3-01-02

From: Osrub@aol.com
Date: Fri, 22 Feb 2002 22:15:56 EST
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

Hi,
I am a first year literacy consultant in Connecticut. I'd like to know how
other coaches schedule their time. I find that I could spend weeks with
certain people but I just can't find the time...
Another question I have is how have people been able to run book chats with
professional books?
Susan

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From: Osrub@aol.com
Date: Fri, 22 Feb 2002 22:21:51 EST
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

I have found that if people are new to strategies, and you don't have a lot
of time, less is better. They need to see how it works and then have time to
think about how it works in their own schema. Often we do these "Sit and
git" workshops and the teachers come away with too much and use too little.
Once they have the opportunity to try a strategy out and see that it works,
they will be more likely to want more.
Another thing I have been doing is encouraging teachers to visit other
teachers who are using the strategies. When they make that connection all
sorts of wonderful things happen.
Susan

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From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Staff Development
Date: Sat, 23 Feb 2002 13:40:35 -0500

If you want to discuss the Gradual Release model, why not design your
workshop to do that very thing?
Starting with a think-aloud is perfect! Then you might explicitly discuss
how each strategy is important and take one strategy and model using the
strategy as you read.
Next, you could put them into small (heterogenous) groups to do some type of
work with a strategy. (maybe have a handout in which they must discuss their
use of a strategy. Maybe they would have to fill out a graphic organizer to
describe the strategy to the group. I would discuss with them my grouping
strategy (why the principals are spaced throughout if they haven't been in
the classroom, and why the teachers most familiar with reading strategies
are spaced out), and have them brainstorm the difficulties they would face
if they were with an entire group who was unfamilar with the content.
Then come back together as a group.
An hour isn't much time. It may not be enough time to do this.
Good Luck!
Cece/1/GA

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From: Annette201@aol.com
Date: Sat, 23 Feb 2002 17:02:10 EST
Subject: Re: [mosaic] prophet in your own land

We have two literacy coaches in our district, and unfortunately, I don't
think they are well recieved. I think I understand that term, and I believe
the district would be better off using say the model Linda Dorn indorses,
instead of trying to do what we are doing: which is to say, I believe that it
isn't clear what they are suppose to be doing. Its unfortunate, and one of
them is a dear dear friend of mine. I have even been told by an
administrator of the hestitation of others to use them. i do not know the
answer except to say I would of preferred if they would have clear cut goals
and had been presented in a clearer way before they were thrown into a
situation where no ones seems to know what to do with them.

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From: "Rosemary Scavongelli" <rose1@massed.net>
Subject: Re: [mosaic] prophet in your own land
Date: Sat, 23 Feb 2002 18:06:24 -0800

The suggestion to communicate ---to have clear cut goals is a good =
one.Thank you.I do believe that providing a job description is not =
enough.
rose1@massed.net

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From: Readinglady1@aol.com
Date: Sat, 23 Feb 2002 19:07:14 EST
Subject: [mosaic] Prophet in Your Own Land

I always took this saying to mean that people in your own school, or district
always listen to outsiders before they listen to staff people on the inside.
It seems they say the same thing, but many act as if they never heard it
before. I took it to mean that you are too close to be effective.

Laura
readinglady.com

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From: "Sandy and Jerome Loomis" <s-jloomis@bendnet.com>
Subject: Re: [mosaic] staff development
Date: Sat, 23 Feb 2002 16:10:20 -0800

We had a presenter introduce us to Mosaic's ideas and one of the most
valuable things she did was to provide 20 minutes of uninterrupted time for
the teachers to just read/look over Mosaic of Thought. I also like the
overview of reading that Ellin provides in the Mosaic appendix of Surface
Sturcture and Deep Structure Reading Strategies.

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From: Annette201@aol.com
Date: Sat, 23 Feb 2002 20:40:40 EST
Subject: Re: [mosaic] Prophet in Your Own Land

I just reread my response,,,I seem to use the word "unfortunately" alot!!.But
it does make me sad when, within our own district, people are not valued.
One of our coaches is new to the district and one is a former classroom
teacher. I contend if they were given more training,,plus if the people in
our district understood their role, things would go more smoothly.

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From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Prophet in Your Own Land
Date: Sat, 23 Feb 2002 22:36:35 -0500

Too true! I am being given the opportunity to move into a literacy coach
position next year, and everyone I know is saying DON'T DO IT!
I have heard several very wise people say that if you are considering
such a position, make sure that the administration sets it in stone that
you will not be given added duties, responsibilities, etc.
For instance, if you are a literacy coach, you should not be pulled out
of that position for 6 weeks to align the curriculum, develop a
curriculum, do a long term sub, etc.
If we expect this to work, we must give it a chance to work.
Also, teachers need to have a clear idea of what you will and will not
be doing for them. Modeling and having support is great, but a LC cannot
be a miracle worker.
I am certain this is not a position for a person with thin skin or low
self-esteem :) Other wisdom I have heard along this line is that in
education equal does NOT always mean fair. For instance, if you have
some teachers with more strugglers, or need more support, then they may
get more of your time.
Cece/1/GA

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From: Annette201@aol.com
Date: Sat, 23 Feb 2002 22:50:09 EST
Subject: Re: [mosaic] Prophet in Your Own Land

boy oh boy: thats true because thats what is happening to my friends: they
have had to write curriculum, make presentations, etc and they are being
pulled right and left for all the wrong things. I don't know how they can
put their feet down about anything because the job definition is so unclear
where I am. they also talk about people who do not welcome the help: but
just what kind of help do they think people should be asking for and maybe
they don't KNOW they need help. Its turned into a nother pressure for some.

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From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Prophet in Your Own Land
Date: Sat, 23 Feb 2002 23:02:57 -0500

I think it is difficult when you are asked to help people who don't want
help! I am fortunate in my school to have mostly great teachers, but
there are a few:) Usually it's the ones who need the most help who
welcome it the least!
That is another difficulty with the position.
I would be interested to know if some of you had reading specialists
when they were "in vogue". Is this the same sort of things that literacy
coaches are being asked to do today? And why were these positions
abandoned?
Cece/1/GA

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From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] literacy coaching
Date: Sat, 23 Feb 2002 23:09:07 -0600

I've heard twice now about needing to have THICK SKIN to be a literacy
coach. Can you all talk more about that? Give lots of examples please! I
understand how the job description needs to be very clear and how all
parties must have clear expectations for it to work. Where does having
thick skin come in??

Ginger
grade 3

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From: "Donna Baker" <baker@sprint.ca>
Subject: [mosaic] Workshop Presentation
Date: Sun, 24 Feb 2002 07:49:45 -0500

Thanks to everyone for your suggestions. I am still struggling with the
"sit and git" format, but considering the venue, I don't think I can do
much else. I am planning to incorporate the "Gradual Release of
Responsibility" model in my presentation as suggested.

For my handout I am planning to include a brief overview of the strategy,
one or two sample lesson ideas, sample two and three column notes, and
links in instruction ideas to the "First Steps Reading" program which many
schools in my board are using. Finally I am planning to give some
assessment ideas.

You are right, it will be a very fast paced workshop. I will let you all
know how it went.
Donna

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From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] literacy coaching
Date: Sun, 24 Feb 2002 10:51:20 -0500

I know in my situation there are some teachers at my school who are NOT
interested in what I have to say. (I don't really take it that personally,
if it weren't me, it would be whoever is saying something:)
If I let all their comments and cold shoulders hurt my feelings, I would
curl up and do nothing.
I have come to realize they don't want to do anything themselves, and are
threatened by ANYONE who is doing something. So, I know that it is not only
me, and regardless of how they feel, I know that I must continue to do what
is right for me and the children I teach.
As a LC you will not always be the most popular person. Change is hard
(especially for educators) and we tend to want to kill the messenger!! I
think that is where thick skin comes in. You can't take people's anger
personally, and you try to see where they are coming from.
Cece/1/GA

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From: ETA46dave@aol.com
Date: Sun, 24 Feb 2002 11:09:23 EST
Subject: Re: [mosaic] Prophet in Your Own Land

I have been a long term lurker on this listserv. I do not pretend to read
everything, but I do monitor here and there. I am the President of the Elgin
Teachers Association. We host the mosaic group. I am certainly not directly
involved in reading instruction, but I am involved in systemic change both
the site and district level. Along with other stakeholder group leaders, I
have been struggling for more than five years with how we to bring
sustainable change based upon cultures of collaboration, best practices and
evidence.

As I read the "prophet in your own land" string of messages, I felt
compelled add a couple cents worth of my own. I am convinced that if we keep
trying to put programs in place and create positions while we ignore
important issues regarding school climate, collaboration and assessment, the
problems you all are referencing will continue. No matter how much these
attempts are based upon best practices, they will not bring improvement
unless the practitioners who are to benefit and improve from them buy into
them and are a part of the decision to move to them. Otherwise initiatives
are destined to be seen as a few individuals, whether central office
curriculum types or others, declaring themselves the "experts" whose job now
has become telling those who do the real work what they must do differently.

No matter how it is framed, when these new programs and positions come along
without sufficient process and involvement by everyone on the front end, it
sounds like this: "We know and you don't. You must improve. We have the
expertise to help you do better. Yes, we know that you have been doing this
for a long, but we know about much better ways and part of your job now is to
learn from us. If you really care about kids you will listen us and let us
help you."

The only way to avoid this to have whole school/whole district exploration
and commitment to changes before they are made. It is very hard, maybe
impossible, but without it we will have competing prophets in the land who
are frustrated that others can't see the wisdom of their approaches. Systemic
change efforts and Comprehensive School Reform approaches are serious
attempts to get at these issues. Reading support, literacay coaches... in my
view must be connected to these larger movements or the continuing
frustration will be unavoidable.

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Date: Sun, 24 Feb 2002 08:09:39 -0800
From: Judy Mazur <jvmazur@attbi.com>
Subject: Re: [mosaic] literacy coaching

Okay, here's a post FROM a teacher ABOUT her LC. I love our LC. She is
intelligent, insightful, and helpful. She was trained in Colorado.
Each grade level meets with her every other week from 10:45 to 1:45
during Collaboration (specials, pullouts, art/music/Pe) time. We
discuss MOT and STW and related aspects of our literacy programs.
Sometimes she has suggestions, handouts, etc., for us, sometimes she
leads the discussion, and sometimes she listens to our thinking and
gives us feedback on our work. She also works with teachers one-on-one
during the week she is not meeting with all of us during Collaboration
(each grade level has a different day). During that time she will come
into our classrooms to model a lesson or she will come to observe us and
make helpful suggestions. I particularly like having her feedback on my
program.

I am a veteran teacher who depends on her advice and counsel. We all
need someone we respect to consider our hopes and fears. All teachers
in one grade level are not at the same place in terms of experience and
motivation, and this can make "sharing" difficult. Our LC accepts us as
we are and tries to help us become better teachers.

I hope that I have explained this reasonably well, judy3ca

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From: Annette201@aol.com
Date: Sun, 24 Feb 2002 11:22:43 EST
Subject: Re: [mosaic] Prophet in Your Own Land

wow, I really like your response. I have no idea why anyone would adopt a
program without first explaining it clearly. I think inserviceS (I
capitalize the multiple) would be wonderful for teachers to understand these
programs before they are put in place.

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From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] assessment ideas
Date: Sun, 24 Feb 2002 12:10:45 -0600

Donna, you mentioned you will be including assessment ideas in your handouts
for your presentation. Now that's another topic I think we could all check
in about, right? What assessment pieces have people developed/created/found
that measure growth and success? I know the rubrics were shared by Melanie
Perkins a while back. I took a course where we had to create a unit and my
group did Schema as our focus. We wrote an assessment piece. I will try
and cut and past it so you call can have it. (not sure I know how to do
that?)

Assessment is tricky with this kind of teaching, at least I feel it is.

Ginger
grade 3

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From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Strategy Study work samples ideas
Date: Sun, 24 Feb 2002 13:40:23 -0600

Here is the list of ways to collect/document work that my group came up with
for our Schema unit.

Ginger
grade 3
#######################

Strategy Study Work Samples

1. Reading Logs
Ongoing
Individual
Students write responses to their reading
Students write/label use of strategies

2. Written Definition of Strategy
Pre and post

3. Self-Assessments of Use of Strategy
Multiple attempts
Various settings/reporting forms
Element of choice of which to include

4. Group Assessments of Use of Strategy
Various settings/reporting forms
Element of choice of which to include

5. Graphic Organizers
Used when reading independently

6. Post-it Notes
Made by students
Documents use of strategies

7. Author Style Chart
Documents knowledge of authors studied

8. Audio/Video Tapes
Ongoing

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From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Schema "quiz"
Date: Sun, 24 Feb 2002 13:45:39 -0600

Here is the Schema "quiz" we wrote.

Ginger
grade 3

#########################

SCHEMA QUIZ
Name ___________________

1. List the three (3) kinds of connections and give a definition of each
one.
(6 points)

Connection Definition
A._________________________ _____________________________________________

B._________________________ _____________________________________________

C. _________________________ _____________________________________________

2. Read the following connections. Draw a line to correct type of
connection. (5 points)

"This book reminds me of Chicken Sunday." Text to Self
Text to World
"I have a dog, too! My dog jumps on me just like the
do in the book. It is so funny." Text to Text
Text to Self
"This book makes me think of what I heard on TV Text to World
about the war in Asia." Text to Self
Text to Text
"I read a story that had a dinosaur in it last week.
That book helps me understand this book." Text to World
Text to Self
"My grandfather has to live with us because he Text to Text
can’t take care of himself anymore either." Text to World

3. List two things to show what you know about Patricia Polacco’s style of
writing. (2 points)

A. ________________________________________________________________________

B. ________________________________________________________________________

4. How does making connections help you understand what you are reading? (1
point)

__________________________________________________________________________

5. Read the following story.
My Tooth Is Loose*

My tooth is loose. It won’t come out. My tooth is all I think about. I
wiggle it when I first get up. I wiggle it when I pat my pup. I wiggle it
when I do my math. I wiggle it when I take a bath. My best friend Paul
just lost a tooth. Leanne lost three, and so did Ruth. I’ll pull my tooth
out with a string. See what happens? Not a thing. I’ll munch an apple,
bite a pear. See what happens? It’s still there! Mom says, “Relax. Don’t
worry, Ben. It will come out.” I wonder when. I wake up suddenly in the
night. My tooth is gone- it’s nowhere in sight! I lost my tooth! Oh, no!
OH, NO! I lost my tooth! Where did it go? It must be somewhere in my bed.
Look! There it is, beneath my bedspread! I held it close to me all night.
I dreamed I saw a tiny light. A fairy flew in while I slept. She was a
dream, I think. Except. . . . When I woke up and rubbed my eyes, I found
a treat, to my surprise! Now I am rich and best of all- I have a smile like
my friend Paul!
*by Susan Hood, 1999

Draw one (1) connection you can make from this story: (2 points)

This is a ___________ to ____________ connection.

Write a different connection you can make to this story: (2 points)

This is a ___________ to ___________ connection.

__________________________________________________________________________

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From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Schema Study Final Assessment
Date: Sun, 24 Feb 2002 13:48:25 -0600

Here was our attempt at a final assessment.

Ginger
grade 3

#########################

SCHEMA STRATEGY STUDY
FINAL ASSESSMENT

Student Name_____________
Date _________________________

5 Fully Developed
- explains how schema enriches interpretation of texts
- talks about the use of schema to enhance interpretation and
comprehension of other texts
- connections extend beyond life experience and immediate text
- transfers use of schema to other content areas

3 Fluent
- relates background knowledge/experiences to text
- expands interpretation of text using schema
- may discuss schema related to self, another text, or to world
- may discuss schema related to author style
- may pose questions based on apparent discrepancies between
text and background knowledge

1 Developing
- can talk about what text reminds him or her of
- reference to schema may not be clearly connected to text
- may discuss schema related to self
- verbal expression is limited
*rubric adapted from Mosaic of Thought
______________________________________________________________

1. Can identify the three types of connections YES NO

2. Can talk about how knowing the authors style
helps him or her understand text YES NO

3. Exhibits evidence of use in all content areas YES NO

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Date: Sun, 24 Feb 2002 14:59:53 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: Re: [mosaic] literacy coaching

I was a CLASS coach in Indiana (training schools in creating
"brain-compatible" classrooms. And what I think that means is being able
to handle the many things that we have been discussing. I was assigned
to schools. I went several days a year to coach in this model. Many
schools were thrilled on the days I came and teachers signed up to work
with me. At other schools teachers were forced to work with you and
though there weren't a lot of "mean" people, several people got their
point across about not wanting to work with me or this philosophy. Being
"thick-skinned" to me means TRYING not to take it personally when
someone doesn't believe in this model (CLASS) whole-heartedly like I do.
:) Shelly

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From: Annette201@aol.com
Date: Sun, 24 Feb 2002 15:17:36 EST
Subject: Re: [mosaic] assessment ideas

I have seen a couple of assessment pieces, most noteably with text to text
but I wasnt' too impressed.

Maybe a generic rubric would be better.

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From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] literacy coaching
Date: Sun, 24 Feb 2002 14:19:22 -0600

To those of you who are literacy coaches/reading support teachers:

Do you tend to work mostly with those teachers who want your support and
coaching? I can't imagine forcing a teacher into this "change process".
What would be the point?

Dave, I agree with you 100%. The teachers have to WANT the knowledge.
Teaching the graduate courses has been so very exciting for me. Seeing
teachers make complete transformations before my eyes as THEY THEMSELVES
embraced the information. When we designed the courses, Jan and I hoped to
share our experiences and excitement with this teaching paradigm. We do not
pretend to be the experts. We can't force this belief system on anyone. It
HAS to come from the individual teacher. That is why we use adult short
text and have the teachers themselves using the comprehension strategies.
True understanding comes from our own experiences, not from being TOLD to do
it a certain way. Those that embrace this paradigm will take it back to
their classrooms and give it a try. I know I did and the impact it has had
on the children I have been teaching since then is very clear. The talk
about books and the work my students demonstrate around these strategies is
very grown up. I often have to remind myself that they are just 8 and 9
years old. But their voices speak loud and clear of their ability to
understand and discuss texts in ways I never thought possible.

Literacy coaching and reading support jobs SHOULD be there for those who
WANT it. I know I certainly have benefited from having a colleague work
side by side with me (on her scheduled days) in my room supporting and
encouraging my growth. I continue to have questions and struggles as I
grow. Knowing there is someone to bounce these off of helps me not to feel
alone. No one is the expert. We are all learning together. Collaboration
is powerful. I, too, wish it was more prevalent in our schools.

I'd love to hear how other literacy coaches/reading support teachers
implement their model or schedule their services/time.

Ginger
grade 3

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From: Annette201@aol.com
Date: Sun, 24 Feb 2002 15:21:31 EST
Subject: Re: [mosaic] literacy coaching

except my friend is a coach and she is totally down when she goes into
certain schools. I feel sorry for her but I have to say as a reading teacher
for many years, I have certainly have experienced negative people. AND,
when I become a Reading Recovery teacher, WOW, I never expected the
antagonism from some people. I cried a lot! i think trying to count the
good experiences is more healthy.

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Date: Sun, 24 Feb 2002 16:43:27 -0500
From: "KAREN VOLK" <volkk@bcschools.net>
Subject: Re: [mosaic] literacy coaching

I whole heartedly agree to what Cece is saying. Change is very difficult
for teachers to handle. It's gets very personal to them and is very
threatening to challenge their present line of thinking. It is in a way
like raising a child. You believe very much in what you are doing as a
parent but just remember how threatened you feel when a relative questions
your methods and gives you suggestions on how you should be raising your
child. It the same way with teachers.

You can't take their anger/frustration personally because if you do as a
literacy coach, you won't be effective at your job. I have found that the
gradual release of responsibility works very well when working with
teachers. Also as literacy coach I can't express the importance of
building relationships with the people that you are working with. If
teachers trust you and can confide in you, you will have a better result.
Change takes time and some people need more time than others. Some days I
find myself wishing that I could change it all in a week and then I
remember Rome wasn't built in day (even though we wish it were some days).

Karen

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From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Prophet in Your Own Land
Date: Sat, 23 Feb 2002 23:02:57 -0500

I think it is difficult when you are asked to help people who don't want
help! I am fortunate in my school to have mostly great teachers, but
there are a few:) Usually it's the ones who need the most help who
welcome it the least!
That is another difficulty with the position.
I would be interested to know if some of you had reading specialists
when they were "in vogue". Is this the same sort of things that literacy
coaches are being asked to do today? And why were these positions
abandoned?
Cece/1/GA

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

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From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] Prophet in Your Own Land
Date: Sun, 24 Feb 2002 17:33:25 -0800

I am a literacy coach in my district, and moved into the position at my
school from a fourth grade classroom. There are five full time lit coaches
in my district, one at each of the elementary schools. The positions have
been very successful. I think this is because the positions are clearly
defined, and supported by everyone, from the School Board to the parents.

My district has developed a strategic plan that includes weekly
collaboration time during the school day for all teachers. Twice each month
these collaboration times are supposed to be professional development.
That's where I come in. Each grade level has selected a professional book
to study together, and has developed a cycle of inquiry focusing their study
to improve practice and student learning. On the off weeks, I do model
lessons, coach teachers, do research, and generally support the teachers at
my school. The big fear was that these positions would become
mini-administrative jobs, and the five of us have worked very hard to keep
that from happening. We have a job description, which is currently being
revised to be more specific. Whenever I am asked to do a task, I ask myself
if it is in support of the teachers or the administration. If it's in
support of administration, I go into negotiation mode. It becomes a little
tricky to question in a way that doesn't appear to be insubordination, but
it has worked out so far. One of our coaches is having difficulty drawing
the line, and that's why we are revising the description. Make sure the
job is clearly defined, and that everyone knows what your job is.

The second thing that has been very successful is to let the teachers set
their own agendas. Our school and district focus is on teaching reading
comprehension strategies, but within that framework, they choose their own
path. I found that if I tried to bring my agenda to the group, I was met by
great resistance and resentment. I only did it once. . .

I am going back to the classroom next year, because I miss the kids
terribly. I have to say, though, that I have really enjoyed the time to
study and reflect on my own practice. It has been a wonderful break, and I
will be a much better teacher after the experience.

Best of luck,

Melanie

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From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] questioning(LONG)
Date: Mon, 25 Feb 2002 08:22:24 -0600

I have just completed all of this with this year's class. I have REALLY
been using inferring MUCH MORE now along the way so that I can actually
focus on it with them having heard me doing it and us having done some
informal inferring as a class. I've added something new that I tried this
year.

When I teach the questioning strategy I start by modeling with several
picture books saying, "I wonder.....?" I just stop at crucial points
(before, during, and after) and ask "I wonders". I have the students
just observe what they see me doing and what they hear me saying. I
make it obvious that I am stopping to ponder my "I wonders" by either
putting down the book or looking up. I do NOT attempt to answer
questions during this modeling (explicit teaching) time. Then after
several days of this, I ask the kids to join me in sharing what THEY are
wondering about. I read a picture book and stop often and ask if anyone
has something they are wondering about. We do it verbally for a few
days with different texts.

Then I made up a form that is divided into three sections: Before
Reading I Wonders, During Reading I Wonders, and After Reading I
Wonders. I read a picture book and then stop periodically and have them
write what they are wondering about. I REALLY have to remember FOR
MYSELF to have them do I wonders BEFORE I start the book. Then we might
share a few of them whole group as we go.

Next I read a text and record ALL of their I wonders on the overhead.
We actually can fill 2 overhead transparencies with all of our
questions. I SAVE this overhead for later use.

Then I put a short piece on the overhead, often a poem or a "lifting" of
a longer book, and we read it together for SHARED. I might have them
write or do a pair share for their I wonders with this.

Because third graders often don't write "deep" questions, I introduce
THICK and THIN questions ("I wonders"). I tell them if I can CLAP the
answer (which would be a very literal short answer like a character's
name, or the setting, or the color of something in the text, etc) then
that is a THIN question. I talk about while thin questions are
important, they do not lend themselves to much discussion and do not
deepen the understanding of the story. So we are looking for THICK
questions. After explicitly teaching this (think alouds/modeling) I put up
2 pieces of chart
paper with THICK at the top on one and THIN at the top on the other.
When we move to doing post its for our own text (at first I give them
all a copy of the SAME piece to write their "I wonders" on post its) we
gather back together whole group and look closely at the "I wonders".
THIN ones get put up on the THIN chart paper and THICK ones get put up
on the THICK chart paper. At first you will probably have more THIN
questions. I actually literally CLAP the answers if they are THIN
questions for the kids to see the difference. For THICK "I wonders" I
swirl my hand dramatically all around in the air showing how it would
probably take me longer to get to the answer and then I hold my hand out
like I am supporting something heavy because our thick questions have to be
held up because the "talk" about the question would be more deep. (but at
this point we are
still NOT answering them yet!!).

I send them off to practice writing "I wonders" for quite a while on
their independent reading books. I pull together small groups to fine
tune those who might need more instruction.

The next step for us was to decide if their "I wonders" were answered in
the text or not. Just that simple. I had saved the overheads of "I wonder"
questions from a picture book I did with them earlier in our study. I
purposely didn't wash off the questions so I could revisit them for this
stage of the study. We went back over the "I wonders" and discussed as a
class if each one was answered in the text or unanswered. I wrote an A for
answered next to the question or an Un for unanswered. I would go back to
the text to "prove" where the answer was found. We informally would infer
if an unanswered question lent itself to inferring.

What seemed difficult for my students was the difference between a question
that was answered NO versus it being unanswered. I had to do a lot of work
on that. Explaining that a particular question WAS answered in the book
because the answer was NO. For instance, if someone had asked, "I wonder if
the dog drowns in the ocean?" Well, as we read on, we learned the dog did
NOT drown in the ocean. So THAT question is ANSWERED with NO, the dog was
just missing but later was found. It did not drown in the ocean. I think
they are getting it more now after many times of clarifying that.

The next day I gave them all a basal anthology book. I read the story aloud
while they followed along. At the cover page I had them write before
reading "I wonders" on post its and stick them on. Then we turned the page.
This story was nice because one side of the open faced book was an
illustration and the other side was all text. So before I read the text
each time we turned the page, I had them write an "I wonder" post its(or two
or three depending on them) for each illustration and stick them on. Then I
read just THAT text page. I stopped and had them write a couple "I wonder"
post its and stick them on before we turned the page. We continued through
this until the story ended. Then at the end, we wrote after reading "I
wonders". This took about two days.

After we were finished with the story (finally!!) I tried something new this
year. I have round tables in my room with four students at each table. I
gave them each a number from 1-4. I gave each table a sheet of paper with a
two column table with A and Un at the top divided by a line. I modeled how
person number 1 at each table was going to go first and share their before
reading "I wonders" one at a time with the table group deciding together if
the question was answered in the text or not. If it was, they were to
discuss the answer and find the proof back in the text. Then they were to
stick the post it ON THE BOTTOM of the appropriate column. (so the next
post its would be added above, they stick on that way in more order) In the
A column for the questions that were answered/proven, and in the Un column
for the questions that were unanswered. Then person number 2 would do
his/her before reading "I wonders" and so on until all four had done just
the before reading questions. Then they were to start back with person
number 1 doing their "I wonders" from JUST THE NEXT PAGE, then all the
others at the table sharing/deciding about their "I wonders" from THAT page.
Then on to the next PAGE. In a systematic order. Taking time to process
each "I wonder."

What was so exciting to me is that because we had been casually doing
inferring as we went through our Unanswered "I wonders" I was hearing my
students saying, "Well, that is unanswered, but you can infer that
............" It was naturally evolving. My assistant and I walked around
and listened in on their conversations and they were REALLY discussing the
story. There was some disputing going on as well. It was REAL talk about
the story. We are not finished with this activity and will continue it this
week. I liked it better than doing it whole group. More students were
actively participating. All were engaged.

For me this will naturally evolve into the Inferencing strategy study.

When my kids started writing/sharing their "I wonders" it was AMAZING
how insightful and deep their questions were. Eventually I tried to
show them that if they just took off the first two words "I wonder",
there was a plain old question there. But for some of my kids they
never moved there. I LOVE using "I wonder.....?" to get the questioning
going! I found it very safe and nonthreatening to my kids. They didn't
have to get all caught up in worrying if their question was a "good
enough" one or not. It seemed to give them permission to just WONDER!!!

What are YOU all doing for questioning? SHARE!!!!!!

Ginger
grade 3

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

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] literacy coaching
Date: Mon, 25 Feb 2002 10:10:32 -0500

Ginger,
In our school we are required to make some changes due to low test scores.
The way the position is described in the REA grant we applied for, all Pre-K
through 3rd grade teachers must be involved.
Here is the process as described to me by a trainer with our district
staff-development:
When you implement any changes you usually have 3 groups
1. The Gung-Ho here we go! Group
2. The wait and see group
3. The "ain't no way" group

What she suggested was beginning with a Gung Ho teacher. They will catch on
quickly and want to make it work. Get things up and running in that
classroom, and then have your #2 & #3 teachers come in to observe.
Next, choose a person from the #2 group and begin with them. It may take a
little more time here, and they may need to observe your #1 several times.
Then move back to another Gung Ho.
Next, tackle one from your "ain't no way" group. Try to make it the one who
is least resistant.
Continue to implement in this way until all teachers are trained.
She mentioned that some teachers will continue to be resistant, and they
usually decide to move on because they can't buy in to the process. She said
to wish them well, and not have negative feelings about it. She has
emphasized to me SEVERAL times, that not everyone will love you, but you
must focus on your goal...improving classroom instruction.
What we must all realize is that although methods are good (and there are
some great ones out there), the ultimate is the teacher. A wonderful teacher
can make a scripted phonics program work if she is enthusiastic and believes
in what she is doing.
I recently read an article by Mem Fox www.memfox.net about the role of
passion in teaching reading. She illustrates this point wonderfully! Maybe
the reason the Mosaic strategies work so well for us is because we are SO
PASSIONATE! If we implement these strategies in classrooms without that
passion, they will not be so effective.
Cece/1/Ga

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

Date: Mon, 25 Feb 2002 09:01:41 -0800 (PST)
From: Kim Sheffield <snowlc@yahoo.com>
Subject: [mosaic]

How I've seen an introductory on the thinking
strategies done before is quite similar to what
everyone's saying (by Ellin Keene at our district, in
Denver at the PEBC, and Chryse Hutchins at my school).

Definitely use an adult piece of text, short and
difficult (poetry is always good, like Pablo Neruda or
Sandra Cisneros). I like the idea of modeling the 90
min. literacy block. Making sure to ask those tough
questions after the "crafting time" like: What have
you learned today about you as a reader? About your
instruction? What kind of processing time (discussion
time) did YOU need to understand this piece? Do we
allow our students the same time?

I know for me personally learning these strategies,
what impacted me most as a teacher was exploring these
strategies in my own reading, really reflecting when,
how, why I was using a particular strategy to help me
understand. It was only then I could teach using the
gradual release model, because I understood the end,
the "so what?" piece.

We need to always ask ourselves WHY do we want our
kids to learn and use these strategies. What do we
want them to really be doing with them? Am I asking
them to do something authentic?

Kim Sheffield
Literacy Coordinator

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

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] literacy coaching
Date: Mon, 25 Feb 2002 17:06:25 -0500

I think it's important to
> honor everyone's process, and realize that often it's my expectations that
> make me feel yucky, not what someone else has said or done.
>
> Melanie
>
Wow! Melanie, that is a powerful statement, and so true. It's like an Oprah
AHA! moment. I think that is a problem I have struggled with for years...not
being able to figure out why people just "don't get it" when they don't even
realize that I have those expectations for them! (Sort of like when you get
mad at your husband because he isn't reading your mind :)
Thanks for your words...they've helped me!
Cece

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

Date: Mon, 25 Feb 2002 17:18:49 -0800
Subject: [mosaic] literacy coach? grade 3
From: Kimberly Marchand <labsforus@juno.com>

I was wondering what a literacy coach was, the job description in a nut
shell. I have seen many post emails saying they are literacy coaches. I
have never heard of one before, how does a district know they need a
literacy coach? What is the difference between a reading specialist and
a literacy coach?

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

From: "Lois Driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] questioning(LONG)
Date: Mon, 25 Feb 2002 18:51:39 -0800

I'm using a strategy devised by Barbara Walker in her book, Diagnostic
Reading by Prentice Hall called Say Something. Give each child 2 post-its
of one color and one post-it of another color (or whatever number you decide
depending on class size). As I read a book and stop at each page to look at
pictures and let them think about the text I just read, I tell them they
have to use both of the post-its of one color to SAY SOMETHING. It starts
with "I wonder", "I notice", "I think". This gets everyone talking because
they have to turn in their post-its (empty) when they have something to say
and others need to listen. The color post-it can be used if the participant
wants to piggy-back off of someone else's statements. If you are just
working with questions stick with the I wonder statements. A great book to
use with this strategy is Journey by Allen Say.

Lois
4/5 loop
AL

+++++++++++++++++++++++++++++++++++
From: "Tena Flanagan" <tflanagan@colbertcountyschools.org>
Subject: Re: [mosaic] literacy coordinators
Date: Thu, 28 Feb 2002 09:00:16 -0600

This is the exact problem that I have been facing. It has taken half the
year for me to accept that I can't do it FOR the teachers. If they don't
want to implement new things, I am not the principal I can't make them.
But.. guess what? when I pulled my time to focus at one of my other schools
since they were more open, the teachers at my home schools got mad and are
now getting on board.

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

From: "Tena Flanagan" <tflanagan@colbertcountyschools.org>
Subject: Re: [mosaic] literacy coaching
Date: Thu, 28 Feb 2002 09:49:51 -0600

Well, when you take on a new role (when you have just been one of the gang)
your co-workers (even close friends) will see you in a different light. It
can be a good experience but it all depends on the attitude of your faculty.
I work with 3 schools and each school has a different personality, just like
different classrooms. The teachers are at different places as far as
professional attitude and knowledge about teaching. Just like the students
in your class are on different levels and have different abilities, so do
your teachers and principals. If your teachers are insecure about themselves
as teachers or do not see themselves as professionals, you will have a
difficult time. My teachers like that are all in one school, my home school.
So, not only are they seeing me as an outsider, they think I'm going to
attack their teaching practices. This one faculty even had a faculty
meeting where all they did was bash me. The principal was also included in
this, he was even leading the comments. I am not supposed to know about this
meeting (right!), but one or two people still talk to me. I am serious about
how personal they take any constructive criticism. The criticism didn't even
come from me, it came from my supervisor, but I felt the heat. The comments
made by my supervisor were very true about the schools climate, attitude,
implementation of new things, etc.Anyway, now the principal was ordered by
the superintendent to get on the ball and begin to implement the new
practices. He has started to support the practices and the teachers are
getting involved, but I have stepped back to let them be the ones to do the
work. I am providing suggestion via a teacher on a reading committee without
the faculty knowing where the suggestions are coming from. But this is a
very extreme case. In my other two schools the attitude follows a curve-a
few people on fire to make a difference, a large number of followers, and a
few that despise my interaction bu they are professional enough to not get
personal and I can talk to them sensibly. I can go on and on about how you
need to be TOUGH, but what keeps me grounded is the reason why I took this
job: I want to make the most difference in educating children that I can. I
am not the type that can go into my classroom and shut the door and do what
I know is right, I have this innate desire to tell other people what great
ideas I have about teaching reading. When I think about what I believe, and
I know it is supported by hundreds of pieces of reasearch, I can walk down
that hallway and hold my up knowing what I envision for the schools is
RIGHT! One step at a time, one day, one teacher.
Sorry for the vent!
Tena Flanagan

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

From: "Tena Flanagan" <tflanagan@colbertcountyschools.org>
Subject: Re: [mosaic] Prophet in Your Own Land
Date: Thu, 28 Feb 2002 09:55:19 -0600

I agree, and I'm a reading specialist through Alabama Reading Initiative.
The initiative does require a committment upfront, but it is still very
difficult.
Tena

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

From: "Thorud, Carol" <thorudc@mail.davenport.k12.ia.us>
Subject: RE: [mosaic] Prophet in Your Own Land
Date: Thu, 28 Feb 2002 10:03:58 -0600

I, too, agree. I have been in several districts and have seen this happen
in a negative sense too many times. Bringing in the experts is not the
effective way to bring about change. Change must come from within the
belief framework of the participants. It might be the best idea or
strategy, but if
the teachers that are to use it don't see it as essential to the learning
process, teachers won't see the value of changing. Seasoned teachers have
seen so many changes...some good....some not. Motivation comes from seeing
the success in another setting. Send teachers to see the successful
programs
and ideas. Educate....educate....educate!

+++++++++++++++++++++++++++++++++++
Date: Thu, 28 Feb 2002 15:17:45 -0600
Subject: Re: [mosaic] literacy coaching
From: hansen_s/cp@dns.u46.k12.il.us

So are we saying that teachers deserve the bashing we are taking from
the public and that we are unable to hear new ideas as opportunities to
look at our kids and their learning with new eyes? If we can't accept
ideas from each other (lit. coaches for example) what source would be
appropriate? Do we need to have it come from outside, maybe imposed by
government mandate, for ideas to be worthy of our attention and
consideration? The expectations for change as well as the challenges
are huge. I would like to think wwe care enough about our kids and
believe in our potential enough to do this with way less petty suspicion
or jealousy and way more belief that we are all in this together to help
our kids get the education they need to be successful.

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

Subject: RE: [mosaic] literacy coaching
Date: Thu, 28 Feb 2002 14:10:43 -0800
From: "Chris Scheving" <cscheving@nusd.k12.ca.us>

I recently read an article on resistance. This is something that
happens in business, education, and private life. When I read this
article, I realized that I wasn't necessarily reading about the teachers
I work with, I was reading about myself. I like to think that I am open
minded and ready to take on any new information about better teaching
practices. But in reality, although I am a literacy coordinator, I am
also quite skeptical about new things. All change takes time.
It may take me as long as 7 years of teaching at the same grade
level to become a master at teaching that grade level. It may take 5
years of committed staff development before the seeds of educational
reform actually grow and blossom. We live in a world that expects
instantaneous gratification and improvement. Truth is that world
doesn't exist. There are two ways to impact change. One way is through
force, which isn't always taken to heart. The other is through
education. Guess what! We chose the slower path. But then again, it's
probably the better path.
I've been a Literacy Coordinator (similar to a coach) for going on
eight years now. My work has not resulted in any spikes in the learning
curve. I really don't want to see spikes. Inevitably, with spikes,
what goes up must come down. Instead we have seen steady improvement in
our students and teachers. I am gratified to know that students can
read better than they used to. I am satisfied that soon our students
will be comprehending at a higher level. And I am hoping that soon they
will be writing better as well.
Don't give up the fight. Let the teachers around you know that you
value them as educators and life long learners. Keep learning yourself,
be honest about your own limitations, and in time the teachers will come
to trust and respect you. I still feel like a prophet that is probably
valued more elsewhere, but that's life. If it weren't a challenge, it
wouldn't be worth it.

Chris Scheving
Literacy Coorinator
E. L. Musick School
Newark, CA

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

Date: Fri, 1 Mar 2002 17:40:34 -0500
From: "Nancy Creech" <ncreech@mail.rcs.misd.net>
Subject: [mosaic] Research

Does anyone have any research references for using the MOT strategies to aid comprehension??

Thanks,
Nancy Creech

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

From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] Research
Date: Fri, 1 Mar 2002 15:03:26 -0800

Check the references at the back of Mosaic of Thought and Strategies that
work

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

From: Osrub@aol.com
Date: Fri, 1 Mar 2002 18:49:40 EST
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

Ginger:
I think your Schema quiz is just terrific. What a way to get kids to be
metacognitive. So often people feel totally frantic when they can't come up
with a hard copy of work to show parents for grades, etc. So much of what we
do is journaled or cooperatively done. I took the liberty of copying your
work to show as a sample and people have been thrilled.
Thanks.
Susan

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

From: Osrub@aol.com
Date: Fri, 1 Mar 2002 18:57:34 EST
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

RE: staff development
I have been reading about the difficulties people are encountering as
coaches. I guess I'm in an unusual position. I have been a special
education teacher in my district (3 elementary schools and 1 jr. high and
high) for 20 years. In that time I have been involved with CRISS training
throughout my district. We do not have reading teachers and just a few Title
one people. When the coaching position was created I took it on because I
wanted a change. Anyway, I have discovered that the most important aspect of
my job is to have the teachers see me as a help. By listening carefully and
looking for opportunities I have been able to be of assistance and then I
feel that there is the possibility of learning from each other. There are
those who would rather I not come anywhere near them. Since this is the
first year I have been concentrating on people who are receptive.
Interestingly, I have been surprised by how many other teachers have sought
me out because they are "hearing" about my lessons, etc. It's a slow process
but then, building a relationship and trust always takes time. I have been
very lucky to have total support of the administration.
Hope this helps.....
Susan

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

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