From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] posting suggestion
I have a request:
When any of us use the REPLY button to send a message to the listserve, the
entire message you are replying to also gets sent again. This is especially
a problem when we use REPLY to a digest because the digest messages tend to
be much longer. Thus the digest members are being sent huge digests full of
repeating messages.
When responding to an email, only include a small piece of it. Try to
highlight a sentence or two to remind us what you are responding to, but not
the entire email.
Or do what I have done: I've added the mosaic listserve address to my
address book and I start a new message each time I write. That way nothing
is tacked on to my message.
I know not all of us are computer comfortable, so if this request is not
something you can figure out, I'd prefer you continue to write as you have
been so that we still get your messages. Feel free to write to our
webmaster for individual help at: webmaster@u46teachers.org
Thanks.
Ginger
moderator
+++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] gradual release of responsibility
Date: Sun, 3 Feb 2002 19:46:09 -0600
Here's something I posted when our listserve began as a possible discussion
thread. I, too, am struggling with balancing my reading workshop time. I
would LOVE to hear what you all are doing for guided reading groups. How
often do you meet? How do you group? Any management issues you are
tackling..... I know I need to make a stronger commitment to this very
important component of the release model that Ellin writes about. Maybe
Ellin will check in on this if she has time???????
The gradual release of responsibility model from MOT (Mosaic of Thought)
is new for some of us. Let's discuss our understanding of this model and
how it fits into our day to day plans with our students. How have you
organized your strategy studies?? How much time do you spend on each stage
of the model? **The following in MY interpretation of the release model.
Feel free to debate with me! I found I needed to "explicitly" spell
it out
for myself so I could see where I was going in my study of each strategy.
BY NO MEANS is this the only way to interpret the release model!!**
MODELED:
a. Teacher does a think aloud to model the use of a specific strategy.
Students just observe. (done several times)
b. Teacher does several think alouds modeling the specific strategy.
Students are invited to give feedback to the teacher as to what they
notice (see/hear) the teacher doing.
c. Teacher does several think alouds modeling the specific strategy.
Students contribute verbally by personally using the strategy
themselves in a whole group setting.
SHARED:
d. Teacher and students share a piece of text. They all have the same
text in front of them (or on overhead). The teacher could read it to them,
choral read, read it with a partner, etc. Students share use of the
specific
strategy verbally.
e. Teacher and students share a piece of text. They all have the same
text in front of them (or on overhead). The teacher could read it to
them, choral read, read it with a partner, etc. Students demonstrate use of
the
specific strategy on paper.
INDEPENDENT:
f. Teacher gives all students a piece of text (same text for all)
that is easy to read. Working in partners the partners read the text and
share use
of the strategy verbally. Report back whole group.
g. Teacher gives all students a piece of text (same text for all) that is
easy to read. Working in partners the partners read the text and share use
of the strategy on paper. Report back whole group.
h. Teacher gives each student a piece of text that is easy to read. The
students each read the text (pairing up struggling readers). The
students each demonstrate use of the specific strategy on paper.
i. Each student self selects a just right text. Each student
independently reads text and demonstrate use of the specific strategy on
paper.
GUIDED GROUPS:
j. While most students are reading independently the teacher meets with
guided reading groups. Groups are flexible. Students may be
grouped by reading level or need based (need reteaching of specific
strategy) Short text
is used to monitor and assess strategy use and comprehension.
Have a great week!
Ginger
grade 3
+++++++++++++++++++++++++++++++++++++++++++++++++++
From: PhilSharonElder@aol.com
Date: Sun, 3 Feb 2002 20:58:22 EST
Subject: Re: [mosaic] gradual release of responsibility
Ginger,
I am reading MOT for the first time. I decided to just dabble with
application for the remainder of the year in my classroom while making more
specific plans for a full year next year. Your comments on gradual release
of responsibility sparked yet another question for me. Do you think that a
new strategy should begin to be introduced through read-alouds as the prior
strategy study is concluding? Are you open-ended with strategy study lengths
and move to another when you feel the students are well grounded in the
previous strategy? How long have you found is sufficient for strategy
studies? Have you found some strategy studies require longer amounts of time
devoted to them? How many strategies do you cover in a year? Ooooops
again.... did I say one question? I tend to do this a lot! ;)
Sharon
1st/AL
++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Sun, 3 Feb 2002 18:05:53 -0800 (PST)
From: Melba Smithwick <melbayvette@yahoo.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
The next time you have people like that, tell them
politely that you appreciate the fact that they are
assuming the roles of students, but that you would
rather they concentrate on the lesson at hand which is
the demonstration of the various questioning
strategies. Tell them that the activity is merely a
simulation to help them transfer the strategy to their
classrooms. If you really want to get snippy, you can
thank them for providing the class with an opportunity
to discuss a very real discipline problem and if they
are willing to make suggestions on how to take care of
it without too much disruption. I have learned in my 6
months as staff developer to always try and turn a
negative situation into a positive one and if that is
not possible into a learning situation!
Good luck,
Melba
+++++++++++++++++++++++++++++++++++++++++++++
Date: Sun, 3 Feb 2002 18:33:06 -0800 (PST)
From: Melba Smithwick <melbayvette@yahoo.com>
Subject: Re: [mosaic] [PERIODIC mosaic reading comprehension for SD
You said you are leading a group of K-5 teachers on
reading comprehension? Here is one idea. I got this in
Denver at the NSDC conference. This is called
Chunking.
Activity #1:
* Make spinners (You can actually buy them from
Creative Publ.) divide them into fourths with a
marker. Cut arrows for the spinner and attach with a
brass brad. Mark each section of the plate with a
comprehension strategy. Prediction, Evaluation,
Summarization, Inference.
* Print an exerpt from a sciece, ss, story etc for
each student.
* 4 students per group.
* Divide the selection to be read into chunck.The
group selects the chunks to read. The size of the
chunks depends on the difficulty of the text. Number
the chunks.
* Each student reads chuck one. Then they spin the
spinner and answer the question depending on where the
spinner lands. Each student must take a turn. If they
land on prediction and it has already been answered,
then they must spin again.
* Each student write down the answers.
* To check for understanding: Groups share their
results and the teacher can chart the correct
(collective responses) on a large chart tablet.
* What do they do with their answers? notes for a
test, written report, research for project etc.
Activity #2: Pairs Read
* Groups of 2
* Select passage/s to read
* Students select chunks and number them.
* Student A reads to partner.
* Partner listens and summarizes.
* Both students discuss and finalize their summaries.
* Each student writes a summary based on their
discussion.
* Reverse roles and repeat process until all of the
passage has been read and summarized.
* What next? Each student can write his/her own
individual summary of the entire passage. This way you
have a group grade and an individual grade.
Pairs Read: You can do this with any comprehension
skill.
I hope this helps. If you use it, let me know how it
goes. I've modeled these with my faculty and they are
now using these activities with their students. It's
student-centered learning, the students are in control
of their learning, and it is definately standards
based classroom practice not to mention the fact that
everyone will be actively involved.
Melba Smithwick, Staff Developer
Paul R. Haas Middle School
Corpus Christi ISD
+++++++++++++++++++++++++++++++++++++++++++++++
Date: Sun, 03 Feb 2002 22:16:13 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: Re: [mosaic] guided reading
I'll attempt to answer this Kathleen,
BEWARE...I AM NEW TO ALL THIS. I am reading Guiding REading:Grades 3 to
6 by Fountas and Pinell. I think several others on this list use this
method or a similar one such as 4 blocks to teach reading. Anway, the
Reading Block as described in Fountas and Pinnell begins with a
Mini-Lesson (Zillions to choose from, but it would also be where you
might teach a Mosaic strategy) then the students participate in
Independent Reading reading an appropriately challenging book. WHile
students participate in IR, you pull small guided reading groups
(homogeneous - as described in F and P) based on need. Then you share at
the end. Students participate in Lit/Book clubs also that are
heterogeneous.
Many questions came up tonight on the list that I am having as well.
First of all, Lois and Theo, and Laura particularly, I have really been
pondering your comments and really appreciate them. I used those same
Lit Club Roles that you mentioned Laura last year in my classroom. I
need to get them going again. Lois - I also try to a genre study as you
are doing. Do you do this simultaneously while teaching mosaic
strategies? I see that it could be considered a SCHEMA study, but I
think that in order to do all the genres that I want to do in fifth
grade I would have to do them all year long while teaching the Mosaic
strategies too. Sooo.. would that be two mini-lessons in a day or a
guided reading lesson that everyone would eventually get? Also, what
management techniques did you find the most helpful? Any particular
recording sheets. There are lots of good ones out there - too many to
possibly use. (Or at least too many for me!) And, when you had them
reading their independent biographies, how did you make sure that
everyone was getting through them? Did you carry out the Lit groups with
another separate novel?
The management of all of this is mind-boggling.
Thanks for the great discussion.
Shelly
++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Mon, 4 Feb 2002 06:57:57 EST
Subject: [mosaic] Guided Reading
I use Guided Reading the Four Blocks way, not F&P. I don't teach homogenous
groups based on need. When I am not doing Literature Circles in GR, I do
whole class reading of the same text. We generally read a grade appropriate
selection and are currently reading Jigsaw Jones. This is my way on insuring
that the kids are exposed to the vocabulary on grade level. If we only use
leveled books and they are reading at a low level and sitting in fourth grade
they will not be exposed to necessary content and vocabulary if we also use
this approach for GR. Therefore, since I am leveling during SSR I am now
free to guide them through grade level text during GR time. During SSR if
you feel you need to or want to you can pull a small group and do a lesson
based on need. Keep in mind that on that day you would NOT be conferencing
with other kids. They would be reading independently. You can not do it all.
Laura
readinglady.com
+++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Mon, 4 Feb 2002 13:56:12 -0800 (PST)
From: Kim Sheffield <snowlc@yahoo.com>
Subject: [mosaic]
Hello Melanie! Yes, we are a BASRC school, we've been a leadership school for 5 years now. I have heard a lot of great stuff about Walnut Creek. I love the strategy rubrics your district has made more grade specific. My collaborative has adapted them a little. Hopefully we can chat some time about all the stuff we both are doing. This is my 1st year as LC and I'm learning more than I can keep up with...like my 1st year teaching..hehehe.Kim
+++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Mon, 4 Feb 2002 14:09:49 -0800 (PST)
From: Kim Sheffield <snowlc@yahoo.com>
Subject: [mosaic]
Annette,
I understand your frustration. Too many of my
teachers (and I did also) group their students by
levels and not needs. Not ALL students reading a
level 12 have the same needs. I am working with my
whole K-6 staff on analyzing the errors kids make when
reading, and grouping them that way, in special
needs-based, heterogenous, and ever-changing groups.
Kim
++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Mon, 4 Feb 2002 14:20:50 -0800 (PST)
From: Kim Sheffield <snowlc@yahoo.com>
Subject: [mosaic]
I would use a short, challenging piece of text that
could be interpreted many different ways. Maybe a
piece from MOT, like Salvador Late or Early. Get them
into discussions and ask them at the end, what did
they notice about themselves as a reader (How did they
made decisions about the piece? What did they do to
figure the piece out?)and what happened when they
discussed it with someone else. Make the point: Isn't
that what we want all our kids to be able to
experience? To think deeply, challenge each others'
thinking and to be challenged.
Kim
++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Mon, 4 Feb 2002 17:46:35 EST
Subject: [mosaic] Readers Workshop - LAURA
You asked what my day looks like. Here is today -
Morning Meeting - Greeting, agenda
Word Study - introduction of 5 new word wall words (contractions) - quick
review of what a contraction is. What two words made up the 5 new words,
what clues tell us what the two words are. Write words on portable word wall
cards. Be a mind reader, 3 clues, 3 written guesses as to word I am thinking
of, last word was laughed. Write the root word - laugh. Put other endings
on it - ed, ing, s, ter - review of what endings make word now mean.
Mini Lesson - Strategy Focus - Introduction - What do we know about listening?
Brainstorm a bit. We have been interpreting poetry using overhead and today
we were listening to the poem. I have the kids listen first with eyes
closed, then read again. Generally I had then been using the transparency to
have them pull out phrases and words that gave them clues to poems meaning.
Today, I told them we would be listening without seeing the poem. They
defined listening as focusing, concentrating, opening ears to hear. I then
read the poem and asked them to close eyes. I then reread the poem and asked
them to focus, concentrate and use their ears to pull out phrases or clues.
They did quite well with this. I then asked them today when reading to find
a small piece of their reading that they would like to read aloud to us. I
gave no criteria for selection as it is day 1. Where I am going with this is
imagery and visualization. They read, I conferenced and we shared. I let
about 5 kids read what they had selected and tell why they chose that piece.
1 kid chose a piece that was funny and made him laugh out loud. 2 chose
interesting information and 1 chose a piece that had "good description"
- her
words - yeah! We talked about this a bit and linked it back to listening.
Social Studies - continuing jigsaw study of continents. Groups were working
to find facts and information in books, encyclopedia and computer about their
continent to add to our map created over the past month. We are adding each
week. They are creating learning charts for their continent to add to the
map on the bulletin board.
Quick share of 1 fact found.
Lunch
Math Prep
Math in class
Guided Reading - chapter 8 Jigsaw Jones and the Spooky Sleepover
We discussed the title of the chapter, made a few predictions about why it
was called that and what might happen. The kids read with their reading
partner and we met back to summarize and link back to chapter title.
Writing - the kids in the Jigsaw book were telling each other spooky stories
at the sleepover. My kids are totally in love with scary stories and some
wanted to write a story to share with the class. They drafted during this
time. Others were finishing pieces they had been working on. Others were
working on the class newspaper and various other pieces. I conferenced.
Share - We turned out the lights and allowed the kids that drafted a spooky
story to try them out on us.
Pack to go home.
I hope this helps somewhat.
Laura
++++++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Mon, 4 Feb 2002 19:14:26 EST
Subject: Re: [mosaic] Reading Workshop - LAURA
I think we need some leveling in our reading workshop. The kids need to
practice the strategies in text that they can read. They also need to be
challenged and exposed to a wide variety of text. I do not do small groups
during my SSR or Guided Reading time if I am conferencing. I do one or the
other. I am not a fan of small groups even if the kids have the same needs
because I feel they benefit more from one to one time. If I pull a small
group during SSR that would be all I did while the other kids were reading.
I guess the danger with leveling, like anything else, is when we overdo it.
If we only expose kids to the level text they are "reading independently",
then we are not exposing them to much needed grade level and above
vocabulary. We need to do both to be sure they are well rounded and
developing as readers and writers.
Laura
readinglady.com
++++++++++++++++++++++++++++++++++++++++++++++++
Date: Mon, 04 Feb 2002 18:43:45 -0600
Subject: Re: [mosaic] Reading Workshop - LAURA
From: datsauer <datsauer@chartermi.net>
This month's Reading Teacher magazine has an article entitled: "Leveled
Text: The Good News and the Bad News". Page 438 of the February issue.
Debbie in Duluth
++++++++++++++++++++++++++++++++++++++++++++++++
Date: Tue, 5 Feb 2002 09:41:43 -0800 (PST)
From: roberta berglund <bberglund@rocketmail.com>
Subject: RE: Thanks![mosaic]
Thank you for posting the rubrics. You have done some
nice work with these. I appreciate your sharing them
and any updates that have been developed since their
original conception.
Bobbi Berglund
++++++++++++++++++++++++++++++++++++++++++++++
Date: Tue, 05 Feb 2002 13:53:24 -0500
From: Shelly Kennedy <skennedy@tsc.k12.in.us>
Subject: [mosaic] Passages
Hi...I am scrambling daily to grab short books for my mini-lessons. I
know the lists are available in the back of F & P and also titles are
in
Strategies. (It is purely a time thing - I need to just spend hours in
the library reading several books and seeing which ones will work best
for me and my students...........uuuggghhh....where do we buy time? )
When sending the students back to learning clubs to do it together or
individually, do most of you tend to get multiple copies of texts or
are
you using short passages from books or magazines. IF so, what resources
for short passages do you find most helpful? Thanks, Shelly
+++++++++++++++++++++++++++++++++++++++++++++++++
From: "Ellin Keene" <ellinkeene@earthlink.net>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Tue, 5 Feb 2002 18:57:56 -0700
Greetings all;
I read Ginger's depiction of the gradual release of responsibility model and
like it very much. Generally, the gradual release implies exactly what it
names -- instead of telling kids to use a strategy, it implies a number of
demonstrations and then a gradual assumption of responsibility for
independent use of the strategy.
I think where most teachers struggle is in the time it takes to get kids to
really apply a strategy independently. Applying a strategy means that kids
can and do and can PROVE that they use the strategy in several genre and in
increasingly more difficult text. Most importantly, kids need to show us
that they understand the text better because they used the strategy. Now
that's a tricky thing to do -- I completely believe all kids can do it
because I've seen it happen in a huge range of grades and with a huge range
of kids -- but it does take time. I almost think you can never model/think
aloud too much -- Modeling really needs to continue throughout the strategy
study in a wide variety of different kinds of texts. Then, you can have
conversations with the kids about how use of the strategy is different in
one type of text versus another.
I think the other real key to making this work is carving out time to confer
individually with students. The more you are moving around during
independent reading, conferring with kids, listening to them read, asking
for demonstrations of their use of any skill or strategy you've taught --
from long a short a to inferring and everything in between, the better off
they'll be. There is no substitute for a powerful reading conference.
Finally, to the issue of length of strategy study -- there is controversy in
the research about whether to teach the strategies one at a time or in a
more integrated fashion (see the recently published Comprehension
Instruction: Research-Based Best Practices edited by Pressley and Block and
published by Guilford -- an important book I think that does an amazingly
thorough job of synthesizing comprehension research). In my experience,
children respond more quickly and in much greater depth when you're
addressing one strategy at a time and usually those studies can go between
6 - 9 weeks, sometimes longer. As that one is coming to a conclusion and
the next is beginning, those strategies previously taught and similarities
and differences are discussed. Ultimately, we want kids to integrate them
seamlessly and that begins to emerge as they get older, but I have found
that kids can really dig in deeply if there is a central focus on one --
they may be using others, but I'm really interested in how far they can go
using one too and so have, after experimenting with both methods with
teachers in various grade levels, have really decided to focus on one,
referring frequently to those already taught.
Hope that long-winded diatribe helps a bit.
ellin keene
++++++++++++++++++++++++++++++++++++++++++++++
From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Tue, 5 Feb 2002 22:02:49 -0500
Ellin,
Funny you should mention the Pressley book...I was just skimming it last
night and came across Mosiac mentioned in it. I thought it was interesting
that Pressley mentioned frustration that your book didn't give enough
information about how the strategies were taught. He wanted you to write the
book as a researcher. But I thought as I read his words that most teachers
find it very difficult to read the "researchers" material. We like
a more
narrative version of the journey. He did mention many wonderful things from
Mosaic...as we can all attest to here. I heard both Pressley and Nell Duke
in Atlanta recently. They were really amazing!
His book is a wealth of information which will take lots of time to digest.
Cece/1/GA
+++++++++++++++++++++++++++++++++++++++++++++++++
From: "Deborah Bambino" <dbambino@earthlink.net>
Subject: [mosaic] High School Help?
Date: Wed, 6 Feb 2002 06:14:56 -0500
Hi,
I'm new to this list. My name is Debbie Bambino and I am a middle school
teacher on leave from the classroom this year. While I'm completing my
administrative coursework I am doing consulting at schools in Phila. and
elsewhere in grades K-12.
At the high school we are trying to win teachers over to the idea that
everyone teaches reading comprehension. I'm a bit stuck on ways I can help
the shop teachers with their technical reading material. The text is pretty
dense and I was hoping someone on this list might have some ideas that
you've tried before.
Thanks,
Deb
++++++++++++++++++++++++++++++++++++++++++++
From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] High School Help?
Date: Wed, 6 Feb 2002 10:27:08 -0500
Deb,
This is one of the most important kinds of reading comprehension to teach.
We know EVERYONE will need to read the manual at some point...to put
something together, to fix a problem, etc.
Using the table of contents and index, glossary, etc. are useful skills for
these. These are lessons you can never assume the kids have mastered. Also,
giving students particular information to look for, and showing them how to
find it.
Showing kids the features of text (diagrams, charts, bold-faced words) are
important skills. They need to know that many times this, not the connected
text, is the heart of the manual. Teaching kids how to get this information
is important. The best way to do this is to begin by modeling the correct
proceedures and the thought processes behind it. Musing about key words to
use to find info, etc.
Then, as students are ready, putting them in small groups to work
cooperatively to find information or complete a task using the manual.
Eventually as they practice, more and more they will be able to do it on
their own.
One of the biggest frustrations in talking with High school teachers (and
some middle school) is that they think telling is teaching. It's not, it's
telling. Teaching involves demonstrating. I know one teacher who said, "They
should know this stuff!" Well, if they don't you can get mad about it,
or
you can do something about it!
I would model for the HS teachers. Go in and do some sample lessons with the
kids, to show them what you mean. As adults, modeling is as effective for us
as it is for the kids. Seeing the processes in action might convince the
teachers. And seeing the kids get enthusiastic about learning might do some
good as well!
Good Luck
Cece/1/GA
+++++++++++++++++++++++++++++++++++++++++++++++++++
From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] High School Help?
Date: Wed, 6 Feb 2002 08:56:17 -0800
Hi, Deborah. How about starting a study group of Cris Tovani's book, I Read
It, But I Don't Get It. I think the reason that high school teachers are
reluctant is that they don't know what to do. Cris' book is short and easy
to read/understand, and I think would set you up for some great dialog
regarding what reading comprehension instruction looks like in the content
areas with "big kids."
Cris, if you're "listening in," I know you have been working on this,
too.
What approaches have you used to move those high school teachers along.
Melaine
++++++++++++++++++++++++++++++++++++++++++++++++++++
From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: [mosaic] Mosaic rubrics, 2-3
Date: Wed, 6 Feb 2002 09:12:29 -0800
Here are the 2-3 rubrics, imbedded in the email. You'll have to copy/paste
into a word processing document, and reformat. I'll send the K-1 and 4-5 in
separate documents.
Melanie
Rubric for Schema
4 Links background knowledge and examples from the text to enhance
comprehension and/or interpretation
3 Relates background knowledge/experience to text
2 Talks about what text reminds them of, but cannot explain how it
relates to the text
1 Does not make connections to the text
Rubric for Questioning
4 Can ask different types of questions; can answer different types of
questions; can find evidence in the text to support questions and answers
3 Can ask and answer questions and begin to provide evidence from the
text
2 Beginning to ask and answer questions; unable to support with
evidence from the text
1 Unable to ask or answer questions; gives inappropriate or off topic
responses
Rubric for Visualizing (Sensory Imagery)
4 Demonstrates multi-sensory images that extend and enrich the text;
demonstration may be through any modality or medium.
3 Demonstrates use of sensory images; images are somewhat elaborated
from literal text or existing picture
2 Demonstrates use of some sensory images
1 Does not demonstrate use of sensory images
Rubric for Determining Importance of Text
4 Identifies at least one key idea, theme, or concept linking it to
the overall meaning of the text; uses supporting details from the text
to clearly explain why it is important
3 Identifies some important concepts in text with some supporting
explanation (i.e., characters, plot, main idea, or setting)
2 Identifies some important concepts in text (i.e., characters, plot,
main idea, or setting)
1 Unable to identify important concepts in the text
Rubric for Monitoring Comprehension
4 Identifies difficulties, articulates need to solve the problem and
identifies the fix-up strategy to solve the problem (i.e., using meaning,
visual, or structural cues)
3 Identifies difficulties and articulates need to solve the problem,
but does not use fix-up strategies independently to solve the
problem; may need teacher guidance
2 Identifies difficulties, but does not articulate need to solve
problem or articulate the problem area
1 Does not identify difficulties or problem areas
Rubric for Inferring
4 Independently makes predictions, interpretations, and/or draws
conclusions; can clearly explain connections using evidence from the
text and personal knowledge, ideas, or beliefs
3 Makes predictions, interpretations and/or draws conclusions and can
justify response with information from the text; some teacher prompting may
be necessary
2 Makes predictions, interpretations, and/or draws conclusions, but
does not justify response with information from the text
1 Does not make predictions, interpretations, or draw conclusions
Rubric for Synthesizing
4 Retells elements of the text in logical sequence with some extension
to overall theme, message, or background knowledge
3 Retells all key elements of the text in logical sequence
2 Randomly retells some elements of the text
1 Unable to retell elements of the text
+++++++++++++++++++++++++++++++++++++++++++++++++
From: "Deborah Bambino" <dbambino@earthlink.net>
Subject: Re: [mosaic] High School Help?
Date: Wed, 6 Feb 2002 15:02:51 -0500
Hi Melanie,
Thanks, I've read Cris' book and I thought it was very helpful, but the
problem is that I'm starting with folks who don't see the need to teach
reading comprehension as part of their job. If I could get them in a book
group eventually, or even get them to read the group individually, it would
be great, but we're not at that point yet.
I need a few quick strategies that I can model and propose that will
support the learning in their disciplines.
For example, asking high school folks to post word walls doesn't cut it,
but a colleague suggested that I propose "specialized or technical
vocabulary banks", and that I might be able to float.
I know it may sound petty, but I am literally trying to get my foot in
the door, if you know what I mean.
Thanks,
Deb
+++++++++++++++++++++++++++++++++++++++++++++
Hi Deb - re. your suggestion from your colleague about using =
specialized or technical vocabulary banks on the walls in the room. I =
think that that's a great idea! =20
Sometimes issues in testing & accountability can make reluctant people =
more open to trying new ideas. It's a shame that improvement sometimes =
has to work that way (you would wish that everyone were as excited about =
enhancing their teaching as the people on this list serve are). But =
sometimes you take whatever agent for change you can get... Hopefully, =
these first itty bitty changes would improve the teaching AND make them =
more flexible about & receptive to other changes to instructional =
practice that you suggest. =20
Your colleague's vocabulary bank idea reminded me of some quickie =
suggestions for our teachers that I compiled last year to help them =
transition into "new" practices that would support success in Math
=
testing. Many of our students have trouble on tests because they don't =
understand the math terminology - not always because they can't do the =
work. This is a little piece of what I wrote. Maybe it would give you =
additional ideas to build on. Hope you find it useful. Also hope that =
my cut-and-paste comes through OK. =20
Marilyn
=20
In preparing students for testing, as well as for life, it is =
vitally important that teachers use correct mathematics terminology =
DAILY. It can then become a living part of the students' vocabulary and =
understanding. Using a variety of terms for the same concept is =
important. For example, how many terms can you think of that mean the =
same thing as "carry" or "borrow?" "Rename" and
"regroup" are two. Try =
to vary the terminology that you use, so that students are exposed to as =
many as possible. <?xml:namespace prefix =3D o ns =3D =
"urn:schemas-microsoft-com:office:office" />
A highly useful tool is an on-going wall chart of mathematical =
terms with brief definitions and/or examples or pictures. These charts =
should NOT be complete when posted but contain a few key terms. During =
the course of the year, the teacher will add to the chart, as new terms =
are introduced. Given in small chunks and used as frequent reference =
tools, the mathematics terminology charts allow students to learn to =
recognize terms in written form, as well as help them to understand key =
concepts about math. IT DOES NOT MATTER THAT THE TERMS ARE DEFINED IN =
THE TEXTBOOK. STUDENTS DO NOT USE MATH TEXTBOOKS AS REFERENCE MATERIAL =
BUT THEY WILL USE A WALL CHART!
++++++++++++++++++++++++++++++++++++++++++++++++
Date: Wed, 06 Feb 2002 15:28:40 -0700
Subject: Re: RE: [mosaic] High School Help?
From: "CCristine Tovani" <ctovani@mail.ccsd.k12.co.us>
Melanie,
Your question is so big I don't know if I can really answer it in this
venue. High school teachers struggle with the idea of giving up their
content to teach "reading." I've tried to show content area teachers
how
thinking strategies can be used as a vehicle to access the content. If
kids can read and understand the assigned text then the teacher can cover
more content.
Cris Tovani
Smoky Hill High School
720-886-5643
+++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] forward/ from Laura/venting
Date: Fri, 8 Feb 2002 17:48:54 -0600
from Laura:
Hi all. It's been a tough week. I just feel like venting. We had some
visitors in to our school last Friday. When my colleague asked the
principal
how the visit went, the principal said - "Obviously the guy was a m____-
because he was questioning what Kump was doing in her room." To make a
long
story short, I was modeling how we use a strategy to help us comprehend.
When I was modeling, the kids were trying to jump in and interject their
thoughts. I told them I was modeling and it was my turn. I then went
through the lesson. My goal was to show them how to use the strategy to help
them comprehend when reading. I was modeling and they were going to try it.
Because I was using a very familiar piece for my read aloud they wanted to
jump in, which I discouraged. I allowed a few comments, but reminded them
that I was "modeling" for them how I was going to use the information
to
help
me comprehend. The lesson was NOT brainstorming, it was applying the
information and I was modeling. The principal was behind me 100% and tried
to tell them that I was modeling but of course they felt I should have let
the kids participate more. Ugh! It is so tiresome to have people in
positions that don't have a clue what we are trying to do. Now I am so
upset
by all this. I really want to take the gradual release chart from Mosaic
and
shove it at them. Why is it always so difficult to do what we know is
right?
Why do people always want product and not process?
Laura
readinglady.com
+++++++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] forward/from Al/ Venting
Date: Fri, 8 Feb 2002 18:40:14 -0600
from Al:
Hi Laura
I had the awesome opportunity to listen to Donald Graves speak today. Just
remember what drains and refills our energy. You can't control what
others think and feel about your program, so ignore them. But.. you are
energized when you see your students demonstrate all the things you have
modelled in your read alouds. Remember also that he said we do get
energized by 'enlightening' others. Perhaps it was time to share the graph
of responsibility. You never know. Chin up, you'll see beauty that way.
Head down, all you see is grungy snow.
+++++++++++++++++++++++++++++++++++++++++++++++
From: Jean247727@cs.com
Date: Fri, 8 Feb 2002 20:02:42 EST
<< Remember also that he said we do get
energized by 'enlightening' others. Perhaps it was time to share the graph
of responsibility. You never know. Chin up, you'll see beauty that way.
Head down, all you see is grungy snow. >>
Take heart, Laura. For every m_______ that comes along, there are many
open-minded, motivated, eager, student teachers working along side us soaking
up the philosophy and practices that prove process is the answer.
Jean
++++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Sat, 9 Feb 2002 07:45:27 EST
Subject: [mosaic] Venting
I love the head up and head down quote. I will print the gradual release
chart for my administrator to mail to the visitors. Thanks.
Laura
readinglady.com
++++++++++++++++++++++++++++++++++++++++++++++
From: NCNYGA@aol.com
Date: Sat, 9 Feb 2002 07:59:24 EST
Subject: [mosaic] process not product!
I don't have a lot of time to respond right now, but your lamentations sound
exactly like some I made in December. Basically, I think that these
strategies and methods/framework we are using are the best we can use for the
students, but because it doesn't look like a "cute idea" of any well-known
teaching resource magazine, it doesn't look like teaching to them.
There should be some standards on how abreast educators should be! I realize
impossible to measure but I feel your pain, Laura. Hang in there. I am glad
that your principal is well-educated and understands best practices.
Marcia/1st/GA
++++++++++++++++++++++++++++++++++++++++++++++++
Date: Sat, 09 Feb 2002 13:48:53 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] To you experienced ones...
OK...Ok I am s l o w l y trying to build a pattern in my room and
this week I feel like I lost it. I gave the unit basal test last week to
try to use it for guided reading groups this week. Well they are still
no graded I am sad to say. Lots of writing - rather than bubble sheet
(which is good), but I think that I needed something quick and dirty to
plan for what I was previously envisioning. THen I got all that feedback
about your guided reading groups being homogeneous. So the more I ponder
this, how is this different from teaching the grade level stories whole
class? Is it just to make the kids more comfortable (which I totally
support) in small group. So does that mean your Mosaic strategies are
you mini-lessons, then your guided reading is grade level stuff. Then
are you doing book clubs with leveled books? I just want to have an
organization plan in my head. Forgive me if you are having to repeat. I
think since this is all so new I am only able to digest so much at a
time. I did another TTS mini-lesson. I also did a Setting mini-lesson
on Friday. AFter another Mini-lesson on setting, I am showing a excerpt
from Call it Courage to identify the way setting impacts the story. Then
I need a short passage to give to the learning clubs to analyze. This is
the time consuming part. I have got to go to the library today. How much
do you think I'll accomplish there with a four year old, 2 year old and
3 month old???? I am moving to TTT this week also.
On a side note, mid-terms went home Friday. I had no reading grades but
felt like from IRIs and from students' discussions that I had a better
picture of their reading abilities than I had every had. SO I
frantically used some Social Studies grades that I had (which were
really low-level reading comprehension - those of you familiar with We
The People - it was the unit questions) I almost felt sick doing this
because I am so convicted now by the power of these strategies which I
believe will be best assessed through portfolios and student led
conferences and other authentic means.
Shelly
++++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] forward/staff book study
Date: Sat, 9 Feb 2002 14:28:43 -0600
from Julie:
We have something called "Flex Time" where we bank teaching minutes
during
the week and then send the kids home at 1:00 pm every Friday. The formula
for the banking of the minutes is complicated and when Flex Time began,
there was a presentation to the school board for approval and to the parents
of the families our school serves. Basically our school day with students
begins earlier, we have shorter recesses, we waive 10 minutes of PE planning
time, we have cafeteria eating which compacts the lunch/recess times, and
we release at the end of the day later than the other elementary schools.
So by Friday at 1:00 pm our student contact time is equal to the other
elementary schools and within the state requirements.
Three Fridays we meet for Strategies at Work. The fourth Friday is our
grade level time for focus on other curriculum areas. Then from 2:30 - 3:30
we are on our own in our rooms but many choose to meet with grade-level
partners to plan things like spelling, fairy tale units, science stuff, . .
. .
Is everyone in your building involved?
Have you designated a leader?
Our book study group is our whole building (teachers, including our SLP and
music teacher, but not EA's).
We meet in grade-level bands for the first 55 minutes and then come together
in our library as a whole staff for the remaining 30 mintues. During that
time one of the grade-level bands presents what they have discussed and
shares things they have done with their kids in their rooms. Or we may have
an open discussion with cross-grade sharing. These discussions are
facilitated by our building's Reading Task Force members or by anyone who
wishes to "jump in."
We are using the Study Guide from Stenhouse as suggestions for topics to
discuss within our grade-level bands. I also suggested to our principal
that we get the videos and guide that are available. We don't have them
yet, but I'm still hoping.
Our discussions are moving much more slowly than those on this group. We
are still learning about schema and connections, and we are still weaving
that learning into our literacy blocks. The exciting part is to see it
spill over into content areas. My 2nd grade kiddos are using the language
"I activated my schema for this and I know. . . . " or "I just
had a
connection. . . . . " in social studies, math, and science.
Here are some of the things our staff has shared:
* Connections to Mufaro's Beautiful Daughters and Cinderella for first
grade to aid understanding of the African tale. The primary kids are going
to the play Mufaro's Beautiful Daughters and the connections will help them
better understand the play as we watch.
* Connections to The Snowy Day and after reading and orally discussing, the
class wrote "This reminds me of . . . ." They extended their writing
to
include how their experience helped them to understand the characters or the
events in the story. (Our district had a snow day! We rarely get those so
this was a perfect book to use that week.)
* Connections using the book Zinna and Dot (two chickens). The discussion
with the class was about the word "vain" and they made text to text
connections between this book and another in which the character was always
fluffing her hair and looking in a mirror. They talked about how this
helped them understand better how the chickens were acting and feeling
because they imagined them fluffing their feathers and acting in the same
way. They put sticky notes on the pages with the connection written on them
so when the book is used by kids during SSR those children would remember
the conversation and connections.
* Connections to a book about Harriet Tubman. This class made a chart with
one column for the quote from Harriet Tubman, a column for the T - S, T - T,
or T - W, and a third column to record phrases about their connections and
how it helped them to understand. One connection for T - T was with Follow
the Drinking Gourd which helped the kids understand the concept of the
underground railroad. One T - W connection was to Somalia. Pretty powerful
discussion for second graders!
* I shared using a poem with the class and having kids come to the overhead
and circle lines and code them t-t or t-s or t-w and then write one or two
words to explain the connection. Then they orally discussed the connection
and how it helped with understanding. For example, one of the verses was
about traveling on a train over hills to an adventure. One of my kids made
a connection to Hogwart's Express in the Harry Potter movie and the sights,
feelings, and sense of mystery as well as the sounds of the train.
That child wanted to create a new category T-to-M for Text to Movie since
the connection was to visual art and the sights and sounds through that
movie and not something directly experienced his life, in a book, or in the
world. So we did. We made a T - M category and the guideline that the
connection must be explained in a way that shows how it helps you to better
understand what you read.
I just don't want them trying to think of movies and then use them to make
connections. I told them that if they spent time trying to think of a movie
so they could make a connection, it moved their focus away from the reason
for schema building and connecting to background knowledge: deeper
understanding.
But I do think that a connection to sights and sounds in a movie could help
a child understand something in a deeper way. I also think the movie
connection might not fit the other categories T-S, T-T, or T-W. So we now
have a T - M category.
We taked about how the connections act as bridges to understanding. If they
understand something in a deep way, turn around and look back over the
bridge and see what helped (something from your life, another book, or
something that happened in the world that you know about). What was that
bridge that helped them understand. Thinking of a movie first would be like
starting on the other side of the bridge -- the movie side -- and trying to
force a connection between the movie and what they are reading. They would
be thinking "Here's the movie ____ and I'm going to try to connect it to
this story in this way."
Instead, I want them to think "I understand this part of the story in a
deeper way because (and explain why here = the bridge). This is something I
experienced (t-s), I read in another book (t-t), I know happened in the
world (t-w), or I saw in a movie (t-m)." Then the focus is on the deeper
understanding as they were reading and on what helped them to gain that
understanding.
Here's an example:
quote: "riding trains to distant lands for adventure"
deeper understanding (the bridge): I can make a deeper connection to this
point of the poem because I can hear the sounds of the train, see the
countryside pass by, and feel the excitement of the adventure that's coming
connection: this connection is because the quote makes me think of watching
the Hogwart's Express as it took Harry to his first year at Hogwarts (T-M)
I told the class that ultimately I want their thinking and discussions to
focus upon how the connection helped with understanding and how they can
explain it to others. I don't want them to get hung up on the category to
put it in.
Julie/2/WA
+++++++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] FrontLine Teaching edition
Date: Sat, 9 Feb 2002 20:47:14 -0600
FrontLine Teaching
Published By ReadingLady.com
www.readinglady.com
readinglady@readinglady.com
----------------------------------------------------------------------------
February 9, 2002
1) Check out the New arrivals
2) ReadingLady Article
3) This & That
-----------------------------------------------------------------
New Arrivals
Check out the new arrival section in the book store. Recently new books
have been arriving every day. Be sure to get your copy!
http://www.readinglady.com/store/Newest_Arrivals/newest_arrivals.html
-------------------------------------------------------------------
News From ReadingLady
The new Systematic Sequential Phonics Two - Prefixes and Suffixes book is
NOW ready for ordering! The link is now on the site. I'll keep you posted as
the new Four Blocks materials arrive.
*****************************
*****************************
I would like to put together a one day workshop for Literacy. I would be
presenting along with a few other teachers who are using the Reading
Workshop approach. We would be discussing the use of MOT strategy as well
as the set up of the Reading Workshop. We are not sure of the interest in
coming to a New Jersey (probably in the Perth Amboy area) location and/or a
Staten Island location. It would be a one day seminar and before we go
forward with all the arrangements we'd like to get some feedback on how many
people would consider attending. The cost would be $100 for the day. We
would have the seminar at a hotel and would work out the logistics once we
know the numbers. We would like to have it on a Saturday so that no one
needs to take off from work to attend. We are considering having four
sessions to choose from and you could attend two sessions in the day. If
you would be interested in attending such a session, please e-mail me at
readinglady1@aol.com .
****************************
****************************
>>From My Classroom..........
We have concluded our three week strategy focus on Prior Knowledge. The
kids have a good handle on what Prior Knowledge is, how to access it and how
it helps them comprehend when reading. What I noticed at the end of this
study was that the final piece - How do readers use prior knowledge to help
them comprehend, was the most abstract for them to understand. This is most
likely because they are only in the second grade, so I am not stressing at
this point. I will continue to model the strategy when appropriate and
monitor their use and application of it. What the children gained from this
strategy is a full understanding of why teachers, when introducing new text
have made those webs, or held brainstorming sessions trying to build
background and access prior knowledge. They never knew this before, it was
just something teachers did. Now that they know why it is done and how to
do it, they can use it as one of the tools in their strategy toolbox.
We have now begun a new strategy focus in my classroom - What is listening?
I know this is not one of the strategies outlined or discussed in MOT, but
it is an area that many of my children fall short on. They are not able to
actively listen. Many of the reasons for this are environmental and/or
dietary. We seem to have a lot of children that are diagnosed, and
sometimes I wonder if they are misdiagnosed, as ADD. They are unable to sit
still for sustained periods, they are always in motion be it tapping a
pencil, shifting their legs around or playing with anything that is near
their hands. It is one of the reasons I teach in the nontraditional way I
do.
We have been doing so much talking about the brain and its connection to
reading and learning that I decided to branch out and try this strategy
focus. During week one, we defined what listening is. The children defined
it as -- focusing, concentrating, hearing and it involves the ears and
brain. We worked through some listening activities throughout the week.
Day 1, I gave oral directions and asked the kids to sketch as I said each
one as a motivation activity. We then did a read aloud of a fable. I asked
them to listen to what was being read to them and try to focus on the
details. We have had some experience with Determining Important Ideas, so
they decided before hand to use the who, what, where, when, why, how
questions to guide them. I read the fable and then gave them a few minutes
to free write as much as they recalled from the fable. Most of them got the
major details. Some even picked up a few minor ones and we celebrated
those.
Day 2, we did some IQ type listening activities where I would say series of
numbers and asked them to repeat them to me. First I made it simple and then
we made it more challenging. When I asked one girl to repeat the numbers
backwards she just repeated them. We discussed how not hearing that one
little word changed the whole answer. They liked the game activities.
Day 3, during my mini lesson I read aloud a piece that was full of
description and asked them
to close their eyes and get an image. When I finished reading I asked them
to sketch what they had seen. We shared the sketches and discussed them.
The kids then went off to read and were looking for good descriptive pieces
in their reading that they could read aloud and others could sketch. We
shared a few of these after and discussed what made the pieces good or not
good for this activity.
Day 4, we repeated the imagery piece. We talked again about reading aloud
and listening and getting those images. We talked about how this would be
similar to reading books that do not have any pictures. They read again and
selected pieces to share.
Day 5 we summarized what was done all week. The kids were asked to write
their reflective piece answering the question posed on Day 1 - What is
Listening? The responses were excellent and I will try to bring some home to
share with you next time.
I am hoping this strategy study will help to improve the listening skills of
the kids in the class over time. When kids take standardized tests, or any
other type of assessment, we often wonder how they did so poorly when we
know they are capable of so much more. I believe part of the reason is the
format of the test itself. Multiple choice tests don't allow kids to
justify their answers. If they would be allowed I bet many of them would
make valid arguments for their choices. The written test we give asks for
the kids to pull literal examples out of the text. Many of my kids make
inferences and go off on incredible journeys. This is not what the test
graders are looking
for and they are at times knocked down on content. There are specific
answers that they are looking for -- not inferences and critical thought.
Unfortunately, we can't change the format of these tests.
The other reason I think the kids do poorly is because they don't listen to
the directions properly. They also are required to listen to a piece of text
read aloud and respond in writing -- recalling details and information. They
are not allowed to take notes as the piece is read. We must therefore, teach
our children to listen, much as we teach them the other strategies. How does
a person listen? What do we listen for? What is important information? All
these strategies are so interwoven. Like everything else, I believe it must
be a metacognitive approach. We need to have them define and understand
exactly what we want them to do when they "listen" and then we need
to show
them strategies for "active listening." We can't just say -- "You
don't
listen" and expect children to know what to do to correct this problem.
Like all the other strategies, we need to model it and then gradually
release them to work through it alone. I am hoping this new
strategy study will help my students become better learners and readers.
I'll keep you posted as we progress through it.
Laura
readinglady.com
----------------------------------------------------------------------------
Copyright Pending: Readinglady.com 2001
++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: CPres64735@aol.com
Date: Sun, 10 Feb 2002 08:09:58 EST
Subject: Re: [mosaic] To you experienced ones...
At our school, we have the STAR reading assessment. We give this 3 times a
year and that is what I use to level my kids. That is the level which helps
them find their Independent reading level. If I didn't have this, I would
probably do Running Records. For small groups, I use leveled reading books
such as Rigby or the AR levels. I do teach my anthology (basal) whole group
for key words and mini-lessons but I also pull my needy kids and read with
them to help them understand the story. They just are not disciplined enough
to buddy read/or independently read the story. Some of our stories in the HB
series are long-38 pages! We also have audio tapes that go with some stories.
I use these a lot. I also read aloud to the kids twice a day-one picture book
and one/two chapters of an ongoing chapter book. I also try to give them a
minimum of 30 minutes silent reading every day. Hope this helps. Chris
I teach 4th grade-33 kids (15 of them GATE).
++++++++++++++++++++++++++++++++++++++++++++++++++
From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] prior knowledge
Date: Sun, 10 Feb 2002 08:41:05 -0500
I have to share some humorous tales from my classroom this week. =
Inspired by Laura's recounting of how her kids could verbalize PK =
(computer in your brain, etc) I have been using similar language all =
week with my first graders. I have quite a challenging group this year. =
On Friday, we were concluding a study of Mexico and tying it into the =
Olympic games and who will be competing.=20
When we were discussing PK before looking at our Time for Kids on the =
Olympics, I realized that many of my kids have no real knowledge of the =
Olympic games. As I am prompting them to recall what PK is, one kids =
stated it was like a computer in your brain.
One of my kids said, "But I don't have a computer! My mom says we can't
=
afford one!" Trying not to smile, I say, "Honey, do you have a brain?
=
That's the computer we are talking about." He still seems unsure of =
whether he has one. (My coteacher had to leave the room to laugh). We =
are continuing the discussion as she walks back in. One of my real =
strugglers looks at me as earnestly as he can and says, "I don't think
I =
have a computer, I think I have rocks instead!" Now, I must tell you, I
=
did laugh out loud here! I assured him everyone had a brain. Don't you =
know this child's dad has said to him, "Son, do you have rocks in your
=
head?" What made it funny was that he was truly serious!
So, I am not sure if we are getting very far with this! It may turn into =
a yearlong study trying to prove to my students that they DO have =
something in their heads.
We have been doing a log as we read during SSR. I have the kids code the =
book (as in Taberski's On Solid Ground) and have talked to the kids =
about reading a balanced diet of fiction, nonfiction and poetry. I had =
them turn the log over on Friday and tell something they did well and =
set a goal for next week.=20
One student said he "rad a balncd dit" and will "red a balncd
dit" =
again. Another said "I promis I will read some poechry"
So, there are a few positives out there!
Enjoy your week of strategy instruction.
Cece/1/GA
++++++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Sun, 10 Feb 2002 09:03:36 EST
Subject: [mosaic] Prior Knowledge
Cece,
You really started my day with a laugh. Rocks, brains, what's the difference!!
Keep in mind that students developmental age does come in to play. My
children are a bit older than yours, and though some may have rocks, they did
have a better understanding of the strategy instruction than your kids did.
When I taught first grade I didn't use the computer analogy but rather the
"little voice in your head that talks to you. The voice that makes you
say
hi when you see someone you know in the hall. That's your brain." Of course
we had our moments too when one student informed the class that that voice
was indeed the "devil." Anyway, when you are discussing prior knowledge
hold
up the book and ask the kids to say the first thing that pops in their head
when they look at it. Tell them the voice that told them what to say was
their brain. I held up a book with a train on the cover for mine and one
student called out ChoCho. I asked him why he said that and he just looked
at me. I told him his little voice made him say it and that was his brain.
Try using something that they will have lots of background on for the first
few sessions. Cinderella tales work well for this or any of the other very
familiar fairy tales.
Have fun!
Laura
readinglady.com
+++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Sun, 10 Feb 2002 06:30:43 -0800
From: Judy Mazur <jvmazur@attbi.com>
Subject: Re: [mosaic] Prior Knowledge
Oh Cece, thank you for the laughs and the honesty! Though I've lurked,
this is my first post here because I feel like a slacker with all the
experts on this board.
I wonder if it's "fair" to manufacture the first examples of prior
knowledge. Can you connect to some prior knowledge that you know your
kiddos have--like something that happened earlier in the school year?
Can you arrange that your RA connects somehow (somehow quite obvious)
to an earlier RA? Sometimes when I'm reading aloud, I'll say, "I feel a
text to text here." I'll pause while they think. Often my third
graders will come up with the same connection I have, and sometimes
they'll have another, but when they beg me to hold up the other
book--90% of them will say, "Oh, yeah," and they're quite capable
of
explaining the connection. Or, sometimes I'll stress the name of the
author or the illustrator when introducing the book, and they'll realize
I'm doing it for a reason and start thinking about connections. Perhaps
this is "cheating," but I do think you need to make the connections
obvious to them at first. Your students are young. Have faith--I think
MOT is the best thing that's happened to my teaching--they'll get it.
They'll really start thinking like readers. Just my opinion.
judy3ca
++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] forward/Modeling Visualizing
Date: Sun, 10 Feb 2002 10:54:10 -0600
from Camille and Laura:
<< I don't visualize and am at a
complete loss as to how to model this particular
strategy. >>
Perhaps your strategy study of visualizing will help you in this area as
well. I don't think everyone sees pictures in their minds and that doesn't
need to be the way you present it. Basically I choose text that has very
descriptive language and do a read aloud. After reading I have the children
sketch what they think it would look like. This way, even if they didn't
get
a mental picture, they now have a tangible one. Poetry works well for this.
We read a Jack Prelutsky piece and the kids sketched what they visualized.
We then shared them and noticed that they were all very similar. The author
they were told did a good job describing what he wanted us to visualize
since
we were able to sketch it. Don't show them any pictures when you read,
rather wait until after you share their sketches.
Another book, A Chair for My Mother, has a wonderful description of the
chair
they would like to purchase. Same idea, read it aloud and have them sketch
the chair. I don't focus on "picture" in my mind when I teach this.
I
focus
more on the words that help me know what the author is describing. Here We
All Are, Tomie DePaola has good descriptions as well. A final book that
we've used for this is A Bad Case of Stripes.
Visualizing doesn't have to be about seeing a real movie in the mind, or a
picture. It can be about the language in a book that helps you see what the
author is describing. If the author has done a good job of describing you
should be able to sketch what he/she wanted you to see. Most of the
sketches
will be similar if the description is good.
Have fun.
Laura
readinglady.com
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From: Kkellyooo@aol.com
Date: Sun, 10 Feb 2002 12:59:23 EST
Subject: Re: [mosaic] read a book in an hour -- questioning
So forgive me, I like this idea, but the purpose is to teach questioning? Is
that right? I bought the Seven Kisses in a Row with the thought of using
this activity but now I'm wondering if I need to focus on questioning before
or if this is a type of a way to introduce questioning???? Thanks for your
help!
Kelly in CO
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From: PhilSharonElder@aol.com
Date: Sun, 10 Feb 2002 13:00:18 EST
Subject: Re: [mosaic] Prior Knowledge
In a message dated 2/10/2002 9:34:07 AM Eastern Standard Time,
jvmazur@attbi.com writes:
<< Or, sometimes I'll stress the name of the
author or the illustrator when introducing the book, and they'll realize
I'm doing it for a reason and start thinking about connections. Perhaps
this is "cheating," but I do think you need to make the connections
obvious to them at first. >>
Cheating? I don't think so at all, Judy..... it's just another scaffolding
step in the gradual release of responsibility, isn't it?
Sharon
1st/AL
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From: Jean247727@cs.com
Date: Sun, 10 Feb 2002 15:22:20 EST
Subject: Re: [mosaic] forward/Modeling Visualizing
LAura,
I think visualizing can be both a movie/picture going on in the head of the
reader and /or a picture that is formed from beautifully descriptive
language. This past week I was reading Henry and Mudge Happy Cat with a small
reading group. A line appeared that stated something to the effect..."the
cat
drank the milk 3 bowls in a row." I had the students close their eyes as
I
read the passage a couple of times. I then asked them to describe what was
going on in their minds as I read. Most saw the bowl being refilled 3 times.
One boy saw 3 bowls lined up on the floor each filled with milk. This sparked
a great discussion. Because I use the 6Traits of writing for written language
instruction, the students immediately said that the written message was not
clear. We brainstormed ways that we might alter the text so that all the
readers would be clear about what was happening in the story. Cynthia Rylant
is a great author and a favorite in my classroom. By no means do we wish to
say that her text need revision. It was just very interesting to the group to
realize we all may see things a bit differently.
Jean
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