/2003 12:40:43 PM Central Standard Time,
mrandle@509j.net writes:
The Writer's Notebook. It is a small novel size books targeting the kids as
his audience as he explains living like a writer with a Writer's Notebook.
Thanks...I have ordered it and I've reread Katie Ray Woods book. I'm taking
your suggestion.
I'm am going use a Writers Notebook in my classroom...I talked to teachers
in
my school who use it with their kids and the answer I got back: go for it!
1st grade won't look like 2nd, and 2nd won't look like 3rd....but can you
imagine how the kids will grow? The term differentiated instruction keeps
going
through my mind because I know I have kids more than ready for it now, and
something that a teacher told me when I was student teaching: I was
observing
in a kindergarten class and she was doing a guided reading lesson. I knew
absolutely nothing about reading then, but the term developmentally
appropriate
was being used all the time at school. I asked her if what she was doing
was
developmentally appropriated (I did it nicer than that!) but what she said
has
stuck with me. She said:"For some kids it is, and they will get out of
it
what
they need to get out of it. For those that it isn't....they will get
something else out of it!"
Sandi/1st
++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] new additions to the TOOLS page
Date: Sun, 26 Oct 2003 14:56:19 -0600
I have added the following to the TEACHING TOOLS page at:
http://www.u46teachers.org/mosaic/tools/tools.htm
1. Debbie Miller presentation notes by Nelle
(go to the bottom of the Staff Development section)
2. Profundity-Expository Packet by Jeff
(go to the bottom of the Other section)
3. Profundity-Sample Lesson Plan for Expository by Jeff
(go to the bottom of the Other section)
4. Profundity Book List by Deb
(go to the bottom of the Other section)
Just remember that they do take a while to load.
For our newest members here are some other resources for you:
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.
Our TEACHING TOOLS web page found at:
http://www.u46teachers.org/mosaic/tools/tools.htm
is 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.
Enjoy!
Ginger
moderator
+++++++++++++++
Date: Sun, 26 Oct 2003 14:12:27 -0800 (PST)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] Journal Writing, Sandi
Sandi,I am so excited for your kids!!! Writers Notebook in first grade.Wow!
I just reread part of The Writer's Notebook today and his voice is so warm
and the love of writing, the joy of being a writer comes "exploding"
through
as Ralph Fletcher speaks to the kids.
Last year I did a presentation for a middle school on "Voice", think
of what
Middle school kids could do with a Writer's notebook. I took a line or
quote that was gripping to me that I had recorded in my notebook from a
picture book, Peach Pies, Fireflies, and Lullabies, on the overhead, showed
how without the quote the voice of the piece was weak, but with the quote
inserted in just the right place as a thought shot, the paper took on a
different mood. When I ask how many used writer's notebooks, I got confused
looks like no one had ever heard of the term. Then a couple of teachers
spoke up that they used writing journals. I am sure that they meant
journals with procedural explanations of how a functions were performed.
Though necessary and useful in science, math, social studies content, a long
way from a Writer's Notebook.
So I just encouraged members of the faulty to read Katie Wood Ray's Writing
Workshop and Ralph Fetchers' The Writing Workshop, The Essential Guide and
went on showing ways teachers could help kids hear and use "voice"
in
writing.
Please keep us up on some of the things you notice with first graders and
their notebooks. No telling how far it will take a first grader in "Creating
a Culture of Thinking in the classroom"
Nelle
+++++++++++++++
From: SDCTeacher@aol.com
Date: Sun, 26 Oct 2003 17:52:03 EST
Subject: Re: [mosaic] Work Journeys or Words Their Way
Thanks so much. That's the second recommendation that I have have for Word
Journeys, so that is the one I will purchase first.
Sherry
+++++++++++++++
From: CAAstle@aol.com
Date: Sun, 26 Oct 2003 18:05:50 EST
Subject: Re: [mosaic] conversations in the classroom
Sandi, I have also started to work with students on conversation. The
conversation at this point does not go far. I had the second grade students
choose
either a text-to-self or a text-to-world connection with their book choice
about fall. The interesting thing that I noticed was that some students
confused the two connections. The conversation developed enough (with my
prompts) so
that a student would tell another student that he thought the connection was
not a t-s, for instance, but a t-w because...I was really excited about that
because this is really turning into a learning lesson for everyone in the
group. When I go into a different second grade tomorrow to teach, I am
going to
introduce Ginger's steps of I wonder...maybe, probably, it could be, it
might
be...and because... and see if the conversation goes a little deeper. Keep
us
posted on what happens. Carolyn
++++++++++++++
From: CAAstle@aol.com
Date: Sun, 26 Oct 2003 18:31:52 EST
Subject: Re: [mosaic] Profundity
Jeff, Thank you for the wonderful job you did with profundity. I really
appreciate all of the time and effort and look forward to sharing this with
especially the upper grade teachers. Carolyn
+++++++++++++
From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] what you're reading
Date: Sun, 26 Oct 2003 20:12:17 -0500
Ditto on both The Lovely Bones and Radio. I knew Radio would be a good =
one when I cried at the previews. So uplifting and inspiring. And The =
Lovely Bones. . . big WOW. I'm reading "The Life of Pi" right now
=
(getting ready to.) Has anyone read this?
Kelley
+++++++++++++
From: "Kathy Rowland" <kathyrowland@comcast.net>
Subject: Re: [mosaic] Re:What you're reading?
Date: Mon, 27 Oct 2003 17:35:51 -0800
I love the Mitford series! The new one is at Costco.
Kathy/1st/WA
++++++++++++++
From: MissWalsh1@aol.com
Date: Mon, 27 Oct 2003 20:28:50 EST
Subject: [mosaic] {Mosaic} When do you move on?
Hello fellow teachers!
I have a question for you. This is my first year using the MOT strategies,
and I have gotten as far as T-S connections. I feel like orally the kids
are
doing a good job of making connections, and they are able to tell me when I
make connections that help me understand the text better, or when they are
just
surface connections (I have a dog, too). We do the post-its, and they enjoy
sharing them at the end of our reading block. So, I was thinking that it
was
time to introduce T-T connections. BUT....
Today, I was reading a non-fiction book about seasons, and I kept getting
interupted by my highest reader because she was making connections. They
always
started right (This reminds me of....) but they were WAY off target. I was
in
the middle of a page explaing the tilt of the earth, when she raised her
hand
and said that this reminds her of how her dad takes her to the store to buy
books. I asked, "Were they books about the seasons?" and she replied,
"No."
So I dared to ask how this part of the book reminds her of that, and she
said,
"Well you are reading a book and I have books."
Someone had mentioned that the higher kids have a hard time making
connections compared to the lower kids, and boy do I see that. I guess the
higher
children read so quickily that they were less likely to take the time to
process
what they were reading. So, how do I help her change her perception of what
a
good reader does? Should I wait to introduce T-T connections until the
entire
class has a solid understanding, or do I move on when the majority have it?
Any suggestions?
Leah 2nd
+++++++++++++
From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: [mosaic] parent lunch (more details)
Date: Mon, 27 Oct 2003 05:52:18 -0800
I teach a 4-5 combo. I have a mini Morning Meeting every single morning.
=
We play the Morning Report and all kids come to the rug area. We do =
attendance, say the pledges, sing a patriotic song and talk about the =
agenda for the day (Is it regular schedule or are there changes?). We =
talk about any urgent issues and sometimes table things until later. I =
read aloud a picture book and then I explain both math lessons and then
=
they go to work. This all takes about 15 minutes. We speed right through
=
it.
The movie I made was done with Adobe Premier on my home computer. I took
=
our digital video camera to school for 2 days and just filmed the =
regular procedures of the day making sure to get every child at least =
once. Then I took it home and my son who is a Senior and wants to be the
=
next Steven Spielberg helped me edit the film into a mini movie (the =
length of the song). I hope this explains the details. The HALLOWEEN =
book is by Jerry Seinfeld and is at Amazon or Borders or Barnes and =
Nobles. Make sure it is the edition that has the CD in the back. It was
=
about $14. Have an awesome day!
++++++++++++
Subject: RE: [mosaic] Website for Obtaining a RLevel
Date: Mon, 27 Oct 2003 08:55:21 -0500
From: "Judy Kelly" <kelly@monroe.k12.mi.us>
You may want to check out Stephen Krashen's article on lexiles at the =
url below.
http://www.sdkrashen.com
Judy MI
++++++++++++
Date: Mon, 27 Oct 2003 18:52:32 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Re:What you're reading?
How do you make the time for "fun things"?
Call me weird--when did reading not get to be fun stuff? I love
reading--it's an addiction. Dirty dishes can wait--so can the ironing.
I love to read and am always in the middle of several books.
Professional reading has become a passion--so much great stuff out
there--and always a meaty novel and then one of the beach or bathtub
variety.
Lori
+++++++++++
From: "bonniesponseller" <fiat76@earthlink.net>
Subject: RE: [mosaic] Re:What you're reading?
Date: Mon, 27 Oct 2003 20:57:06 -0500
K Good... I mentally asked the same question!!! When do they find the
time and the energy to read for pleasure?????? And I have to admit
that my daughter is in grad school and my only other real responsibility
is a cat (though she is a bit psycho)!!!! I still don't have the
time or energy after a day at school to indulge in "me."
Bonnie
++++++++++++
From: CNJPALMER@aol.com
Date: Mon, 27 Oct 2003 21:04:14 EST
Subject: Re: [mosaic] Website for Obtaining a RLevel
Judy
Thanks... I am forwarding this article to my principal and a colleague.
Stephen Krashen echos many of my sentiments about matching books to kids. I
have
resisted the push to lexile classroom libraries or the school library. I
feel
it is more important to teach kids how to pick their own just right books.
Having said that,SRI scores and lexiles have helped me begin to teach my
staff how
important quantities of easy reading are to kids reading development. We
have
moved away from one chapter book for the entire fifth grade class to use
during reading and have moved into differentiation...sometimes by difficulty
but
also sometimes by interest allowing student choice. (We are required to do
reading groups rather than a workshop approach.) If you know the limitations
and
don't go overboard (We use lexiles only as one of MANY pieces of data about
a
child's reading) it can have it's uses.
Jennifer
Maryland
In a message dated 10/27/2003 8:58:07 AM Eastern Standard Time,
kelly@monroe.k12.mi.us writes:
You may want to check out Stephen Krashen's article on lexiles at the url
below.
http://www.sdkrashen.com
Judy MI
++++++++++++++
From: "Michelle Hulke" <shelltchr@wowway.com>
Subject: RE: [mosaic] Re:What you're reading?
Date: Mon, 27 Oct 2003 20:12:27 -0600
Reply-To: mosaic@u46teachers.org
Kim you are NOT alone. I do not have any children, but by the time I get
home from work, make dinner, take care of things around the house, feed the
dog, etc., it's time for bed. I get up early - like 4:30am - so I am tired
by 8:30 or 9 and hit the sack. I LOVE to read before I go to bed, but often
during the school year it's a professional book (if at all). The novels I
enjoy reading usually have to wait until vacation (or the weekends,
sometimes). And I am a person who LOVES to read....just can't always find
the time either. Too much time at work and doing work things. I know it's
something I need to work on too...finding a better balance in my life.
Michelle/IL
++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: [mosaic]Books for Reading and Writing
Date: Mon, 27 Oct 2003 20:27:58 -0600
Excellent question Kim. It sounds as if you have a good start. I am sure
you will get many responses from this group. Hmm.reading and writing.on
the intermediate level. I would recommend reading Mosaic of Thought,
followed by Strategies That Work, followed by Nonfiction Matters (you
will like this one for integration). Do check out Knee to Knee, Eye to
Eye for literature conversations, Reading Essentials, I Read It But I
Don't Get It, Reading Reminders, Fountas and Pinnell Guided Readers and
Writers 3-6, the intermediate books by Vicki Spandel (I forgot the
specific names), Ralph Fletcher books for writing, How's It Going,
Learning Along the Way.and I am sure there are many more I am
forgetting. These were off the top of my head.
Okay MOTers.clear your throats and speak out.let's hear your "have to
read" book list to help Kim out!
~Karla
++++++++++++++
From: "Gina" <Gina_nunley@hotmail.com>
Subject: Re: [mosaic] Re:What you're reading?
Date: Mon, 27 Oct 2003 20:26:53 -0600
I too had lost the time to read for pleasure. I was voracious about =
professional books. Then a girlfriend talked me into a book club and it =
was a god send. We only meet 1x every 6 weeks, and with the group of us =
it is only at my house every 7 months. I MADE myself finish the first, =
and second book. Now I am back in the swing. The gift of the club is =
that I fell in love with reading for pleasure again. We have even =
tried out post its and strategies to help us discuss the book, heehee. =
Because the group has a wide range of contacts with other readers, we =
almost always end up reading a winner. I've devoured some of the most =
delicious books I've ever read....The life of Pi, The Prodigal Summer, =
The Secret Life of Bees, Seabiscuit, DaVinci code, Bel Canto, The =
Reader, etc. To think I almost missed them. I highly encourage you to =
find the time to join or start a club. Make sure everyone agrees the =
food is simple, and you don't have to meet every month. Happy Reading, =
Gina
+++++++++++
From: "Debbie Lacy" <dklacy@usmo.com>
Subject: [mosaic] What you're reading
Date: Mon, 27 Oct 2003 20:36:54 -0600
I joined a book club two years ago and it was one of the best things =
I've done for me personally and professionally--I have to practice what =
I preach and talk about the meaning of a story and the connections it =
makes to my life with other people--real conversation about books! I =
can take that when I'm working with my kids and tell them about the =
things I read in book club and how we talk about them. So in this way I =
am "forced" to read at least one "fun" book a month--since
it is a =
necessity I usually allot an hour or two on the weekends to reading. =
But it is hard and you have to just say the dishes or laundry can wait =
(or train other people in your house to do it and don't feel guilty!) =20
I highly recommend Sheri Reynolds's books--The Rapture of Canaan, =
Bitterroot Landing and especially a Gracious Plenty--which is a great =
T-T connection with Lovely Bones--she is a Southern writer and you are =
not a passive reader when you read her books. I'm reading Garrison =
Kieller's "Love Me" right now--what a hoot!
Debbie
++++++++++++++
From: "Michelle Hulke" <shelltchr@wowway.com>
Subject: RE: [mosaic] What you're reading
Date: Mon, 27 Oct 2003 21:19:37 -0600
Ok, now you guys are giving me the itch to search for a local book
club...thanks! :)
Michelle/IL
++++++++++++
Date: Mon, 27 Oct 2003 20:39:13 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: [mosaic] How you're reading?
Like others, reading is a serious priority for me. Hours to read come
first.
For instance, my Saturday mornings are lovely for me. I wake up
around 6 or 7 (ahhh, the luxury of deciding exactly when to get up)
and get coffee and my book. I read until at least 10.
Then I get the newspaper and read it while watching C-Span weekend
booktv and learning about new books to read.
Katharine
++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: RE: [mosaic]Books for Reading and Writing
Date: Mon, 27 Oct 2003 22:08:08 -0600
Wow! How could I forget Lucy Calkins, Nancie Atwell, Donald Graves,
Regie Routman, etc.? I should just go to the bookshelf and start
pulling them off!
~Karla
+++++++++++++
Date: Mon, 27 Oct 2003 20:18:28 -0800 (PST)
From: Mary Smith <mereadmore@yahoo.com>
Subject: [mosaic] Quote about fiction
While rereading Ralph Fletcher's, A Writer's Notebook, Unlocking the Writer
Within You,
I saw this and it struck me for the second time:
Fiction is like a spider's web. It attaches itself ever so lightly [to the
earth] but still it is attached at all four corners. Virginia Woolf
I thought about the many fictional books written that are still so grounded
in the real life of the author, folk tales and short stories that have
attached themselves to the writer's soul.
Nelle
++++++++++++
From: MEHitzel@aol.com
Date: Mon, 27 Oct 2003 23:50:58 EST
Subject: [mosaic]Books for Reading and Writing
I teach 4/5 and find that I pull out Debbie Miller's Reading With Meaning
just as much as MOT and STW. I found many of my children coming to me as
fairly
strong decoders, but with few comprehension strategies, so I do a lot of
strategy instruction based on Debbie's ideas. We're in the middle of a
book/video
study group at my school right now and so I'm hoping to see children coming
to
me more of a comprehension strategy background as a result.
I bought Thinking Through Genre this summer and have found it very helpful
in
planning my memoir unit. I don't have the author here, the book is at
school, but I could get it if you're interested.
Martha/4/5/az
+++++++++++++
From: MEHitzel@aol.com
Date: Mon, 27 Oct 2003 23:57:41 EST
Subject: Re: [mosaic] What you're reading
I have heard so many good things about The DaVinci Code, but didn't want to
spend the $25 on the hardcover version, so I am waiting for paperback.
Instead, I bought Angels & Demons by the same author and it was excellent!
Martha/4/5/az
+++++++++++++
From: "bonniesponseller" <fiat76@earthlink.net>
Subject: RE: [mosaic] Re:What you're reading?
Date: Tue, 28 Oct 2003 04:49:25 -0500
...with the exception of feeding the dog (I have a psychotic cat), I
could have written this....
How DO we balance our personal lives with a professional life that is
becoming more and more demanding?????
Bonnie
PA
++++++++++++++
From: Readinglady1@aol.com
Date: Tue, 28 Oct 2003 05:43:45 EST
Subject: Re: [mosaic]Books for Reading and Writing
In a message dated 10/27/2003 11:51:22 PM Eastern Standard Time,
MEHitzel@aol.com writes:
I bought Thinking Through Genre this summer and have found it very helpful
in
planning my memoir unit. I don't have the author here, the book is at
school, but I could get it if you're interested.
http://www.readinglady.net/SearchResult.aspx
The book is published by Stenhouse. It's really set up nice and they
integrate your teaching across reading and writing. For example the memoir
unit
would have lessons for Reading Workshop and Writing Workshop. It also has
the
connection back to the ideas from the comprehension work.
Laura
www.readinglady.com
++++++++++++
From: Readinglady1@aol.com
Date: Tue, 28 Oct 2003 05:51:16 EST
Subject: Re: [mosaic] How you're reading?
In a message dated 10/27/2003 10:54:11 PM Eastern Standard Time,
katha@syix.com writes:
For instance, my Saturday mornings are lovely for me. I wake up
around 6 or 7 (ahhh, the luxury of deciding exactly when to get up)
and get coffee and my book. I read until at least 10.
Katharine,
I am so jealous! I have to get up at 6 just to start my day - Saturdays and
Sundays included. I guess when my children are a bit older - and can drive
themselves around - I will get to stay in bed and read. Sounds like heaven
to
me!
I read late at night when I can and all vacations.
Laura
www.readinglady.com
+++++++++++++
From: Readinglady1@aol.com
Date: Tue, 28 Oct 2003 05:56:58 EST
Subject: Re: [mosaic] Re:What you're reading?
In a message dated 10/27/2003 8:03:05 PM Eastern Standard Time,
btillman@farmerstel.com writes:
Cece--who read two great novels this weekend!
No fair CeCe - I KNOW you have babies at home!!! I have teenagers and
couldn't get two novels in in one weekend.
I too read in the bathtub. Causes many refills. On my too read list are
Lovely Bones and the DaVinci Code. They are lined up for Christmas reading
and
are on my Christmas list. I don't know about you but I love getting books
for
gifts. My son this year bought me a book for Christmas and was so very
proud
of his purchase. I was so proud that they would think of this on their own.
My father still gets book gift certificates from me each year and is
thrilled.
Laura
www.readinglady.com
++++++++++++
Date: Tue, 28 Oct 2003 05:27:49 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic]Books for Reading and Writing
Martha, tell us more about Thinking Through Genre.
Thanks,
Lori
+++++++++++++
Date: Tue, 28 Oct 2003 04:49:51 -0800 (PST)
From: Yvonne Greene <myvonnegreene@yahoo.com>
Subject: [mosaic] time to read
One thing I have found that helps me to get things
under control is doing chores and fun stuff in 15 min.
increments. I am amazed at how much more time I have
as I learn to do things in little chunks of time like
this. Unfortunately this idea is not mine, but came
from the ideas of the Flylady.
http://www.flylady.net
Using this idea, I have time to cook, take care of the
dogs, chat, and read, if I choose to spend my time
that way.
Great reads are the DaVinci Code and Educating Esme.
I read the second one in 2 days. Always reworking my
way through RWM.
Enjoy!
Yvonne
+++++++++++++++
Subject: RE: [mosaic] Read Naturally Reading Program
Date: Tue, 28 Oct 2003 08:00:23 -0600
From: "WOLCOTT, GREG" <WOLCOTTG@woodridge68.org>
www.readnaturally.com
++++++++++++++
From: "Debbie Lacy" <dklacy@usmo.com>
Subject: [mosaic] companion reader
Date: Tue, 28 Oct 2003 08:50:53 -0600
Has anyone ever used this or heard of Companion Reader? I have =
encountered two schools now (in Missouri) who are using it. It is =
probably the most prescriptive program I've ever seen---it's all about =
decoding and then there are these pages of words out of context that =
kids read together (that's the companion part) and then a short =
paragraph they read and questions they answer--very low level (who was =
the father, where did they go...) The teachers I worked with yesterday =
said it was SO effective, yet SO tedious and boring. So, I'm wondering =
how to question them and get them to a higher level of thinking about =
what reading is really all about--this school also had not heard of MOT, =
RWM or anything else current. =20
Debbie
++++++++++++++++
From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] Re:What you're reading?
Date: Tue, 28 Oct 2003 18:29:53 -0500
I'm also bogged down with professional reading, however, I put The =
Devil Wears Prada on hold at the library and forgot about it and just =
picked it up. It's fabulous! It got rave reviews in the New York Times =
and it's a fun --"take me away" book (as I call my "fun books."
Loretta
+++++++++++++
From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] What you're reading
Date: Tue, 28 Oct 2003 18:31:30 -0500
Martha: I don't know where you live but in New York City, we can go =
online and put books on hold and be informed by e mail when they come =
in. I wait forever for some books but they eventually get to me. It's =
saves a lot of money.
Loretta
++++++++++++++
Date: Tue, 28 Oct 2003 16:56:33 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] What you're reading
Oh, you lucky girl! We are miles from a real public library (try 30
miles, and fees for cross state lines or 45 miles and out of county
charges). Though we have a local library associated with our small
university, it is terribly sad. So I have books upon books upon books
and no room for shelves. My husband reminds me that I don't have to
drive an aging, rustbucket of a suburban and I just sigh--think of the
books those car payments will buy!
Lori
++++++++++++
From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: [mosaic] What are students reading?
Date: Tue, 28 Oct 2003 18:01:51 -0600
My students are asking for specific book recommendations.Can anyone
recommend some really great book series? I have a student reading at the 5th
grade level who's looking for a great book series. He just finished HOLES
and didn't like that there wasn't a sequel.
What am I reading?
I am presently reading 6 + 1 Traits of Writing by Ruth Culham.I always carry
a book or two everywhere I go. It started when my kids were younger and I
drove them everywhere. Waiting for soccer or swim practice etc. I also wind
down my day by reading before bed.
Mary gr. 7/8
++++++++++++++
Date: Tue, 28 Oct 2003 17:17:04 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] What are students reading?
My son loves the Lemony Snicketts (also fifth grade). He loved Holes
and is a Harry Potter nut, so I gave him The Golden Compass--which is
way high level, but I think he'll like it. It is part of a triology. He
also loves Paulsen and has been trying out the Hobbs books as another
adventure series. He read No More Dead Dogs, and loved it. He enjoyed
Gathering Blue after I had read him The Giver, and has read other Lowry
books as well.
Lori
PS I didn't read your post closely enough--the Lemony Snicketts might
just do the trick and the reading level of No More Dogs was very
accessible to my fifth grade son, but I think it would be especially
funny for a middle school kid. My son is eleven going on forty, so he
got all the humor and subtle (but not inappropriate) boy/girl stuff.
++++++++++++
From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] What you're reading
Date: Tue, 28 Oct 2003 19:26:17 -0500
Where do you live Lori?
Yes, I live in Manhattan in NYC and we have a library in every =
community. I guess I just take it for granted. I also can rent movies =
for free and now with the ability to order online, I just love it!
Thank you for reminding me how lucky I am. Of course, I can also take =
out children's books and many of our libraries sell books (children's =
and adult's).
Loretta
++++++++++++++
Date: Tue, 28 Oct 2003 17:22:17 -0800 (PST)
From: Kerry McDonald <mcdonaldatstrath@yahoo.com>
Subject: Re: [mosaic] What are students reading?
My grade 6's have just started the Eddie Dickens Trilogy (not sure of the
author, just search amazon). I would highly recommend Will Hobbs, Gordon
Korman (anything by him!)and of course Series of Unfortunate Events.
Hope that helps,
Kerry
++++++++++++
Date: Wed, 29 Oct 2003 17:31:12 -0800
Subject: Re: [mosaic] making connections]
From: Veronica Whitehead <pisces1975@earthlink.net>
I have a student who does this too... but only when making connections
orally. I think he just likes to "have the floor" so he can tell some
whoppers. He sooooo obviously makes things up! :-)
Veronica
+++++++++++++++
From: "Michelle Hulke" <shelltchr@wowway.com>
Subject: RE: [mosaic] Comprehension CD - Julie
Date: Wed, 29 Oct 2003 19:49:39 -0600
Hi, Julie. I believe Ginger posted it under the Teaching Tools
(www.u46teachers.org/mosaic). It's about 5 up from the bottom. The CD is
great! I played the schema song today and the kids LOVED it.
Michelle/IL
+++++++++++++++
Date: Wed, 29 Oct 2003 18:51:12 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] What you're reading
All I have to do when i miss the city is look around me--I can mentally
erase the
telephone poles and fence lines and live my pioneer fantasy.
Lori
++++++++++++
From: CNJPALMER@aol.com
Date: Wed, 29 Oct 2003 20:40:35 EST
Subject: Re: [mosaic] What are students reading?
In a message dated 10/28/2003 7:03:32 PM Eastern Standard Time,
mekaleta@hotmail.com writes:
Help!!! My students are asking for specific book recommendations.Can anyone
recommend some really great book series? I have a student reading at the 5th
grade level who's looking for a great book series. He just finished HOLES
and
didn't like that there wasn't a sequel.
Scholastic has a series out that the boys at my school like: Artemis Fowl.
Jennifer
Maryland
++++++++++++
Date: Wed, 29 Oct 2003 18:35:26 -0800 (PST)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] making connections visual
Thanks Susan, Just yesterday, my kids made a connection with a new story by
Robert Munsch, The Boy in the Drawer, with SpongeBob when they noticeed the
bath water pouring out of the bread box and flooding the kitchen floor. Yes,
I know, Do What?
You have to read the book to get that. But the point is once Spongebob was
brought up the kids all had a connection to him and left the story. So, I
started to ask, how does your connection help you understand the story, or
did it take you away from the story and distract you from it? But I myself,
was not satisfied with my explanation. They just looked at me, like o'kay
teacher you just told us we could use our schema--all our prior knowing to
make connections to the story and now you don't except my connection.
I will use the circle tomorrow using the line going away from the story and
never returning showing great connections from those that distract the
reader as we just started to explore our schema and how we use it.
Thanks,
Nelle
++++++++++++++++
Date: Wed, 29 Oct 2003 20:01:41 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] Good Reads
I just finished The Little Friend by Donna Tartt and was not
thrilled. I wonder if anyone else read it 'cause I'd love to talk
about it. She also wrote The Secret History which was absolutely
wonderful. It was a rather 'dark' story of college kids living a
privlidged life in some la-de-dah college back east. Then theres a
lot of psychological suspence and a lot of literary allusions (which
I love.) When I finished it I immediatly started at the beginning
and read it again.
This one, The Little Friend, seemed a tad too long and, although I
did want to read to the end to find out what happened to the
characters (interesting, every one), I skipped many passages about
how the scenery looked, smelled & felt.
It also ended terribly abruptly.
Right now I'm re-reading Sarah Vowell's book of her own personal
insights which is excellent fun. I'm not sure what I'll start
tonight, probably either Icy Sparks by Gwyn Hyman Rubio or The Master
Butchers Singing Club by Louise Erdrich. comments?
Laurie, you actually live IN Sausilito???? I am so very jealous.
Katharine (up past Sacramento, in the ugly, flat & barren valley)
+++++++++++++
Date: Wed, 29 Oct 2003 18:14:48 -0900
From: Dan & Nicole <packers@ak.net>
Subject: Re: [mosaic] Good Reads
Re: [mosaic] Good ReadsKatherine,
I LOVED Icy Sparks. The author paints such a painfully vivid picture of Icy
that you just can't help but feel her pain. I've never read The Master
Butchers Singing Club but it sounds interesting.
Nicole
++++++++++++++
From: "Debbie Lacy" <dklacy@usmo.com>
Subject: Re: [mosaic] Good Reads
Date: Wed, 29 Oct 2003 21:27:22 -0600
Re: [mosaic] Good ReadsI love Sarah Vowell! Add David Sedaris to that =
list of quirky writers with unique views of the world.
Also try Ava's Man by Rick Bragg
+++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] repost on CD
Date: Wed, 29 Oct 2003 22:21:55 -0600
Here is the original email about Tanny's CD. I received mine on Friday and
I JUST LOVE IT! Tanny- you have a great voice! I love the songs! (They
also sell a long/short vowel CD and a CD about teaching in general that is
very funny but oh so right on!)
Ginger
moderator
++++++++++++++++++++
I have some great news!!
One of our members, Tanny, has a CD out that has a song for each strategy.
Tanny wrote/sings the lyrics and her husband Miles arranged/plays each tune
on the synthesizer/piano. She wrote the words over the past couple of years
to reinforce strategy lessons that she used with her students. Many of the
teachers at Tanny's school district have been bugging her to get the songs
recorded.....so they finally did it!
They used familiar tunes for the songs so that even the "musically
challenged" teacher could use them with confidence. Here is a list of the
songs, with the original tune cited:
1. Metacognition: Tune/The Mexican Hat Dance
2. Schema: Tune/Are You Sleeping?
3. Questioning: Tune/London Bridge
4. Visualizing (mental imagery): Tune/ Mary Had A Little Lamb
5. Determining Importance: Tune/Hickory Dickory Dock
6. Inferring: Tune/Twinkle, Twinkle Little Star
7. Synthesizing: Tune/Three Blind Mice
Tanny will include a complete lyric sheet with each order. Tanny says,
"Kids LOVE these songs....As one student put it, 'Sometimes I forget what
a
certain strategy means, but then I just start singing the song and it helps
me to remember!'"
Go to the TEACHING TOOLS web page at:
www.u46teachers.org/mosaic/tools/tools.htm and scroll all the way to the
bottom in the OTHER section and look for:
Comprehension Strategy Songs on CD by Tanny to find the ordering
information! (it takes a while to load) For $10.00, including shipping, I
think this is a steal! What a great idea!
I can't WAIT for my copy to arrive!!
Ginger
moderator
++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] focus points
Date: Wed, 29 Oct 2003 22:50:48 -0600
Hi everybody! I just want to say that it is such a thrill to be a part of
this listserve. You guys are so amazing! All the book talk has been very
stimulating! Thanks for all the suggestions. I know I SURE need to find
balance in MY life. Something that is VERY hard for me to do.
I would like to propose a focus point or two. It feels like we have
somewhat moved away from the talk of our classrooms. We have had almost 40
new members this week so far. (Someone is out there talking about us!)
Here is what I am thinking:
I know we are all in different places on the "continuum" of
implementation/understanding. We have many teachers who are brand new to
this work and many teachers who are more experienced in the comprehension
teaching. And lots in between. I'd like to try two things.
One: Open up the floor to any specific questions you may have about the
comprehension teaching. All questions are good. Those of us in our 5th-6th
year of implementation all remember just getting our feet wet and how that
felt. What is it you are wondering? What would you like to know?
Two: Share snapshots of what we are currently focusing on in our classrooms.
If you are into a strategy study right now, take a few minutes and share
with us what you and your students are doing and how it is going. (and I
mean more than: "I'm doing questioning.") I know for me I am forever
trying
it in a new way and I could sure use the inspiration from all of you for
some fresh direction.
Thanks in advance! I know I can get ready for some great responses.
Ginger
moderator
+++++++++++++++
Date: Wed, 29 Oct 2003 21:20:39 -0800 (PST)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] focus points
You're right Ginger. Like all friends we get to bird walking sometimes while
sharing, but thank for helping us get back on track and focus on
Comprehension Instruction.
Nelle
+++++++++++++
From: "gina nunley" <gina_nunley@hotmail.com>
Subject: Re: [mosaic] focus points
Date: Thu, 30 Oct 2003 12:22:42 +0000
Can I pick eeryone's brains?
I am a LA Facilitator in my district. We began book studiies on Strategies
that Work about four years ago and continue to try to spread the ideas.
Here are the big questions we are continuously asked:
1. How often in a week do you teach strategies? What is the balance
between strategy teaching and skills such as....context clues.........plot
analysis........vocab. dev., etc.
2. What is the balance between whole class mini lessons and small groups?
Do you usually have everyone working on the same strategy, or are the
strategy focus different for each group?
3. When do you decide to no longer do focused instruction? How do you
decide you can release responsibility?
4. Are strategies the primary comprehension work you do all year? And if
so, how do you assign a grade to this work? (like it or not every 6 weeks
we have an audience of parents looking for a grade)
Any thoughts are much appreciated. Thanks, Gina Medlyn
++++++++++++++
Date: Thu, 30 Oct 2003 05:48:32 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] focus points/text comparison
In an effort to take my kids to a deeper level in their text to text
connections,
we did a couple of weeks working on identifying themes. Then I read to them
Cynthia Rylant's Night In The Country and Gary Paulsen's Canoe Days, both of
which
are pretty ethereal. I doubted my own choices, as there really are not
tradtional
story lines or characters to compare. I was very excited with this work, as
they
identified themes like being close to nature, appreciating nature,
peacefulness,
quietness(Venn diagram).Some of the differences were author perspective
(!!!)--the
identified the author as storyteller in both books, but pointed out that we
see the
storyteller in Paulsen's book and he sees the story from the perspective of
the
canoe. With Rylant they felt strongly the storytelling position was from
inside
the house, even though we don't see the storyteller. Through our author
discussions, they were able to talk about how WHERE the authors grew up
would
influence the story (Virginia being very different from northern Minnesota).
They
wanted to put notcurnal on the Rylant side and were searching for a word for
the
active daytime animals, which luckily I could give them. Then we did a
partnered
activity after I worked hard to come up with twenty sets of books I thought
would
lend themselves to the activity. I also micro managed the teams, as I
wanted
lower readers to be supported by higher readers. They were to rea their
selected
books and then discuss together the connections between the texts.
Honestly, my
second graders focused more on story elements than theme--though several
teams did
have themes in the central portion of the Venn. However, they spent this
amazing
hour first reading and then discussuing, going back to the texts again and
again.
One due worked the a book called The Rat and The Lion and another called
It's
Mine. They quickly identified the theme as sharing and one of the
differences they
noted was that Rat and Lion worked out their problem on their own, but the
three
frogs needed help from a toad to solve the problem. I was very happy with
the
level of thinking reflected in this activity.
Incidentally, in order to find time for these kinds of extended thinking
activities, I have been modeling and dowing some scaffolded work Monday
through
Thursday as part of our Morning Meeting. That is followed by an hour long
reading
workshop during which I conduct guided reading groups. I set Friday aside
for what
I list as 'whole group extension' activities. This sort of thinking takes
time!
Next month: Visualization
Lori
+++++++++++++++
From: MEHitzel@aol.com
Date: Thu, 30 Oct 2003 07:59:49 EST
Subject: Re: [mosaic] focus points/text comparison
Like Lori, I am working on identifying themes, supporting them with
evidence,
and making text connections. We are still on the first two things and
haven't moved to making the text to text connections yet. That will come
next week.
This week we modeled identifying a theme and looking for evidence in the
text. Then, I sent my students off in groups of two and three to work with
books
selected by me. I selected the books for two reasons. I wanted to give
appropriately difficult/easier books to the groups and I have partnered the
books
so they can work with the same stories for T-T next week. I gave the
students
a form just like the one Debbie Miller uses in her video series (I'm not
sure
if it is in her book or not and it is at school). Some just took off and
did
a great job, others struggled a little with coming up with the theme. We
brainstormed ways to identify the theme/s and this is what my kids came up
with.
- Watch for when something really bad or really good happens
- Think about what it is the author want his or her reader to know or learn
from reading the story (this came from our study of memoir)
- think about waht the problem in the story is and how it gets solved
- look at the things the characters are doing, saying, or thinking
- be thinking about the theme all the time, but don't decide what it is
until
the middle to the end of the story
- Don't be afraid to reread the story two or three times - this was my
addition :>)
Great thinking, don't you think?
Martha/4/5/az
++++++++++++++
Date: Thu, 30 Oct 2003 06:22:00 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] focus points
Anserwed in context...
gina nunley wrote:
> Can I pick eeryone's brains?
>
> I am a LA Facilitator in my district. We began book studiies on
Strategies
> that Work about four years ago and continue to try to spread the ideas.
> Here are the big questions we are continuously asked:
>
> 1. How often in a week do you teach strategies? What is the balance
> between strategy teaching and skills such as....context clues.........plot
> analysis........vocab. dev., etc.
I have a 'focus' strategy and model it daily, along with skill isntruction.
It is
PART and not PARCEL of the teaching that goes on. I devote Fridays to
cxomprehension extension work, giving us time for paired and independent
avitities.
>
>
> 2. What is the balance between whole class mini lessons and small groups?
> Do you usually have everyone working on the same strategy, or are the
> strategy focus different for each group?
I do strategy instruction whole group so that all children have access to
improved
thinking skills. Since my kids are a very mixed lot ability-wise, I find it
critical to use read alouds. I do lots of paired and grouped work during
our
Friday explorations. In small groups, I make use of strategies in a
responsive
way, encouraging children to generalize these strategies to group, but still
keeping my other teaching points in mind.
>
>
> 3. When do you decide to no longer do focused instruction? How do you
> decide you can release responsibility?
Hard decision--I am trying to hold on longer. I think the temptation is to
let
go. I think strategy instruction has to be cyclic. Not every child is
ready at
precisesly the same moment, but they are building a base to build on. This
year, I
am doing more with less, spending at least a month on each. Our study group
is
supporting one another as we try this.
>
>
> 4. Are strategies the primary comprehension work you do all year? And if
> so, how do you assign a grade to this work? (like it or not every 6 weeks
> we have an audience of parents looking for a grade)
We don't have ABC grades in our school. I describe in narration with the
report
card (and in our montlhy newsletters) what our focus has been. In reports,
I
describe what I see the child able to do and how the parent can support this
kind
of thinking at home. My parents are THRILLED with strategy instruction, so
I am
not having any problems. I should note that I describe the comprehension
strategy
in newsletter form the month BEFORE we focus on it. I want parents to have
the
vocabulary and ability, if they want, to extend it at home.
Lori
+++++++++++++
Date: Thu, 30 Oct 2003 07:32:05 -0800 (PST)
From: K S <ktsadler2000@yahoo.com>
Subject: [mosaic] new member
I am Kathy Sadler and a new member. I am trying to implement the strategies
but am having a difficult time figuring out how to do this. I have done
making connections and think that has been successful with most of my
students. I am having difficulty with inferring and questioning. Please
give me any suggestions.
KSadler
++++++++++++
Date: Thu, 30 Oct 2003 13:20:49 -0600
From: "hope seider" <hseider@clinton.k12.mo.us>
Subject: Re: [mosaic] Fast Food Nation
Loretta --
To make this mosaic-related, the connections you are making here are
not necessarily authentic connections! As the wife of a beef farmer, I
am going to reply to your statement. This book was written with a
definite political agenda in mind. I can assure you that not all cattle
are raised, treated, or processed as the book outlined. We raise Black
Angus cattle with respect and dignity, and we love our farm.
Hope in Missouri
++++++++++++
Date: Thu, 30 Oct 2003 14:07:44 -0600
From: VIVEROS ANA <aschmitz@mpls.k12.mn.us>
Subject: [mosaic] Mosaic in the ELL/Bilingual/NLL/Spanish classroom
Hello -
I'm new to the group.
I would like to share with others about how teachers are using this with ELL
kids and in Bilingual
classes. I teach (Spanish) Native Language Literacy and have been using the
strategies. I would
be interested in coming up with a book list of books in Spanish for each of
the strategies and
sharing ideas and templates, etc. in Spanish.
I'd also like to share how teachers have used the strategies with ELL
students. I've started using
them with a group of 7th and 8th grade ELLs.
Thanks,
Ana Viveros
The book I'm reading for pleasure is The Da Vinci Code by Dan Brown
+++++++++++++
From: MEHitzel@aol.com
Date: Thu, 30 Oct 2003 16:31:09 EST
Subject: Re: [mosaic] new member
In a message dated 10/30/2003 8:33:01 AM US Mountain Standard Time,
ktsadler2000@yahoo.com writes:
> I am having difficulty with inferring and questioning. Please give me
any
> suggestions.
Kathy - Ginger, our moderator has done some excellent sharing on how she
teaches questioning. If you go to the tools website, it is under the lesson
plan
section and is titled, Gingers Questioning Strategy Instruction.
Martha/4/5/az
PS. Welcome to the group!
+++++++++++++++++
Date: Thu, 30 Oct 2003 15:35:01 -0700
Subject: Re: [mosaic] Good Reads
From: Melody Pinkston <mpinkston@yumaed.org>
I highly recommend The Master Butcher's Singing Club
Melody
++++++++++++++
From: "L H" <lorey717@msn.com>
Subject: Re: [mosaic] Fast Food Nation
Date: Thu, 30 Oct 2003 17:52:28 -0500
I agree Hope. There are good people like yourself who do treat cattle =
with dignity!
Loretta
++++++++++++
From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: Re: [mosaic] Good Reads
Date: Thu, 30 Oct 2003 18:42:32 -0500
Some books that I have recently read:
Life of Pi (Still undecided about this one!!)
Snow Mountain Passage by James Houston
Geisha: A Life (Not as good of a novel as Memoirs of a Geisha, but suppose
to be a much more accurate account of a Geisha's life...written by a former
one) by Mineko Iwasaki
A Fine Balance by Rohinton Mistry (The BEST book I have read in so long!!)
I am currently reading Slammerkin by Emma Donoghue...too early to say much.
Rory/3/mi
++++++++++++++
From: Meggss08@aol.com
Date: Thu, 30 Oct 2003 19:17:00 EST
Subject: Re: [mosaic] Good Reads
Hi, I am a new member. My name is Meghan and I teach 2nd grade. This is my
first year teaching using the strategies though I have been studying the
work
for over 3 years. I am finding that implementing the strategies is a lot
more
difficult than understanding them. Any suggestions on how to survive your
first year or any tips?
As for books I am reading or recommend, I just finished Set This House in
Order by Matt Ruff - it is about a person with multiple personality
disorder. It
was one of the best books I have read. I think I am going to start the
Namesake now. I agree that The Da Vinci Code and A Fine Balance are great
books.
Professionally, I am reading A Mind At A Time, RWM and the Lucy Calkins
Writing
set.
Thank you all so much for your ideas so far. I have only been on for a few
days and have learned so much.
Meghan
++++++++++++++
From: <milesandtannymcgregor@fuse.net>
Subject: Re: Re: [mosaic] repost on CD
Date: Thu, 30 Oct 2003 19:25:48 -0500
Margaret in Massachusetts,
In answer to your question about the Short/Long Vowel CD...
I know many primary teachers who use the CD with great success. Most of =
these teachers use the CD with the whole class at one time. Teachers of =
older students, however, have found the CD to be effective when a student=
listens to it individually. The music accompaniment is acoustic guitar;=
the melodies are original. The songs are not familiar tunes that are us=
ually associated with younger children. =
Thanks for your interest, Margaret! Your 8th graders are lucky to have s=
omeone who cares about them this much!
Tanny
+++++++++++++++
From: Soswes@aol.com
Date: Thu, 30 Oct 2003 19:31:44 EST
Subject: Re: [mosaic] Good Reads
In a message dated 10/30/2003 6:21:21 PM Central Standard Time,
Meggss08@aol.com writes:
the Lucy Calkins Writing set.
I just got mine....so far I love it....what do you think?
I tie it together with 6 traits.
Sandi
+++++++++++++++
From: Soswes@aol.com
Date: Thu, 30 Oct 2003 19:46:52 EST
Subject: Re: [mosaic] focus points
In a message dated 10/29/2003 10:59:04 PM Central Standard Time,
elephant@foxvalley.net writes:
If you are into a strategy study right now, take a few minutes and share
with us what you and your students are doing and how it is going
I'm ready to begin visualization beginning next week. I'm looking for some
good poems to get us started and although I have a lot, I can't put my
figure
on one I want to use. Any suggestions?
I did a "final" assessment on Schema with the kids this week. Although
we
never stop talking about schema and connections, I wanted something
additional
to confirm for me that the kids were understanding and trying to take their
connections deeper....and why.
I read Ira Sleeps Over. Then had the kids draw and/or write about their
connections. I wanted to see if they could tell me in their connection, how
it
helped them understand the book. They had some good connections, but only a
few
wrote how it helped them. If I sent them back to add that...some could,
some
couldn't. If I questioned them, I could get them to explain how it helped
them and I wrote that on their paper. Only two had nothing...but they are
also
my lowest....so we keep at it.
At first I was disappointed....I wanted to see them write their connection
and how it helped them understand without any prompting from me. I'm trying
to
console myself at least they could tell me...and the connection was deep
enough to help them get to the Big Idea. Then I looked at Debbie Millers
book
again...she had read the same book (I'm so original, aren't I?) and my kids
did
just as well as the examples in the book....I just had to do more of the
writing
by taking dictation. I guess that's ok.
I had one cute thing happen this week during a conference. I was looking
through a students Thinking Journal and the connections she was making. We
started talking about them, and I pulled one that she had done about 2 weeks
ago.
It was very shallow. The second I read it she says: "That's an old
one....look at these....I'm working on taking them deeper!"
The words are there at least!
Any advise?!?
Sandi/1st
+++++++++++++++
From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: [mosaic] In my classroom....
Date: Thu, 30 Oct 2003 19:51:43 -0500
In response to Ginger's request to get things back on track :)
I experimented with a few MOT strategies last year in my 3rd grade room and
plan for full implementation this year. I am finding that teaching the
strategies isn't as easy as I thought it would be. In all honesty, I think
it may be MY own lack of experience with it...I'm not really getting the
quality work that I originally expected. More than 1/2 of my kids are
making GOOD connections but only about 5 can actually recognize how their
connections help them. I was feeling very discouraged and then I stumbled
onto this listserv. Many members have passed on advice, words of
encouragement (Thank you Nelle!), and ideas. I have also gained tons from
just "lurking." I have visited the Tools and Database just about every
day,
as I find a new treasure everytime.
I "do" reading in the workshop format that is presented by Fountas
and
Pinnell. Each day I do a mini-lesson for the whole group and then while the
kids are in workshop, I work my way through small reading groups while my
team teacher does the one-on-one conferences (We have 45 3rd graders between
the two of us). I spent the 1st 3 weeks of school focusing on
behavior/workshop management/general skills during my mini-lessons. Since
then, I always structure my mini-lesson around the MOT strategies. During
the small guided reading groups, I work on skills such as main idea, compare
and contrast, fluency, etc. I am wrapping up schema this week. I wasn't
sure if the kids were ready to move on as a handful just aren't "getting
it". But then I decided that I probably should move on as we will always
be
coming back to connections...I just thought they were ready for something
they were more comfortable with (questioning). What are your thoughts on
this? Should I stay with connections until more of them have a stronger
grasp on it or move on and just keep en extra eye on those students?
To prepare for the questioning unit I have re-read the chapters in RWM, MOT,
and STW. I have gathered a tub of books, I've read through Ginger's
questioning unit in the Tools, as well as others, etc. I was able to locate
the tapes that go with STW at our ISD and should have them tomorrow. I feel
like I'M ready to move on...I'm just worried about my kids.
I am also encountering some potential problems with parents. I have several
students who came from 2nd grade rooms that relied heavily on worksheets for
reading. Parents are questioning why they aren't seeing as much reading
work come home. I'm trying to point out that authentic reading work
is...reading!! We have conferences in 2 weeks and I have a feeling that I
am going to be defending my reading instruction over and over....have any of
you ever ran into this?
I just want to say that despite the frustration and confusion at times, I am
SO happy that I found the books and this listserv. This is my 5th year
teaching and I finally feel good about my reading program. It is hard
because nobody else in my school is using the strategies. We are suppose to
be starting a RWM study group but our principal can't seem to find anywhere
that can supply a dozen copies of the book....does that sound right?
Thanks for all of your support and ideas!
Rory/Mi/3
+++++++++++++
From: MEHitzel@aol.com
Date: Thu, 30 Oct 2003 20:10:23 EST
Subject: Re: [mosaic] focus points
In a message dated 10/30/2003 5:52:01 PM US Mountain Standard Time,
Soswes@aol.com writes:
> At first I was disappointed....I wanted to see them write their connection
> and how it helped them understand without any prompting from me.
Sandi - I have been facilitating a study group at my school of RWM and the
Happy Reading videos. As we read and watch the videos one of the things I
am
struck with again and again is the value Debbie puts on scaffolding and
approximation. She doesn't mind when her students use her language or
aren't able to
exactly put things in the words she hopes to hear. She takes what they do
and
say and reinforces the positive parts and rewords others to help extend
their
thinking and learning. Many of my 4/5 students struggle with the same
issues
you've mentioned, finding the meaning in their connections and putting it
into words. I think we have such high aspirations for our students that we
sometimes forget they're still so young. You are building a wonderful
foundation
that hopefully future teachers will continue to build on. The teachers at
my
school participating in the study are so excited about this instruction. I
think it has so much more potential to powerfully impact our students when
it is
being done across grade levels and we are building on the experience and
learning of the year before. One of the wonderful things about teaching
multiage
is the absolutely fabulous modelling my 5th graders do for my 4th. So much
better than I can do because they are at their level. Also, as you
mentioned,
you will not abandon schema talk now that you are moving on to
visualization.
They will continue to build and develop their understanding of this strategy
throughout the rest of the year. :>)
Martha/4/5/az
++++++++++++++
From: MEHitzel@aol.com
Date: Thu, 30 Oct 2003 20:36:12 EST
Subject: Re: [mosaic] In my classroom....
In a message dated 10/30/2003 5:52:31 PM US Mountain Standard Time,
rwallaszek@hotmail.com writes:
> We have conferences in 2 weeks and I have a feeling that I
> am going to be defending my reading instruction over and over....
"When we know the theory behind our work, when our practices match what
we
believe, and when we clearly articulate what we do and why we do it, people
l
isten."
". . . spend time defining your beliefs and aligning your practices."
" . . . be confident and clear about why you believe as you do."
Rory - These are quotes from RWM that my study group discussed. I looked at
these statements as a kind of continuum and I find myself all over it
depending on the day and how successful I felt my instruction and students'
learning
was. Debbie has obviously taken the time to do these things. This is my
fourth year teaching, my second implementing strategy instruction, and the
first
time I felt really confident during curriculum night and parent conferences.
Be
confident. We know this instruction is what children need. Tell them about
the proficient reader research talked about