--- Lynn <l_atchison@cox.net> wrote:
> how do you keep them clean and germ free???
>
When the children finish using them they wash them
down with the Clorox wipes. I also take them home and
throw them in my dish washer.
Nancy
+++++++++++

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: [mosaic] Ellin Keene conference
Date: Sat, 8 Nov 2003 08:04:46 -0500

Hi everyone!

I got to see Ellin speak this week at our state reading conference (CT) a=
nd she was AWESOME! She's an enthusiastic and inspiring speaker.

They've come a long way since Mosaic was published and she shared a lot
with us. She's actually working in New Haven and Bridgeport (as well as m=
any other cities in the US) with the Cornerstone Project. This project se=
rves the lowest income schools in the country. She gave us the website th=
at has a professional book list as well as a kids' one. Here's the addres=
s:
www.cornerstoneliteracy.org
If you click on Library, then Children's Library, you can search the book=
s or list them all. It's amazing.

Just as everyone else who has seen her has said, if you have the opportun=
ity to hear her speak, do so! A colleague of mine and I paid our own way =
to hear her do the keynote address and a morning session and it was worth=
every penny!

I don't know if this info has been shared...I just rejoined the list afte=
r an email problem.

--Carrie :)
++++++++++++++

From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: [mosaic] 1st year questions...
Date: Sat, 08 Nov 2003 15:45:32 -0500

As I am working through my 1st year of using the strategies, I find myself
with a question of management that I am hoping some of you can respond to.

I currently do a whole group mini-lesson that focuses on the strategies.
This lasts about 20 minutes. The kids then spend the remaining 40-45 mins
of reading workshop reading independently and/or writing in their reading
journals while I meet with small groups and conference with students
one-on-one. When I meet with small groups, they are grouped by the grade
level that they are reading at and are made up of anywhere from 3-10 kids.
We meet 3-5 times over the course of 2 weeks and focus on one book. I use
this time to teach skills like sequencing, comparing/contrasting, etc. If
they are not meeting with me then they are working silently at their desks.

Now....I finally got the chance to watch the STW videos and the spotlight on
Debbie Miller made me think that maybe I am not using the most effective
management system. Her kids spent most of their time working and reading
together. So my question is....how is everyone else managing their reading
time? If you're using the strategies to guide your instruction, are you
still doing guided reading groups? Do you kids work independently or
together? I would love to hear what everyone is doing!

Also....even though I have read STW, MOT, and RWM several times over,
watching the videos was so beneficial! I am wondering if anyone knows of
any seminars/workshops in the Michigan area that focus on strategy
instruction? I would love to actually attend a workshop as I am the only one
in my school that uses the strategies. Any suggestions on where to look?

Thanks so much in advance for all of your help! I learn something new
everyday reading all of your posts!

Rory/Mi/3
+++++++++++++

From: "Deb Smith" <debfourblocks@comcast.net>
Subject: RE: [mosaic] 1st year questions...
Date: Sat, 8 Nov 2003 16:16:15 -0500

I teach MOT as a class in the summer in Grand Rapids. I don't have the
dates yet, but email me and I can let you know. deb
++++++++++++++

Date: Sat, 08 Nov 2003 13:42:53 -0800
Subject: Re: [mosaic] 1st year questions...
From: Veronica Whitehead <pisces1975@earthlink.net>

Rory,

This is my first year with the strategies too. I don't know if I can help
you, but I'll share my situation and tell you what I have done that seems to
be working.

At the beginning of the year, each teacher in my grade level (4th grade)
assessed their kids reading levels. Then we grouped our lowest kids by
instructional level. There is one teacher teaching pre-primer/primer, the
reading specialist teaching first grade, two teachers teaching second grade
level, and I teach the third grade level readers. We do these guided
reading groups Tuesday - Thursday, for 35 minutes a day.

When we started, I was having the rest of my class work together in pairs
and do strategy work with the same book while I taught guided reading. My
kids remained on task during this time but it was just too noisy with 30+
kids talking/working in pairs for me to teach a small group.

So, I started having my kids read silently or use whisper phones and respond
in their strategy journals. After my guided reading group is finished, the
kids get with their partners and share the work they have done. Then they
continue working with their partners. I can meet with pairs at this time.

My only problems now are that I only get to teach minilessons on Monday and
Friday, and that some kids are not taking responsibility for keeping up with
their strategy notebooks... they read and NEVER respond unless I actually
approach them and TELL them to.

As for the strategies, we have spent a lot of time (11 weeks) on making
connections in my class. I have tried EVERYTHING I can think of and tried
EVERY suggestion that I have been given yet some of my students are still
not connecting back to the text and cannot tell me how their connections
help them understand the text. We moved on to questioning a week or so ago
and this seems like a much easier strategy for them to "get" and use. Has
anyone else had this experience?

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

Date: Sat, 08 Nov 2003 14:51:24 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] 1st year questions...(LONG)

Rory, I hope you find this helpful. Know my scheduling decisions would be
essentially the same 1-4 (I've used worskshop format in all these grades).

My district has mandated, to a certain extent, some of the things they want
to see
during our Literacy Block, which is 90 minutes of uninterrupted buildingwide
time.
They expect to see shared reading, focusing on both books and poetry,
explicit oral
language activities and guided reading with groups meeting two to three
times
weekly. They are willing to consider either a center based approach or a
workshop
approach, but either must include some element of word work. I run literacy
right
up until lunch, and writer's workshop is NOT included in this. Knowing all
of
that, my week looks like this:

EVERYDAY:

8:45-9:00 Independent Reading & Bookshopping (what we call making choices
from the
library in addition to the kinds of books which end up in browsing boxes
from
guided reading) and teacher conferencing.

9:00-9:45 Morning Meeting

Review of picture schedule, pattern calendar and commercial calendar.
Weather
observation and graphing. Extension of our year-long (we loop, so one is
one year
plus) add-one-a-day number line. An emphasis placed on skip counting with
T/Th use
of calculator. They count, I scribe, we observe patterns and write the
accompanying division (# of days divided by skip count = X R.?) and
algebraic
equation (X time skip count) plus remainder = # of days and the expanded
notations. Our kids are in trouble in math, so shoot me, we beefed up our
thinking
during opening.

Shared poetry read (three familiar rereads/new poem, M--intro,
T--questioning,
W--phonics work, Th- vocab., F-recitations)

Morning message- a note from me setting tone, informing of any schedule
changes,
that sort of thing. Modeled in friendly letter form (2nd grade writing
objective).

Shared reading, sometimes a bigbook used throughout the week but far more
often a
series of well crafted books used for strategy demonstrations.

Handshake

9:45-10:05 (M-Th) one small group works with Reading Recovery teacher daily
M-Th
(comes in for literacy block and is supporting kids who progressed but did
not
successfully discontinue last year), everyone else READS. I confer with
kids again
during this time.

**10:05-10:25 (M-Th) RR teacher works with alternating guided reading
groups, I
work with special needs children following the daily (M-Th) schedule. These
kids
need more support. Shoot me.

**10:25-10:45 I meet with althernating groups, RR teacher leaves at 10:30

**Throughout this time students are completing reading logs and independent
math
assigments followed by free center choices which are strictly limited to
reading,writing and math.

10:45-11:10 Closing Meeting. We begin with those children who have signed
up
under "I have learning to share.." often in response to an invitation
offered at
the end of the first meeting. Sometimes two, sometimes nearly all. I share
a read
aloud which often allows me to extend modeled strategy work and generally
support
thematic study.

On Fridays I plan for whole group 'extension activities' which I have
decided to
relate to comprehension. We do strategy digs, partner work, and other types
of big
thinking activities. I have to have this time in order to begin involving
the
children in actively practicing strategies. Likewise, on Fridays our art is
often,
but not always an extension of an experience with a book or a poem. For
instance,
we took a very popular poem, retyped it in couplets and the kids highlighted
their
favorite pairs of lines. They were asked to draw using watered down black
tempera
what they see as they read this. We displayed these in clusters around the
words
from the poem in the hallway. I am trying hard to make our school a
literate
environment, so we do lots of projects for the halls to get kids building
wide
reading. We also do author study after lunch, in addition to writer's
workshop and
Fridays we add new poems to the poetry notebooks.

(Luckily I have an extended block of time on Thursdays to work with
'integrated
studies', which gets me time to delve into Social Studies and Science with
more
hands on materials).

M-TH I have 45 minutes for math and I make sure lots of math gets into the
integrated projects. We have 10 minutes after lunch for chapter read aloud
and 50
minutes EVERY day for writer's workshop. It means not doing some
things--but it is
paying off.
+++++++++++++++++

Date: Sat, 08 Nov 2003 15:05:07 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] 1st year questions...

Veronica,

I have a chart tablet on the wall, divided down the middle and with a line
across
about 1/4 the way up. My kids do reading logs and they have an independent
math
assignment to do. At the top, one side says Reading Log, the other Math.
Kids
sign off as they finish, but must drop their reading logs into a milk crate
below.
I found my kids weren't being honest about task completion, and so this way
I can
quickly look through them. And I mean quickly. I just draw a huge smiley
face
across each days, they know I am watching, but I accept their attempts
unless they
are way off base then it informs mini lessons. The boxes at the bottom?
One area
is for "I have learning to share..." and the other is for "I need help". I
found
once kids had to sign up for help, they began supporting one another more
and the
interruptions have all but been eliminated. When I get a chance between
groups, I
check the tablet. Mostly I find the kids have already scribbled off their
names as
they have either helped themselves or gotten support from a peer.

As to the issued you are having with connections, I don't know how old your
kids
are but I would hope ( and know it isn't always so) that this will not be
their
first exposure to this kind of thinking. My second graders--some get it and
some
don't. I decided to go deeper, take longer this year (spent 2 weeks on
metacognition and 7 weeks on schema), but I can't dig the same hole all
year. It
has to be my hope that with cyclic teaching of strategies (we're aiming for
that in
our building), those children making approximations will eventually have a
deeper
understanding. Debbie Miller's work, both the book and the videos, have
impressed
upon me the importance of accepting approximations. We have moved into
sensory
imaging and suddenly a few that have been at the fringe of understanding are
beginning to see how quickly sensory images can turn into meaningful text to
self
connections. I am tying it at the same time to revision in writing, with an
emphasis on use of details to develop imagery. Hang in there. You might
not get
to see every lightbulb go off, but you have a hand in the wiring!

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

From: MEHitzel@aol.com
Date: Sat, 8 Nov 2003 17:06:00 EST
Subject: Re: [mosaic] 1st year questions...

In a message dated 11/8/2003 1:46:38 PM US Mountain Standard Time,
rwallaszek@hotmail.com writes:

> I find myself
> with a question of management that I am hoping some of you can respond to.
>

Rory - I am in my second year of teaching the strategies in a focused,
comprehensive, gradual release of responsibility way. I have not had the
opportunity to see the STW tapes, but I am participating in a study of
Debbie Miller's
Happy Reading videos along with RWM. Some days, earlier in the gradual
release, my classroom looks a lot like Debbie's (only with 4th and 5th
graders). A
lot of partners or groups of three working together. I bring in a lot of
picture books from our school library that I've picked with the idea that
they would
support the strategy currently under study to supplement my own collection.
Most of my students are reading chapter books for independent reading. I
like
them to use picture books early on in the study to practice the strategy
with. It may seem noisy to someone dropping by my room, but for the most
part it
is focused, on task talk. Other days, further into the study, it is a much
quieter atmosphere. Many students are reading independently or writing
their
weekly letter to me in their literature logs. Some students are
participating
in a book study group. I am either meeting with a group of students in a
guided group that need more support or doing individual conferences. I am
very
lucky in that my room opens to the outdoors and many times I have students
outside at a picnic table or leaning against the outside wall with pillows
reading.
That helps spread some of the talk out and creates quieter areas for
students
who need that to focus well.

I'm in Arizona and would also love to attend a seminar/workshop with other
teachers who are doing strategy instruction. It seems like Ellin Keene and
Debbie Miller are on the east coast. So, luckily, we have this listserve to
support and learning!

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

From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: Re: [mosaic] 1st year questions (Veronica)...
Date: Sat, 08 Nov 2003 17:07:05 -0500

Veronica, Thanks for taking the time to share your exeriences. Am I
understanding correctly that you are NOT meeting with your kids that are
at/above grade level in small guided reading groups? I did that last year
and I had numerous parents question me...I then felt somewhat guilty that
they weren't getting that time with me.

Also, we just moved on to questioning last week also. I feel just like you
in that I think I tried everything and did every idea that I read about with
schema but I still had a group of kids that just weren't making important
connections...or even more so, not seeing how they helped them. I finally
decided that we just had to move on and hope that as the year goes on they
will catch on. Just after a few days, I have high hoped for
questioning...they seem like they are really catching on! Maybe because
questioning comes so naturally for them.

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

From: MEHitzel@aol.com
Date: Sat, 8 Nov 2003 17:18:10 EST
Subject: Re: [mosaic] 1st year questions...(long)

In a message dated 11/8/2003 3:02:56 PM US Mountain Standard Time,
ljackson@gwtc.net writes:

> Debbie Miller's work, both the book and the videos, have impressed
> upon me the importance of accepting approximations.

Yes! This is one of the things that we discussed in our study group! We
feel so much pressure for our kids to "get it" but like with everything
else, it
is developmental. I struggle with many of the same things with my 4th and
5th
graders as those of you who are teaching 1st and 2nd. All of the primary
multiage teachers at my school are participating in our study group and I'm
hoping to see students start to come to me having participated in this type
of
instruction. Like Lori mentioned, I've seen some of my students start to
implement a specific strategy later, after I've formally moved on. Sensory
imaging is
a great one to move on to after schema/text connections because our sensory
images are very individual and based on our personal schema. Last year, I
read
a passage from Charlotte's Web that described the barn. We drew and
discussed our sensory images and talked about how different and varied they
were based
on our different schema for barns. So, what I'm trying to say is, they
might
not seem to be "getting it" right now, but you are planting the seeds or
building the foundation. Too, I sometimes think it is a matter of a child
hitting
upon just the right book. Once they've hit on one they really connect
meaningfully to, I think they are much better able to see the power of this
strategy. We can try to get this book into their hands, but we don't have a
magic
looking glass that tells us just what that book will be for any particular
student.

Ahh! I've gotten long. I'm procrastinating on doing my housework!

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

From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: Re: [mosaic] 1st year questions...(LONG)
Date: Sat, 08 Nov 2003 17:21:08 -0500

Lori, Thank you so much for your input!! It always seems that when I look
over someone else's schedule, I am overwhlemed at what all they are doing!
In a way, I think we often do not give ourselves enough credit! It seems
like you have found a very nice balance of independent work and partner
time. I'm printing out your schedule so I can look over it a little more
closely and compare it to what I am doing. I guess a problem that I run
into is that our reading specialist pulls out groups from my room at 3
different times of the day (9:00, 11:20, and 2:20)...that creates a whole
new set of problems that could start a huge discussion, I'm sure. I am also
thinking that I need to go back to what I was doing last year and spend more
time doing groups with my special needs kids and maybe not as much guided
reading with my more independent students. Thanks, you have given me a lot
to look at!

Rory
++++++++++++

Date: Sat, 08 Nov 2003 15:31:44 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] 1st year questions...(LONG)

Rory, I feel for you with regards to the pullout issues. Last year I had
(and
still have) 5 soon to be six on IEPs plus 11 first round Reading Recovery
kids. I
joked about installing a revolving door and literally had to write down the
names
of absent kids on the whiteboard, as it left me dizzy trying to figure out
how many
were there!!! Luckily, my literacy partner provided reading recovery to 4
of my
kids so we tweaked things about. She was supposed to be in my room from
9-10:30,
but really felt being there during meeting wasn't the best way to spend her
time.
Me, too, but that meeting--if nothing else, we have meeting. So, she met
with kids
from 8:45-9:15, rotating so that not everyone always missed meeting and bent
the
rules, stay until 11. This year she is my third wheel, but works with a
first
grade room so we've lost some of that flexibility.

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

From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: Re: [mosaic] 1st year questions...(Martha)
Date: Sat, 08 Nov 2003 17:31:28 -0500

Martha, It sounds like you have a very accomodating environment in which to
work! Now, that you have brought that up, I think this is why I might have
been hesitant about all the group work so far this year. I am in a unique
situation where we moved into a brand new building that is set up to promote
teaming. Every set of rooms is connected by a collapsable wall. Another
3rd grade teacher and myself decided to try a full-teaming room; we never
have closed our wall and run the room like one large classroom. We have 43
kids between the 2 of us. In addition to the 2 rooms (which we set up so
all the desks are on one side and the other side is devoted to a huge group
space and small group meeting areas) we also have an activity area outside
of our ooms that we share with the either two 3rd grades. Even with all
this space, 43 kids can make A LOT of noise when they work :) I know that
as long as it is on-task talk that I shouldn't complain! The more I think
about it, I am starting to think that the partner/group work may be a
missing element in my strategy instruction. Here I am trying to tecah the
kids how to interact with their text but they are not really getting many
opportunities to do this with each other. Hmm.....something for me to chew
on this weekend!!

Ok, I am also rambling to avoid other less inspiring chores.....

Rory
++++++++++++

From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: Re: [mosaic] Pulls outs
Date: Sat, 08 Nov 2003 17:41:48 -0500

Lori, It's not really "good" to know, but at least I can see that pull outs
are not just an issue with us. We have 1 reading specialist for our school
of 400 1st-5th graders. As talented as she is, there is no flexibility in
scheduling. We were more or less given the times that the kids were to be
seen and asked to be open minded. On top of it...we have been using her
running records as a reference when we take the kids to SST (a meeting to
determine if a student should be screened for special ed.) as this is what
much of her time is spent on...well, now we have been told that we have to
do our own running records in addition to hers...which confuses me as to the
purpose of hers. We are approaching conferences next week and when we asked
for a progress report of how the kids were doing in her groups, we were told
that she does not share their levels with parents because the parents don' t
know how to interpret the running record results. All of this has me
wondering the advantages of having these kids pulled out during whole group
strategy instruction, writing workshop, and math. It is a brand new school
with staff that has been pulled from 3 different buildings, all use to doing
it their own way...so I am just trying to be optimistic that it is going to
take this year to work everything out for next.

Rory
+++++++++++++++

Date: Sat, 08 Nov 2003 15:50:20 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Pulls outs

Aggh! Parents are not DUMB, if you explian running records it will make
sense to
them. Any chance she would be willing to rotate the groups so that the same
kids
are not always missing the same time frame? Granted, her scheule can't
change, but
maybe she would be willing to rotate the groups within that framework? Just
a
though.

DOWN WITH HOUSEWORK!

LORI
+++++++++++++

From: Annette201@aol.com
Date: Sat, 8 Nov 2003 18:35:24 EST
Subject: Re: [mosaic] Pulls outs

I am careful as a reading specialist just how I use the levels but I do
share.
++++++++++++++

From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: Re: [mosaic] Pulls outs
Date: Sat, 08 Nov 2003 18:52:49 -0500

Annette...I totally understand that just handing the parent a level number
can lead to misconceptions, I'm just confused as to why she won't even share
them with us!! I value her work but just don't understand the reasoning
behind keeping her work so separate from ours.
+++++++++++++

Date: Sat, 08 Nov 2003 19:19:34 -0600
Subject: [mosaic] visualizing
From: "Judy L. Felsenthal" <felsenthal@platteville.k12.wi.us>

Hi. This is for Lori, but I would appreciate anyone's feedback. I've
been lurking mostly, for months now, and this is my first whole year with
MOT. We use 4-block for our schedule, which means that I only have 30
minutes for Guided Reading. I have felt pretty good about teaching
connections, so I started visualizing last week with my second graders.
Well, I have 39 children to see through my reading time, 13 at a time,
it's rather chopped up, and we use a basal that has authentic literature.
It's not ideal, but the stories aren't too bad, there's a copy of a book
for everyone and I'm determined to make it work for now. So, we read a
story last week called, "Emma's Dragon Hunt" and we just used a tape, no
books and concentrated on using our senses to create connections and
images. ( I have those cool posters of Donna Baker's and they really help
to anchor my teaching. ) Then we drew what we had imagined, letting the
thoughts run down from our minds to our hands (this I "borrowed" from
Ginger) and everyone had a pretty detailed picture that they all shared.
The next day, I gave the children 5 strips of paper, one for each of the
senses, upon which I had drawn an ear, a nose, eyes, etc. The children
read with partners and were to find spots where they could visualize using
one of their senses and then use the strip to mark the spot. We shared
in small groups and things went pretty well. Some kids struggled to use
all their strips, but for the most part I saw and heard involved
conversations and good sharing. So, I am planning to do the Robert Frost
poem Lori posted last week and was wondering if I'm on the right path. It
seems that Lori described kids taking the ideas in the poem and then
elaborating with their own schema, emphasizing one sense or the other. I
know that you used a senses wheel, which I imagine is just a circle
divided into 5 pieces, each one marked. Is that right? Did they write or
draw? Did you give them the text or just read it to them? I would love to
hear the specifics of this... because I'm nervous about my weakest
connectors... they get so bogged down with the language of text and the
language of directions. If you've got the time to help, I'd really
appreciate it. By the way, I do love this listserve and really appreciate
the time some of you take to tell all you do. For a novice like me, it's
invaluable. I have your ideas in big piles and folders all over my desk,
and whenever I can, I try to integrate what I think will work for me in my
situation. Thanks.
-Judy 1/2 Loop
+++++++++++++

From: Annette201@aol.com
Date: Sat, 8 Nov 2003 20:27:51 EST
Subject: Re: [mosaic] Pulls outs

I totally understand your frustration. I always share so I question why she
won't! I encourage my teachers to do their own running records to help
them
teach but like i said, I always share and we compare notes.
+++++++++++++

From: "Deb Smith" <debfourblocks@comcast.net>
Subject: RE: [mosaic] visualizing
Date: Sat, 8 Nov 2003 20:36:44 -0500

"Hi. This is for Lori, but I would appreciate anyone's feedback. I've
been lurking mostly, for months now, and this is my first whole year with
MOT. We use 4-block for our schedule, which means that I only have 30
minutes for Guided Reading. I have felt pretty good about teaching
connections, so I started visualizing last week with my second graders.
Well, I have 39 children to see through my reading time, 13 at a time,
it's rather chopped up, and we use a basal that has authentic literature."

Just curious, if you are doing four blocks, why are the kids in groups of 13
with 39 students in all? That isn't a four block thing????

deb
+++++++++++++

Date: Sat, 08 Nov 2003 19:04:38 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] visualizing

The exercise I described was done with a parent group BUT I did the same
exercise
last year with Stopping In The Woods On A Cold Winter's Night. I did begin
sensory
imagery with my kids this week. To introduce (or reintroduce) sensory
imaging, I
began with Let's Go Home, Little Bear (Waddell). It turned out to be the
perfect
book, along with this poem:

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

Why perfect? We had our first snow on Sunday night and missed school on
Monday. We
did a review of sensory imaging on Tuesday with the poem and I did a first
read of
the book. On Wednesday, I did a second read of the book and reviewed the
sensory
wheel--a tool we've used before. This time I asked them to concentrate on
the
sounds in the book, asking them first if any of them had taken walks in the
snow.
Of course, everyone had been in the snow! Some had been, well not in woods
here on
the prairie, but tromping among trees by creeks and ponds. We did this each
day,
Wednesday and Thursday, mapping in two different colors. This book is rich
with
clues but my kids did a nice job of taking it beyond the illustrations,
talking
about hearing snow sliding off branches, seeing icicles melting and sucking
on them
like popsicles--icy mouthfuls, melting like snow. I was pleased they are
feeling
comfortable but well have six new to us kids with no experience at all with
the
strategies. We had no school Friday. I plan to do more work with modeling
this
week and then ask students to work with a variety of poems to complete
sensory
wheels of their own. Since they will each have a copy of the poem, we can
display
the poem alongside their sensory work on large sheets of construction paper.

I am also planning to use a revision strategy lesson from Barry Lane's work.
I have
the video series, so I am going to show them the short (10 minutes or so)
segment
in which Lane talks about 'turning the binoculars' to add details to a
sentence
like (not exact here, I am guessing, the videos are at school) "The lady was
dressed funny." Then, after seeing this modeling, I plan to use a similar
prompt
(something I don't often do) "The scarecrow was unusual." I have a great
art
lesson that involves color wheel review and painting a scarecrow, so after
writing
I am going to have them draw and paint the scenes they describe.

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

Date: Sat, 08 Nov 2003 20:27:57 -0600
Subject: [mosaic] groups-to Deb
From: "Judy L. Felsenthal" <felsenthal@platteville.k12.wi.us>

We are in mixed ability groups with a range of readers. I follow the 4
block model with a before, during and after format, we do sharing reading
or partner reading or three ring circus exclusively, etc. Because of the
extra staff we have in the building and the expectations from my principal
that we team, three of us take one block each-GR. Writing, and Word Wall,
and the homeroom teachers keep them all for SSR. There are disadvantages,
one being that I can't do a prolonged reading workshop, but there are
advantages, too, the low teacher to student ratio being the greatest.
-Judy
+++++++++++

Date: Sat, 08 Nov 2003 19:07:20 -0800
Subject: Re: [mosaic] 1st year questions (Rory)...
From: Veronica Whitehead <pisces1975@earthlink.net>

Rory,

I would LOVE to meet with all of my kids each week but, because of time
restraints (We are told exactly how many minutes we must spend on each
subject every day.), I am not able to. I do feel guilty, having only two
days that I get to actually TEACH my at and above grade level readers - It
doesn't seem fair. I just cannot find a way around it and believe me, I
have tried.

My grade subscribes to Time For Kids which is just right for my on/above
grade level students but is too difficult for my low-level readers. I have
to teach A LOT of nonfiction reading strategies to help my students with the
reading of the magazine. This seems to be just what my on/above grade level
readers need. I then have them pair up with lower readers to reread and
practice nonfiction reading strategies.

So I guess what I am saying is that my advanced readers do get reading
instruction from me for the nonfiction reading, but I can only teach them
the strategies two days a week. I rarely get to meet with them except when
I meet with their literature circles. With limited time, way too many
students, and about half of my class reading at a grade two level or lower,
I just can't find any more time for the really good readers.

>>>From talking to my kids, the just seem to see more of a purpose to
questioning. They all want to read on to try to find answers to their
questions and they can talk forever about the questions they have, why they
are asking their particular questions, and what they think the answer may
be. I would say that about 50 percent of my class really "got" making
connections but already about 75 percent are doing really well with
questioning.

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

Date: Sat, 08 Nov 2003 19:20:24 -0800
Subject: Re: [mosaic] Pulls outs... For READING?
From: Veronica Whitehead <pisces1975@earthlink.net>

So all of you talking about pull outs are talking about kids being pulled
out for READING instruction? What an idea!!! My kids are "pulled out"
several times a day... but not for reading. They are pulled out for clubs,
choir, counseling, story telling, lunchroom helpers, peer mediation, etc.
In fact, my lunchroom helpers are pulled out for 40-minutes a day,
Monday-Friday, two weeks out of the month. And get this... It's during
READING. About 7 hours of reading time lost each month. I spend so much
time chasing these kids around trying to reteach and catch them up on
things... I guess I am just complaining :-)
+++++++++++++

From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: [mosaic] comprehension book reviews
Date: Sat, 08 Nov 2003 22:25:20 -0500

After spending some time browsing on the internet today, I found several
books that look interesting. I couldn't find any reviews on them, only the
publisher's info. I hate spending the money on a book without hearing a
first hand review....I teach 3rd grade and am wondering if anyone has
read/used of of these books and what they think of them for comprehension
strategy instruction.

Strategic Instruction for k-3 Students by Owocki

Teaching Comprehension Strategies All Readers Need by Outsen

Teaching for Comprehension in Reading (K-2) by Pinnell

Guided Comprehension in the Primary Grades by McLaughlin

Any info, good or bad, would be appreciated! Thanks!

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

From: "J Grand" <grandj@hotmail.com>
Subject: [mosaic] story structure? BM&E vs. problem?
Date: Sun, 09 Nov 2003 06:10:29 +0000

I am curious about how teachers teach 2nd graders story structure, e.g.
beginning, middle, & end of a story vs. the problem & solution of a story?
Someone told me the middle means the problem, but I've always seen the
middle as everything between the beginning & the end. The problem in a
story can show up on the 1st page, e.g. the girl was lonely.

What is your opinion?

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

From: Readinglady1@aol.com
Date: Sun, 9 Nov 2003 07:37:36 EST
Subject: Re: [mosaic] comprehension book reviews

In a message dated 11/8/2003 10:32:56 PM Eastern Standard Time,
rwallaszek@hotmail.com writes:
Strategic Instruction for k-3 Students by Owocki
- I just recently brought in all G. Owocki books. I find her refreshing. I
like the way she makes the connection between the teaching of these
strategies
now and the way it was in the past. I also like the way she provides
practical ideas for whole-class and small-group instruction, literature
circles,
partner reading, and independent reading. The graphic organizers, evaluation
tools, instructional charts are also very useful. This title flew out of
here and
is now on back order from the publisher until December 1.
Teaching Comprehension Strategies All Readers Need by Outsen

- Very inexpensive book that has lots of great ideas. The authors are a
fifth and second grade teacher so I think you get a flavor for both levels.
They
include a full chapter for each strategy, which really provides a clear
picture of what the instruction should look like. There are lots of
minilessons
included.

Teaching for Comprehension in Reading (K-2) by Pinnell
- This is a very comprehensive text that I have been told was once released
under a different title. I find it a slight bit text bookish, but I do find
the organization similar to the Guiding Readers & Writers Grades 3 -6 with
the
information in this title being more appropriate for the lower grade
teacher.
Guided Comprehension in the Primary Grades by McLaughlin
- This was a best seller at IRA this year in Orlando. I like the layout of
this book and the way they make teaching of comprehension strategies very
concrete with specific examples and graphic organizers. I think for many
just
starting out with this type of instruction this will be a big help. It is
geared
to the primary grade teacher and there is another title that is meant for
upper
grades. That was a huge best seller also which sparked them to write the
lower grade version.

I carry all these titles and they are very good resources. That being said,
if you teach 3rd grade I would highly recommend - Guiding Readers and
Writers
Grades 3-6 by Fountas & Pinnell. Very comprehensive resource for the upper
grade teacher implementing Reader's Workshop.

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

Date: Sun, 09 Nov 2003 06:36:46 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] comprehension book reviews

I shied away from the Pinnell but several TRUSTED friends have told me it is
excellent. I don't know the others.

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

Date: Sun, 09 Nov 2003 06:38:28 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] story structure? BM&E vs. problem?

I use beginning middle end when conferencing. My second graders write
beginnings,
sometimes beginnings and endings. We're working on it.

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

From: "btillman" <btillman@farmerstel.com>
Subject: [mosaic] applying strategies
Date: Sun, 9 Nov 2003 08:21:22 -0500

In several upper grade classrooms in my school we are using a reciprocal
teaching strategy to help children learn to apply strategies in their own
reading.
I have used this with second, third, fourth and fifth graders with success.
The second graders really need an adult with them for a while, but the third
graders applied the strategies successfully after only one week of modeling.
In order to do this, the kids must have knowledge of the strategies of
questioning, summarizing, clarifying and predicting.
A passage to read is selected by the teacher. I began in third grade with a
two page spread in the science book on life cycles. They were reading about
the plant's life cycle.
In order to introduce the idea of summarizing, we began by reviewing the
basal story from the week before. I used a strategy I'd seen Jim Cunningham
use, in which he drew 13 blanks on the board to use in a summary. No more or
no less than 13 words could be used. We summarized the basal story from the
week before in 13 words, discussing and making sure the important idea of
the text was listed.
That summary was left up as we began the science text. I told them we were
going to learn to apply the reading strategies in their science text. I made
the headings on the board:
Questions, Words and Points to Clarify, Summary, Prediction

The students read the portion of text silently first. Then we read the first
page together. I asked the students to come up with questions their teacher
might ask on a test from this portion of text. We listed those by Questions.
Then we discussed words & points to clarify. I told them this included
things they felt their classmates might have difficulty with. Next, we did a
13 word summary of the portion of text. Then we looked ahead and predicted
what the next portion of text would be about.
This provided an anchor experience as we moved into leveled groups later in
the day. The groups then did the same process, with direction from me &
their teacher. Within 2 days, they were able to meet more independently.
The teacher meets with the lowest group every day, and the next two groups
on alternate days. The groups complete a sheet every day. It has been very
effective, and the kids are even using the strategies in their other
subjects.
You can find more info on reciprocal teaching at www.readingquest.org
Cece/LC/GA
++++++++++++

From: SDCTeacher@aol.com
Date: Sun, 9 Nov 2003 08:55:35 EST
Subject: [mosaic] story structure (long)

I teach the kids that stories have a beginning, middle, and end. In the
beginning we are introduced to all or some of the main characters, to the
setting
if it is important to the story, and we are introduced to the problem.
Then I teach them that in the middle of the story the problem usually gets
worse (with what I call road blocks). The middle of the story lasts until
there
is some event which is the turning point to the problem.
The end of the story is the resolution (good or bad) to the problem, and how
the story ends.

I used Kevin Henkes book Chester's Way to model. In this story you are
introduced to Chester and his friend (can't remember the name right now. I'm
a
little brain-dead!) who are best friends and do everything the same way.
The
beginning of the story lasts all the way up to the problem being introduced
of
Lily moving into the neighborhood. She does everything differently than the
two
boys, and they don't like it. The problem for them is that their "perfect"
little life is being disrupted by this strange girl who dresses in bizarre
costumes and carries a water gun instead of a first-aid kit like they always
carry.
The problem for her is that she wants these boys to be her friend.
Roadblocks happen as the boys lie to Lily on the phone, avoid her in the
street, etc.
All of these characters are mice by the way. The turning point in the story
is when some bullies are picking on Chester and his friend, and Lily scares
them away because she has on a cat costume (mice being afraid of cats) and
is
pointing her water gun at them. Then the end of the story is how the three
mice
all become friends, she teaching them some of her ways, and they teaching
her
some of theirs. My fifth graders absolutely love this funny little story,
and we use it as an anchor book over and over again when they are forgetting
what the turning point (sometimes called the high point) is, etc. I have my
students use a story map to plan outtheir stories unless they have the
entire
story pictured in their minds. It helps them enormously to really think
about
what characters will be in the story, if the setting will be important to
the
story (is it set during Civil War times, for example), what the problem is
going
to be, how the characters are going to try to solve the problem and what
roadblocks might happen, what the turning point is going to be, and how the
situation will be resolved. I also teach the kids they need to think about
problems
that don't have too easy an answer. If the problem is there is one cookie
and
three kids, all you have to do is divide the cookie! Picking the right kind
of problem, and then adding lots of interest with the roadblocks helps the
students immensely. Hope this helps. Sorry it's so long.
Sherry
++++++++++

Date: Sun, 9 Nov 2003 06:34:30 -0800 (PST)
From: Kerry McDonald <mcdonaldatstrath@yahoo.com>
Subject: Re: [mosaic] story structure

I too am working on story structures or plot diagrams with my kids. I was
at a BER workshop a few weeks ago and this was a "handy" reminder for
writing a summary of a passage or book (a la provincial testing)
When looking at your hand:

Thumb: Characters-because Tom Thumb is a character
Pointing Finger: Setting, because you can use it to point out a place on
the map
Middle Finger: Problem: because if you use your middle finger, you are
going to have a problem (my grade 6's love this one!)
Ring Finger: Events-because a wedding is an event
Pinkie: Is the conclusion of the story.

I hope that helps. I liked the simplicity of it.

Kerry
grade 6
+++++++++++++

From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: Re: [mosaic] comprehension book reviews (Laura)
Date: Sun, 09 Nov 2003 10:34:43 -0500

Laura, I should have known that you would be a wealth of knowledge when it
came to these books! Thanks for the recommendation, I bought Fountas and
Pinnell's Guiding Readers and Writers last year when I decided that I wanted
to switch over to a reading workshop format....it is such a comprehensive
resource! I think what I am looking for now are books that give specific
ideas/lessons for the comprehension strategies. Being my first full year
teaching them, I'm trying to absorb everything out there. Basically,
building my own mental file that I can pick and choose from as I am teaching
the strategies. You said that McLauglin's book is geared for primary
grades...I know that some books are easily used at other grade levels, is
this one of them or should I consider the upper grade one (I'm not sure of
the title??) being that I have 3rd graders...BUT this is the very first
exposure to the strategies?

Rory
++++++++++++

From: "Alise Manley" <mamanley@charter.net>
Subject: RE: [mosaic] story structure
Date: Sun, 9 Nov 2003 10:35:38 -0500

This sounds like just what the "intermediates" need!

This also fits in with what I'm looking for this week, teaching
summarizations. Anyone else have suggestions? My students currently seem
to fall anywhere between one sentence and an epic novel!

Also, any ideas on how this type of teaching can be aligned with the MOT
strategies? This is my first year and I'm having a hard time balancing
strategy instruction with my state frameworks.

Thanks!
Alise
+++++++++++

From: <jean247@cox.net>
Subject: Re: [mosaic] story structure? BM&E vs. problem?
Date: Sun, 9 Nov 2003 11:46:29 -0500

In rgards to how others work on Beginning, Middle and End:

I work on beg, mid, and end by starting with a story circle (wheel). The
students are asked to illustrate a scene from a story that I have read to
them. This year I chose Apple Picking Time for our first attempt. As I read,
they listen for a connection they have to the story or a scene that made a
beautiful movie in their mind, or a scene that just peaked their interest.
We then place their illustrations in sequence on a large oaktag donut shaped
circle. I place the title and author in the middle.
On the following day we examine our circle and retell the story using our
illustrations as a visual guide. I then re-read the story while they look at
the story wheel. We check our placement of events as we read along.
Day 3 I have made and laminated long colored strips made from construction
paper. At the top I place large colorful labels...Beginning, Middle and End
(one on each strip) We take the illustrations off of our story wheel and
place each scene on the labeled strips.
On day 4 we arrange the scenes on each strip in sequential order. It turned
out to be a great lesson. We worked on Beg. Mid and End, sequencing, and
retelling. There was also lots of opportunity for knee to knee
(conversations) throughout this entire lesson. Prior to reading: We
discussed apple orchards and outr experiences with them. We live in the
North East where apple orchards are plentiful and in full swing in autumn.
During the activities: We had discussion on the proper sequence of events
in the story. Etc. Hope this was helpful in some way.
Jean
Grade 2
++++++++++++

From: "Carol Carlson" <carlsonca@dist102.k12.il.us>
Subject: Re: [mosaic] comprehension book reviews
Date: Sun, 09 Nov 2003 12:06:07 -0600

My district is considering purchasing Guiding Readers and Writers by Fountas
& Pinnell for all 2 through 6th, possibly for 7 and 8th grade languge arts
teachers. do you know of anything as comprehensive that has both reading and
writing for grades K through 1. Our curriculum requires reading workshop,
lit circles and writing workshop in addition to a list of skills taken from
the illinois goals. I want to use the books for our staff development; the
first hour teachers would read from the text and then get in grade level
groups to discuss. Any sugestions for junior high teachers or K and 1
teachers.
Thanks.
Carol
+++++++++++++

Date: Sun, 9 Nov 2003 10:26:05 -0800
From: Katharine Klevinskas <katha@syix.com>
Subject: [mosaic] pull out programs

I'm a little curious about these pull-out programs. And
'specials'. I've never experienced anything like this in my teaching
career. I am responsible for teaching the children everything they
need to learn, period, that's it.

We do have a speech teacher. I have 4 children who go to her for
30 mins twice a week. They miss quite a lot of math.

I have no real way to make up the math they miss, and I wonder how
other teachers manage to make up missed lessons when kids seem to be
going somewhere all day long.

I'm assuming that when there are specials, your entire class goes
somewhere else. Is that correct? What does the classroom teacher do
during this time? I wonder if your day is longer than mine to
include the specials, or are the children missing more time with you?

Mine are in class with me 5 hours and 15 minutes, not counting
lunch and recess.

And I'm wondering if the teachers teaching pe and art, music,
reading etc are certificated teachers?

Curiously yours,

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

Date: Sun, 9 Nov 2003 10:29:10 -0800
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] story structure? BM&E vs. problem?

Real quickly, I teach both. The kids need to know about beginning,
middle and end. Almost like knowing about over and under.

They need to know about plot, character and setting.

And they need to know about forshadowing, problem and solution. (I
don't see a lot of people adding forshadowing, but I like to. It's
rather like inferring)

And you're right, they don't always blend together and often need to
be taught seperately, depending on the story you're using.

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

From: "Deb Smith" <debfourblocks@comcast.net>
Subject: [mosaic] summarization
Date: Sun, 9 Nov 2003 13:30:47 -0500

Deb wrote: Also look on our website, I posted NUMEROUS summarization
strategies.
This also fits in with what I'm looking for this week, teaching
summarizations. Anyone else have suggestions? My students currently seem
to fall anywhere between one sentence and an epic novel!
+++++++++++++

From: "Deb Smith" <debfourblocks@comcast.net>
Subject: RE: [mosaic] pull out programs
Date: Sun, 9 Nov 2003 13:56:18 -0500

In most Michigan schools classes are roughly six hours 12-22 minutes. The
kids have to be in school 180 days and roughly 1100 hours per year. These
are not the exact amounts.

Our teacher's union is strong and has negotiated that teachers get some type
of specials or prep time. Some schools are 55 minutes per day where the
kids are receiving gym, music, computer, spanish instruction, art, etc etc
with certified teachers. Some schools are only 20-25 minutes three days a
week but have coverage during recess.

Almost all teachers get some type of planning within their day. The
teachers I mainly work with have 7 hour days since they are required by
contract to be there 15 minutes before kids arrive and 15 minutes after the
kids leave.

Of course, teachers stay longer and put in a lot more time.
++++++++++++++

From: Readinglady1@aol.com
Date: Sun, 9 Nov 2003 15:08:09 EST
Subject: Re: [mosaic] comprehension book reviews (Laura)

In a message dated 11/9/2003 11:21:40 AM Eastern Standard Time,
rwallaszek@hotmail.com writes:

the strategies. You said that McLauglin's book is geared for primary
grades...I know that some books are easily used at other grade levels, is
this one of them or should I consider the upper grade one (I'm not sure of
the title??) being that I have 3rd graders...BUT this is the very first
exposure to the strategies?
The Teaching Comprehension Strategies all Readers Need is a very inexpensive
title that has many minilessons ready to go.

If choosing McLaughlin's book I would get the upper grade book rather than
the primary book since you are teaching 3rd graders. She has one that she
wrote
to complement the one that outlines the structure that talks about the
specific minilessons. The title is -

Guided Comprehension in Action: Lessons for Grades 3-8

It is in the new arrivals section of the store.

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

Date: Sun, 09 Nov 2003 12:43:56 -0800
Subject: Re: [mosaic] pull out programs (Time in Class)
From: Veronica <pisces1975@earthlink.net>

Our school day is from 8:45-3:11. The children's school day is 6 hours and
26 minutes long. The teachers' work day is 7 hours and 21 minutes. We must
be there at 8:10 and can leave at 3:31, although nearly all teachers stay
much longer and go in on weekends too.

Teachers are supposed to get one 50 minute planning period each day,
although much of that time is spent in meetings. During our planning time,
the children are in PE (twice a week), library, art, and music. Licenced
teachers teach these specials. The kids get a 20 minute lunch period
immediately followed by a 10 minute recess. This thirty minute block is the
teacher lunch/bathroom period.

Like Deb's, our school years (year round, modified 5, and traditional) are
180 days.
+++++++++++++

Date: Sun, 09 Nov 2003 15:06:56 -0600
Subject: Re: [mosaic] pull out programs
From: Datsauer <datsauer@chartermi.net>

In my strong union district in Minnesota, teachers are required by contract
to have 50 minutes prep time daily without students, although it can fall
before or after the student contact day. My students arrive at 7:50, the
bell rings at 8:00, we dismiss at 2:45. I have 1 30-minute library time, 2
30-minute music times, 1 30-minute PE time, and 1 50-minute art time each
week, although not always on different days. All those specials are taught
by certified teachers. My students have a 40 minute lunch/recess, and we
don't supervise them unless they are making up work. Because the schedules
don't coordinate, planning with my grade level colleagues is done at lunch,
before or after school. Staff meetings take place after school, and teachers
are required to work from 7:30-3:30 or 7:45-3:45. Nearly everyone works
longer and takes work home. We are required to put in a certain number of
hours doing conferences, because some of our winter break is compensation
for conference times. In my building, conferences are scheduled from
3:00-8:30 on 3 different days, and we are required to stay until 8:30 no
matter when our last conference ends. No credit is given for the hours spent
preparing for conferences.
Debbie in Duluth, grade 5
++++++++++++

From: CNJPALMER@aol.com
Date: Sun, 9 Nov 2003 17:27:54 EST
Subject: Re: [mosaic] Pulls outs... For READING?

Well, folks...this particular thread has great significance for me. I began
my career as a classroom teacher frustrated by pullout programs but
believing
that the assistance of the reading specialist was making a difference. THEN
I
became a reading specialist and continued the practice of pull out
remediation.
The population of my school has grown over the past 5 years (from 450 to
close to 700 kids) and I am the only reading specialist. I have my hands
full with
the number of kids I need to see... so as my school population grew, so did
the number of students in my groups...some of my groups had 8 kids in them!
I
worked tirelessly to try to minimize interruptions to teachers schedules as
best I could, so I kept my group lessons to 30 minutes each.
Each year, I taught using a variety of methods based on the assessments
I
gave to kids AND the teacher's running records. I met with as many teachers
and parents as I could to try to get everyone on the same page
instructionally...it turned out to be impossible to find the time to
communicate with 28
different teachers.
Each fall as I reassessed the kids for inclusion in my program, the same
students kept appearing over and over. All this hard work and I was failing
to
meet the needs of the kids. My pullout program frustrated teachers with
interruptions to their day and I was frantic trying to be everywhere at
once. Only
the kids I found the time to pull out in groups of 3 or less for at least 45
minutes were making any progress. I knew I could not meet the needs of a 700
student building by pulling out only 3 kids at a time for 45 minutes! My day
wasn't long enough!
Finally, I went to my third grade team and cried uncle. I asked them if
they would be willing to regroup for part of reading instruction...let me
and
the special educator plug into a single room with the WHOLE grade levels at
risk kids for a full hour. We triangulated data...(my assessment data,
teacher's
running records and a standardized reading comprehension test) to decide who
would be in my group. The other teachers had mixes of reading levels but all
kids had similar needs...like fluency or comprehension in the same room.
As I taught side by side with a classroom teacher and the special
educator we saw almost immediate benefits. I was able to model my use of MOT
and
other effective reading techniques for the classroom teacher and the special
ed
teacher. I planned with the teacher so that her instruction and mine
dovetailed...no more fragmentation of the reading program for kids at risk.
I spent
longer time with the kids who needed me. Best of all, we got results. Now
that we
are regrouping each grade level except first grade, we see great
improvement.
Each year I am getting nearly 50% of my caseload to grade level so that as
the
children get older, I have fewer and fewer kids still having difficulties.
I would recommend any reading specialist to take a hard and long look at
his or her data. If kids are missing big chunks of classroom time, is it
paying off in increased achievement? It was painful for me to admit to my
colleagues that my pull out instruction was a waste of time for the
kids...but that
painful admission has led to a dramatic restructuring of how I handle my
day. I
am working and pulling together WITH teachers rather than interrupting them.
The kids have only benefited.
Jennifer
Maryland
If you AR No longer In a message dated 11/8/2003 10:23:24 PM Eastern
Standard Time, pisces1975@earthlink.net writes:
So all of you talking about pull outs are talking about kids being pulled
Out for READING instruction? What an idea!!! My kids are "pulled out"
several times a day... but not for reading. They are pulled out for clubs,
choir, counseling, story telling, lunchroom helpers, peer mediation, etc.
In fact, my lunchroom helpers are pulled out for 40-minutes a day,
Monday-Friday, two weeks out of the month. And get this... It's during
READING. About 7 hours of reading time lost each month. I spend so much
time chasing these kids around trying to reteach and catch them up on
things... I guess I am just complaining :-)
+++++++++++

From: "C. J. Gingold" <cgingold@midsouth.rr.com>
Subject: Re: [mosaic] comprehension book reviews (Laura)
Date: Sun, 9 Nov 2003 17:20:57 -0600

I f we are suggesting books for professionals to read, I am reading Is =
That a Fact? by Tony Steadman (Stenhouse). It has to do with children =
(K-3) writing non-fiction. I think it is an easy read and has great =
depth. I would recommend it to anyone regardless of grade..Cynthia
++++++++++++

Date: Sun, 09 Nov 2003 15:26:50 -0800
Subject: Re: [mosaic] Pulls outs...(CNJPALMER)
From: Veronica <pisces1975@earthlink.net>

I am happy to hear that your efforts are paying off and that you are no
longer having to run yourself ragged. Reading specialists have a very
difficult job and it seems that scheduling is a big part of that. Just last
week I was talking with our reading specialist about how great it would be
if there were a primary and an intermediate reading specialist so we could
do something similar to what you are doing. It sounds like a great plan
that really benefits the children. I'm going to speak with the reading
specialist at my school about something like this again because there is
something really wrong about the same kids being in grade one and two groups
year after year.

My complaint was about the kids who are pulled for noninstructional purposes
and just interruptions in general. I have only one child who is pulled
daily and two who are pulled once a week for instructional reasons. I get
so frustrated with the other interruptions that I have started keeping a
daily tally. Recently, I had 18 in one day - Everything from kids
collecting money for gifts to other teachers just dropping things off.
Pullouts for legitimate reasons are unavoidable but these other
not-so-necessary pullouts just blow instruction to bits sometimes.
+++++++++++++

Date: Sun, 09 Nov 2003 16:40:05 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Pulls outs...(CNJPALMER)

I think my own frustration in past years has been the struggle to
develop community in a classroom where kids are coming and going all the
time. It's a bit like having teenagers without every having held them
in your arms as babies.

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

From: "Rory Wallaszek" <rwallaszek@hotmail.com>
Subject: Re: [mosaic] small groups (Veronica)...
Date: Sun, 09 Nov 2003 19:56:38 -0500

Veronica....Isn't it always the same story with us...just not enough time!
Here I am thinking that my situation is great this year (as we have the 2
teachers) because my low kids are getting so much more individualized
attention and I also have time to sit down with my really gifted kids and
teach to their level as well. I thought I had finally found a great
setup...until I met with a furious parent on Friday who doesn't understand
why her grade level son doesn't get as much small group/individual
instruction as the very low or very high kids. She claimed that her son was
being discriminated against for being average!! And from this discussion she
went into a tirade wanting to know EXACTLY how am I teaching reading without
all those lovely worksheets the wonderful 2nd grade teacher trained them so
well to answer! So you can imagine how my Friday went after this meeting!
And to think I really thought I found the perfect setup...ahhh......

Rory
++++++++++++++

From: "gina nunley" <gina_nunley@hotmail.com>
Subject: Re: [mosaic] small groups (Veronica)...
Date: Mon, 10 Nov 2003 01:05:54 +0000

Our district has implemented an Advanced Language Arts program without
curriculum to direct it. At first we all told ourselves we would go
'deeper' with the strategies in books at above grade levels but it isn't
cutting it. We need more direction. Do any of you have experience with
creating an Advanced Reading or Writing curriculum or program? I am not
looking for anything real prescriptive but just ideas. Thanks, Gina
+++++++++++++++

Date: Sun, 9 Nov 2003 18:09:03 -0800 (PST)
From: Mary Smith <mereadmore@yahoo.com>
Subject: [mosaic] Harvey Daniels handouts

Oct. 17, I saw Harvey and passed on some conference notes to the mailring.
In them I mentioned that I missed his handouts and someone was kind enough
to direct me to a site that gave me an email address for him.

After a couple of weeks, I have heard from him and he directs us to the site
below to access his handouts. I found the lesson plan with detailed
directions that he did during his session using non-fiction, which I thought
was excellent, especially for upper elementary, middle, and high school
non-fiction lessons.

Go to www.walloon.com and click the handout links for him. A couple are not
so self explanatory if you were not in his session. But the last couple are
very good. I especially like the one explaining literature circles in the
lower grades. Stay with it, some are several pages long, just scroll
through until you see what you are looking for.
His email address, Smokey, is there, and as I said, he will reply in time,
if you need clarification. Hope this helps. Happy Teaching!
Nelle
++++++++++++

Date: Sun, 9 Nov 2003 19:57:52 -0800
From: bekah <bekah0176@sbcglobal.net>
Subject: Re: [mosaic] small groups (Veronica)...

As a parent it really irritated me when my son's group (gifted) and
the remedial group went on a field trip to the San Francisco Ballet
while my daughter's group (average) stayed back. Imo, it was that
middle group who really needed, and would have been able to use, the
affective inspiration of the ballet. I figured it came down to money.
:(

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

Date: Sun, 9 Nov 2003 20:09:51 -0800
From: bekah <bekah0176@sbcglobal.net>
Subject: Re: [mosaic] small groups (Veronica)...

I work from 8:15, the am kindergartners kids come at 8:20, I get prep
until 9:00 I work at a center for my team teacher until 10:15, I get
lunch until 11:00. My kids come at 11:00, they have playground and
eat lunch (with me supervising) until 11:45, we come to class until
3:02 and then I have bus duty until 3:30 or so. I'm free to go at
3:45, 3:20 on Fridays, 4:15 on Mondays due to staff meetings.

I'm required to meet with all (small!) reading groups daily. (This is
center time.)
I have 2 kids pulled out for a migrant program which is a great help
because the teacher is so good. We have computer lab once a week but
I do it, no "special."

So I basically get an hour prep but it's divided up between 45
minutes in the morning and about 15 after the kids are gone. I
usually stay until 4 or 4:15 anyway and take work home too. I've been
teaching for 15 years. I used to get there early but I don't much
anymore.

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

Date: Sun, 09 Nov 2003 20:32:54 -0800
Subject: Re: [mosaic] visualizing
From: Patricia Kimathi <pkimathi@earthlink.net>

Can someone tell me what there sensory wheels look like? And where can I
find a definition for sensory imaging?
thank you
Pat Kimathi
++++++++++++++

Date: Mon, 10 Nov 2003 00:51:17 -0500 (Eastern Standard Time)
From: "Lynn" <l_atchison@cox.net>
Subject: Re: [mosaic] 1st year questions...planning for guided reading
groups

I would just love some help planning these groups and not having to spen=
d 4
hours or more every week doing so. What do the rest of you do???
+++++++++++++

From: "gina nunley" <gina_nunley@hotmail.com>
Subject: [mosaic] poetry
Date: Mon, 10 Nov 2003 13:01:15 +0000

I had to share an activity we're doing right now with poetry called
Re-Creations. It has been astonishing in its ability to inspire wonderful
writing. It is simple and quick and could be done in 15 minutes once a
week.

Choose a poem with rich language and images. Actually almost any good poem
will do.

Read it aloud to the students. They do not have a copy. Ask them to close
their eyes and let their 'movies of the mind' run. And of course they will
be making connections, which will lead to the Re-Creation, though I don't
discuss this with them.

Now ask them to listen a second time, this time noticing words they
espeically like. Have them list these on the top of a piece of paper.

Now direct them to use as many of those words as they would like to write
anything they are inspired to write. A poem, letter, story, recollection
etc. DON"T give too many directions.

Basically the directions are:

Using as many of those words as you can in the next 3-5 minutes write in
your Writer's Notebook.

TRY IT! I promise you someone in your class will amaze you with the
results. We are finding the boys and the struggling kids respond well to
this.

Gina
+++++++++++++

From: "gina nunley" <gina_nunley@hotmail.com>
Subject: Re: [mosaic] summarization
Date: Mon, 10 Nov 2003 13:02:53 +0000

There is an acitvity called DRAW which hits at prediction, main idea, and
summarizing. Can someone tell me how to put an activity on the tools page?
Gina
+++++++++++++

Date: Mon, 10 Nov 2003 06:32:35 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] small groups (Veronica)...

As the parent of two gifted children and significantly delayed child and as
the
teacher of ALL my students, my two cents worth is teach ALL children with
the
expectation they have gifts and you will find they do.

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

Date: Mon, 10 Nov 2003 06:39:24 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] visualizing

A senory wheel is a sort of graphic organizer. It is a circle, divided into
five
wedges. I label mine" I see..., I feel..., I taste...., I touch..., I
hear..." I
think sensory imaging would be best described as related to visualization
but
inclusive of all sensese. For example, if I were reading a story about
baking with
grandmother, I might visualize an oil cloth tablecloth and bright, colored
curtains
but I would also be able to 'feel' the warmth of my grandmother hugs, her
pillowy
breasts as she pulled he in tight. I would smell the sugary smell of those
cookies
that only she baked--monstoruous sugar cookies with lemon zest and nutmeg.
I could
also smell that funny blue sopa that she and my grandfather used. I could
taste
the dough that I would certainly sneak and hear the beautiful chimes that
hung in
the kitchen corner and were once used to call the field hands in for supper
when
she lived on a farm. I could easily, then, imagine that cooking with
grandmother
in the story, the child felt safe and comfortable, that they shared little
routines
or secrets that were theirs alone. Now, for me, sensory images turn quickly
into
personal connections. Does that help?

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

Date: Mon, 10 Nov 2003 06:40:46 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] 1st year questions...planning for guided reading
groups

I do spend significant time planning and more time gathering books and
poetry for
my lessons. But, hey, it beats four housrs spent grading papers any day of
the
week.

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

From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: [mosaic] schedules
Date: Mon, 10 Nov 2003 05:59:09 -0800

I teach a 4-5 class with a GIFTED cluster, 6 ELL kids, 3 Resource kids, =
3 sets of siblings. I have no aide and I have 32 kids in Southern =
California. 15 of the kids are with me for a second year. I usually =
arrive at school by 7:15 am. I drop my daughter off at Jr. High by 7:05, =
stop for coffee and am in my room. I only live 2 min. from my school. It =
is a dream! The kids arrive at 8:25 am and leave at 2:30 pm. I have =
traffic duty/pick up area from 2:30-2:50 every single day and then it is =
my time except for Tuesdays which is staff meeting day and we stay until =
3:30. My kids have a 40 minute block attached to their lunch every =
single day. They have Library, Music, and 3 days of PE. I do not have to =
be with them for any of these. So I take them to lunch at 12:30 and I =
don't pick them up until 1:50 every day. 7 kids go to REACH (Corrective =
reading) from 1:50-2:30 every day. They are missing computers and =
Homework time. All my academics must be covered in the a.m. My Resource =
kids go 30 minutes during Reading and on an as needed basis. I rarely =
take work home during the week. I can get most of my papers corrected =
during the day while the kids are working on Math. I have an hour block =
of time for them to work. I do my Xeroxing during my prep or before =
school when the machine is usually free. I take home Math tests and =
Spelling tests and correct them while watching TV on Friday nights. =
Sunday afternoons, I enter grades and plan for the next week. It usually =
takes me a couple of hours before dinner. I have taught for 29 years and =
the beat goes on.
Does the grass seem greener?
++++++++++++++

Date: Mon, 10 Nov 2003 08:52:45 -0600
Subject: Re: [mosaic] small groups (Veronica)...
From: carol carlson <carlsonca@dist102.k12.il.us>

rory,
Hang in there! WE all have experienced the irate parent who doesn't
understand the benefits of teaching this way. Just keep telling
yourself you're doing what's best for your students. You're the expert!
Carol
++++++++++++

Date: Mon, 10 Nov 2003 06:59:15 -0800 (PST)
From: Susan Rubel <srldmo@yahoo.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING] summarizing
nonfiction

Hi,
Does anyone have a format for summarizing nonfiction? For the DRA students
have difficulty retelling a nonfiction piece. For the state test they need
to summarize nonfiction. I'm looking for a format we can teach which is
different from the format for fiction.
THanks.
Susan
++++++++++++++

From: "Pam Reifsneider" <PReifsneider@newtownfriends.org>
Subject: [mosaic] reciprocal teaching
Date: Mon, 10 Nov 2003 11:10:15 -0500

There is a really good article on reciprocal teaching in this month's
issue of The Reading Teacher. Check it out!

I think it fits in perfectly with all the strategy instruction. Although
Reciprocal teaching focuses on predicting, questioning, clarifying, and
summarizing, the other strategies (visualizing, connections, etc.) can
be taught in the same way.

Pam
Reading specialist k-5, PA
+++++++++++++++

Date: Mon, 10 Nov 2003 11:40:05 -0800
Subject: Re: [mosaic] summarization
From: Veronica <pisces1975@earthlink.net>

Lynn,

Is this what you were looking for? I think this is the same link that Deb
posted.

http://www.readingquest.org/

If you look around, you can find things on individual, paired, and group
summaries.

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

From: Readinglady1@aol.com
Date: Mon, 10 Nov 2003 16:21:20 EST
Subject: Re: [mosaic] reciprocal teaching

In a message dated 11/10/2003 11:14:49 AM Eastern Standard Time,
PReifsneider@newtownfriends.org writes:
"instruction. Although Reciprocal teaching focuses on predicting,
questioning,
clarifying, and summarizing, the other strategies (visualizing, connections,
etc.) can be taught in the same way."

This is a big part of the Soar to Success Intervention program. The lessons
are based on this reciprocal teaching. There is an article on the programs
site about it.

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

Subject: RE: [mosaic] Pulls outs... For READING?
Date: Mon, 10 Nov 2003 15:25:12 -0600
From: "Joy Scurlock" <joys@wcs.edu>

I believe you are right but I see planning with another teacher being a
problem when you have several teachers to plan with. I too and a
reading specialist but I am part time in two schools. Both school have
around 500-600 students, it just seems like nothing works..
+++++++++++++++

Subject: RE: [mosaic] Harvey Daniels handouts
Date: Mon, 10 Nov 2003 15:38:19 -0600
From: "Joy Scurlock" <joys@wcs.edu>

Nelle,
I noticed on one of his handouts that students choose which book they
want to read. How do you deal with levels that students can't read.
Did he address that?
=20
thanks,
Joy
++++++++++++++

Date: Mon, 10 Nov 2003 18:30:15 -0500
From: sacchetti7@netscape.net (susan sacchetti)
Subject: [mosaic]

This also fits in with what I'm looking for this week, teaching
summarizations. Anyone else have suggestions? My students currently seem
to fall anywhere between one sentence and an epic novel!

Also, any ideas on how this type of teaching can be aligned with the MOT
strategies? This is my first year and I'm having a hard time balancing
strategy instruction with my state frameworks.

**In order to summarize, you need to be able to sift through the unimportant
information and identify the important information or message. I see this
fitting in with Determining Importance. Also, part of Schema/Connecting the
New to the Known is developing schema for text type. Elements of narrative
text include characters, setting, events, problem, and solution, so I don't
see why you couldn't specifically teach these elements as part of your
schema study. Hope this helps!

Susan
K-5 MD
++++++++++++++++

Date: Mon, 10 Nov 2003 16:45:15 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: [mosaic] anologies

Do any of you know of any online sources for lists of simple analogies
for use with lower primary students?

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

Subject: [mosaic] Rebus Books
Date: Mon, 10 Nov 2003 18:14:09 -0600
From: "WOLCOTT, GREG" <WOLCOTTG@woodridge68.org>

I have been searching for Rebus books to help many of my low readers and =
bilingual students. Anyone know a good source?
Thanks!
+++++++++++++++++

Date: Mon, 10 Nov 2003 16:20:56 -0800
From: "Colleen Mussetter" <CMusset@mlsd.org>
Subject: Re: [mosaic] Rebus Books

These are not Rebus books, but if you go to www.readinga-z.com there are
leveled readers that might help. Colleen
+++++++++++++++++

Date: Mon, 10 Nov 2003 17:57:34 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Rebus Books

I love this site! Try some of these:
http://search.EnchantedLearning.com/cgi-bin/uncgi/search?key=rebus
+++++++++++++++++++

From: CNJPALMER@aol.com
Date: Mon, 10 Nov 2003 20:36:06 EST
Subject: Re: [mosaic] small groups (Veronica)...

Veronica
One thing I say to parents that helps is that I teach fairly. Fair does not
mean that everyone gets the same. It means that every child gets what they
need. Then I discuss in detail what I know about the student's strengths and
weaknesses and how my teaching meets his or her needs. Most parents want to
know
that you see the specialness of their own child. Help them see that you DO
know
their child and are ensuring that his or her needs ARE being met.Explain
that
reading for life is more than worksheets and that you are asking the kids to
do more THINKING...a skill that they will need in every subject area!
Hope this helps...
Jennifer
(Maryland)
+++++++++++++++

Date: Mon, 10 Nov 2003 20:58:59 -0500 (Eastern Standard Time)
From: "Lynn" <l_atchison@cox.net>
Subject: Re: [mosaic] small groups (Veronica)...being fair

"Fair does not mean that everyone gets the same. It means that every chil=
d
gets what they need."

That is the best explanation I have ever heard. I am going to use it wit=
h
my two teens as well.!!!!
+++++++++++++++

Date: Mon, 10 Nov 2003 19:29:12 -0800
Subject: Re: [mosaic] small groups (Jennifer)...
From: Veronica <pisces1975@earthlink.net>

Thank you, Jennifer. It does help. I have many students who are such good
readers and thinkers that they practically teach themselves! They are
always thoughtful participants when it comes to strategy instruction because
they already use many of the strategies that I am teaching. Do I ignore
these kids because they aren't as needy as my others? No way! In fact, I
love talking with them about what they are reading and learning because they
are so enthusiastic! Do I conference with them from time to time?
Absolutely, although it's more informal than it is with my other students.
My high students do most of the talking because they know how to THINK and
DISCUSS, whereas I have to do a lot of prompting with my lower students.
What usually happens with my at/above grade level students is that they come
rushing up to me after the guided reading class leaves to share what they
have read or learned and the clever and thoughtful responses they have
written in their response notebooks.

You are so right about the kids needing to be taught to think! I have many
students who really WANT to try to figure things out on their own FIRST.
These kids are able to most of the time because they have been taught to
think! I don't worry about them the way I worry about the ones who have a
complete meltdown when asked to do anything that requires true thinking or
creativity. Sometimes I am just shocked by the things that these kids can't
do simply because they have not acquired the ability to think and do for
themselves.

Again, I really appreciate your post... It gives me something to think about
as I prepare for conferences. :-)

Veronica
4th Grade - Las Vegas
+++++++++++++++

Date: Mon, 10 Nov 2003 19:34:03 -0800
Subject: Re: [mosaic] small groups ... being fair
From: Veronica <pisces1975@earthlink.net>

Haha... In a world where everyone expects to get the same thing as everyone
else and be treated the exact same way as everyone else... I think I am
going to post this in my classroom!
++++++++++++++++

Date: Mon, 10 Nov 2003 20:19:36 -0800
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] small groups ... being fair

You might want to change it a little, so that your plurals & singulars
match. Either 'that all children get what they need' or the always awkward
'that every child gets what he or she needs' or even 'that every child gets
what is needed'

from Katharine, the grammar geek
+++++++++++++++

From: "Mary Jo Wentz" <wingspan@powerweb.net>
Subject: RE: [mosaic] applying strategies
Date: Mon, 10 Nov 2003 23:04:12 -0600

Cece,
I have used the blanks for writing summaries, too. Only I give my
students 25. As they become more adept, they gradually start
shrinking the number down to 20 or less without loosing the gist.
I like this strategy because, along the way, they learn to combine
sentences, use pronouns correctly, substitute synonyms, and eliminate
repetitive phrases.
Mary Jo
+++++++++++++++

From: "Mary Jo Wentz" <wingspan@powerweb.net>
Subject: RE: [mosaic] poetry
Date: Mon, 10 Nov 2003 23:14:26 -0600

Gina,
This strategy sounds promising, but my students are such slow
writers. The poem would be over and they'd still be writing the
first phrase. How do you manage this?
Mary JO
++++++++++++++

From: "Mary Jo Wentz" <wingspan@powerweb.net>
Subject: RE: [mosaic] Pulls outs... For READING?
Date: Mon, 10 Nov 2003 23:44:37 -0600

This discussion about pull-out groups is very beneficial to me, too.
In fifth grade we have four classrooms, and the number of pullouts
is staggering. I don't know how the teachers cope and keep the schedules
straight. Today was another example of a student being pulled for "social
skills" at the same time as his Title One reading class. Problems are
compounded because 4th and 5th grades share the building and staff with
grades 6-8 which are not self-contained. My principal does not want students
pulled from "specials". We try to work with each other, but in tough budget
times, everyone is looking to keep their numbers high so their programs
won't be cut. I have a very difficult time getting 90 min. of supplemental
class time with students.

The whole first quarter of Title One for fourth grade went by without
services due to testing, special activities, etc. Instructional time is
eroding
away, and don't get me started on that. The specials for fifth grade include
music, chorus, band, phy ed, guidance/DARE, art, library, and keyboarding.
Then there are friendship groups, social skills, speech and language
services for
some students. I used to see students during noon recess and study hall,
but now they miss academic classes instead.

Administration has not been able to come up with a workable schedule.
I have approached the teachers many times about working in the classrooms
rather than doing pull-outs, but they are not receptive to that idea. I do
spend some time in sixth grade reading/language arts classrooms and am
slowly having some influence on instruction there. But this month we have
only
one full week of school, and instructional time is being lost to a Veteran's
Day
program, a character ed program, reward trips, and inservice days plus
three days for Thanksgiving. Parents have been taking advantage of those
days off to go on trips (and extend them by two days to boot.) Three of my
students have been to Florida or Hawaii so far. Another student went to stay
with her dad for 2 months. I don't know if she attended school during that
time.

Finding a classroom or any space to work in is a problem as well. I'm
basically on a cart, and there is nowhere I can keep up charts or word
walls. I frequently work at a table in the library, but there are so many
distractions there. Ironically I lobbied for an enclosed classroom for a
special ed teacher. She was given a huge room this year, and STILL
takes students to the library while the aide works with a handful of
students
in the classroom. I CAN use the at-risk room while the teacher has lunch
break. It is all decked out like a living room complete with four new
computers,
six long tables, and new whiteboards that are rarely used. It is also used
as a health classroom about four times a week. Before and after school it is
used for child care. I sign up for the only conference room, but am
frequently booted for IEP meetings, testing, etc. that haven't been
scheduled for the room. I don't feel that I'm being very effective this
year. My interventions have become so piece-meal. I anticipate that my
position will be cut back to half time next year.

I envy teachers who make the push-in model work. I prefer it.

Mary JO
+++++++++++++++

From: SKosmoski@aol.com
Date: Tue, 11 Nov 2003 06:31:08 EST
Subject: Re: [mosaic] small groups (Veronica)...

Gina--
Several years ago the College of Wlliam and Mary published several language
arts units for gifted students. They are wonderful pieces of curriculum. The
literature they use is challenging and the kids love the seemingly simple
activities.
This is the URL for the introduction:
http://www.wm.edu/education/gifted-ed/Curriculum/Language_Arts.htm
Mary Anne
++++++++++++++++

Date: Tue, 11 Nov 2003 04:46:47 -0800
Subject: Re: [mosaic] small groups ... being fair
From: Patricia Kimathi <pkimathi@earthlink.net>

Yes,
I like this. I think it will solve many problems. I start many
conversations with my 3rd grade class. Do you know who said it? I want to
use it for my Socratic seminar.
Pat Kimathi
++++++++++++++++++

Date: Tue, 11 Nov 2003 05:04:48 -0800 (PST)
From: Yvonne Greene <myvonnegreene@yahoo.com>
Subject: [mosaic] fairness quote

I do not know if she is the origninator, but I first
heard this statement at a Judy Wood seminar. She does
a wonderful demonstration with tall and short people
and a dollar bill. This makes it real for the
students. When I hear my students saying it is not
fair I ask them what fairness is. They usually stop
complaining at that point.

Yvonne
+++++++++++++

From: Thegreensub@aol.com
Date: Tue, 11 Nov 2003 08:11:27 EST
Subject: Re: [mosaic] anologies

Have you looked at Analogies for Beginners published by Dandy Lion Press?
While it is not online and free, it is not expensive. I have used it with
my
late first graders and they were successful with it.
Kathy / Ohio
++++++++++++++++

From: "gina nunley" <gina_nunley@hotmail.com>
Subject: RE: [mosaic] poetry
Date: Tue, 11 Nov 2003 13:12:22 +0000

I'm not sure what grade level you are at, but maybe that isn't pertinent.
You could have sturggling 5th graders. The problem you mention hasn't come
up for any of the teachers that I have talked to so far, but I can
understand your concern.

A couple of ideas:

Perhaps make sure the first poems are shorter in length and the vocabulary
isn't too sophisticated. Though we had 4th graders respond to Robert Frost
and they pulled out lofty vocabulary and did wonders with it.

You might want to try and read it 3 times. The last 2 in order for them to
pull out words. The third time I might read it line by line. You'll have
to play with this because I would hate for it to interupt te rhtym of the
activity. Part of its power is that from start to finish is 15 minutes and
then sharing. They aren't writing phrases, simply words they like, and we
don't worry about spelling or even definitios. You can do something later
with that if you would like, but for this activity the kids 'paint' with the
word from the perspective of what it meant to them in the poem.

Let me know how it goes and I can share that with teachers. Gina
++++++++++++++

Date: Tue, 11 Nov 2003 05:27:09 -0800
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING] summarizing
From: Patricia Kimathi <pkimathi@earthlink.net>

Lori,
Or anyone can you describe your art lesson. With the sensory imagery wheel
have the five senses on it already. Do they they draw what they see, feel
etc.

I did a lesson about Thanksgiving. It is called A Thanksgiving Song of
Praise. The format is

Thanksgiving Song of Praise

Thank you for my eyes that see (list three things)
Thank you for my ears that hear (list three things)
Thank you for my nose that smells (list three things)
Thank you for my hands that feel (list three things)
Thank you for my mouth that taste... (list three things)
Thank you for everything?

They were to list the things that they taste smell, etc. at Thanksgiving.
I told them the things that they listed had to have at least one adjective
or more. They were to then illustrate their poems.
The next step is to take the things and use them to write a description of
Thanksgiving with their family. Expository writing (ass defined by their
book)
Hopefully them will end up with two great pieces of writing to share with
their families at Thanksgiving. They were really excited and wanted to take
them home to finish.

We have been studying the five senses in science (observation) and with our
narrative stories that they wrote last week about an event with a friend.

Now I realize I could have used the sensory wheels to make it even more
interesting. But I need to find out more information about sensory
imagining.
+++++++++++++

Date: Tue, 11 Nov 2003 05:36:57 -0800
Subject: Re: [mosaic] visualizing
From: Patricia Kimathi <pkimathi@earthlink.net>

Lori,
Thank you so much this really does help. I felt as if I was at your
grandmother's house. This really relates to sharing their Thanksgiving
stories with me.
Did you print your Wheels on your computer. I am trying to imagine how I
could get the words to print on the wheel or did you cut and paste.
Pat Kimathi

About my other question about your scarecrow. I apologize for asking so many
questions. I am not trying to copy all of your lessons but you do have
really great ideas. What do you teach. I am new to this group and in awe
of all the different things I have learned in just a few short weeks.
Pat Kimathi
+++++++++++++++

Date: Tue, 11 Nov 2003 05:53:21 -0800
Subject: Re: [mosaic] small groups (Veronica)...
From: Patricia Kimathi <pkimathi@earthlink.net>

Lori,
I really agree. I tell the parents that it is our job to find the gifts and
talents of their children. This is a job that we must do together because
each of us sees a different side of the same child. If we can put the
pieces together we have so much more information to use for our search.

It has been especially gratifying to find children with hidden gifts and
talents and to be able to help them blossom. I worked with a mother many
years ago, almost 20, who taught me to really look at the child with
significant learning delays or disabilities. Often their gifts are really
hidden. Many of these students have turned out to be highly gifted which is
often confusing to parents. But all children need an opportunity to be
exposed to as many positive experiences as possible. How do we know if a
child is a genius at the piano if they never see a piano let alone tried to
play. And so on.
Pat Kimathi
+++++++++++++++

Date: Tue, 11 Nov 2003 06:12:39 -0800
Subject: Re: [mosaic] schedules
From: Patricia Kimathi <pkimathi@earthlink.net>

I teach 3rd grade gifted and my schedule is much like Chris. 8:10 - 2:30
p.M. Tuesday's staff meeting. Lunch at 11:30 - 12:20. I have to take my
children to library, art and p.e. in the after noon.

Pat Kimathi
P.S.Chris are you in public school. Where in Southern Calif? I am at 74th
Street Gifted Magnet
++++++++++++++

From: BilsCntsa@aol.com
Date: Tue, 11 Nov 2003 09:18:19 EST
Subject: Re: [mosaic] story structure? BM&E vs. problem?

I teach it that in the beginning the characters are introduced, the setting
and the goal or problem. The middle is the longest...it is the events that
try
to solve the problem or the goal. I show them how it builds until the
climax...then the problem or goal is solved, and then there is an ending.
Terry/FL/2
++++++++++++++++

From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: Re: [mosaic] schedules
Date: Tue, 11 Nov 2003 06:31:02 -0800

Re: [mosaic] schedulesI teach in Desert Sands Unified School District. =
We are 30 miles east of Palm Springs off the I 10 Fwy (sounds like a car =
commercial!). It is very hot here! Our high in the summers is 120 and =
our low at Christmas is 35. We have a glorious day off today and it is =
expected to be 76. We have less than 2 inches of rain a year! I love the =
discussion about what is fair and finding the gifts in every child. I =
also try and share with new teachers the whole concept that school is a =
safe haven for so many kids. We cannot really change their parents or =
their home life but we can certainly make a difference between 8:30 and =
2:30, 5 days a week!
+++++++++++++++

From: "Bill and Dee Blair" <bblair@localaccess.com>
Subject: [mosaic] Text to Self
Date: Tue, 11 Nov 2003 07:29:29 -0800

I teach in a K-1 multiage classroom and am on a 2 year cycle as far as =
curriculum is concerned. For the first time since I've begun using =
Mosaic principles, I used "A Birthday Basket for Tia" by Pat Mora. =
Little did I realize that when I began to make text to self connections =
aloud, the floodgates would open. We had such good pair/share and large =
group sharing about the connections we were making. If you haven't used =
that particular book, it is well worth it--if it works for you. My class =
has 4 Spanish-speaking children--so it was culturally relevant to them. =
It didn't matter to my non-Hispanics--they connected, too!

Bill Blair/K-1/WA
+++++++++++++++++

From: MEHitzel@aol.com
Date: Tue, 11 Nov 2003 11:16:11 EST
Subject: [mosaic] poetry/sensory imaging

I have been doing a poetry workshop with my students every other Friday.
Here is an activity that I did that combined poetry writing and sensory
imaging.
I read the poem What is Brown? from Hailstones and Halibut Bones. We
talked about what sensory images came to our minds when we thought of brown.
The
squishy feeling of mud between our toes, chocolate brownies cooking in the
oven, etc. We talked about how our sensory images for a color would be
different
based on our schema/experiences. The children then chose their own color
and
wrote their own sensory image, color poems. We are going to compile and
publish them in a class book. (This idea is not my original, but I don't
remember
where I got it from).
Martha/4/5/az
++++++++++++++++

From: Soswes@aol.com
Date: Tue, 11 Nov 2003 11:28:57 EST
Subject: [mosaic] (no subject)

teach ALL children with the
expectation they have gifts and you will find they do.

Lori....amen!

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

From: Soswes@aol.com
Date: Tue, 11 Nov 2003 11:34:12 EST
Subject: [mosaic] fairness

Fair does not mean that everyone gets the same. It means that every child
gets what they need."

I've used that argument with my two kids at home OVER AND OVER! It has
quieted them down and stopped the arguing many times! I just wish they
would
remember it!

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

From: "Claudia Maceo Sharp" <cmaceosharp@satx.rr.com>
Subject: Re: [mosaic] poetry
Date: Tue, 11 Nov 2003 12:00:27 -0600

I have done "re-creations" with college students and elementary =
students. They are always amazed at how simple and yet powerful this =
response can be. It scaffolds just enough for the student reluctant to =
try to write poetry. Many times the responses are poetic prose, so =
helping the student see possibilities for shaping it brings out the =
poetic display. Recreations is a book by Gabrielle Lusser Rico and is =
published by Absey Press of Houston. It comes with a CD. The book is =
filled with poems and student responses to them. I have seen Rico twice =
at least and experienced a re-creation myself. She also writes Writing =
the Natural Way and Pain and Possibility.

In addition to writing down the words and phrases the student recalls, =
as Gina pointed out below, Rico recommends they write them randomly =
around an empty circle. After they have written them down, then the =
student is to write a word in the circle that ties these words together. =
She refers to this as reverse clustering. Talk about higher order =
thinking skills. That word often is worked into the title of their =
piece.

I am always struck by the diverse responses that are inspired by hearing =
the same poem.
+++++++++++++

From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: [mosaic] MS professional books
Date: Tue, 11 Nov 2003 13:11:19 -0600

As a middle school teacher using the MOT strategies, I am
often&nbsp;searching for reading books which will gear the activities toward
middle school students. Often I am surprised how books aimed for primary
classes are useful at my level too, Reading for Meaning and Guiding Readers
and Writers Gr. 3-6 are two examples. This weekend I found myself driving to
Iowa to get my son for the weekend, so I had lots of time to read. I became
enamored all over with Teaching Reading in Middle School by Laura Robb.
Chapter 8&nbsp;Ways to Connect Students to Books&nbsp;had new meaning for
me. It helped me realize why students who are avid readers sometimes have
poor comprehension. They seem to gobble up every book they get their hands
on yet forget the stories quickly. They are not connecting with the story
and getting a deeper understanding of characters, plot and a connection to
the world. I wish I had reread this section before parent conferences last
week. Another book I found refreshing was Teaching Reading in Social Studies
and Math
also by Laura Robb. With so much to teach and so little blocks of
time&nbsp;I find myself trying to&nbsp;teach multidisciplinary units when
possible. Bringing the strategies to the content areas necessitates careful
planning for me but the kids seem to get so much more. At times I&nbsp;think
about&nbsp;retiring. This is my 34th year. But I am so much more
enthusiastic about teaching than I ever was before. So why stop now? Thank
you to all on the listserv who keep motivating me to become a better reading
teacher after all these years.</D

Mary Gr.7/8
+++++++++++++++++

From: MEHitzel@aol.com
Date: Tue, 11 Nov 2003 14:31:04 EST
Subject: Re: [mosaic] MS professional books

In a message dated 11/11/2003 12:13:16 PM US Mountain Standard Time,
mekaleta@hotmail.com writes:

> It helped me realize why students who are avid readers sometimes have poor
> comprehension. They seem to gobble up every book they get their hands on
yet
> forget the stories quickly. They are not connecting with the story and
> getting a deeper understanding of characters, plot and a connection to the
world.

Mary - this was sooo me, even as an adult, before I became familiar with the
strategies in MOT. I was and am a voracious reader, but like you describe,
would forget what I had read easily. I'd say things like, "I read that book,
but
don't really remember now much of what it was about." Learning about the
strategies and trying to teach them to my students has changed me as a
reader. I
grew up on SRA cards and the goal was to get through the colors as quickly
as
you could. The student who was the furthest along the color spectrum was
the
"best" reader. That student was invariably me.

It is so inspiring to hear of your enthusiasm for teaching after 34 years.
There is a teacher at my school who attributes all my enthusiasm and ideas
to
the fact that I am so new (I'm in my 4th year, this is my second career).
I'd
love for her to meet and talk to teachers like you.
Martha/4/5/az
+++++++++++++++

Subject: RE: [mosaic] poetry
Date: Tue, 11 Nov 2003 11:46:42 -0800
From: "Cosgrove, Coralie" <ccosgrove@lkwash.wednet.edu>

Regie Routman has some great books on poetry out. I used her book "Kids =
Poems" with my 4th graders last year during poetry workshop. She has =
real students' poetry in the book and you use it to help students write =
their own free verse poetry. It worked amazingly well! It is a small =
inexpensive book, but worth every cent!

Coralie
Reading teacher - WA
++++++++++++++

From: "Deb Smith" <debfourblocks@comcast.net>
Subject: RE: [mosaic] applying strategies
Date: Tue, 11 Nov 2003 17:25:05 -0500

The techniuque is called GIST. It was first developed by Jim Cunningham
(husband to Pat Cunningham, the four block creater)

You draw 15-20 blanks. The kids summarize the story in 15-20 words, no
more, no less.

I missed this what blanks are you talking about?
Pat Kimathi
+++++++++++++++

Date: Tue, 11 Nov 2003 14:56:29 -0800 (PST)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] reciprocal teaching

Thank you readinglady. Our school bought into Soar to Sucfcess for summer
school and I absolutely loved it. Instead of a huge basal collection, their
were multi book, a copy for each student and could usually be read in a day
or two. The handouts were open ended questions that prompted for thinking
responses instead of multiple choice evaluations.
Loved, Loved, Loved. them! The teachers manual had great lesson plan format
too.
Nelle
++++++++++++++

From: "gina nunley" <gina_nunley@hotmail.com>
Subject: [mosaic] Thanks Claudia
Date: Wed, 12 Nov 2003 01:09:02 +0000

Claudia I was thrilled to see your note. I know Rico, but did not know
about this book. I am hitting Amazon right now, Gina
+++++++++++++

Date: Tue, 11 Nov 2003 18:34:02 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] visualizing

I used the draw program in Appleworks. After doing each text box, I used
free
rotate tool to spin.

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

Date: Tue, 11 Nov 2003 17:39:45 -0800
Subject: Re: [mosaic] Writing on a Curve - Sensory Wheel
From: Veronica <pisces1975@earthlink.net>

You can also write on a curve (or in any shape you want) in Kid Pix.
+++++++++++++

Date: Tue, 11 Nov 2003 17:43:43 -0800
Subject: [mosaic] GR Levels for These Books?
From: Veronica <pisces1975@earthlink.net>

I have looked all over the internet for guided reading levels for The Best
School Year Ever, The Christmas Rat, The Elevator Family, The Great Turkey
Walk, The Doll People, and The Janitor's Boy, but I haven't been able to
find them anywhere! I know the suggested grade levels so I could guess, but
I'd like to be a little more accurate. If any of you know the levels of any
of these books, I'd sure appreciate a quick mail from you! Thanks!
+++++++++++++

From: CNJPALMER@aol.com
Date: Tue, 11 Nov 2003 20:54:24 EST
Subject: Re: [mosaic] Pulls outs... For READING?

Mary Jo
This is a good start! I did not do all plug in at first. There was a TON of
opposition (and still is some opposition from folks who would like to close
their doors and do their own thing.) I started in one grade level...just
like
you. I kept data to show how much more effective my plug in was. Numbers are
hard
to argue with! Start collecting data on your 'intervention hours', student
and parent preferences, pre and post reading levels etc. I brought my data
from
third grade to my principal and the school improvement team and before I
knew
it they were ASKING me to plug in.
Good luck,
Jennifer (reading specialist)
MarylandIn a message dated 11/11/2003 12:45:52 AM Eastern Standard Time,
wingspan@powerweb.net writes:
I do
spend some time in sixth grade reading/language arts classrooms and am
slowly having some influence on instruction there. But this month we have
only
one full week of school, and instructional time is being lost to a Veteran's
Day
+++++++++++++++

Date: Tue, 11 Nov 2003 21:06:38 -0500
From: sacchetti7@netscape.net (susan sacchetti)
Subject: Re: [mosaic] Story Structure

I am curious about how teachers teach 2nd graders story structure, e.g.
beginning, middle, & end of a story vs. the problem & solution of a story?
Someone told me the middle means the problem, but I've always seen the
middle as everything between the beginning & the end. The problem in a
story can show up on the 1st page, e.g. the girl was lonely.

**One strategy that Kylene Beers mentions in "When Kids Can't Read, What
Teachers Can Do" is "Somebody Wanted... But... So..." For example, In
Little Red Riding Hood, Little Red wanted to take some food to her Granny.
But...the wolf spotted her along the way and ate and impersonated her
Granny. So...the woodcutter came along to save Little Red Riding Hood and
her Granny, and Little Red Riding Hood learned...

I'm not sure if I described this exactly right, but you get the gist. The
problem and solution are evident in the "but" and "so" parts. This is also
usful for stories where there are multiple problems from the perspectives of
various characters.

Susan
K-5 MD
+++++++++++++++

Date: Tue, 11 Nov 2003 18:24:11 -0800 (PST)
From: Sharon Gault <foxylady19452003@yahoo.com>
Subject: RE: [mosaic] story structure? BM&E vs. problem?

Judy Kelly <kelly@monroe.k12.mi.us> wrote:When teaching young children to
write their own stories, I have found the home-adventure-home structure to
be supportive. It seems to be a simpler structure than probem-solution. It
can be a personal narrative or fiction. Bobbie Fisher has written about it.
Where the Wild Things Are, The Mitten, Owl Moon, Hattie and the Fox are all
examples.
Judy MI
PS Thanks to whomever recommended Angels and Demons. I really enjoyed it.
++++++++++++++

From: "Claudia Maceo Sharp" <cmaceosharp@satx.rr.com>
Subject: Re: [mosaic] Thanks Claudia
Date: Tue, 11 Nov 2003 21:24:46 -0600

I haven't done recreations with 2nd, just fourth and fifth, but I have done
Georgia Heard's heart maps with second. (I do think that second graders
could do a recreation, perhaps more successfully, near the end of the year.)

For the heart maps, I drew a large heart on a piece of paper for each of
them. After I had shared various kinds of poetry with them to help them
break out of the nursery rhyme schema for poetry. I pointed out that many
writers write about the things they care about. I had them fill their
hearts with pictures of things that they held dear - things they cared about
about. These are heart maps. That was one lesson.

The next day I shared more poems then invited them to write their own based
on their drawings. Several kids wrote amazing poems about subjects from
wallets and lollipops to ending the war in Iraq! We do, indeed, write best
about the things we care about.
++++++++++++++

From: Readinglady1@aol.com
Date: Wed, 12 Nov 2003 06:48:00 EST
Subject: Re: [mosaic] Units of Study

We will be doing a study discussion of this on my mailring -

profreadinggroup@yahoogroups.com

We will be talking about writer's workshop and using the ideas from Lucy
Calkins. Even if you don't have the kit you should feel free to join in.

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

From: "Mary Jo Wentz" <wingspan@powerweb.net>
Subject: RE: [mosaic] Pulls outs... For READING?
Date: Wed, 12 Nov 2003 06:20:44 -0600

Debbie,
Thank you for this tip. The students have a word wall list in their folders,
but I like the idea of having the words attached right to the folder, too.
Mary Jo
+++++++++++++++

From: "Mary Jo Wentz" <wingspan@powerweb.net>
Subject: RE: [mosaic] Pulls outs... For READING?
Date: Wed, 12 Nov 2003 06:24:41 -0600

Jennifer,
I have a workshop planned that will address the question of "where can I
find guided reading materials." I'm hoping to score a few points that may
lead to a toe in the door. But as one teacher told me, "These kids are so
low. Just get them out of here." I realize that they DO take up a lot of
teacher time, but the whole point is "two heads/four hands are better
than one." I'm forcing myself to go slow, but it ain't easy since I came to
teaching at age 50.
MJ
+++++++++++++

From: "Mary Jo Wentz" <wingspan@powerweb.net>
Subject: RE: [mosaic] Share time during balanced literacy
Date: Wed, 12 Nov 2003 06:30:49 -0600

Re: [mosaic] Share time during balanced literacyDebbie,
I like the term "buzzing." I think middle school kids would like the notion
of a daily buzz.
Mary Jo whose is still getting rain in southern Wis.
+++++++++++++++

Date: Wed, 12 Nov 2003 05:45:09 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Pulls outs... For READING?

Mary Jo,

Two hands and four hands is a step in the right direction, but sadly
futlie without two hearts.

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

From: "Mary Jo Wentz" <wingspan@powerweb.net>
Subject: RE: [mosaic] story structure? BM&E vs. problem?
Date: Wed, 12 Nov 2003 06:40:53 -0600

I break up chapters by setting. Then we list actions/events that occurred
and the outcomes. I'm hoping students will make some cause/effect
connections and be able to follow the sequence better. It also helps them
locate support for their answers more easily.
Mary Jo
+++++++++++++++

From: "Mary Jo Wentz" <wingspan@powerweb.net>
Subject: RE: [mosaic] Thanks Claudia
Date: Wed, 12 Nov 2003 06:40:54 -0600

Mattie Stepanek's poetry comes to mind when you talk about heart
poetry.
Mary Jo

[I pointed out that many writers write about the things they care about. I
had them fill their hearts with pictures of things that they held dear -
things they cared about
about. These are heart maps. ----]
+++++++++++++++++

Subject: [mosaic] Schedules
Date: Wed, 12 Nov 2003 08:32:45 -0500
From: "Beard, Courtney" <beardc@martin.k12.fl.us>

I really enjoyed reading the schedules the classroom teachers shared
regarding their literacy blocks and use of strategies. I was hoping
that some reading specialist/coaches would be willing to share their
schedules. Obviously your schedules are more flexible but a quick
outline would be helpful.

Thank you!
+++++++++++++++++

Subject: RE: [mosaic] anologies
Date: Wed, 12 Nov 2003 10:29:24 -0600
From: "Zuffante, Dawn" <dzuffante@cassd63.org>

There is also a cute picture book called Animalogies, which was written
and published by the fourth grade students of Six to Six Interdistrict
Magnet School in Bridgeport, CT. It is available through Scholastic -
ISBN 0-439-61173-3.
++++++++++++++

From: "Kathy" <teach@willinet.net>
Subject: [mosaic] Questioning
Date: Wed, 12 Nov 2003 13:05:21 -0600

Does anyone have any information on the Q.U.I.L.T. strategy? I'm =
basically searching for questioning strategies to work with a group of =
teachers on. QUILT is one that I've found a little on. Any other ideas =
would be helpful.

Thanks,

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

Date: Wed, 12 Nov 2003 14:19:27 -0800 (PST)
From: Kerry McDonald <mcdonaldatstrath@yahoo.com>
Subject: [mosaic] re: teaching main idea

Hi there:

My kids are really having trouble identifying the main idea of a story. Do
you have any suggestions on the best way to do this? I teach grade 6
students and most of them only give me the literal interpretation of the
short story.

Thanks,

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

From: "Lois Driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] Schedules
Date: Wed, 12 Nov 2003 16:54:44 -0600

Here is my schedule for a large Pre K-5 school.

8-8:30- flex time (e-mailing teachers, sending web sites, gathering =
materials for teachers who request them, gathering materials for the =
day)

8:30-12:00- In class rooms ( I usually schedule a morning for a =
particular grade level and ask what they want me to do). I model =
lessons, co-teach with teachers, observe shared teaching lessons for =
recertification requirements). This time is reserved for demonstrating =
for teachers during their protected reading times or coaching them in =
their lessons as asked.=20

12-12:30- Lunch

12:30-2:30- Do assessments (running records, Dibels progress monitoring, =
check assessment boxes, do intervention lessons as a double-dose with =
groups of children or individual children).

2:30-Until--go to meetings, meet with individual teachers or grade =
levels, prepare materials for workshops, etc.

Lois
++++++++++++++++

Date: Wed, 12 Nov 2003 15:38:54 -0800 (PST)
From: Mary Smith <mereadmore@yahoo.com>
Subject: [mosaic] ..so low, get them out of here?

Mary Jo, I don't know who said, "These kids are so low just get them out of
here", but you might want to hang the quote by Debbie Miller up so she/he
can see it:

What if we viewed smart as a goal that students can work toward rather than
as something they either are or are not.”
It seems to me that the responsibility lies with us the teachers to see that
we share our literate language, literate lives, and opportunities to
practice thinking smart, as well as sharing smart thinking with the kids
that are so low. To honor their thinking, validate their thinking, and
prompt them to think, so that they learn cognition and metacognition, rather
than send them away. Unless we are sending them away to a specialist who
can facilitate their needs in smaller group settings.
This quote changed my perception of my role as a teacher with "all" of my
children.
Nelle
+++++++++++++++

From: CAAstle@aol.com
Date: Wed, 12 Nov 2003 18:43:53 EST
Subject: Re: [mosaic] Schedules

Courtney,
Here is my schedule as a literacy specialist. I work with seven elementary
schools and about 150 teachers. This year my focus is second grade. (Last
year
I worked with first grade.) I go to the 18 second grade teachers monthly
and
do a two day session for 45 minutes each day. I schedule my times and send
out the lesson plan in advance and, of course, bring all of my supplies into
the classroom. The teachers are observing and learning ideas from me, but
they
also participate with the lesson when appropriate. I have done
text-to-world
for two days in a row and am in the process of doing sensory image for two
days in a row in each classroom. I am also going a step further this year
with
the lesson and incorporating the K2K as part of the share/reflection time.
I
also picked up two new first grade teachers, work with two new second and
third grade teachers that are completely lost as to teaching the strategies.
The
latest thing that I am doing is observing several third and fourth grade
teachers to see what their idea of guided and shared reading looks like. We
are
headed toward an authentic readers' workshop and the third and fourth grade
teachers need assistance with where to go next. I plan to do a model lesson
plan
(example: Because of Winn Dixie) that covers the entire book and am in the
process of developing a packet as a guide for the teachers to use. (This
packet
will cover all aspects of reading over the course of the book - 2 to 4
weeks??? along with the comprehension strategies (what has been covered) and
the
state standards.) This will bring them closer to a readers' workshop
because
from what I have observed the students are not monitoring their own
comprehension
very well. Some of the problems teachers are having is that they were that
they were trying to sort all the kids by level and were trying to manage
several reading groups at once. Some teachers were trying to write out
individual
lesson plans for each chapter of each book for each reading group!!!! So
this
will give them a new perspective. Another job that I do is train principals
on the strategy instruction and they, in turn, give this training to each of
the elementary buildings. So this way, everyone is getting the same
materials
and are all working o