Regarding Ginger's posting about the strategy posters. The regular price
is $15.00 per set of eight posters, but the reduced price for 10 sets or
more is 10% off ($13.50 per set). Prices continue to go down the more you
order. Sorry about the confusion.

Donna
++++++++++++++++++++++++++++++++++++++++++++++++++

From: "TJ" <twestmor@bigpond.net.au>
Subject: Re: [mosaic] ginger's check-in request
Date: Mon, 17 Mar 2003 07:52:04 +1100

What is Put Reading First and who are the authors?
++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Lois Driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] ginger's check-in request
Date: Sat, 15 Mar 2003 22:13:58 -0600

It is the document from the National Panel of Reading and is part of the
No Child Left Behind act.
Lois
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Donna's Strategy posters
Date: Sun, 16 Mar 2003 16:58:16 -0600

The posters are created and sold by Donna Baker in Canada. Here is the link
from the
"Teaching Tools" webpage:

http://www.u46teachers.org/mosaic/tools/Strategy%20Posters%20by%20Donna.pdf

They take a while to load. Donna's email address is:
baker@sprint.ca You contact her to order.

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

From: Readinglady1@aol.com
Date: Sun, 16 Mar 2003 20:00:59 EST
Subject: [mosaic] Posters

I have strategy posters that you can download on my site at -

<A HREF=3D"www.readinglady.com">www.readinglady.com</A>
click on download link

or go directly to

<A
HREF=3D"http://www.readinglady.com/Downloads/index.html">http://www.readi=
nglady.com/Downloads/index.html</A>

They are comprehension strategy posters.

Enjoy.

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

Date: Sun, 16 Mar 2003 19:39:49 -0600
From: Pat Flubacker <pflubacker@ameritech.net>
Subject: Re: [mosaic] MOT/STW and Vocabulary Instruction

Marla,
This message may be too late... but if there are funds left, I have the
names of books recommended for use with teaching reading strategies from
the literacy books our staff has been using this year. So here goes: Miss
Maggie, All I See, Night in the Country, An Angel for Solomin Singer by
Cynthia Rylant, How Many Days to America? by Eve Bunting, The Two of Them
by Aliki, Now One Foot, Then the Other by Tomie dePaola, Story of the
Jumping Mouse by John Steptoes, Night Sounds, Morning Colors by Rosemary
Wells, Greyling by Jane Yolen, Knots on a Counting Rope by Bill Martin Jr.
Grandfather's Face by Eloise Greenfield, Mrs. Katz and Tush and Just Plain
Fancy by Patricia Polacco The Napping House by Audrey Wood, and Flowers to
the City by ??? Thanks, Pat
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Steve Fisher" <sfisher@509j.net>
Subject: Re: [mosaic] PINK SLIPS ACROSS THE US
Date: Mon, 17 Mar 2003 08:25:03 -0800

Great questions, all. Its a sad, and pitiful... but familiar story. We
are probably guilty of a bit of an ostrich mentality here. How many
fronts can we withstand attacks against what is right (state mandates,
high stakes testing, less recess/pe/art/music for children, no child
left behind, war...
A great site by the way is www.alfiekohn.org . If you haven't read his
stuff you must, hearing him speak is quite a treat too. Alfie pulls no
punches.
peace
++++++++++++++++++++++++++++++++++++++++++++++

From: Alicia Vilas <avilas@srivernj.org>
Subject: RE: [mosaic] check in time
Date: Mon, 17 Mar 2003 15:39:31 -0500

Sandi,

The same in my home. My 6th grade son is not a reader, but I can tell that
my 6 year old daughter will be a reader. I think the way my son was taught
reading had a lot to do with him being a non reader. I always tried to get
him to read, and I couldn't seem to convince him to give reading a try. I
was his 5th grade reading teacher, and I finally got him to see that reading
can be fun. I couldn't do anything to change his habits as a mom, but as
his teacher I was the first teacher he ever had that had him read at home.
He now trusts me when I recommend a book. He read many of the Harry Potter
Books and enjoyed them. A few weeks ago he asked me to buy him the Lord of
the Rings trilogy set that also includes the Hobbit. It is still a battle
because his teacher this year does not make sure they read daily, but at
least I made a difference as a teacher.

My daughter on the other hand is teaching me quite a bit about reading. She
is the one who made me decide that teaching reading mainly by focusing on
phonics is the wrong way. Kids need to learn how to use phonics to help
them read, but I am against programs that are mainly phonics based. If only
my son was taught reading that way.... She is in a half day kindergarten
program and they do plenty of read alouds, shared reading, small group
guided reading, etc... The kids do learn sounds, but everything seems
literature based. She feels like a reader and writer. I do not think my
son felt like a reader and writer at such a young age.

Alicia
+++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 17 Mar 2003 16:46:12 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] check in time

I have to tell you that today my kids put phonics into perspective. We
have a new student and though he has some good strategies, such as
reading past unknown words or rereading fast, he has very poor
graphophonemic or visual cueing ability and zilch on comprehension. We
are, of course, working hard on the comprehension issues but on Monday's
we always have a make words lesson and then spend about 15 minutes daily
in related word work in small groups. The kids are very comfortable
with the routine and they see a reason for doing this. Our newbie, who
is totally unused to assuming any responsiblity for his learning, was
moaning around about why do we have to do this. Another student chimed
in, "Well, it does make life easier..." As I watch my kids better able
to approach unknown words combining all cueing systems and increase
their sophistication in using letters and sounds, chunks and analogies,
I know we cannot neglect phonics either. I like my kid's perspective,
how about because it just makes life easier?

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

From: Frer2@aol.com
Date: Mon, 17 Mar 2003 21:43:58 EST
Subject: Re: [mosaic]book lists

Cris Tovani--I can't believe you checked in here. How wonderful! Loved
your
book.
+++++++++++++++++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Tue, 18 Mar 2003 10:10:19 EST
Subject: [mosaic] (mosaic) books dealing with death

Hi everyone. Sad news from my classroom. The father of one of my 5th grade
boys who has been with me for three years (I teach multiage) passed away
suddenly and unexpectedly last week. We are on spring break this week. He
will return to class with the rest of us on Monday. I was wondering if
anyone could recommend books specifically for him that might help him
through
this difficult time and/or books (preferably picture) that I could read with
the whole class that would help us get through this situation as a
community.
Any suggestions are greatly appreciated. I know you all know this, but
this
situation has sure reminded me of the importance of loving and hugging my
children (those at home and those in my classroom) each and every day. It
has put the SAT 9 testing that is coming up in a week in definite
perspective.
With gratitude for all your wonderful sharing of thoughts and ideas,
Martha/4/5/az
+++++++++++++++++++++++++++++++++++++++++++++++++

From: "Donald Howk" <dhowk@satx.rr.com>
Subject: Re: [mosaic] (mosaic) books dealing with death
Date: Tue, 18 Mar 2003 12:36:22 -0600

I'm so sorry to hear about your student's loss. I will keep looking for =
books, the only one I can think of right now is a chapter book, "Missing =
May" by Cynthia Rylant. There is also a picture book "Badger's Parting =
Gift", but it may be too young for your group.
Wendy
3rd
+++++++++++++++++++++++++++++++++++++++++++++++++

From: Alicia Vilas <avilas@srivernj.org>
Subject: RE: [mosaic] check in time
Date: Tue, 18 Mar 2003 16:23:04 -0500
Reply-To: mosaic@u46teachers.org

Yes, I agree with not neglecting phonics. Students must learn to use all
cueing systems. I just don't like it when kids do too much phonics work.
Kids could be made to feel like readers as soon as they enter school, not at
some point in 1st grade, after they know most of the sounds.

It is great to see that some of your kids understand that we are trying to
just make their lives easier!

Alicia
++++++++++++++++++++++++++++++++++++++++++++++++

From: Anne1e@aol.com
Date: Tue, 18 Mar 2003 18:36:11 EST
Subject: [mosaic] books dealing with death

That is very sad news. The only book I can think of The Tenth good Thing
About Barney by Judith Viorst. I think it explains the cycle of life pretty
well.
Anne/3/IL
+++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 18 Mar 2003 20:44:25 -0500
From: Betty <garden.spirit@verizon.net>
Subject: Re: [mosaic] (mosaic) books dealing with death

Lifetimes is a good picture book. Can't think of the author. Check Amazon
++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 18 Mar 2003 21:04:58 -0500
From: JUDYCSMWM@aol.com
Subject: Re: [mosaic] books dealing with death
Reply-To: mosaic@u46teachers.org
I always thought Freddie the Leaf was excellent.

http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?userid=1AAY3Z950
5&isbn=0805071954&itm=1

Judy
++++++++++++++++++++++++++++++++++++++++

Date: Tue, 18 Mar 2003 21:42:01 -0600
From: hurd@foxvalley.net
Subject: [mosaic] Death, War

Books: Bridge to Terebithia-Katherine Patterson

Tuck Everlasting by Natalie Babbitt

Charlotte's Web-E.B. White

I especially like Paul Goble's _Beyond the Ridge_A Native American
perspective
on death of grandmother (Parent's of former students have liked sharing it
with
their children, when Grandmother dies.)

BUSH'S WAR causes a double whammy for our children. I used the National
Association of School Psychologists on-line site, nasponline.org after
9-11.
NASP should have some stuff online about death of a parent.

In my 30+ years of experience, I've tried to take the child's lead. Some
kids
are amazingly QUIET when they've lost a parent or sibling. These are the
ones
I worry about. I usually try to talk with a family member before I read
anything. That way the parent can dialogue with me about what they feel is
best for their child. We can then share any perspective their child has, IF
I
decide to read aloud.

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

From: MAMASWIRLZ@aol.com
Date: Wed, 19 Mar 2003 06:54:59 EST
Subject: Re: [mosaic] books dealing with death

I used a book by Eda LeShawn along with Freddie the Leaf many years ago.
When
I put Eda LeShawn in my search engine I got this list, which can be found
at:
http://www.aplacetoremember.com/frames/bibchild.html

Helping Children Grieve
(Underlined/highlighted books are available from the A Place To Remember www
bookstore.)

A Scrapbook of Memories, Earl A. Grollman, 1987. Batesville Management
Services, Batesville, IN. A scrapbook for children who experience the death
of a loved one.

A Taste of Blackberries, Doris Buchanan Smith, 1973. Harper & Row
Publishers,
New York, NY. A very touching story of a boyhood friendship and grief
through
the eyes of the friend left behind. Excellent children's book.

About Dying: An Open Book for Parents and Children Together, S.B. Stein,
1974. Walker and Co. This is one of an outstanding series of "open family
books" for parents and children to read together. It offers suggestions for
parents in helping children understand and cope with death. The story tells
of a bird that dies, then about a grandfather who dies, and concludes with a
discussion of how parents can help children to cope with such events.

Am I Still A Sister?, Alicia Sims, 1986. Big A and Company, Albuquerque, NM.
This book was written by an 11 year old girl to express her feelings and
questions following the death of her younger brother.

Am I Still A Big Sister?, Audrey Bernheimer Weir, illustrated by Susannah
Hart Thomer, 1992. Fallen Leaf Press, PO Box 942, Newton, PA 18940-0845.
Elisabeth Kubler-Ross calls this "a wonderful book for siblings who have
lost
a brother or sister. Thank you!"

Answers to a Child's Questions About Death, Peter Stellman, 1990. Guideline
Publishers, Stamford, NY 12167. Available from ICEA, (612) 854-8660. The
booklet contains sketches, questions and answers designed to be read with
children.

Butterflies, Grandpa, and Me, Bruce Conley, Thum Printing, 116 W. Pierce
St.,
Elburn, lL 60119 (312) 365-6415.

Charlotte's Web, E. B. White, 1952. Harper & Row Publishers, New York. A
children's story of friendship, love and grief.

Children Are Not Paper Dolls, Erin Linn Levy, 1982. Human Services Press, PO
Box 2423, Springfield, IL 62705. "This book deals relevantly with the most
profound of human experiences - the death of a child. No one could express
such a mature subject better than a sibling. They do it with disarming
frankness and honesty. Adults will be helped as much by this book as
children" (Human Services Press Fall/Winter 1985).

Dancing on the Moon, Janice Roper, illustrated by Lauren Grimm, 2001. SIDS
Educational Resources, Cheverly MD. Ages 3-8. The journey of a young girl to
find her infant brother who has died. She dreams she flies to the moon,
where
she finds him. In the end, she realizes, he will be with her always, in her
heart.

Dying is Different, Phyllis Rash Hughes, 1978. Mech Montor Educational Pub.,
Mahoment, IL. Designed to encourage children to openly share their concerns
and questions surrounding death.

Explaining Death to Children, edited by Earl Grollman, 1967. Beacon Press,
Boston, MA. Recommendations from specialists to ease a child's first
confrontation with the death of a loved one.

For Those Who Live: Helping Children Cope with the Loss of a Brother or
Sister, Kathy LaTour, 1991. Centering Corp., 1531 N. Saddle Creek Rd.,
Omaha,
NE 68104-5064, (402) 553-1200. A book to help children cope with the death
of
a sister or brother. Well written and interesting. Deals with such things as
the grieving family, kids' problems, teens' problems and parents' issues.

Gran-Gran's Best Trick, A Story for Children Who Have Lost Someone They
Love,
L. Dwight Holden, MD., 1989. Brunner/Mazel, Inc., NY.

Grandpa and Me: we learn about death, Marie and Ben Alex, 1982. Bethany
House
Pub., 6820 Auto Club Rd, Bloomington, MN 55438, (612) 829-2500. An excellent
childrens' book which presents the Christian view of death and the hope that
goes beyond. Marie's experiences regarding her Grandpa's death are direct
and
touching. Wonderful pictures.

Guiding Children Through Grief, Katherine Bell Russell, 1989. Centering
Corp., 1531 N. Saddle Creek Rd., Omaha, NE 68104-5064, (402) 553-1200. A
resource handbook of recommended books to help young children cope with
death, dying and grief.

Helping a Child Understand Death, Linda Jane Vogel, 1975. Fortress Press,
Philadelphia, PA. A Christian perspective on death, pointing out that we are
never able to shield our children from death so let's educate them in
healthy
ways. Very practical advice.

Helping Children Cope with Death, Robert Dodd, 1984. Herald Press,
Kitchener,
Ontario. This booklet was written to assist parents in helping their
children
deal with their thoughts and feelings concerning the death of a friend or
relative, or in facing their own death.

Helping Children Cope with Grief: Facing A Death In the Family, Rosemary
Wells.

Helping Children Cope with Grief, Alan Wolfelt, Ph.D., 1983. Accelerated
Development Inc., 3808 W. Kilgore Ave., Muncie, IN 47304-4896, (317)
284-7511. Written for parents, teachers and counselors who have both a
desire
and a commitment to help children when they experience a death.

Helping Children Cope with Separation and Loss, Claudia L. Jewett, 1982.
Harvard Common Press, Boston, MA.

Helping Children Cope With the Loss of a Loved One, Dr. William Koren, 1996.
Free Spirit Press, MN. Available from A Place to Remember, (800) 631-0973.
What can we say to a child who has lost a sibling, parent, or other loved
one? How can we be sure to say and do the right things without adding to the
child's confusion and grief? In clear, concise language, the author offers
comfort, compassion, and sound advice. He explains how children from infancy
through age 18 perceive and react to death, and offers suggestions on how we
can respond to children at the different ages and stages.

Helping Children Grieve, Theresa Huntley. Augsburg Fortress Publishers,
1991.
Available from Compassion Books, (704) 675-9670. Easy to read book exploring
how children at various ages understand and react to the death of a loved
one.

Helping Families With Miscarriage and Newborn Loss: How to start and
Maintain
a Community Support System, Karis Crawford and Mary Schuman, 1988. Lamaze,
Ann Arbor, MI.

Herman and Friends, Sandy Priebe, 1986. Centering Corp., 1531 N. Saddle
Creek
Rd., Omaha, NE 68104-5064, (402) 553-1200. This book is for all children who
are very ill, for all parents who love them, and for all nurses and doctors
and other people who care.

How Do We Tell the Children, A Parent's Guide to Helping Children Understand
and Cope When Someone Dies, Don Schaefer and Christine Lyons, 1994.
Available
from Centering Corp., (402) 553-1200. New Market Press, New York, NY.
Provides straight forward, uncomplicated language that will help parents
explain death to children from two years to the teenage years, and how to
help them cope.

I Know I Made It Happen - a gentle book about feeling guilty, Lynn Bennett
Blackburn, 1991. Centering Corp., 1531 N. Saddle Creek Rd., Omaha, NE
68104-5064, (402) 553-1200. A children's bereavement book that focuses on
the
aspect of feeling guilty when bad things happen to people we love.

It's OK, Thomas G. Crouthamel Sr., 1986. Keystone Press, PO Box 166,
Langeloth, PA 15054. This book is a help, aid and assistance survival kit
for
bereaved brothers and sisters. Written by a bereaved father to help his son
and other children who must deal with the death of a sibling.

Life & Loss: A Guide To Help Grieving Children, Linda Goldman, revised
edition, 2000. Accelerated Development Inc., Muncie, IN. Available from A
Place to Remember, (800) 631-0973. A guide for adults, including teachers
and
social workers, to give them information to support children in grief.
Chapters include Children's Loss and Grief, Myths of Grief, Techniques for
Grief, Preparing a Goodbye Visit. Expensive book, but very well done and
thorough. Excellent.

Lifetimes: A Beautiful Way to Explain Death to Children, Bryan Mellonie and
Robert Ingpen, 1983. Bantam Books. A children's book that explains that all
living things have beginnings and endings.

Loss. How children and teenagers can cope with death and other kinds of
loss,
Patricia L. Paenbrock and Robert Voss, 1990. Medic Publishing Company, PO
Box
89, Redmond, WA 98073. A small booklet intended to help parents, and others,
give children the understanding and support that they need to come through
the grieving process in a healthy manner.

Love Away My Hurt, Danhauer and Ross-Mumford. Accent Books. A Christian book
for children which explains funerals, ceremonies and a little about God's
role in life and death.

Molly's Rosebush, Janice Cohn, illustrated by Gail Owens, 1995. Albert
Whitman & Company, Morton Grove, IL. Available from A Place to Remember,
(800) 631-0973. Certainly one of the nicest children's book available on the
topic of miscarriage. The story is told in a straight-forward manner and
openly confronts the fears that might confront siblings after a miscarriage.
It is fully illustrated with four-color illustrations by Gail Owens, whose
pastels bring the story and the characters alive. For children aged
pre-school to grade 2.

My Always Sister. Available from A Place to Remember, (800) 631-0973. In
this
16-pg coloring book, My Always Sister, Callie remembers back to when her
baby
sister, Laura, was born and died. Through her story, other children
experiencing the death of an infant sibling will be able to relate to the
feelings of fear, anger, sadness and eventually acceptance that Callie tells
about. The large, easy to color pictures provide another outlet for children
to express their own emotions as they process their grief.
No Bigger Than My Teddy Bear, Valerie Pankow. A book for siblings of a
healthy preemie about the NICU experience. Talks about machines and what
actually happens in NICU.

No New Baby, Marilyn Bryte, 1988. Centering Corp., Omaha, NE. Available from
A Place to Remember, (800) 631-0973. For boys and girls whose expected new
baby brother or sister dies through miscarriage. Grandma explains how they
are not to blame, and how there are are not always answers for tough
questions. Also affirms the normalcy of play during grief.

150 Facts about Grieving Children, Erin Linn, 1990. The Publisher's Mark, PO
Box 6939, Incline Village, NV 89450. Facts about grieving children that help
parents understand their feelings surrounding the death of a loved one.

Our Baby Died. Why?, Jake Erling, ed. by Susan Erling Martinez, Revised in
1994. A Place to Remember, 1885 University Ave., Suite 110, St. Paul MN
55104, (800) 631-0973. Seven-year-old Jake Erling tells the story of his
dreams for a new brother and devastation when Jesse is stillborn. He shares
his grief experience from a child's perspective, and relates an accounting
of
the subsequent pregnancy and birth of his twin siblings. The booklet is a
place for children who have had a baby brother or sister die, to journal
their thoughts and feelings. Questions are posed throughout the book and
space is provided for children to write or draw their response.

Saturday Night Mulberries, Dorothy Ferguson, 1988. Centering Corp., 1531 N.
Saddle Creek Rd., Omaha, NE 68104-5064, (402) 553-1200. A children's book
that addresses the death of a pet and the death of a parent by a child who
was raised on a farm.

Saying Goodbye Activity Book, Jim Boulden, 1989. PO Box 9358, Santa Rosa, CA
95405. A children's activity book that will help them work through their
feelings of grief.

Should the Children Know? Encounters with Death in the Lives of Children,
Marguerita Rudolph, 1978. Schocken Books. The book "shows how the very young
can and should be taught about death at school and at home-through books,
the
care of plants and animals, and direct experience with human death. It is
sensitive and sensible, good for teachers and parents."

Sibling Grief, Marcia G. Scherago. Medic Publishing Company, PO Box 89,
Redmond, WA 98073. A small, well put together pamphlet written by a clinical
social worker who is also a bereaved parent that provides excellent
information to help children following the death of a sibling.

So Much To think About - When someone you care about has died, Fred Rogers,
1991. Family Communications Inc., 4802 Fifth Ave., Pittsburgh, PA 15213. An
activity book for children to help them deal with their feelings after the
death of someone they cared about.

Stacy Had A Little Sister, Wendie C. Old, Illustrated by Judith Friedman,
1995. Albert Whitman & Company, Morton Grove, IL. Available from A Place to
Remember, (800) 631-0973. One of the nicest children's books that we have
seen. Beautifully illustrated with 15 4-color watercolors, the book speaks
to
the issues and concerns of many siblings who have lost a baby brother or
sister. For preschoolers through the third grade.

Talking About Death: A Dialogue Between Parent and Child, Earl A. Grollman,
1976. Beacon Press, Boston, MA. Death is explained in a clear, easily
understandable format. It gives examples of what fears and questions
children
have and how parents can respond honestly and directly; a resource
bibliography is included.

"Talking with Young Children About Death," Mr. Rogers Neighborhood,
Pittsburgh Family Communications, 4802 Fifth Ave., Pittsburgh, PA 15213. A
general guide to a healthy approach to explaining death and dying to
children.

Tell Me About Death, Mommy, Janette Klopfenstein, 1977. Herold Press,
Kitchener, Ontario, Canada. A young widow shares her experiences in helping
her two young sons understand and cope with the death of their father.

Tell Me, Papa, Joy and Marvin Johnson. Centering Corp., 1531 N. Saddle Creek
Rd., Omaha, NE 68104-5064, (402) 553-1200. This is a family book for
answering children's questions about death and funerals.

The Angel with the Golden Glow: A Family's Journey Through Loss and Healing,
Elissa A Al-Chokhachy, Ulrike A. Graf, 2001. Penny Bear Publishing. Based on

a true story about a family whose first child was born with a rare genetic
disorder. His family showered him with love, not knowing how long he would
survive. They celebrated his life and savored every moment they shared. A
book for children (4-8) and adults.

The Butterfly Tree, Joan Lowery Nixon, 1979. Our Sunday Visitor, Huntington,
IN. A storybook that revolves around the pending death of Great Grandma.
Told
in a Catholic perspective, it acquaints the reader with those special
customs. The pictures are beautiful but the story is evasive regarding
death.

The Fall of Freddie the Leaf, Leo Buscaglia, 1982. Charles B. Slack Inc.,
Thorofare, NJ. A touching story describing the cycle of life. The portrayal
of Daniel as the wise old leaf that explains life and death to Freddie is
very well done. The photographs add a special warmth to the book.

The Grieving Child, Helen Fitzgerald, 1992. Centering Corp., 1531 N. Saddle
Creek Rd., Omaha, NE 68104-5064, (402) 553-1200. The author tells how
children react to death, how parents can explain it, and how to cope with
the
child's emotional responses.

The Seasons of Grief - Helping Your Children Grow Through Loss, Dr. Donna A
Gaffney, 1988. New American Library, New York, NY. This book is long overdue
and a must for parents, teachers, grandparents, clergy, and counselors who
want practical advice on helping children deal with the death of a loved
one.

The Snowman: A Book About Children & Grief, Robin Helene Vogel, 1994.
Centering Corp., 1531 N. Saddle Creek Rd., Omaha, NE 68104-5064, (402)
553-1200. Story about two boys who use their father's pipe, scarf and hat to
build a snowman after their dad dies.

The Two of Them, Aliki, 1979. Mulberry Books, New York, NY. The story of the
life, love and death shared between granddaughter and grandpa.

Thumpy's Story: The Story of Grief and Loss Shared by Thumpy the Bunny,
Nancy
Dodge, 1984. Prairie Lark Press, PO Box 699-N, Springfield, Ill 62705.
Thumpy's sister has died because she is not strong enough to go on living. A
story for ages 5-10.

Thumpy's Story. Sharing With Thumpy Workbook. Thumpy's Story Coloring Book,
1985. Prairie Lark Press, PO Box 699-B, Springfield, Ill 62705. To add color
to Thumpy's life is to add color to one's own. Loss of someone we love is
painful, and we are able to allow the return of colors from other lives,
especially of those we love. For the child - and for adults too - the
coloring task is therapeutic far beyond what words alone permit. "Thumpy's
Story is a life-affirming book that conveys a child's pleasure and curiosity
for exploring God's world." Ages 3 and up.

Times of Transition After Pregnancy Loss: A Guide For Parents, Clergy and
Counselors, Mary Beth Franklyn, 1988. Discipleship Resources, Nashville, TN.
Timothy Duck, Lynn Bennett Blackburn, 1987. Centering Corp., 1531 N. Saddle
Creek Rd., Omaha, NE 68104-5064, (402) 553-1200. About a duck that loses his
people-friend through death. His thoughts, feelings and recovery are clear
cut, easy to understand, and an excellent resource for children who lose a
friend or loved one.

Unspoken Grief: Coping with Childhood Sibling Loss, Helen Rosen, 1986.
Lexington Books, 866 Third Ave., New York, NY. Provides an overview of the
basic issues in children's bereavement.

What Makes Me Feel this Way? Growing Up with Human Emotions, Eda LeShawn,
1972. Aladdin Books, McMillan Publishing Co., New York, NY. A book that
explores and validates childrens' feelings. Chapter 10 deals with the
feelings and fears that children have on death and dying.

What We Do When Someone Dies, Caroline Arnold, 1987. Franklin Watts, New
York, NY. Ideal for children ages 6-12. This book answers likely questions
with straight forward age-appropriate answers, while respecting cultural and
religious uniqueness. (Lauri Weinfeld, bereaved parent).

What Will I tell the Children?, Jacque Bell and Linda Esterling. American
Cancer Society, Omaha, NE. A guide for parents to help their children
understand death.

When Death Walks In, Mark Scrivari, 1991. Centering Corp., 1531 N. Saddle
Creek Rd., Omaha, NE 68104-5064, (402) 553-1200. This book deals with the
different aspects of the grieving process specific to teenagers.

When Someone Very Special Dies - children can learn to cope with grief,
Marge
Eaton Heegaard, 1988. Woodland Press, Minneapolis, MN. A workbook designed
to
help children cope with grief.

Where's Jess?, Ray and Jody Goldstein. Centering Corp., 1531 N. Saddle Creek
Rd., Omaha, NE 68104-5064, (402) 553-1200. A booklet for siblings whose baby
brother or sister dies through miscarriage, stillbirth or newborn death.
Softly introduces the changes that come in a family. Gently presented for
youngsters 2-5 years of age.
+++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 19 Mar 2003 08:23:48 -0500
From: "Sharon Cooley" <CooleySh@loveland.k12.oh.us>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

There is a parent that once lived in our district (Loveland, Ohio) that
now lives in Chicago. She has a middle school child that is really
struggling with comprehension. She is not an educator (by trade).
Which book would you suggest she read first, to help her teach her child
comprehension strategies?
Thanks!

;) Shar
"The children I teach are limited only when I choose to limit myself."
(D. Miller)
++++++++++++++++++++++++++++++++++++++++++++

From: "Thorud, Carol" <thorudc@mail.davenport.k12.ia.us>
Subject: [mosaic] RE:help for 6th grader
Date: Wed, 19 Mar 2003 15:40:08 -0600

Does anyone have suggestions for working on comprehension with a 6th grader?
She is a strong Kinesthetic and Tactile learner. She reads a 5th grade
selection
with good fluency but when she tries to retell what happened in the
selection,
she has no idea. At this point, I need to give suggestions for strategies to
the
teacher. She does well in math....just reading is difficult for her. Which
books or strategies would you suggest for her....also, are there any
excellent
parent books? Her parents are willing to work with her but need strong
direction.
Thanks! Carol (:
+++++++++++++++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Wed, 19 Mar 2003 18:31:33 EST
Subject: [mosaic] (mosaic) book suggestions

Just wanted to say thanks to those of you who suggested books that I could
use to help my student and class deal with the death of a family member. As
a relatively new teacher, this is the first time I've really had to deal
with
this and I've come to really trust the opinions of those on this list serve.
Whenever I have a happy, sad, or difficult time in my life, I look to
literature to see me through. I know it was off the topic of teaching
comprehension strategies but the book suggestions definitely should foster
text to self connections, at least that is what I'm hoping for. Thanks
again!
Martha/4/5/az
++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 19 Mar 2003 19:57:57 -0500
From: "Julie Beebe" <jbeebe@irsd.k12.de.us>
Subject: RE: [mosaic] check in

We had our first MOT book club meeting yesterday. It has been pretty
discouraging. We had a slew of people sign up and then when I set actual
dates, several people said they did not have time to participate. Then we
had our initial meeting over dinner and 8 or 9 were involved. Three people
showed up for the first discussion! We had a good discussion about the
chapters that we had read but...
Here are the 3 that showed up... me, a first grade teacher, Our preschool
teacher and a reading pull out teacher.

The reading pull out teacher pretty well told me that she thought this stuff
was way too advanced for first grade. Did I really believe that stuff about
Debbie Miller. As I am reading Debbie Miller's book along with this, I said
yes, I thought that first graders could do this and that some of mine were.
Then she said what's the use of teaching these strategies because no one
else in the building was teaching this. She has a point and she doesn't.
1. The exposure is great and my kids may get in the habit of this and carry
it over into their reading life.
2. I thought to myself how selfish I was being keeping these great
strategies to myself, so I asked the other first grade teachers at lunch the
other day if they would like to work with me so we could share things that
work etc..
One of them said I don't know how you have time to do that stuff and still
teach the program. Very negative!

This is my first year trying this stuff. I know I'm not as explicit and
knowledgable as I will be after I have had more experience teaching this
way. Next year will be better and the year after that better yet. I
actually have the support of our district curriculum supervisor, so I feel
that the fact that I'm fitting the program in around my flexible reading
groups and reading mini-lesson is OK.

I think you guys are great and I'm glad that I have the ability to read your
posts. Keep up the encouragement and know that I'm learning from you all!

Julie Beebe
NBCT 2001
++++++++++++++++++++++++++++++++++++++++++++

From: Jennteach1@aol.com
Date: Wed, 19 Mar 2003 21:23:02 EST
Subject: Re: [mosaic] check in

Hi All,
This is my first posting, but the comments about younger children not being
able to think like in the book Reading With Meaning by D. Miller got me
thinking about my first couple of years teaching. I was surrounded by
coworkers that did not extend themselves very much. I was treated as a
little bit of an enigma for quite some time. Fianally some people began
asking questions and we started communicating about literacy in new ways.
These conversations have given me quite a bit of respect for my fellow
teachers. I had in some cases underestimated thier literacy teaching. The
point of the story is that making change happen has to be more what you DO
than what you say.

Debbie Miller is quite a teacher of reading. Not all children bring the
same
amount of thoughtful connectivity to their reading, but that is no reason to
give up (many adults don't read that way either).

Keep up the great efforts!
Jennifer
Primary Mulitage
++++++++++++++++++++++++++++++++++++++++++++++++++++

From: rweb@wideopenwest.com
Subject: [mosaic] Response to Ginger
Date: Wed, 19 Mar 2003 20:35:24 -0500

I feel Ginger was simply reminding us to keep our focus on
'reading comprehension strategies'. We all have the need to
voice our concerns over world issues and ways to cope.
However, I agree, let's try to converse about reading
comprehension.
Thanks for your thoughts--yes, they are T-W connections! :)
Rita
++++++++++++++++++++++++++++++++++++++++++

From: rweb@wideopenwest.com
Subject: [mosaic] struggling 6th grader
Date: Wed, 19 Mar 2003 21:10:58 -0500

Carol,
I had the pleasure of working with two 6th grade groups
first semester. Our discussions and lessons were based on
nonfiction. The use of several different graphic organizers
helped to greatly increase their awareness of the content as
well as having more meaningful conversations about the text.
I felt the best sessions we had were simply talking about
how they feel, and see themselves, as readers. We discussed
why some people have different genre preferences and the
reasons why some students don't like to read. I allowed the
kids to choose the subjects they wanted to read about so it
became more meaningful to them personally. They felt
ownership to the material because they chose it, however,
they knew they would be responsible to share what new
learning they gained with the group and this was an
incentive in itself. The key was having a graphic organizer
that the child was comfortable using to record their facts,
questions, responses (an FQR, for example). It would work
similarly to fiction: schema, mental images, questions,
inferences. If the student has a way he/she is comfortable
recording their thoughts, go for it! I always tell my
groups that ONE graphic organizer doesn't work for
everyone--use what works best for you! Good readers always
think about their reading, don't we?
Rita
Reading Support
+++++++++++++++++++++++++++++++++++++++++

From: PhilSharonElder@aol.com
Date: Wed, 19 Mar 2003 22:20:27 EST
Subject: Re: [mosaic] Death, War

It seems to me that I read a beautiful book called The Waterfall's Gift that
was about a little girl going to visit a family cabin after the death of her
grandfather. If I'm remembering correctly, it was very soothing...ahhh...
here's the synopsis:

A barefoot girl clad in rolled-up overalls takes readers on an exquisite
journey to a special place: a waterfall deep in the north woods near her
grandmother's house. On the way, she dips her feet in the frigid water,
picks
berries, and chirps with a bird. When her destination is in sight, a
vertical
illustration forces readers to pause, linger, and contemplate the natural
wonder felt by the child who adores it. Once the young narrator finds the
perfect rock for sitting, just as her grandfather had taught her, she holds
her face to the sun and remembers him. There, she is visited by a familiar
friend, an otter. Back home, she joins her grandmother in admiring the
clouds
and sky above. There is much more here than a simple tale of a girl
communing
with the outdoors. There is the awakening of all five senses, a remembering
of deceased loved ones, a connection to the past, and a hope for the future.
The poetic language sets the perfect pace for this story about discovery and
solitude while Watson's detailed egg tempera illustrations add the final
layer to this beautifully crafted book

Perhaps your student would find comfort in sharing a few of her favorite
memories with her loved one.

Sharon
1st/AL
+++++++++++++++++++++++++++++++++++++++++++++++++++

Subject: [mosaic] from Marilyn/ prof development
Date: Wed, 19 Mar 2003 21:19:48 -0600

I read Julie's posting regarding her attempt to have a MOT book club.
Keep pursuing this as it has a ripple effect through the system. My
faculty read MOT 4 years ago and I was really the only one that
consistently taught the strategies. For a couple of years after reading
the book, I taught kindergarten and then moved into a "reading teacher"
position. As the reading teacher, I went into classrooms. To my
delight, all of my former students used all the strategies I taught
them. I could just pick right up where I left off. Now I am the
professional development provider for my school and guess what I do in
classrooms all day? Now teachers are seeing the incredible effect that
it has on their students' comprehension. So those teachers are taking a
new look at MOT and rereading the book. Change takes a long time. You
can usually only influence a couple people at a time. But I guarantee,
teachers will buy into strategies as they see them working with
students. The students at my school are 75% second-language learners.
Most come from impoverished homes where little, if any reading is
encouraged. But our students are really engaged in reading at school.
There's a great reading game described in this month's Reading Teacher
in which the kids place a penny on the "head," "heart," or "funny bone"
as a story is being read. The teacher stops several times during the
story and the students tell what prompted their response to the story.
Talk about connections! I used the book Fireflies with 2nd and 3rd
graders today. The classroom teachers recognized the game as a MOT-type
game. And of course the kids all knew how doing the activity helped
their understanding of the story. That's what makes it all worthwhile.
Anyway, give it time and don't give up! Marilyn
++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] RE:help for 6th grader
Date: Wed, 19 Mar 2003 21:48:16 -0600

Carol,

I have a similar student in my 6th grade class this year. She reads with
fluency, but her comprehension is very poor. She had great difficulty
finishing novels in a timely manner. The first item I tackled was to
conference with her and discover what might appeal to her as a reader. Once
we located some possibilities, we still struggled with her independent
reading pace. Next, I limited her to shorter novels that she could finish
in a reasonable time frame. That showed some improvement of comprehension,
but not enough to satisfy me. After conferencing again, we (the student and
I) decided to try books on tape. I noted that she retained information
better when books were read aloud (I read to the class daily). This has
been a huge success! She reads along, after carefully selecting shorter
books of high interest.

Another strategy that has helped is to have her use sticky notes to record
questions that come to mind, problems incurred in her reading, and short
summaries at the end of each chapter. Also, conferencing with her along the
way to check for comprehension is helpful.

I feel like we are on the right path. I know she cannot "read" all books
on tape, so I plan to alternate her readings and see how that works. I
cannot tell you how excited she is to actually know
what the text says when she finishes. I am witnessing a whole new growth in
her self-esteem. I just hope I can give her the tools she needs to continue
successfully once she leaves my classroom this spring.

~Karla/6th/IL
+++++++++++++++++++++++++++++++++++++++++++++++++

Subject: [mosaic] T-W connections with war/from Denise
Date: Wed, 19 Mar 2003 21:59:13 -0600
Reply-To: mosaic@u46teachers.org

One book that I have used very successfully after 9/11 and in the past with
thoughts of war looming was Faithful Elephants by Yukio Tsuchiya. It is a
true story of the Tokyo Zoo during WWII. The children feel a little freer
to talk about their fears when the book focuses on the animals of the zoo
and how the war even touched the animals there.

Denise Findley
Florida
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Mabry" <mabrysl@charter.net>
Subject: RE: [mosaic] T-W connections with war/from Denise
Date: Wed, 19 Mar 2003 23:29:13 -0600

Oh... that's the book I always use with text to world.
I cry every time I read it out loud. I have two
magazine/newspaper articles of modern zoos that were
in war torn areas that also had similar things happening
with their animals. What a book!!
++++++++++++++++++++++++++++++++++++++++++++++

From: "Tena Flanagan" <tflanagan@colbertcountyschools.org>
Subject: Re: [mosaic] check in
Date: Thu, 20 Mar 2003 08:01:31 -0600

My heart goes out to you! I know how it is to be the lone ranger. But...be
patient, your colleges will eventually see what you are doing and will want
in on the action. It happened to me. My new motto for this year has been
"coninuous imporovement not perfection." This is because I want it and I
want it now! Keep trying you will see results!
++++++++++++++++++++++++++++++++++++++++++++++

Date: Thu, 20 Mar 2003 08:28:34 -0600
Subject: Re: [mosaic] check in
From: carol carlson <carlsonca@dist102.k12.il.us>

I agree with what has already been said. I am currently the la content
specialist in a district where MOT was read several years ago. However,
I'm not sure there was enough time for all the really use the
strategies. I held a STW study group this year and all 15 teachers are
actually using the strategies in their classes and asking questions
like, "will this be required by the district?" Since we are a district
where teachers have a great say in what happens, this is tremendously
encouraging. Although there are only 15 in the class, their positive
comments have encouraged others and I've been asked to repeat the class
next year.
In a different district, the strategies were mandated by the district
and I found almost a rebellion in not using the strategies unless a
literacy staff developer was in the room. So, although my current
district doesn't mandate the strategies, teachers are beginning to use
them.
This list serve has been great for helpful ideas.
Carol
+++++++++++++++++++++++++++++++++++++++++++++++++

From: "Tena Flanagan" <tflanagan@colbertcountyschools.org>
Subject: Re: [mosaic] T-W connections with war/from Denise
Date: Thu, 20 Mar 2003 08:34:34 -0600

I have used this book also and I would love to have more texts to shwo
current events. What magazine/newspaper and what is the title? I'd like a
copy. Thanks.
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Thorud, Carol" <thorudc@mail.davenport.k12.ia.us>
Subject: RE: [mosaic] check in
Date: Thu, 20 Mar 2003 09:01:03 -0600

Thank you for your responses about my 6th grader that is having difficulty.
I will try your ideas. I feel she is a fairly bright student...just
needs things presented in a different way. Also, she needs her
self-esteem boosted big time. I think books on tapes might be helpful
for that....also the sticky notes idea would work for her to use at home
with mom. You are such a supportive team. It is wonderful to be a part of
this listserve. (: Carol
+++++++++++++++++++++++++++++++++++++++++++++++

Date: Thu, 20 Mar 2003 20:45:38 -0800 (PST)
From: Liza <lizavickers@yahoo.com>
Subject: [mosaic] Top 5 Books

Hello Everybody,

I'm a first-time poster, but long-time lurker (and
huge devourer of all the great ideas) on this list. I
was hoping to ask a favor from you all.

I've volunteered to put together a list of books to
buy for our grade level (2) that best support the
strategies. I know we have tons listed on the
website, but I was hoping to narrow it down to the
very best ones you like to use for each (or multiple)
strategies.

Any and all help would really be appreciated! Thanks
so much in advance!

Sincerely,
Liza
Grade 2/Chula Vista, CA

=====
Liza *Ü*
++++++++++++++++++++++++++++++++++++++++++++++

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: [mosaic] Langston Hughes' Dreams
Date: Fri, 21 Mar 2003 18:43:48 -0500

Hi everyone--
Have any of you used the Thick and Thin Questions lesson from STW based o=
n Langston Hughes' poem, Dreams? I'd like to teach it, but was wondering =
if anyone had experience with it. Also, are there any other "favorite" po=
ems or short stories that would work well for practicing thick and thin q=
uestions? I've done some modeling and had the kids try some on their own =
so now I'd like them to work cooperatively and apply it to a short text t=
hey can read together.
Thanks!
--Carrie :)
+++++++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 21 Mar 2003 18:11:00 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: [mosaic] High School, At Risk Reading and Grades

I have been asked by my district to provide some coaching to our high
school reading teachers, neither of whom is certified as a reading
specialist. I am approaching this on a need to know basis, I am very
willing to get involved in any discussions they feel would make a
difference but I am not going to thrust myself on anybody. That said,
one of the teachers is very concerned about improving reading and also
has questions about assigning grades. This is high school, letter
grades are a requirement and that said, the current situation is that
the administrator has been very gungho on Accelerated Reader and points
from the program are driving grades. This teacher is concerned that
many kids who meet this criteria still are not really readying,that
there is no carryover into content reading or self-selected reading, no
measureable attittudinal difference and he isn't buying that passing
these tests means kids really comprehend anything. Isn't that a
wonderful, insightful position? I am thrilled, as I know this teacher
really bought into AC initially and this change in belief is the result
of real introspection and kid-watching. That said, I feel at a loss as
to how to advise him to establish a grading system. My only suggestion
so far is that he use AC, which he is required to use, as only 50% of
the grade and that we concentrate on making the other 50% more wholistic
and meaningful. What advice would you give to this question? I have
given him a reading list including Tovani, Allen, Harvey and Mosaic. If
you have any other suggestions, please have at them.

Thanks!

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

Date: Fri, 21 Mar 2003 21:51:04 -0500
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] Top 5 Books

Prediction - Suddenly by Colin McNaughton
Inference - No David by David Shannon
Questioning - Ducky by Eve Bunting
Synthesis - Charlie Anderson by Barbara Ambercrombie
Visualization - Tulip Sees America by Cynthia Rylant
++++++++++++++++++++++++++++++++++++++++++

From: DnnllySs@aol.com
Date: Sat, 22 Mar 2003 10:57:29 EST
Subject: Re: [mosaic] nonfiction teaching

Good Morning
Im really learning lots about MOT right here
While reviewing my email on the listserv ,I read about the reference to:
National Geographic Explorer Magazine and the units it includes too.
Do I, also, have to purchase a class magazine for 20 or 30 students too ?
This sounds really interesting. Because, " it is recommended"that I not use
theschool's basal program in my reading resource classes ?
\So, I am always looking for creative methods and materials toguide my
students' comprehension.
Thanks in advance
Sincerely,
Susan Donnelly /
Chgo /Grs. 3-8 Rdg.Resource Tchr.
++++++++++++++++++++++++++++++++++++++++++++++

Subj: Re: [mosaic] nonfiction teaching
Date: 3/10/2003 9:18:55 PM Central Standard Time
From: <A HREF="mailto:dhowk@satx.rr.com">dhowk@satx.rr.com</A>

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: <A
HREF="http://magma.nationalgeographic.com/ngexplorer/">http://magma.national
geographic.com/ngexplorer/</A>
Wendy
3rd
++++++++++++++++++++++++++++++++++++++++++++++

Date: Sat, 22 Mar 2003 08:47:22 -0800
From: Judy Mazur <jvmazur@attbi.com>
Subject: Re: [mosaic] Top 5 Books

For Liza: 5 favorite books that could be used with most strategies:
See the Ocean, Condra
Charlie Anderson, Abercrombie
When I Was Young in the Mountains, Rylant
Jellies, George
Twilight Comes Twice, Fletcher

Disclaimer: these are not THE 5, just the first 5 I thought of without a
lot of angst over the choice.
Enjoy!
judy3ca
++++++++++++++++++++++++++++++++++++++++++++

From: "Donald Howk" <dhowk@satx.rr.com>
Subject: Re: [mosaic] nonfiction teaching
Date: Sat, 22 Mar 2003 11:04:13 -0600

The National Geographic Explorer comes with a free Teacher's edition of
each magazine. This includes some background information about each
topic & some suggested questions/activities, as well as occasional class
maps & posters. It's great quality - typical of National Geographic!
Each issue is 24 pages long, with about 5 articles.
You can call 1-800-368-2728 to subscribe ($4.95 per student, unless you
can get more than 200 subscribers - the cost drops to $2.50 per
student). There are 6 issues a year.
Check out links at www.nationalgeographic.com/ngexplorer/teachers
FYI- I ordered in November & they sent me all the issues from the
beginning of the year at once.
Wendy
3rd, San Antonio
+++++++++++++++++++++++++++++++++++++++++++++

Date: Sat, 22 Mar 2003 13:36:07 -0500
From: "Julie Beebe" <jbeebe@irsd.k12.de.us>
Subject: RE: [mosaic] Thanks from Julie

Thank you all so much for the encouragement. I will continue blindly (maybe
not too much!)to teach the strategies. I have been talking to the
librarian, as she has been collecting the books listed at the end of each
chapter in Debbie Miller's book for me. She thinks these strategies are a
neat idea and is open to teaching them during the students' library period.
HOORAY! Chalk one up for perserverence!

I have another question maybe you could help me with: I am reading all
three books (trying to anyway)MOT, STW and Reading with Meaning. In Debbie
Miller's book the strategies are in a different order than MOT. Does this
matter? Reading MOT, I was ready to start on questioning, which I think
won't be so hard for me as I have been aware of types of questions, etc. for
a while. Debbie's next strategy is inferring. I have taught Schema, T-S,
T-T, not too much T-W and Mental Images (Visualization). She also obviously
has different terms for the strategies. Where would you go next with first
graders. I am inclined to follow Debbie, as her book is based on a first
grade classroom.

I love hearing your thoughts and opinions. I really am learning so much
from all of you all's experience.

Thanks Again,

Julie Beebe
NBCT 2001
+++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sat, 22 Mar 2003 14:47:33 -0600
From: motthebug <maps@resourceroom.net>
Subject: [mosaic] Faithful Elephants

The book was discussed in the LM_NET (school librarians') listserv, one
of my most favorite places to lurk.

http://www.askeric.org/plweb-cgi/fastweb?getdoc+listservs+LM_NET+15509+3+wAA
A+faithful%26elephants
has an interesting insight into some questions about the accuracy of the
story.

Sue
http://www.resourceroom.net
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ted and Lee Johnson" <tlmkjohnson@attbi.com>
Subject: [mosaic] archives
Date: Sat, 22 Mar 2003 18:11:39 -0800

Is their any way to search the archives for specific topics/subjects?

Lee J/6
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: DnnllySs@aol.com
Date: Sat, 22 Mar 2003 18:35:52 EST
Subject: Fwd: [mosaic] nonfiction teaching

Good Morning
this is great Thanks for the explanations and the link
and especially the FYI :)
Susan /Chgo /Rdg Tchr.3rd-8th grades
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ted and Lee Johnson" <tlmkjohnson@attbi.com>
Subject: Re: [mosaic] Langston Hughes' Dreams
Date: Sat, 22 Mar 2003 19:05:27 -0800

I used The Adventures of Isabel by Ogden Nash with thick and thin
questions. The kids then came up with a WANTED poster for Isabel which
helped with visualizing who this "person" could possibly be.

Lee/6
++++++++++++++++++++++++++++++++++++++++++++++++++

From: Carrie Becker=20
To: mosaic=20
Sent: Friday, March 21, 2003 3:43 PM
Subject: [mosaic] Langston Hughes' Dreams

Hi everyone--
Have any of you used the Thick and Thin Questions lesson from STW
based on Langston Hughes' poem, Dreams? I'd like to teach it, but was
wondering if anyone had experience with it. Also, are there any other
"favorite" poems or short stories that would work well for practicing
thick and thin questions? I've done some modeling and had the kids try
some on their own so now I'd like them to work cooperatively and apply
it to a short text they can read together.
Thanks!
--Carrie :)
+++++++++++++++++++++++++++++++++++++++++++++++++

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: Re: [mosaic] Langston Hughes' Dreams
Date: Sat, 22 Mar 2003 20:01:41 -0500

Thanks for the idea! If anyone is interested here is a site that has the
text of the poem, The Adventures of Isabel.
http://student.cs.ucc.ie/98/dsloane/html/Ogden/brunsb.html
--Carrie :)
++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sat, 22 Mar 2003 20:50:34 -0600
From: motthebug <maps@resourceroom.net>
Subject: [mosaic]
http://www.askeric.org/Virtual/Listserv_Archives/LM_NET.shtml

http://www.askeric.org/Virtual/Listserv_Archives/LM_NET.shtml will get
you to the main archives and you can search from there. The archives are
updated very frequently -- generally daily, at least, except on
weekends, so you don't even have to get emails to keep up with 'em.

Sue, webmastress
http://www.resourceroom.net
+++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sat, 22 Mar 2003 20:17:27 -0800 (PST)
From: Kim Sheffield <snowlc@yahoo.com>
Subject: [mosaic] book recommendations

Of course there are also the suggestions in the back
of Strategies That Work by strategy and themes.
However, I've found the best lessons come from the
texts that "I" connect with most, the texts that I
have had to really think about and use the strategies
to make meaning. The honesty of the "search for
meaning" comes through in the lessons where just being
suggested a text is a gamble. Good luck!

Kim Sheffield
Literacy Coordinator
Newark, CA
+++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sat, 22 Mar 2003 20:29:40 -0800 (PST)
From: Kim Sheffield <snowlc@yahoo.com>
Subject: [mosaic] Where to go next?

Julie,

First of all, I don't believe MOT was written in any
order for instruction, but I could be wrong. hehehe
And I have heard Ellin say that there's so much more
she's learned since writing the book, so it's not
"perfect" but a launching place. With respect to
Debbie, I believe she chose to move into inferring
because her students were naturally beginning to use
the strategy to answer their questions. I have found
that this is very common. There just seems to be a
natural next step with each class based on where their
thinking is going and what strategies they're
beginning to use. Good luck!

Kim Sheffield
Literacy Coordinator
Newark, CA
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From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] check in
Date: Sun, 23 Mar 2003 08:21:08 -0500

Julie,
Sounds a little discouraging, but hang in there. Change is hard for
teachers, and it generally moves pretty slowly. If you focus on your kids
and what you can do there it is a start.
Just remember that when they are negative it generally isn't about you, it's
about them. Sounds like you are trying to make a difference, and you will in
time. It takes lots of patience. Good luck in your continued efforts!
Cece/LC/GA
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From: JLabar1026@aol.com
Date: Sun, 23 Mar 2003 08:54:45 EST
Subject: Re: [mosaic] nonfiction teaching

In a message dated 3/22/03 12:10:13 PM Eastern Standard Time,
dhowk@satx.rr.com writes:

> The National Geographic Explorer comes with a free Teacher's edition of
each
> magazine.

Have other resources been mentioned regarding non-fiction? I love Nat. Geo.
Explorer.

BG
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