Date: Sat, 09 Mar 2002 08:37:48 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: Re: [mosaic] NO DAVID
Hi Kathy....I am a HUGH David Shannon fan myself. THere is also another
book like the No David that I can't remember the title of right now.
ANyway a funny story to go with the No David book - We have the book at
home too. My son (at the time 3) would ask to have it read to him often.
Well, we would change the words sometimes to No Scotty. One day he
carried the book over and said, "Read the bad Scotty book Mom." Could
we call this a Text to Self Connection? :)
Shelly
+++++++++++++++++++++++++++++++++++++++++++++++++
From: "Ellin Keene" <ellinkeene@earthlink.net>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Sat, 9 Mar 2002 09:50:58 -0700
I read Ginger's plea for help on inferring and was reminded of so many
similar discussions I had with colleagues at the PEBC and teachers in the
Denver area when we were first trying to figure all this out. We had the
exact same dilemma until I dug into the research a little bit and got a good
definition for inference that INCLUDES prediction! Predicting is just one
type of inference. Inference is the intersection between background
knowledge and textual information. Picture a Venn diagram with one circle
representing background knowledge and another representing text. The
overlapping area is an inference. It is unique to the reader as it stems,
in part, from her background knowledge, but must be grounded in text and
defensible using text. Now think of a prediction. In order to make a
prediction, we use background knowledge and text information to make a
reasonable judgment about what might be forthcoming in the text. Other
types of inferences include: opinions, beliefs, original ideas,
conclusions, judgments, etc., but they all have to be grounded in those two
circles -- background knowledge and text information. That helped us a lot
and I hope it is useful for you all. I've recently rewritten the working
definitions for all the strategies and would be happy to attach them to one
of these emails if it would be at all helpful.
best,
ellin keene
+++++++++++++++++++++++++++++++++++++++++++++
From: Annette201@aol.com
Date: Sat, 9 Mar 2002 11:57:38 EST
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
I would be eternally grateful if you could update the defintions!! I am
always so excited when I see the Elin Keene has written and is keeping up
with us struggling with reading!!!
Annette
++++++++++++++++++++++++++++++++++++++++++++++++
Date: Sat, 09 Mar 2002 11:40:27 -0600
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
From: Nancy Healy <nhealy@soncom.com>
Your visual picture for the term inference was very helpful. Yes, I'd like
to again see the definitions/explanations for the other strategies.
Nancy
+++++++++++++++++++++++++++++++++++++++++++++++
From: KVoss10308@aol.com
Date: Sat, 9 Mar 2002 13:59:31 EST
Subject: [mosaic] prediction
I've been lurking on the ring and learning so much from all of you. I have
a
question about prediction. It seems that no matter what story we're reading,
whether it's a read aloud, something from the basal, or a guided reading book
someone in the class and usually several students have already read or heard
the story. It's really hard to work on predicting when so many students
already know the story. This is especially true with the basal because they
like to read ahead and I hate to discourage that. Any suggestions you have
would be greatly appreciated. Sorry to have rambled on so long.
Beth
++++++++++++++++++++++++++++++++++++++++++++
Date: Sat, 9 Mar 2002 11:13:49 -0800 (PST)
From: Kim Sheffield <snowlc@yahoo.com>
Subject: [mosaic] inferring
Hello,
When Ellin did some demos at our school about 3 years
ago, she explained inferring (or an inference) in a
venn diagram. When your schema combines with the
text, it makes an inference. So, like what my
collegue Chris said, inferring can be used MANY
different ways and look like many different things (a
conclusion, prediction, an image, a question,
interpretaion, etc.).
What's worked best for me in my class, is having those
textual clues in a response, with the
thinking/reasoning to defend their thinking. For
example, "When I read ________________, I think
___________ because __________________," is a way I
helped my 2nd graders form their oral and written
inferences. Good luck! This is by far my favorite
strategy to teach to kids....they're amazing at it!
Although, inferring comes in with ALL other
strategies. :>)
Kim Sheffield
LC Newark, CA
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Date: Sat, 09 Mar 2002 17:03:54 -0500
From: Dave & Deb Smith <D-SMITH@cybersol.com>
Subject: Re: [mosaic] prediction
I use the book, Suddenly! to teach about prediction.
Deb
Four Blocks Consultant
debsmith@debfourblocks.com
www.debfourblocks.com
++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] predicting/inferring
Date: Sat, 9 Mar 2002 21:49:52 -0600
So inferring is a large category of actions done with the text and our
background knowledge and predicting is just one example of an action a
reader does??
On another listserve someone put this clarification from MOT about
predicting: "basing a prediction "on what has been stated in the text,
but
we add to it an informed guess (insert: based on our own background
knowledge?) about what is to come." That fits for what Ellin said, "In
order to make a prediction, we use background knowledge and text information
to make a reasonable judgment about what might be forthcoming in the text."
So, as usual, I have been trying to be too black and white about it. Right?
(those of you who know me are not surprised by this, right?) I think if I
keep a list of all the actions we do as readers that are considered
inferences, it will help me and my students. (As Ellin wrote: "Other types
of inferences include: opinions, beliefs, original ideas,
conclusions, judgments, etc.")
Thanks for the dialogue this week. Keep it going! I am continuing to learn
from you all!
Ginger
++++++++++++++++++++++++++++++++++++++++++++
Date: Sat, 09 Mar 2002 19:59:14 -0800
From: Judy Mazur <jvmazur@attbi.com>
Subject: Re: [mosaic] predicting/inferring
Ginger, thanks for adding to my prediction post (even if it was on
another board, LOL). Last year I discovered that teaching Questioning
led right in to Inference. There is a lesson in STW (which is at
school) that codes questions. The recommended picture books are
excellent for the lessons (I think I did 5 charted coding lessons in
addition to coding with shared and guided reading). When you model and
encourage your third graders (I teach third, too) to ask deeper
questions, the "answers" are often inferential (where schema and text
meet).
judy3ca (tonight's queen of parantheses)
+++++++++++++++++++++++++++++++++++++++++
Date: Sun, 10 Mar 2002 08:40:22 -0800
From: Judy Mazur <jvmazur@attbi.com>
Subject: [mosaic] gradual release of responsibility & using strategies
This is such a good time of year because (I want to believe) our
wonderful students are using and combining strategies. Last week, the
principal came into our third grade classroom to read for Read Across
America day. He brought a darling book he had just read to kindergarten
about a principal who says they have a "fine school" (I forget the
title). When he finished my kids informed him that we had read another
book by the same author (Sharon Creech) but it had a different
illustrator than the one he read. They also told him that we didn't
think the illustrations matched the text in our RA (which was Fishing in
the Air, a book I had read aloud/modeled for SI quite a while ago), but
that the illustrations were excellent in his book. They made me get
'our' book out to show him. They know they're really in charge of the
class, LOL. Seriously, I was very proud of my kiddos, but now I
wonder....does this little interchange with the principal seem
significant to you? Does it show they are using the strategies?
judy3ca
+++++++++++++++++++++++++++++++++++++++++
Date: Sun, 10 Mar 2002 12:43:13 -0600
Subject: Re: [mosaic] gradual release of responsibility & using strategies
From: datsauer <datsauer@chartermi.net>
Is the book "A Fine Fine School"? To answer your other question -
of course
it shows that they are engaged in and taking responsibility for the books
presented to them, that they are retaining information about authors and
texts and applying it to new material, that they are an actively involved
audience doing more than passively listening. As a teacher I'd be thrilled
to have my kids demonstrate this to my administrator, and as the principal
I'd be impressed! I'd also make sure I'd done my homework the next time I
came into your room to read! Debbie in Duluth
++++++++++++++++++++++++++++++++++++++++++
From: Osrub@aol.com
Date: Sun, 10 Mar 2002 14:03:35 EST
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
The author of the "David" books is David SHannon. If you look in
STW you'll
find that they also suggest using Good Dog Carle for visualizing. I was
wondering how you use a picture book for visualizing, and then realized that
what is funny is what happens between the pictures. That's visualizing but
it's also inferring. Not necessarily what's going to happen next
(prediction) but what you know that the author doesn't actually tell you. Of
course it involves making connections too. I think by the time you reach
inferencing, you really are beginning to use a whole group of strategies. I
have used the David books to try to help the kids pinpoint inferences, but we
utlimately begin using other strategies as well.
Susan
+++++++++++++++++++++++++++++++++++++++++++++
From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] predicting/inferring
Date: Sun, 10 Mar 2002 15:34:51 -0800
{So inferring is a large category of actions done with the text and
our
> background knowledge and predicting is just one example of an action a
> reader does??}
>
Yes! If you think about it, a visualization is an inference, too.
Pretty cool.
Melanie
++++++++++++++++++++++++++++++++++++++++++++
From: "Vaccaro, Elise" <vaccaroe@ramnet.k12.ny.us>
Subject: [mosaic] Hello
Date: Mon, 11 Mar 2002 10:44:43 -0500
Hello everyone. I wanted to introduce myself. My name is Elise Vaccaro. I'm
a speech language pathologist working in RP Connor Elementary school in
Suffern, NY. I'm currently working with children, K-6. I decided to take
Harriet Yustein's class to learn more efficient ways of increasing my
children's reading comprehension. Quite a few of the children I see have
language goals to improve comprehension. I'm hopeful that learning these
strategies will assist me in increasing their comprehension skills. Although
I don't have a classroom, I believe learning these strategies will help me
with my small group sessions. I must say so far I'm really enjoying the
book, Mosaic of Thought. Last week, we talked about thinking aloud. Has
anyone done this with their children? Thanks! :) Elise
++++++++++++++++++++++++++++++++++++++++++++++
Date: Mon, 11 Mar 2002 09:41:55 -0800 (PST)
From: Rachel Miller <millerr0809@yahoo.com>
Subject: [mosaic]
Hello everyone! My name is Rachel Miller and I am
currently taking Harriet Yustein's "Mosaic of Thought"
class. I am a fourth grade teacher and am interested
on finding ways to increase my students reading
comprehension. I am very interesting in hearing some
strategies that have worked and even didn't work for
you and your students.
Thank you and I look forwarding to talking with you
all!
Rachel Miller
+++++++++++++++++++++++++++++++++++++++++++
From: "Erlich, Jami" <ErlichJ@ramnet.k12.ny.us>
Subject: [mosaic]
Date: Mon, 11 Mar 2002 12:57:22 -0500
Hi everyone,
I'm writing to introduce myself - my name is Jami and I'm a teacher
at Connor Elementary School in Suffern, NY. I'm taking a class right now on
Mosaic of Thought and I just wanted to let everyone know that I think that
it's great the way that this site is set up. It's nice to know that there
is a place to go to and get advice and share my experiences. Hope that you
all are having a great Monday!
Jami
++++++++++++++++++++++++++++++++++++++++++++++
From: "Kadus, Alisa" <kadusa@ramnet.k12.ny.us>
Subject: [mosaic] determing importance
Date: Tue, 12 Mar 2002 09:43:29 -0500
Hi- I need some good, but short, resources to teach determining importance,
Can anyone be of assistance? Thanks, Alisa Kadus
++++++++++++++++++++++++++++++++++++++++++++++
From: "Kadus, Alisa" <kadusa@ramnet.k12.ny.us>
Subject: RE: [mosaic] Hello
Date: Tue, 12 Mar 2002 10:29:15 -0500
Hi Elise- I'm also part of the mosaic class with Harriet. I'm a 3rd grade
teacher at Cherry Lane and I think aloud all the time as I do my daily read
aloud. The children know not to interrupt me when they see me look up into
the air and start talking about anything about the text (ie- what that part
reminded me of, a prediction, a wondeing, to stop becasue a part was
confusing...) It seems to work great! Good luck! Alisa
+++++++++++++++++++++++++++++++++++++++++++++
From: "Pat Watson" <pwatson@sfasu.edu>
Subject: RE: [mosaic] determing importance
Date: Tue, 12 Mar 2002 09:50:42 -0600
Alisa,
Time For Kids is online at http://www.timeforkids.com
Great, short, non-fiction to use for determining importance.
With middle schoolers you can often find great articles about teens in
Reader's Digest. I just used one about Teen Heroes with seventh graders. I
think it was in the October issue.
pat
Patricia Watson
Stephen F. Austin State University
Nacogdoches, Texas
+++++++++++++++++++++++++++++++++++++++++++++
From: "Schofield, Jacqueline" <SchofieldJ@ramnet.k12.ny.us>
Subject: RE: [mosaic] determing importance
Date: Tue, 12 Mar 2002 10:47:20 -0500
HI Everyone,
Pat, I will be sure to check out the site you mentioned. It looks
interesting.
At this time, I would like to introduce myself as well. My name is Jackie.
I am also in Harriet's class. I teach first grade at Montebello Elementary
School in Suffern, NY. I am looking forward to learning more about Mosaic of
Thought and how I can use the strategies in my first grade classroom. I've
enjoyed reading your postings this first week that I have been online. I'm
really excited about this class and this group.
Thanks!
Jackie :)
+++++++++++++++++++++++++++++++++++++++++++++++++
From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] determing importance
Date: Tue, 12 Mar 2002 08:34:57 -0800
I like to use short expository text from
things like National Geographic
for Kids or National Geographic World. We use Harcourt Brace Social Studies
in my district. The lessons are fairly short, and I often use them for
determining importance of text as well.
Melanie
++++++++++++++++++++++++++++++++++++++++++++++
From: "Erlich, Jami" <ErlichJ@ramnet.k12.ny.us>
Subject: [mosaic] hello
Date: Tue, 12 Mar 2002 16:19:49 -0500
I was rereading some previous e-mails that were written. People were saying
how "Thick Skin" was necessary to be a literacy teacher. Could anyone
help
me out and explain specifically what you all mean by that? Thanks
Jami
++++++++++++++++++++++++++++++++++++++++++++++
From: "Hock, Wendy" <hockw@ramnet.k12.ny.us>
Subject: [mosaic] hello
Date: Tue, 12 Mar 2002 16:30:41 -0500
Hi! I'm taking a class on Mosaic as well. I teach third grade in Suffern,
NY. I read Mosaic over the summer, as well as STW. I really love what I am
learning! I taught for seven years in another school district and feel that
my eyes are finally opening as to how I can help kids learn how to read. I
look forward to reading all of your postings, especially those on
determining importance. I am working with my class on this now.
Wendy
+++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] thick skin discussion
Date: Tue, 12 Mar 2002 18:15:31 -0600
Hi Jami! Welcome! I know there are many new members who might have missed
out on our recent discussion about literacy coaches/in building staff
developers. You can find the conversations on the archive dated 3/01/02.
Here is the link: http://u46teachers.org/mosaic/archive/archive.htm
Ginger
grade 3
++++++++++++++++++++++++++++++++++++++++++++++
Date: Tue, 12 Mar 2002 21:09:42 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: Re: [mosaic] determing importance
Alisa,
Did you try the database at the home website for this list? There are a
list of book titles with each strategy? I haven't taught that strategy
yet and I don't know if anyone has posted lessons with that book. Also
do you have a copy of Strategies That Work? You'll find titles and
lessons in that book a wonderful resource. :) SHELLY
+++++++++++++++++++++++++++++++++++++++++++++
From: "Lam, Ivan" <LamI@ramnet.k12.ny.us>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Wed, 13 Mar 2002 08:39:14 -0500
Hi everyone. How are you? I'm writing this to introduce myself. I'm Ivan
Lam. I'm now taking Mrs. Harriet Yustein's class using the text "Mosaic
of
Thought" to increase reading comprehension skills. I am an ESL teacher
working in an elementary school in Suffern, NY. This year I have
kindergarten, some 1st and 2nd graders. Any ESL teachers out there? Looking
forward to hearing from all of you. Have a nice day. Ivan
++++++++++++++++++++++++++++++++++++++++++
From: "Vaccaro, Elise" <vaccaroe@ramnet.k12.ny.us>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Wed, 13 Mar 2002 08:42:36 -0500
Hi Alisa.....I will definitely try this with some of my small groups! I
probably already do something like this but never gave it a term! Thanks for
sharing! Elise
+++++++++++++++++++++++++++++++++++++++++++++
From: "Vaccaro, Elise" <vaccaroe@ramnet.k12.ny.us>
Subject: [mosaic] suggestions
Date: Wed, 13 Mar 2002 12:11:10 -0500
Hi....just a quick comment. I noticed that a common strategy is to re-read
the story to the class. Would you do this with all the books you read in the
classroom?
Also, I have a child who tends to read the material very quickly and appears
as though he is engaged in the information. Although, he is usually unable
to explain what he read. Any suggestions on a good strategy to use for
him?? Thanks so much
Elise
Speech Pathologist
++++++++++++++++++++++++++++++++++++++++++
Subject: RE: [mosaic] suggestions
Date: Wed, 13 Mar 2002 09:49:55 -0800
From: "Chris Scheving" <cscheving@nusd.k12.ca.us>
Recently, a colleague of mine and I read "Westlandia" by Paul Fleischman
=
to first grade students 4 days in a row and noted their oral responses =
that occurred during the reading. We found that on the first day they =
responded a lot to the pictures in the book. As the the week went on =
they started to respond more to the overall purpose of the story and =
specific vocabulary. Since, we were investigating the value of =
re-reading for developing language and vocabulary for English Language =
Learners as well as overall comprehension we were quite happy with our =
results. I'm not sure if I would re-read all classroom books, but I =
would re-read either books or passages that extend the use of =
comprehension strategies and foster oral language development.
As for the child who reads to fast. We have a boy in first grade who =
also does this. He is excellent at decoding and recognizing words in =
print, but not at comprehension. One suggestion I had for the boys =
teacher was to be explicit about what reading is really all about. In =
other words, tell him that reading means more than just knowing the =
words. Of course, it will take time to help him develop a sense of =
story and appreciation of the messages contained in the books he reads.
C. Scheving
++++++++++++++++++++++++++++++++++++++++++++++++
Date: Wed, 13 Mar 2002 12:21:08 -0800 (PST)
From: Rachel Miller <millerr0809@yahoo.com>
Subject: Re: [mosaic] hello
Hi everyone...I am working on the strategy
"Determining Importance" with my fourth grade
students. Today was the first day I modeled this
strategy and some of my students have a difficult time
determining what is truly "important" as opposed to
what are minor details. Does anybody have any
strategies on how to differentiate to the students
which are the important ideas vs. supporting ideas?
Thank you,
Rachel
+++++++++++++++++++++++++++++++++++++
From: "Lam, Ivan" <LamI@ramnet.k12.ny.us>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Wed, 13 Mar 2002 15:10:36 -0500
Chris Scheving.
Hi, How are you? I'm Ivan Lam, an ESL teacher in an elementary school
in Suffern, NY. This year I teach kindergarten, 1st and 2nd grades. I read
your e-mail about the value of re-reading story for developing language and
vocabluary for English Language Learners. I think it is a good idea to do
that, although some other people might think that it is boring, and the kids
will not like that because the same story is repeating over and over again.
I have done this in my classroom, and I've found that it works to enhance my
kids'language and expand their vocabulary at the same time. No doubt, it has
enhanced their oral language development too. It's especailly true for the
ESL students.
Ivan Lam, ESL teacher. Thank you very much.
+++++++++++++++++++++++++++++++++++++++++++++++++++
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Wed, 13 Mar 2002 12:46:03 -0800
From: "Chris Scheving" <cscheving@nusd.k12.ca.us>
Even the best books get worn out eventually. The students will let you =
know when they are not getting any more out of the book. Pay attention =
to body language and responses to the story. Even after reading =
"Westlandia", which is a challenging but interesting to first graders,
=
for four days we realized when the book was not extending the children =
much and we gave the book a break. Book selection and purpose for =
re-reading are important when you are planning a multiple Read Aloud.
C. Scheving
++++++++++++++++++++++++++++++++++++++++++++++++
From: RWeber5161@aol.com
Date: Wed, 13 Mar 2002 21:36:00 EST
Subject: Re: [mosaic] suggestions
Hi Elise,
Read a big book as a shared first, then reread several consecutive days for
a
different purpose each day. If it's a picture book, read first for
enjoyment. Read again for a mosaic strategy. As for the child who "appears"
to be reading--he/she needs to know they are being held accountable for their
reading. Do an activity before or after the book to ask for information from
the story (venn, retell B M E, draw a picture, use post-its for 'I wonders',
questions, predictions, write a response in a reading log/journal...). Good
luck!
Rita
++++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] forward/successes
Date: Thu, 14 Mar 2002 07:04:17 -0600
I just have to share. I have begun reading workshop in two classrooms. We
have been at the new format for about 5 weeks. In first grade we have been
working on making connections and have the children writing literature
responses about once a week. In third grade we whipped through connection
strategies. They have been writing responses to literature also and have
been doing fairly well, better with fiction than with non -fiction material.
Two weeks ago we began questioning. I know it was probably not enough time
devoted to connections, but the classroom teacher has been doing that pretty
well so they seem to have that. We needed to move on to get them thinking
more in order to improve ISAT scores. This week we have been focusing on
questioning with non-fiction text, because that is really where they
struggle
with thinking. Today was amazing. We had done two days together with this
material, yesterday I sent them to work on a section with a partner and
write
questions they had. They did okay with it, but not really great, but in the
middle of our discussions one of the children made a really good inference,
something this little girl could never have done before. Her thinking
amazed
us.
Just wanted to celebrate,
Becky/IL/Literacy Coach
++++++++++++++++++++++++++++++++++++++++++++++
From: "Vaccaro, Elise" <vaccaroe@ramnet.k12.ny.us>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Thu, 14 Mar 2002 08:38:09 -0500
Thanks Chris S. on your insight. I truly appreciate it. Actually, I will
definitely explain in more detail the importance of reading the information
and not only the words. I truly believe he would understand this! Thanks
again for your suggestion.
Elise
SLP
++++++++++++++++++++++++++++++++++++++++++++++++
From: Jean247727@cs.com
Date: Thu, 14 Mar 2002 18:40:01 EST
Subject: Re: [mosaic] hello
In a message dated 3/13/02 3:24:17 PM Eastern Standard Time,
millerr0809@yahoo.com writes:
<< Today was the first day I modeled this
strategy and some of my students have a difficult time
determining what is truly "important" as opposed to
what are minor details. >>
Just today I was introduced to a matrix that was titled "The Main Event"
You
begin by sharing a story. The story we used was Under the Night Quilt. Upon
completion of hearing the story students were asked to recall actions that
took place in the story. The teacher lists these (in a column) along the edge
of a chart paper. After a list of 8 to 10 actions are generated the students
are asked to choose 3 or 4 that are they consider to be the MOST IMPORTANT
actions. The teacher indicated which ones are chosen to be the most important
on the chart. The next step involves drawing a large H shape on a new piece
of graph paper. (Keep the original list of actions visible) In the upper part
of the H graph the most important actions are restated, the somewhat
important actions land near the crossbar and the least important actions are
in the bottom half of the H. Following the construction of this matrix,
students compose a report using all of the "most important" actions
and a few
of the "somewhat important" actions. None of the "least important"
actions
are included in the report. The demonstration I saw was done with a fifth
grade (whole) class but this activity could be done in small groups or with
pairs of students working together. I hope my explanation was understandable
and maybe a bit useful. I am eager to try it myself with my second graders.
Good Luck!
+++++++++++++++++++++++++++++++++++++++++++++++++
Date: Fri, 15 Mar 2002 13:51:05 -0800 (PST)
From: Rachel Miller <millerr0809@yahoo.com>
Subject: [mosaic] matrix "main event" strategy
Thank you for the "H" graph matrix, I am going to try
it on Monday with my students. It sounds like a great
way to visually reinforce the importance of events
that occurred in the story.
++++++++++++++++++++++++++++++++++++++++++++++
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