12-28-01

-----
> From: c johnson [mailto:tocamille@yahoo.com]
> Sent: Saturday, December 15, 2001 11:18 AM
> To: ProfReadingGroup@yahoogroups.com
> Subject: [ProfReadingGroup] Mosaic
>
> I appreciated the question about when to start and
> which strategies to teach. It made me wonder how
> many
> strategies you all teach in a school year. I
> realize
> it varies by the grade level, but I would
> appreciate
> information on this. My district is holding
> several
> workshops on Mosaic this year to get us introduced
> to
> all of the strategies. We are all trying at least
> one
> lesson on each strategy to gain some teaching
> experience with it. (I think / hope that all of
> the
> teachers did many, many connections lessons.)
> However, in future years I can't imagine
> introducing
> all of the strategies in one year. It seems like
> the
> children wouldn't be able to learn to use them
> all.
> (Oh, I teach first grade.) What are your
> thoughts?
> Camille in CA

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> Here is a lesson I did on questioning on Friday:
>
> After several lessons in which I modeled and / or
> solocited questions from my first graders, I
> invited
> our fourth grade buddies to our room. Ahead of
> time
> the first graders picked books they wanted the
> buddies
> to read to them. When the buddies arrived I
> modeled
> for them. I had one fourth grader read aloud a
> book I
> had selected. I played the part of the questioner
> and
> the fourth grade teacher recorded my questions on
> the
> board. After a few pages we stopped. The first
> graders were put in groups containing two fourth
> graders and one or two first graders (the fourth
> grade
> class is much larger than my class). One fourth
> grader was the reader and the other was the
> recorder.
> As the reader read the book, my students asked
> questions that were written down by the other
> fourth
> grader. My intention was to at the end have the
> children work together to code the questions as to
> whether they were answered or not answered in the
> book. However, I goofed. My students were not
> ready
> for this and the fourth graders had not been
> introduced to the questioning strategy. (In my
> excitement over how well my first graders were
> doing
> with questioning I lost touch with reality - oh
> well!)
++++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 21 Dec 2001 08:44:56 -0600
From: Mary Watson Peterson <mwatsonpeter@madison.k12.wi.us>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

This is my first posting to mosaic site and I also thank all teachers who
put forward questions and share lesson descriptions. Hopefully teachers
from Madison will begin to share their work with the strategies as we will
have link to your list serve on our website. Happy holidays and a renewing
vacation.
+++++++++++++++++++++++++++++
>
>From: "Ginger/Rob" <elephant@foxvalley.net>
>Subject: [mosaic] holiday wishes
>Date: Wed, 19 Dec 2001 21:44:37 -0600

>As list moderator, I would like to wish all of you a safe, restful, and
>blessed holiday. You are all a part of my life now. Starting this
>listserve was a dream come true for me! I wanted a place for us to get
>support and have our questions answered. A place to share our "stories" and
>lessons. With Brian Booth's technical/creative assistance we have such a
>place now. You are filling a hole in my heart and I thank you for that.
>
>Enjoy your families and read some good books!
>You know me, I'll be around if you feel like writing.
>
>Don't forget about the online book database.
>(www.u46teachers.org/mosaic/stratagies/htm)
>**yes, we misspelled stratagies in the address**
>Winter recess might be a good time to check out the titles listed there and
>add your comments.
>
>Love,
>Ginger
++++++++++++++++++++++++++++++++++++++++++
>
>Date: Wed, 19 Dec 2001 23:22:18 -0500
>From: Andy and Shelly Kennedy <pristine@aclass.com>
>Subject: Re: [mosaic] holiday wishes

>Ginger I thank you for your effort in doing all of this while teaching
>full time. I love the lessons you share and can't wait to use them!
>Shelly

++++++++++++++++++++++++++++++++++++++++++++++++>
>From: "bbooth" <bbooth@mrbooth.com>
>Subject: [mosaic] Virus Caution
>Date: Thu, 20 Dec 2001 09:03:47 -0600
>Reply-To: mosaic@u46teachers.org
>Unfortunately, it seems to be a very active time for viruses right now.
>I have dealt with more in the past few weeks than the previous year.
>
>On the mosaic listserve we can minimize the risk of receiving and
>spreading viruses by following some simple precautions.
>
>Be cautious with every email. Sometimes even trusted sources are victims
>of virus attacks and unwittingly send them to others. Since most email
>viruses are dependent upon a user to bring it to life, it is important
>never to run a program (files that end with .EXE, .COM, .VBS, .LNK,
>.PIF, .SCR, and .BAT) that has been sent via email.
>
>When we must send attachments, let's get in the habit of sending a
>pre-message that an attachment is following in the next message. For
>example, the next time the Readinglady sends out posters, which we
>greatly appreciated, she should send a message before the one with the
>attachment that says the next message with the subject "posters" will
>have an attachment. If there is no pre-message, delete it without
>opening. We can always confirm and ask that it be resent when we know
>it is safe.
>
>While this has not been a problem on the listserve to date, don't
>inadvertently victimize others for the sake of a funny program or
>document. Sending a lot of attachments tends to desensitize your fellow
>subscribers from being cautious.
>
>Have current anti-virus software installed on your computer.
>
>Have vital documents on your computer backed up. If you are not backing
>up, get a Zip drive and make regular backups of your data files (not
>your program files which are already backed up on original manufacturer
>installation disks).
>
>If you have any doubt please delete suspicious email
>messages/attachments and send email to the author telling them that you
>suspect a virus.
>
>With a little bit of common sense and self-restraint, we can keep the
>mosaic listserve a safe place to collaborate on line.
>
>Happy Holidays,
>bbooth
+++++++++++++++++++++++++++++++++++++++++++++++++++++>
From: NCNYGA@aol.com
>Date: Thu, 20 Dec 2001 19:55:39 EST
>Subject: [mosaic] questioning for 1st grade

>I am looking for suggestions about books that would be appropriate to use
for
>teaching the questioning strategy with first graders. I will probably be
>using Charlie Anderson and The Wednesday Surprise as I am familiar with
these
>stories and their content supports some of our state social studies
>objectives for teaching about families.
>
>Are there any other good titles that you have used to work with 1st graders
>on the questioning strategy?
>
>Thank you for your help.
>
>Marcia/1st/GA
++++++++++++++++++++++++++++++++++++++
>From: Readinglady1@aol.com
>Date: Thu, 20 Dec 2001 20:03:27 EST
>Subject: [mosaic] Questioning Books

>Last year in first grade I used the following books when modeling
questioning
>-
>
>Caps for Sale
>Isla
>Angel Child, Dragon Child
>True Story of the Three Little Pigs
>All of David Weisner's books, paticularly his wordless books.
>
>These were all fiction and used to teach questioning to add comprehension
and
>later infer.
>
>Nonfiction text and poetry works just as well. There are great poetry
>collections out there. My kids love Jack Prelutsky, Shel Silverstein, and
>others.
>
>Laura
>readinglady.com
++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] my teaching order/strategies(long)
Date: Fri, 14 Dec 2001 18:15:07 -0600

Kelly- I DO have a specific order I teach the comprehension strategies. I
tend to be very methodical about my teaching since I am still finding my way
in this. The first year I read Mosaic I jumped right in with connections.
After rereading it I realized that I needed to go way back and explicitly
teach METACOGNITION. I spent a couple weeks having them get in touch with
their "little them" who sits on their shoulder and "catches" them being
metacognitive. Always LISTENING for their discussion they should be having
in their heads as they read. I modeled my thinking aloud with everything I
read. I even started modeling my thinking aloud when doing math. We defined
metacognition as "thinking about your thinking" and they reported back to me
in various way (post its, reflective written pieces, conferences, etc.)their
use of it as a reader. Eventually I sent them off to read independently and
their purpose was to sit their "little them" on their shoulder, shake hands,
and REALLY be metacognitive as they read. They shared their experiences
back whole group, then small group, then partners. I continued to model and
name myself being metacognitive when I was. I'd often stop my reading aloud
and talk to myself about what I was reading. Then I would set down the
book, look out at them and say, "See how I talk to myself as I read. I
don't just read word after word after word without pausing to think and have
a discussion with myself. I am doing it out loud so you can hear what my
discussions sound like inside my brain. I am being metacognitive."

I realized also that my students were not always AWARE of if they were
understanding what they were reading or not. That became my second study
focus. I did the finger one and finger two idea talked about in MOT.
Before I actually taught it to my students I started doing it myself as I
was reading aloud to them. I would hold up one finger just next to the
book. When I got to a part that was confusing or where I found my mind
wandering or that didn't make sense I switched my finger to two fingers out.
Without saying anything I would talk out loud like, "Oh, that doesn't make
any sense. I need to go back and reread that part." I would reread it and
if that helped me understand that part I put back up just one finger. If
not, I would say, "Well, that didn't help. Now I am going to read on a bit
and see if that helps me out." I would read on a bit and if that helped me
I would put back up one finger. If that didn't help me, (so I was still
holding up 2 fingers) I would say, "Well, rereading didn't help me, reading
on didn't help me, so now I am going to have to find someone to ask because
I can't go on if I don't understand this part." I would then ask my
assistant and she would explain that part to me. **This is NOT used when
coming across tricky words. Words I could not READ. Just for passages I
was not understanding. I did this naturally for a few days. Then one day I
asked if anyone had noticed me doing anything unusual with my fingers as I
was reading these past few days. Of course they had. I had them tell me
what they SAW me doing and what they HEARD me saying. We refined what it
was I was doing and saying so we all had a common understanding of it. We
talked about WHY I was doing it: because readers need to understand what
they are reading to fully enjoy or learn from the words. That a book will
be more rewarding if it makes sense to the reader. That that is what GOOD
READERS DO!!! They don't just keep reading or put the book down when they
don't understand it. (Of course we did talk about exceptions!!! :) ) From
that point on they were to hold out one finger when I was reading aloud and
switch it to two fingers when they were confused. I stopped during those
times and reread, read on, and then explained it to them if need be. Then
they all practiced this on a whole group text and then independently using
post its to mark when they used the HELP strategy as we called it. They
would write HELP at the top of the post it. Under it they would write in a
list: reread, read on, ask. If they found themselves being confused or
distracted they placed the post it note at that point and crossed off what
they tried in that order and circled where they got back their clarity.

Who knows if this was worth the time, but I do know that at least they were
talking the talk about how important it is to be aware (metacognitive) if
they are understanding their text or not. And that books are supposed to
make sense and are not just words on a page to be read one after the other
for no reason.

(sorry I write such long explanations!!!)

Then my order is this: (1)SCHEMA Study. Which now includes three subparts-
connections, author schema, and text type schema (haven't gotten to this one
yet this year). (2)SENSORY IMAGERY Study. Which includes making
pictures/movies in their minds, sense of smell, sense of taste, sense of
hearing, sense of textures/touch, and emotions found in text.
(3)QUESTIONING Study. (4)INFERING. Which slides together very well with
questioning at third grade. (5)DETERMINING IMPORTANCE Study. (honestly
haven't done a full study of this yet) (6) SYNTHESIS Study. (honestly
don't understand this myself yet!) (7) FIX IT UP Study. (I think I do this
all throughout?????????)

As Laura stated before, good readers use these strategies interchangeably
and automatically so it is less natural to teach them in isolation. But,
speaking just for myself, when I approached each strategy as a study and
spend the time to go through the gradual release of responsibility as taught
to us in MOT (as best I can and it isn't easy!), my students have seemed to
embrace and integrate this work more deeply and often easier than if I had
combined my teaching of several strategies. I find that as the year goes
on, I work real hard to keep verbally modeling myself using the previously
explicitly taught strategies in like a blend. It's hard work.

I continue to learn as I go.

Ginger
grade 3

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

From: "bbooth" <bbooth@mrbooth.com>
Subject: Re: [mosaic] testing - html
Date: Fri, 14 Dec 2001 18:17:37 -0600

Laura,

I believe that one was ok. Here are the instructions for AOL users.
Sorry about this inconvenience and thank you for your patience.

For AOL users, here are the instructions for sending in text mode.

If you are using AOL 6.0, here are the instructions to send in regular
text.
1. Make sure your font is set to Arial 10, the AOL default.
2. Create a message using only default Arial 10 type. Any quoted text
pasted in from another message must also be in Arial 10 type (no bold,
other sizes or colors). Note: if you paste a message that was received
in HTML format, it will probably cause you to send in HTML.
3. Hit Control-A to highlight the entire message.
4. Right click anywhere in the message itself: A 'popup menu' will
appear. Move the cursor to "text" and another menu will appear. Move the
cursor to "normal" and click on it.
5. Send the message.

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

The first year I read Mosaic I jumped right in with connections.
After rereading it I realized that I needed to go way back and explicitly
teach METACOGNITION.

It's interesting you say that. I always forget that I do teach metacognition
first because to me that's not a strategy. My principal when I gave him the
book focused entirely on the idea of teaching metacognition and the
importance of it in teaching and using these strategies. I did teach it but
never really focused on it if you follow what I'm saying.

Anyway, going back to my order I guess I have to agree and say that in the
first year of my loop in first grade the first thing I teach is indeed
metacognition. I tell them that the voice that talks to them is their brain.
When I introduced it, I used a book that had something on the cover that
would illicit a response. For example, Polar Express has a train on the
cover. A child would say, and did, choo choo. When I asked him why he said
it, he said I don't know thinking he was in trouble. I then made him realize
that the reason he said it was because he saw the train on the cover and his
brain was talking to him and saying choo choo. I said that is your "little
voice" inside talking to you. It's the voice that makes you recognize and
say hi to a friend in the hall or street. It's the voice that tells you what
to do. It's always with you because it's your brain. We spent a lot of time
talking about our little voices and noticing what they were telling us.

To this day, year two of the loop, the kids refer to their brain when we are
reading. We call the brain our "tool box" and the strategies we use are our
tools. We associate the fact that you don't always use the same tool when
working. For example, you wouldn't hang pictures with saws or screwdrivers,
but you would use a hammer. They are told to use the many different tools or
strategies they have stored in their toolbox (brain) when reading.

I remember one teacher in our study group saying the she resented the fact
that we had to teach the kids how to think and that nobody taught her how to
think when she was a child. I told her that I am sure they did and she just
doesn't remember, but even if they didn't times have changed and the levels
of thinking required are far higher than when she was a kid. We need to
model and teach the kids how to think and what strategies to go to when they
get stuck. You are right metacognition is the place to start, especially
with little ones.

Laura
readinglady.com

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

From: Readinglady1@aol.com
Date: Fri, 14 Dec 2001 19:42:55 EST
Subject: Re: [mosaic] my teaching order/strategies(long)

The first year I read Mosaic I jumped right in with connections.
After rereading it I realized that I needed to go way back and explicitly
teach METACOGNITION.

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

Date: Wed, 12 Dec 2001 12:17:50 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] I Wonder

Hi all...I told you about my friend and I traveling to watch Ginger and
Jan. Well, she was so fired up and came back and started playing with
some of the strategies right away. I am jealous that I can't start too.
SOON...In January I'll be wishing I was home again, won't I? I thought I
would share with you her response. One of the things modeled by Jan was
the I wonder strategy. I believe that Jan was using this as an
introduction to Questioning. She read aloud a picture book and anytime
that she was wondering something she held the book in a different
position. Anyway Kim came back and modeled this with a couple of
different books with her third graders. Then she said "I'll bet you all
have some things you are wondering about with the book we are reading
right now too." So she gave them five post-its and instructed them that
anytime that were reading the chapter and had a question to write it
down and post it in. Then in the afternoon they came back and read it
together. Anytime someone came to a question on their post-it they were
supposed to raise their hand and share. Kim said it was amazing. She
said she heard better thoughts from them than she had all year. Some of
the questions were really deep and she noted that if she were teaching
this book her traditional way that some of the questions she would have
generated would have never touch upon some of the great thoughts that
came out of this activity alone. :) Shelly

++++++++++++++++++++++++++++++++++++++++++++++++++++++=

From: Readinglady1@aol.com
Date: Sun, 9 Dec 2001 20:48:15 EST
Subject: Re: [mosaic] Posters for all of you

My newly created strategy posters are now available for viewing at -

http://readinglady.com/Comprehension/Strategy_Posters/strategy_posters.html

They are in Word and Adobe formats.

Enjoy.

Laura
readinglady.com

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