Well, I've been mostly a lurker on this listserv, but
I'll respond to Ginger's call for focus points. This
year I moved from a upper income, mostly white school
to a lower income, highly Hispanic school (also a 4
Block school), and I've experienced differences in
implementing the comprehension strategies that perhaps
folks can comment on. Last year, my first year
teacing first grade and my first year implementing the
MOT strategies, went very well, with my students
"getting" basically everything I threw at them. It
was very gratifying, until aboout February when my
students were tested for the gifted program and I
found out that 8 out of 20 kids qualified. Then I
didn't feel so effective anymore. I suddenly realized
that these kids were going to get ANYTHING I threw at
them, simply because of their abilities. I hadn't
realized they were so bright because it was my first
year teaching this grade level (tho it's my 13th year
teaching).

Now I"m at a school that's 60% Hispanic, 70% ESOL, and
I'm trying the MOT strategies and not moving as
quickly. I know part of it is my adjustment period
with 4 Block instruction. Tho it's a great
philosophy, it's feeling very "broken-up" to me, and I
really wish I could have longer than 30 min. per
block. After SACS visits in a couple weeks I may take
my schedule into my own hands...

At any rate, my kids seem to understand schema and
connections when I talk to them about it, but rarely
do kids bring up the terms on their own. Some of my
most struggling ESOL kids don't have trouble with
other terminology (on our field trip yesterday I heard
Luis and Juan looking for compound words on the
"emergency exit" signs of the bus), so I'm not sure
it's completely language based. Perhaps the concept
is just too abstract.

Does anyone else out there teach these strategies to
high ESOL populations? WHat have you found about how
they apply them? Do you have to approach it
differently somehow? I was more concrete in my
approach to schema, having them bring in an object to
share about which they had lots of schema (I didn't do
that wtih last year's group). Should I be more
concrete with all the concepts, and if so, how?

Thanks for your input!
Heather
+++++++++++++++

From: Soswes@aol.com
Date: Sun, 2 Nov 2003 14:30:47 EST
Subject: Re: [mosaic] Sensory Imaging & Frost

In a message dated 11/1/2003 8:43:04 AM Central Standard Time,
ljackson@gwtc.net writes:
This is in response to a request for more details related to a mini
Lesson on sensory imaging described in an earlier post.

Robert Frost - Gathering Leaves

Spades take up leaves
No better than spoons,
And bags full of leaves
Are light as balloons.
Thank you! I'm reading my email as I simultaneously go through poetry book
after poetry book looking for a good poem to use next week to introduce
visualization. Thanks for writing it out for me.....I'm done!

I used the sensory wheel last year with my first graders and they loved it.
It was easy for them to understand and pick up on.

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

From: CNJPALMER@aol.com
Date: Sun, 2 Nov 2003 14:59:06 EST
Subject: Re: [mosaic] focus points

In a message dated 11/2/2003 2:01:21 PM Eastern Standard Time,
leslie.winston@bvsd.k12.co.us writes:
Does anyone else out there teach these strategies to
high ESOL populations? WHat have you found about how
they apply them? Do you have to approach it
differently somehow? I was more concrete in my
approach to schema, having them bring in an object to
share about which they had lots of schema (I didn't do
that wtih last year's group). Should I be more
concrete with all the concepts, and if so, how?

Thanks for your input!
Can you find books that the kids will relate too culturally? What the kids
value and connect to may be different.
Jennifer
++++++++++++++++++

From: Soswes@aol.com
Date: Sun, 2 Nov 2003 15:02:50 EST
Subject: Re: [mosaic] Good Reads

In a message dated 10/30/2003 9:54:39 PM Central Standard Time,
volkk@bcschools.net writes:
Please tell more about the Calkins kits and how you tie in with six
traits.

In the building I work in there is quite a controversey going on
regarding six traits. We have a teacher who uses a lot of Barry Lane
and the Writers Toolbox. She believes that Six Trait is too broad and
the Barry Lane strategies don't correlate/fit in with the six traits. I
think they do correlate to the six traits and work very well together.
What do you and others thinks?
I don't view the 6 traits as a separate program or a program at all. I
became familiar with 6 traits at the end of last year, but it's not anything
different from what I was teaching already. We all teach about ideas,
sentence
fluency, organization, etc. But, what it did do for me, was clarify and
focus my
teaching of writing and it helps the kids to self assess themselves as
writers. No wonder my kids (in my mind) never seemed to improve...every
time I
looked at a paper, I wasn't sure what I was focusing on because we would
talk about
conventions, we would talk about the story having a focus, etc. With 6
traits, I look at a paper and I see one thing: did they meet the criteria
we had
set for IDEAS, for example. The rubric is posted in the room and everyone
knows it. It has to have focus, the writer included interesting details,
the
author knows a lot about the subject, etc.

I don't see how any program or ideas such as Barry Lane's strategies,
wouldn't "fit"....6 traits to me helps the writer see why they have to
revise. I
pull information from Lucy Caulkins, I pull from Ralph Fletcher, I pull from
anyone and everybody, because I can't see where there is a one size fits all
program for teaching. But, I needed a focus and organization to my teaching
of
writing and 6 traits gives me that focus, just like STW and RWM did for me
in the
teaching of reading. And....I pull in STW and RWM into my teaching of
writing. The trait IDEAS is all about making connections

I have Lucy Caulkins set, but I'm not following it from day one until the
end, I'm pulling from it as I need to, just like I do everything else it
seems.
In my district, I have to assess the kids on narrative, expository and
persuasive writing, using a prompt. Now, don't get me going on prompts, but
Lucy
Caulkins has a WHOLE unit on teaching personal narrative and I'm going to
use it
because I am NOT a genius and I need the support. But, the IDEAS trait fits
perfectly....where else do I get personal ideas to write about...from my
life.

Will I use more of her stuff...yes, no, maybe, probably. I know for
persuasive and expository I will be looking a lot at Tony Steads book, IS
THAT A FACT.
And the 6 traits fits in there also: organization...sentence fluency...it
fits everywhere because that's what good writers do.

As I write, you may think I don't have a clue, and you are probably right.
I
USE EVERYBODY and EVERYONE because I'm not an expert and I need their
guidance. I can't rely on just one, because it may not fit ME or I may not
understand it.

Just my opinion....
Sandi/1st
+++++++++++++++

From: Soswes@aol.com
Date: Sun, 2 Nov 2003 15:07:47 EST
Subject: Re: [mosaic] focus points

In a message dated 11/2/2003 1:59:31 PM Central Standard Time,
CNJPALMER@aol.com writes:
Does anyone else out there teach these strategies to
high ESOL populations? WHat have you found about how
they apply them? Do you have to approach it
differently somehow? I was more concrete in my
approach to schema, having them bring in an object to
share about which they had lots of schema (I didn't do
that wtih last year's group). Should I be more
concrete with all the concepts, and if so, how?
I made the opposite switch this year, last year I taught at a highly
hispanic, at risk/poverty school. The difference I'm finding this year is
that the
kids can take the connections deeper much quicker....background knowledge.

My kids last year certainly did get it, you have to immerse them in books
and
give them TIME and opportunity to look at books, read books and TALK about
books. It is the conversation that is so powerful. 30 minutes a day isn't
enough.

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

From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: Re: [mosaic] In my classroom....
Date: Sun, 02 Nov 2003 15:29:00 -0500

Martha,

Thanks for the suggestion to use the book 7 Keys to Comprehension. I don't
know that any of my parents will take me up on the offer but I think that
just having it available would do wonders. It will help me with those
skeptical parents who look at a younger teacher and just assume we have no
clue!! I also am going to borrow Lori's idea of a parent handout and take a
good dose of confidence that morning! Thanks again!

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

From: RKCTEC5@aol.com
Date: Sun, 2 Nov 2003 15:32:56 EST
Subject: Re: [mosaic] Good Reads

I love this Sandy. It's what all good teachers should do -- figure out what
makes sense for them and for the group of kids one teaches, then go from
there. Teachers cannot afford to let someone else do the thinking for them.
If we
do, we are doomed to becoming a profession where anyone that can read a
script can get a teaching license. Teaching requires soooo much more than
that.
Ruby
++++++++++++++

Date: Sun, 2 Nov 2003 15:18:24 -0800
From: bekah <bekah0176@sbcglobal.net>
Subject: Re: [mosaic] focus points

I don't know if it's the concepts or the book. I suppose both. I've
become very aware of the books or stories I'm using. The ELL kids'
backgrounds and sensitivities may be much different from mine.

I used a book called "Flowers in the City" last year and it was
really such a hit that I knew I could use all the strategies. Each
child (kindergarten) had a story to share about someone getting
flowers. It was really wonderful. I didn't have to bring flowers in
or anything. They all knew that from the pictures. The point was that
there was something in that book that was was important in their own
lives.

This article is pretty informative about Reading Strategies and the ELL:
http://iteslj.org/Articles/Stott-Schema.html

Bekah
++++++++++++++++

From: "Carol Carlson" <carlsonca@dist102.k12.il.us>
Subject: Re: [mosaic] Good Reads
Date: Sun, 02 Nov 2003 18:23:27 -0600

Sandi,
I agree about the 6 traits. They provide both teachers, parents, and
esecially kids, the language to talk about effective writing. And rather
than list a whole lot that student writers don't do, you can focus on
several positive points, while teaching the writer on one specific
descriptor within the trait. For example, I love showing vs telling details.
Barry Lane provides the specific teaching, but the 6 traits has it as a
descriptor for ideas/content.
I am a language arts content specialist and taught reading and writing for
many years at the middle school level. I had the luxury of focusing on only
reading and writing and discovered a lot of lessons that integrate with the
6 traits. But when I began working with elementary teachrs, many of them
simply don't have the time it takes to look through Fletcher, Lane, Atwell,
Caulkins to find lesons to help their student writers.
So, we, too, adopted 6 traits last year and are incorporating into our
language arts curriculum to help teachers with a common language.
The teachers are very happy to have this help; I provide more specific
lessons on the showing vs. telling, etc.
Carol C.
+++++++++++++++

Date: Sun, 2 Nov 2003 15:47:00 -0800
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] focus points - ESL

I want to respond to your ESL questions because I went the opposite
way this year and have been thinking about the difference a lot. I
have always taught ESL classes -- up until this year. This year all
my kids were born into English speaking households & it is amazingly
different.

Much easier. I simply don't need to teach them as many concepts as I
did before. They understand so much quicker. Their connections,
schema and prediction abilities are at the top of their thinking
simply because they don't have to translate everything first.

Your job, as an ESL teacher, is much harder than mine. And it does
need to be approached differently. Yes, you do need to bring in tons
of realia for them -- how do they know what it means that the troll
has 'eyes as big as saucers and a nose as long as a poker' if you
don't show them an actual saucer and a poker. Only then can they
connect that face to other 'monster' faces they might know.

Your kids need to talk and talk and talk. They need to discuss eyes
that are as big as a frisbee or as big as a button. They need to go
on and on about "____ as big as a ____". And that's just one little
part of one story.

Use your conversations with them to figure out what they know and
what they need to learn next. Ask constantly, "Do you know what ____
means?"

This year for me is so different -- I am daily blown away because the
kids already know how to see and express their schema for so many
things. Half my job is done and I'm excited about seeing how much
further I can go with them.

I wish I could help you more....

Katharine
+++++++++++++++

Date: Sun, 2 Nov 2003 19:33:44 -0800
Subject: [mosaic] good teachers
From: Carolyn Booth <boothres@mac.com>

Ruby ~ I totally agree with you that teachers must figure out what
makes sense for them and for the group of kids one teaches . . .
students from last year had much different needs than my group of
students this year. The teachers in my building are continually
discussing the needs of our present students, as this group lacks much
discipline and persistence. We are having to slow down somewhat to
discover exactly what these students know and what they need to learn;
the basics are essential, especially at seventh-grade!
++++++++++++

From: DMor166821@aol.com
Date: Sun, 2 Nov 2003 22:37:52 EST
Subject: Re: [mosaic] Lucy Calkins Writing Units

In the district I work in, we have a writing program that is memoir-based
and
we use it for the entire year. It is a wonderful program that I piloted
four
years ago, and now it is part of the essential curriculum. It is written
by
the NCEE and is called Genre Study of A Memoir. It has a unit on "writerly
life", crafting, creating a scene, "Hot Spot w/Voice, Immersion of memoir,
and
Creating A Picturebook. Included in the book are rubrics and anchor pieces.
It is great and the lessons from Nancy Atwell's book Strategies That Change
Writers compliment it beautifully. I hope you find this helpful.
Donna
+++++++++++++++

From: DMor166821@aol.com
Date: Sun, 2 Nov 2003 22:41:42 EST
Subject: Re: [mosaic] Lucy Calkins Writing Units

Sorry-- I forgot to mention that the genre study on memoir is a combination
4th and 5th grade book. I teach 5th and we teach the entire book, whereas
4th
only teaches to the "hot spot". There is also a 3rd grade edition as well.
Hope this is a little more helpful!
Donna
+++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Posting Guidelines/requests
Date: Sun, 2 Nov 2003 22:19:43 -0600

Just a few things........

I would like to ask us all to be mindful of the subject line we use when
writing to the list. With the increase in mail now, several members have
asked me to address this issue.

Please do not just hit REPLY when you want to write something. Not only
does that resend the entire email back through the server (this is
ESPECIALLY problematic for people who are digest members and for me when I
am trying to clean up the mail for the archives) but the original subject
line is then automatically added to whatever YOU are wanting to talk about
and YOUR subject may be something completely different.

It's very simple. When you want to write to the list (and WE ALL LOVE the
email if it is on topic and focused!) please either start a new email page
or cut and paste from the email you are responding to. I know for me, I
have the list address in my address book so I can click on it there instead
of typing it in each time. mosaic@u46teachers.org Then type in a subject
that can let us know what YOU are writing about.

Also, we have over 1000 members so please refrain from sending emails that
simply say "thank you" or "me too" or other one liners. Sure, we all like
to be thanked, acknowledged etc. but if you feel the need to write an email
for that purpose ONLY, then please write to the person off list. You can
find most members email addresses by opening the email and looking at the
top where it shows who it came from.

I have to be the list police very once in a while. Not that I enjoy THIS
part of my job because I don't. I value the "community" feel of this list as
much as you all do. I feel I have a cyber-relationship with so many of you.
My life is enriched because of you more than you will ever know! I just
don't want to water down the power of this list with these little "issues".
I think we can all appreciate the consideration of others when we are
opening so many Mosaic emails each day. Remember the reason we started this
list and the reason you all signed on: to discuss our comprehension teaching
and our own literacy learning. I know I want to keep our membership growing
and glad to be here.

Thanks you guys!

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

From: SKosmoski@aol.com
Date: Sat, 1 Nov 2003 05:43:14 EST
Subject: Re: [mosaic] focus points

There is a great little poem called "Foul Shot" about a basketball. It =
is in=20
the anthology "Reflections on a gift of Watermelon Pickle..." It's =
description=20
of a basketball in flight to the net is fantastic!
Mary Anne
++++++++++++++++

Date: Sat, 1 Nov 2003 07:28:22 -0500 (EST)
Subject: Re: [mosaic] [6+1 traits of effective writing]
From: suki@nac.net

The 6+1 traits of writing gives all students in a District a common
language in which to speak of writing. When I came to our District 6
years ago, nobody spoke the same language about writing. Kids came to
middle school without a common understanding of "what makes effective
writing?". As process writing evolves, hopefully, genre specific =
rubrics
are generated (Districtwide) that not only represent the traits-but also
indicators of the specific genre. Our high school now also talks the
language of the traits. If we all kept our kids for ever-we could all
develop our own language for effective writing-it wouldn't matter about
what they bring "to the table" the following year.

Years ago, I'd always have my kids, every year, brainstorm and select
effective traits of writing-and then we'd even write our own rubrics.=20
When I discovered the traits at www.nwrel.org (click assessments) I'd
start the year by telling them that some really smart kids in the
northwest pulled together what they thought were "best traits for
effective writing" and that we'd look at those first and then add any =
that
we thought were still needed. It's a thoughtful process. and it should
never be a process that we just inflict on our kids. It needs to be
thoughtfully introduced, etc. But it sure is wonderful when the kids =
now
come to middle school-understanding in depth-what effective writing =
means.

Susan Wilson...

by the way-I just heard D Miller at an all day workshop.=20
She is so wonderful. Most of our teachers left the day-reimagining what
classroom discussions could look like-sound like. Even though they've =
had
the book RWM for two years-and the videos last year-I think hearing =
Miller
talk of authentic classroom discussions and "the work" was the best!!
++++++++++++++++++

Date: Sat, 1 Nov 2003 07:33:51 -0500 (EST)
Subject: Re: [mosaic] [6+1 traits]
From: suki@nac.net

By the way...I forget to say...we are field testing the "Primary Writing
Units" this year. I think they will be wonderful used in second grade
classrooms next year Districtwide, in that they will give teachers lots =
of
wonderful teaching strategies for process writing. My previous post =
about
the 6+1 traits-I don't want the K-2 teachers actually using the traits
formally in writing instruction.-I want them to talk about voice,
organization, etc. with the picture books that they read to kids- We =
are
very happy if our kids come to third grade, able to discuss, what makes
writing effective. They really begin the revision process at that =
point.
++++++++++++++

Date: Sat, 01 Nov 2003 05:46:20 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] [6+1 traits of effective writing]

I couldn't agree with you more and hope I didn't come off as 'anti six =
trait'.
Simply said, in order to use a common language, we must all have =
something to talk
about. The support helping teachers get kids doing lots of meaningful =
writing,
with a focus on student selection of topic on a frequent basis and a =
move away from
the prompt a day and formula writing has to be in place as well.

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

From: keeper2@earthlink.net
Date: Sat, 1 Nov 2003 07:51:28 +0000
Subject: [mosaic] Calkins set?

Please, please, give information about "the Calkins Writing set."
What is it?
Full title? Published by?
Purchased from?

Thanks so much!

Pam Buchanan
SW MIchigan
+++++++++++++

Date: Sat, 01 Nov 2003 05:56:43 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] [6+1 traits]

One thing I liked very much about the Lane videos is they helped me see =
revision as
part of the process. In addition to giving my second grade kids the =
language of
six traits, I am trying also to use the language of revision. As a =
student writer,
revision was some painful process involving teacher disection of my =
pieces. When
my students line out a passage and rewrite it, I want them to recognize =
that as
revision. When they reread and realize they need to make a insertion, =
I notice it
by saying, "Wow, looks like you've been doing some revision. Tell me =
about your
thinking." I guess I am hoping that by helping them see revision as =
PART of a
process and not some sort of painful post-process operation (not that it =
can't be
done after the fact as well, its the painful part I am concernced =
about), they will
approach revision without distaste.

I am glad to hear positive feedback on the writing units--these are =
Calkins, aren't
they? Our district has been trying find support materials for teachers =
moving
towards workshop process. Would you endorse this as a means to do so or =
do you see
any danger of reluctant teachers turning it into one more canned and =
teacher
directed approach?
Thanks in advance for you response.

What are the two of us doing up so early on the morning after Halloween? =
Me--the
boys (three plus one, in the language of traits, three of mine and one =
nearly a
member of the family by virture of freindship) were up at the crack of =
dawn.

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

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] connections vs. coincidence
Date: Sat, 1 Nov 2003 08:08:57 -0500

Hi Leah,
I suggest that you find Ginger's lesson on coincidence vs. =3D
connections. It's in the archives. And I am thinking that you will find =
=3D
it helpful. I also thinking that she reposted it sometime in the last =
=3D
month. It might even be on the tools page....not sure.=3D20
Also, when I have a student that interrupts too much. I give them =
=3D
three tokens or something and that is all they have for the day. THey =
=3D
tend to use them wisely after losing them quickly for a day or two. :) =

SHELLY
+++++++++++++

From: "Michelle Hulke" <shelltchr@wowway.com>
Subject: RE: [mosaic] Calkins set?
Date: Sat, 1 Nov 2003 08:39:25 -0600

The Calkins set is called Units of Study for Primary Writing: A Yearlong
Curriculum
Lucy Calkins & colleagues from the Teachers College Reading and Writing
Project. Visit http://www.heinemann.com/shared/products/E00604.asp to =
see
it and/or buy it. It is not available at booksamillion.com where I =
always
find the best price and I called amazon.com and theyy told me it would =
ship
in about a month. It was the same price ($149) on amazon.com as it is =
at
heinemann.com. I don't know where else you can get it.

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

From: Meggss08@aol.com
Date: Sat, 1 Nov 2003 09:37:43 EST
Subject: Re: [mosaic] Calkins set?

The Lucy Calkins series contains the following books: The Nuts and =
Bolts of=20
Teaching Writing, The Conferring Handbook, Units of Study: Launching =
the=20
Writing Workshop, Small Moments: Personal Narrative Writing, Writing =
for Readers,=20
The Craft of Revising, Authors as Mentors, Nonfiction Writing, Writing=20
Poetry; The Conferring Handbook and a CD Rom Resources for Primary =
Writing.
The publisher is Firsthand.
I believe the whole set costs $149.00. Fortunately, my district is =
supplying=20
each grade level with a set.
I just received the set last Wednesday, but have started to implement =
Lucy's=20
strategies. I have found it to be a great resource for my Writing =
Workshop.
I hope my info helps.
Meghan
++++++++++++++++

Date: Sat, 01 Nov 2003 07:46:42 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: [mosaic] Sensory Imaging & Frost

This is in response to a request for more details related to a mini
lesson on sensory imaging described in an earlier post.

Robert Frost - Gathering Leaves

Spades take up leaves
No better than spoons,
And bags full of leaves
Are light as balloons.

I make a great noise
Of rustling all day
Like rabbit and deer
Running away.

But the mountains I raise
Elude my embrace,
Flowing over my arms
And into my face.

I may load and unload
Again and again
Till I fill the whole shed,
And what have I then?

Next to nothing for weight,
And since they grew duller
>>>From contact with earth,
Next to nothing for color.

Next to nothing for use.
But a crop is a crop,
And who's to say where
The harvest shall stop?

This is the poem that I used with adults at a parent presentation in a
mini lesson on sensory imaging. I had a handout, a simple circle
dividied into wedges with:

I see
I hear
I smell
I taste
I feel

I introduced sensory imaging as a way of taking us deeper into reading.
I read this poem (all parents had a copy) aloud and asked them to think
about the kinds of images this poem called up for them. I gave them a
couple of examples of the kinds of images this poem called up for me and
then stepped back while they reread and jotted down notes. I continued
to work on my own sensory wheel. My own wheel looked something like
this:

I see--leaves of all shapes and colors, my own father raking away in the
old plaid coat my mother called a buffaloe coat, we little girls leaping
into leaves. I could see clearly the gas lamp in our own front yard
covered for the season with some sort of giant, clip on plastic
jack-0-lantern that glowed on auto pilot every night at dusk

I hear--the rustiling, I remember camping a couple of weeks ago in
leaves so thick that even a tiny squirrel made a thundering noise--I
know that even quiet animals like deer and rabbit would make a 'great
rustling'

I smell--leaves burning, I grew up in a community where burning leaves
was sign of fall ending, winter coming. Also that sort of moldy-leaf
smell I love so much in spite of my allergies

I taste--hot chocolate, my mom would have it ready for the raking crew

I feel--the itch of a leave that has found its way inside my clothing
after jumping all day in piles my dad gathered

Then I asked participants to turn to a partner and discuss their sensory
images and connections (I think these become connections for lots of
readers). I heard

I see--fall colors, Halloween displays in the stores, snow shovels on
sale, kids playing, etc.
I hear--rustle of leaves, flap of bags being shaken open, kids playing
in the leaves, a football game
I smell--the leaves, cider, pumpkin pie
I taste--the leaves, cider, pumpkin pie, the crisp, cold air of fall
I feel--sad that summer is over, the crunch of leaves under my feet,
that winter is coming...

We came back together as a group and we reread the poem chorally. Then
we talked about how this had helped us as readers. Members of the group
made comments about how they were paying much closer attention to the
words the second time we read, that they could see, hear, taste, feel,
smell as they were reading--that the poem seemed more alive for them.

Hope that helps you all envision this.

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

From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: Re: [mosaic] What are students reading ?
Date: Sat, 01 Nov 2003 09:31:20 -0600

I am behind in reading your
posts. But I wanted to say thank you for help with 5th grade reading =
ideas. My student was overwhelmed with the ideas! Happily I must add. =
Thanks again.

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

From: MEHitzel@aol.com
Date: Sat, 1 Nov 2003 10:44:34 EST
Subject: [mosaic] focus points/visualization

I haven't gotten to sensory imaging yet this year, but a book I plan on=20
using, which is written and reads like a poem, is Ralph Fletcher's =
Twilight Comes=20
Twice. I hadn't seen or heard of this book until I read about it in one =
of=20
Katie Wood Ray's books on writing. It is so beautiful and would =
definitely evoke=20
sensory images. Here are two lines from the book.

With invisible arms dawn erases the stars from the blackboard of night. =
Soon=20
just the moon and a few stars remain.

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

From: MEHitzel@aol.com
Date: Sat, 1 Nov 2003 11:08:12 EST
Subject: Re: [mosaic] focus points/sensory imaging

Ok - this might be silly, but when I saw I wrote visualization instead =
of=20
sensory imaging, I wanted to correct it. When I first started with the=20
strategies I referred to this strategy as visualization. I'm not sure =
where this came=20
from - is it referred to as this in MOT (the first book I read)? =
Through=20
participation in this list serve and further reading I have come to see =
that this=20
strategy encompasses so much more that what we visualize in our minds - =
so=20
wonderfully demonstrated by Lori's post. I've lived in the middle of =
the desert=20
for the past 18 years, but grew up in New Jersey where we had lots of =
fall=20
leaves and raking. Lori - your post made me feel very nostalgic!
Martha/4/5/az
++++++++++++++

From: SDCTeacher@aol.com
Date: Sat, 1 Nov 2003 14:19:26 EST
Subject: [mosaic] What I'm reading

I am reading a very inlightening professional book called Here's How to =
Reach=20
Me by Judith A. Pauley. It is based upon the Process Communication =
Model,=20
and tells ways of recognizing different personality types of our =
students with=20
their different set of needs and ways of learning. This book is meant =
for the=20
classroom, but is effective in helping to understand why all of the =
people in=20
our lives "do what they do". I just noticed that it is on discount for =
17.50=20
at Amazon and thought some of you might want to check it out. It's =
definitely=20
a keeper and one to read over and over until it becomes a part of you.
Happy reading.
Sherry
+++++++++++++++++

Date: Sat, 01 Nov 2003 13:48:41 -0800
Subject: [mosaic] Lucy Calkins Writing Units
From: Veronica Whitehead <pisces1975@earthlink.net>

I checked out the link to these units and Heinemann and noticed that =
they
are for primary (k-2). I looked around for something similar directed =
at
intermediate grades but found nothing. Is there something similar for =
upper
grades? I teach fourth grade. Thank you.

Veronica=20
Las Vegas, NV
4th Grade
++++++++++++++

From: Readinglady1@aol.com
Date: Sat, 1 Nov 2003 17:27:52 EST
Subject: Re: [mosaic] Lucy Calkins Writing Units

In a message dated 11/1/2003 4:50:55 PM Eastern Standard Time,=20
pisces1975@earthlink.net writes:
I checked out the link to these units and Heinemann and noticed that =
they
are for primary (k-2). I looked around for something similar directed =
at
intermediate grades but found nothing. Is there something similar for =
upper
grades? I teach fourth grade. Thank you.
No not as of yet. The units are for Primary teachers K-2. We are also=20
running a special with no shipping on orders over 100 so that would mean =
the=20
Primary kits are free shipping. Well worth the money if you are a K - 2 =
teacher.

As for upper grades, I like to work of Barry Lane and Craft Lessons is =
still
a favorite.

Laura
www.readinglady.com
++++++++++++++

From: Readinglady1@aol.com
Date: Sat, 1 Nov 2003 17:32:44 EST
Subject: Re: [mosaic] Calkins set?

In a message dated 11/1/2003 9:35:29 AM Eastern Standard Time,=20
shelltchr@wowway.com writes:
and/or buy it. It is not available at booksamillion.com where I always
find the best price and I called amazon.com and theyy told me it would =
ship
in about a month. It was the same price ($149) on amazon.com as it is =
at
heinemann.com. I don't know where else you can get it.
www.readinglady.com

149 - free shipping - if you find a better price let me know and I'll =
match
it.

in stock.

Laura
www.readinglady.com
+++++++++++++++

Date: Sat, 01 Nov 2003 16:03:36 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] focus points/visualization

Fletcher read it at a conference I attended this summer--it was a
beautiful book.

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Additions to the TOOLS page
Date: Sat, 1 Nov 2003 18:20:32 -0600

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

1. Student Reading Comprehension Strategies Explanation from Leslie
(at the bottom of Staff Development section)
-could be used with parents

2. A Parent's Guide to Teaching Comprehension brochure by Lori
(at the bottom of Other section)
-takes a LONG time to load
-print it out, cut it in half, copy it back to back and trifold

3. Study guide for Explaining Reading by Jeff
(at the bottom of the Staff Development section)
-a study guide for the book Explaining Reading:A Resource for Teaching
Concepts, Skills, and Strategies by Gerald G. Duffy

4. Suggested titles for 5th grade level readers by Mary
(at the bottom of the Other section)
-Mary typed up the suggestions from listserve members after her question
for titles for her students

Enjoy!!

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

From: SDCTeacher@aol.com
Date: Sat, 1 Nov 2003 19:43:18 EST
Subject: Re: [mosaic] focus points

I teach 5th grade, and we have been focusing on making connections, and =
being=20
aware when meaning is breaking down during reading. We've been at it the =

entire first nine weeks of school. Just in the last two to three weeks =
I have had=20
students coming up to me to let me know how they are helping themselves =
to be=20
better readers. One of my girls is using sticky notes to keep the =
characters=20
of her book straight in her head. One of my boys is trying to figure =
out=20
words in context and is using the dictionary (or me!) to confirm =
meanings. He is=20
so excited that he is really trying to make meaning. Another one of my =
boys=20
told me the other day that he had caught himself not thinking about his=20
reading, and he went back right away and reread it. Another student who =
can read=20
everything you put in front of her, but has terrible comprehension, has=20
discovered that she very rarely pays attention while she is reading. =
She has also=20
discovered that if she is more careful about choosing her books so that =
they are=20
interesting to her, her comprehension goes way up. She has made 100s on =
her=20
last two AR tests because she is reading for pleasure instead of trying =
to=20
fulfill an assignment mindlessly. We talk, I model, we practice =
together and=20
separately, I had them put into writing their reading goals for the next =
nine=20
weeks, etc. I really do believe that until this year most of my =
students put the=20
responsibility of being a better reader upon their teachers. They are =
finally=20
realizing that teachers aren't mind readers. We can teach them some =
mistakes=20
that readers make that causes meaning to break down, and good strategies =
to=20
try, but we can't make them use the strategies. If they want to have an =
easy=20
time reading what they will be introduced to in the next few years, then =
they=20
have to practice what good readers do THIS year. They have to keep =
reading, not=20
just for assignments. What I really love to see is how many of my =
students=20
are beginning to truly enjoy their reading for the first time.
Sherry
++++++++++++++

Subject: RE: [mosaic] Lucy Calkins Writing Units
Date: Sat, 1 Nov 2003 19:43:36 -0500
From: "Ingrid Jones" <ISJones@aws.southern.edu>

Nancy Atwell's, author of In the Middle, has a very practical, teacher
friendly resource for middle grades called "Lessons that Change
Writers." It's easy to read, understand, and use. It is available
from Heinemann at Heinemann.com. You might find this helpful.
Ingrid
+++++++++++++++

Date: Sat, 1 Nov 2003 16:52:22 -0800 (PST)
From: Mary Smith <mereadmore@yahoo.com>
Subject: [mosaic] The underground

Meister Eckhart, a thirteenth-century mystic once called God an =
underground river of wisdom with many wells tapping into it.

When I read that I thought, Mosaic of Thought by Keene, in the field of =
literacy, is the underground river of wisdom in teaching reading that =
many wells have tapped into. I am thankful for this cup of =
understanding. My "enthusiasm" for teaching readers is renewed, and my =
belief in this profession has daily been nurtured by you all!

.Enthusiasm is one of "The Alphabet of Spiritual Literacy"

Enthusiasm
Celebrate life with this intoxicating passion. It adds zest to =
everything and helps build community. Hold nothing back. p.20

Enthusiam means "one with the energy of God"
"is a kind of faith that has been set on fire." p. 138
"There is real magic in Enthusiasm. It spells the difference between =
mediocrity and accomplishment."
"Your enthusiasm will be infectious, stimulating and attractive to =
others. They will love you for it. They will go for you and with =
you."p. 139
Source: Spiritual Literacy, author, Frederic and Mary Ann Brussat

It is my hope that these two mailrings will continue to allow their =
enthusiasm for teaching readers to support the new members and the =
lurkers who have not yet spoken, but continue on their search for that =
missing factor in the equation of developing proficent and advanced =
readers---Explicit comprehension demonstated in MOT, STW, and RWM! We =
can do it. Let's have at it. Bring it on!!!
Nelle
++++++++++++++++

Date: Sat, 1 Nov 2003 16:58:25 -0800 (PST)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] focus points, Sherry

Thank you for sharing this. It is beautiful! I will publish it in my =
school where we have taken on STW as a schoolwide goal. Just walking =
into these waters, this will be encouraging.
Nelle
+++++++++++++++

From: "Pam Reifsneider" <PReifsneider@newtownfriends.org>
Subject: [mosaic] Calkins writing units
Date: Mon, 3 Nov 2003 11:14:00 -0500

A group of teachers at my school are currently piloting the Calkins'
writing units this year. They teach first, third, and fifth grades.
While the units are written for k-2 they are completely adaptable to
older grades. I believe the units for older grades are in the works,
though I have no idea when it will be available. These teachers and I
attended the Writing Institute at Teacher's College with Lucy Calkins
this past summer - What an experience!! It is a week long workshop on
how to implement process writing within a writing workshop from grades
k-8. At the workshop you are grouped by grade level, so it is well
tailored to your age/grade assignment. I would highly recommend this
workshop. Having completed grad school, I can say that I learned more in
this week than I did in any semester long course! It is a very practical
"how to" of writing workshop. Here is a link to more information.
http://rwproject.tc.columbia.edu/

Pam Reifsneider
Reading Specialist
Newtown Friends School
+++++++++++++++

Date: Mon, 03 Nov 2003 10:14:56 -0600
From: "Kerensa Prostek" <Kerensa.Prostek@gpisd.org>
Subject: [mosaic] good websites?

Does anyone have a good website for reading for students? The ideal is a
safe, interactive place for students to use reading strategies. Some of
my teachers are asking for recommendations.
Thanks,
Kerensa from Texas
+++++++++++++

From: "Bahr, Peggy" <pbahr@Anchorage.k12.ky.us>
Subject: [mosaic] Parent Book Club - 7 Keys
Date: Mon, 3 Nov 2003 12:27:29 -0500

About a month ago, I asked my principal if we could have a parent book club
to discuss 7 Keys to Comprehension. She said go for it, found $ in her
budget, and today I am sending books home with 25 of our fifth graders.

8 parents sent e-mails requesting their copies of the book within the first
24 hours of my invitation to study comprehension strategies! Some of these
parents have children who've been identified as gifted/talented in reading;
others have children who are reading well below grade level. Interest is
high among all of these parents.

Have any of you led a parent discussion of the book? What would you suggest
we do? We'll meet for about 90 minutes. I'm considering showing a couple of
video clips of me teaching a strategy lesson, having the parents read a
passage and modeling the strategy with them...What else?

I am hoping that there will be some interest in a follow-up session, giving
the parents a chance to use some of the ideas at home and then coming back
to talk about how things went.

We will be meeting the first week of December. But the sooner I have some
ideas, the better I'll sleep!

Thanks in advance for your help,
Peggy 5/KY
+++++++++++++++

From: CNJPALMER@aol.com
Date: Mon, 3 Nov 2003 19:27:49 EST
Subject: Re: [mosaic] donald graves poem

In a message dated 11/3/2003 3:40:51 PM Eastern Standard Time,
cbyrom@hcbe.net writes:
Can someone send me a copy of the poem
Baseball, Snakes, and Summer Squash written by Donald Graves?

This is a book title...the book is all poems written about his boyhood.
Jennifer
maryland
++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] new additions/TOOLS page
Date: Mon, 3 Nov 2003 21:33:57 -0600

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

1. Inferring lesson plan following the gradual release of responsibility by
Cherie
(at the bottom of the Lesson Plan section)

2. Fix-Up Strategies bookmarks by Cherie
(at the bottom of the Worksheets/Reporting Forms/etc. section)

3. 7 Keys Parent Handout from Sandi
(at the bottom of the Other section)

Jennifer, one of our list members, had lunch with Ellin Keene last week and
graciously forwarded to me some attachments that Ellin had emailed her.
Ellin has given me permission to load them all to the TOOLS page. If you
use them, please add Ellin's name on the bottom. You will be THRILLED when
you take a look at these!!!!!!! They can all be found towards the top of
the Staff Development section where I try to keep all of Ellin's documents
that she shares with us.

4. Ellin Keene's "Beginning of the Year Planning Questions to Discuss"
5. Ellin Keene's "Beginning of the Year in Cornerstone Schools"
6. Ellin Keene's "What To Look For In Instructional Practices"
7. Ellin Keene's "Literacy Classroom Walkthrough"
8. Ellin Keene's "What Matters Most" (lesson observation form)
9. Ellin Keene's "What is Composing Meaning?"
10. Ellin Keene's "What is an Invitational Group? and words of caution"
11. Ellin Keene's "What is a Reflection Session?"

Remember, you may need to hit RELOAD or REFRESH each time you view the
TEACHING TOOLS page after I add new files. And some of them take a LONG
time to load.

Happy Reading and PRINTING!!!!!

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

Date: Mon, 03 Nov 2003 18:48:27 -0900
From: Dan & Nicole <Packers@ak.net>
Subject: [mosaic] Writer's Workshop and Whisper Phones

Today was the first day of the second quarter and we began Writer's Workshop
in both my 5th grade LA class and with my 6th graders. We'd been writing in
journals and having weekly topics, but today I decided to take the plunge
and introduce 6 + 1 Traits and the Writer's workshop format.

One step that I decided to take (after a bunch of reading on the topic) was
to create a Writer's Notebook for myself, one for each grade. I explained
to the kids' that I would be joining them in the their writing projects and
they were really excited about that. For the fifth graders, since I only
have an hour with them, I made an overhead of my journal entry and we
discussed how I brainstormed and how I began my paragraph development and
read my entire entry together twice--the second time we nit-picked and I
showed them my topic sentence, my supporting sentences and my conclusion.

For the sixth graders I began the writing process with them, as I have an
unlimited amount of time to work with them and they are a much more hesitant
group of writers. I thought outloud, brainstormed, shared my brainstorming,
and began constructing my paper. As I was constructing and crossing out
what didn't work for me I read it out loud to them. They really enjoyed it
and I think they appreciated "seeing" me go through the process with them.

Another thing I introduced was the whisper phones--I picked up enough elbow
joints for eight phones and showed the 6th graders how to use them. They
were very impressed with them--I bought them for editing purposes and I
think it is going to be a great success. One of my boys writes like he
speaks and he wanted me to read his intro paragraph. In one glance I could
see he used the word 'poor' four times in three sentences. I asked him to
read it to himself with the whisper phone--not only did he see the
repetition but he realized that his paragraph didn't make any sense. It was
fantastic, like a huge light bulb going on.

Tomorrow we begin our making connections (text to self) with Bridge to
Terabithia and I am very excited.

By the way, I was able to download a 71 pg. book on Writer's Workshop off of
the net: www.ttms.org
I found it to be very helpful and easy to read--a good way to get things
started and it was free!

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

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] curriculum
Date: Mon, 3 Nov 2003 23:03:14 -0500

Donna,
Do you have a link to that curriculum? Or could you guide us to the =
book.....or was it developed in house?
Thanks, Shelly
++++++++++++++

From: Readinglady1@aol.com
Date: Tue, 4 Nov 2003 06:42:02 EST
Subject: Re: [mosaic] OT Everyday math plans included

I have some EM pieces on my site -

Home - click on Math link

Math

Laura
www.readinglady.com
++++++++++++++

Date: Tue, 04 Nov 2003 14:20:01 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] In my classroom....

Hi Martha,
Starting in January, some teachers at my school will be doing a RWM
study group. It would be great to
get a look at your reflection questions. Posting them on the tools page
would be great. Thanks for offering.
Elisa
+++++++++++++++

From: <mferland@adelphia.net>
Subject: [mosaic] schema
Date: Tue, 4 Nov 2003 17:20:07 -0500

I tried something new for schema with my first graders and it seems to be
going well so I thought I'd share it with you. I used the book Ira Sleeps
Over and began having the students share their schema for sleep overs before
reading the book. As I read the book I stopped and thought aloud each time
a new piece of information was shared in the text about sleep overs. Later
on I listed the new schema we had for sleep overs on our chart. I also
modified the code for noting schema and new schema on post it notes. I had
them code S on a post it for schema and S+ when they came upon new schema.
In sharing we discussed how thinking about the new schema helped us. One
student noted you have more schema then you started with. I find I am still
doing quite a bit of talking during the sharing. Any hints on how to get
your students to share more? Also what do you do when your students start
sharing about connections and you've asked them to share about questions?
Thanks! Susan in Vermont
++++++++++++++

Date: Tue, 04 Nov 2003 15:37:59 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Parent Book Club - 7 Keys

Our school routinely gathers permission for video and photographs. It is
amazing how cooperative everyone has become as they realize that photo on
the web are not connected to names and videos are used for the purpose of
training. The only time I ask permission to videotape is when I will use it
outside the district.

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

Date: Tue, 04 Nov 2003 15:43:06 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] schema

This morning we began exploring sensory imaging and one little girl respo=
nded with a connection that was certainly related to a sensory image--I r=
eformulated it as both and praised her for using two comprehension strate=
gies together. She was pleased--had no idea she was doing it (and really=
, she wasn't aware) but, is it possible that you can help children to bui=
ld questions from their connections in some way? For instance, if a chil=
d said that she had a t-->s connection like, "That reminds me when Jill s=
lept over and Mom made popcorn." it could become "That reminds me when J=
ill slept over and Mom made popcorn. I wonder if Reggie's mom will make =
any special snacks for the sleepover?'

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

Date: Tue, 04 Nov 2003 15:45:50 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Help new additions/TOOLS page and a question

We use a workshop approach and follow Debbie Miller's lead with the idea
that sharing must be related to learning. We have an ever growing list
of things to share--something you learned in math, something you learned
about, the use of a strategy, something you learned at home or about
yourself. My favortie was when my chatterbox pipe up with "I learned
that when I don't talk so much, I can get my math done." It was SOOO
hard not to laugh.

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

From: JATShaw@aol.com
Date: Tue, 4 Nov 2003 19:42:52 EST
Subject: [mosaic] Good Websites (Mosaic)

Here are just a couple of websites that you might find useful. Judy S.

http://webquest.org/ This is a matrix of all sorts of webquests (they are
great group projects) for all age levels.

http://www.ipl.org/ Check out the Internet Public Library. It's a
wonderful
resource.

http://thewclc.ca/edge/ This is an interactive newspaper that might be good
for older students.
++++++++++++++

Date: Wed, 05 Nov 2003 07:24:06 -0600
From: VIVEROS ANA <aschmitz@mpls.k12.mn.us>
Subject: Re: [mosaic] schema
Reply-To: mosaic@u46teachers.org

Please tell us what grade level you are referring to when you give
anecdotes.
Also, is any one out there trying this in their bilingual classes? I'm
ending up translating everything into Spanish, it would be nice to share our
resources.
Plus, I'd love a Spanish book list.
Thanks,
Ana
Native Language Literacy Teacher K, 3, 4/5 and ESL 7/8
Minneapolis
+++++++++++++++

Date: Wed, 05 Nov 2003 06:40:41 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] schema

I work with second graders.
+++++++++++++++

Date: 05 Nov 03 08:29:49 -0800
From: Patricia Kutyla <pkutyla@mail.sandi.net>
Subject: RE:[mosaic] Writer's Workshop and Whisper Phones

Can you please tell me what a "whisper phone" is?
Thanks, =
Pat
++++++++++++++++

From: "Tena Flanagan" <tflanagan@colbertcountyschools.org>
Subject: Re: RE:[mosaic] Writer's Workshop and Whisper Phones
Date: Wed, 5 Nov 2003 11:32:15 -0600

Whisper phones are made from PVC pipe and the students whisper read into
them. The phones really amplify the students' voices. You can order them
from the CANDL foundation. 1-800-633-7212
++++++++++++++++

From: "Deb Smith" <debfourblocks@comcast.net>
Subject: RE: RE:[mosaic] Writer's Workshop and Whisper Phones
Date: Wed, 5 Nov 2003 17:36:03 -0500

But don't order them, make them for fifty cents each :)
+++++++++++++++

Date: Wed, 5 Nov 2003 15:46:16 -0800 (PST)
From: Heather Wall <heather_wall_2000@yahoo.com>
Subject: RE: [mosaic] focus points

I will focus on schema
> for the better part of the year-then I will move
> into visualizing and probably inferring.
> We are still on schema. My students know what
> schema is
> but we are working on getting them to activate it
> during my read alouds because many are still at the
> pre reading stage.

Leslie,

Thank you for all your concrete examples! It makes me
feel quite a lot better! Good luck with your kids!

Heather
+++++++++++++++

Date: Wed, 5 Nov 2003 16:01:37 -0800 (PST)
From: Heather Wall <heather_wall_2000@yahoo.com>
Subject: Re: [mosaic] focus points

Thanks for the suggestion, yes they do seem to connect
to different literature differently. And because
their vocabulary is so low (not just the ESOL kids,
but most of the kids b/c they're so low income), I
have to choose books carefully so they have at least
SOME schema for the topic to build on. The book the
librarian read them called "Marsupial Sue" went
completely over their heads because it was set in
Australia.

Interestingly, they are attuned to good literature.
Completely on their own they have taken to clapping
after I read books that are high-quality literature.
They don't do it when I read predictable books, but
they can sense when the language is beautiful, and
they usually clap after I read Cynthia Rylant or other
"deep" books. Kinda neat, I think!

Thanks again,
Heather
++++++++++++++

Date: Wed, 5 Nov 2003 16:08:52 -0800 (PST)
From: Heather Wall <heather_wall_2000@yahoo.com>
Subject: Re: [mosaic] focus points

Thanks for the info! Do you have an author on that
book "Flowers in the City"? I searched Amazon for it
and came up with 51,000 possibilities. Also, thanks
for the article....

Heather
++++++++++++++

Date: Wed, 5 Nov 2003 16:17:30 -0800 (PST)
From: Heather Wall <heather_wall_2000@yahoo.com>
Subject: Re: [mosaic] focus points - ESL

Katherine,

Thanks so much! One thing (above) that you said about
conversations really struck home for me. Just last
week I got to observe another class with a high ESL
population, and one of the teachers was a true master
teacher. Because I was in the observation mode and
wasn't "in charge" as usual, it freed me up to really
watch her interactions with her students, and I
discovered that, while her class was very verbal (like
mine), unlike me she was not "shushing" them so they
could all listen to each person speak one at a time.
I discovered that I think the Hispanic culture might
encourage lots of conversation (there was a study on
this in Hawaii, at the Kamai'mai' school - unsure of
spelling - in which they children talk over each
other, adding to each other's conversations, because
it's part of their culture). I began to question my
tendency to ask them to raise their hands and speak
one at a time, becuase this awesome teacher was
simultaneously addressing each student as they
enthusiastically participated in the conversation.
And not one of them was off task. They were just
bubbling over with comments. I started doing that
this week and noticed a big drop in my stress level,
and really started to enjoy the neat connections kids
were making all over the place. They were noticing
phonetic elements in words we wrote, questioning
things they didn't understand, linking the concept to
what they already knew, and we covered much more
ground than if I'd had them stop and speak one at a
time. I know it sounds like it must have been chaos,
but really only about 2-3 kids talked at a time at the
most. As an observer, I noticed that those of us not
participating, just listening, could keep up with it
all, and everything added to our understanding. It's
been an important revelation to me on the importance
of talk in my classroom and how I value everyone's
contribution.

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

Date: Wed, 05 Nov 2003 17:45:58 -0800
Subject: Re: [mosaic] Writer's Workshop and Whisper Phones
From: Veronica Whitehead <pisces1975@earthlink.net>

Patricia,

The ones I use are made of two elbow joints and a short piece of PVC pipe.
They look like this [ I hope the little image helps. I know there is
another way to make them with just two pieces... Maybe someone else can
help you visualize those :-)

Veronica
4th Grade
+++++++++++++

From: "Deb Smith" <debfourblocks@comcast.net>
Subject: RE: RE:[mosaic] Writer's Workshop and Whisper Phones
Date: Wed, 5 Nov 2003 20:48:25 -0500

You take a piece of PVC pipe (1/2 inch or 1 inch or 3/4 inch, doesn't matter
which size, just be consistent)

Then get two 90 degree elbow that is the same size (1/2, 3/4, 1).

Then cut the pipe into 3-4 inch pieces. put the two 90 degree elbows on
either end.

There you go, a whisper phone.
+++++++++++++

From: Mlredcon@aol.com
Date: Wed, 5 Nov 2003 21:39:35 EST
Subject: [mosaic] Share time during balanced literacy

I have a question.=A0 I observed a class of 4th graders during guided
> reading.=A0=A0 When the guided reading lesson was over, the teacher called
> everyone together for sharing.=A0 the only students who cared about the
> sharing was the group who was sharing.=A0 I have a feeling that teachers
> are doing a sharing time because they think you have to do it, but if
> it isn't for each student, then there is no purpose.=A0 Do you have any
> ideas for sharing at the end of guided reading?
> Thank you
> Maxine
+++++++++++++

Date: Wed, 5 Nov 2003 21:45:09 -0500 (Eastern Standard Time)
From: "Lynn" <l_atchison@cox.net>
Subject: RE: RE:[mosaic] Writer's Workshop and Whisper Phones

how do you keep them clean and germ free???
+++++++++++++

From: "Deb Smith" <debfourblocks@comcast.net>
Subject: RE: [mosaic] Share time during balanced literacy
Date: Wed, 5 Nov 2003 21:57:38 -0500
Reply-To: mosaic@u46teachers.org

I have a question. I observed a class of 4th graders during guided
> reading. When the guided reading lesson was over, the teacher called
> everyone together for sharing. the only students who cared about the
> sharing was the group who was sharing. I have a feeling that teachers
> are doing a sharing time because they think you have to do it, but if
> it isn't for each student, then there is no purpose. Do you have any
> ideas for sharing at the end of guided reading?

[Deb Smith] Pair Share works really well. Ask the children to turn to their
partner and tell their partner an answer. Another option is to use a
variety of Kagan Cooperative Group Structures. Search the web for his site
and you'll see plenty of ideas.
+++++++++++++

Date: Fri, 05 Nov 2004 21:14:21 -0600
Subject: Re: [mosaic] Share time during balanced literacy
From: Datsauer <datsauer@chartermi.net>

My fifth graders dearly love "buzzing." In groups of 3-4 who sit near each
other, they each have 1-2 minutes to share with the group. Sometimes I give
it a focus from the comprehension work we're doing, sometimes they just talk
about their books. I watch the clock as I roam among the groups, and when I
call time, it's someone else's turn. The whole class gets a chance to speak
in 4-6 minutes. Debbie in Duluth (Has it snowed anywhere else yet? We've had
2 separate snowfalls of 3-4 inches in the last 2 weeks!)
+++++++++++++++

From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: [mosaic] books
Date: Wed, 5 Nov 2003 19:49:22 -0800

I saw a preview over the weekend for the movie Cheaper By The Dozen =
which stars Steve Martin. It will come out before Christmas. I love =
movies made from books. It gives you so much to talk about when the kids =
finally go see them. So I started Cheaper By the Dozen today. It was =
published in 1948!
++++++++++++++

Date: Wed, 05 Nov 2003 20:09:08 -0900
From: Dan & Nicole <packers@ak.net>
Subject: [mosaic] Whisper Phones

My whisper phones were just two 1 1/2" elbow joints--they were opposing
pieces so one end fits securely in the other, making a perfect C shape. I
did not buy the straight piece in the middle because the two elbows made a
perfect phone, ear to mouth. Unfortunately I live in Alaska on an island,
so my phones were $2.40, $1.29 an elbow joint! But, I didn't have to pay
any shipping costs and that always saves a bundle when you live here.

By the way, I teach 5th grade lang. arts and 6th grade (everything but math)
and I use mine for editing purposes and so far they've been a big hit. I
plan on washing them in scalding hot soapy water once a week--they are black
so they shouldn't get too grungy looking.

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

Date: Wed, 5 Nov 2003 22:16:23 -0800
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] cleaning Whisper Phones

I send mine home with a child on Fridays so mom can run them through
the dishwasher.

Katharine/1st/N.California

Ps -- I don't have one, but I'd send them home anyway, I think, just
to involve the families.
++++++++++++++

Date: Wed, 05 Nov 2003 22:31:43 -0800
Subject: Re: [mosaic] books
From: "Janet Holbrook" <jmholbrook@earthlink.net>

Cheaper By the Dozen is a wonderful book. I hope the movie does it justice.
(So often I'm disappointed in the movie.) When you finish Cheaper By the
Dozen, you might want to read the sequel Bells on Their Toes.
+++++++++++++

Date: Thu, 06 Nov 2003 05:20:33 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] books

I loved the old movie.

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

Date: Thu, 06 Nov 2003 05:29:46 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Share time during balanced literacy

We had EIGHT inches on Sunday night!! The forecasts showed our county
and three nearby gtting missed completely--we weren't even in a warning
or advisory area. It was all to go the north of us. We had no school
Monday and then on Tuesday we had a late start due to freezing rain and
a bit more snow leaving the roads an icy mess. I had choosen this poem
to share on Monday morning--and it sure turned out to be the perfect
choice! We are starting on sensory imaging.

November comes
And November goes,
With the last red berries
And the first white snows.

With night coming early,
And ice in the bucket
And frost by the gate.

The fires burn
And the kettles sing,
Until next spring.

--Clyde Watson

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

From: "gina nunley" <gina_nunley@hotmail.com>
Subject: [mosaic] Whisper Phones
Date: Thu, 06 Nov 2003 12:52:12 +0000

Just wanted to add a fun note about whisper phones. I facilitate
intermediate teachers and learned of the PVC'phone' from primary teachers.
They use them during guided reading. As the kids take time to read and the
teacher moves around the group listening, the kids use the phones so they
can read aloud but not disturb others. If you have used them a whisper
sounds loud to the kid using the phone.

I then used them for self-conferences in Writer's Workshop during
reivision....kids read their stories to themselves to 'hear again' waht they
were trying to 're-vise-see again'.

In this day of personal cell phones one of the kids dubbed them our
Self-Phones. Fun.

I spray them down with a can of Lysol after use. Gina
+++++++++++++

Date: Thu, 6 Nov 2003 12:03:43 +0100
From: Julie Rosemarin <julie@spaghettibookclub.org>
Subject: Re: [mosaic] Reading Mentors

You may want to try the Spaghetti Book Club
(www.spaghettibookclub.org). The Spaghetti Book Club is a literacy
program that teaches students how to write book reviews that are then
published on the web.

The curriculum helps teachers (or mentors) guide students through the
process of writing, revising and publishing book reviews. Students
are required to write summaries, express their opinions and make
recommendations. Students develop critical literacy skills as they
write their reviews. Publishing their reviews and illustrations on
the web motivates students as they go through the writing process.

For more information you can visit the site:
www.spaghettibookclub.org or you can email me directly.

I hope this helps.

--Julie
+++++++++++++++

From: Soswes@aol.com
Date: Thu, 6 Nov 2003 20:17:53 EST
Subject: [mosaic] share time/guided reading

We share at the end of readers workshop...the whole class. I may have asked
a student to share something that was done in guided reading, but the whole
class is sharing what they learned about themselves as readers or their
connections, mental images, etc. I've worked very hard this year to make
sure the
sharing is a conversation, the children are asking the questions: how did
that
help you...tell me more about that etc.

It's a whole class participation and they are eager to share. The power is
in that sharing.

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

From: JATShaw@aol.com
Date: Thu, 6 Nov 2003 21:28:00 EST
Subject: [mosaic] Two more great websites

I can't remember who asked for websites to encourage reading, but here are 2
more that are fun. Enjoy. Judy S.

http://www.smithsonianeducation.org/ for Teachers, Families and Students

http://www.seussville.com for Dr. Seuss fans
+++++++++++++++

back to archive