I haven't responded until now to this group. Thanks for all that you
share. I found the book Jabberwocky in my library after reading this
post. I'm going to use it w/my 4th graders in a couple of weeks (after
our state writing test). Mae in Texas
+++++++++++++++++++++++++++++++++++++++++++++
From: "Carol Carlson" <carlsonca@dist102.k12.il.us>
Subject: Re: [mosaic] Chapers 4 and 5 Routman
Date: Sun, 16 Feb 2003 09:14:18 -0600
For mosaic list
Reflections on chapters 4 and 5
Some thoughts as I read these chapters.
Page 70 comment about the two second grade teachers who use nonfiction
books connected to science and social studies to teach guided reading really
intrigues me. Since I have worked with struggling students, this seems like
such a great idea! Not only are you directly teaching comprehension, but are
building their background knowledge at the same time. As one who has always
looked for strategies that meet several goals at once, this seems to meet
that criteria. Has anyone else tried it? I wonder what it looks like in a
classroom. Is there a science or social studies textbook? Or is the content
taught completely through these guided reading groups.I’d really like to
see
the content taught in social studies and science.
While I don’t have my own classroom any more, the information about
allowing students to organize the classroom library is really interesting.
Just last week one of the fourth grade teachers I work with showed me her
extensive library and asked me how she should organize it. I’m going to
give
her the pages that discusses this, encourage her to try it, and then tell me
how it worked. This fits in so much with the community building, I’m
surprised more writers haven’t mentioned this aspect of the library.
The learning model. “We do too much too soon. We fail to explain
adequately.” This reminds me of Nancie Atwell’s first book on writing.
She
just assumed that if the teacher wrote, the students would automatically
follow her lead. Her second edition emphasized the importance of explicitly
demonstrating the process of writing. Not only just to write on the
overhead, but explain the decisions one makes as a writer. As I continue to
practice modeling and sharing my own thinking process with both reading and
writing, this quote really strikes me as so very important. Teachers have so
much on their plates, they want the students to move quickly, but at what
cost? With the high stakes testing, we sometimes fail to realize that
students need time to learn and practice the strategy before we move on to
the next strategy.
My last thought is on using the student’s writing for reading. Way back
when I was in graduate school, the language experience approach was big, but
not many teachers I met used it because it was thought of as more
individual. I can really see the benefit of shared writing being turned into
little books. My only question is how much time does this take for the
teacher? It seems like there is a lot of rewriting by the teacher to make
little books, predictable cloze charts, etc. All very valuable, but has
anyone tried this successfully? If so, how did you manage the time element
in producing books for kids?
What did you who teach in grade 1 or 2 classes think of the Summary of
Reading-Writing Activities? Again, maybe because I’m not in the classroom
any more, I had trouble following it. Or maybe the text wasn’t organized
well enough for me. I needed a day by day accounting of the schedule, rather
than an overview of the activities presented. The lists of activities
overwhelmed me.
What is the next reading and when will we discuss it?
Carol Carlson
District 102, Content Specialist
+++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] leveling books
Date: Sun, 16 Feb 2003 15:34:47 -0500
Hi...at the end of last school year I had my students sort my books
into genres. They loved helping and it seriously helped me. This year I
have baskets/shelves books by authors, genres and a few specific
categories. It has made such a difference for independent reading time.
I decided that I wasn't ready to tackle leveling them too, but that is
my next step. I made mailing labels with different pictures and marked
accordingly so that when they get out of their section they are easily
returned!!!
+++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Mark and Ronda Elam" <rjelam@mchsi.com>
Subject: [mosaic] connection success!
Date: Mon, 17 Feb 2003 20:30:18 -0600
if anyone wants documentation on how well "connections" improve
comprehension..
i'm beginning a new job, so am "modeling" the MOT strategies i just
began with my Library classes in dec. to another teacher, who is taking
my place..
so today, i told the first grade they could "show out" and show what
they know.. that the other teacher didn't even know what schema was
(with a grin and a wink) and that they had to teach the teacher..
with this group i had only made "schema" lists with students giving
me
T2S connection memories ... and was also going to introduce T2W and T2T
today too... no review..
so .. we start.. i pull out a book that i did with this group the first
tuesday of december... "Just for You" by Mercer Meyer... i barely
begin.. "when we did this book...".. hands shoot up all over the
room... connections from the story (FROM OVER 2 MONTHS AGO!!!!) are
told again.. even to the point of one boy (Trey) saying "Don't you
remember.. you talked about how Garrett gave you a dollar word {big word
verses little one}... he said that he was carrying a BREAKABLE lamp up
stairs and he fell and it broke..".. yes, the class agreed, they all
remembered, too.. over two months had passed.. students had not even
discussed the book after my session .. but they could remember VIVIDLY
almost every segment of the book, the connections that were made and WHO
made them!!!! Talk about comprehension!!!!!!!!!!!!!!! Needless to say,
the teacher watching was almost as amazed as I was .. . man, i love it!
+++++++++++++++++++++++++++++++++++++++++++++
Date: Tue, 18 Feb 2003 20:49:02 -0600
From: Lee Ann <lak3866@hiwaay.net>
Subject: [mosaic] Book Talk
Hello Everyone-
Some of the teachers at my Title I school have volunteered to
involve themselves in a Mosaic of Thought book talk. A professor at a
local college has volunteered her time to come and lead us through the
book. Can anyone offer their thoughts on chapters 1 and 2? This is my
second time reading this book and it always amazes me the different
perspectives teachers bring to the chapters in this book. I'd love to
hear from you.
Lee Ann/1st
+++++++++++++++++++++++++++++++++++++++++++++++
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Wed, 19 Feb 2003 11:42:38 -0600
From: "Sharon Reilly" <sreilly@sheboygan.k12.wi.us>
Okay I need help. We are a K-5 SAGE elementary school. Currently we
are reading as a staff, Strategies that Work and are trying to implement
the strategies schoolwide. However, the LD teacher does not feel she
can use the strategies "because her students are so low in comprehension
that they cannot make connections". She agrees that students should be
thinking as they read but I am just astounded that she would not
incorporate teaching the strategy of connections. How can I convince
her to get on board?
+++++++++++++++++++++++++++++++++++++++++++++++
Date: Wed, 19 Feb 2003 12:16:08 -0600
Subject: [mosaic] mosaic w/low students
From: stringham_s/sh@dns.u46.k12.il.us
This is in response to the posting about a LD teacher who felt that her
students were too low to make connections, etc.
I'm at an at risk school where the students start here 2-3 years behind.
I think because they are so low, you HAVE to teach this way. It's even
more important for them to be thinking as they read. You will have to
model, model, model and you will to have to develop their oral language,
but if these kids are to succeed, you can not leave them at decoding.
Debbie Miller has some great examples in her book Reading With Meaning
where she demonstrates Activating Their Schema. You will be surprise
how much these kids do know if only given the chance.
Sandi
1st Grade
+++++++++++++++++++++++++++++++++++++++++++++++
From: "Allen, Linda" <lallen@ovec.coop.k12.ky.us>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Wed, 19 Feb 2003 13:21:24 -0500
Brain research shows that children must activate their prior knowledge on a
particular topic before they engage in that topic if they are going to learn
anything new. With that in mind, the connections piece is of utmost
importance.
Linda Allen/k-12 general & special education
++++++++++++++++++++++++++++++++++++++++++++++
From: "Licke, MaryBeth" <MaryBethLicke@sd54.k12.il.us>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Wed, 19 Feb 2003 12:39:17 -0600
It is important to activate prior knowledge prior to the reading so children
have a way to foster their understanding through the connections. Linking
new to known is critical in all aspects of learning. We can relate to this
through our own personal learning as well as through extensively documented
brain research. Our struggling readers need multiple opportunities to
practice this and have this modeled with them. Read alouds are a powerful
tool to model and practice this with. Another effective approach is with
repeated readings of a story. Each time a rereading is done the reader is
dealing less with the challenges of the text and more with the ideas within
the text which allows for more connection opportunities. This also a point
to remind ourselves that children should be managing text in their
instructional range otherwise the challenge of the text will prevent the
reader from constructing meaning from the text. The strategies in STW are
critical to all readers and strugglers need greater support with these
strategies otherwise this is an exercise in word calling not reading.
++++++++++++++++++++++++++++++++++++++++++++++++++++
From: palapins@mail.volusia.k12.fl.us
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Wed, 19 Feb 2003 13:45:56 -0500
Why don't you teach the strategies to your entire class, or have the teacher
teach the strategies to the entire class. When the students that get pulled
out by the Resource teacher start using the strategies when they are with
her, she will become a believer. Patti
++++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Billie White" <bwhite@509j.net>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Wed, 19 Feb 2003 10:39:22 -0800
RE: [PERIODIC mosaic DIGEST POSTING]Do her kids not have any prior
experiences in anything? Ask her to give it a try. Have her maybe
observe how it works in your classroom. Maybe by seeing it firsthand
she might see that each child can make a connection. They may not be
able to write it down, or verbalize it, but can they draw their
connection?
++++++++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Wed, 19 Feb 2003 13:56:45 EST
Subject: [mosaic] Mosaic with Low Students
This is in response to the posting about a LD teacher who felt that her
students were too low to make connections, etc.
I'm at an at risk school where the students start here 2-3 years behind.
I think because they are so low, you HAVE to teach this way.
Yes, you are right on with this. Michael Pressley in his research on
teaching comprehension states that these are indeed the very children that
need this type of instruction the most. They will not get the inferred
messages that happen in teaching that better students will. They need
explicit instruction in comprehension to make concrete a very abstract
concept. My students too are highly at risk and have done extremely well
with strategy instruction. Tell her to read Michael Pressley's book.
Laura
++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: RKCTEC5@aol.com
Date: Wed, 19 Feb 2003 17:19:29 EST
Subject: Re: [mosaic] historical fiction books
Rufus M and the other Moffat stories by Elenor Estes. They are set around
1942. Rufus M has always been one of my favorites. My ten year old is
reading it now.
Ruby
++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Flesher, Jane A" <flesherj@mail.davenport.k12.ia.us>
Subject: RE: [mosaic] historical fiction books
Date: Wed, 19 Feb 2003 16:21:34 -0600
I have used A Family Apart by Joan Lowery Nixon. The students really want
to read the sequels. Also, The Iron Dragon Never Sleeps by Stephen Krensky
The ability levels are different for each of these books but both are good
for 5th grade
++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: Jean McLear [mailto:dkbdjmclear@MDECA.ORG]
Sent: Wednesday, February 19, 2003 12:20 AM
To: Mosaic listserve
Subject: [mosaic] historical fiction books
The fifth grade teachers are wanting some good historical fiction books. Do
you know of any good title at this level? Companies to order from?
Thanks,
Jean
+++++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Steve Fisher" <sfisher@509j.net>
Subject: Re: [mosaic] historical fiction books
Date: Wed, 19 Feb 2003 14:31:29 -0800
nightjohn and sarny by gary paulsen
+++++++++++++++++++++++++++++++++++++++++++++++++++++
From: MAMASWIRLZ@aol.com
Date: Wed, 19 Feb 2003 18:51:49 EST
Subject: Re: [mosaic] historical fiction books
A few suggestions. and you can try this site
http://www.carolhurst.com/subjects/ushistory/ushistory.html
The Friendship (1930s) and The Gold Cadillac (1950s) by Mildred Taylor Both
about racial discrimination
Two of the many by Yoshiko Uchida
A Jar of Dreams (Depression/Japanese Americans)
The Bracelet Like many other books by Uchida, this picture book story is
based on her own experience as a Japanese American interned in a prison camp
during World War II.
The Devil's Arithmatic by Jane Yolen (Holocaust)
A Gathering of Days: A New England Girl's Journal, 1830-32 by Joan W. Blos
Curtis Watsons Go to Birmingham (Civil Rights Movement)
In Plain Sight - Carol Hurst
Here's a look at the California Gold Rush from the point of view of those
left behind.
Grades 4 - 7.
Avi The Fighting Ground - The Revolutionary War
Naomi
++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Marcia Kellenberger" <mgk59@msn.com>
Subject: [mosaic] Carol's comments on non-fiction - Routeman 4 and 5
Date: Wed, 19 Feb 2003 20:47:18 -0600
Carol Said: Page 70 -- Her comments about the two second grade teachers who
use nonfiction books connected to science and social studies to teach guided
reading really intrigues me. Since I have worked with struggling students,
this seems like such a great idea! Not only are you directly teaching
comprehension, but are building their background knowledge at the same time.
As one who has always looked for strategies that meet several goals at once,
this seems to meet that criteria. Has anyone else tried it? I wonder what it
looks like in a classroom. Is there a science or social studies textbook? Or
is the content taught completely through these guided reading groups.I'd
really like to see the content taught in social studies and science.
Response: What about turning it around? Instead of using strictly
non-fiction to teach reading, could we do strictly non-fiction reading to
teach/meet content standards?
Some bacground info and thoughts: We're facing HUGE buget cuts in our
district next year which translates in to BIG classes -- 32 as an average
with 34+ plus not unusual. We are having to re-think how and what we teach
in light of this situation. We are, however, unwilling to throw up our hands
in despair and abandon what we know are best practices. Realistically,
though, we are very worried about meeting the needs of so many children
through independent conferences and small group instruction as we now do.
So . . . . Here's where I would like your input, everyone: What are your
thoughts on having our content block (3 - 4 times per week - 40 - 50 mintes
per session) really be a second reading block with strictly a non-fiction
focus? This would be supplemented with FEWER long-term science explorations
where we could focus on scientific method (predicting, observing, and
recording predictions in second grade). Comprehension strategies would be
the focus, and in non-fiction reading, that translates into LEARNING ABOUT
THE WORLD.
We would use the same model we use for our reading and writing blocks: Whole
group (modeled/shared), small group/independent work, and then whole class
sharing.
It does seem that it would free up our primary reading block to focus on
other genre, response formats, etc., while still supporting the strategy
foci during that time.
We do have a social studies text book -- class sets, as well as the same
text in big book format, as well as class subscriptions to Time for Kids.
They would be used strictly as another text-type, rather than a source of
"activities." In science, we have no text book, but do have three
class sets
of trade books related to three science topics targeted for our grade level.
We would supplement with other material that meets state standards for the
content areas.
Any extended student projects would have to be supplemented and/or created
with home/parent support.
Bottom line -- it would be a no-frills approach to the content areas --
we're trying to take a realistic, no-panic approach to this situation! I
agree with Carol -- it seems that it would meet several goals at once.
Your thoughts? Sound instruction? Workable? Mangeable? Engaging enough?
Multi-level enough??
Thanks in advance for your input.
Marcia/2nd
+++++++++++++++++++++++++++++++++++++++++++++++++
Date: Wed, 19 Feb 2003 21:16:11 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Carol's comments on non-fiction - Routeman 4 and 5
I have been working very hard towards balancing my guided reading in terms
of genre. I started by
evaluating the availability of nonfiction titles for guided reading. I
broke down my library into
baskets by levels (not new), but with subdivisions for fiction and
nonfiction (new). I inventoried
all my nonfiction and found a tremendous disparity between the two. At only
one level did I truly
come back to a 50-50, in some genres the balance was more akin to 80-20.
For three years, I have
been spending the bulk of my classroom monies for leveled text on
nonfiction. I teach first grade
and we do not use any textbooks, although the use of a math series is
optional. I also catalogue
guided reading by themes, which may include both fiction and nonfiction
materials around themes I
usually teach (farms, insects, dinosaurs, etc.) so that whenever possible, I
use guided reading
books which support our theme but are appropriate to the reading levels of
diverse learners. I try
hard to locate nonfiction materials which incoporate the elements of text I
want children to be
familiar with so that when they do encounter textbooks, they are not
unfamiliar with aspects of the
text. Also, I collect the extra kids news' magazines my fellow teachers are
willing to give me.
Often these materials, especially in regards to science, are not dated. I
laminate and save these
for use as guided reading materials. I have miles to go before I am
satisfied with the balance I
strike between fiction and nonfiction, but I am trying.
Lori
++++++++++++++++++++++++++++++++++++++++++++++++++
From: NCNYGA@aol.com
Date: Thu, 20 Feb 2003 04:36:21 EST
Subject: [mosaic] nonfiction in guided reading
I read with interest the questions posed by the reader regarding nonfiction
text used in guided reading. We frequently use nonfiction text in first
grade at my school because we have so many guided reading books in that
area.
Our Social studies adoption included leveled books for guided reading. Our
Science adoption also did. I am on the adoption committee for language arts
and we just adopted nonfiction leveled books for the teachers to use for
guided reading. These were selected differently for each grade level to
provide them with books that dealt with each individual grade's content
objectives.
Marcia/1st/GA
++++++++++++++++++++++++++++++++++++++++++++++++
Date: Thu, 20 Feb 2003 06:49:17 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: [mosaic] THE FEDERAL HICKORY STICK FOR TEACHING READING
Gerry Coles, who speaks out about the NRP committee selection process as
well as the decisions made in terms of using 'scientific research' to
mandate or discredit reading programs, has published an article in
response to the struggle NYC seems to be facing in terms of making
educational choices. Gerry sent me this article before it was published
and it is well worth the read.
Please take the time to read this.
http://www.educationnews.org/federal_hickory_stick_for_teachi.htm
+++++++++++++++++++++++++++++++++++++++++++++
From: Linda Steigenga <lsteigenga@mlisd.k12.mi.us>
Subject: RE: [mosaic] Mosaic with Low Students
Date: Thu, 20 Feb 2003 08:03:47 -0500
Would you please share the name of the book that research is from. I found
his name on the internet with many titles listed.
Thanks,
Linda
++++++++++++++++++++++++++++++++++++++++++++++
From: Alicia Vilas <avilas@srivernj.org>
Subject: [mosaic] Teaching Readers Who Struggle: A Pragmatic Middle School
Framewor
Date: Thu, 20 Feb 2003 08:14:04 -0500
http://www.readingonline.org/articles/art_index.asp?HREF=/articles/ash/index
.html
<http://www.readingonline.org/articles/art_index.asp?HREF=/articles/ash/inde
x.html>
Great article for middle school reading teachers. Part of the framework is
teaching comprehension strategies.
Alicia
++++++++++++++++++++++++++++++++++++++++++++++
From: "Ted and Lee Johnson" <tlmkjohnson@attbi.com>
Subject: Re: [mosaic] Carol's comments on non-fiction - Routeman 4 and 5
Date: Thu, 20 Feb 2003 09:05:13 -0800
There was a super article this past fall in Reading Teacher about using
non-fiction text in reading groups. You might want to check it out.
Lee J/6
++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Thu, 20 Feb 2003 16:31:17 EST
Subject: [mosaic] Michael Pressley
Would you please share the name of the book that research is from. I found
his name on the internet with many titles listed.
Improving Comprehension Instruction : Rethinking Research, Theory, and
Classroom Practice
Michael Pressley
It's not an easy read but really made things clear for me when I was writing
the REA grant.
Laura
readinglady.com
++++++++++++++++++++++++++++++++++++++++++++++
From: "Christy Lisiura" <clisiura@hotmail.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Fri, 21 Feb 2003 09:58:57 -0500
I read your posting. I teach second grade and sometimes try to
incorporate other subjects into my guided reading. Right now I am having the
children read biographies by David A. Adler. He has written picture books
biographies about people like George Washington, Abe Lincoln, Ruby Bridges,
Harriet Tubman, Helen Keller, Eleanor Roosevelt.... With these books I am
teaching about presidents, African American History, and Women's History.
The only setback is that these books are all on the same reading level. I
try to differentiate the activities that each group does with the books.
With my lower readers, we meet often and read and discuss the book
togetther. With my better readers we meet to discuss and then they may write
a report to share with the class. Others will list important life events and
make a poster. Then the books are rotated and each group will read about a
different person. This is one way to interegrate subjects and read
non-fiction. The children get to expand background knowledge as well as add
to it.
As for science, if I understood you correctly, you would like to do it the
same way? I think it is important to keep science a hands-on
experience. I feel that science is full of difficult concepts and
terminilology. If the children are engage with hands-on activities, it
provides for a better learning experience. Of course, reading non-fiction
text is also a great addition and I like to integrate that into my guided
reading as well.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++
Subject: RE: [mosaic] Michael Pressley
Date: Fri, 21 Feb 2003 10:09:15 -0600
From: "Wendy Haidinyak" <whaidinyak@NCUSD203.org>
We are currently reading Improving Comprehension Instruction .
Wendy
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