From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] FW: FrontLine Teaching Nov 24/01 Published by Readinglady.com
Date: Sat, 24 Nov 2001 13:10:23 -0600
Reply-To: mosaic@u46teachers.org

FrontLine Teaching
Published By ReadingLady.com
www.readinglady.com
readinglady@readinglady.com
==============================================
November 24, 2001
==============================================
Contents:

1) New Book Available
2) Funny Stuff
3) Lesson Plan
4) This & That
==============================================

New Book Available.

Making Your Word Wall More Interactive

Grades: 1,2,3 Now that you have devoted a large section
of your classroom wall space to a word wall, how do you
ensure that your students are improving their reading,
writing, vocabulary, and spelling skills because of it?
The dozens of activities in this resource provide fun ways
for students to interact with words and build strong
literacy skills. Activities are organized by whole-class,
small-group, and independent study to offer more planning
flexibility. 96 pages.

http://readinglady.com/store/Newest_Arrivals/newest_arrivals.html

==============================================

BackPacks By Jenny
http://www.backpacksbyjenny.com/

==============================================
Funny Stuff

I teach first grade. We were looking at the map of North
America. I asked if anyone knew who was our neighbor to the
North. Of course, I was looking for the answer Canada.
One little guy raised his hand enthusiastically.
"Santa Claus" he said. Of course it was the month of December.
It works for me!!!

Submitted by:
Joan Maywalt

I still need lots of submissions for our classroom/school humor,
please forward your submissions to webmaster@readinglady.com

==============================================

Check out our 4 blocks
http://readinglady.com/store/4blocks/4B_New_Arrivals/4b_new_arrivals.html

================================================

Lesson Plan By Kelly O'Brien

It's been a while since I checked in, so I thought I would share a lesson
that went well for me. I introduced nonfiction text type last week. My
third graders actually had quite a bit of schema for nonfiction and they are

very excited about reading it. To begin I shared two big books, How
Spiders Got Eight Legs (fiction) and A Look At Spiders (nonfiction). We
discussed "story talk" vs. "fact talk" and I kept repeating "what's
different?" to get the discussion going.

Next, I passed out some Pair It books for tables to look through. These
books are pairs with one being fiction and the other nonfiction on the same
topic. These books do not actually have many features of nonfiction . The
students needed to rely on "story talk" or "fact talk". More discussion
about "what's different?" went on in the groups.

Then, we began to chart the students' schema for nonfiction on chart paper
to leave up in the room.
Moving into pairs, the students were to try the same thing using Reading
Safari Magazine, which is part fiction and part nonfiction. It also
contains a few beginning type text features (headings, some labels,
photographs). The pairs were now deciding if the magazines were fiction or
nonfiction and they were asked to prove it by helping add features they were

finding to the class chart.

Finally, the children were given individual copies of nonfiction books from
our classroom library (mostly on animals) to investigate. Now these books
contained many features of nonfiction (Table of Contents, Index, Glossary,
Charts, Graphs, Pictures with Captions, etc..) We continued to build the
class chart with nonfiction features that the students were excitedly
finding. After much time to investigate and share, the students were asked
to use post it notes to label and post any nonfiction features that they
were finding in the books they were using. These notes were helpful to me as

an informal individual assessment to prepare for my guided reading groups
later. I also think that it went well because it was a low risk lesson,
moving from whole group, to tables, to pairs, before asking for anything
individually.

++++++++++++++++++++++++++++++
Subject: [mosaic] structure of lessons
Date: Sat, 24 Nov 2001 19:31:26 -0600
Reply-To: mosaic@u46teachers.org

I teach a pull-out group of 4th graders using the
comprehension strategies from MOT and STW. Earlier
this summer I read both of the books for a 2nd time,
chapter by chapter, and then outlined a "unit" on each
strategy. I used the gradual release of
responsibility model and so the unit begins with an
"anchor" lesson, with me reading aloud and
demonstrating the strategy. We do a couple/3 days of
read aloud, with the kids orally discussing the
strategy or coding it on postits, then we move to
applying the strategy to short stories (there are lots
in Highlights magazines of various reading levels),
then we move to picture books. After that I change
genres and we use the strategy with poetry and then
non-fiction, again with me modeling with a read aloud.
The kids generally find it easier to implement the
strategy if I do the "reading work" at first and their
brains are freed up to concentrate on the strategy.
After we've covered a variety of genres and I feel the
kids are comfortable with the strategy, we do a final
project where I take the kids to the library and they
check out a picture book they feel would be good for
applying that strategy. They then read it in class
while I monitor/conference, and then they share their
independent strategy use with that book.

This summer I also went through the book "Revisit,
Reflect, Retell" and mapped out which
responses/activities went well with which strategies.
So some of these actvities are used as final projects.
For instance, with connections, the kids could choose
for their final project to write a letter to the main
character telling of text to self connections they
made, complete a "bio poem" (from "Revisit.."), or
complete a graph of their T/S, T/T and T/W
connections.

It's usually taking me 3-4 weeks to work through a
strategy. As far as how in works with them in class,
I'm trying to work a little with 4th grade teachers to
implement some of these ideas themselves. The kids
still seem able to apply it, however, even though it's
not completely reinforced in class. I printed out the
posters from Laura's readinglady.com site and I think
that's a helpful visual reminder.

if you have any more questions, feel free to email me!

Good luck!
Heather Wall

++++++++++++++++++++++++++++++++++++++++++
Heather - your planning sounds very specific and
thorough! I am with my group of fourth graders for a
second year (I looped with them from third).

Last Friday I was able to attend a conference
presented by Ellin Oliver Keene. She was totally
inspiring and what a witty person. The day flew by!

I hope to implement more of her strategies as well as
following ideas from Strategies That Work. During the
conference, Ellin suggested that teachers work
together over a three year period to implement the
seven comprehension strategies. She suggested taking
between 9 - 12 weeks for each strategy. After that
three year cycle is up, the next set of teachers group
together to carry out the process more in depth. I
only wish there were enough teachers at our school to
ban together this way.

Keep up the great work with your students. They are fortunate!

Kathy Baker

+++++++++++++++++++++++++++++++++++++++++++

Look at this site to see how the reading comprehension strategies connect to
writing and math.

http://www.pebc.org/PEBCThinkingStrategies.pdf

Jennifer

++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] structure of literacy block
Date: Mon, 26 Nov 2001 18:45:00 -0600
Reply-To: mosaic@u46teachers.org

First, I'd like to welcome all the new members! We are really growing fast!
Now that the holiday is over, hopefully we can get the conversations going
again on this listserve. Don't forget to check out the ARCHIVES located on
the main website. You can see all of the previous postings listed by week
in case you are just joining us.

I am struggling with the organization of my literacy block. I am very
interested in how all of you organize your "reading" time. I would LOVE to
hear how often you meet with your guided reading groups and for how long. I
have 5 groups and yet I seem to spend more time on MODELED and SHARED than
on my GUIDED READING groups. Like everyone else, I seem to never have
enough time to do all I want to do. The idea of a mini lesson for whole
group instruction sounds great but I hardly ever do mine MINI!! Am I the
only one struggling with this???

What works for you? Heather, you do two days (approx.) whole group then
three days groups/individual conferences??? That seems doable???

I think once I have explicitly taught more of the strategies I won't be
feeling so frustrated. We have just covered the three text connections,
author schema, and are about to start text type. That's all considered
SCHEMA, one of the 7 strategies. I wonder why this is taking so long? Do
any of you take it this slowly??

Just feeling alone in this, (AGAIN!!!!!!!!!!!!) and need to hear from you
guys!

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

From: Readinglady1@aol.com
Date: Tue, 27 Nov 2001 07:12:23 EST
Subject: Re: [mosaic] structure of literacy block
Reply-To: mosaic@u46teachers.org

My literacy block in 2nd grade is organized as follows. Using a combination
of Sharon Taberski's ideas for Reading Workshop and the Four Block model I
have separated my time into chunks. I do some type of Word Study during the
block which could be either word wall work or a grammar minilesson using
their current reading. We then have a minilesson with a comprehension focus
using the current reading. Right now we are doing Literature Circles format
so there are 5 different groups. Yesterdays minilesson involved my modeling
how they should stop periodically as they read and discuss to clarify. Each
group then met to read the next chapter in their books and try this strategy.
There was no written response today. I then had a minilesson for Reading
Workshop that involved a piece of text that I lifted out of the newspaper.
It happened to be a Dennis the Menace comic strip. I copied it on the
overhead and we looked at the format. The lesson focused on text structure
and the author's use of bold lettering and punctuation to make points. The
kids were asked in their independent reading to find a similar example
sentence. They were off reading and I was conferencing. We then had Writing
Workshop. The minilesson involved writing blurb's for books we had read in
an author study. We have been looking at the structure of blurb's and it was
time for them to write their own. They did a great job on this.

Each day I do Reading Workshop which involves the kids reading independently
with books on their level. This comes from Sharon Taberski's book On Solid
Ground. The kids have a red reading folder with about 5-6 books in it. They
are to read these until we conference again. I have an assessment notebook
in each folder for my conference time. I write notes for myself during the
conference and include a short note for the child so they know what to work
on for the next meeting. This allows me to keep track of what they need to
work on and check to see that they have followed through. My kids also log
connections, questions and other things in the book. On days that I
conference I do not meet during this time with guided reading groups. On
days that I pull a small group I do not conference. I have come to learn
that you can't do both in a day and do it effectively. In the four block
structure this would be considered my SSR block. Minilessons for this block
are focusing on fix up strategies, decoding issues and comprehension
strategies.

Everyday we do a whole class comprehension minilesson during what is called
my Guided Reading block. This is where the Mosaic instruction is mainly
based. My class is always reading an on grade selection during this time.
This is to ensure that they are exposed to the necessary vocabulary and text
structure for their grade level regardless of whether they are below grade or
not. We have been reading Magic Tree House and tying in content area
instruction during this time. We also have read Junie B. Jones and are now
reading a Magic School Bus selection on Whales tying in Science. I want to
be sure to expose them to lots of nonfiction concepts and vocabulary. When
we are not reading a whole class selection like the ones above, the kids are
in Literature Circles. There are generally 5 groups and the titles are
different. The levels vary as well and range from books like Danny and the
Dinosaur to Time Warp Trio books. During this time I try to meet with a
different group each day, 1 for each day of the week. When we are reading
whole class selections like Magic Tree House, I like to use a lot of partner
reading formats. I don't change partners all the time because as Lucy
Calkins says in her book it is nice to allow them to develop a relationship
with someone through books. When I find a twosome that works well I leave it.

Everyday we do Word Study and Writing Workshop as well. I have an extended
block of time for literacy. My district gives me a 90 minute block but it is
not long enough. We generally spend the entire morning on literacy. We go
from 8:40 to 11:20.

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

From: "Sandy and Jerome Loomis" <s-jloomis@bendnet.com>
Subject: [mosaic] Introduction
Date: Tue, 27 Nov 2001 20:05:43 -0800
Reply-To: mosaic@u46teachers.org

I'm a Title 1A teacher. I and another teacher attended a 2 day workshop =
where Ellin presented in Beaverton, Or. It was so wonderful that we =
started a Mosaic teachers as readers group during last summer. We are =
now trying to implement Mosaic's strategies. Most participating =
teachers started with making connections.Some are just now beginning =
questioning. We see such an improvement in our students' thinking - =
it's exciting! Our principal asked me to find out how we might entice =
Ellin to visit our school in Madras when she presents in Portland at the =
ORA conference. Any ideas on how to get in touch with Ellin??

Sandy
Title 1A Elementary

+++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 27 Nov 2001 21:02:43 -0800
From: MELANIE PERKINS <mperkins1@home.com>
Subject: Re: [mosaic] Introduction
Reply-To: mosaic@u46teachers.org

Go to the PEBC website. You can email her via PEBC.

Melanie

++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] check in/author schema
Date: Wed, 28 Nov 2001 21:56:24 -0600
Reply-To: mosaic@u46teachers.org

Well, I'm here to tell you that our author schema study is finally over!!!
We studied 8 authors and took Ezra Jack Keats further. We charted all the
components of his stories that are similar. I used the categories of
Characters, Settings, Problems, LIFESKILLS, and I purposely JUST showed/read
them stories that were about Peter, Archie, Willie (dog) etc. I pulled all
his other type of books that DIDN'T fit THAT schema for later. We watched a
video about EJK and learned how he made his illustrations and where Peter
came from. I had used a video compilation of several of his stories last
year that put voice to his book pages, but this year that video was "out
being mended". Darn! Probably won't see that again!

Then I played an audio tape of one of his other books I had saved WITH
Peter, etc. I had them write on a post it if this story FIT their author
schema for EJK or not and why (their proof). Then I had them do a
pair/share with their findings.

Next I had pulled a story on tape from a box of tapes that was NOT written
by EJK. I must admit that I just grabbed the first tape/book set that
looked VERY different from his Peter stories. This was a story about an old
man who complained out too much noise. He went to a wise man who had him
bring various animals one at a time into his home. Each animal made their
animal sounds very dramatically on the tape. Well, wouldn't you know it:
the old man's name was PETER!!!!!!!!! Almost immediately they all got
excited and thought it WAS written by EJK because of that name!!!!!! My
heart sank! DUH!!!!!!!! I really blew that one! Well, I let them write
their opinion and proof. We did another pair/share and then a whole class
discussion. We debated if the characters name was the ONLY reason they
thought EJK wrote the book. I even asked if the character in the second
story wasn't named Peter, would that story have matched our schema for EJK.
Wouldn't you know it- the entire class said NO!!!!!!!!!

So back to the drawing board I went. The next day I did two stories on
tape, both by EJK but that were completely different types of stories. We
did the same process. I let them debate their opinions. For and against
them being his books. Most were on target that these books did NOT match
our schema for EJK. I purposely did these two books to show them that
authors do not ONLY write about the same characters and in the same
settings, etc.

Later after lunch I showed them the stories that differed but WERE by EJK.
They were amazed! I also had about 7 other books by him that didn't match
the schema we had developed. I guess my point is two fold. Peter will
always jump out in their minds then they see/hear EJK. I truly believe
that. But if they see EJK's name on ANY book they will now know to explore
that book to "check" if it matches the "first" schema we built for ourselves
as readers. They can't wait to get their hands on ALL of these books,
especially the ones that I kept back from them until the end. We noticed
the similarities/differences in his illustrations throughout all of his
books and talked about WHY he might have chosen to write such a wide variety
of books but still have many with Peter and his friends, etc.

It seems like this took FOREVER, but I feel it was well worth it. It didn't
go totally as I had hoped. I learned I need to be more careful choosing the
audio stories I use to check their understanding. I certainly admit I
ALWAYS have room for improvement.

My kids know SCHEMA for authors will help them understand how to read those
certain authors we studied because their SCHEMA will be "popping off" in
their heads when they come across those authors again. The authors will be
familiar to them.

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

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