http://www.guilford.com/cartscript.cgi?page=edu/block.htm&cart_id=263018.630
3

Comprehension Instruction
Research-Based Best Practices
Edited by Cathy Collins Block and Michael Pressley

Comprehension instruction is widely recognized as an essential component of
developing students' pleasure and profit from reading. Yet despite
significant recent gains in knowledge about how comprehension develops and
how it can be taught effectively, classroom practice still lags behind
research in this crucial area. This volume brings together the field's
leading scholars to summarize current research and provide best-practice
guidelines for teachers and teacher educators. Each coherently structured
chapter presents key findings on a particular aspect of comprehension,
discusses instructional practices supported by the research, and addresses
what still needs to be known in order to provide the best possible
comprehension instruction for every student. Topics covered include
assessment, curriculum, methods, and comprehension difficulties, from the
preschool level through high school.

Ginger
grade 3

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

From: <arch2er@bellsouth.net>
Subject: Re: [mosaic] literacy coach? grade 3
Date: Sat, 2 Mar 2002 11:08:51 -0500

Just a note of thanks to all who have shared their experiences and advice on literacy coaching. This is my first year doing this and have encountered a lot of resistance and anger. After reading your posts though I will approach my job with a new light. Thanks again. This ring is the best ever!!!!!!

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: RE: [mosaic] research source
Date: Sat, 2 Mar 2002 11:20:02 -0600

Nancy- the Comprehension Instruction book is definitely a research/text book
type book. It addresses the MOSIAC strategies (even discusses the book by
Ellin in one entire chapter) throughout the book. It is LOADED with research
citings. The book is in fact a compilation of THE actual research!! If you
go to the link I included for the publisher you can see the table of
contents.

Here is the info from the publishers site:
http://www.guilford.com/cartscript.cgi?page=edu/block.htm&cart_id=263018.630
3

Ginger
grade 3

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Teaching Comprehension in the Primary Grades/new Debbie Miller book!!
Date: Sat, 2 Mar 2002 11:43:17 -0600

EXCITING NEWS!!! Debbie Miller's new book for primary teachers due out in
April can be ordered now. (www.stenhouse.com) Debbie is the first grade
teacher Ellin writes about in MOSAIC and she is in Stephanie Harvey's
video-Strategies in Action (also available from Stenhouse). I understand
Laura at readinglady.com will also carry the book. See the info below and
find the link to read the book ONLINE now!

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

Reading with Meaning
Teaching Comprehension in the Primary Grades

Debbie Miller
2002
208 pp/paper
full-color insert
1-57110-307-4
$21.00

If you have ever wondered how to teach comprehension strategies to
primary-age children, read on.
First, imagine a primary-grade classroom where all the children are
engaged and motivated; where the buzz of excited, emerging readers fills the
air; where simultaneously words are sounded out and connections are made
between the books of their choice and the experiences of their lives. Then,
open these pages.
Welcome to Debbie Miller's real classroom where real students are
learning to love to read, to write, and are together creating a
collaborative and caring environment. In this book, Debbie focuses on how
best to teach children strategies for comprehending text. She leads the
reader through the course of a year showing how her students learn to become
thoughtful, independent, and strategic readers. Through explicit
instruction, modeling, classroom discussion, and, most important, by
gradually releasing responsibility to her students, Debbie provides a model
for creating a climate and culture of thinking and learning.
Here you will learn:
techniques for modeling thinking;
specific examples of modeled strategy lessons for inferring, asking
questions, making connections, determining importance in text, creating
mental images, and synthesizing information;
how to help children make their thinking visible through oral, written,
artistic, and dramatic responses to literature;
how to successfully develop book clubs as a way for children to share their
thinking.
Reading with Meaning shows you how to bring your imagined classroom to life.
You will emerge with new tools for teaching comprehension strategies and a
firm appreciation that a rigorous classroom can also be nurturing and
joyful.

Go to this link and you can VIEW the book ONLINE!!!!!!!!!!!!!!!!!
http://www.stenhouse.com/0307.htm

Contents
Prologue: It Doesn't Get Better Than This
1. Guiding Principles
2. In September
3. Readers' Workshop: Real Reading from the Start
4. Settling In
5. Schema
6. Creating Mental Images
7. Digging Deeper
8. Inferring
9. Asking Questions
10. Determining Importance in Nonfiction
11. Synthesizing Information
Epilogue: In June
References
Index

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

From: "Debbie Granger" <dgranger@mbcomp.com>
Subject: [mosaic] schema
Date: Sat, 2 Mar 2002 13:17:50 -0500

Please help me to understand the term schema! I am just starting to =
delve into this Mosaic and I am very enthused about it but I don't =
understand this concept of schema. Thanks.

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

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Teaching Comprehension in the Primary Grades/new Debbie Miller book!!
Date: Sat, 2 Mar 2002 13:32:33 -0500

I am already reading the book (can't wait to get it!). And there are so many
wonderful strategies for primary teachers here. I keep wondering, "Why
didn't I think of that?"
Two things I plan to implement immediately:
1) I like the way she uses chart paper and small groups to help kids in the
guided practice portion of comprehension study. This part of the gradual
release model was a puzzle to me for primary students. She puts the kids
into small groups of 4 around a piece of chart paper.(After they have read a
story aloud). Then the kids draw pictures and write about the connections
they made in the story. I think the first one she talks about is _Ira Sleeps
Over_.
2) I was impressed by her statement that she discourages her first graders
from reading chapter books (even if they can). I had to think about it, but
I think she has a point. They have forever to read chapter books, but the
picture book can really support their reading and there are so many
wonderful picture books that kids need to experience! These books can really
help kids develop their higher level thinking.
I have noticed that some of my kids can read chapter books, but don't really
have the background knowledge to fit it all together (like the Magic
Treehouse books). I think I will put the chapter books aside for my brighter
first graders and encourage them to enjoy picture books instead.
What a great book!
Thanks, Debbie!
Cece/1/GA

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

From: Gm1114@aol.com
Date: Sat, 2 Mar 2002 17:46:37 EST
Subject: Re: [mosaic] Teaching Comprehension in the Primary Grades/new Debbie Miller b...

In a message dated 3/2/02 1:38:28 PM Eastern Standard Time,
btillman@farmerstel.com writes:

> 2) I was impressed by her statement that she discourages her first graders
> from reading chapter books (even if they can). I had to think about it, but
> I think she has a point. They have forever to read chapter books, but the
> picture book can really support their reading and there are so many
> wonderful picture books that kids need to experience! These books can
> really
> help kids develop their higher level thinking.
> I have noticed that some of my kids can read chapter books, but don't
> really
> have the background knowledge to fit it all together (like the Magic
> Treehouse books). I think I will put the chapter books aside for my
> brighter
> first graders and encourage them to enjoy picture books instead.
>

Cece,

I put my chapter books away two years ago. I happen to teach in an affluent
school where many children come to kindergarten reading. Therefore, by first
grade they think they should be reading Harry Potter. As you mentioned with
the Magic Tree House books, six and seven year olds do not have the prior
experiences because of their age to full appreciate many chapter books to
their full extent. They are wonderful for read alouds where we can fully
discuss and explain inferences, etc.

I always explain to my parents at parent night the second week of school that
they won't be seeing any chapter books other than Henry & Mudge, Poppleton,
Nate the Great, etc. coming home. Then I explain my reasoning. Many
understand and realize the importance in their children having the experience
to read many of these wonderful easy level chapter books they may otherwise
skip over. Of course, there are always a few who think their darlings are
capable of reading on a college level in grade one.

This has become a very strong topic for me and MOT has further strengthened
by beliefs that we shouldn't be pushing these little ones too fast. To
master comprehension to its fullest potential you must learn and practice
with easier text.

Sorry to get on my soapbox :-)

Gail - 1/NC
Gm1114@aol.com

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] review of Comprehension Instruction book
Date: Sat, 2 Mar 2002 21:18:45 -0600

Here is a book review about the new Comprehension Instruction book:
##################
Teacher Feature...
Book Review

Comprehension Instruction: Research-Based Best Practices
Cathy Block, Michael Pressley
Guilford Press, 2002

by Kendra Wagner

Block and Pressley's book can act as a compass for the profession in
teaching comprehension in the 21st century. Comprehension Instruction:
Research-Based Best Practices, (Guilford, 2002) is a groundbreaking,
400-page book, presenting crisp summaries of 25 years of comprehension
research, by 40 contributing authors, as well as specific questions that
need further research.
In the last decade the term "being strategic" has emerged, when referring to
reading comprehension. This goes a step beyond what was previously defined
as gaining meaning. This concept of "active processing" has invited
analogies to sports, driving and even musical proficiency. We now know, from
extensive research, that proficient readers use a variety of strategies, up
to as many as 30, to gain meaning from fiction and non-fiction material.
These are as simple as re-reading a long sentence (or one that you were
interrupted from while reading) or as complex as filling in a mental "cause
and effect" graphic organizer while reading about the various causes of the
Civil War. Like any accomplished skill, most of these steps in the process
are unconscious, so as not to interfere with the pleasure or efficiency of
the task. Our students need instruction in how to make these conscious. To
unveil, model and teach how these work in the brain can make a difference to
some low-functioning or unengaged readers.

As teachers, we must pay close attention to this evidence, for it is our
non-proficient readers that need instruction in how to fill in their gaps
with these tools. We also must pay close attention to our own mental
processes while we read. This term, metacognition, surfaces quite often in
the book. The first time I heard this concept was in the early 80's, in
reference to math problems on the state test I was preparing my students
for. They were to "show their work" and describe their thinking, which was
something new then. Now we are hearing the same concept used in reading
instruction. Is it possible to teach students to monitor their
comprehension, "unpack their brain" while reading, learn and identify
strategies employed before, during and after reading, and then verbalize
these processes? According to the book, yes, with an excellent and trained
teacher.

Block and Pressley begin with a brief historical overview of comprehension
instruction, and present the reader with a mindset and purpose for reading,
part of which is to attend to the past, present, and future of teaching
students how to derive meaning from text. By bolstering our background
knowledge and establishing a reason for reading, they exemplify modeling
pre-reading strategies for us in the first chapter!

In the following chapter Pressley reflects on the success of Keene and
Zimmerman's book, Mosaic of Thought (Heinemann, 1997). He covers several
pages on the pluses and minuses about their popular book, concluding that it
broke new ground by introducing seven strategies, but is missing a roadmap
of how it would look in a classroom. He also feels that the authors
oversimplify the endeavor that comprehension instruction truly is, and leave
out other equally vital pieces of the comprehension equation, such as
fluency and vocabulary. Had Harvey and Goudvis' Strategies That Work
(Stenhouse, 2000) been published, his criticisms may have been answered
about "how it looks in action".

In the introductory and concluding chapters, a sad tone infuses Pressley's
words when revealing just how little comprehension instruction is actually
being done in classrooms, despite the wealth of knowledge we have about what
works. This is due to several factors, according a few of the contributing
authors: 1) Most teacher-certification programs do not yet include
comprehension instruction "how-to". Only several states require a course in
reading that is more than an overview. 2) The research implies that this is
not information that can be siphoned into a purchase-able program. 3)
Assessment, planning, fortitude and creativity on the part of each teacher
is required. 4) Teachers do not feel confident, as readers, in their own
metacognitive abilities. 5) Staff development which provides a place where
teachers can hone their abilities or try out new methods, is sketchy, or
missing altogether, 6) Teachers need a wide variety of texts available to
them, both in ability level and genre, for modeling and student practice.

In the other 23 chapters the authors develop a common thread about the
importance of following a classroom framework that spirals through the
following steps, no matter what the age level: a) presenting explicit models
of gaining meaning, (often these are mental models --"brain unpacking"), b)
guided student practice, c) multiple opportunities for students to
practice -- ultimately independently. Teaching these in the context of a
structured Reader's Workshop is ideal. The authors also agree that helping
students become self-regulated comprehenders is hard work, and such methods
will likely take more than a year for most teachers to master. Eight
chapters are directed towards Pre-K through 5th grade instruction, and three
are directed towards middle school through college. Every chapter, however,
is worth reading, because even the tips in the college chapter will help a
2nd grade teacher devise lessons on what it takes to be a good reader. The
ingredients, the items in the tool kit, are essentially the same. And being
flexible with those tools is an essential component to being a good reader.

Much like the research on teaching writing, which proves it takes an avid
writer to be a good writing workshop facilitator, it also requires a
proficient and introspective reader to be a good reading workshop
facilitator. This means modeling and "over teaching" certain comprehension
strategies that students need to acquire. It is hard work. But it is a
journey I am willing to tread, for the joy of hearing a student say. "I made
an inference just then, didn't I?

About Kendra Wagner...

Kendra is a Reading Specialist and Literacy Consultant in Seattle, WA. She
can be contacted at Kendra9@mindspring.com

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

From: Kkellyooo@aol.com
Date: Sun, 3 Mar 2002 10:55:48 EST
Subject: [mosaic] Using chapter books at 3rd--response to CeCe & others

I put my chapter books away two years ago. I happen to teach in an affluent
school where many children come to kindergarten reading. Therefore, by first
grade they think they should be reading Harry Potter. As you mentioned with
the Magic Tree House books, six and seven year olds do not have the prior
experiences because of their age to full appreciate many chapter books to
their full extent. They are wonderful for read alouds where we can fully
discuss and explain inferences, etc.

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

From: Kkellyooo@aol.com
Date: Sun, 3 Mar 2002 11:02:00 EST
Subject: [mosaic] Re:novels in 3rd grade for independet--the correct response to CeCe/others

I teach 3rd grade--my first year doing so. I teach in a very non-affluent
area where many of the kinders haven't even held a pencil before coming to
school. So many of my students are fairly low readers. I've never required
that the children have a novel except for the few that are strong readers. I
have an extensive library -- around 3,000 books--in my room and I feel that
there are plenty of books to keep each child challenged, except for a select
few. However, some of the other teachers have required that their 3rd
graders have a novel from the first day of 3rd grade. my question is: should
I have been doing this from the beginning? Am I wrong to allow them to read
mostly picture books at this level? And now, at this time of the year,
should I be requiring that they read only novels? Any help would be
appreciated!

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

From: JoyJackie@aol.com
Date: Sun, 3 Mar 2002 13:13:05 EST
Subject: Re: [mosaic] literacy coaching

Just an opinion, but if the leadership were there from the administration, if
the literacy coaches were respected and their role understood by principals,
much of the distrust might just go away.

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

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Re:novels in 3rd grade for independet--the correct response to CeCe/others
Date: Sun, 3 Mar 2002 13:32:37 -0500

"Am I wrong to allow them to read mostly picture books at this level?
And now, at this time of the year, should I be requiring that they read
only novels? Any help would be appreciated!"

This is just my opinion, but I'd say no. Why should we limit kids to
only certain types of books? If they choose to read a novel, fine, if
not, fine. Some may not be ready for novels.
I was talking to another teacher at my school. Her daughter is in 6th
grade at another school which uses AR for grades. She wanted to read
some Nancy Drew but the teacher wouldn't let her because the books were
one tenth below her reading level! I told her to take a stack of college
texts in to the teacher, dump them on her desk, and tell her that is all
she (the teacher) can read because books like Nicholas Sparks' or Sue
Grafton's are below her reading level!
(She did make the point to the teacher, but in a nicer way :)
Why do we get caught up in such silliness?

Trust yourself and your instincts to know what your kids need. It's hard
to buck the others when you are new to the game, but don't sell yourself
short. Picture books can be complex. (I must admit I love them myself!)
Cece/1/GA

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] National Reading Panel report
Date: Sun, 3 Mar 2002 12:49:05 -0600

We've often heard mention of the National Reading Panel report. Cece posted
this on another list and I thought some of us here might want the
information as well. Thanks go to Cece!
Ginger
grade 3
^^^^^^^^^^^^^^^^^^^^^^^^^

If you check out the National Reading Panel's report (it's free on-line) you
can also get support for teaching comprehension strategies.
http://www.nichd.nih.gov/publications/pubskey.cfm?from=nrp

Cece/1/GA

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] help understanding Schema
Date: Sun, 3 Mar 2002 13:00:12 -0600

Debbie- Here is the link to the Schema chapter in Debbie Miller's new book
Reading With Meaning: Teaching Comprehension in the Primary Grades. You can
read it online and I've heard it explains Schema very clearly. Hope this
helps.

http://www.stenhouse.com/0307ch05.pdf

Ginger
grade 3

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

Date: Sun, 03 Mar 2002 13:18:04 -0600
From: Kathy Hurd <hurd@foxvalley.net>
Subject: Re: [mosaic] Re:novels in 3rd grade for independet--the correct response

I'd want to know why my child's teacher is using AR for grades, other
than the fact that it is quick and dirty for the classroom teacher who
is looking for grades. I'd also ask to be able to see some of my
child's AR tests, just to see where she was having trouble in case I
could be of assistance to my child. (When the teacher would reply that
she couldn't show me the tests, but only the quick & dirty score sheet,
I would want to know why.)

When the teacher would tell me that she could not get back into the
tests because the AR program is set up so the test screen can only be
viewed once only. This is so the children CANNOT CHEAT, and take the
test again. ( This flies in the face of everything that experts like
Alfie Kohn tell us about children and learning.)

Then I'd ask the teacher if she would like to receive an evaluation on
her teaching ability, but never be able to read it. On the other hand,
maybe she wouldn't want to read it!

Kathy Hurd

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

From: Gm1114@aol.com
Date: Sun, 3 Mar 2002 15:25:41 EST
Subject: Re: [mosaic] Re:novels in 3rd grade for independet--the correct response to C...

"my question is: should I have been doing this from the beginning? Am I
wrong to allow them to read mostly picture books at this level? And now,
at this time of the year, should I be requiring that they read only novels?"

Your students should be reading what is instructionally appropriate for them.
If they are reading on an upper first grade level, then picture books are
fine. If the level is third grade, then possibly chapter books are
appropriate most of the time. The goal is to develop a love for reading and
to enjoy it. Reading material that is too difficult and frustrating will not
accomplish that goal.

Gail - 1/NC
Gm1114@aol.com

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

From: "Kimberly Townsend" <ktownsen@nycap.rr.com>
Subject: [mosaic] New to the group
Date: Mon, 4 Mar 2002 03:38:38 -0500

A quick message to say hello. I have just joined and teach 5th grade. I
look forward to hearing ideas that others have and sharing what I have
learned from the two books mentioned.
Kim

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

Date: Sun, 03 Mar 2002 16:29:06 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] book

Hi all...I finally spent an afternoon in the public library attempting
to check out any of the books listed for Connections in Strategies that
Work (as well as the topical list sets on Civil War and Space which I
found so helpful in the back of that book!) When searching for many of
the book titles I found that the library doesn't have many of them. Did
you buy most of them out of your own money or put them on a wish list
for the school librarian to purchase over time, or purchase them with a
grant? Then, did you buy 1 copy of all, 6 of all, or 6 of some. How did
you make the decisions where to start? As I build my strategy teaching
library I want to be fiscally responsible...any thoughts?

Shelly

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

From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] Re:novels in 3rd grade for independet--the correct r
Date: Mon, 4 Mar 2002 08:01:26 -0800

Your students should be reading at their instructional level. That's where
they will make the most progress, fastest. If that's in your collection of
picture books, great. If your students are reading at a higher
instructional level, then novels might be appropriate. At my school, fourth
grade uses quite a few novels to compliment the social studies curriculum,
and it may be that your colleagues are worried about the transition. There
are many short novels out now that are a lower reading level that would give
your students the feeling and experience of reading a longer text. It may
be that experience that your colleagues are looking for, and that can be a
valuable thing if the novel is at instructional level.

Melanie

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

From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] book
Date: Mon, 4 Mar 2002 08:11:17 -0800

I gave our librarian the list of books at the back of Strategies That Work
and another list I received from PEBC through a colleague. She is gradually
filling out our collection. Right now, kindergarten, second and third
grades at our school are focusing in inference, so I pulled all of the books
we have on the list to be stored in a separate place in the library duing
this study. This system seems to work well.

My teachers receive a small fund from the PTA each year, and many of them
are building collections of their own with this money. We also have an
annual Scholastic Book Fair, and we take much of our proceeds in books. The
teachers have been able to supplement with this source.

As to how many to purchase, I think it depends upon how you plan to use
them. If it's a book you will use for a think-aloud, you probably don't
need six copies. If you plan to use it for book clubs, you will need
multiple copies. I usually purchase one copy of an unfamiliar book first,
read it, and decide how I will use it. Then I purchase more, or not, as
appropriate.
Melanie

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

Date: Mon, 04 Mar 2002 12:57:02 -0500
From: "Phoebe bernhardt" <pbernhardt@tisd.k12.mi.us>
Subject: RE: [mosaic] book

I have been teaching a graduate course on balanced literacy in grades
K-2 for the first time this year. I want to thank each of you for your
outstanding contribution on this Listserv. It seemed that whatever
topic I was covering, I could gain helpful information from reading the
comments from you. I have often shared your ideas with my class. They
also have been given the email address so they can tune in themselves.
Keep up the great work! Many are benefitting from your expertise.
Phoebe
Caro, Michigan

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

Date: Mon, 4 Mar 2002 16:48:00 -0800
Subject: [mosaic] needs assessment
From: Kimberly Marchand <labsforus@juno.com>

Before implementing MOT or Strategies, has anyone or any school district
ever done a needs assessment? If so, what did you do? Looking for
help,
NH grade 3

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

From: "Pat Watson" <pwatson@sfasu.edu>
Subject: RE: [mosaic] needs assessment
Date: Mon, 4 Mar 2002 16:25:46 -0600

Kimberly,

Before I started on a STW staff development series I did a kind of needs
assessment with the staff. I designed a presentation around Richard
Allington's What Really Matters for Struggling Readers. We went through each
of his recommendations and discussed where they were in terms of needs. From
that we boiled down (through thinking out loud on chart paper) what made
sense for them. They decided that effective comprehension and vocabulary
instruction were where they felt the most good could be done. They had
already examined TAAS scores for the target group of students and had done
some initial data gathering with these kids (struggling readers grades
6-10).

There was a lot more "buy in" with the staff development because they felt
like they selected the direction in which it should go. We've been using STW
all year and I"ve been supplementing with vocabulary ideas from Janet Allen.

Hope this sheds some light.

pat

Patricia Watson
Stephen F. Austin State University
Nacogdoches, Texas

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

Date: Mon, 4 Mar 2002 18:41:38 -0500 (Eastern Standard Time)
From: "Debbie Granger" <dgranger@mbcomp.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

Thank you for the link to Debbie Miller's book on -line. I read the chap
ter on schema and understand the concept. I am so very interested in being a
better reading teacher. After 26 years, I still have things to learn. I
love this list serve, too.

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

From: "btillman" <btillman@farmerstel.com>
Subject: [mosaic] Using Debbie Miller's strategies
Date: Mon, 4 Mar 2002 22:18:09 -0500

Hey guys! I tried 2 of Debbie Miller's strategies today and we had a ball! I
was so impressed with how the kids did, I just have to share.
First, I liked how she took the schema idea and made it visual. We are
reading a book _Wonderful Worms_ from the basal this week. I posted a chart
"What we know about worms". In a format similar to KWL I had each child tell
me something they knew about worms. I wrote each of these on 1/4 sheet of
paper with their name and posted it around the chart. In the middle of the
chart I taped a pocket folder with a sign "What we know about worms". I gave
each child a sticky note and as we read today they marked the place in the
text that confirmed what they had said. As we came back to the carpet and
they could show me in the text, we moved their paper into the pocket folder.
This is the information we want to put in our brains. When we disprove what
someone said, we X it out and put it at the bottom, labeled "Things we
thought we knew about worms that were wrong".
They are really enjoying the format.

Then, later in the day, I did an activity with connections. We have worked
for a month or more on connections, especially T-S & T-T. I've read my
anchor book (Chrysanthemum by Kevin Henkes) and we've read lots of Patricia
Polacco and Cynthia Rylant books, discussing connections. Today I read
_Sheila Rae, the Brave_ by Kevin Henkes. I put 4 children around each piece
of chart paper on the floor with markers to draw about the connections they
made with the story. They were FABULOUS! One child made a T-T connection
between Chrysanthemum and Sheila Rae, but all others made T-S. They drew
about getting lost in a store and feeling scared like Sheila, or how their
sister is brave like Sheila, or how they live on a hill like Sheila. I felt
it was a great first effort from my first graders. I can't wait to do some
more!
Cece/1/GA

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

Sent: Tuesday, March 05, 2002 9:52 AM
To: mosaic@u46teachers.org
Subject: RE: [mosaic] needs assessment

Dear Pat,

Is Richard Allington's piece part of a book or an article in a magazine?

Miriam

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Date: Tue, 05 Mar 2002 11:11:29 -0600
From: Pat Watson <pwatson@sfasu.edu>
Subject: RE: [mosaic] needs assessment

It is a small book. I put the main points on a PowerPoint and we discussed
from there. They liked it so much they all went and ordered the book. It is
published by Longman.

pat
Patricia Watson
Elementary Education
Stephen F. Austin State University
pwatson@sfasu.edu
936-468-1884

"We don't run schools to give teachers a place to perform teaching; we run
schools to give students a place to learn." --Leif Fearn

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From: Jean247727@cs.com
Date: Tue, 5 Mar 2002 19:12:57 EST
Subject: Re: [mosaic] Using Debbie Miller's strategies

Thanks so much for sharing your activities Cece. I can hardly wait to try out
the variation on KWL! I got so excited reading about your lessons that I
immediately shared your contribution with my student teacher. I know she will
put your ideas to good use and so will I.
Jean

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Date: Tue, 05 Mar 2002 18:59:43 -0600
Subject: Re: [mosaic] needs assessment
From: datsauer <datsauer@chartermi.net>

"What Really Matters for Struggling Readers" is a book. Here's the
amazon.com address:
http://www.amazon.com/exec/obidos/ASIN/0321063961/qid=1015376058/sr=8-1/ref=
sr_8_3_1/103-3914019-7973456
Debbie in Duluth

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Date: Wed, 6 Mar 2002 16:36:54 -0500 (Eastern Standard Time)
From: "Debbie Granger" <dgranger@mbcomp.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

Congratulations, Cece. I am teaching grade 5 but the word schema was new
to me and my students. I have been using it for several days now, focusing
on this aspect of prereading with the novel Maniac Magee. I LOVE the way the
boys and girls are starting to see how their prior knowledge is helping them
to understand the story better. Yesterday, before reading a chapter were
Maniac" is involved in a baseball game the kids brainstormed the "baseball
jargon" they could think of. Several kids took there papers home last night
and cam ein today with over 100 words related to baseball. When we finally
read the chapter, I could literally see my students becoming involved with
the text. They enjoyed reading!!!

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From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] inferring
Date: Thu, 7 Mar 2002 07:26:24 -0600

O.K. you guys, I am needing help with inferring. I have done a lot of work
with my students on inferring when we are questioning and how some
unanswered questions CAN be inferred. I think they get that. But when it
comes to reading a text and inferring along the way I think I am confused as
to what I should be modeling explicitly. I used Tight Times as written
about in STW. But it seemed like we were getting mixed up with predictions
versus inferences. I found myself getting confused as well.

We've gone round and round at my school about the differences between or the
defining of a prediction and an inference. I would like to hear what YOU
have come to understand. How do YOU model making inferences AS you are
reading?? My kids say, "I'm inferring that ......." and to me what they say
often seems more like a prediction. Yesterday I simply admitted that I
needed to seek clarification on this myself because I wasn't being clear.
Thankfully they all know I am learning this just like they are and they are
forgiving!!

Any helpful hints? Any good titles for inferencing?

Ginger
grade 3

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From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] inferring
Date: Thu, 7 Mar 2002 07:35:45 -0800

I was introduced to two great books for beginning inference by my
Kindergarten teachers during our collaboration meeting yesterday. They are
No, David and David Goes to School, both by the same author, but I forgot to
write down the author. You can find them on Barnes and Noble online, or
amazon.com. I'd look them up for you, but I am off to an all-day meeting
right now.

Most of the inference happens with the pictures, as there is very little
text. It's not an issue of predicting what will happen next, it's more
inferring what and why for David in each of the pictures. Both books were
actually written by the author when he was a little guy. His mom sent them
to him, and he redid the illustrations, but kept his original text. Very
cool, and extremely useful for scaffolding inference.
Melanie

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Subject: RE: [mosaic] inferring
Date: Thu, 7 Mar 2002 08:22:12 -0800
From: "Chris Scheving" <cscheving@nusd.k12.ca.us>

We had the same discussion at my school a few years ago. Is a prediction
an inference? The debate was not immediately settled, but over time I
have come to realize that an inference is not a single means of thinking
or comprehending. It is a range of ways in which we think. An
inference can be a prediction, drawing a conclusion, or formulating a
hypothesis. Inferring is something we do when we are visualizing. It
is also something we do when we are synthesizing. In reading, as long
as we are using textual clues and prior knowledge to increase our
knowledge we are inferring. We might debate the line between a
prediction, inference, visualization, or synthesis. But no line really
exists. They blend together.

Chris Scheving

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Subject: RE: [mosaic] inferring
Date: Thu, 7 Mar 2002 08:25:09 -0800
From: "Chris Scheving" <cscheving@nusd.k12.ca.us>

The author is David Shannon. He also wrote "A Bad Case of Stripes"
which is an excellent book for teaching inference or determining
importance for grades k-4. Students love these books.

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Date: Thu, 7 Mar 2002 10:46:58 -0600
Subject: RE: [mosaic] inferring
From: hurd_k/cn@dns.u46.k12.il.us

_No, David!_ is written by David Shannon and is published by Blue Sky
Press/Scholastic. I too have used his books for both inferencing and
also to teach children how important it is to read the pictures to get
information.

I love his book _A Bad Case of Stripes_, especially for older children.
I have read it the first day of school and have used it at times when
kids seem too worried about how they look. It helps them to see that
it's what's inside that counts.

The book works well with visualizing. I read it and don't show
illustrations, until they can tell me what's in the picture.

They love the illustrations! But I think it would be great for even
adults, since it has lots of adult humor.

Kathy Hurd

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From: "Coral Murphy" <murphyc@sd401.k12.il.us>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Fri, 8 Mar 2002 07:59:34 -0600

I like the formula CONNECTIONS(in the form of background knowledge from
self,text,world) + CLUES(from text) = INFERENCE

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