>>What about "Shortcut?" Is it appropriate for 1st
graders?<<

Marcia,

I think it'd work great with 1st graders,especially in
a mixed ability group that has some of those bright
kids who catch onto things quickly. Some of the
"clues" are somewhat obscure in the book, but bright
kids quickly realize them and exclaim aloud, and then
you can ask them how they realized it and share the
inference with all the other kids. If you used it in
a small group, you'd still need to read it aloud to
them probably. Some of the inferences are fairly
simple, for instance I asked my students (4th graders)
"What can you infer about Sybil simply from looking at
this picture?" (it shows her hunched behind the wheel
of her car, bird poop on her windshield, birds
tumbling through the air behind her and the hood
ornament covering its eyes in terror) and they were
quickly able to infer that she was a crazy driver.

As I've started teaching inferences I've realized how
many times I automatically infer without realizing I'm
doing it. For instance, in Eve Bunting's book "The
Wednesday Surprise", the girl's grandmother gets out
of the taxi outside and the girl shouts aloud and asks
her brother if she can go down to greet her. That
simple sentence lets you know the brother is older
than her. Now I've starting pointing out those
inferences to kids as I read aloud, because I think
lots of kids do this without knowing they're already
inferencing.

Of course, when I've heard the mailring talk about how
student questions lead to inferences it's made me more
aware of those students for whom this is not the case.
For instance, when reading the book "Shortcut" with
my 4th graders, when we got to the part where the
balloon drifts free I wonder aloud, "Now how did that
happen?", hoping someone will make the connection with
the man untying a mysterious rope in the previous
chapter. But some of my students don't use book
clues, they simply start making guesses based entirely
on their own experiences: "Well, he probably got
tired of being there and decided to go somewhere
else." or "The pilot cut the rope", even though the
book shows nothing of the sort. It's made me realize
that something I need to emphasize about infernces is
that you use CLUES from the book to make the
inferences. That's what keeps kids from making wild
guesses.

Anyway, that was a long answer to a short question -
yes, "Shortcut" could be used with any grade level,
you'd just need to vary the amount of support you
offer.

Heather Wall

++++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Sun, 27 Jan 2002 10:04:25 -0800 (PST)
From: Kim Sheffield <snowlc@yahoo.com>
Subject: [mosaic] Primary book on comprehension

Hello! I haven't seen my introduction on here yet, so
I'll do it now. My name is Kim and I am the Literacy
Coordinator for Snow Elementary in Newark, CA (near
Silicon Valley). As a district we've been working
with these strategies for 4 years now. Ellin has
been out many times to guide us. This year we have
the luck of having Patrick Allen, Chryse Hutchins, and
Anne Goudvis (PEBC and in Mosaic) as staff developers.
I feel that I am just beginning to really see the
depth of these strategies. They definitely take over
your life, in an inspiring way! Since I get to go
into every class and work with the teachers and
students, I am fortunate to see the broad spectrum of
reading and these strategies. I can't wait to share
my thoughts with you and mostly to hear all of your
thoughts out there and share them with my staff!

Kim

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

Date: Sun, 27 Jan 2002 10:10:11 -0800 (PST)
From: Kim Sheffield <snowlc@yahoo.com>
Subject: [mosaic] Primary book on comprehension

Sorry! I sent a message with the above subject and
then didn't share what I inteded. I believe that
Debbie Miller's book will be out in the next month or
so. If you've read MOT or seen her on
readinglady.com, you're familiar with her. I believe
this book will be geared for K-1 teachers, so that
includes all elementary in my opinion. :>) Just like
Cris Tovani's book was geared for middle and high
school, yet as a 2nd grade teachers I found it amazing
and inspiring! I don't have the title here at home
with me, it's at school. I will send it tomorrow if no
one adds it before.

Kim

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

Date: Sun, 27 Jan 2002 10:38:07 -0800 (PST)
From: Kim Sheffield <snowlc@yahoo.com>
Subject: [mosaic] character traits: inferring?

I think these strategies overlap soo much that you
could teach character traits through any strategy.
Yes, one has to infer about a character in order to
analyze it; however, you could get to that analysis
through questioning, PK, DWI, ESI, etc. For example,
we were working on response to literature and the
students had to write about their schema in the story.
BUT, our school was working on questioning and some
teachers wanted to switch strategies midway through.
Patrick Allen helped us see that we could easliy just
have the kids ask questions about their schema for the
story.
This is a great example for kids of how different
readers need and use different strategies for
different reasons and purposes.

Kim

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

Date: Sun, 27 Jan 2002 21:38:07 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] REading BLock of Workshop

PERFECT!!! This is the icing I needed for my cake!!! I love the idea of
using the Basil unit tests as a place to start pulling kids for guided
reading group. I was really needed something to guide me here. For now,
this will be an easy way to get this in place. Then as I get into the
flow of this new Reading Workshop format, I'll use more authentic means
of forming guided reading groups. Thanks for the wonderful idea!!!
While I am on I'll go ahead and tell about my first week of Gudided
Reading Block and teaching Schema. I think I mentioned last week that I
was going to start Schema on Monday, but after reading more of Fountas
and Pinnel, I decided that I needed some mini-lessons on Independent
reading first. So Monday I charted, "Why Readers Choose Books". We
charted this -students came up with several great reasons - they like
the author, series books, it was recommended, the title/cover looked
interesting, etc. Then I sent them off to do independent reading. While
they were reading independently, I started pulling kids to do
Independent Reading inventories to try to find at what grade level that
they are reading. Interestingly enough though, (not having much
training in IRIs or any that I remember from college and having taught
intermediate for the past 8 years) I wonder how reliable these are based
on what we are learning about Schema. I don't even know if I was giving
them right, but I was at least getting to sit and hear each student read
and answer some questions about what they were reading with no one else
listening. What I noticed as students read is that their prior
knowledge really impacted how well they answered the questions in these
little reading selections and questions. Their level of performance
didn't necessarily spiral down as it should as they increased grade
level difficultly placed upon the text. They might be at the
instructional/frustrated level and then read a "harder" piece and come
out at the independent/instructional because they have experience with
it. For example, one of the short reading pieces was on Sunflowers in
the midwest. Well living in the midwest, all the kids were doing fine
with the questions on this reading. Which brings me to another question
- often times the miscue level was very different from the comprehension
level of performance. So when looking at the reading level do you
instruct based on miscues/ word attack or comprehension or both then in
guided reading groups. I guess this really goes out to you primary
people. We don't have to teach word attack too often in intermediate,
but I am noticing that some of my kids could use it. Where do I start???
On Tuesday, I gave a mini-lesson on choosing appropriate text - Easy,
Just Right, Challenging and how to choose Just Right books for
Independent Reading. I also distributed the Independent Reading chart
(in the back of Fountas and Pinnel.) I gave a mini-lecture on the
difference between Independent REading and SSR/D.E.A.R. as outlined in
the F & P. Then while they independently read, I continued doing IRIs.
I guess both of these days we didn't end with a sharing.
On Wednesday, my mini-lesson was on Thinking about what you read, and
we charted what you might be thinking about. Students came up with
great things such as how characters remind them of people, similar
experiences they have had, etc. They did a nice job. I continued doing
IRIs.
Thursday, I decided that this was a great transition time to
introducing connections. I had been making references and doing some
think-aloud about connections before this, but this was the first
formal. I read a picture book (whose title leaves me for the moment)
and wrote little TEXT - To - SELF connections on the post-its as I read
the novel. AFter it was over and I thought about it I remembered about
the CONNECTIONS vs. COINCIDENCES discussion and was worried that I might
have modeled coincidences, but I don't think so. I sent the students
off with two post-it notes to their lit. clubs. We are reading a Dear
America Diary: The Winter of the Red Snow and had the students write
down TTS connections as they read. I also realize now that I should have
modeled more days before sending the students off to do it. Also, a Dear
America diary from 1776 was a dumb thing to have students connecting to
but oh well, I am getting there, right??? :)We did come back to share at
the end of Reading Block and they were very excited. That is great in
and of itself, right???
On Friday, we were in WRiting Block for so long that I didn't do a
Reading mini-lesson.
The next two days I plan to back up and better model TTS connections
with trade books. Then I will find some short text to distribute to have
students made TTS connections and then we will post then to a class
chart.
I am glad that I have taken the plunge into both a Reading Block and
Mosaic Strategies. It feels so much better and I feel like I got sooo
much more accomplished with my students last week.

Shelly

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] great sharing!
Date: Sun, 27 Jan 2002 21:15:08 -0600

Shelly- You are AMAZING!!! You are really applying your learnings and your
students are very lucky! How exciting to hear your process as you make your
way along this journey! I appreciate the time you take to write to us about
what you are trying and how it is going and the questions that come up for
you. Please continue to do so! I am learning with you as you go.

Ginger
grade 3

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

Date: Sun, 27 Jan 2002 22:35:20 -0600
From: Kathy Hurd <hurd@foxvalley.net>
Subject: Re: [mosaic] REading BLock of Workshop

What type of IRI are you using? Does it assess comprehension in a short passage or in a longer
piece?

Kathy Hurd

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

From: CPres64735@aol.com
Date: Mon, 28 Jan 2002 09:06:45 EST
Subject: Re: [mosaic]

In my own 4th grade class, I am reading aloud The Story of Ruby Bridges and
Through Ruby's Eyes. It came as a two-pack from Scholastic. The photographs
are wonderful and we are having some great discussions about how this whole
thing happened and why?
My friend and I are also teaching a Title VII Staff Devel. class in a
neighboring district. We are trying to use MOT and Strategies as our text but
the teachers do not have their own copies yet. There are about 20 new
teachers in this class. We have 4 sessions of 3 hours each left. If anyone
has any suggestions for me, I would love to hear them. I am a bit overwhelmed
as to what to present. Last week I did a model lesson on Visualization. I
used paragraphs from 4 different texts and they had to draw on paper what the
paragraph reminded them of. I used excerpts from Icy Sparks, Life is
Beautiful, Queen of Sheba, and The Story of Henry Sugar. I also need to tell
you that these new teachers are very reluctant to speak out loud and share.
Any ideas are most welcome! Chris

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

Date: Mon, 28 Jan 2002 09:09:07 -0500
From: Shelly Kennedy <skennedy@tsc.k12.in.us>
Subject: Re: [mosaic] REading BLock of Workshop

They are short reading passages about 3 paragraphs. I got them from a
friend I used to teach with. Anyway. They read the short passage, then
do a retelling which you rate as Excellent, Satisfactory, or
Unsatisfactory. Then there are 10 questions with 6 factual, 2
inferences, 1 Evaluative, and 1 other. Anyway, based on the number of
miscues you rate them as
*Independent
*Independent/Instructional
*Instructional
*Instruction/Frustrated
*Frustrated
Then based on number of missed questions you have the same levels.

Shelly

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

From: "Rosemary Scavongelli" <rose1@massed.net>
Subject: Re: [mosaic]
Date: Mon, 28 Jan 2002 18:14:43 -0600

Can you borrow the STW videos ? They are excellent and well worth the =
money. Check w/ your Stenhouse rep.
Rosemary Scavongelli--rose1@massed.net

++++++++++++++++++++++++++++++++++++++++++++++++++
From: Frer2@aol.com
Date: Mon, 28 Jan 2002 20:02:41 EST
Subject: [mosaic] visualizing vs. think-aloud

Can you tell me what is different between a think-akoud and visualizing? I
did get a book about think-alouds but have not had time to read it yet.

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

Date: Mon, 28 Jan 2002 19:06:35 -0800 (PST)
From: Melba Smithwick <melbayvette@yahoo.com>
Subject: Re: [mosaic] introduction]

Hi, I am new to this listserv. I am a staff developer
at a middle school campus of about 500 students. This
is my first year in this position. For the past 6
years I have been a 6th grade math and algebra
preparatory teacher, 10 years teaching 6th grade,
piano, guitar, and music theory at an elementary fine
arts school, and 5 years prior teaching Title I
reading. My school is a literacy focused school so I
am very interested in any and all information I can
gather from this list. Our language arts teachers (6th
-8th) all have _Strategies that Work_, _Teaching
Reading in the Middle_, and are about to get _I Read
It, but I Don't Get It_. The department still does not
have Mosaic, but I have it and refer to it often. As a
staff developer, I mentor teachers, model literacy
strategies in their classrooms, provide on site weekly
staff development, and work specifically with our
language arts department. We have just begun the
Reader's Workshop Model. I co-presented an 8 hour
staff development on it and will do the Writer's
Workshop in the near future so I can use any ideas
that I can collect from you.

Melba Smithwick, Staff Developer
Paul R. Haas Middle School
Corpus Christi ISD

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: RE: [mosaic] visualizing vs. think-aloud
Date: Mon, 28 Jan 2002 21:21:54 -0600

My understanding of a think aloud and of visualizing is that they are two
very different actions. To me, a think aloud is a "method" of showing the
thinking YOU are doing AS you are reading. We know that proficient readers
are metacognitive AS they read. They "think about their thinking" or are
aware of their thinking AS they are reading. Whereas before we might have
defined reading as "reading the words on the page" we now know that good
readers apply the 7 comprehension strategies as appropriate when reading.
In order to help children understand and learn to use these strategies, we
do think alouds. I believe the think aloud should be first used in the
modeled stage of the gradual release of responsibility.

I tell the students I am going to do a think aloud in this lesson. Their
job is to watch and listen to what they see and hear me doing. It is MY
time to "do the work of the reader", they are just to be careful observers
at this point. I usually use a short text or picture book when doing my
think aloud lesson(s). (Although I DO do think alouds with my read loud
novels as well to reinforce my the strategy we are studying.)

Simply put, a think aloud is when YOU the reader stop along the way and
share with the students YOUR thinking. For example, if you are teaching
text to self connections (one fourth of SCHEMA) you would choose a
book/short text where YOU could make t-s connections as you are reading.
You read orally up to the point of your t-s connection, STOP and share your
connection, tell how that helps you understand the story, and then continue
with the story.

Our hope is that all children will integrate the 7 strategies naturally as
they read. But before we can expect that we are learning we need to MODEL,
MODEL, MODEL. Think alouds are the ideal modeling. The thinking we do in
our heads automatically (and silently) as good readers needs to be "talked
out loud" for the children to "hear" to teach them to do it themselves.

When I teach my Sensory Imagery strategy study, I teach how I can use my
five senses plus emotion to help me get deeper into the story. So when I
am focusing on visualizing (just ONE of the five senses), I will do a think
aloud with my teaching point being to let the students "hear" my thinking
about the visual images I am making in my head AS I am reading. I will read
a text that lends itself to making visual images aloud and stop at those
points and describe the images I see in my minds eye. I think aloud for my
students so they can "hear" what I automatically and naturally do in my mind
when reading silently. I use think alouds with each and every strategy as I
teach them. Visualizing, or more completely: sensory imagery, is one of the
7 strategies.

When I first started using think alouds it was very awkward and
uncomfortable for me. It certainly didn't feel natural. But once I kept at
it, I felt more comfortable and I found the students were able to "report"
back to me what they did hear me say and see me do AS I was reading BESIDES
"just reading the words!!!" It was becoming obvious to me (and to them)
that we all need to be doing this metacognitive thinking as we read in order
to better understand the story. I can honestly say that my own adult
reading has improved because I now "catch myself" applying the strategies
more deliberately as I read. (not always of course, sometimes I just need
to be a mindless reader to escape and veg out!)

Before I even start my explicit strategy instruction studies I now spend a
great deal of time on this metacognitive piece. Some of you might have
remembered me writing previously about how I tell my kids to sit a "little
them" on their shoulders to be mindful of their metacognitive thinking. To
"catch themselves thinking about their thinking" as they are reading. To
"hear" the thinking they are doing AS they are reading.

That's my take on the difference between a think aloud and visualization.

Ginger
grade 3

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

Date: Mon, 28 Jan 2002 20:26:12 -0800 (PST)
From: Chris Cooper <putlitteach@yahoo.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

This is my first "interaction" with the listserv. I
have really enjoyed reading everyone's comments and
questions. I am know brave enough to ask one of my
own. I am working on questioning with my 5th grade
students. This is very new to them, they are used to
basal readers. I have read bits and pieces of
information from Taffy Raphael regarding developing
questions - can anyone explain her different types of
questions?
Thanks

Chris

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

Date: Mon, 28 Jan 2002 22:17:00 -0600
From: Kathy Hurd <hurd@foxvalley.net>
Subject: Re: [mosaic]

If they are reluctant to share in front of the entire group, I'd put
them in small groups, maybe according to primary, intermediate, etc. and
have them brainstorm on a strategy you are trying to get them to
illustrate or understand. You could give each group a particular
passage or book to work with. You and your friend could each work with
two groups, with 5 teachers in each group. I find in the staff
development work I've done that people are more likely to talk in small
groups. At the end of the session they can report back, with one group
at a time sharing. Repeating what someone has said helps to give
recognition to their ideas and also gives clarification for other class
members.

Whenever teachers don't get something, I do what I would do for
children--model, model, model.

There is a technique called jig sawing, where you assign only a small
section of a chapter to each person in a group. The participants are
given a set amount of time to read their section silently. Once
everyone is finished, they take turns reporting back to the group, about
the information in their particular assigned section of the chapter.
IT's a good, quick way to cover an entire chapter in a shorter period of
time. Maybe you could somehow share books, if you have the other two
groups doing another relatively quiet activity.

Until the books all arrive, I believe you are allowed to copy something
for the purpose of instruction during the class. I might copy something
significant that I would want people to be sure to understand,
especially if there aren't books. But I would collect it when everyone
is finished with reading it, before class ends. Mosaic is the kind of
book they would want to own anyway. So I can't see that harm would be
done, as long as copying isn't happening for the duration of the class.

I've had professors copy sections from a chapter for the first class,
when books haven't arrived on time. What was the problem with not having
the books? Getting to the bottom of that might help. A friend of
mine, from out East, taught a class where no one bought the book. She
later found out that a principal was 'requiring' teachers to take it.
There was a lot of resistance apparently. My friend felt like she was a
failure, until she found the underlying cause. (Though I have to admit,
I'd be mighty grateful for a principal who asked people to take Mosaic.)

Laura's got a great web site for getting books. Check with her.

Kathy

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

Date: Tue, 29 Jan 2002 00:59:00 -0500
From: Dave & Deb Smith <D-SMITH@cybersol.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

Chris the "read a novel in an hour" technique might work for teaching
your kids about questions.
I found that the kids have so many questions that they are jumping out
of their skin to ask them. deb

Vanessa posted:

Feel free to chime in if you heard Tom Roe talk about
this at the Leadership Conference or if you have done
this before, but this is what I gathered:

Take a novel like Stone Fox, Seven Kisses in a Row,
The Whipping Boy, Dear Levi, Donavan's Word Jar, etc.
and tear it apart carefully into equal sections. The
number of sections you need depends on the size of
your class. You need enough sections for each group
of three children plus yourself. You could give
yourself just a tad more I think if you need to to
keep the other sections pretty equal.
Divide your class into heterogeneous groups of three,
making the 'top' one in the group the leader. After
telling the class they will read a novel in an hour,
give out an index card and random sections of the book
to the group leaders. Do not tell them which section
they have or how many chapters or pages are in the
book.
Each group reads their section by taking turns reading
aloud a page at a time. Whenever a question pops in
their head about the story they ask the leader to
write it on the index card. When the group is
finished reading they should compose a summary of
their section for the leader to write on the back of
the index card.
When everyone is finished gather together and choose a
group leader who had a middle section of the book to
read the first question on their index card. Someone
in the room should be able to answer it. After
answering the question that group now gets to ask
their first question. And on and on it goes. If a
question cannot be answered record it on the board or
a chart. When all of the questions have been asked
the teacher reveals that he/she has the last part of
the book and is going to read it aloud. Ask for
predictions for the answers of the questions you have
recorded. Ask each group, in order this time, to read
their summary. Then read aloud the end of the book
and see which questions were answered....some will
probably remain unanswered. Offer an intact copy of
the book for SSR.

Vanessa Osborne, NBCT
3rd/4th Grade
Trindale Elementary
Archdale, North Carolina

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

From: CPres64735@aol.com
Date: Tue, 29 Jan 2002 09:05:51 EST
Subject: [mosaic] novel in an hour?

You mean actually/physically tear the book into pieces?

Chris

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

From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] Primary book on comprehension
Date: Tue, 29 Jan 2002 09:46:06 -0800

Hi, Kim,

I am Literacy Coordinator for Parkmead School in Walnut Creek. Krissy
Jensen came to us this year from Newark, and is Literacy Coordinator at
Walnut Heights School. Are you a BASRC school? I'm glad you're on the
listserv. Welcome!

Melanie Perkins

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

Date: Tue, 29 Jan 2002 16:01:57 -0700
Subject: Re: RE: [mosaic] inferencing
From: "CCristine Tovani" <ctovani@mail.ccsd.k12.co.us>

Thanks Melanie,

I don't usually tell high school teachers this, but the majority of
"activities" I wrote about in the book I did with first graders. It's so
true that good readers share thinking strategies and that age doesn't
matter. What seems to matter in my circumstances is the sophistication of
the text and the reader's familiarity with the text structure.

Cris Tovani
Smoky Hill High School
720-886-5643

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

Date: Tue, 29 Jan 2002 22:19:11 -0500
From: Dave & Deb Smith <D-SMITH@cybersol.com>
Subject: Re: [mosaic] novel in an hour?

Yes and there are children who freak about it too. I did this today
with a third grade class. deb

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

Date: Tue, 29 Jan 2002 23:22:31 -0500
From: Dave & Deb Smith <D-SMITH@cybersol.com>
Subject: [mosaic] Leadership conference notes from Dick Allington's presentation

Four Blocks Leadership Conference notes

What We Learned from Expert First and Fourth Grade Teachers
Dick Allington, University of Florida

6Ts

Time -- more reading and writing; less stuff
Texts -- more often in "just right" books
Talk -- conversation more than interrogation; (before and after
activities in GR)
Tasks -- bigger longer options
Teach -- coaching more than telling; side-by-side and small group focus
Test -- effort and improvement

Time -- more reading and writing; less stuff

"Stuff vs. Reading"
Stuff is:
Activating prior knowledge
doing KWL
stopping kids during reading to summarize
completing a story map
doing a crossword

To check if you are spending time on reading or stuff, ask yourself if
you would see someone at an airport doing this. Then you know if you are
having your students spend time on stuff or spend time on reading and
writing.

Exemplary teachers spend 3 minutes on the beginning or introduction.
Exemplary teachers encourage students to:
Do a "quick write"
Read what you meant
Self monitor
Turn and tell a neighbor about what they just read.
Summarize with a peer about what they just read.
Spend an enormous amount of time on actual reading and writing tasks.

Time -- more reading and writing; less stuff continued...

Typical teachers have students read the chapter and answer questions at
the end of the chapter. Or read the book and fill in a story map afterwards.

Exemplar Teacher Example of spending time in first grade:
Monday -- Basal Monday Day
whole class reading in a shared reading format. Teacher reads, then the
students and teacher re-read in an Echo reading format. Discussion of
connections. May read again in a three-ring circus. After reading
includes completing "Project pages" in the workbook to meet district
requirements.

Tuesday - Friday -- read another 33 little books in Self-Selected and GR
blocks.

Typical Teacher Example First grade
Monday -- background knowledge, vocabulary development, no reading by
children today)
Tuesday -- shared reading (teacher reads, children listen and follow
along, no reading by children today)
Wednesday -- GR group
Thursday -- GR group
Friday -- draw a picture about the story. Label the picture. (No reading
by children)

Exemplar Teacher Example of spending time in fourth grade:
Monday -- read social studies text
Tuesday - Friday -- read trade books related to social studies themes.
On the average 18.2 trade books read in Social Studies class of Exemplar
teachers.

Typical Teacher Example Fourth grade
The typical teacher took a week to read each chapter. On the average 0.8
trade books read in Social Studies class of typical fourth grade
teachers. The typical teacher assigns one book per year and 80% of the
class completed it. The typical teacher does a lot of Round Robin
reading, interrupts the flow of the reading after each
section/paragraph/sentences by drilling low level questions.

Side note -- As an observer if you are dozing off during listening to a
badly read reading aloud, then this is NOT working for the students either.

Texts -- more often in "just right" books

Exemplary teachers have books in their classrooms. These books are
multi-source. Exemplary teachers give multi-level assignments to
accommodate multi-leveled readers. They do not give one assignment or
one book for everybody. Kids have choices. They have "managed or
controlled choice", but choice none the less. There is no "queen of
reading" in exemplary teachers' classrooms, rather better readers have
greater responsibility to help other people with reading. Teachers are
heard to ask, "Do I look like the only teacher in this room? I am not
the only one who solves the problems."

Allington comments / statements:
When students read in hard books, it reduces motivation. There was
nothing good to say about hard books. It takes 3 minutes of hard reading
to accomplish what 1 minute of easy "high success reading" accomplishes.
"High Success Reading" is reading accurately, 80% of the time, in fluid
phrases. Only 20% of the time a little harder.
Which kids in your building get the books they can read?
The top 25% of the high functioning readers.
In the international tests, the higher the grade level, the lower the
United States ranks compared to the world. Since education is working in
the primary grades according to the national tests, high schools should
become like the primary grades. Instead the trend is the other way around.
Kids have a desk full of books they can't or can read. Teachers should
pull everything out of the desks. Analyze it. Accurately compare it to
reading level. Can the children comprehend 99% of the material? The
gifted children can read everything in their desks. The LD students
can't read anything in their desks. That's why low kids can't read, NOT
the kids' brain power or the parents genes, but the schools refusing to
provide reading material that the students can read.
Schools are designed for college bound.
Find books that kids can read. Schools full of desks of unreadable books
are a lawsuit waiting to happen. Every curriculum and class says, "FIND
the instructional level to teach." BUT DO WE do as we say??????
19 states have state mandated textbook adoption. All 19 states are in
the bottom ½ of achievement.

Talk -- conversation more than interrogation; (before and after
activities in GR)

There are no studies of the influence of classroom talk on the ability
to read. However, Keith Johnson is currently researching this. However,
in the studies the researchers noticed that the exemplary teachers had
more conversations with their students instead of interrogational talk.
The interrogational talk was coined, "IRE":
Teacher initiates
Children replies
Teacher evaluates.

IRE example: Teacher initiates a question, "Where you going?" Child
replies, "Home." Teacher evaluates, "No before school you are already at
home. Teacher initiates another question, "Where do you go in the
morning?" Child replies, "School." Teacher evaluates, "Good." 90% of
observed classrooms only had IRE talk in the classroom.

In the other 10% of classrooms, the exemplary teacher guides the class
in discussions, in conversations. Kids can actually talk to their
teacher. In the exemplary classroom 10-20% of the conversation is
discussion. Struggling readers greatly benefit and show enormous growth
from this approach. Exemplary teachers say things like,"Did anything
like this ever happen to you?" "Tell me more." "Can you relate to this
character." "How?" "Do you like this book?" Text to text; text to self;
text to world connections are encouraged. Provide author studies to
teach text to text. Provide autobiographies to encourage text to world
learning. Conversation is encouraged. Debate and discussion are planned
into lesson plans. "WRONG ANSWER" doesn't come into normal conversation.
Instead "I don't think so because.............. Why do you
think............? There needs to be a balance in the types of talk
heard in the classroom.

Tasks -- bigger longer options

If the exemplary teacher wants to teach a specific unit on insects, she
provides an opportunity for everyone to "capture a bug" over the weekend
and look at the bugs under a microscope. The students then find out
about the parts of bugs while looking at real bugs under a microscope.
Teachers provide opportunities for research. The children are working on
different assignments and discoveries.

Teach -- coaching more than telling; side-by-side and small group focus

Exemplary teachers simply teach more.

Exemplary teachers: *model
*coach
*show
*provide side-by-side teaching
*provide explicit instruction as students need it
* balance small group instruction amongst the children
* balance small group instruction with the children

Typical teachers use this model 99% of the time:
Assign
Assess
Practice
Pray Mode
Read and Answer Questions (For example, AR tests)
Allington comment, "Traditional phonics works with the kids who don't
need them."

Test -- effort and improvement

Allington commented that "A" students are typically slackers. Exemplary
teachers teach kids with the highest scores may fail reading in his
class since they don't work hard. They teach students that the hardest
workers should get the highest grades. Struggling kids would rather be
labeled "LAZY" than "stupid." Typical teachers gives the highest grades
to the children who get the most right.

--
deb

Four Blocks Consultant
debsmith@debfourblocks.com
www.debfourblocks.com

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

Date: Wed, 30 Jan 2002 17:22:47 -0500
From: Shelly Kennedy <skennedy@tsc.k12.in.us>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

I don't particularly know of that author's question types, but I keep a
card on my desk of different levels (kind of like Bloom's Taxonomy) of
the different levels of questions.

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] forward/Why does prior knowledge work?
Date: Wed, 30 Jan 2002 18:12:43 -0600

>>From Laura:

Prior knowledge works as a warm up for the brain before we read. It allows the kids to get ready to receive new information. What I modeled for the
kids in week two was How do readers access prior knowledge. Access is
defined as getting it out. They are shown various webs and graphic
organizers.

This week -week 3, I am modeling how readers use prior knowledge to help
them
comprehend. I modeled with -
Amelia Bedelia Goes Camping - we made a web of what I knew already about
Amelia Bedelia. I then said, well knowing that Amelia gets confused and
takes the directions literally, I am thinking she will find herself in some
kind of trouble. I then read a page -

Mr. Rogers told Amelia to put pine cones on the barbeque to start it, and
put
the coffee on it too. I thought aloud - Well I know Amelia is going to get
confused. She is going to think they want her to start the fire with the
pine cones and I bet she doesn''t use a match. Sure enough when we read,
that is exactly what she did. This models how you use prior knowledge.

Another day, I used a Junie B. Jones book. We have read many of these. I
said, I will access my prior knowlege on Junie B books. The book was -
Junie B. Jones and the Sneaky Peeky Spying

I made two webs, one for Junie B and one for the word spying. I wrote that
Junie was a girl, curious, gets in trouble, funny. I wrote for spying what
I
thought it meant - watching people when they don't know you are watching
them. I then modeled how to use this prior knowledge to help me comprehend.
I said, I have expectations for this book. I am expecting it to be funny, I
am expecting Junie to get in some trouble, I am expecting her to start the
book saying ... like she always does. I also am expecting her to be spying
or watching someone. I then began reading and as each thing happened I
pointed to the web. I then said, when you have prior knowledge of a series
book, you have certain expectations from it. If it isn't there you will
stop
and say - huh. If it is there you are more aware of it if you use your
prior
knowledge.

Hope this helps.

Laura
readinglady.com

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] forward/daily schedule
Date: Wed, 30 Jan 2002 18:13:44 -0600

>>From Bridget:

I posted this to the teachers.net ring...hope someone might find it helpful
here--Bridget

Here is a picture of four blocks in my room yesterday. Format is similar
and
predictable daily...what happens in the format differs depending upon
purpose, but here is yesterday:

8:45-9:00 Students arrive and begin Spiral Math (Problems on the board
reflecting concepts from throughout the year, done in a small spiral
notebook--name stolen from Laura). : )

Pledge, Thoughts on the Day Ahead

9-9:40 Music Class

9:40-10:15 Students return from Music get a healthy snack. One student
"bopped" this week's Word Wall Words. (Leads class in chanting and
cheering). Then we did a Making Words lesson from Making More Big Words. I
used the word endangered. We are working on Organisms and their
Environments
from our Course of Study. We also have worked through a lot of issues with
prefixes and suffixes and how they change words through the Nifty Thrifty
Fifty, so we sorted for various prefixes and also for words that are spelled
with similar endings but pronounced differently.

10:15 At 10:15 the students gathered in the carpet area which was very
messy
at the time due to a delivery of books...darn...for our after-school program
and there really is no other place to store the books than my room...darn...
Anyway, I'm off task already...lol. We have returned to the concept of
Accessing Prior Knowledge and how it helps us understand what we are
reading.
Our class publishes a weekly newspaper and last week's issue was not
exactly
stellar. I held up Gail Gibbons' book Deadline: From News to Newspaper. I
talked about how I have had a lot of experiences with newspapers: reading
them, writing for them, publishing them, etc. and so I have a considerable
amount of prior knowledge for newspapers. When I pick up this book, all of
my thoughts about newspapers come flooding through my head like the hundreds
of links that would come up if I searched for "Newspapers" on yahoo.com. I
have a considerable amount of prior knowledge, but I'd like to learn more
about how to plan and publish a newspaper, so I'd like to see what Gail has
to say because I respect her research. But I need a way to organize what I
already know. At this point I asked for different ways. The students came
up
with webs, KWL charts, or a brainstorm list. They drew a quick version on
the board of what those would look like in their initial form. I then read
a
few pages of the book, stopping to think aloud when I read something related
to my background knowledge and if something prompted a question (What is a
production meeting? How are they run? Would that work for our paper?) I
jotted it in the W section, or on a part of the web, etc. All of this took
about 8 minutes to do. I asked them to prepare for Self Selected Reading by
first jotting some thoughts in their Reading Response Journals about the
book they were going to be reading today. If it's a new book, what do I
already know about this topic or this author's style? If it's a book (or
piece) in progress, what do I know so far about the plot?

While the students were reading/writing, I conferenced with 7 and my
OhioReads volunteer conferenced with 3. We talked about applying the
strategy of accessing prior knowledge with the book the child chose to read.
Notes and suggestions were written in their small spiral notebook (flip up
like a steno-pad) and then 5 students shared their strategy for organizing
prior knowledge in the share chair.

11:30 Students Played Dice Multiplication for 5 minutes. We discussed
Spiral Math from early in the morning. (This gives late bus people and
slower workers time to try most of the problems.)
We're working with Investigations Math Materials on Arrays and Shares. I
placed a student written word problem on the overhead and they talked with a
partner about what the problem was asking and two ways they could solve it.
We returned to the group and shared strategies. Then I gave them another
student written problem to solve on their own by writing an equation,
solving
it two ways, and explaining their thinking.

12:20-1:20 Lunch
Today I had lunch with a student who is struggling with math. Some
days I have Lunch Bunch for reading, some for Math, sometimes we just play
Upwords. Most of the time the room is filled with student's working on our
door, playing games, working on the computer, doing research, creating
things, etc.

1:20 We began the afternoon by discussing the possibility we have of going
to Columbus Zoo to spend the night at the Zoo. The superintendent said "We
can work anything out". So the students are learning how to apply
inferential thinking in a real world situation. We have to raise a
considerable amount of money to do this. So they began brainstorming a list
of things we could do to raise money. This was my "Before" for Guided
Reading. I wrote on the board, "goods" and "services". I asked them to
turn
to page 204 in our Ohio Adventure book and read to find out what a goods and
services are. I also asked them to figure out why I would have asked them
to
read this section of a chapter at this point in time. After they read
silently (except I read to some of the struggling readers and my special
needs students) we discussed what they read. I asked them what I mean by
"goods"...someone answered. I said "someone read me where Trisha found that
in the text"...and this went on for about 10 min. Then we made a T chart on
the board and brainstormed a list of goods and a list of services and
discussed how our ideas for raising money fit in those categories. (All of
this took a total of a half hour.)

2:00 Here's what's happening in my Writing Block and Science. The students
are working to each publish a book on an animal that they have chosen. This
stemmed from environmental concerns they had over drilling for oil in the
Arctic National Wildlife Refuge. We are building a zoo that represents all
of the major types of habitats. Their books are at very stages of
publication, but are really well researched and coming along very nicely!
So, some students were having publishing conferences with me or our aide who
is there for our autistic child. Some students were scanning pictures for
their books. Some were doing further research on the internet or typing
their manuscripts in my mentor's classroom. While they were free to do
choice writing, they are so engaged with this project that no one chose that
choice. Some were actually building their zoo habitat and problem solving
with small groups. For example, 6 students have researched animals that
call
rainforests home. They have decided to team up for their habitat. The
problems arise that "I eat everyone else in this habitat. I know that
because my research says small mammals and that pretty much takes care of
everybody here." : ) They remembered seeing boxes near the trash at
recess,
so they gathered them up and figured out how to stack them to give the frame
of a tree with three levels, so that those who live in the understory are
separated from those who live in the canopy, from those who live in the
emergent layer, etc. They decided this was okay because it is a model zoo
and they will treat it like a museum display, using labels and informational
captions to clarify their intent to teach. This led a polar bear keeper to
build on the same idea only record some polar bear information on tape and
have it accessible at her exhibit.

Students were responsible for being cleaned up, organized, and on the story
carpets at 2:55. Share chair at this point was an opportunity to showcase
problems that were solved, or significant progress in publishing.

Then the lights went down and the mood changed, and we talked briefly about
what has been happening in Dogsong...our prior knowledge of the text, a
novel
we have been reading aloud throughout our ANWR investigation. I reread a
few
pages to remind us what was happening and then read without thinking aloud
so
they could enjoy...and be grossed out at times...by the text.

3:20 The principal began calling names for dismissal and the instructional
day was done.

4:00 High School Students and 6th graders arrived for tutor training in our
after-school program. They will work one on one with 60 struggling readers
for the rest of the school year, for one hour a week. 15 minutes of working
with words (SSP), 1/2 hour reading, and 15 minutes of shared writing.

And there was yesterday... I arrived home just in time to hear the state of
the union and woke just a few short hours ago with this cold deal. Great.
Grades are due thursday and I have an entry year teacher workshop all day
today. Guess I'm going to try for a couple hours more of shut-eye.

Hope this helped someone. It sure felt good, albeit wordy, to write.

Bridget

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

From: CPres64735@aol.com
Date: Thu, 31 Jan 2002 09:06:18 EST
Subject: Re: [mosaic] staff development

Last night was the second in a series of 5 staff development classes at a
neighboring school district. There are 27 people in the class. 23 brand new
teachers and 4 teachers with more than 5 years of experience. My partner did
about an hour and a half of Guided Reading and then I did a Model Lesson
using Nettie's Trip South by Ann Turner. I read the book aloud and then
passed out transparencies and books and markers. Groups of two had to write I
Wonder statements on the transparency and their favorite line of the book. I
gave them about 15 minutes and then they had to come up and share on the
overhead. It went fairly well except for 2 men who decided to question every
single statement and argue about the intent of the book and the lesson. It
was very tiresome. Even some of the other teachers were rolling their eyes. I
was just trying to answer their questions/comments gracefully and get back on
task. My next class is Feb. 13. I am open to lots of suggestions on how to
handle these "hecklers" without being rude.

Chris

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

Date: Thu, 31 Jan 2002 11:05:05 -0500
From: Dave & Deb Smith <D-SMITH@cybersol.com>
Subject: Re: [mosaic] staff development

You don't necessarily have to be extremely polite. If they are ruining
everything for the others, you can address that. I would quietly say
something to them before starting, but if they continue to heckle. I
would ask them to knock it off. I wouldn't tolerate this behavior from
second graders so I wouldn't from adults either. deb

--
deb

Four Blocks Consultant
debsmith@debfourblocks.com
www.debfourblocks.com

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

From: Readinglady1@aol.com
Date: Thu, 31 Jan 2002 16:32:45 EST
Subject: [mosaic] Staff Development

We were taught when we trained for staff development, that you generally
don't get into a disagreement with someone. As hard as it is they said to
seem to value the point and then move on. They gave us lines such as -

I see your point, but ...

That's one way to look at it, but

My favorite was - I'm not asking you to work harder - just smarter.

There are complainers and moaners in every crowd. We have to go for the ones
that are interested and keep plowing ahead. They are the teachers that will
go back and actually try out the ideas presented. The others probably have no
intention of trying or changing anything they do.

Good luck.

Laura
readinglady.com

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

From: Jean247727@cs.com
Date: Thu, 31 Jan 2002 17:07:06 EST
Subject: Re: [mosaic] Staff Development

Laura.
I agree with your way of handling the hecklers, however....
I would say....
"I see your point. Thank you for sharing your point of view."
or
"That is one way to look at it. Thank you for pointing that out to us."

I would try my VERY BEST not to end my comment with "BUT."
I think once you end with a "but" statement it opens the door for a rebuttal.

Jean

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

Date: Thu, 31 Jan 2002 17:14:29 -0500
From: Shelly Kennedy <skennedy@tsc.k12.in.us>
Subject: Re: [mosaic] staff development

I have trained schools before in staff development and it has so tough
to have the folks that don't want to be there. Should I assume that
these folks were forced to attend? If not, could you consult with them
privately about their issues?
When people were forced to attend some of my trainings, when I was in a
small group with them I just used a lot of "I understand" statements.
Then I challenged them to use one of the strategies that I taught for
two weeks. (This was not in mosaic; this was in creating
"Brain-compatible" classrooms"). Commit to doing it every day and doing
it exactly the way it's supposed to be done. If you see a difference
then Wow...you've grown and changed. If not, you say...tried it, no
thanks, not guilty. It usually turns out to be a WIN-WIN for all! Hope
this helps.

Shelly

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

From: Readinglady1@aol.com
Date: Thu, 31 Jan 2002 18:06:36 EST
Subject: [mosaic] Staff Development

I would try my VERY BEST not to end my comment with "BUT."
I think once you end with a "but" statement it opens the door for a rebuttal.

Yes, you are right. I would not end the sentence with but. What we were
told was to say - I see what you are saying, but this is a different
approach, or some other kind of comment. I had teachers that came to a
recent workshop for Title 1 schools in my district. A few kept asking
questions and my initial feeling was that they were not happy about being
there and not buying in to what I was saying. I handled it by saying
something to the effect of

I see what you are saying but I can tell you it can and does work. Please
feel free to come in to my classroom anytime you'd like to see it in action.

They did come in, about 4 of them, 2 weeks later. They were very impressed
and very willing to try a few of the strategies with their classes. Not
totally sold, but willing to try. That's progress.

I feel that if I had gone with my gut that they were being rude they would
not have taken the olive branch that was offered. It's such a hard call.
After the workshop they did apologize for their questioning. What was being
seen was their frustration with the system and their classes.

Laura
readinglady.com

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

From: "Gail Hanna" <gddoerr@msn.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Fri, 1 Feb 2002 16:10:22 -0800

Welcome the questions! Question everything - ask "how do you know, and ar=
e you sure?"
Handle the "hecklers" by applauding their courage to ask the question. Di=
versity of opinion is important. Perhaps this is an opportunity to expand=
our thinking beyond "Mosaic" We need to incorporate the works of Mark Sa=
doski and Allan Paivio. Has anyone read "Imagery and Text - A Dual Coding=
Theory of Reading and Writing" ? Let's get some discussion going about M=
ichael Pressley's work! Mosaic is just but one piece of the big picture.

Gail

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

From: PhilSharonElder@aol.com
Date: Sat, 2 Feb 2002 09:51:36 EST
Subject: Re: [mosaic] Readers Workshop LAURA

Laura,
I was excited to read this post by you. I'm a new graduate student (2nd
semester doctoral candidate) at Auburn University in the Reading Education
program. I have been in a state of dissonance/disequalibrium regarding my
own classroom instruction in reading management. It's an exciting state to
find yourself in, because dissonance brings about personal growth! I have
been using 4-blocks for 2 years now. I have been envisioning combining the
very two blocks to which you referred and was excited to find that you have
already done so as I have the utmost respect for you as a teacher. Could you
elaborate more on what this time in your classroom now looks like? I would
be most interested in learning from you.

Also, I have not been a fan of levelized grouping for guided reading.
However, I must say that I have now seen it done very effectively. The three
observations I was able to see, had teachers leading small groups very
effectively through a thoughtful literacy guided reading time. The basal was
not used. The time was well spent in developing MOT strategies. It would
take 90 minutes to accomplish though if I had 3 groups. I suppose the time
not with the teacher could be the SSR time. However, word study and writing
would need additional time allotted. And time is certainly the issue with
me! Where can I possibly adjust my time? We're already jam-packed!

Any feedback would be appreciated,
Sharon
1st/AL

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

From: PhilSharonElder@aol.com
Date: Sat, 2 Feb 2002 10:10:42 EST
Subject: Re: [mosaic] Readers Workshop LAURA

Please allow me to add one more thought here. The reason I bring this
thought to the table is because the strength I saw with this grouping
practice was that the teacher was able to interact with the students for an
extended time while applying MOT concepts. The teacher would also be able to
meet with every student every day using such a format. Now, that causes me
to stop and take notice. However, the disequalibrium comes into play because
I see my kids using the 4 blocks grouping techniques very effectively as
well. But I wonder.... what about those few kids who are always off task?
What about when I'm not with those kids when a teachable moment arises?

It's been said: If you resist reading what you disagree with, how will you
acquire deeper insights into what you believe? The things worth reading are
precisely those that challenge our own convictions.

I think that explains the person I am. I've disagreed with levelized
grouping for years. Now I'm exploring its strengths in an effort to
challenge my own convictions. I believe such a practice will challenge my
convictions and the end result will be either "change" or "deeper insight
into what I believe". So how can I go wrong by doing so? ;)

Sharon
1st/AL

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

Date: Sat, 02 Feb 2002 19:59:58 -0800
From: KathleenA Renfrew <karenfrew@earthlink.net>
Subject: [mosaic] guided reading

Hello all you very knowledgeable folks,

I have a couple of issues I am struggling with. I think I am doing a
fairly good job doing shared reading, teaching the strategies using
picture books. I only have twelve kids. Most of this direct instruction
is actually done in my morning meeting. What I don't think I am doing as

good a job with is getting my kids to practice the strategies they are
taught during their independent reading.

The second thing I know I am not doing is small group guided reading. I
just can't seem to pull that off yet. I have just finished doing running

records etc. on my kids for the second time this year using the Jerry
Johns materials. Thanks to whoever recommended them.

How do other people implement guided reading ? Do you do guided reading
during independent reading time? I have read MOSt of the current
literature about this. What I really need is to see it modeled. Can I
take a field trip and visit someone? Any suggestions? BTW I teach a
multiage grade 5/6.

Kathy from VT

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

From: Annette201@aol.com
Date: Sat, 2 Feb 2002 20:07:35 EST
Subject: Re: [mosaic] Readers Workshop LAURA

Does anyone know what happened to the website: Not another website: it had
wonderful ideas for Reader's workshop, etc and it has
DISAPPEARED!!!!!!!!!!!!! I am not happy!! If anyone can find it, let me know.

I am feeling some frustration as a Reading Specialist with Guided Reading, as
a lot of people seem to think its levels and not processing. Maybe its too
muich work to think about., it is difficult for some.

Annette

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

From: Annette201@aol.com
Date: Sat, 2 Feb 2002 20:33:48 EST
Subject: Re: [mosaic] staff development

the worse though is when they talk through what you are saying,,,,I am a good
speaker but I have had the jerks who sit there and read and talk and usually
sit in front!!!! One time I was in the audience and a girl opened up a
book to read when the speakers were talking ( I think it was the new book
that Oprah wanted in her club and the writer refused to let her or something)
anyway,,,I couldn't believe it!!!. it was very shocking.

I have decided to keep myself from being in situations like that and not
share in front of people: I know that is selfish but I help the teachers who
want help. and not in a workshop where they can be obnoxious.

Annette

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

From: "Sandy and Jerome Loomis" <s-jloomis@bendnet.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Sat, 2 Feb 2002 19:39:11 -0800

Please tell us some more about Michael Pressley and his work.

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

From: EAshley76@aol.com
Date: Sun, 3 Feb 2002 16:42:01 EST
Subject: [mosaic] Reading Workshop Reading Logs

I was just reading Laura's comment from a while ago about using a reading log
for accessing prior knowledge, recording questions and coding answers, saving
post-its, etc. I love the idea of having a written record of students'
thinking! I never thought of using a "reading log" to this way!

As I "sythesize" this idea, I'm developing some ideas of my own. Would it
work to staple in copies of those reading strategy posters so that each child
has his/her own reminder? Would it work to divide the reading log into
strategy sections? Then, have the child record his/her practice with that
strategy in the appropriate section? When Laura told the story of the little
boy who made a chart of words that tell you are making an inference, he could
also keep a chart in this reading log in the "inference" section.

The only problem I see with dividing up the log into the different
strategies, is that when you read a book you more often incorporate several
strategies. This would make it challenging to record your thoughts in all
the right places. Of course, I wouldn't do this all the time in an extensive
way. I was just thinking about using the simple strategy of OWL which
involves questioning and connecting. So, would it be a better idea to divide
part of the log into comprehension strategy sections, and the other let the
other half be chronological?

I'm still thinking. I hope my thoughts are clear because I would be
interested in feedback!

Thanks,
Ashley/ 2/FL

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

From: Readinglady1@aol.com
Date: Sun, 3 Feb 2002 16:56:34 EST
Subject: [mosaic] Staff Development

Be sure to print the free strategy posters for you next presentation. They
are a big hit. Go to readinglady.com click on Comprehension link, then use
the drop down menu in the middle of the page to see the posters. They can be
enlarged for classroom use, or used as is.

Laura
readinglady.com

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

From: Readinglady1@aol.com
Date: Sun, 3 Feb 2002 16:59:32 EST
Subject: [mosaic] Reading Workshop Logs

I don't divide my reading response log into sections, but I do have them
label the strategy they are using on the page. The kids have also gotten in
the habit of including the book title on the page. For example, when the
kids were working on a prior knowledge web they would write date, prior
knowledge, title of book, then the web would be below. If a child creates a
learning chart, which is their newest invention, they would write the name of
the book, date, learning chart. They like to write - I never knew ....

I think since all the strategies are so interwoven it really wouldn't make
sense to divide the book into sections. Just my opinion.

Laura
readinglady.com

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

From: Jean247727@cs.com
Date: Sun, 3 Feb 2002 17:39:12 EST
Subject: Re: [mosaic] Reading Workshop Reading Logs

Suppose you had a form made out that was sectioned off by strategy. Each box
would be labeled with the strategy with room for students to add comments,
questions, insights. These forms could then be stapled into a log or saved in
a folder and later bound together. Each sheet could be two-sided. Strategy
Blocks on one side with blank lines on the back for students to write. This
writing could be an extension of their thinking or an answer to a direct
question from you regarding the reading, etc. You've got me thinking too.
Good luck! I'm sure their are others who can refine this "recording" process.
I too like having a record of my students "thinking." I also like THEM to
have that record.

Jean

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From: "btilllman" <btillman@farmerstel.com>
Subject: Re: Re: [mosaic] staff development
Date: Sun, 3 Feb 2002 18:33:11 -0500

In the tough situations I've been in, it has always helped to remind the =
teachers that you are where they are. Because I teach first grade, they =
know that what I "preach" I am living each day.=20
If you are not in a classroom, that is more difficult, but it is still =
important to help them understand that you know where they are coming =
from. If you are frank with them when they ask tough questions (even if =
that means you say you don't know the answer) they can respect you for =
that.
I always say that if I don't know, I know where to ask to find out.
Cece/1/GA

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Date: Sun, 3 Feb 2002 17:21:26 -0800 (PST)
From: Melba Smithwick <melbayvette@yahoo.com>
Subject: Re: [mosaic] readers workshop & guided/shared reading]

At the risk of sounding dumb or?????? What is the
difference between reader's worksop and the
guided/shared reading model? I just read a post where
someone mentioned something about leveled reading? I'm
not quite sure what that meant. Can anyone educate me?
I have led a staff development session and modeled the
reader's workshop, but I'm not really sure what guided
or shared reading is and how it ties to the reader's
workshop.

Melba Smithwick, Staff Developer
Paul R. Haas Middle School
Corpus Christi ISD

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