Hi Kendra and others,

I liked what you said about the set of videotapes that are a companion to
Strategies that Work. As you said, they are great and have been so helpful
to me and the teachers I work with. On the other hand the kids in the video
look so different from the majority of the kids we have in my district, and
in some ways (that you allude to) they really are different.

One thing I did in a class that I taught earlier this week is use a clip
from
one of the videos that has Debbie Miller modeling the self questioning
strategy with first graders. I asked teachers to look past the appearance,
independence level, and the social behavior of the kids in the video. I
wanted them to look at the what the average level of thinking was in
relation
to the strategy. What we found is that the kids in the video were
cognitively a match to the kids we work with. Only two of the students in
the video demonstrated really sophisticated thinking. Several gave good,
but
typical (with good teaching), responses. Many of the kids remained silent
as
they were just forming their thinking as this was the beginning of the unit.
This is what it looks like at the beginning!

My point to teachers was that even though the kids we work with may need
lots
of support in terms of their reading skills, oral language skills and their
behavior they are on par with ANY kids in terms of their thinking
structures. So we use read aloud to engage students at their coginitive
level, and we use simpler texts to provide them with reading practice. Our
goal is to get all kids reading texts that can challenge their thinking, but
it will take time.

Cheri/CA

PS to Kendra: I noticed you "cc-ed" this to Ruth. She is teaching a class
in our district. It just started. I can't take it since I teach at the
same
time she does every other week. I plan on sitting in when I can. I hear
really good things about her.
++++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 7 Apr 2003 08:48:31 -0700
Subject: Re: [mosaic] Different Cultures Unit
From: Diane M Shadwick <dshadwick@juno.com>

Hi Everyone:

I've been a member for approximately a month. I am a substitute teacher
and next week (after break) I'll be subbing in a second grade class for
the whole week! (This is in my favorite school where I hope I am
employed full-time next year. I had a one month extended sub position
for the media specialist and the principal said I did "fine.")

My question is this: Are there good books out there at the second grade
level that I can use to relate text-to-self, text-to-text (could even be
one author's work, incorporating an author study), and/or text-to-world?
Each student is working on their own country, they have already completed
the research part and now are going to be writing a piece to be published
by Friday (which I have to make sure is done and bind the book for them
because they'll share this with a 5th grade class buddy).

I am also trying to "kill two birds with one stone" as I'm in my Master's
program in Reading & Literacy and I have to teach several different
assignments.

The first is a shared reading (I can integrate it easily once I can come
up with some texts for different countries).

The second is "teach a lesson incorporating a writing skill into a
content area and do an evaluation of three vocabulary lessons taught
(integrating reading and writing into content areas). (The teacher left
me a basic writing skills sheet on making sentences (a prompt which ties
into her unit on different countries -- Would you like to fly away for a
fun trip? Write words about a trip on the plane. Use the words to write
five sentences about the trip. We thought we'd have them write about
what they'd see if they were a tourist to their country.) which I'm to
implement on Wednesday as she feels there'll be alot of students very
close or at the publish stage at that point.) I have to explain the
reading or writing skill to be taught throughout the three lessons and
the steps in learning it. I have to describe content objectives, aligned
with local, state, and national academic standards. I need to summarize
instructional plan and assessments, include any new vocabulary the
students will need for success in each lesson and which vocabulary
instructional techniques I would use to teach these words. (Basically
writing out lesson plans, aligned with benchmarks, then teaching them and
writing about how it went.)

The third assignment is scoring two pieces of student writing for all six
traits (I'm not worried about this one as I can find two samples on
anything they're working on -- perhaps even the airplane assignment
above.)

Then the big piece is the literacy unit. (It's suppose to be a three
week unit, however; since I'm subbing and don't have a class available
(I've already prevailed too much on my colleague's class for the other
assignments.), my professor is allowing me to complete this when I'm
teaching for one week. I chose "revision" for the lessons because
everyone is working on their country's paper and are somewhere on the
chart between prewrite to published product. (I thought I could borrow a
couple of student's work and photocopy examples.) So revision is my
specific literacy goal. I'll need to assess, teach 3 10-min. mini
lessons, and assess (hince the idea of photocopying student work).

The teacher I'm subbing for knows I'm going through my Master's program
and has complete confidence that I'm able to run a Reader/Writer's
Workshop just as she does! She even gave me the guided reading books for
her different groups! (So I'll need to go through and figure out where
students are at with vocab. (I thought I'd look through her running
records, etc. once I'm at school next Monday). I'm hoping to be able to
have the principal come in and observe me towards the end of the week.

I thank you for any help you can give me. I have one week to put this
all together:-)

Dee
+++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 07 Apr 2003 14:59:55 -0500
From: Vickie Julka <vjulka@madison.k12.wi.us>
Subject: [mosaic] Because of Winn Dixie

Ginger,

I am in need of a reading level for Because of Winn Dixie. We would like to
log it into our bookroom and we are unable to get a good level for it.
Scholastic lists it as 3-5.
Thanks,
Vickie in Madison
++++++++++++++++++++++++++++++++++++++++++++++

From: "Leonard, Wanda L." <leonardw@mail.davenport.k12.ia.us>
Subject: RE: [mosaic] Because of Winn Dixie
Date: Mon, 7 Apr 2003 15:18:00 -0500

It is used in grade 5 in our building
++++++++++++++++++++++++++++++++++++++++++++++

From: Twinkie139@aol.com
Date: Mon, 7 Apr 2003 17:21:42 EDT
Subject: Re: [mosaic] Because of Winn Dixie

I've used Winn-Dixie with 4th graders who are good readers (slightly above
grade level)
++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] leveling websites?
Date: Mon, 7 Apr 2003 16:57:15 -0500

Someone had posted a bunch of websites we could go to to get levels of
books. I thought I had saved it, but I can't find it now. If you have that
email could you repost it? I know with third grade, I would not expect my
kids to get full comprehension from Winn Dixie without TONS of discussion
due to all the inferring in the book. But as a read aloud it is PERFECT
when teaching questioning/inferring!! I would tend to agree with it being a
fourth or fifth grade reading level.

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

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: Re: [mosaic] Because of Winn Dixie
Date: Mon, 7 Apr 2003 18:26:54 -0400

I consider Because of Winn-Dixie a lower fifth grade level book. Since on
ly a couple of my students had read it before, it was one of our read alo
uds during the images unit we did earlier this year. It's great for that,
especially the first chapter.
--Carrie
++++++++++++++++++++++++++++++++++++++++++++++

From: Kim Jankowski
Sent: Monday, April 07, 2003 5:42 PM
To: mosaic@u46teachers.org

A portion of it was a selection on our 4th grade MEAP (Michigan Education=
al Assesment Program) Test this year for language arts (ie. high stakes t=
est)

MichiKim
++++++++++++++++++++++++++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: [mosaic] Fw: levelling books
Date: Mon, 7 Apr 2003 18:12:06 -0500

Ginger and Vickie,

Here is what I found. I hope this works!

~Karla

Subject: Re: levelling books

Maybe one of these will be of some help. Renaissance Learning - AR Quiz
Store Scholastic Reading Counts! e-Catalog BSD: Leveled Books Database
Book Levels by Publisher-Aldert Root Leveled picture books Leveled
Book List Sites Database Jill Puich's Book Level Finder! ! Leveled
Books Home Leveled Book Links PPS Leveled Books Lists 12-5 Reading
Recovery Leveled Books
+++++++++++++++++++++++++++++++++++++++++++++++++

From: Walshx4@aol.com
Date: Mon, 7 Apr 2003 19:33:18 EDT
Subject: Re: [mosaic] Because of Winn Dixie

i would say upper 3rd to 5th grade!
tom in west richland
+++++++++++++++++++++++++++++++++++++++++++++++++

-----Original Message-----
From: mosaic-owner@u46teachers.org [mailto:mosaic-owner@u46teachers.org]
Sent: Tuesday, April 08, 2003 7:19 PM
Subject: [PERIODIC mosaic DIGEST POSTING]
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] for Dee/online book database
Date: Mon, 7 Apr 2003 20:06:33 -0500

For Dee and the new members- be sure to check out (and ADD to!!) our online
book database found at:

http://www.u46teachers.org/mosaic/strategies.htm

Dee- it was great to get your post. Welcome to the list!! I must admit I
was VERY EXHAUSTED just reading it. In one week's time I could NEVER
accomplish what you are hoping. If I have learned one thing in all of this
discovery of how I need to teach, it is that I need to SLOW DOWN and do
less, but do it deeper. I can't stress that enough. Right everybody????

I realize you have some graduate course requirements and are feeling
pressured to get them in with this substituting situation- but remember-
what do the kids need? What I can offer to you is the book data base.
Check it out. I don't know if you will find text connection suggestions
that link directly to specific countries. But some of Patricia Palocco's
books may be linked together geographically. Be sure to look under SCHEMA
at the author schema books as well as at the text connection books.

Anyone else out there have suggestions for Dee?

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

From: Creecher12@aol.com
Date: Mon, 7 Apr 2003 22:30:11 EDT
Subject: Re: [mosaic] Because of Winn Dixie

In a message dated 4/7/03 5:47:22 PM Eastern Daylight Time,
kajankowski@hotmail.com writes:

> A portion of it was a selection on our 4th grade MEAP (Michigan
Educational
> Assesment Program) Test this year for language arts (ie. high stakes test)

Which is really interesting if it is a fifth grade level book.

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

Date: Mon, 07 Apr 2003 21:50:00 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Because of Winn Dixie

Lately it seems this talk of leveling is pervading every conversation in
the hallways of our school and it troubles me somewhat. A second grade
teacher came to me today, worried that she could not use a set of books
with her students because they are not leveled. I am pretty good at
leveling BUT these books were definately presenting reading challenges
and any second grader reading these and making meaning... at some point
do we need to just lighten up about levels? I just feel like we are
missing the forest for the trees.

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

From: SBThornton1@aol.com
Date: Mon, 7 Apr 2003 23:37:33 EDT
Subject: [mosaic] Prediction vs. Inferring

I need some verification on the difference between inferring and predicting.
I used a No David book to model inferring and was questioned by my principal
that my activity was not inferring, but predicting. Any comments?
Susan
++++++++++++++++++++++++++++++++++++++++

Date: Mon, 07 Apr 2003 22:52:05 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Prediction vs. Inferring

I think of predicting as absolute--it will be or it will not be.
Inference is grounded in the text but involves far more than prediction.
It is supported not just in the text but in the prior experience and
knowledge base of the reader. Today one of my kids talked about
estimation and how it is kind of like inference--you use the information
you have and prior experience to make a good guess. He said a good
estimation was like an inference. I was pretty impressed by his line of
thinking.

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

Date: Mon, 07 Apr 2003 22:58:35 -0500
Subject: Re: [mosaic] Prediction vs. Inferring
From: Datsauer <datsauer@chartermi.net>

I think they're related but not the same. When you use prior knowledge and
what you've already read to inform your ideas about what will happen next,
you're predicting, and you read on to either confirm or challenge that
prediction. When you use what you've read and what the author suggests, but
does not explicitly tell to make decisions about the meaning of what you've
read, you're inferring. You also read on to see if what follows changes your
ideas about the meaning. It seems to be a matter of timing - you predict
what you don't know but can find out by reading on, you infer to make
meaning from what the author has already implied indirectly. Does that help?
++++++++++++++++++++++++++++++++++++++++++++++++

From: Creecher12@aol.com
Date: Tue, 8 Apr 2003 06:34:41 EDT
Subject: Re: [mosaic] Because of Winn Dixie

In a message dated 4/7/03 10:53:50 PM Eastern Daylight Time,
ljackson@gwtc.net writes:

> I just feel like we are
> missing the forest for the trees.

Lori,
I have mixed feelings about leveling books.
Before we started leveling, every one in our district was in the same book
on
the same page.
We were probably missing two-thirds of the class.
I don't use leveled materials except in my 10 minute guided reading lessons.

My concern with Winn Dixie being a whole grade level above what it is
supposed to be measuring for a high stakes standardized test, is that is
sets
kids and schools up for failure. I suspect that is the reason for the test
anyway.

My other concern is that it takes a terrific story and the only memories
many
kids are going to have about it, is that they read it during a time of great
frustration.

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

Subject: RE: [mosaic] Because of Winn Dixie
Date: Tue, 8 Apr 2003 07:31:40 -0400
From: "Judy Kelly" <kelly@monroe.k12.mi.us>

An excerpt was on our statewide 4th grade reading/writing test.
+++++++++++++++++++++++++++++++++++++++++

From: "Hartstein, Marian" <hartsteinm@ramnet.k12.ny.us>
Subject: RE: [mosaic] Because of Winn Dixie
Date: Tue, 8 Apr 2003 07:44:34 -0400

I am reading Winn-Dixie now as a read-aloud to my 7th grade ESL kids. I
would say that Grades 3-5 is accurate. My 7th graders are not as taken with
Opal as I am (she's too young for them), though they are able to make
text-to-self connections.
+++++++++++++++++++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Tue, 8 Apr 2003 08:48:17 EDT
Subject: Re: [mosaic] Prediction vs. Inferring

Someone on this list had a very good way of looking at the difference,
saying
that inferring was looking back and coming to a conclusion whereas
predicting was looking forward. That person can probably explain it better
than I.
Ruby
++++++++++++++++++++++++++++++++++++++++

Date: Tue, 8 Apr 2003 10:05:35 -0500
Subject: Re: [mosaic] Because of Winn Dixie
From: carol carlson <carlsonca@dist102.k12.il.us>

In Regie Routman's book Reading Essentials, this issue was addressed.
Regie's feeling is that while leveling is appropriate for beginning
readers, we need to be cautious in allowing leveling to drive
instruction. She pointed out that some children's interests allow them
to read more difficult text because of their background knowledge.
There is a book, I think it's titled something like "Beyond Leveling"
and discusses this very issue.
When readers are past decoding and begin to construct meaning, we do
have to be careful that they are allowed easy enough material to
construct meaning and practice strategies, but with intermediate
readers, we need to lighten up. As a reading teacher, I'm usually not
able to tell an eager reader, "No, you can't read that book-it's too
hard."
But what I do provide is time to explain "just right books", and
opportunities for students to change if they can't make meaning. Lucy
Caulkins talks about having "bedside books", those that are really easy
for hard, those that provide some challenge, thinking, and those that
are really difficult and would need extra help and work to comprehend.
If I remember correctly, she allows students to have those types of
books in their book bags. I hope I'm remembering this correctly.
So, yes, I think we do need to lighten up.
Carol C.
District 102
+++++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 08 Apr 2003 11:17:09 -0600
Subject: Re: [mosaic] Because of Winn Dixie
From: "Cris Tovani" <ctovani@mail.ccsd.k12.co.us>

The book is called Beyond Leveled Books by Franki Sibberson and Karen
Szymusiak. It's a great read and very sensible.
+++++++++++++++++++++++++++++++++++++++++++++++++

From: "Kendra" <kendra9@mindspring.com>
Subject: [mosaic] inference versus prediction
Date: Tue, 8 Apr 2003 17:46:28 -0700

Great question! I have grappled with this and am happy to say I have found
some clarity from researching here and there, practicing with kids, and
going to a workshop on it at NCTE last November. Here is how I have come to
think of it. Predicting is a type of inference, but not the other way
around. What is important to show kids is that they both require the same
equation:
Prior Knowledge + Author's Words = Inference or Prediction.

Inferring is looking back and predicting is looking forward. Inferring is
harder because you have to be more precise, or comprehension breaks down.
Predicting is something you can check your accuracy on in further reading,
but inferring is not as easy. Students need to have it pointed out that they
make inferences ALL DAY, whether they ever pick up a book or not! This is
what I do - show them this - like when a student goes to the bathroom and
another one says, "she just wants to get out of this assignment" - THAT is
an inference. Sometimes right, sometimes wrong, but an inference. Hope this
helps.

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] inference/prediction
Date: Tue, 8 Apr 2003 19:53:29 -0500

Here are some suggestions for inference:

Make an "equation" like this: clues from the text (words/pictures)(what you
literally see in the book) + your schema (what you already know/your
background knowledge) = Inference

I've also heard it put this way:
Questions you have + what you already know (Schema) = inference.

I make a poster of the first "equation" and teach it that way.

I also had trouble teaching this to my third graders as they were confusing
it with predicting. (and YES I know I read all different interpretations
about what exactly is an inference. Some say predicting is an inference. I
just couldn't do it without having a more clear explanation for my class)
Jan, who I co-teach the graduate courses with really helped me out a lot on
the difference.

See if this helps:

A PREDICTION is when you read to a certain point and stop and think "what
will come NEXT". Based on what you have JUST read. The unknown coming
ahead in the story. A prediction is looking FORWARD. Predictions can be
substantiated (found to be correct by evidence in the text) or not as you
read on.

An INFERENCE is when you read to a certain point and STOP and think "what
did the author just mean?". Based on what you have JUST read. LOOKING
BACK. When the words are not literal.

For example if in the story the boy just yelled into the phone with a mean
voice and slammed down the phone. You can infer that he is angry. You read
that he slammed down the phone. It already happened. The author COULD have
written "He was angry." But instead leads us to INFER that by his actions.
Combined with our own experiences of slamming down the phone.

When I teach inferring I stop whenever I can at these obvious moments and
ask, "Using the clues of what we just read and what you already know (your
schema), what does that part mean????" Because of Winn Dixie is PERFECT for
inferring. The beautiful language the author uses is FULL of inferences.
And the kids GET IT!!!!!!!!

Another great idea that a teacher shared in class once was this: Take
advertisement pictures from magazines. For example, I have an ad with Sammy
Sosa sitting down reading. Next to him is a baseball bat. In the
background is the field and other players warming up. I cut out the
baseball bat and mounted a piece of purple construction paper behind it so
when looking at the ad you just see the shape of a bat in purple. I tell
the kids their job is to infer what the missing piece is. We use the first
"equation" above and do it together. We can infer that it is a baseball
bat. Our clues would be just what we see there: the shape (always a BIG
CLUE), there is a baseball player next to the bat, he is wearing a baseball
uniform, there is a baseball field in the background, there are other
baseball players. Our schema would be: I know Sammy Sosa is a baseball
player, I have a baseball bat, I've played baseball, I've watched baseball
games on T.V., I've been to a baseball game. I tell the kids that if I
lived in a country that didn't know about baseball or play it as we know it
they would NOT have schema for baseball and would not have such an easy time
"inferring" what the missing piece is. Help them see that we all could have
different schema depending on our life experiences and our "mental files".

Another example was a picture was of a soccer player with the ball in the
air above his head. Cut out the ball and from the back glue on a red piece
of paper. The kids had to use the clues that they see (net in the
background, shin guards on his legs, soccer shoes, soccer shirt/uniform) +
their schema for soccer (I have a soccer shirt, I've played soccer and use
that gear, sometimes soccer players hit the ball in the air with their
heads, I've seen people play soccer) to determine it was a soccer ball. You
can say, "How do you know it is not a volley ball or a basketball?" You see
they can prove it based on their schema. But I have NO SCHEMA for soccer and
I pointed that out.

If you then give a small group 4 different pictures they can work together
to complete the "formula" four times. Then one person can share the groups
favorite with the class. I've used the EXACT same pictures with first
through 5th grade and each group of kids LOVES THIS ACTIVITY. I feel like
after this, inferring will be easier since this "anchor lesson" can be
referred back to as we do our work in our stories.

Just get some magazines and flip through them and you will see you can cut
out crucial parts to block out. I think this is a great way to tangibly
teach inferring.

I find that inferring slides right in after studying ANSWERED and UNANSWERED
questions. You can take some of the UNANSWERED questions and infer the
answers based on what you already know and the clues from the text.

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

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: Re: [mosaic] Prediction vs. Inferring
Date: Tue, 8 Apr 2003 20:16:33 -0500

My opinion related to the NO DAVID book would have to do with the fact =
that a prediction would be what what happens in the next picture or =
scene and the reason I agree that looking at each page of that book =
would be an inference because you are using your experiences (or schema) =
for life events that look similar to the situation that David has gotten =
himself into and making your logical conclusion (inference) based on =
that. Also, prediction seems to have a future to it while inferring =
seems to be in the hear and now. Does that time analogy make sense to =
anyone else?

YEH....strategy talk again!!! :)
++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 08 Apr 2003 22:34:00 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] Prediction vs. Inferring

I have used No, David with numerous classes. I show the kids ONE page.
They draw pictures or write text telling what happened before the
picture. THen in the second column the kids draw/write what is
happening in the picture. Then in the third column, the kids draw/write
what is happening after the picture. They use the text, the pictures
and their experiences therefore this lesson is inferencing.

deb
++++++++++++++++++++++++++++++++++++++++++

From: rweb@wideopenwest.com
Subject: [mosaic] Strategy Talk
Date: Tue, 08 Apr 2003 23:11:01 -0500

It's good to hear some strategy talk again! (Let's remember
this is a mosaic website.) Thanks.
++++++++++++++++++++++++++++++++++++++++++

From: "Chudik, Noelle" <NChudik@d158.k12.il.us>
Subject: RE: [mosaic] Predicting v. Inferring
Date: Wed, 9 Apr 2003 07:42:01 -0500

I find another difference between predicting and inferring is that with
predicting you can confirm your thoughts. You read on to see if you are
correct or not. An inference doesn't generally have a confirmation piece in
the text.
+++++++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Wed, 9 Apr 2003 18:08:11 EDT
Subject: [mosaic] check in

> Then she said what's the use of teaching these strategies because no
one=20
> else in the building was teaching this.=A0 She has a point and she
doesn't=
.

This has been the hardest part for me. I work so hard with the students and

watch them fly. Then they leave my room and none of this work is continued.

We really need to develop a shared vision in the school if this is to be
effective long term. Not an easy task!

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

From: "Kathy" <kiwanicki1@cox.net>
Subject: Re: [mosaic] check in
Date: Wed, 9 Apr 2003 19:29:29 -0400

I'm feeling that way with the strategies. While I rave about the book, =
no one else does it, at all. This year I have picked a few strategies =
and worked on them constantly. I am hoping that they will settle in =
their brains.
Kathy
++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 09 Apr 2003 21:22:00 -0700
From: Tandy Gunn <tgunn@island.net>
Subject: [mosaic] Barry Lane

At 08:37 PM 04/09/2003 -0500, you wrote:
> Lots of great work on developing voice and revising work. Wendy 3rd

I am doing some work with some of his ideas - you can see some of the ways
I am using his work at http://www.time4teachers.com/ThisMonthPage.htm

Look at the Ways to End with Style and Effective Sentences Cue Cards for
example...

Have fun!

Tandy
===================================================================
Tandy Gunn
http://www.time4teachers.com
++++++++++++++++++++++++++++++++++++++++++++++

From: "Donald Howk" <dhowk@satx.rr.com>
Subject: Re: [mosaic] check in
Date: Wed, 9 Apr 2003 20:35:42 -0500

I have talked with teachers who feel this way as well. But, after =
trying the strategies for one year, I can't imagine teaching Reading any =
other way. Even if the students get one year of them, I think they can =
be life changing! After all, aren't the Mosaics strategies supposed to =
be what they found "good readers" automatically doing? Therefore, if we =
can get more and more students doing this, they should internalize some =
of these strategies and join the ranks of "good readers" everywhere. =20
Wendy
3rd
+++++++++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Thu, 10 Apr 2003 07:24:27 EDT
Subject: [mosaic] Shared Vision

"I have talked with teachers who feel this way as well.=A0 But, after trying
the strategies for one year, I can't imagine teaching Reading any other way.
Even if the students get one year of them, I think they can be life
changing! After all, aren't the Mosaics strategies supposed to be what they
found "good readers" automatically doing? Therefore, if we can get more and
more students doing this, they should internalize some of these strategies
and join the ranks of "good readers" everywhere."

You are right, however when I saw my former students the following year and
asked them about their use of strategies they said "Mrs. D. doesn't do it
that way." That was a huge disappointment for me. Children, especially
young ones see it as learning to do it the way their teacher wants it.
These
children in question were in 3rd grade. I had them for 2 years. Did they
internalize it I hoped so. When questioned I got the we don't do it that
way
anymore. Are they still strong readers - yes. In my school they did the
best on the standardized tests and yes they still were good students. But
were they using the strategies and internalizing and discussing them - NO.
Were they growing to the potential they could have had it continued with
further instruction and development - NO. They were still considered tops
it was OK for the later teachers to just do the same old same old. My
thoughts always were - imagine what they could have been! Imagine how far
they could have gone had we as a school developed a shared vision and worked

as a team to take them as far as they could go not just accept the status
quo. Do I feel I impacted these children - absolutely but I still feel a
sense of loss. One teacher can not do it alone. It takes a school vision
to
do it right! I am NOT venting at your response I am venting at the lack of a
shared vision in my school and district. If every teacher has their own way
of "doing it" the children have to relearn this new way each year. Picture
building a house and starting over each year, you'd never get it done. Now
picture building a house brick by brick and growing larger each year. That
is what shared vision does.

Laura
www.readinglady.com
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From: MEHitzel@aol.com
Date: Thu, 10 Apr 2003 08:27:53 EDT
Subject: Re: [mosaic] Barry Lane

I went this spring to a one day seminar given by Barry Lane and it was
excellent for intermediate grades. His book Why We Should Run With Scissors
was given out as part of the price of the seminar and is full of lots of fun
ways to teach expository writing with voice.
Martha/4/5/az
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From: Alicia Vilas <avilas@srivernj.org>
Subject: RE: [mosaic] Calkins
Date: Thu, 10 Apr 2003 08:32:27 -0400
Reply-To: mosaic@u46teachers.org

Sounds great. I noticed Lucy Calkins mainly doing workshops that day for
k-2 teachers.

I liked how Ted Kesler told us to think of standardized tests as if it was a
genre. He created a 3-week unit of study on preparing for the reading
standardized test. He did send me the 15-day sequence he created for one
NYC school.

Alicia
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From: Alicia Vilas <avilas@srivernj.org>
Subject: RE: [mosaic] Calkins..15 day sequence
Date: Thu, 10 Apr 2003 18:06:39 -0400

Susan,
I asked Ted Kesler if I could send it out to a group of teachers. I'll wait
to see what he tells me. There was an administrator near me from Ohio, and
she wants to hire him to present a workshop. He is awesome. Here are my
notes. It may help you create a unit of study.

He began by showing us the ways that balanced literacy supports test taking.

* Stamina (lots of books for longer periods of time)
* A balanced reading diet
* Reading varied genre for varied purposes
* Accountable talk: finding text evidence to support your ideas
* Active listening
* Reading for meaning
* A strong emphasis on comprehension strategies

He explained a balanced literacy approach (read-aloud, independent reading,
etc...)

He then went on to say that the type of reading for these tests is different
than the reading that is normally done in reading workshop. He suggested
the book A teacher's Guide to standardized Reading Tests: Knowledge is Power
By Lucy Calkins.

About 3 weeks before the test do a unit of study on standardized reading
tests. He said to approach it like a genre unit of study. First you must
find testing books that have tests that look just like the real test. Don't
use some that name the skills for the kids. Ask companies for samples.
Pick out the best one-ones that just have practice tests.

Here are the "bends in the roads" in a unit of study for reading
standardized tests
1. Orientation to the test format (2 days)
2. Strategies for handling the content of the test
3. Strategies for handling the logistics of the test
4. Strategies for handling the testing day
5. Political, cultural, emotional concerns about the test

First day, give out workbooks. Take notes, but do not have the kids take
the test. Ask: What do you notice about this booklet?
Discuss what they noticed (bold print on top, tells you what questions to
answer, 4 choices, letters, bottom of pages tell you to go on, different
genres, etc...) He said to bring it to the front of their thinking. Ask:
How does it help taking note of what you noticed?

Do the same for the bubble sheet. He spends about 2 days doing this.

Next, you teach minilessons and have shared experience. Ask them if they
ever went on a scavenger hunt, easter hunt, etc... Their job is to go
around finding the treasure using the questions. Have the kids enter the
mind of the test-taker. Have them look for clues. Tell them: Watch out
how I do this. Look at my habits.
Think aloud. Go read the questions and model how you would take the test.
Then start reading. Show the kids on the overhead.

Then ask: What did you notice about the way I took the test? What else?
Why would I do that?

Tell them: Now, I want you to try it. Try 1st passage only. If you finish
early go to your independent reading book.

Take notes. What are they doing and not doing? Go around with a clipboard.
Confer with students. Ask questions such as:
* Why did/didn't you choose this answer? And why/why not this one?
* What was your thinking as you worked through this question? Can
you show me all the thinking you went through before you came to this
answer?
* I noticed you doing.... Why?

You will start to see possible mini-lessons for a unit of study such as:
* How many questions can you hold in your mind?
* Retyping familiar or easy text to look daunting and dense as the
test passage
* How to use scrap paper to cover up certain info

Many of the ideas are in the Calkins book mentioned above.

Other minilessons will arise:
* Restating questions in your own words
* Learning how genre of passage helps anticipate how the passage will
sound, structure, language
* Relying on prior knowledge
* Eliminate choices/best answer
* Checking answers
* How to find evidence for answer based on order of questions (1st set
of questions at the beginning of passage, 2nd set questions answer are
usually located in the middle, etc..)
* Noting the hyper-English of the test and putting these words into
your own words
* Anticipate what test-makers might ask and writing our own test
questions for passages (What do you think they would ask?) This is done so
that they could read this way. (you could have them turn to a partner and
discuss these anticipated questions. Chart the questions.)

Basically we are teaching students how to discover all info about the test.
Create a possible sequence to teach them the strategies.

On the day of the test keep the conditions close to the conditions in the
practice session. Ask the kids: Where would it be a good job for you to
sit?

He said maybe on the day of the test you can leave up the strategies that
you used (It all depends what is and is not allowed. That is for you to
decide. Some teachers had a problem with some of the following suggestions!
You do what you feel is right.)

He did heavy helping with pacing on the day of the test. He had a grid with
the names of each student. He would take notes such as the question they
were on at a certain time. He would take notes of the type of mistakes the
kids did. He said he would use his notes to help prepare kids next year.

He ended by reading aloud a picturebook called Miss Malarkey by Kevin
O'Malley. Read this book to your kids before the test. It is a funny book.

Alicia
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From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] for Alicia
Date: Thu, 10 Apr 2003 17:38:06 -0500
Reply-To: mosaic@u46teachers.org
Alicia- thanks for your post about the testing study. It makes so much
sense to me. I plan on trying it next year. Your notes from seeing Ted
Kesler will be very helpful.

Ginger
grade 3
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From: JLabar1026@aol.com
Date: Thu, 10 Apr 2003 20:07:06 EDT
Subject: Re: [mosaic] Calkins

In a message dated 4/10/03 12:00:47 PM Eastern Daylight Time,
yocum@monroe.k12.mi.us writes:

> I liked how Ted Kesler told us to think of standardized tests as if it was
a
> genre.

I love this! Test taking like resume writing, essays, memos, reports,
thumbnail presentations- all good examples of technical genres.

BG
++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] a great article!
Date: Fri, 11 Apr 2003 19:11:08 -0500
Reply-To: mosaic@u46teachers.org
Just found this. It goes along with what we are
talking about.

http://www.edweek.org/ew/ew_printstory.cfm?slug=26cole.h22

It's by the author of Knee to Knee, Eye to Eye.
(A GREAT book by the way!!!)

Ginger
moderator
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Date: Sun, 13 Apr 2003 08:02:20 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Writing favorites

Try hard to get to Katie Wood Ray. Her books read easy and Wondrous
Words in particular changed my teaching life. I have struggled, with
lesser degrees of success, with Writer's Workshop for years and this
year things have really come together for me. I look across my room and
every kid is really writing. I look through portfolios and the general
quality of writing has much improved. Because I think about writing in
a different way, the kids also think about reading in a different way.
Plus as a MOT fan and a whole languaguage teacher, the idea of reading
with a writerly ear appeals to me.

Lori
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