2-6-03

Date: Mon, 27 Jan 2003 18:39:54 -0800
From: ~Katharine~ <katha@syix.com>
Subject: Re: [mosaic] Routman ch. 1,2,3

I'm sure I'm as guilty as anone of moaning and groaning in the staff
room. Now I'm trying to think what can be done about it. I've tried
bringing in articles and they go unread. I've tried to think what to
do to get a higher level of conversation going -- maybe I need some
"story starters". "professional conversation starters"

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

From: MEHitzel@aol.com
Date: Mon, 27 Jan 2003 23:12:05 EST
Subject: Re: [mosaic] Routman ch. 1,2,3

Katharine,
Sometimes, teachers need that opportunity to vent about the stresses
and
frustrations they are dealing with. Sometimes, a sympathetic ear gives you
the energy to go back to your class with renewed energy. I also think that
complaining can become a habit for some. I really don't think there would
be
much interest in discussing an article at lunch. It's kind of a
down/rejuvenating time. The problem is that this is really the only time we
really get together as a grade level. Chances to talk and collaborate with
other grade levels are nil. I am excited that my book study group is
starting next week and I had a lot of people sign up to participate. Maybe
I'm not the only one at my campus thirsty for some professional
conversation!
Martha/4/5/AZ
++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 27 Jan 2003 20:39:08 -0800
From: ~Katharine~ <katha@syix.com>
Subject: Re: [mosaic] Routman ch. 1,2,3

Yes, I know what you mean. I was just thinking that perhaps
conversations could be swayed. We seem to talk about the same things
every day and most of the teachers do comment on what a downer it is
to sit and complain. I was just thinking that perhaps a new thread
could be introduced there in the staff room - new habits begun.
Something more positive & helpful -- goals and answers.

As for articles, I sometimes tape them up in the bathrooms. Or
paragraphs or quotes I like. I love to assume that they are being
read -- the fact that they aren't torn down encourages me.

How exciting that you got sign ups for your book study group. I've
tried both a group to read educational books and a group to read
fiction and no one was interested in the ed books. The speach
therapist and two special ed teachers joined me in the fiction group.

I hope you have a great time,

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

From: MEHitzel@aol.com
Date: Tue, 28 Jan 2003 07:15:16 EST
Subject: Re: [mosaic] Routman ch. 1,2,3

Katharine - I love the idea of posting an article or paragraph! I can
already think of several things, maybe one of the quotes from Regie
Routman's
book that we've been discussing.
Martha
+++++++++++++++++++++++++++++++++++++++++++

From: PhilSharonElder@aol.com
Date: Tue, 28 Jan 2003 16:14:26 EST
Subject: Re: [mosaic] Routman ch. 1,2,3

In a message dated 1/27/2003 11:16:24 PM Eastern Standard Time,
MEHitzel@aol.com writes:

> I am excited that my book study group is starting next week and I had a
lot
> of people sign up to participate.

I, too, am hoping that professional book study groups may be part of the
answer. I'm in the process of trying to start one at my school. I just
sent
out surveys to our staff today asking who would be interested in such a
group. I even have a name for our group if the interest is there to start
it up... P.R.O.B.E. Book Club (Professional Reading Of Books in Education).
I've had two people approach me informally and express their interest. I'd
rather have a small group of four or five sincerely interested than a
mandatory full group. Attitude is everything, don't you think?

Sharon
1st/AL
+++++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 28 Jan 2003 21:28:44 -0700
From: Telus <c_mclean@telusplanet.net>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

This all sounds so interesting. And, it hit home!

I can understand your frustrations with not having some 'educational',
collegial conversations going in the staff room, but on the other hand, I
can agree with educators needing the time to unload personal
stories/problems/concerns. One of our teachers told me that she feels so
close to the staff, and this is where she feels she belongs, that this is
the only place she can talk about her personal problems honestly, with
others who understand where she is coming from.

I, on the other hand, will leave the staff room, and go to my room and work,
either alone or with kids, because I can handle only so many personal
stories, some of which I feel I should not be a part of.

But, there is some good news... I noticed professional talk on the rise in
our staff room and in all honesty, it was due to the increased professional
development time we have at school. As a staff, meeting and collaborating
together in a 'formal' manner, we meet 3 times monthly, after school, for
both a staff meeting, and professional development meetings. Our
professional development activities focus on our school's instructional
focus, which is 'reading for meaning', educationally known as reading
comprehension. Because we've been meeting so often, we are now getting down
and dirty, and we are looking at our school-wide best practices for teaching
and learning, along with looking and sharing together, our students' work.
This is proving difficult for some teachers, because they feel threatened,
but... we're all taking our turns at sharing.

So... in the staff room, teachers are asking one another how we get our kids
to do certain things - the questions I hear are - how did you assess that
activity? What did the kids think? How did you get them to go further and
dig deeper into the subject area?

This is really exciting, but I know that without the focused professional
development times, focusing on our work, learning about this, these
questions would not have been asked. This is now my 5th year at this school
(Elementary K-6), so I now know the consistent and timely p.d. has made the
difference. Even though this appears to be work for us, the quality of the
conversations has really improved.

Hope this helps... Ask more if you need to.
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Hartstein, Marian" <hartsteinm@ramnet.k12.ny.us>
Subject: RE: [mosaic] Routman ch. 1,2,3
Date: Wed, 29 Jan 2003 07:45:48 -0500

I have left copies of (what I think are) interesting articles in the
teacher's room and don't feel there is a response. Once I handed a teacher
an article that was short, especially relevant to her, and she responded,
"No, thanks, I don't have time to read." I think the minority of teachers
are interested in the world around them, as well as what connects to their
teaching, and I think that's enough as long as my own curiousity about the
world and literature (which I bring into my classroom) doesn't wane. Marian
+++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 29 Jan 2003 08:46:21 -0700
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
From: "Dawn Harbert" <Dawn_Harbert@ceo.cudenver.edu>

Stick with the idea of being positive and "relentless" in your quest. It
took our staff at least two years to move forward in a positive way, and
we're now having two book studies (Reading with Meaning and How's It
Going?) following Mosaic of Thought. Little by little things are
changing, and it's because the positiveness is contagious. Teachers
looking forward to retirement are now excited and rejuvenated, making
terrific progress in "updating" their thinking and practices. There still
are frustrations and a few teachers holding back, but the momentum is
definitely heading in the right direction.

Dawn
Castle Rock Elem - 6
Colorado
+++++++++++++++++++++++++++++++++++++++++++++++++

From: Annette201@aol.com
Date: Wed, 29 Jan 2003 18:28:30 EST
Subject: [mosaic] Ellin Keene

I am just back from Ellin's workshop in St. Louis! She was so great...I am
now a certfied Mosaic junkie and who knows, I might try to go to Chicago, ha
ha !!! to See her again I mean.

I met another listserve person there and I have a website for her, which I
will share with everyone. Its Mel Levine's :
http://www.allkindsofminds.org/
great stuff in there~

Annette
+++++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 29 Jan 2003 17:49:14 -0600
From: hurd@foxvalley.net
Subject: [mosaic] Book Study groups

Quoting Sharon, 1st/AL

I've had two people approach me informally and express their interest. I'd
> rather have a small group of four or five sincerely interested than a
> mandatory full group. Attitude is everything, don't you think?
>

Yes! Having done over 50 hours of Partnership Council Training in my school
district, I can say that I was very excited when the job of Reading Support
became available 5 years ago. As this job has evolved, one of the things I
have
learned is to go with the Pioneers & the Trailblazers. For me, the best
group
to learn/travel with is this group.

Our _Reading With Meaning_ book group has been our first venture into a
book
study group. We have a difficult time finding times for all of us to meet,
because the people in the group ARE the PIONEERS & Trailblazers. They think
passionately about many things, and are involved in numerous committees in
our
district and our building.

So, we meet, sometimes, just to set dates to actually get together & discuss
the
chapter(s), at a later time. None of us is able to commit to meeting every
"Third Tues. at 3:00." But our talks have made me realize that I am lucky
to
have 4 other staff members who want to be involved in sharing thoughts &
ideas.
It's envigorating!

The response to my requests for book study groups in the past 3 years, has
resulted in one other person wanting to participate, even though the
teachers
could earn credits towards recertifying, without ever leaving their school.
If I
took that personally, I would have quit this job long ago. I have to keep
reminding myself, that change is slow to come, and that everyone is ready at
different times.

I find that teachers have a lot on their plates these days. Some teachers
are
doing the best they are able to do & cannot participate due to other
committments, like graduate school, families that have young children, etc.

Kathy
Reading Support
U-46 Elgin
++++++++++++++++++++++++++++++++++++++++++++++++++

From: Annette201@aol.com
Date: Wed, 29 Jan 2003 19:42:49 EST
Subject: [mosaic] Notes

Here are a couple of things I got today.

Comprehending text is more than retelling. Comprehending is ongoing as you
read.
What happens after you read is assessment. Manipulate thoughts to
understand more completely.

I think I will try to type more into a word documetns and make an
attachment.
Jeez that sounds complicated. Wish me luck!

Annette
+++++++++++++++++++++++++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] Ellin Keene
Date: Wed, 29 Jan 2003 22:07:54 -0600

Thanks for the website, Annette. I am the "other" listserve person you =
met. Ginger...mission accomplished! Ellin was most grateful for the =
overhead and looks forward to meeting you in April. Hopefully, more =
mosaic "groupies" will be enticed to join in on the fun! As far as the =
conference...IT WAS GREAT!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! My only =
wish is that it would have been longer. Too much, too little time. I =
think Ellin would agree. After my schedule slows down a bit, I will =
post my notes from the conference. Ellin has new information that =
revises some of what is found in MOT. I look forward to establishing a =
book club for MOT soon and hope to follow it with Ellin's new book (out =
in about a year). =20

I will be sharing soon.........

~Karla
6th/IL
++++++++++++++++++++++++++++++++++++++++++++++++++

From: Kathyterr@aol.com
Date: Thu, 30 Jan 2003 11:25:14 EST
Subject: [mosaic] Ideas for Determining Importance?

Hi GInger and group,

I do appreciate the individual and list serve support I have gotten when I
ask a question before I do a staff development for my teachers. It has been
helpful, and I have recruited teachers to the list serve when I tell them I
get my good ideas from here.

Question ....I will be doing a workshop for grade 3 AND 4 teachers on the
strategy of Determining Importance.

Teachers, and staff developers....can you share some of your successful ways
of introducing this to your kiddos and or your teachers. I have gotten some
ideas on DI and fiction , but want to focus on informational text and
determining importance.

Also, any favorite selection for adult practice on DI?

Much thanks for any helpful hints.
Kathy
+++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Thu, 30 Jan 2003 16:50:50 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Ideas for Determining Importance?

I just used The Important Book as a model for teaching importance. After
reading the book several
times, we used the pattern for several interactive writing projects about
different plants and
animals in the desert. After assembling a brainstormed list of facts about
a given animal, we
worked to classify the facts as important or interesting. This wasn't easy
at first but they got so
much better at as we worked through several pages. We did three together
and then two boys came to
me earllier this week, wanting to write about scorpions by themselves. They
made a list of facts,
classified their facts by themselves and then used Brown's model to write
about the scorpions in a
parallel writing activing. They then worked together to integrate their
writing into a single piece
and prepared their page for the book. Today they presented it to the class
and invited everyone to
help with the illustration.

Loir--lst grade
+++++++++++++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Thu, 30 Jan 2003 19:50:36 EST
Subject: [mosaic] Ideas for Determing Importance

"Teachers, and staff developers....can you share some of your successful
ways
of introducing this to your kiddos and or your teachers. I have gotten some
ideas on DI and fiction , but want to focus on informational text and
determining importance.

Also, any favorite selection for adult practice on DI?"

There is a nice activity in Cris Tovani's book I Read it But I Don't Get it
to use with teachers for Determing Importance.

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

From: "Mary Jo Wentz" <wingspan@powerweb.net>
Subject: RE: [mosaic] Ideas for Determining Importance?
Date: Thu, 30 Jan 2003 23:28:27 -0600

I discovered that, during the process of writing a story summary in
30 words or less (depending upon story length), other strategies could
be taught, including determining importance. There was much
negotiation to arrive at a consensus, sentences were combined for the
sake of brevity, alternative vocabulary might be necessary, and clarity
became very important. I used the short library notations found at the
front of the books as examples.

MJ Wentz
++++++++++++++++++++++++++++++++++++++++++++++

From: "Donna Baker" <baker@sprint.ca>
Subject: Re: [mosaic] Ideas for Determining Importance?
Date: Fri, 31 Jan 2003 05:49:01 -0500

Lori,
What a great idea! I have used The Important Book before, and the kids
loved it. I am now teaching grade 5 and we are studying the human body. I
think I will introduce the book as a way for each group to present their
information.
Can you post some samples of what your students have done? I always like
to give my students real examples of the writing task.

Donna
+++++++++++++++++++++++++++++++++++++++++++++

From: Alicia Vilas <avilas@srivernj.org>
Subject: RE: [mosaic] questioning
Date: Fri, 31 Jan 2003 16:06:11 -0500

Carrie,

Keep me updated on how it is going. I am also beginning questioning with my
5th graders on Monday. I started comprehension study units a bit late in
the year. I also spent a long time working on an author study unit. I
tried to read quite a bit of books to get ideas on questioning. I probably
will do and discuss many of the things I read. The book that is called
Yellow Brick Roads or that is in part of the title (???) mentioned a
questioning game, which sounded kind of interesting. The author says the
questions improve after each round. It starts off with individual
questions, then questions as partners and finally questions for a group of 4
students. I may want to discuss QAR with students. I think I will also do
quite a bit with predictions as well since it is a form of questioning.
They are trying to find out what will happen next.

Alicia
++++++++++++++++++++++++++++++++++++++++++++++

From: "David Fife" <fife_9@sympatico.ca>
Subject: [mosaic] Ch.4, 5
Date: Fri, 31 Jan 2003 21:09:06 -0500

A couple of things that my school does that Regie discusses in Chapter 5 are
Summer Reading Program and the Top Ten Book List.

The Summer Reading Program is run in conjunction with the public library.
The kids register for the program and receive a game board that they travel
around. Each space has a different genre that they must read next in order
to get to roll and travel around the board to the finish line. After
reading a book they must discuss the book with one of the library staff who
also asks them questions. Then they roll to get to their next reading
assignment. Great program. Over 90% of kids in grades K-6 enter it every
year.

The other thing our school does thanks to the principal is a monthly Top Ten
Book List. Suggestions are given to the principal by students who must
justify it to her. Then she produced the list in a great display case at
the office where all the kids can see it. Always a centre of attraction
when the kids walk by.

A couple of other points I took from these two chapters. Firstly the
importance of "Light Reading". What an important point for young boys.
Would you rather them reading say Sports Illustrated for kids or nothing?

Any thoughts on the grade 4 slump Regie mentions? It is frustrating when
you hear teachers past grade 3 saying "Well they are supposed to be able to
read already, I don't have to teach any reading skills!" What! Anyone have
any thoughts on this?

Dave
+++++++++++++++++++++++++++++++++++++++++++

From: Patty526@aol.com
Date: Sat, 1 Feb 2003 15:13:15 EST
Subject: [mosaic] beyond grade 4

I'm currently teaching fourth grade, and many of them read below grade level
for various reasons. Many of my colleagues tend to teach for isolated
skills
as presented in the teacher's edition - cause and effect, making inferences,
etc.
I have found that while these skills are important, and need to be taught
(along with some decoding skills not yet mastered), what they seem to
benefit
most from is looking at the "big picture" of reading. That's why I like the
strategies presented in MOT. They are applicable in anything they read, and
I tell them this directly. I tell them that I have learned something new
about reading, in my own professional development, (which I describe in some
detail for them), and that I am now sharing it with them. We spiral back to
strategies taught previously whenever we read anything.

I think these kids need to see that there is a structure to stories, also,
and we discuss this from a writer's point of view. We talk about what the
writer was trying to make them think, and then I ask them to try to remember
that they, too, can make their readers think a certain way. All this, I
think, and hope, gives them something to look for when they read
independently. It turns them from passive readers into active readers.

Of course, all with varying degrees of success!

Patty
++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 2 Feb 2003 08:41:27 -0500 (EST)
From: andrea auclair <anjordy@earthlink.net>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

I certainly have a lot of feelings about teachers above third grade saying,
"I don't have to teach reading; they should already know how to read!" This
is a good example of why GOOD professional development is needed, and often
a principal who is an educational leader, not just a manager. It is
especially difficult to get high school science and social studies teachers
(and English teachers, for that matter!!) to think that they should have any
roll in READING instruction. A high school in Durham, N.C., near where I
live, added a literacy center with a literacy teacher-leader this year. She
goes into classrooms and does demonstration lessons for those science and
social studies folks. The kids can also come to the literacy center for
extra help. What a great idea.

I started out as a high school English teacher, then moved to third grade
after a few years. (Then kindergarten, first, and now Reading Recovery)The
common saying, voiced by more than one principal I had, was, "In first and
second they're learning to read, and from third grade on, they're reading to
learn."
Of course now I know how outdated (but prevalent) this thinking is. One
principal in my district got a grant to purchase copies of Mosaic, and
Nonfiction Matters, and Strategies That Work, and Teaching With the Brain in
Mind, for our entire teaching staff a few years ago. Unfortunately, she left
to be the planning principal for a new elementary, so she didn't get to
implement the professional development/discussions springing from these
books. I would say only two of us teachers took any of it to heart and
changed our teaching as a result, but that's two, at least.

There's plenty of research out there about how high school students can read
(but choose not to, unless forced), but have trouble with higher-level
thinking during and after reading, and that's why it would be great if more
mavericks in middle and high school applied the lessons in Mosaic. Just my
opinion. Andrea
+++++++++++++++++++++++++++++++++++++++++++++++

From: "David Fife" <fife_9@sympatico.ca>
Subject: [mosaic] Ch.4, 5
Date: Fri, 31 Jan 2003 21:09:06 -0500

A couple of things that my school does that Regie discusses in Chapter 5
are
Summer Reading Program and the Top Ten Book List.

The Summer Reading Program is run in conjunction with the public library.
The kids register for the program and receive a game board that they
travel
around. Each space has a different genre that they must read next in
order
to get to roll and travel around the board to the finish line. After
reading a book they must discuss the book with one of the library staff
who
also asks them questions. Then they roll to get to their next reading
assignment. Great program. Over 90% of kids in grades K-6 enter it every
year.

The other thing our school does thanks to the principal is a monthly Top
Ten
Book List. Suggestions are given to the principal by students who must
justify it to her. Then she produced the list in a great display case at
the office where all the kids can see it. Always a centre of attraction
when the kids walk by.

Any thoughts on the grade 4 slump Regie mentions? It is frustrating when
you hear teachers past grade 3 saying "Well they are supposed to be able
to
read already, I don't have to teach any reading skills!" What! Anyone
have
any thoughts on this?

Dave
+++++++++++++++++++++++++++++++++++++++++++++++++

From: Patty526@aol.com
Date: Sat, 1 Feb 2003 15:13:15 EST
Subject: [mosaic] beyond grade 4

(along with some decoding skills not yet mastered), what they seem to
benefit
most from is looking at the "big picture" of reading. That's why I like
the
strategies presented in MOT. They are applicable in anything they read,
and
I tell them this directly. I tell them that I have learned something new
about reading, in my own professional development, (which I describe in
some
detail for them), and that I am now sharing it with them. We spiral back
to
strategies taught previously whenever we read anything.

I think these kids need to see that there is a structure to stories, also,

and we discuss this from a writer's point of view. We talk about what the

writer was trying to make them think, and then I ask them to try to
remember
that they, too, can make their readers think a certain way. All this, I
think, and hope, gives them something to look for when they read
independently. It turns them from passive readers into active readers.

Of course, all with varying degrees of success!

Patty
+++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 04 Feb 2003 07:22:59 -0600 (CST)
From: lak3866@hiwaay.net
Subject: [mosaic]

Hello- My name is Lee Ann and I teach first grade in Huntsville, Alabama.
The
faculty at my school is beginning a book discussion of Mosaic of Thought. I
found this listserv and am looking forward to learning your thoughts on
various
parts of the book.
+++++++++++++++++++++++++++++++++

From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: Re: [mosaic] here are some of the notes
Date: Tue, 4 Feb 2003 05:28:05 -0800

Are there any administrators out there? I am working/helping my friend =
who is a first year principal. She is totally qualified, intelligent, =
optimistic, dedicated to the position and our school. However, the job =
is starting to wear her down...complaining parents, teacher's preparing =
to go on strike, job actions, informational picketing, parents who =
refuse to admit that their child has done anything wrong, etc. I am =
trying to encourage her as much as possible in every way. Does anyone =
have any great quotes or a book that I could give her to keep her going =
down this rocky, 1st year road as a principal?
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: PhilSharonElder@aol.com
Date: Tue, 4 Feb 2003 08:41:34 EST
Subject: Re: [mosaic] Lee Ann in Huntsville

In a message dated 2/4/2003 8:24:57 AM Eastern Standard Time,
lak3866@hiwaay.net writes:

> Hello- My name is Lee Ann and I teach first grade in Huntsville, Alabama.
> The
> faculty at my school is beginning a book discussion of Mosaic of Thought.

Yay! Another first grade Alabama teacher! Hi Lee Ann. I'm a first grade
teacher in Phenix City, Alabama. I'm a "lone ranger" at my school in trying
to implement comprehension strategy instruction. While I see enough
successes with my kids understanding of and attempting to use comprehension
strategies to keep me plugging along, I think one of the most impressive
effects has been the level of literature discussions that has come from
these
firsties. I would suggest that you also read Debbie Miller's (she is
featured in MOT) Reading With Meaning along with MOT. The two complement
each other beautifully. And btw, Miller (along with Richard Allington, and
Gay Su Pinnell) will be presenting at the University of Alabama at
Birmingham's Reading and Writing Institute in June. The cost is nominal...
I
think it's $69 preregistration. Email me privately if you're interested in
an information flyer and registration form.

Sharon
1st/AL
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Roberts, Barbara" <broberts@bessk12.org>
Subject: [mosaic]
Date: Tue, 4 Feb 2003 13:33:08 -0600

I have read some of Mosiac and am now reading Debbie Miller's book. I find
myself going back and forth between the two when they refer to each other or
when i have questions about the text. This listserv has also been helpful.
++++++++++++++++++++++++++++++++++++++++++++++++

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Lee Ann in Huntsville
Date: Tue, 4 Feb 2003 18:29:47 -0500

Sharon,
You will really enjoy Dick Allington, but alot of teachers find him
abrasive. I think it is refreshing the way he "tells it like it is". Is
the Institute only for AL teachers? I live in AL, but work in GA. I
would love to see Debbie Miller and Dick Allington again.
Cece
+++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Tena Flanagan" <tflanagan@colbertcountyschools.org>
Subject: Re: [mosaic] here are some of the notes
Date: Tue, 4 Feb 2003 18:16:22 -0600

Yes it is anything by Tom Whittaker (I think this is his name) the books
are Motivating Teachers and Dealing with Difficult Teachers. They are
WONDERFUL I can't say enough about how they can help her stay motivated
and focused.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 04 Feb 2003 07:22:59 -0600 (CST)
From: lak3866@hiwaay.net
Subject: [mosaic]

From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: Re: [mosaic] here are some of the notes
Date: Tue, 4 Feb 2003 05:28:05 -0800
Reply-To: mosaic@u46teachers.org

From: PhilSharonElder@aol.com
Date: Tue, 4 Feb 2003 08:41:34 EST
Subject: Re: [mosaic] Lee Ann in Huntsville

In a message dated 2/4/2003 8:24:57 AM Eastern Standard Time,
lak3866@hiwaay.net writes:

> Hello- My name is Lee Ann and I teach first grade in Huntsville, Alabama.
> The
> faculty at my school is beginning a book discussion of Mosaic of Thought.

Sharon
1st/AL
++++++++++++++++++++++++++++++++++++++++++++++

From: "Roberts, Barbara" <broberts@bessk12.org>
Subject: [mosaic]
Date: Tue, 4 Feb 2003 13:33:08 -0600

From: "btillman" <btillman@farmerstel.com>
Subject: Re: **Possible_Spam** Re: [mosaic] Lee Ann in Huntsville
Date: Tue, 4 Feb 2003 18:29:47 -0500

Sharon,
You will really enjoy Dick Allington, but alot of teachers find him =
abrasive. I think it is refreshing the way he "tells it like it is". Is =
the Institute only for AL teachers? I live in AL, but work in GA. I =
would love to see Debbie Miller and Dick Allington again.
Cece
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From: "Tena Flanagan" <tflanagan@colbertcountyschools.org>
Subject: Re: [mosaic] here are some of the notes
Date: Tue, 4 Feb 2003 18:16:22 -0600

Yes it is anything by Tom Whittaker (I think this is his name) the books =
are Motivating Teachers and Dealing with Difficult Teachers. They are =
WONDERFUL I can't say enough about how they can help her stay motivated =
and focused.
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From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Routman ch. 4,5
Date: Thu, 6 Feb 2003 07:01:33 -0600

Carol and others, we are due to discuss chapters 4 and 5 in Routman's
Reading Essentials. Post your thoughts, questions, reactions, etc. whenever
you are ready.

Ginger
moderator
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From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] conferencing with students??
Date: Thu, 6 Feb 2003 07:13:46 -0600

Yesterday when I was out peer coaching one of the teachers asked me to help
her refine her conferencing skills. I had some suggestions but thought of
you all right away. Could you share with us what YOU talk about with YOUR
students during conferencing? Do you just have one focus or do you have
several things you discuss? This conferencing is taking place during
independent reading/self selected reading.

Thanks for sharing.

Ginger
grade 3
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Date: Thu, 06 Feb 2003 16:34:43 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] conferencing with students??

I sometimes like to review my kids' independent choices. They are allowed
to keep as many as three
books from the library in their tub at a time. I ask them to tell me why
they picked each book and
I love hearing the answers... favorite authors, illustrators, topics of
interest, books I've read
aloud and books friends have suggested to them. All such good reasons to
pick books. Sometimes I
ask them to read to me, doing running records and more formal retelling, but
I also just love
hearing them tell me about the books they've read. I know my library pretty
well, so I can usually
tell if they have honestly read or are using pictures more than print.

Lori
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From: RKCTEC5@aol.com
Date: Thu, 6 Feb 2003 18:02:39 EST
Subject: Re: [mosaic] conferencing with students??

Ginger,
I use the "research, decide, teach" model, where I try to figure out what
the
child is doing, decide on a teaching point that will help the child to
become
a better reader, then teach the child to do that. Since I have kdg, a lot
of
my conference talk tends to be on reminding children to use a particular
stategy to figure out an unknown word, such as: skip and return, think
about
what would make sense, look at the pictures. I also remind them to touch
each word if that's what's needed. Often I remind them that authors don't
tend to write junk, so whatever they read must make sense.

The more I understand MOT, the more my conferencing is taking on the
qualities of teaching for real comprehension. I talk with individuals about
what the story was about, what connections they made, or have them summarize
or retell. I am starting to use the language of comprehension, --schema,
connections, questions, etc., in individual conferences to better understand
how my students are making sense of and using the comprehension strategies.
Ruby
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From: SBThornton1@aol.com
Date: Thu, 6 Feb 2003 18:22:22 EST
Subject: Re: [mosaic] Lee Ann in Huntsville

Hello Lee Ann and Sharon: I am from Muscle Shoals, Alabama. We are using
MOT, Strategies that Work, Sharon Taberski's On Solid Ground, and Debbie
Miller's Reading with Meaning! All are great reads. And I too recommend
getting info on the June summer conference at UAB. I am in for a treat.
Debbie Miller is coming to our area this weekend!
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Date: Thu, 06 Feb 2003 19:17:27 -0500
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] conferencing with students??

I use the Four Blocks conferencing model. Sometimes, I have the child
read a bit (no more than 150 words usually). I have a conversation, not
interrogation with them. For example, We don't just discuss setting, we
extend it to discuss Have you ever been to a place like that.

deb
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From: SBThornton1@aol.com
Date: Thu, 6 Feb 2003 19:56:50 EST
Subject: Re: [mosaic] Lee Ann in Huntsville

Sorry such short notice. Debbie Miller will be in Decatur Alabama this
Saturady, February 8th. And it was full with a waiting list. I am working
on trying to get her to our school next year. There is a waiting list for
that as well since she only speaks on Saturdays.
Have you downloaded all of her graphic organizers under Readinglady.com?
Susan
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