I teach Open Court too. We are up to the ph sound and I have dropped
the decodables because 85% of my class is reading okay in normal books.
I still do mini lessons on the phonics but I am doing Think Alouds
separately and then the anthology stories (which I pick and choose from)
for comprehension lessons in small groups. In those groups, we are
practicing connections, questioning, finding interesting wordsand other
skills. I am spending so much time on reading and writing that my I have
fallen behind in math now.
Betty-1st
++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 09 Mar 2003 20:54:00 -0500
From: Betty <garden.spirit@verizon.net>
Subject: Re: [mosaic]book lists

I too would like ideas on text to world books. Maybe we should start
some lists going for each of the connections. Anyone willing? I'll
start with T-S books.

Lifetimes - by Mellonie and Ingpen (A story about life and death.)
I Like to be Little - by Charlotte Zolotow (A little girl with lots of
reasons why she likes to be little.)
All the Places I Love - ????? (A story of special places on a farm and
reasons why.)

>Betty - 1st
++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] book list idea is great!!
Date: Sun, 9 Mar 2003 20:05:34 -0600

Betty- what a great idea to generate titles for use in our teaching!!!
Putting them on the listserve is perfect! But after that, be sure to add
them to our online book database found at:
www.u46teachers.org/mosaic/strategies.htm
so we will be able return there in the future and get the names.
You can also add a few sentences of how you used the books.

Plus there are some book lists on the "Teaching Tools" page.

Thanks you guys! Have a great week!

Ginger
moderator

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

From: "Mark and Ronda Elam" <rjelam@mchsi.com>
Subject: Re: [mosaic]book lists
Date: Sun, 9 Mar 2003 20:19:49 -0600

for the younger kids.. the Most PERFECT T-to-S connection books are any of
the Little Critter books by Mercer Meyer... ALL the little ones can connect
with the critter =)

Mark and Ronda Elam
East Side Pharmaceuticals, Inc
1-866-487-6115 toll free
++++++++++++++++++++++++++++++++++++++++++++++++

From: KerryD78@aol.com
Date: Sun, 9 Mar 2003 21:34:16 EST
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

Hi there -

I'm wondering if anyone knows where I can find an recent (past 5 years)
online journal article about language arts/reading assessment. It would be
great if it related to the Mosaic strategies, but does not need to.

Kerry
++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 09 Mar 2003 21:32:36 -0500
From: Betty <garden.spirit@verizon.net>
Subject: Re: [mosaic] book list idea is great!!

Thanks Ginger. I did add two of the books I mentioned. I'm glad you
pointed me in that direction. I didn't know it existed. Betty - 1st
++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 09 Mar 2003 20:39:14 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic]book lists

And Kevin Henkes books. There is a connection there for most readers as
well.

Lori
++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 09 Mar 2003 20:44:33 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

Try the NCTE website. Several publications are available online.

http://www.ncte.org/index.shtml

Lori
++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 09 Mar 2003 21:47:12 -0500
From: Betty <garden.spirit@verizon.net>
Subject: Re: [mosaic] first grade

Open Court is a reading program published by SRA/McGraw-Hill. It is
heavy on Phonics - it works. It has a decodable story for each phonetic
sound/s presented - dull and very difficult at times but remember the
emphasis is on phonics not comprehension. It also touts writing
instruction - poor. It has 2 hard cover anthologies - some quality
literature, some not. It gives ideas for integrating science and social
studies - we have different curriculum and passions. My first year I
was overwhelmed trying to do much of it and trying to do it well. My
third year (now) I move along quickly in it and present better stories
and skills through read alouds and independent reading.
Betty - 1st
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] recent article
Date: Sun, 9 Mar 2003 20:48:28 -0600

Kerry- The February 2003 Reading Teacher has an article called: "They can
read the words, but they can't understand: Refining comprehension
assessment."

A friend just sent it to me in the snail mail but I haven't read it yet. I
don't know if it is available online but you could check.

Ginger
+++++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 10 Mar 2003 08:50:37 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] response to Elisa

Hi Sandy,
Thanks for clarifying this. It's somewhat different from what I
was taught, that is that you teach a strategy, skill, etc in the
guided reading group because those particular students need
that teaching but not necessarily the rest of the class. The mini
lesson is for the whole class. I like what you describe below,
however. It makes more sense when you think about it.

What about the kids who need to be challenged??? How do they
spend time practicing the skill? How do you monitor that? Only
through individual reading conferences??

Thanks for your response,
Elisa
Quito
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Tena Flanagan" <tflanagan@colbertcountyschools.org>
Subject: Re: [mosaic] Check-in from first grade Room 104
Date: Mon, 10 Mar 2003 08:22:19 -0600

Misti,
I'm glad you mentioned how difficult it is to make those text-to-world =
connections. I have sort of changed the way I look at T-W connections. I =
now think about them as World to Text because I look for things going on =
in the world/classroom/school to specifically make those type of =
connections. Here is an example: a teacher was walking down the hall =
with her class, one of the little boys stopped dead in his tracks when =
he saw a very small wooden chair placed on top of some newspaper in the =
process of being painted. He shouted, "Peter's chair!" He was referring =
to the book by Ezra Jack Keats.Wasn't that great. As a parent I have =
made these connections a million times, but the parents of students in =
my school have probably not done this. So that is the reason for the =
change. Anyone else doing anything like this? What do you think? It is a =
little more like text to self but also different becuase the connection =
isn't coming from inside the students. I hope with my continued modeling =
of these type of connections that the things we read will begin to come =
to life.
+++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 10 Mar 2003 12:20:50 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] Check-in from first grade Room 104

Hi!
I think whether you do the lesson just the way you describe it below or
do a think aloud
depends on your purpose. I think both are valid. I think it's always
better to choose one
objective for a lesson rather than trying to do too many things at once.

Elisa
Quito
+++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 10 Mar 2003 12:34:32 -0500
From: Kim Noble <kimnoble@comcast.net>
Subject: Re: [mosaic] Check-in from first grade Room 104

I think T-W connections are best done when using a Multicultural book. =
For example, I read the Great Kapok Tree to my second graders and we =
made obvious T-W connections to the book and environmental issues. I =
also have used books with self-concepts in them like We Are Alike, We =
Are All Different. I think T-W is connections that you make not just to =
your self, but to how you interact with the world around you. =20
+++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 10 Mar 2003 12:58:13 -0600
From: "Suzanne Goebert" <sgoebert@waupun.k12.wi.us>
Subject: Re: [mosaic] response to Elisa

I was just wondering how you report your student's progress to parents. I =
our district they want us to report progress based only how they do in =
guided reading groups. I think it is also important to tell parents how =
they do in whole group instruction or shared reading. I was just =
wondering how your districts provide parents with their child's progress?
++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 10 Mar 2003 13:24:54 -0600
From: Carol Pierce <cpierc@neisd.net>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

Wendy,
Let us know how your 3rd grade kids from texas performed! It's so wonderful
that you're so
brave!!
+++++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Mon, 10 Mar 2003 19:28:19 EST
Subject: [mosaic] Tuesday Chats

I am not sure if our chats are the ones you are referring to but we have a
group of teachers that meets in the Readinglady.com chatroom Tuesday nights
at 8 PM EST. The group is reading Strategies that Work, but mostly we
discuss the thinking strategies that go along with Mosaic of Thought, STW
and
Reading with Meaning. I hope to see some of you there tomorrow night.

To get to the room -

Go to <A HREF="www.readinglady.com">www.readinglady.com</A>

On the right side down the page there is a paragraph that talks about
getting
National Certification. In the paragraph there is a link to the chatroom.
Click on the link. When the screen comes up click yes. You are now in the
chatroom.

Any questions feel free to email me offlist at readinglady1@aol.com .

Laura
readinglady.com
+++++++++++++++++++++++++++++++++++++++++++++

From: "Doreen Jupp" <1-800-mom@attbi.com>
Subject: [mosaic] Right Now
Date: Mon, 10 Mar 2003 19:46:47 -0600

About four weeks ago, I collected a number of nonfiction texts and =
passed them out to my (5th grade) students in groups of four. As they =
browsed through 4-6 books, they made observations and a list of what =
they discovered about each one...especially what they had in common.Then =
we came together as a whole group and made a giant wall chart with all =
of the features that they discovered, for example.....captions, bold =
type, table of contents, index, glossary, charts, etc. Then I paired =
them off and they had to make their own nonfiction volcano books because =
that's what we were studying in science. They could refer to the large =
chart as many times as they needed in order to include what was =
important for a nonfiction text. They also would receive one point for =
every feature they used. To make the assessment easier for me, I had two =
other students look at another group's book and give a point for each =
feature that was included....again referring to the large chart. Once =
they were done looking, they put the score on the back cover. Then the =
authors would take a third look and see if they could come up with the =
same score or hopefully larger. To my surprise, the scores turned out to =
be the same or just one number higher.

After being exposed to various types of nonfiction writing, NOW my =
students are tackling the writing process in essay form....five or more =
paragraphs. Using appropriate graphic organizers helps them to include =
mainly the IMPORTANT information and leaving the INTERESTING facts near =
the end of their essays. Part of the reason why my at-risk students are =
engaged and working hard at this project is because they feel successful =
after having many opportunities of observing and comparing of books, =
various writing styles, and choosing their own topic of interest.

Hopes this encourages someone!
Doreen
+++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] comprehension on the internet
Date: Mon, 10 Mar 2003 19:47:31 -0600

I think someone asked for information about linking comprehension to
technology. While I was looking for the Reading Teacher article online
(don't think it's online) I did find this article. If the first link
doesn't work, go to the bottom link and scroll down and you will find a
shortcut to the article.

Reading comprehension on the Internet: Expanding our understanding of
reading comprehension to encompass new literacies.

http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/rt/2
-03_Column/index.html

Go here for the shortcut to the article:
http://www.reading.org/publications/rt/rt0302.html

Ginger
moderator
+++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] nonfiction teaching
Date: Mon, 10 Mar 2003 20:18:25 -0600

Doreen- I was thrilled to hear what you've been doing with nonfiction! I
find nonfiction teaching to be very engaging and so very important. In
fact, just today I started a short study on reading nonfiction. To help us
prepare for the state tests the first week in April I always try to
desensitize my students to the entire testing craze. This year I am trying
something different. They spend quite some time in second grade on
nonfiction conventions so I knew I could just build on what they already
know. One of our fourth grade classes had made a HUGE wall display in one
of our stairwells of a book they wrote about their class. I will never be
able to explain this well, but it really came in handy for me today. On the
wall they have a life-sized table of contents, two open pages of their book
(and I mean huge!) with all the text conventions shown, a huge glossary, and
a huge index. Each "page" on the wall is fully labeled to tell the viewer
what the purpose is for each convention. (Debbie Miller's book taught me
that not only do kids need to know WHAT the nonfiction conventions ARE, but
HOW THEY HELP THE READER!!!!) So anyone who walks by can look up there and
see all the important parts of nonfiction text. Since the kids made it
about their classroom, their schema was activated to pull the content for
the text and info on the pages.

I took my kids to that stairwell and we had a discussion about what
nonfiction conventions we found in the fourth graders work. Little light
bulbs were going off as they recognized the different parts of a nonfiction
book. I told them we would be making a class book this week and that they
would need to include the same conventions.

We went back to the room and I passed out various copies of nonfiction
books. Just like you did, Doreen, and they had to search for the various
conventions we listed on the board from just viewing the stairwell display.
They wrote in their learning journals evidence (page numbers) for several
examples of each convention.

Then I shifted gears. I called them to the living room and asked them to
talk to me about what they think when they hear the word TEST. I wrote down
all their thinking. You can imagine the things I heard. Kids are really
stressed out even at 8 and 9 years old. We talked about where the pressure
comes from. Parents ranked the top there!!! We talked about why parents
might put pressure on them. And on and on.

During lunch I put up 8 pieces of chart paper in the hallway outside our
room. Each one titled differently. I told them that in small groups they
will be responsible for writing two pages for our class book on TESTING.
Some groups will be doing the covers, glossary, index, and the rest will be
doing the text pages. I chose the following headings: Different Kinds Of
Tests; What Tests Can Tell Us; What Tests Can’t Tell Us; How Kids Feel About
Tests; How To Prepare For A Test; Other Ways To Show Learning Besides Tests;
What To Do If You Are Stressed About Tests; and Testimonials. Each student
got to go to the hallway and write their thinking on any of the charts they
wanted. I have asked the teachers to add their thinking as well in the
morning.

The next step will be for the groups to take the charts down and compose
their text and create their two pages with the required text conventions.

I am hoping to soften the testing stress by doing this nonfiction book.
Maybe the topic of the book will motivate them to really be clear in their
words and just say the important information. We plan on sending the book
home with each student to share at home if it turns out o.k.

I love teaching nonfiction reading. Our state test has a lot of nonfiction
on it.
I'm not just doing it for THAT but hopefully it will support them when the
time comes.

Any other sharing about teaching nonfiction teaching??????

Ginger
grade 3
++++++++++++++++++++++++++++++++++++++++++++

From: "Donald Howk" <dhowk@satx.rr.com>
Subject: Re: [mosaic] nonfiction teaching
Date: Mon, 10 Mar 2003 21:06:55 -0600

WOW! What an awesome way to prepare children mentally and emotionally =
for the test! I love how you tie the content in with the emotional =
factors involved - we definitely need to give our student strategies to =
prepare for this part of their lives. Thank you for sharing!
Wendy
3rd
++++++++++++++++++++++++++++++++++++++++++++

From: "Donald Howk" <dhowk@satx.rr.com>
Subject: Re: [mosaic] nonfiction teaching
Date: Mon, 10 Mar 2003 21:12:38 -0600

A great resource for nonfiction teaching is the new National Geographic =
Explorer magazine - it comes once a month and is FULL of supportive =
nonfiction texts. The text conventions are easy to use & the first =
issue even had lessons that focused on familiarizing students with the =
conventions of a magazine. The articles work well for Social Studies as =
well as Science integration. Super quality too - a 12-16 page magazine. =
Discounts for more than 200 copies at a school. You can access them =
through the National Geographic website: =
http://magma.nationalgeographic.com/ngexplorer/
Wendy
3rd
++++++++++++++++++++++++++++++++++++++++++

From: DnnllySs@aol.com
Date: Mon, 10 Mar 2003 23:13:40 EST
Subject: Re: [mosaic] Right Now

Good Morning

"Encouragement" is an understatement :) Thanks

I'm implementing this activity next week; Im just beginning.

Congrats to you ....

Have a Sun-Filled Day

Susan Donnelly /Rdg.Tchr.> 3rd -8th grs. /Chgo
+++++++++++++++++++++++++++++++++++++++++++++++

From: SKosmoski@aol.com
Date: Tue, 11 Mar 2003 05:41:00 EST
Subject: Re: [mosaic] response to Elisa

Elisa--
One of the beauties of the guided reading group is that they can be so
flexible and used for many things. When I have a group of students who I
feel
have mastered a skill their guided reading group is usually some form of
problem solving using the skill. They get a group all their own!
Mary Anne
++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: SKosmoski@aol.com
Date: Tue, 11 Mar 2003 06:02:51 EST
Subject: Re: [mosaic] nonfiction teaching

Good morning!
Another great source for nonfiction text is the riverdeep website.
http://www.riverdeep.net
Mary Anne
++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Pam Reifsneider" <PReifsneider@newtownfriends.org>
Subject: [mosaic] Kerry: assessment article
Date: Tue, 11 Mar 2003 07:59:48 -0500

In March 1990 in The Reading Teacher there was an article titled "A
questionnaire to measure children's awareness of strategic reading
processes" by Maribeth Cassidy Schmitt. It is a metacognitve survey that
relates directly to strategies used in MOT.

It probably isn't online, you'd have to go through a library, ERIC, or
maybe you can get past articles through RT online.

Pam Reifsneider
Newtown, PA
++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 11 Mar 2003 07:06:02 -0800
From: Cindy Phillips <cindyphillips@centurytel.net>
Subject: [mosaic] MOT/STW and Vocabulary Instruction

I teach in a multiage classroom (20 students in grades 1-3) in a small
rural school. I have the freedom to framework my reading instruction in
any way I wish. I use a modified four-blocks approach, with an hour set
aside for minilesson and independent/guided reading. I flip-flop between
individual conferencing and flexible guided reading groups. My word study
is done in flexible word study groups during a half-hour block at another
time during the day. I sneak in extra time for read aloud independently
from the hour-long block.

My question? What kind of vocabulary instruction do all of you implement
with this kind of approach? I'm concerned that my third graders are
getting short-shrift in that department. I do some work with
prefixes/suffixes and base words during word study - but I don't do much
(any) with unknown words they encounter in their independent reading. I do
very little vocabulary work with the guided reading groups on the third
grade level, because, frankly, I'm a touch overwhelmed and have not read
all the novels that they are studying. I've tried having them each keep a
notebook with unknown words, but it hasn't been successful.

Any suggestions?

Cindy
cindyphillips@centurytel.net

(For some reason, my internet service does not identify individual email
addresses. Sometimes I'd like to contact some of you individually. In
case you'd like to do the same, here's my address!)
+++++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 11 Mar 2003 12:27:53 -0600
Subject: [mosaic] Returned mail: Host unknown (Name server: u46.org: host
not found)
From: stringham_s/sh@dns.u46.k12.il.us

(I was asked how I report students progress.)

I used anecdotal notes, I use one on one conferencing, I use anything I
see! I am part of a team that is using Illinois State Standards to
report progress and we look at the standard and then the performance
indicator to report progress. How are they making meaning of the text?
Do they use the skill consistently or do they need prompts? I have
comprehension assessments that our district uses to assess their
development on the reading continuum. I don't report separately what
they do in whole group and what they do in small group. It's how they
make meaning.

There is a state standard that I assess which has to do with listening
and speaking skills.

I hope this answers your question...if not, let me know!

Sandi
++++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 11 Mar 2003 12:42:10 -0600
Subject: [mosaic] vocabulary
From: stringham_s/sh@dns.u46.k12.il.us

I have about 20 minutes set aside during my literacy block that I used
for word work. Sometimes it's Making Words. Sometimes it's sorts, or
word searches, sometimes it's "jump, clap, shout" word wall words and
then on the back activities such as analogies...all based on the needs
of the kids at the time. I also use my morning message to help develop
word skills and vocabulary..a variety of things. I have also used
guided writing/small group to do some word work based on need.

I'm taking a vocabulary class through the district right now and I've
gotten a lot of great vocabulary ideas that I've tried. I did a
Vocab-u-gram that was fun to do, plus tied in with retelling using the
literary elements.

This is first grade, but using the book Hansel and Gretel, I listed
vocabulary words out for the kids. Then, using a form I had, we put the
words where we thought they would belong/what they described:
characters, setting, problem, solution, etc. plus mystery words. Then
we made predictions about the characters and the setting using those
words. Next we read the book. On the second day, we retold the story,
rearranging the words based on what we know knew. Some words that we
may have had in setting, may have actually described a character, as an
example. Then, again using the same form, we retold the story using the
vocabulary and the literary elements. For the mystery words, we went
back and using schema and inferencing, we talked about what the words
meant.

It went really well. It helped develop vocabulary and helped those kids
that still have confusion regarding the literary elements. I got the
idea from my class and one of the books we are using: Teaching
Vocabulary in All Classrooms by Camille Blachowicz.

Just an idea.

Sandi
++++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 11 Mar 2003 12:08:30 -0700
Subject: Re: [mosaic]book lists
From: "Cris Tovani" <ctovani@mail.ccsd.k12.co.us>

Can't almost any book be used as a text to self book?

Cris Tovani
Smoky Hill High School
720-886-5643
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Pam Reifsneider" <PReifsneider@newtownfriends.org>
Subject: [mosaic] Trixie - Strategies during 30 minute pull-out
Date: Tue, 11 Mar 2003 16:11:48 -0500

This is in response to Trixie who asked about how to do strategies
within a 30 minute pull-out session.

I am a reading specialist in my school, and I see a group of 4 third
grade students once a week for extra strategy instruction. Currently, I
am using short articles and stories from Ranger Rick and Highlights
magazines. The short text ensures that we can complete it within 30
minutes. I began by modeling the strategy during one session, as they
followed along in the text. During subsequent sessions I gradually
released more responsibility onto them, first having them orally share
and now they are recording their thinking in writing. We are working
with Questioning and Inferring. They each have a ring of 3 index cards
labeled: Before reading, During reading, and After reading. On each card
they have written the strategies that we use. On the Before card it says
"look at the picture - what do you see? What do you know about.? Write a
prediction - what do you think?" On the During card it says "We check
our predictions. We ask more questions. We infer using clues from the
text." On the After card it says, "What did I learn? What questions were
answered?" We infer answers to questions that are not answered by the
end of the article. To make this go quicker, I sometimes read portions
of the article aloud to them. I have also modeled how to mark parts in
which our predictions/questions are answered in the text as I read. So,
by the end of 30 minutes they each have an article that is marked up
showing where predictions are confirmed and questions are answered, and
they have a sheet on which they have recorded their thinking before,
during, and after their reading. I have still yet to have them reflect
on how this is helpful and makes them a good reader. That is my next
move.

Pam Reifsneider
Newtown Friends School, PA
+++++++++++++++++++++++++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic]book lists
Date: Tue, 11 Mar 2003 19:46:05 -0600

Cris,

Absolutely! If the book relates to you as the reader, then text-to-self
connections can be made. I think teachers seek out books that might relate
to certain age groups, but other aspects need to be looked at as well. For
example, the setting of a book and a readers geographical location can
determine a connection (it is hard for a child in Alaska make good
connections to a story that takes place on a Florida beach...unless they
have had experience with it before). Culture and gender, to name a few
others, need to be look at as well. Having insight to a child's prior
knowledge can make all the difference in the world. Poll your students,
talk with them daily, and you will be surprised at how easily you can select
books that will lend themselves to text-to-self connections.

~Karla/IL
+++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 11 Mar 2003 21:06:49 -0500
From: Betty <garden.spirit@verizon.net>
Subject: Re: [mosaic] Check-in from first grade Room 104

As you mentioned Kapok Tree, I made a connection to The Lorax. Thank
you! I've been trying to come up with t-w connections.
Betty-1st
+++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 11 Mar 2003 21:16:27 -0500
From: Tanner_k <Tanner_k@comcast.net>
Subject: Re: [mosaic]book lists

I agree with almost any book being used for text to self connections.
Even in first grade. Imagine that!!!

Kim - 1st grade
+++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 11 Mar 2003 21:31:43 -0500
From: Betty <garden.spirit@verizon.net>
Subject: Re: [mosaic]book lists

Yes, I guess they can. Some of my class are reading Magic Tree House
books and they are a bit of a stretch to make t-s connections.
Betty - 1st
+++++++++++++++++++++++++++++++++++++++++++++

From: "Hartstein, Marian" <hartsteinm@ramnet.k12.ny.us>
Subject: RE: [mosaic]book lists
Date: Wed, 12 Mar 2003 09:24:37 -0500

As an ESL teacher, I tend to focus heavily on books that my foreign-born
students can relate to in terms of making text-to-self connections and
schema. Is anyone else out there an ESL teacher and does this as well?
Sometimes I wonder if I focus too much on what I think is schema and
text-to-self connection in terms of what I choose for us to read. Is it
possible to focus too heavily on any one or two things?
++++++++++++++++++++++++++++++++++++++++++++

From: "David Fife" <fife_9@sympatico.ca>
Subject: [mosaic] Reading Essentials
Date: Tue, 11 Mar 2003 21:40:14 -0500

Well I am currently on my spring break so I decided to finish Reading
Essentials.

I must say it really was one of the best professional books I have read on
teaching reading. I really liked the idea she continually stated throughout
the book about teachers being the professionals and therefore know what is
best for their classroom, that there is no "perfect" program.

However, the one point she made that nearly knocked me off my chair was the
suggestion that teachers should make changes for more teaching and learning
time (which is fine) by eliminating or reducing recess! I finished by
honour specialist in physical and health education over the Christmas break
and I honestly say I have read over 30 research articles on the benefit of
physical activity with respect to children learning. I think she is
contradicting herself a bit by fully endorsing play in the kindergarten
program but then eliminating recess and the opportunity to play and for
social interaction. Puzzling??????

Other than that small point, a really great read!

Dave
++++++++++++++++++++++++++++++++++++++++++++++++++++++

Subject: RE: [mosaic] MOT/STW and Vocabulary Instruction
Date: Wed, 12 Mar 2003 10:48:57 -0600
From: "Zuffante, Dawn" <dzuffante@cassd63.org>

Hello, I'm Dawn and I am a Literacy Specialist for third and fourth
graders, with about 20% being ESL. I teach my lessons in a pull-out
fashion in 30 minute blocks.

I had the pleasure and honor of hearing Michael Ford speak at a seminar
this week and he gave us some great ideas to use for vocabulary and
guided reading. I will highlight a couple, but you can gain a lot by
reading his book "Reaching Readers" (Heinemann).

First, he says to take words right from the text you will be reading.
Put them in a numbered list on a transparency (give each child a copy as
well), and use this list for many things during your "frontloading" of
the story. Go over them orally, top to bottom, bottom to top, in
different voices, call out numbers (to ask for the word), call out
words (to ask for the number), etc., to get the children familiar with
the (printed) words themselves. During small groups, the students at
their seats can continue to "play" with the words...try to read one per
second, and so forth. I hope you get the idea...

He also suggested some book titles to get other ideas from: "Word
Matters" by Pinnell and Fountas, "Building Words" by Gunning and Kable,
"Word Journeys" by Ganske, and "Phonics They Use" by Pat Cunningham
(specifically Chapter 4).

I hope this helps! =20
++++++++++++++++++++++++++++++++++++++++++++

Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Wed, 12 Mar 2003 13:05:41 -0600
From: "Sandra Whiteis" <swhiteis@NCUSD203.org>

Doreen,=20
What you have just described here is a strategy called text tapping =
developed by Drs. Brian Cambourne and Jan Turbill from the University of =
Wollongong in Australia. They invented this strategy and published it in =
a staff development course they wrote, called Frameworks. I worked with =
them for several years and have had experience doing this strategy, like =
you. It is extremely beneficial to help students unlock and become =
aware of the structures and language features of a variety of genres. =
This is a way of immersing students in text and providing a =
demonstration or model of a certain text type. You had your students =
develop specific criteria of expository text from which they could =
compose and compare to the criteria. =20

A book I have found to be very helpful when instructing students in =
genre and their criteria is called EXPLORING HOW TEXTS WORK by =
Derewianka. It is available through Heinemann but was originally a PETA =
publication in Australia.=20

If being literate means being able to read, write, speak and listen in a =
wide variety of genres, this is the book you need and Text Tapping is a =
way of teaching it through discovery, immersion and demonstration. =
Expecting students to read and write in a variety of genre with a =
certain criteria in mind is a way of allowing them to practice, get =
feedback and move towards independence in a variety of genre.

Sandy Whiteis
Naperville School District 203=20
++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 12 Mar 2003 13:30:02 -0700
Subject: Re: [mosaic]book lists
From: "Cris Tovani" <ctovani@mail.ccsd.k12.co.us>

I guess it depends on how sophisticated you want the connections to be.
Your first graders may not be able to have personal connections to the
time periods in history that the books refer to but they could make
connections to the brother/sister relationship of the characters or the
excitement of having a new adventure.

Cris Tovani
Smoky Hill High School
720-886-5643
+++++++++++++++++++++++++++++++++++++++++++

From: "Chudik, Noelle" <NChudik@d158.k12.il.us>
Subject: [mosaic] To Judy, wherever you are
Date: Wed, 12 Mar 2003 14:53:30 -0600

I just did that fishbowl strategy with a fourth grade class using poems from
Riddle Road, by Elizabeth Spires. It took a little explaining, and I
modeled it with the classroom teacher, but once they got rolling, they
totally took off. I was amazed. They were doing what I want to instill in
each reader~ critical thinking! They were challenging, asking, sorting and
organizing thoughts. Thank you for that strategy. You made my day.
+++++++++++++++++++++++++++++++++++++++++++++

From: JUDYCSMWM@aol.com
Date: Wed, 12 Mar 2003 17:36:11 EST
Subject: Re: [mosaic] Thanks N. for new idea--Riddle Road

Hadn't heard of Riddle Road. I can see some of my younger students drawing
pictures of their guesses, discussing, etc. Can't wait till after spring
break to try your idea.
Thanks,
Judy
++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 12 Mar 2003 19:15:00 -0500
From: "Julie Beebe" <jbeebe@irsd.k12.de.us>
Subject: Re: [mosaic] Check-in from first grade Room 104

Maybe it's my teaching, but my students' connections don't seem to be too
deep. Maybe I'm not explicit enough or maybe I haven't modeled enough. I
took this lesson right out of Debbie Miller's book. I read "Ira Sleeps
Over" I felt that this was a book most kids could relate to. I had the
kids work in groups of 4 to draw or write their connection (each kid getting
a side of the butcher block paper). I wrote down every kid's connection to
use as an anchor for what is a good connection and what isn't. Most kids
told about a time they took a stuffed animal on a sleep over. One or two
got into the feelings of being laughed at etc. Am I expecting too much?
Another thing is that I did not model a connection as I read this story
because I wanted the kids to come up with their own.

I'd appreciate any advice and or encouragement.

Thanks

Julie
++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 12 Mar 2003 18:14:10 -0600
From: hurd@foxvalley.net
Subject: Re: ***SPAM*** [mosaic] Reading Essentials
Reply-To: mosaic@u46teachers.org
Quoting David Fife <fife_9@sympatico.ca>:

> Well I am currently on my spring break so I decided to finish Reading
> Essentials.
>
> > However, the one point she made that nearly knocked me off my chair was
the
> suggestion that teachers should make changes for more teaching and
learning
> time (which is fine) by eliminating or reducing recess! I finished by
> honour specialist in physical and health education over the Christmas
break
> and I honestly say I have read over 30 research articles on the benefit of
> physical activity with respect to children learning. I think she is
> contradicting herself a bit by fully endorsing play in the kindergarten
> program but then eliminating recess and the opportunity to play and for
> social interaction. Puzzling??????
>
>I couldn't agree more with you. Kids of all grade levels need down time
away
from books and physical activity. Frank Defore (sp?), Senior Editor of
Sports
Illustrated, spoke on Public Radio today stating that the children currently
in
our schools are facing a public health dilema of astronomic proportions,
because they are 'sitting on their BIG butts playing video games,' eating
inappropriate foods, and not getting enough physical activity. He quoted
Socrates feelings about the arts and physical activity being important to
learning and developing.

More and more, we are recognizing that children have difficulty with
writing
tasks because of fine motor issues. Many of the children currently in our
classrooms were put to rest or sleep on their BACKS as babies. Research
attributed the cause of SIDS (Sudden Infant Death Syndrome) to putting
children
to sleep on their stomachs.

As a result of having little "tummy time", that is time on their stomachs as
babies push up to strengthen muscles needed for writing and other fine motor
tasks, many children lack the muscle tone necessary for the tasks that they
are
required to perform. Is it any wonder that some children appear to be quite
strong verbally, yet seem unable to write the 3 and 5 paragraph essays the
STATE tests require?

If the schools had the necessary funds to even enlighten the teachers to the
difficulties these children face, it might help teachers to spend time
helping
to prepare their children for writing, by doing hand push-ups, wall
push-ups,
etc. to strengthen their weaker muscles.

In a perfect world, OT (Occupational Therapy) should be available to these
students. With all the reductions in Services, larger classes due to cuts
in
educational funding, these children children could be labeled as lazy, ADD,
etc. If a child is referred through appropriate channels, assessed by an
OT,
and it is determined that the child is elegible to receive services, a 504
plan
can be written to allow for more time on tests, so one is truly assessing
what
the child knows, not what they are physically able to do.

Try writing with a pair of large gloves on your hands, and you MIGHT get a
sense of their struggles. Reading The Out of Sync Child, really gave me a
new
perspective on the difficulties many children face due to sensory issues.

Kathy Hurd
Reading Support
U-46
++++++++++++++++++++++++++++++++++++++++++++++

From: "Kendra" <kendra9@mindspring.com>
Subject: [mosaic] ginger's check-in request
Date: Wed, 12 Mar 2003 18:31:40 -0800

Ginger and everyone on the Mosaic of Thought Listserv,

Checking in regarding my current classroom activities and teacher insights
would take about 5 hours to type up, so I will employ the strategy of
"pulling out the most important ideas", and keep my response brief!
I really want to put my plug in for Vocabulary and how important it is that
we keep kids attuned to finding it, and teaching words that are weighty and
important but will not be heard in conversation. What is important is
seeing the words, saying the words, and hearing the words, as well as
discussing the meanings, so that they will grasp the author's message
better. If at least five words on a page do not make sense to a reader, then
all the comprehension strategies in the world will not help them navigate
that text. I often find that single words are what are preventing my kids
from making a connection, or doing an oral summary, etc.
Our district purchased the Strategies That Work classroom video series with
Stephanie Harvey and Debbie Miller and others, and I highly recommend them.
I have seen four of the seven(?), on Questioning, Connecting, and Non
Fiction Charting in 2nd- 5th grades. Real engagement on the part of the
students, in making meaning, with and without post-it notes. The only
drawback I felt was that there were no true struggling readers that I could
see. A well-behaved, well-funded district full of kids. The children that
were videotaped were all pretty independent, and had enough background
knowledge to dive into the lesson, or the book(s). I know that is not the
situation for many of us. The video does not address those struggling
readers. I have students in my small reading groups who are so slow at
reading that to ask them to stop and pause and write down something on a
sticky note is frustrating because they are spending so much energy decoding
anyway and don't want to lose the gist of the story by stopping. I know,
teachers are thus supposed to use easier text to introduce strategies. But
you just cannot ask deep questions and make rich inferences about Henry and
Mudge. So we do read-alouds, but I know it is essential that Their brains
and eyes interact with the text.
Ginger said thinking aloud is becoming simply part of how she teaches, in
all content areas. Yes. This shows true mastery and maturity. I work with
teachers after school in my district, for staff development in reading, and
they are still at the baby steps phase of this, realizing how un-reflective
they really are as readers themselves, which creates an obstacle to
unpacking one's brain in front of students. I model model model what it
looks like, and even wear my "brain" hat when I am doing the thinking part,
as opposed to the reading part, and still they are often reticent to reveal
that much, like it makes them feel naked or something.
The research on comp. strategy instruction says that the biggest hurdle is
to Get the students to use these tools ON THEIR OWN. I agree. They need so
much prompting, and in my small groups I see that without my nudges they
would forget to self monitor and visualize and infer and more. Frustrating.
So I plug along, and am ever so grateful for the sophisticated, humorous,
and helpful anecdotes found on this listserv.

Kendra Wagner
Reading Specialist
Literacy Consultant
Seattle, WA
++++++++++++++++++++++++++++++++++++++++++++++

From: DnnllySs@aol.com
Date: Wed, 12 Mar 2003 22:04:13 EST
Subject: Re: [mosaic] ginger's check-in request

Good Morning Kendra and all family members of the listserv
your descriptions are most appreciated
Thank you so much
Sincerely
Susan Donnelly Rdg Tchr grs.3-8 Chgo
++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 12 Mar 2003 22:07:09 -0500
From: Betty <garden.spirit@verizon.net>
Subject: Re: [mosaic] Check-in from first grade Room 104

Hi Julie, I was thinking the same thing the other day. I re-examined
the connections I was making and realized I too was making rather
surface level (those #2) connections. So now I have to remember to
state not just my connection going out from the story but also back to
the story - like a circle. When I read....... it reminded me of..... Now
I understand how ... felt when that happened or when he did.....
I think I'm doing a better job now.
Betty - 1st
+++++++++++++++++++++++++++++++++++++++++++++

From: "SJLoomis" <s-jloomis@bendnet.com>
Subject: [mosaic] Nonfiction
Date: Wed, 12 Mar 2003 19:47:39 -0800

Hi Ginger and all,
I just returned from the IRA regional conference in Oregon. There I was =
able to here Tony Stead, author of IsThat A Fact? speak on teaching =
children to read nonfiction. He was wonderful! He uses the gradual =
release of responsibility model that Mosaic of Thought also uses. First =
he demonstrates using a big book or a copy of several pages of a =
nonfiction book on the overhead. He reads with the children and asks =
them to identify a sentence that says something they are interested in. =
Then he thinks aloud to demostrate finding the key words of the =
sentence. As he is doing that he creates a word web with the subject in =
the middle and key phrases or words around it. Next he shows how he =
uses those key words to retell, either orally or in writing, about the =
interesting part of the book. Following this he then begins to have =
students help identify key words, etc.scaffolding them until they can =
work independently. (I'm sure I didn't do this process justice, but you =
get the very general idea) He is in the process of writing a second book =
and producing videos. If you ever have a chance to hear him speak, I =
would highly recommend it!!
Sandy
Title 1 Teacher=20
Oregon
++++++++++++++++++++++++++++++++++++++++++++++

From: "David Fife" <fife_9@sympatico.ca>
Subject: [mosaic] Recess and Learning Time
Date: Wed, 12 Mar 2003 10:18:58 -0500

Well my first question to those of you out there who have experienced the
same issuse as Suzanne and Lori (principal cutting recess times) would be

What does you union and collective bargaining contract say about that? I
know that my federation has negotiated prep time that is set in stone...also
the length of the school day and minutes in the school day. To me this is
the first step to taking away all your prep and "free" time.

Lori, taking away recess time would be okay if it is replaced by some time
of rigorous physical activity for at least 15 minutes. My board recently
won an award for a implementing a program called Quality Daily Physical
Activity into the school day. Basically it calls for teachers to use a
variety of fun in the classroom activities to get heart rates pumping on
those days that your class doesn't have a phys.ed class. I can tell you my
kids love it, and the work they do after working up a sweat is tremendous.
Wouldn't give it away for the world.
I also live in Canada so the weather issue is a non-starter for me. Running
in the snow alone will get the heart rate up quickly. The only time we miss
recess is in a heavy down pour.

Most of the research I used for my course are not on line but I can give you
a couple of sites with very useful information to read about overweight
children, learning etc...

http://www.canadian-health-network.ca/html/newnotable/may1_2001e.html

http://www.cdc.gov/nccdphp/dash/healthtopics/physical_activity/promoting_hea
lth/

http://www.aahperd.org/NASPE/template.cfm?template=indooractivities.html

here's a great one!
http://www.aahperd.org/naspe/template.cfm?template=pr_121002.html

http://www.cta.org/CaliforniaEducator/v7i3/feature_1.htm

This last site gives some more brain-based research articles that aren't
online

http://www.pecentral.org/professional/defending/research.html

Sorry for the rant, but this is an issue close to my heart (as is
reading!!!)

Hope these help

Dave
++++++++++++++++++++++++++++++++++++++++++++

Date: Thu, 13 Mar 2003 07:52:14 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Recess and Learning Time

Weather here that keeps us in is related to windchill and temperature, more
than anything else. My
kids just don't dress for it. I'd head out with them in aminute of those
cold snowy days if they
dressed for it but they don't. Running in the snow in light canvas shoes
will freeze toes as
quickly as the heart rate rises. What I wish is that our school day was
just a bit longer and that
mandated literacy blocks hadn't cut P.E. to once weekly for our kids. We
need the literacy blocks,
but also need P.E. However with one P.E. teacher, one gymn and 16
classrooms to schedule, along
with lunch and adaptive P.E. sessions, reality sets in. Believe me, we are
thinking hard on obesity
and health issues here with our Native American students. Diabetes is a
huge problem. Thank you
for sharing these sites and my principal would be interested in know more
about the program you
mention. This year, at teacher request, she bought some kidddie exericise
and dance videos for
long, cold days. I am blessed with a BIG classroom but 12 out of 16 rooms
are so, so small that
space is an issue. There is so much more to teaching than most people
know...

Lori
++++++++++++++++++++++++++++++++++++++++++++

Date: Thu, 13 Mar 2003 06:05:08 -0800
From: bekalex <bekalex@ocsnet.net>
Subject: Re: [mosaic] Check-in from first grade Room 104

The feelings in Ira Sleeps Over are fairly complicated aren't they?
Difficult to express. The reader identifies with Ira, but at age 6 or
7 I don't know if I would have "connected" my own experiences into
that.

Anyway, I read "Flowers to the City" (I think was the name) to my
class last week and the connections just broke out all over the room.
Everyone had someone who had received flowers, everyone knew where
flowers were sold. The feelings of getting flowers were all happy (in
this book and I didn't extend that). Their Mom's were happy when the
baby was born. Oscar's Dad brought his Mom flowers for her birthday.
Every child wanted to share some happy connection they were making.

And then the ending of this book is that the flower delivery man
takes a small bouquet to a little girl who happens to be his own
child and they are on the table for the family dinner. My class just
thought that was the best ending. They all (mostly) had a Dad who
came home from work but after delivering flowers around town all day,
this was complete for them.

This book is a very simple book, generally for ESL kids. But the
connections communication it opened up, however stuttered, vocabulary
limited and oddly syntaxed, was incredible.

Becky
++++++++++++++++++++++++++++++++++++++

Date: Thu, 13 Mar 2003 08:31:18 -0600
Subject: Re: [mosaic] Check-in from first grade Room 104
From: carol carlson <carlsonca@dist102.k12.il.us>

Julie,
It's really important for teachers to first model their own connections
before asking students to do this on their own. Some kids don't come
from homes where reading a book and talking about it is done on a
regular basis. It's like asking someone to golf who has never swung a
club before. We need to "coach" them to show them how readers interact
with text.
I have found modeling my thought processes in both reading and writing
one of the single most important strategies in my teaching toolbox. Not
only do I share the connection but try to explain my thinking. If you
follow the gradual release of responsibility outlined in both Mosaic
and Strategies, kids would be able to apply the strategy independently.
With the gradual release, some classes may only need one or two days of
teacher modeling connections, other classes may need a whole week.
Good Luck,
Carol
+++++++++++++++++++++++++++++++++++

From: "David Fife" <fife_9@sympatico.ca>
Subject: Re: [mosaic] Recess and Learning Time
Date: Wed, 12 Mar 2003 23:28:49 -0500

Here are some print resources that your principal or yourself may be
interested in. The program my board developed took activities from these
resources as well as some of our own, put some rubrics in, sample timetables
etc...

1. 120 Singing Games and Dances for Elementary Schools - Choksy and
Brummitt (Prentice Hall)

2. Restricted Space K-6

3. Active Kids - Anywhere, Anytime

4. No Room in the Gym

5. No Room in the Timetable

If you can find these, they are great.

If not go to http://www.pecentral.org/index.html

and check out the Books and Music section and PEC Store. Lots of great
stuff in there.
++++++++++++++++++++++++++++++++++++++++++++++

Date: Thu, 13 Mar 2003 10:46:16 -0600
From: "Marla Barrick" <MARLA@ccisd.com>
Subject: Re: [mosaic] Recess and Learning Time

Another good source is the BRAIN GYM curriculum. It's activities are all =
tied to specific academic areas that are improved by the stimulation/moveme=
nt of that body part. My school uses it a lot and we combine in with =
classical music on TAKS (State Test) days to prepare and focus the =
students. It really works! The book is available from Amazon.com and =
isn't very expensive at all.

Marla=20
Copperas Cove, TX
marla@ccisd.com
++++++++++++++++++++++++++++++++++++++++

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: Re: [mosaic] Recess and Learning Time
Date: Thu, 13 Mar 2003 17:31:15 -0500

Well my first question to those of you out there who have experienced the
same issuse as Suzanne and Lori (principal cutting recess times) would be

What does you union and collective bargaining contract say about that? I
know that my federation has negotiated prep time that is set in stone...a=
lso
the length of the school day and minutes in the school day. To me this i=
s
the first step to taking away all your prep and "free" time.

David--
When I taught in 4th grade in Charlotte, NC, in a gifted school (all stud=
ents in 3-5 were identified gifted) our students out performed all other =
schools due to their natural academic ability, but the administration fel=
t more instruction time was needed...so we lost recess minutes at a time.=
There was no union there so the teachers didn't have much pull. On days =
we had PE, there was no recess. On the other days, recess ranged from 10 =
to 20 minutes, no more was allowed by the principal and assistant princip=
al, who basically set our schedule of instruction for us. Whenever our st=
udents had recess, we had recess duty, and normally the weather cooperate=
d so we were outdoors anyday that wasn't rainy.

Now I'm teaching 5th grade in CT where my school is changing from a 4-5 s=
elf contained elementary model to a 5-6 middle school model. One big conc=
ern from our principal, teachers and parents was the retention of recess.=
Currently the 6th grade does not have recess, but we have lobbied, and a=
ppeared to have won, our recess time for next year while we are in our cu=
rrent building. In 2004-2005 we will move to the middle school where ther=
e is no outdoor recess area...so we'll see what happens there. As for bei=
ng outdoors...as long as it's not too cold, too snowy or rainy, we're out=
! :) We have recess duty at least once, but not more than twice, during t=
he week. The only grade levels that have a requried about of instructiona=
l time is middle school and high school. =20

I personally think recess is an extremely important time of the day for t=
he students mentally, socially and physically. It makes our job easier an=
d more enjoyable and I believe they need a break, just like adults do, fr=
om work.
--Carrie :)
+++++++++++++++++++++++++++++++++

From: YcnanH@aol.com
Date: Thu, 13 Mar 2003 22:33:13 EST
Subject: [mosaic] A Successful Moment

Today we took the time to reflect on something that we have learned about
our
reading during this week. I had my first graders who wanted to share, bring
their reading journal over to the carpet and then we began. One child
proceeded to show me how she had set up her reading journal page for an
independent book she had been reading. She had broken the page into 2
columns. She titled one side, "Words I don't know," she had another,
"Questions." I noticed that she had smiley faces next to some and stars
next
to the others. I asked what those were. She explained that she used those
so that she would know if her questions had been answered or not. If she
had
figured out the answers to her question through additional reading, she
placed a star next to it. If she had gotten the answer through discussion
with her group, she placed a smiley face. This was a management skill she
had
come up with all by herself. I asked her why she felt it was important to
do
that and she explained that finding the answers really helped her understand
the story better. Of course we are now all using this strategy to help
monitor our comprehension. Kids do the darndest things. :-) Just had to
share.

Nancy
++++++++++++++++++++++++++++++++++++++++++++++

From: "Diana Triplett" <tripled3@hotmail.com>
Subject: Re: [mosaic] Recess and Learning Time
Date: Thu, 13 Mar 2003 23:10:55 -0500

Recess at my school (K-5) has been limited to 15 minutes per day because the
state has given us a "D" on our school report card. (Our test scores are
average, but our lowest quartile did not show sufficient growth.) In theory
this is supposed to give us more time for strictly academic instruction. In
reality, well, I don't even have to tell you that. :)

It is not a union issue because teachers supervise their own recess time.
We have a separate block for prep while students go to art, music, library,
computer lab or PE. They get PE 2 times some weeks and once other weeks as
it is a six day rotation schedule.

Diana/1/FL
++++++++++++++++++++++++++++++++++++++++++++++

From: "Kathy" <kiwanicki1@cox.net>
Subject: Re: [mosaic] Recess and Learning Time
Date: Fri, 14 Mar 2003 05:57:39 -0500

Ours is not a union issue. Administration can do what they want between the
hours of 8:05 and 3:35 (required teacher hours). The union has no say.
(School hours are 8:35 - 3:05)

Kathy
++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 14 Mar 2003 12:01:25 +0100
From: "David Heslop" <DHeslop@icsz.ch>
Subject: Re: [mosaic] Recess and Learning Time

Observing from afar (Europe), and with experience only of the UK state
system, I find myself very saddened by so many stories of reducing or
cutting out recess times for the sole purpose of improving the all
important grades by which we as teachers are increasingly being judged.

>>>From what I read and hear there is growing evidence to suggest that the
so-called ADHD explosion, that it appears the States in particular has
experienced in recent years, has strong links with the decline in the
amount of time children spend indulging in any form of physical and/or
imaginative play. Obvious probable causes for this decline point to an
excess of the passive and uncreative sport of television viewing and the
lack of opportunities in the home environment to get out and play (working
parents, safety fears, etc). Reducing further play and exercise
opportunities at school only exacerbates the situation further.
This is happening in the UK. Our society is churning out a generation of
kids who by and large, get bored quickly, are unable to concentrate for
long periods of time and whose main experience of school is working
towards a series of annual tests in Literacy and Numeracy with little idea
of how apply that knowledge beyond the testing period.

Studies suggest that academic achievement can be greatly improved by
effective self-esteem programmes, and one study I read showed that a group
participating in a self-esteem course improved their literacy performance
beyond that of a comparative group which had extra tutoring to push up
their grades. Teaching more and more of the basics is not the answer. We
must have some balance. Fight for recess times - they are not just a good
time to grab a cup of coffee.

David Heslop
This Email has been scanned by " Mailscan" and is free of viruses.
++++++++++++++++++++++++++++++++++++++++=

From: "Thorud, Carol" <thorudc@mail.davenport.k12.ia.us>
Subject: RE: [mosaic] Recess and Learning Time
Date: Fri, 14 Mar 2003 11:31:23 -0600

I applaud your message! I have seen the same changes in the U.S.
I have been teaching 30 years and the incidence of ADHD type behaviors
is on the rise. I really do think chldren need a physical release time
....it is part of the processing time of childhood. Whether it is
recess or physical exercise in the classroom.....or ? It needs
to be a part of the curriculum. We also need to as teachers get out
the message that children need physical activity in order to
develop mentally and physically. We have a generation of children
that want to be entertained....don't want to move....do not
have developed thought processes or decision-making skills.
This is sad for our country. There, I have said my piece!!(:
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From: Alicia Vilas <avilas@srivernj.org>
Subject: [mosaic] knee to knee, eye to eye
Date: Fri, 14 Mar 2003 13:08:32 -0500

Did anyone read the book Knee to Knee. Eye to Eye: Circling in on
Comprehension by Ardith Davis Cole? She did refer to the book Strategies
that Work quite a few times. She basically offers a step-by-step guided
comprehension process that focuses on literature conversations. She does
teach comprehension strategies, and I got quite a few additional ideas when
I focus on a particular strategy. She seems to start with questioning
first.

It is a 5 step process that she uses to get the kids to have great
literature conversations.

1. observing the conversation process
2. wonderings with a partner
3. circle conversation (she tells us that this is the most difficult step)
4. small-group response after teacher read-alouds
5. autonomous response triads after independent reading

This book reminds me of Lucy Calkin's "Talk" curriculum in The Art of
Teaching Reading.

Alicia
5th grade reading
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From: Annette201@aol.com
Date: Fri, 14 Mar 2003 13:21:55 EST
Subject: Re: [mosaic] knee to knee, eye to eye

is it worth buying or if you have those othe titles, thats enough?
++++++++++++++++++++++++++++++++++++++++++++++++

From: Alicia Vilas <avilas@srivernj.org>
Subject: RE: [mosaic] knee to knee, eye to eye
Date: Fri, 14 Mar 2003 13:49:58 -0500

For me it was worth buying. She has sample conversation transcriptions that
are quite handy when planning lessons. She also mentioned a few ideas for
assessment that I want to try. I think I will plan next year around this
guided comprehension process. Besides focusing on strategies, I feel we
need to teach children to talk, to be thoughtful speakers before we expect
them to be thoughtful writers and responders, especially in an age when many
children do not even have many conversations at home.

I was going to use The Art of Teaching Reading to help me create a "talk"
curriculum, but now I will use this book. I still have to finish reading
the book, but I like it so far. Based on my experience teaching kids how to
respond to literature, I agree with many of Cole's ideas. My favorite part
so far is when she quotes Margaret Wheatley to help explain why we should do
whole class circles before small group circles. "if we suppress the
messiness at the beginning, it will find us later on, and then it will be
disruptive. Meaningful conversations depend on our willingness to forget
about the neat thoughts, clear categories, narrow roles. Messiness has its
place. We need it anytime we want better thinking or richer relationships."
Cole thinks we need to struggle through the complex, large-group structure
before we begin small groups like book clubs. I guess I like this because
this is the same way I thought. Many books mentioned teachers leaving book
clubs for later in the school year, but many didn't explain a step-by-step
plan for getting to that point (at least not one that I read, except The Art
of Teaching Reading which mentions kind of how they get to the point where
they are ready for book club discussions).

This will help me plan this process while also focusing on teaching
strategies. The book gives me some additional ideas on teaching strategies
or how I can vary the teaching of a strategy such as making connections.

Alicia
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From: "Lois Driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] ginger's check-in request
Date: Fri, 14 Mar 2003 20:01:59 -0600

One vocabulary strategy that has really worked well for upper grades
(3rd-5th) in demo lessons this year has been a strategy gleaned from Put
Reading First approach to teaching vocabulary.
In your guided reading group, have children write their name on a
sticky. Put out 3 index cards with the following:
Know it well Heard of it Clueless

Using several (no more than 10) well chosen vocabulary words from the
upcoming text, put each word on an index card. Hold up the card and
students will read the word silently and put their name sticky under the
heading that lets you know if they know the word. Hold them
accountable: If they put Know it well--ask them to tell you what it
means. I commend the ones who put there names under clueless for being
honest so that it makes it ok "not to know the correct answer". After
students have made their choice, I ask if anyone can say the word, if
they can't we decode chunks of the word and I can do some phonetic work.
If they can, then I give a sentence with the word in it and see if they
can determine meaning from context.
The level of participation is high and they look forward to
vocabulary work. Any new word they learn, goes in their vocabulary
notebook complete with a picture that will stimulate the memory and
their definition based on context.
When they encounter the word in text, there is no interference with
the vocabulary and comprehension can be built.
Lois
Reading Coach
AL
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From: "Mark and Ronda Elam" <rjelam@mchsi.com>
Subject: [mosaic] cute stories
Date: Sat, 15 Mar 2003 06:36:33 -0600

I have a couple cute relations from MOT..

#1.. First grader, Leah, asked her mom (our kindergarten teacher) on
the way to school the other day... ... "Mom, do you really think
something called 'schema' is real?"
#2... My daughter had a whole book discussion with my mom the other
day, telling her that "This book has text to text connections because...
and "this one is text to self because...." (like my mom had a clue
what she was talking about).. and

#3... My poor husband (who has to listen to me babble on everyday)..
was telling the janitor at school the other day when he stopped by the
library (and they were talking about reading a dale earnhardt, jr. and
that the janitor always had trouble remember what he read).. hubby
tells him (i'm in the back room where they can't see me)... "you need
to have ronda hook you up with those mosaic things she does.. you'll
remember everything about the book then!".. (of course, i rolled!)...

i've just been blown away with how the vocabulary and skills and how
easy they are to model and be mastered by the kids (and "hubby"s)

D) ronda
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From: YcnanH@aol.com
Date: Sat, 15 Mar 2003 08:55:29 EST
Subject: Re: [mosaic] cute stories

In a message dated 3/15/2003 7:42:50 AM Eastern Standard Time,
rjelam@mchsi.com writes:

> i've just been blown away with how the vocabulary and skills and how easy
> they are to model and be mastered by the kids (and "hubby"s)
>
>

So very true, Ronda. Thanks for sharing. :-)

Nancy
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Date: Sat, 15 Mar 2003 06:13:29 -0800
From: Judy Mazur <jvmazur@attbi.com>
Subject: Re: [mosaic] cute stories

Ronda, thanks so much for sharing your wonderful stories! People
understand when I say that MOT changed my teaching. Experiences like
yours help them understand when I say that MOT changed my life.
judy3ca
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From: "Ed Asselin" <sharoned@charter.net>
Subject: [mosaic] starting out
Date: Sat, 15 Mar 2003 08:43:17 -0600

How did everyone get started using these comprehension strategies? What =
should I read first? What did you do first in the classroom? (I teach =
first grade and use a modified four-block approach. I teach whole group =
shared reading using big books and some basal for a half hour. Then I =
take small group "book clubs" (guided reading) while the others work on =
literacy centers of their choice.)=20

I love reading what everyone is doing but am not sure where to begin. =
Thanks, in advance, for responding.
Sharon in WI
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Date: Sat, 15 Mar 2003 08:55:33 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] starting out

I found Mosaic a bit intimidating the first time I read it---I didn't
connect with the vignettes. After reading Harvey's book, Stratgies That
Work, I reread Mosaic and it distilled for me. But first grade? Wow,
it has to be Debbie Miller's book, Reading With Meaning.

Lori in SD and also in lst grade
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Date: Sat, 15 Mar 2003 08:04:39 -0800
From: JTD <jtd@san.rr.com>
Subject: Re: [mosaic] starting out

About a year ago I read STW and put it side. I liked the ideas, but was
not quite sure how I should put it together in my first grade class.
After reading Debbie Miller's book, I reread STW and found it much
more meaningful.
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Date: Sat, 15 Mar 2003 06:00:10 -0500 (EST)
From: andrea auclair <anjordy@earthlink.net>
Subject: [mosaic] thoughtful discussions

I just want to thank you all for the thoughtful discussions found here.
Certainly I "listen in" on more engaging, thought-provoking "talk" here than
in my school, and it has kept me from being discouraged. I've worked in many
schools, and have not found much of a community in any of them of teachers
who were interested in reading, learning and growing as professionals on
their own. This group helps me so much! Andrea
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From: "Julie" <t.julief@verizon.net>
Subject: [mosaic] checking in
Date: Sat, 15 Mar 2003 09:34:51 -0800

Hi everyone,
I am finally checking in. I have a first grade class and we have spent
quite a bit of time on connections this year. I have used several File
Folder schema lessons as described in Reading With Meaning. It's amazing to
watch the children grasp the idea that their brains store bits of
information connected to other bits they have learned through conversations,
read about, or experienced.
Just having the file folder hold the cards with statements of "what we think
we know" is a powerful visual for these young learners. It is also a very
concrete way to show them that as we learn, some of those thoughts (cards)
are changed or tossed out and are no longer part of the file.
One of my students said it was like the file folder was part of the brain of
the classroom. I asked her how so? She said, "Well, we are thinking in our
heads about what we know and then you are putting everyone's thoughts on
cards and into the file folder. So it's sort of like that file is holding
all of our thinking like one giant brain of the classroom." "Wow!" was all
I could say at the moment, and when I asked if the others understood what
she meant, there were many who shook their heads no. Did I expect that all
would understand? Not really, but you know how a part of you hopes for that
as a teacher. It was a great way to assess who was at that level of
understanding by just looking at their little smiling faces and seeing which
ones had that "lightbulb on" look and which ones had that puzzled aura about
them.
Within my understanding of gradual release of responsibility and anchor
lessons, I hope that this child's insightful comment will be an "anchor
comment" as we continue to have conversations about schema and unpacking our
thinking for each other.
We are ready to layer onto our learning the strategies of Creating Mental
Images and Questioning.
Thank you to everyone on this list! I have learned so much from all of you
and appreciate your ideas and being able to peek into your classrooms
through the anecdotes and lessons you describe.
Julie/1/WA
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From: "Ed Asselin" <sharoned@charter.net>
Subject: Re: [mosaic] checking in
Date: Sat, 15 Mar 2003 12:05:26 -0600

Where did the file folder idea come from? Was that described in a specific
book? Sounds like a great visual to represent their thinking.
Sharon--1st--Wisconsin
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From: "Julie" <t.julief@verizon.net>
Subject: Re: [mosaic] checking in
Date: Sat, 15 Mar 2003 10:18:58 -0800

Hi Sharon,
The file folder lesson is described in Reading With Meaning by Debbie
Miller.
Julie
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Date: Sat, 15 Mar 2003 15:11:25 -0500
From: Betty <garden.spirit@verizon.net>
Subject: Re: [mosaic] starting out

Begin with your shared group reading block and model reading and
thinking aloud, making 2 or 3 connections between the feelings of a
character and yourself. I began just by modeling my connections without
really thinking about how my connection helped me to understand the
story better. As I was trying to improve kids' connections, I realized
that I had not done it correctly either and so we had to dig deeper.
Starting out on the right foot will save you time.
Betty - 1st
+++++++++++++++++++++++++++++++++++++++++++++++

From: Frer2@aol.com
Date: Sat, 15 Mar 2003 17:01:34 EST
Subject: Re: [mosaic] another Wower!

Speaking of being wowed. I just attended the Iowa Reading Recovery
conference and Barbara Watson wowed me. She was asked to speak an
additional
time at the conference and she was gracious enough to do so. It was
wonderful!
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Date: Sat, 15 Mar 2003 18:44:28 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] another Wower!

I saw her last year. Isn't she marvelous? But, holy cow, doesn't she
speak quickly? I had to do a break out presentation immediately
following her keynote. Talk about pressure!

Lori
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