What age levels would you say Natl. Geo. is appropriate for? Sarah
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From: "Donald Howk" <dhowk@satx.rr.com>
Subject: Re: [mosaic] National Geographic Explorere
Date: Sun, 23 Mar 2003 20:28:42 -0600

I think the lowest would probably be 3rd - but the articles could go all =
the way up to middle or high school probably. Is anyone else using it? =
Our 5th grade is using it as well.
Wendy
3rd
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From: "Hartstein, Marian" <hartsteinm@ramnet.k12.ny.us>
Subject: RE: [mosaic] Langston Hughes' Dreams
Date: Mon, 24 Mar 2003 07:49:13 -0500

I've read several "Dream" poems ("Dream Keeper," "Dreams Deferred," and
"Dreams")with my middle-school ESL students, but I haven't done Thick and
Thin Questions. Kids have used this opportunity to write about their own
dreams and have enjoyed this. I use an old-fashioned technique: students
have memorized the poem "Dream Keeper," so that they can get their tongues
around the language of the poem. I have really found that Hughes's poems and
life story lend themselves to all kinds of lessons: voice, metaphors,
similes, hard work v. luck, etc.
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From: "Diana Triplett" <tripled3@hotmail.com>
Subject: RE: [mosaic] Langston Hughes' Dreams
Date: Mon, 24 Mar 2003 08:08:21 -0500

They also make for great performance poetry.

Diana
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From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic]
Date: Sun, 23 Mar 2003 20:38:52 -0500

I just wish there was a way to bring more teachers together to SEE and
HEAR
the children in our rooms "doing" the comprehension work. Just THINK
what
could happen!!!! Reading the book, taking a course, talking on the
listserve all help move us along, BUT the real POWER is in the actual
witnessing of the children (and teachers) talking the talk and walking
the
walk.
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From: "Mabry" <mabrysl@charter.net>
Subject: [mosaic] t-w war (Faithful Elephants)
Date: Tue, 25 Mar 2003 17:34:10 -0600

Someone asked for my sources on the articles and here is what I found
when I looked at them at school today.

One source was an article in the Dallas Morning News - Thursday, May 6,
1999. It's about an elephant that refused water and food after it lost
its companion.

The other is a small blurb from Lyon, France about an elephant named
Pankov who died on Valentines Day after her partner of 34 years, Mako,
died.

Terribly sad!!
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From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] whoops....teachers
Date: Wed, 26 Mar 2003 00:30:14 -0500

I just wish there was a way to bring more teachers together to SEE and
HEAR
>the children in our rooms "doing" the comprehension work. Just THINK
what
>could happen!!!! Reading the book, taking a course, talking on the
>listserve all help move us along, BUT the real POWER is in the actual
>witnessing of the children (and teachers) talking the talk and walking
the
>walk.

Whoops.......I accidently hit send after pasting the above before. I had
to take the time to ditto this message. After reading Mosaic and
"meeting" Ginger on another list-serve over a year and a half ago she
and I developed a cyper friendship. I asked her if she wouldn't mind for
me to come observe her teaching. Being as modest as she is, she
RELUCTANTLY agreed :) and not only did I come with a newborn but another
teacher as well. (This was all OKed in advance really.) She also set up
for me to see the reading coach in action in two other classrooms. IT
WAS AMAZING!!! Everything from my reading of Mosaic was solidified and I
WAS HOOKED. There is soooo much Power om seeing it LIVE! Ginger's
classroom was so warm and inviting. She invited the children to the
living room, had the students tell me all about the strategies, and then
taught a mini-lesson on sensory imagery which was phenomenol.

The other thing that impacted me on this visit was the posting of the
strategies within the classrooms. Posting reading strategies (like other
content knowledge such as posters on history or science, etc.) was not
something that I had every done yet it seemed so natural and important
in these classrooms. Thank you again Ginger for opening your classroom,
and even more being a dear friend to me now!!!
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From: "Mark and Ronda Elam" <rjelam@mchsi.com>
Subject: [mosaic] video?
Date: Wed, 26 Mar 2003 05:22:49 -0600

everyone would love to "see" this in practice?? what's the chance that =
someone has compiled a video (or would compile a video) of the different =
strategies and their mini-sessions?? (sounds like a great thing for the =
publisher to do to promote their book?)... everyone could send in their =
clips, someone could compile the tape and dub it... i'm sure it'd be a =
GREAT illustration tool~!!!!!

Ronda
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From: "Ted and Lee Johnson" <tlmkjohnson@attbi.com>
Subject: Re: [mosaic] Langston Hughes' Dreams
Date: Wed, 26 Mar 2003 18:27:47 -0800

One last tidbit to add to the Hughes discussion: There is an excellent book
of poetry out written about Hughes that chronicles his life and includes
biographical explanations similar to a glossary. It is Love to Langston.

Lee J./6
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Date: Wed, 26 Mar 2003 16:52:50 -0700
Subject: Re: [mosaic] High School, At Risk Reading and Grades
From: "Cris Tovani" <ctovani@mail.ccsd.k12.co.us>

Can the reading program be based on attempt and participation? In other
words, can students earn a grade by actually reading, writing, discussing
and thinking about text? If the purpose of the class is to give kids
opportunities to read and learn how to better comprehend, I'm not sure
that a computer program that kids can be successful at without reading is
going to do the trick. This principal needs to figure out what his goal
is. Is it to graduate kids who can't read or is it to improve reading
ability so kids can graduate?

Cris Tovani
Smoky Hill High School
720-886-5643
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From: JLabar1026@aol.com
Date: Wed, 26 Mar 2003 21:47:41 EST
Subject: Re: [mosaic] High School, At Risk Reading and Grades

In a message dated 3/26/03 7:12:50 PM Eastern Standard Time,
ctovani@mail.ccsd.k12.co.us writes:

> This principal needs to figure out what his goal
> is. Is it to graduate kids who can't read or is it to improve reading
> ability so kids can graduate?
>
>

All principals across the USA have to come to terms with this dilemma.
Curriculum vs. student growth.

BG
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Date: Thu, 27 Mar 2003 11:24:32 -0500
From: "Sharon Cooley" <CooleySh@loveland.k12.oh.us>
Subject: [mosaic] Fwd: schema

We just started on the awesome adventure with comprehension strategies.

I'm a curriculum facilitator and one of my first grade teacher emailed
me this following a field trip.

You'll appreciate this.... we just got back from our field trip today
and the kids were writing thank you letters. One comes up to me and
says I don't know if they know what schema is but I'm writing them and
telling them they added to my schema.

I cracked up!

;) Shar
"The children I teach are limited only when I choose to limit myself." (D.
Miller)
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From: Annette201@aol.com
Date: Thu, 27 Mar 2003 16:44:04 EST
Subject: [mosaic] meaning

Does anyone have any idea what Intersubjectivity means? I don't!
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Date: Mon, 31 Mar 2003 12:32:58 -0600
Subject: Re: [mosaic] reading essentials
From: carol carlson <carlsonca@dist102.k12.il.us>

Hi, all,
We're just back from our spring break. Has anyone read the chapters on
guided reading in Routman's book?
It verified what I truly believe in the intermediate grades--that
students need to read a lot at their independent level with text they
want to read, and the importance of individual conferencing with
students about themselves as readers.
In a previous district, the primary model with three to five daily
guided reading groups was just implemented at the intermediate level.
There was no discussion about what intermediate readers need in terms
of instruction and practice.I argued, I argued, and argued because,
after trying to hold a guided reading group for less than 15 minutes, I
knew that not a lot of teaching can occur with short text in such a
short time period. I like Routman's judicious use of leveled materials.
At first, I thought she was not in favor of MOT and STW comprehension
instruction, but then realized that she just wants us to be judicious
in that too. Too often, administrators and teachers hear of an
instructional strategy that works, but then misuse it and the strategy
loses its effectiveness. She reminds us that we need to keep sight of
the goal which is deep comprehension.
I just wish we could come up with the same terms. Do you understand her
definition of shared reading at the intermediate grades to be the same
strategy using the gradual release of responsibility model advocated by
MOT and STW?
Anxious to hear from you who have read this.
Carol
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Date: Thu, 03 Apr 2003 08:23:00 -0600
From: "Lisa Frase" <LFRASE@ccisd.net>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

I've used a spreadsheet to make 25 squares (like a calendar). I put one
name of each student in each square. When I conference w/students, I can
jot down the name of the book that they are reading, and a short note. I
do they same for writing.
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From: "Unruhe, Patricia" <Patricia_Unruhe@pvusd.net>
Subject: [mosaic] Reading conferences
Date: Wed, 2 Apr 2003 14:42:02 -0800

Hi

I'm looking to see if anyone has any good reading conferences forms or
has
come up with some good essential questions to ask the students during
a
reading conference.

Trixie
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From: Readinglady1@aol.com
Date: Wed, 2 Apr 2003 17:52:32 EST
Subject: [mosaic] Conference Forms

I have many downloads on my site -

www.readinglady.com

click on Downloads - then Assessment.

If you click on the red checks it opens the page. I also have some
forms for
conferencing in the Four Blocks area of the Download section.

Laura
readinglady.com
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From: "Billie White" <bwhite@509j.net>
Subject: Re: [mosaic] Reading conferences
Date: Wed, 2 Apr 2003 14:53:49 -0800

I don't know what grade you teach, but for my second grade class I use
a
form from Linda Hoyt's book "Snapshots". If you have the book, or
know
someone who does it is on page 193.

Billie White
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Date: Wed, 2 Apr 2003 15:32:06 -0800 (PST)
From: Pamela Friedman <pfried66@yahoo.com>
Subject: Re: [mosaic] Reading conferences

How's it going?

What's up with your reading lately?

Last time we talked about...How did that go?

Last time we talked about...Show me the work you did off of that?

Last time we talked about...What's happened for you since?

I saw you stop and do some work on this page. What was going on?

How'd you like this book? Were there some trick parts?

What were you going to do next?

I was just watching you and I noticed you were...? Can you talk to
me about that?

What new work have you been doing lately as a reader?

>>>From Teachers College Reading and Writing Project
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