What article by Lucy Calkins? Would love to read it!
Suzanne
3rd Gr. NY
++++++++++

Date: Fri, 27 Feb 2004 19:00:07 -0700
From: Susan Nixon <Susan@DesertSkyOne.com>
Subject: [mosaic] Despereaux, again

We are through chapter 5 now. The chapters are often *very* short! I may
resort to reading more than one on some days.

We compared the education that Despereaux's siblings tried to give him in
how a mouse should behave with the education we get in how a person should
behave. We talked about where that knowledge comes from for a human, and
how it is the same or different from what a mouse needs to know.

We also discussed the word "scurry." This is a big word, because, of
course, it is how mice frequently move. It has come up in our studies
before, and is in our book of Words Too Good to Forget, the list
for movement. So we talked about the description of scurry that is given
by Despereaux's brother, trying to get D. to move like a mouse. I think it
really helped them to pin down the difference between a scurry and a
scamper, for instance.

We discussed why Despereaux always seems attracted to light. We aren't
sure, but we are keeping track of instances, just in case it turns out to
be important.

Some of my students decided they wanted the magic that made him able to
read so easily! They had already deduced that the "squiggles" were letters
and words, before the book told us. =)

Today we found out what the "honey" sound is. Most of my students were
surprised. We had discussed how honey might sound, if you could hear
it. (I'm trying not to give it away, in case you want to read it without
knowing!)

We had great fun with the king! (Is it a bug or a mouse?) We talked a
little about how the princess and her dad are like us, or different, when
we are with our parents. I told them about my mother teaching me to read,
and all the books we read together, as well as the reading I did with my
own children. I told them about my son who plays a saxophone and what it
was like when he would practice at home. They told me lots of interesting
things!

Despereaux met the princess, and we discussed the Princess and the Pea, a
story we thought *might* have something to do with the chapter, but which
doesn't appear to be the case, so far. And we talked about the phrase,
"He's a goner!" That was fun to discuss! They came up with the gist, even
though they hadn't heard it before. Remember, they are still English
language learners, for the most part.

The best part of the day was when they groaned and begged for just one more
chapter. =) But they didn't get it. Mama said always leave them wanting
more!

It sounds as if this would have taken a long time, but it really
didn't. The chapters are short, as I said, which gives more time for
bringing out depth and background. Some of this discussion wouldn't be
needed with older children who have a wealth of books behind them. The
style is different, though! There is a lot of foreshadowing. If that's a
skill you need to enhance in your students, this book is perfect for
it! We're still waiting to find out about the rats in the
dungeon. (Someone connected it to the dead rats in the basement of Wayside
School!)

More anon. =)

Susan Nixon
2nd Grade Teacher
Phoenix, AZ
++++++++++

From: deborah a devine <debthereb@lightfirst.com>
Date: Fri, 27 Feb 2004 19:09:39 -0600
Subject: [mosaic] A peek into Ginger's Classroom by Deborah Devine

Have you ever wanted to take a little peek into Ginger's

classroom? Recently that's just what I was able to do as I observed
Tony Stead teaching a lesson to Ginger's students.

First her room beckons you to come in and have a chat about
books! In the center of the room is the living room with a rug on the
floor and an odd assortment of previously loved couches chairs=2C and
even stools gathered together in a rectangular pattern facing inward

Your eyes feast on this space that during discussions is filled to
overflowing with children (30 + kids) When Tony was working with the
students he commented on how amazingly well they listen to each others
thoughts. I noticed that students didn't continue to wave their hands
while other students were talking. When invited to turn to a partner
and share your ideas the students responses were immediate and focused
on the subject being discussed and you could tell that they had been
thinking while Mr. Stead was speaking and knew it was their time to
discuss their thoughts.

Secondly you realize that Ginger has no desk or refuge for
herself in the room. Her teaching supplies are stored in a series of
Rubbermaid storage drawers or open plastic baskets tucked away in the
corner of the room. The children have a home base at a series of round
tables that surround the perimeter of the room. They store their
supplies in a backpack that is hanging from the back of their chairs.

The walls are filled with charts that have been created in a
cooperative manner between teacher and her students. The charts
express ideas about choosing that just right book or what good
listeners do. I don't believe I saw a single pre-made buy it at the
teacher store poster. Her rubric for Independent Reading Time was the
most prominent chart. Living green plants together with silk plants
softened the edges while a curtain valance topped the windows
Earlier in the year Ginger described how her students had
divided and labeled their classroom library book collection. I
personally wanted to browse through the basket labeled Good Books!

You can tell she integrates Science and Reading as one freestanding
book display was filled with books about Electricity and Magnetism.
It's funny but when I walked into my own classroom today I
heard my classroom say Are you ready to touch feel write and learn
about Math? My walls are filled with shapes labeled with student
knowledge about those shapes. Even my word wall is over half filled
with math words. A whole wall unit sits with Math Manipulatives just
waiting to be touched and used. Sure I have a leveled library of
student books with a carpet and pillows to invite you to stay but
I'm in control of that area not the students. I was happy to note
that the Mosaic of Thought influence was visible in my room and my kids
chatter about schema connections and inferring in both Reading and
Mathematics.

After visiting Ginger's room I want to make sure more of my
classes collaborative efforts are visible in charts. I need to display
my books in a more inviting way too. I think I'm going to create a
basket filled with books labeled Good Books! that are hand picked by
my students.

Ginger's room has no Magic Formula- it just reflects her
passion with teaching thinking about our Reading and her own special
teaching style.

I didn't come to visit her classroom to change my teaching
environment to mimic hers but I will let the feeling of learning
together that is so prevalent in her room influence the way I view my
own classroom. I do love teaching reading but I need to listen to
their thoughts more. If Ginger peeks into my room I want her to
notice that I not only have a passion for teaching children to be the
best they can be in Math but that it also says Come in and
let have a chat about books.

Respectfully submitted by Deborah Devine
++++++++++

Date: Fri, 27 Feb 2004 19:54:11 -0800
Subject: Re: [mosaic] Chapter book read alouds with 1st and 2nd graders
From: Tracy Gaestel <aj575@lafn.org>

I like to use read aloud time for two fairly separate purposes. One is to
move them along into chapter books by "hooking" them on a series. You have
started to do this with Horrible Harry and the Bailey School Kids. The
Boxcar Children also fits this need. You might also look at a Junie B.
Jones book, Henry and Mudge, a Magic Tree House book and Cam Jansen. I
would only read one of the series and show other titles in the series for
them to sample.

Books that have more "meat" in them include your Trumpet of the Swan,
Charlotte's Web, My Father's Dragon (which has been suggested in another
posting), as well as any Beverly Cleary Book. You might also like Wolf
Story by William McCleery, Winnie-the-Pooh or a book by E.E. Milne which
they have seen on Disney, but the book is very different, a book by Clyde
Robert Bulla, The Chocolate Touch by P. Caitling, The Courage of Sarah
Noble by Dalgliesh, a book by Roald Dahl I like Fantastic Mr. Fox to start
with, but Charlie and the Chocolate Factory and James and the Giant Peach
are usually popular.
Homer Price by Robert McCloskey is very funny and I love the Little House
books by Laura Ingalls Wilder as well as A Bear Called Paddington

I'd love to hear what you decide to read aloud and how the books are
received.

Tracy Gaestel
++++++++++++

Subject: Re: [mosaic] Low Level Questions - response
From: Tracy Gaestel <aj575@lafn.org>
Date: Fri, 27 Feb 2004 20:03:23 -0800

Susan stated this beautifully and certainly holds the same opinion that I
was about to write. Thanks for jumping in. If we keep the subject line
applicable and if newbies would read atleast MOT and STW I think we would
meet the needs of most people on this list.

And if we don't ask questions, how will we continue to learn?

Tracy Gaestel
+++++++++++

From: teacher_b.hillerns@comcast.net
Subject: Re: [mosaic] USA today article
Date: Sat, 28 Feb 2004 04:38:38 +0000

Just to play devil's advocate --

>>>From a political power point of view, Western civilization does dominate.
Therefore, people should be expected to know certain things, many of them,
yes, from western culture/experiences -- especially if you are living in the
Western hemisphere. You could liken it to immigrants who come to the United
States: to be successful (in a wordly, career sense), they need to learn
English. Not that they can't speak another language (I am a bilingual
teacher), but English is dominant, so they need to learn it.

Now I'm sure that if we thought about it, there are certain things that we
would expect (or take for granted) that every child in our class know or
learn before being sent into the world with a high school diploma. This
really hit home for me when a friend had a very confused third-grader ask
her once, "What's a mickey mouse?" I'm sure many of us can remember when we
had to teach something in order for kids to have the background to get that
"real" lesson that's in the curriculum guide. (I've had to teach mine what a
cookbook is; I know of some students who didn't understand the term "grilled
cheese sandwich".)

Just think about fairy tales and nursery rhymes -- or even the Bible. In so
much literature, there are references to wolves, Adam and Eve, etc. These
are allusions we wouldn't get if we didn't have a certain amount of cultural
literacy.

Now, I'm not saying that Hirsch has everything right (and there's a lot that
I disagree with him about -- i.e. Hammurabi's code in 1st grade???) or that
one person should decide what every first grader should know, but there is
something to be said about the expectation of cultural literacy. I know if I
made a reference to George Washington and the cherry tree or Benedict Arnold
among adults who were educated in the U.S., I would expect them to know what
I was talking about.

Just something to think about,
Beth
4th BE, TX
+++++++++++

From: teacher_b.hillerns@comcast.net
Subject: [mosaic] explicit instruction
Date: Sat, 28 Feb 2004 05:16:01 +0000

I've been thinking a lot about my own growth as a teacher and about some of
the posts lately about difficulty teaching reading. I want to share some of
my thoughts in hopes that it will help me grow as I articulate and maybe
help someone else out there.
For me, reading is the most difficult subject to teach. I think a lot of
that is because learning to read was so easy for me. (I learned to read
prior to any formal schooling and just kind of "picked it up". Of course,
once I started school, I had many wonderful teachers encourage me to pursue
my love of language.) I used to think (hope?) that my kids would somehow
pick it up. I look back at what I used to call a think aloud and realize
that so much of the thinking I do as I read is so automatic, that without
taking the time to STOP and THINK and become AWARE of my own thinking, it
really must have seemed like magic to my kids if I understood the story,
because I wasn't really thinking aloud. I know I still have a long way to go
in this area, but there are three things that have helped me greatly:

1. lots of professional reading (I have read mounds of it lately, knowing
that I'll have to go back again and again and again to "get" all of it, but
felt that as a young second-year teacher immersing myself in it first was
best for me; I just soaked it in.)

2. Thinking about strategies in my personal reading. (again I have a long
way to go, but this is a whole new way of thinking for me, so starting is a
huge step)

3. joining this listserve (a way to soak it in and air my
thoughts/concerns/questions all at the same time :)

I know that for me, my biggest mistake was not being explicit enough with my
kids and not giving them the language for their thinking. This is tough
stuff we're talking about; how could I have expected them to know how to
think (or show me what they were thinking) if I didn't give them the words
for it? For those of us who find reading easy and teach kids who don't, it's
difficult to put into words what understanding really is.
I started using the words, "My little voice is saying..." in my
think-alouds -- to help my kids really hear it and encourage them to find
THEIR little voice and to help me evaluate whether I was doing enough
transparent thinking to model for them. After doing that for a few of weeks
in January and early February, I don't feel I have to do that all the time
anymore, just occasionally. Now it comes more naturally. And the kids are
doing it too!

I know some of this is old hat if you've been working with strategies for a
while, but for those of us who are beginning our teaching journey with
reading strategies, I think the mistake of not being explicit enough could
be the biggest impediment to our successful teaching of reading
comprehension. At least, I believe it is for me.

In hopes this message finds receptive soil,
Beth
4th BE, TX
++++++++

From: "Martha Hitzel" <mehitzel@cox.net>
Subject: RE: [mosaic] explicit instruction
Date: Fri, 27 Feb 2004 22:32:54 -0700

Beth - absolutely all of the things you wrote ring true for me, too!
Your journey along this path sounds much like mine. I sometimes feel
awkward and stilted doing my think alouds. I long for the day when it
will come more natural. I'm not too far ahead of my students when it
comes to hearing my inner voice. It is something I've really worked at
over the last two years. Of course, much of it does feel more natural
this year than last. The wonderful thing about all of this is I'm
becoming a much better reader right along with my students! I guess the
secret is to just keep doing it and really being metacognitive in our
own reading. I so totally agree with the need to be very explicit, over
and over again.
Martha/4/5/az
+++++++++

Date: Sat, 28 Feb 2004 05:37:35 -0800
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Chapter book read alouds with 1st and 2nd graders

I select chapter books, or rather my students do, on the basis of interest
and to
expand their reading menu. I present three books through book talks and the
kids
vote on them. I don't use this read aloud time (but I read aloud three
times
daily) as a time for explicit teaching, but as a time to immerse the kids in
a wide
variety of read aloud books. Yes, my kids often bring strategies to the
table and
when I make overwhelming personal connections, I share them, but it is more
conversational. We end up reading some series books as a result. Once a
year I
cave in to the 'baser' tastes in literature and read a Captain Underpants or
a
Goosebumps. Recently one of my boys began badgering me to read another
Captain
Underpants to the class and I told him no. He asked me why and I honestly
said,
"Because I don't much like them and besides, you guys can read them
yourselves
now." All week this guy went everywhere with his Underpants--had to take
the book
at lunch--eat, Jamie, eat, had to take the book at recess--play, Jamie, play
but
the most amazing thing is he used to hate to read--read, Jamie, read.

Not that I think that it is wrong to be more directive in your teaching (I
often
present three books that I feel will support our focused strategy) BUT ten
minutes
of reading without interruption is not a bad thing, either.

Lori
++++++++++

Date: Sat, 28 Feb 2004 05:16:55 -0800 (PST)
From: Bev Allen <mrsallen1@yahoo.com>
Subject: Re: [mosaic] Reading Assessments

Cindy - I have "dabbled" in both, but prefer the DRA kit so far. The
stories in the Dominie Press kit were not as interesting for the children.
Bev/3rd/MI
+++++++++

From: CNJPALMER@aol.com
Date: Sat, 28 Feb 2004 10:36:32 EST
Subject: [mosaic] DIBELS again

I hate to reopen this old thread, but it looks like my district now wants to
throw over our running records and replace them with DIBELS. (Something
about
cost being a factor???)Could someone give me the web address for DIBELS? I
can
see a role for DIBELS assessments but can't see how they should replace
running records! It seems to me that DIBELS is summative but running records
are
formative and give a window into PROCESS that teachers need to have. I need
to
look into this more carefully...but I can't find the website!??
Help please!
Jennifer
Maryland
+++++++++

From: "Bill and Dee Blair" <dbblair71@msn.com>
Subject: [mosaic] DIBELS web address
Date: Sat, 28 Feb 2004 08:17:01 -0800

dibels.uoregon.edu/

This should get you to all of the links you might need.

I agree with your concern about it supplanting running records.

Bill/K-1/WA
+++++++++

From: CATHYMILLR@aol.com
Date: Sat, 28 Feb 2004 11:19:35 EST
Subject: Re: [mosaic] DIBELS again

Jennifer,
The dibels website is dibels.uoregon.edu. You may also want to check out
the NCLB website for info. on Reading First, since dibels is a program that
is
attached to that part of the legislation. If your district is a Reading
First district, they are probably mandated to use dibels or one of the other
"blessed" programs. We are not a RF district, so my knowledge about it is
limited.
And if I remember correctly, one of our reading specialists mentioned that
there are some "issues" with dibels implementation that has something to do
with
the research base.

Good luck,
Cathy
Delaware
El. Sup.
+++++++++

Date: Sat, 28 Feb 2004 12:19:47 -0500
From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
Subject: Re: [mosaic] USA Today article for discussion

Fantastic!!!
Teaching in an inner city school, the question of limited knowledge
about the world has come up time and again as a crucial part of teacher
discussions as to why our bright bright children who have learned to
read during Reading Workshop still can't seem to show what they've
learned when they take standardized tests. The teachers who keep
bringing up "lack of world knowledge" typically have very bright,
well-informed children of their own - children who have heard family
stories of what dad/mom/grandmom/uncle dan, etc. did in which war, did
when growing up during the depression, etc. etc., children who have been
taken on trips to landmarks and reenactments, who have watchec movies
like "The Longest Day," "Braveheart," "Guess who's coming to dinner?"
etc. with their parents (who have taken the time to stop the VCR and
explain what is going on and why)who have been read chapter books at a
very early age with lots of long discussions about the meaning of
words/events/contemporary happenings in the world, and on and on. (This
is what my sixth graders would call a REALLY run-on sentence!!!).

ONE of the cheapest and most effective ways I know to create this
knowledge about the world is by read alouds/think alouds. Over and over
again in the text of Mosaic of Thought lessons are described in which
students don't even know they're supposed to listen when read to because
they don't know that the words are supposed to make sense. And the
point is made that the only way to remedy this situation is to read to
them, read to them, read to them some more. Read the book again and
think aloud for them and with them -until they get it.

It's like learning a foreign language - research tells us that the
earlier one starts and the more immersed in that language one is, the
more fluent one becomes in that new language - including the cultural,
economic & historical nuances that shape the meaning and allusions of
the language.

We can spend the hundreds of thousands of dollars of our Reading First
Grant on furniture, rugs, lamps, seat sacks, book shelves, attractive
journals, magnetic boards & letters, and phonics kits, but it won't do a
darn bit of good unless we immerse those children in valuable real
experiences and read alouds that build the world knowledge they are so
sadly lacking.
PJ
4,5,6 & Literacy Coach
+++++++++

From: KerryD78@aol.com
Date: Sat, 28 Feb 2004 12:21:05 EST
Subject: [mosaic] vocab. and context clues

Hi! As a portion of my unit on inferences I would like to focus on figuring
out the meaning of unknown words using context clues with my 5th graders.
Does anyone have any creative lesson ideas? I would like to include lots of
modeling/think alouds too, so I am looking for picture books or chapter book
excerpts that would lend itself to this very well. Any suggestions?

Thank you!
Kerry
++++++++

From: "Martha Hitzel" <mehitzel@cox.net>
Subject: RE: [mosaic] vocab. and context clues
Date: Sat, 28 Feb 2004 10:49:07 -0700

Kerry - did you read the recent posts about teaching inferring with
Jabberwockey? I think this lesson is an excellent way to help kids get
an "aha" of what inferring and using context clues actually is. My copy
from amazon just came last night. I ordered the one with illustrations
by Graeme Base and they are wonderful. I can't wait to do the lesson
with my kids. My kids can spout off what it means to use context clues,
"use the other words in the sentence along with your schema to figure
out what the word means," but I'm hoping this lesson will kind of
solidify in their minds what the actual thought process involved sounds
and feels like.
Martha/4/5/az
++++++++++

From: "Martha Hitzel" <mehitzel@cox.net>
Subject: [mosaic] text-to-world connections
Date: Sat, 28 Feb 2004 11:05:08 -0700

Hi everyone! There are so many exciting things going on in my room
right now! I love this time of year when so much seems to come
together. I'm still planning on writing up my migrant worker
experience, but I also wanted to share what we did yesterday. I think
this ties in some to what PJ wrote about helping our kids develop world
knowledge. I haven't had time to read the USA article yet, my in-laws
are in for the weekend. They're in the shower right now, so I have a
minute to write. :>) Anyway, we read Time For Kids magazine every
Friday in my class. Yesterday, there was a short article about the
rebellion occuring in Haiti. A couple of weeks ago we had read How Many
Days to America by Eve Bunting. I had used the book as part of my
questioning strategy study. The book doesn't state where the family
that comes by boat to America comes from, but the Library of Congress
blurb states it is a Carribean Island. Ok, here is what I'm trying to
get to. :>) Our discussion of what is happening in Haiti right now was
so much deeper and broader because of the schema we had developed from
reading and discussing this book previously. Now, a couple of weeks
after reading the book we were making very real text-to-world
connections! We discussed why people would be leaving that country.
The scene from the book of the mother hiding her kids under her bed when
the soldiers arrived at the door with guns really helped develop the
idea of why families would be willing to risk their lives trying to get
to America in a small boat, traveling across dangerous ocean. We
discussed how Prisident Bush has said that the refugees will be turned
away. This correlated to the scene in the book where the boat people
are turned away by soldiers when they first site land. In the article
it states that part of the solution the world community is proposing is
that Aristide will put a new government in place and the rebels will
give up their arms. We discussed how the right to bear arms is part of
our Constitution. Anyway, I truly am not that knowledgeable about all
the things going on in Haiti right now and what our role and involvement
is, but I am sure motivated to find out more now. So, I think this
really is a concrete example of what PJ wrote and of what we all know.
We need to be reading a lot to our kids. I had no idea at the time that
this issue would come up, but when it did, because of our prior reading
we had some schema to really discuss it.

Martha/4/5/az
+++++++++

Date: Sat, 28 Feb 2004 13:35:19 -0500
From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
Subject: Re: [mosaic] Reading Assessments DRA and/or Dominie (long)

Re Assessments: DRA/Dominie
First, let me say that I believe the Dominie assessment instrument to be
compatible with teaching for comprehension strategies because of the
kind of comprehension questions asked of the students.

Cindy,
We used the DRA for several years in primary summer school, and several
of the intermediate teachers who have been in our SCRI study group used
this assessment instrument with their struggling readers. We switched
to the Dominie in Primary Summer School two years ago because it gives
so much more useful information about readers and writers. Up through
about fourth or fifth grade (maybe sixth if you are in a low performing
school) the DRA can give you useful initial information for forming
flexible small reading groups, and informing the instruction for the
first few group meetings -- especially for your struggling intermediate
readers.

The Dominie is a whole new ball game, and to my mind, far more useful
for informing instruction on a wider basis, and for continuous
assessment over the grades from K to 6 (and maybe in middle school as
well).
The Dominie gives several measures of assessment -
*There are some subtests in the primary kit which are a classroom
teacher's version of the observation survey (onset and rhyme, letter
knowledge, CAPs, etc. All normed, and all yielding useful information
for informing instruction. Most of these must be administered
individually.
**spelling - can be administered whole class (although I often assess
my struggling spellers in a small group so that I can observe their
working behaviors more closely. There are normed grade level lists, and
a beginning, middle and end of the year list for each grade. When
scored and analyzed, this part of the assessment yields knowledge of
what the student knows and what he is ready to learn developmentally in
spelling. In summer school we had the freedom to give the list that was
most helpful informing our instruction, rather than the suggested grade
level list.
**sentence dictation and spelling - can be administered whole class (as
with the spelling lists, I often assess my struggling spellers/writers
in a small group so that I can observe their working behaviors more
closely.) There are normed grade level sentences, a beginning, middle
and end of the year sentences for each grade. When scored and analyzed,
this part of the assessment yields knowledge of what the student knows
and what he is ready to learn developmentally in spelling within
context, as well as writing conventions appropriate to the grade level.
Again, in summer school we had the freedom to give the sentences that
were most helpful informing our instruction, rather than the suggested
grade level sentences. This subtest of the Dominie can also be extended
as a writing assessment, because all of the sentence dictation items are
actually the beginning of a story which you can ask the students to
complete. There are norms and analysis for scoring the completed story
that match most state writing rubrics (content development,
organization, voice, convention, etc).

***The text reading of the Dominie requires that the teacher be able to
take a record of oral reading (similar to a running record, except that
the text is provided and the teacher marks the text with symbols
referring to various miscues, and then analyzes the miscues). This
subtest must be administered individually, and where the rest of the
class cannot overhear. At first it is much more time consuming than the
DRA, but it also yields much more information and the administration
does speed up as one becomes accustomed to it as well as familiar with
the reading selections. The reading selections are not just
selections/paragraphs, but a leveled range of paperback books of varying
genres written and illustrated just for this assessment (so that the
students aren't familiar with the books and haven't seen the movie).
This subtest yields independent, instructional and frustration reading
levels as well as suggestions for what the student is ready to learn
next. There are also norms for comprehension, and an acknowledgement
that what a student may be able to read "fluently" is not necessarily
what the student comprehends.

There are two kits: a primary one that is K-3, and an intermediate one
that is 4-8. Depending on the school's population, teachers might need
access to either or both kits. We have used these kits for 2 years as
part of our SCRI research assessment, and as the SCREADS research
assessment. Dominie will be the official assessment for our K-3 Reading
First grant, and our primary literacy coach will begin training our
teachers to use the instrument in a few weeks. Although using the
assessment takes training, time and practice, when administered
appropriately the amount of data it yields to inform instruction appears
to me to be worth it. Classroom teachers will not be able to use it
fully unless they have reading and writing workshop in place and the
students are able to work independently for extended periods of time.
AND to really take advantage of the record of oral reading, I believe
arrangements will need to be made at the beginning and end of the year
so that the record of oral reading can be administered to all of the
children individually. This may mean substitute teachers, days with
extra related arts activities, or some other creative and educationally
valuable arrangements.
+++++++++

Date: Sat, 28 Feb 2004 13:45:41 -0500
From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
Subject: [mosaic] Specific subject line, addressing others off list serve

List serve members,
Thanks to everyone of the members of this list serve who are taking the
time to give a clear subject line in their post (prof. dev &
conferences, Dominie,
re: article in USA Today, for some clear cut examples). It makes
getting through all of this wonderful information so much easier and
less time consuming.

Also, thanks to the many people who are sending their brief responses to
specific people and posts off list serve. That too makes getting
through the avalance of posts easier. (If you are not sure how to do
this, send me an e-mail pmorrow@spart7.k12.sc.us and I will tell you
how).

I am personally thankful to the many friendships that I have struck up
with people who have taken the time to respond to me off line to pursue
questions that everyone might not find helpful.

Thanks, list serve members, for being the biggest professional
development force in my life right now. I
PJ
4,5,6 & Lit Coach
++++++++

> Date: Sun, 7 Mar 2004 22:24:44 -0500
> From: kmmcalli <kmmcalli@mailbox.syr.edu>
> Subject: RE: [mosaic] prediction or inference?

> Hi, I agree with what Jennifer has stated about using text clues and
> background knowledge to come up with an inference. In my experiences, I
> observed a lesson with fourth graders discussing a particular novel.
While
> the teacher was reading, the students were encouraged to make predictions
and
> inferences about the text. I thought an important aspect of this lesson
was
> giving the students the opportunity to be aware of the strategies that
they
> are using to make connections with the text. I feel these two strategies
go
> hand in hand to build upon their backgrounds and experiences that they
bring
> to a lesson.
> -Kristin/NY
++++++++++++

> Date: Sun, 7 Mar 2004 19:28:34 -0800 (PST)
> From: Sarah <sarahredford@yahoo.com>
> Subject: Re: [mosaic] How long for one strategy?

> Making Meaning is a great program! It has really helped me to start
> introducing the concepts to my third graders. Each grade level program
> is different as far as which concepts they teach. 3rd grade teaches 6
> of the 9 strategies (determined by Making Meaning)
> http://www.devstu.org/making_meaning/how_it_works.html
>
> Some strategies last 4 weeks, while others last 6.
>
> - Sarah
> 3rd grade
> San Diego, CA
++++++++++

> Date: Sun, 7 Mar 2004 22:36:29 -0500
> Subject: Re: [mosaic] How long for one strategy?
> From: Bill Ivey <bivey@k12s.phast.umass.edu>

> On Sunday, Mar 7, 2004, at 22:28 America/New_York, Sarah wrote:
> > Some strategies last 4 weeks, while others last 6.
> >
>
> Hi!
>
> This is my first year teaching strategies, but I too find that
> different strategies take different amounts of time for different kids
> to internalize. "Questioning" took only a few days, "Connections"
> several weeks, and "Images" rather longer than expected. So to my mind,
> the only realistic answer to the question "How long for one strategy?"
> is "However long it takes."
>
> Take care,
> Bill Ivey
> teacher, Stoneleigh-Burnham School
> Trustee, Pine Cobble School
+++++++++

> Subject: RE: [mosaic] prediction or inference?
> Date: Mon, 8 Mar 2004 07:02:13 -0500
> From: "Mauntler, Margaret" <Mauntler-M@TROY.K12.OH.US>

> At least to some extent, I think we can build up our students' =
> background knowledge with the books we read aloud to them and discuss =
> with them.
++++++++++

> Subject: RE: [mosaic] How long for one strategy?
> Date: Mon, 8 Mar 2004 08:47:40 -0600
> From: "Zuffante, Dawn" <dzuffante@cassd63.org>

> Who is the author, publisher of this program?
>
> Dawn Z.
+++++++++

> From: "Chris Preston" <Christine.Preston@verizon.net>
> Subject: [mosaic] textmapping in the desert
> Date: Mon, 8 Mar 2004 06:44:32 -0800
>
> Thank you to the people who helped me find the articles I needed from =
> the news. I am trying this strategy today. I have the News article about =
> McDonalds downsizing and I have the article about the Bush/9-11 ads. I =
> ran them off and am assembling scrolls. I have colored pencils for the =
> kids. I am having them work in partners and their task is to find 3 Key =
> points and then form an opinion that they can share orally and/or =
> written. I teach a 4-5 class. If I had a 6-7 or older, I might throw in =
> an article about gay marriages but I am sticking with the first 2 today. =
> I will let you know how it goes. I haven't had my class to myself for 8 =
> weeks because of my student teacher but she is going to be absent today. =
> It is going to be 90 here today and we are so glad our winter is over!
++++++++++

> Date: Mon, 8 Mar 2004 07:36:37 -0800 (PST)
> From: Susan Rubel <srldmo@yahoo.com>
> Subject: [mosaic] Re:inferring vs. predicting
>
> Hi, I have used an idea I read on this listserv which helps kids
understand the whole idea of inferring as well as predicting. I found
pictures in magazines and then cut out one object in the picture. The kids
had to 1. tell what they see in the picture 2. tell what they know. 3.
infer what is missing. For example I had a picture of a 2 boys playing
basketball. One child, who is shooting the ball is in a wheelchair. The
other child is standing in front of the hoop with his hands up. I cut out
the basketball. The students had to talk about what they saw in the
picture - without infusing background knowledge. So at first they could
say, "I see a basketball hoop" "I see a boy with his hands in the air" etc.
Then they talked about what they know "The boy has just taken a shot because
his hands are in that position" "The boy has his hands up because he is
guarding the basket". Then they inferred that the circle was a basketball,
not the sun or some other circular object.
> This is INFERRENCE
> The interesting part was to discuss whether they think the ball will
actually go in the hoop. That is the PREDICTION.
> I have kids work in pairs and go through lots of pictures following this
format. There are a couple of pictures that require students to have some
background knowledge - which only some have - and therefore only some can
infer what is missing. An example was having a picture of a soccer player
and removing the face. The kids who are familiar with female soccer players
knew who this was, while others just said it was a soccer player.
> The lessons, in grades 3-5 have been very successful in having the kids
have a concrete experience with these strategies.
> I hope this is clear - since it's hard to talk about it without the
pictures.
> Susan
> Reg.4
++++++++

> From: "Kirstin" <kmcauley@riverdale.k12.or.us>
> Subject: Re: [mosaic] Looking at Student Work
> Date: Mon, 8 Mar 2004 10:00:25 -0800

> My name is Kirstin McAuley--I am new to your listserve, and am happy to
have
> found it! I am also one of the "creators" of the Art Shack Protocol on
the
> LASW website (though it's really a combination of two other protocols).
I'm
> happy to see people who are interested in Mosaic also utilizing Critical
> Friends Group protocols to look at student work!
>
> The LASW website was set up for Critical Friends Groups that formed in
> association with the National School Reform Faculty, formerly a program of
> the Annenberg Institute for School Reform at Brown University. NSRF is on
> its own now and, though I don't believe the lasw.org site is still revised
> and updated, there is another much more comprehensive site of protocols.
> The URL is http://www.nsrfharmony.org/resources.html --if any of you have
> trained CFG coaches in your buildings, they may be able to help you access
> the password, particularly if they were trained by NSRF.
>
> Best of luck with using student work to inform your practice! It really
> tells us so much when we really take the time to look at it thoroughly and
> thorugh different lenses.
>
> -Kirstin-
+++++++++++

> From: "ashley coleman" <coleman_ashley@hotmail.com>
> Subject: RE: [mosaic] emails?
> Date: Mon, 08 Mar 2004 16:33:17 +0000

> Hello everyone,
> I'm new to the list. My name is Ashley Coleman and I teach 7th grade in
> North Mississippi. I"m looking forward to discussing reading as well as
> other subjects with all of you.
>
> Ashley
+++++++++

> From: "ashley coleman" <coleman_ashley@hotmail.com>
> Subject: Re: [mosaic] Sharing inferences
> Date: Mon, 08 Mar 2004 16:55:38 +0000

> I"m new to this. Could you share your plans in more detail? What type of
> unit are you doing on inferences? And where did you find this book
database?
>
> Ashley
> 7th grade
> Batesville, MS
+++++++++

> Date: Mon, 8 Mar 2004 15:16:52 -0600
> Subject: Re: [mosaic] How long for one strategy?
> From: carol carlson <carlsonca@dist102.k12.il.us>

> My district looked at the making meaning program. Two principals and=20
> the social and emotional content specialist and myself, the language=20
> arts content specialist. I found the program would be good for brand=20
> new teachers, but I did find some problems with it from a content=20
> specialist. The first is that not all the strategies are in the scope=20
> and sequence chart, so synthesis isn't taught until 3rd or 4th, I=20
> think. Another problem was the lack of challenging read alouds; I
think=20=
>
> we need to read aloud more difficult material at least once in a
while.=20=
>
> We would need to supplement the program with more challenging read=20
> alouds. Another problem was in the scripting; often the direct
teaching=20=
>
> centered around the text rather than around the strategy. I tell=20
> teachers to just ask kids, "What are you thinking?" This resource asks=20=
>
> text based questions, like "Why did (the character) do that?" Now, I=20
> think the questions are better than literal, but for teachers=20
> experienced in strategies, it would be stepping backwards. There is a=20
> lot on how to set up community and interweaving building communities=20
> with reading; in my opinion, too much building community and not
enough=20=
>
> explicit instruction.
> We did decide to keep copies around for our instructional specialists,=20=
>
> but not to go further in the process of examining the making material=20
> basal.
> Carol C.
+++++++++

> From: CATHYMILLR@aol.com
> Date: Mon, 8 Mar 2004 17:25:01 EST
> Subject: Re: [mosaic] prediction or inference?

> I always look at prior knowledge this way: ALL students have some prior
> knowledge, they just don't all have the prior knowledge we sometimes wish
they had.
>
> Reading aloud is a good way to build it; so is any reading. But I think we
> can worry too much about providing all with the same prior knowledge
before we
> get on with things like discussion, writing, etc.
>
> Choices of activities help deal with this problem in some respects.
>
> Cathy
> El.Sup.
> DE
+++++++++

> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: Re: [mosaic] Making Meaning
> Date: Mon, 8 Mar 2004 15:57:07 -0700
>
> I'm sorry, but I just need to scream out loud! I have not seen or heard
> of this program before, but the idea that some company thinks it can
> can script this type of instruction just makes my blood boil!!!! Why
> are schools/districts/whoever willing to pay all the money these
> programs cost instead of using it to provide the professional
> development and mentoring necessary for teachers new to it to become
> confident and proficient. This instruction does need challenging texts.
> It also needs a teacher who is monitoring and assessing and deciding
> where best to go next in his/her instruction. Only the teacher can best
> decide how much time needs to be spent on a strategy based on an
> individual class' needs. It also needs gradual release of
> responsibility. Does this program include teacher modelling, whole
> class lessons, partner or small group work, and individual work? I'm
> sorry, but our work is a profession and it can't be scripted. Can you
> imagine a lawyer walking into court with a standardized script or your
> doctor sitting down with you and reading from a script?!
>
> Ok. I'm done screaming now! :>) I'm off to my master's class. The
> last one of this class. Three more to go and I'm done!
>
> I truly don't mean to offend anyone, but I think we need to stand up for
> ourselves. We need to know that it takes time to get good at what we do
> and give ourselves that time and look for people that are going to
> support us in this effort.
>
> Martha/4/5/az
++++++++++

> From: CATHYMILLR@aol.com
> Date: Mon, 8 Mar 2004 18:11:50 EST
> Subject: Re: [mosaic] Making Meaning
>
> Yep! I am so tired of dealing with educators who are looking for the right
> "box." It is not about finding the right teacher-proof program.
>
> If I may steal a phrase from the political arena... ( and I don't mean to
> offend anyone either!)
>
> "It's the instruction, stupid."
>
> And the instruction can't get better unless teachers have time to learn -
> during the school day planning with colleagues and in workshops with other
> teachers and professionals who get it.
+++++++++

> Date: Mon, 08 Mar 2004 15:53:50 -0800
> From: "Colleen Mussetter" <CMusset@mlsd.org>
> Subject: [mosaic] brainstorming

> I teach Title 1 reading (K-3 building) and am "thinking/planning" in my
> mind my next area to go with my 3rd graders. I would like to run it by
> you and would appreciate any thoughts (both good and bad) as to how to
> go with it. I travel between 4 rooms. My thinking is to do the comp.
> strategies using a simple chapter book. (We have been working
> individually on them and their classrooms have to.) Every 2 or 3 days
> we would read a chapter, have 1 room respond to direct questions and/or
> do a personnal response about what we read. I would then take their
> journal to the next class and read the same part of the book and have
> the students read what the other group wrote and then respond back to
> them. So 2 classes would be writing back and forth to each other. I am
> planning on having a book for each student. I'm also trying to decide
> on a good book, these students read at about beginning 2nd grade, and
> are dying to get into a "chapter" book. If anyone has done something
> like this I would love to hear if it is feasible.
> Thank-you ahead for you guidance. Colleen
+++++++++

> From: "Debbie Lacy" <dklacy@usmo.com>
> Subject: Re: [mosaic] Making Meaning
> Date: Mon, 8 Mar 2004 20:14:12 -0600
>
> MessageMartha--a woman I work with at our Professional Development =
> center is working for this company and so gave us a "workshop" on it. =
> She was very excited about it because she had no experience with =
> teaching strategies--when I saw it I named it "Teaching Comprehension =
> Strategies for Dummies" --no offense meant to anyone using it, but it =
> does seem to be built on the same idea as the Dummies books (which I do =
> own several of!) to take something very complex and be very explicit =
> and step by step--and simple. I think for a teacher new to teaching =
> comprehension strategies the books might be a good scaffold--if you are =
> wanting to jump into these waters (and they can appear to be very murky =
> waters to someone new to the idea) this might be the "floatie" you need =
> to keep you going until you can get the confidence to go deeper and =
> study more.
>
> It's really not so terribly scripted and it gives the teacher several =
> options of books to use and the books they use are good trade books. =20
>
> But, we had to know that someone, somewhere, was going to try to package =
> this and make a buck. I'm just surprised it wasn't McGraw Hill!
>
> Just My Thoughts....
>
> Debbie
>
> And I agree-spending $$$ on professional development would be much =
> better
+++++++++++

> From: Julessk8@aol.com
> Date: Mon, 8 Mar 2004 21:26:17 EST
> Subject: Re: [mosaic] Nonfiction Strategies

> Hello everyone,
> This is my first time contributing to this listserv. I have been
> "lurking" for quite some time. My name is Juliana and I am currently a
teacher at
> the high school level. I am also a graduate student seeking permanent
> certification in literacy education, grades 5-12.
> Karen, I think what you are doing with these parents is wonderful! I
> would really like to see something like this take place in our schools
which are
> increasingly seeing students struggle with reading comprehension.
Bringing
> the parents in to model these strategies seems to be a very effective way
of
> reaching our students by reinforcing what we do in the classroom.
Students can
> then practice these strategies at home with the guidance of a parent.
> A great resource when looking for nonfiction strategies is a book
titled,
> Nonfiction Matters by Stephanie Harvey. Within this book she discusses
> specific strategies as well as great ideas for guiding students into
becoming
> independent thinkers and problemsolvers. In addition, she presents ideas
for
> organizing and writing nonfiction.
> Harvey gets into several helpful strategies within the book. One
that I
> find to be quite effective when reading non-fiction is that of making
> connections-Text to Self, Text to Text, and Text to World. You could
begin the
> workshop by explaining the importance of connecting prior knowledge to
reading -
> that it taps into background knowledge and enhances comprehension.
Explain that
> there are 3 types of connections that a reader can make. You could then
> model the different types of connections you make while reading aloud.
Once you
> come across a connection, you can stop and do a think aloud by explaining
what
> your connection is and what type of connection it is. You should then
mark
> that connection on a post-it and stick it in the margin of the text that
you are
> reading. The parents could then do this on their own and share their
> connections with each other.
> I have used this strategy in my classroom with my students and it
really
> helps to keep their reading focused when quite often nonfiction can be
> overwhelming in terms of new information. I am always interested in
learning new
> activities as they relate to strategy instruction in the classroom. Any
> suggestions would be great!!!
>
> Juliana
+++++++++

> Date: Mon, 08 Mar 2004 19:21:38 -0800
> From: Carol Lau <cllc@comcast.net>
> Subject: Re: [mosaic] prediction or inference?
>
> Predicting outcomes is thinking ahead of your reading, anticipating when
> will be said or happen next. This can happen at many levels: at the
> word, sentence, paragraph, text , or even across texts. Inferring is
> more holistic. The reader surrounds the text with meaning, including
> thinking about what has happened prior to this text to determine a
> character's actions or feelings or the historical/social context of an
> event or the application of reasoning or even laws of physics to
> understand a text element. (Just my personal understanding)
Carol
+++++++++++

> From: deborah a devine <debthereb@lightfirst.com>
> Date: Mon, 08 Mar 2004 21:09:07 -0600
> Subject: [mosaic] testing genre and "what's doing your best"

> As a 3rd Grade teacher that will soon be giving the ISAT standardize
> test to her students, I always tell my students that I expect "their
> best". Yet, as I discussed this with another teacher that I admire, I
> realized that as a class we had never had a discussion about what does
> it mean to do your best.
> As a group, we created a set of 2 posters that lists "Doing Your
> Best". It turned out to be a lovely experience. I liked that we
> created a clear picture in their minds of what they had to do. We model
> to our students how to be better listeners and question askers, but do
> we spell out what makes a "best effort".
> I want my students to show what they can do, but I don't want to
> apply unnatural pressure. Perhaps you think that this idea is a waste
> of valuable class instruction time. I don't feel that I'm teaching the
> testing genre for just a moment in time, but as a lifetime skill that
> will benefit them and give them a competitive edge. Bring on that ISAT
> as my class is "Ready to Rummmmmmmmble!"
> Deborah Devine
++++++++++

> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: RE: [mosaic] testing genre and "what's doing your best"
> Date: Mon, 8 Mar 2004 21:49:18 -0700

> Deborah - this is a great idea. You are exactly right. I can't believe
> how many times I've said "All I expect is for you to try your best," but
> never talked about what this means. We are giving the SAT 9 in two
> weeks and our state test the end of next month. I will take the class
> time to develop this chart with my class.
> Martha/4/5/az
+++++++++

> From: CNJPALMER@aol.com
> Date: Tue, 9 Mar 2004 06:16:48 EST
> Subject: [mosaic] choosing just right books
>
> Greetings all
> I have some questions for you and hope you can help me out. My first grade
> teachers are barely skimming the surface of the mosaic strategies. They
are
> mainly using the 'assign and assess' mode of teaching comprehension. Let's
read
> this basal story and fill out this 'beginning, middle,end graphic
organizer."
>
> I had a team of teachers who leveled our primary trade book libraries last
> year and now our first grade teachers are choosing books from levels as
high as
> N which is completely inappropriate for their kids for guided reading. Now
I
> learn that they are just doing echo reading, teacher reads a sentence then
the
> kids all read it. WHEN do the kids get to practice strategies? When do
they
> read things at their instructional level? Not to mention the fact that the
> teachers at higher grade levels are concerned that they won't have books
to use
> because first grade is using them inappropriately.
>
> These first grade teachers are not real receptive to the administration
and
> have already chosen to ignore my principal's directive to stay away from
the
> higher guided reading levels and I was hoping to begin to change things by
> following up on my offer this fall to inservice them on choosing just
right books.
> I need to get myself into these classrooms and perhaps use this as a
leverage
> to change practices. Anyone done some inservice on choosing appropriate
books
> for guided reading that may be able to get me started? Anyone had some
good
> inservice on choosing books for reading groups that may be able to help
me? I am
> thinking I need to attack this one teacher at a time so that I don't get
that
> herd mentality of "if we stick together we can avoid this extra work."
> I figure if I can get some decent instruction going on in a few
classrooms,
> then eventually I can work in teaching comprehension strategies and then
> eventually, readers workshop.
> Help! We have a LONG way to go, so I need to get them started!
> Thanks
> Jennifer
+++++++++

> Date: Tue, 09 Mar 2004 05:49:07 -0800
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] choosing just right books

> Sharon Taberksi's book, On Solid Ground, addresses the need to match
> children to books very well. On an interesting note, I have had small
> groups of first graders reading at levels this high but the other side
> of this arguement is one made well by Calkins and Taberski to the effect
> that there is more to matching readers to book than reading level.
> Maturity, theme and content has to be a consideration. I have often
> used these arguments to defend those gifted readers in the lower primary
> grades to their parents, who want to see them reading far more difficult
> books. Bottom line, Mercer Mayer and Clifford and Arthur are age
> appropriate choices and our gifted readers have a whole lifetime of
> reading ahead of them. No need to rush them through it.
>
> Lori
++++++++++

> Date: Tue, 09 Mar 2004 08:13:27 -0500
> From: "Joan Anderson" <andersonj@bcschools.net>
> Subject: [mosaic] Author Study

> Hi,
> I am putting together an author study on Cynthia Rylant. I need
> suggestions and ideas for the elementary grades. Would you please
> share what you have done in your classrooms. Much appreciated.
> Joan
+++++++++

> From: "ashley coleman" <coleman_ashley@hotmail.com>
> Subject: Re: [mosaic] choosing just right books
> Date: Tue, 09 Mar 2004 14:31:48 +0000

> Try Teri Lesesne's _Making the Match: The Right Book for the Right Reader
at
> the Right Time_
+++++++++

> Date: Tue, 09 Mar 2004 12:12:07 -0500
> From: DarylJM@aol.com
> Subject: Re: [mosaic] Author Study

> Do you have The Author Studies Handbook by Laura Kotch? It is a great
resource. Also, if you are going to use Cynthia Rylant as a mentor for
student's writng in Writer's Workshop, check out Katie Wood Ray in What You
Know by Heart. She has a lot of good suggestions.
>
> Daryl Mazza, Literacy Coach
> Providence Public Schools
+++++++++

> Date: Tue, 9 Mar 2004 09:19:41 -0800 (PST)
> From: Kim Sheffield <snowlc@yahoo.com>
> Subject: [mosaic] DSC's Making Meanin

> Our district piloted Making Meaning last year. There
> are many pros and cons to any "program". As the PEBC
> always points out, the strategies, GRR, Language Arts
> Studio Model, etc. aren't a program, but more a
> philosophy. Since our staff has had many years of
> support from the PEBC, we struggled with a difference
> in that philosophy. The DSC synthesizes a lot of
> research into their program.
>
> With that said, MM units last anywhere from 3-6 weeks.
> Social and comprehension skills do spiral from Kinder
> through 6th. The social piece is incredible,
> especially for ELL's. I wouldn't take back our year
> with MM for that piece alone. Also, the texts are
> VERY, VERY well-chosen. I, as well as a PEBC staff
> developer in our district who looked at MM, believe
> that MM is about 2 weeks into the gradual release of
> resp. There's not much modeling, more of a discovery
> process where kids use the strategy and then we name
> it for them. MM doesn't seem to go as deep with the
> stragies...(using each strategy in fiction, nonfiction
> AND poetry)...especially to the explanation stage (at
> the end of the GRR, kids are expected to explain how
> they use the strategy).
>
> Our beginning teachers LOVED it because they felt lost
> coming to our staff where the stratgies are so
> imbedded. Other staffs in our district loved it
> because they didn't have the support our's did with
> the PEBC. Good Luck!
>
> Kim Sheffield
> Literacy Coordinator
> Newark, CA
++++++++++

> From: "jan sanders" <jgousan@hotmail.com>
> Subject: RE: [mosaic] choosing just right books
> Date: Tue, 09 Mar 2004 22:20:51 +0000

> Jennifer-
> I have a question... have they assessed the kids to know what level they
> are? With running records when they pass a test that is their
instructional
> level (unless they totally ace it, in which case you would then give them
> the next level test). If so, how do they justify using a level N book
with
> a child who tested at say, a G? Marie Clay has a lot to say on this
subject
> (her books can be challenging to read). Have you thought of a book study
of
> Guided Reading by Fountas and Pinnel? On Solid Ground by Sharon Taberski?
> It sounds like they need some theory on why we have them read at their
> level.
> On a sneaky level you could hide all the higher level books in the 3rd
grade
> classrooms...
> Jan
> CA
> literacy coach
+++++++++++
>
> From: sleeves211@comcast.net
> Subject: Re: [mosaic] Making Meaning
> Date: Tue, 09 Mar 2004 22:39:52 +0000
>
> I have to disagree. I believe this material will be a springboard for
teachers who don't have the confidence or the schema to teach the
strategies. Once they
> "get their feet wet," they might be inclined to read MOT, Strategies That
Work, Reading for Meaning, etc. But for now, I see it as a nice
introduction to teaching comprehension strategies. Book talks will
certainly be offered in the way of professional development.
+++++++++
>
> From: "ginger/rob" <elephant@foxvalley.net>
> Subject: [mosaic] to Jennifer/guided reading
> Date: Tue, 9 Mar 2004 18:39:53 -0600

> Jennifer what is YOUR relationship with these teachers? I would think
that
> if YOU could offer to take one of their guided reading groups for them for
a
> while (maybe saying something like YOU are needing to try some things in a
> first grade room and need some kids to practice on or YOU are wanting to
> learn about first graders in guided reading???????) that may be a way in.
> Maybe if you are in the room with the teacher and they happen to overhear
> what you are doing they may become interested? Then it wouldn't be about
> them and their teaching. I guess they could just ignore what you are
doing
> and not "hear" it at all though too. Have you worked in their rooms doing
> any shared reading lessons at all? That is another way to get in there.
So
> they could hear the talk (the thinking) that is possible at that age.
>
> Anyone else have any suggestions???
>
> Ginger
> moderator
> grade 3
+++++++++++

> From: SuzTeacher@aol.com
> Date: Tue, 9 Mar 2004 20:09:22 EST
> Subject: Re: [mosaic] Author Study: Cynthia Rylant
>
> I love Cynthia Rylant! I have used her in 2nd grade in our Families unit,
> using When I Was Young in the Mountains and The Relatives Came. The Henry
and
> Mudge series was very appropriate for 2nd graders. I know she also has the
Mr.
> Putter and Tabby series.
>
> Since I have been teaching 3rd grade, I have been lucky in that they moved
> Rylant to Third Grade. I use I Was Young, and The Relatives Came to teach
> memoir, in reading and writing. Her short stories, have been great to
teach
> inferring and synthesis.
>
> I'm sure there is so much more... We use All I See and Miss Maggie also.
>
> Suzanne 3rd Grade NY
+++++++++

> Date: Tue, 09 Mar 2004 19:55:42 -0800
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Author Study: Cynthia Rylant

> Have you read her series The Cobblestreet Cousins? My girls just LOVE
> them.
>
> Lori
++++++++

> From: CNJPALMER@aol.com
> Date: Tue, 9 Mar 2004 21:52:07 EST
> Subject: Re: [mosaic] choosing just right books
>
> Lori
> I hear you and totally agree. Being able to decode the words alone doesn't
> make the book appropriate. HOWEVER... I am trying to get these teachers
away
> from standing in the book room and saying...."Hmmm this one looks good"
and
> pulling anything off the shelf, not considering level, interest,
background
> knowledge, applicability to the outcomes being taught...etc. It seems to
be that
> these teachers aren't making intentional choices AT ALL. They don't match
books to
> the purpose of their lesson, to the needs of the kids or even the interest
of
> the kids. I have kids in my intervention program with less than 20 sight
> words being put in reading groups reading Cam Jansen. They are frustrated
and the
> teachers blame the kids rather than the materials.
>
> Jennifer
> On an interesting note, I have had small
> groups of first graders reading at levels this high but the other side
> of this arguement is one made well by Calkins and Taberski to the effect
> that there is more to matching readers to book than reading level.
> Maturity, theme and content has to be a consideration. I have often
> used these arguments to defend those gifted readers in the lower primary
> grades to their parents, who want to see them reading far more difficult
> books. Bottom line, Mercer Mayer and Clifford and Arthur are age
> appropriate choices and our gifted readers have a whole lifetime of
> reading ahead of them. No need to rush them through it.
++++++++++

> From: CNJPALMER@aol.com
> Date: Tue, 9 Mar 2004 22:10:15 EST
> Subject: Re: [mosaic] choosing just right books
>
> Jan
> We have district developed running record benchmark texts done three times
a
> year. I was going to use that as a starting point, but I really wanted to
help
> these teachers understand that they should consider level, but ALSO
interest,
> the strategy being taught, the students background knowledge, even text
> structure...making sure that kids are getting a balanced reading diet.
Eventually I
> believe that the kids should be taught to make their own choices, but
these
> teachers aren't ready for that. All I hear is "Not our kids, they can't do
> that!"
>
> They don't justify their choices. They don't want to go to the trouble of
> reading professionally.We are a big school and I am the only reading
specialist.
> A few of them are "Tell me what to do and I will do it but don't make me
> think too hard." A few of them are "Leave me alone" and two of them are
wonderful
> teachers who are very frustrated with their colleagues. One of the "leave
me
> alone" ladies is nasty behind my back but is the worst offender.She simply
> justifies the level N book by saying the appropriate leveled books don't
have
> 'enough meat in them' but then doesn't take advantage of that content to
actually
> teach a strategy. It is echo reading then fill in a graphic organizer. I
think
> by 'meat' she means that she doesn't have to think about choosing another
> book for a while. thicker books take longer.
>
> I need suggestions on how to get the theory across when these teachers
are
> overwhelmed, feeling very put-upon and aren't interested in growing as
> teachers. Two of these teachers fought the study groups last year and
refused to read
> even when the principal GAVE them the book and allowed them to use faculty
> meeting time to discuss the book. i don't think study groups will work.
>
> I guess I need help with how to get my foot in the door. I like Ginger's
idea
> of asking to borrow their kids to try out some things. I had already
promised
> them some inservice on guided reading levels when I set up the book room
and
> I have not fulfilled that promise yet. School district directives took the
> place of the time I was going to use to teach them more about the leveling
> system. I can take the ring leader and ask to borrow her kids to help me
prepare to
> inservice the rest of the team. OR I can actually take that inservice door
to
> door and try to get in each classroom. I think I could get into all the
doors
> but one...
> What do you think?
> I appreciate all this help.
> jennifer
+++++++++++

> From: CNJPALMER@aol.com
> Date: Tue, 9 Mar 2004 22:21:59 EST
> Subject: Re: [mosaic] to Jennifer/guided reading
>
> One other consideration here is that this team of first grade teachers is
> annoying the teachers in second grade. Since they are picking books
willy-nilly,
> they are limiting the second grade teachers choices the following year.
Now I
> understand that there is no harm in reading some books again, but when the
> first grade teacher's choices are OBVIOUSLY inappropriate, it seems to me
that
> these second grade teachers are justified in being upset.
>
> The second grade teachers came to me asking that I help them learn more
about
> guided reading...Interestingly, they want the help but they need it less
than
> these first grade teachers. They are at least making some deliberate
choices.
> They are also demanding that I "DO SOMETHING' about first grade.
> There are some 'politics' here...no doubt, that I need to work around.
>
> Sorry...my dilemma seems to be monopolizing the list. I promise to give
back.
> I am trying my 'mini-me' lesson with the puppet tomorrow. I will let you
all
> know how it goes.
> Jennifer
> Jennifer what is YOUR relationship with these teachers? I would think
that
> if YOU could offer to take one of their guided reading groups for them for
a
> while (maybe saying something like YOU are needing to try some things in a
> first grade room and need some kids to practice on or YOU are wanting to
> learn about first graders in guided reading???????) that may be a way in.
> Maybe if you are in the room with the teacher and they happen to overhear
> what you are doing they may become interested? Then it wouldn't be about
> them and their teaching. I guess they could just ignore what you are
doing
> and not "hear" it at all though too. Have you worked in their rooms doing
> any shared reading lessons at all? That is another way to get in there.
So
> they could hear the talk (the thinking) that is possible at that age.
>
> Anyone else have any suggestions???
++++++++++
>
> From: "SJLoomis" <s-jloomis@bendnet.com>
> Subject: [mosaic] Readers Workshop
> Date: Tue, 9 Mar 2004 19:28:08 -0800
>
> I have been a long time lurker and must thank you for all I have learned =
> by listening in to your conversations about teaching Mosaic strategies! =
> Now I have a question. Our district is one of the first to be monitored =
> for No Child Left Behind. One thing our coordinator would like us to do =
> is support our reading programs with research. Our fourth and fifth =
> grade teachers use a readers workshop format along with implementing =
> Mosaic strategies. I can find the research behind Mosaic, but am having =
> a difficult time locating the research behind readers workshop. Can =
> anyone point me towards the research base for readers workshop?
>
> Thanks!
> Sandy
> District Title 1 Resource Teacher
> Oregon
++++++++++

> From: teacher_b.hillerns@comcast.net
> Subject: [mosaic] Text-based vs. Strategy-based questions and other stuff
> Date: Wed, 10 Mar 2004 03:26:00 +0000

> Carol,
> You brought up a very thought-provoking point, and I'm hoping the group
can kick it around some.
> I am one of those teachers who are still new to strategies, and I know
that I ask a lot of text-based questions. I also know that my strategy
instruction lacks depth, although it's much better than what I was doing two
years ago. I struggle with covering curriculum vs. teaching children. When
documenting how you address standards in your lesson plans and making sure
your kids pass the test is so dominant in education, I'm not sure exactly
how to approach strategy instruction in the midst of all of that. And I want
to do it in a way that improves my practice, not simply adds more to what
I'm already doing.
>
> These are the questions I'm hoping people on this list can help me answer:
>
> 1. When tests ask text-based questions, how do you find a balance between
asking text-based and strategy-based questions in your classroom?
>
> 2. How do you go about documenting standards in your plans to be sure
you're teaching everything you need to teach? This is especially confusing
for me when so many of the standards are skills, not strategies. I guess
this kind of fits in with the discussion we had on cause and effect a while
back, but I'd like to know more.
>
> 3. Our curriculum is structured so that repetition is key, but depth is
lacking (at least from my point of view -- I know others in my district who
would disagree with me). This is an issue in all subject areas. Basically I
might spend a week covering state standards x, y, and z and then move on to
something else. I don't get back to x, y, and z until the next term. Is
anyone else dealing with something similar? How do you handle it? Has anyone
found that spiraling through strategies like this is successful? I feel like
it fragments my teaching. Maybe this is a learning style/teaching style
issue???
>
> 4. How do you take grades in reading? This is a huge issue for me that I'm
not at all happy with. I usually end up using a combination of rubrics for
performance grades or responses (retell, participation, etc.), worksheets
from the basal adoption, and a grade for their reading level. I've read a
lot about assessment to inform teaching, but I'm not really sure how to turn
some of those assessment measures into numbers in my grade book. I know not
all assessment is meant to show up on a report card, but I want the
assessment I do to be fair and accurate. So I'm seeking the wisdom of the
more experienced. Please help!
>
> Thanks,
> Beth
+++++++++
>
> Date: Tue, 02 Jan 1990 00:11:26 -0800
> From: CArol Lau <cllc@comcast.net>
> Subject: Re: [mosaic] Author Study: Cynthia Rylant
>
> We've been reading a collection on short stories by Rylant called The
> Blue Hills Meadows. Beautifully written narratives about a family.
++++++++

> From: Tiredtex53@aol.com
> Date: Wed, 10 Mar 2004 06:57:02 EST
> Subject: [mosaic] MOT
>
> Has the book study for Mosaic of Thought been started? I thought we were
> going to do one starting in March. Did I miss the posts or do I just
mistaken
> about the book study?
> Pat
++++++++

> Date: Wed, 10 Mar 2004 05:48:55 -0800
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] choosing just right books

> Wouldn't it be nice if people would teach the kids they get?
>
> Lori
+++++++++

> From: "Chris Preston" <Christine.Preston@verizon.net>
> Subject: [mosaic] books
> Date: Wed, 10 Mar 2004 05:39:11 -0800
>
> Thank you to the people who recommended Thief Lord and After Hamelin. My =
> 7th grade daughter has devoured After Hamelin in less than 24 hours and =
> we are finishing The Thief Lord as a class today. Aren't good books a =
> wonderful luxury??
+++++++++
>
> Date: Wed, 10 Mar 2004 08:59:08 -0600
> Subject: Re: [mosaic] Text-based vs. Strategy-based questions and other
stuff
> From: carol carlson <carlsonca@dist102.k12.il.us>

> Beth,
> Our district's curriculum lists the mosaic strategies and that teachers
> are expected to teach lit circles and reading workshop for reading.
> What I added to the curriculum binder when I revised it was to add the
> amount of time.
> Here's how we balance all the requirements. When I discuss curriculum
> with teachers, I recommend that teachers split their trimester into the
> three contexts: basal/whole class novel, literature circles and
> reading workshop. During the basal/whole class novel teachers can help
> kids practice text type responses that they will encounter on
> standardized tests. But teachers can still do think alouds with the
> MOT strategies. During literature circles and reading workshop,
> teachers continue teaching the MOT strategies and can add things like
> story grammars, if they feel it is necessary.
> Evaluation: This is a real pressing problem for teachers and I've also
> struggled with it. Here's what I discuss with teachers who ask about
> evaluation. Students earn points by being prepared for lit circles and
> reading workshop. For example Teachers assess the student responses on
> reading workshop and lit circles. If there is any vocabulary work,
> especially in the intermediate grades, assess that. I think teachers
> need to look at what they expect students to do on a daily basis and
> assess whether students actually participate and do the assignments.
> Also ask students to self assess their work and growth. However, you
> have to help them do this; it takes time for students to understand
> what you mean by self evaluation. But, it's a powerful teaching tool.
> Ask students to set goals in the beginning of the grading
> period--things like how many books will I complete, what new genre I'll
> read, what strategy I need to work on; then, if they meet those goals
> they earn an A. You can find examples of these type of self assessments
> in Nancie Atwell or Laura Robb's books, and probably any text on
> teaching reading workshop.
> During lit circles, I ask teachers to ask the students to self evaluate
> their group and their own participation in the group.
> Sorry this is so long. But I know assessment is a huge problem for many
> when going to reading workshop and lit circles.
> Carol
+++++++++++

> Date: Tue, 28 Aug 1956 21:43:01 -0500
> From: Olivia Foulkrod <ofoulkrod@fcaq.k12.ec>
> Subject: Re: [mosaic] choosing just right books
>
> I think that this is an interesting conversation and I would like to add
> another dimension to it. I have been reading RWM and am totally
> inspired. I have started reeader's workshop in my first grade
> classroom. After some time just getting the ruotine down we began to
> talk as a group about how to choose our books. My first grade students
> choose their own books for their book baskets. In each basket they have
> 6 books 1 book is given to them by a friend, another book is given to
> them by me (I amke sure the lvel is appropriate or it is a book that
> they really would enjoy or it has an element that they may need to
> discover to help thme in their reading) The other 4 books are up to
> them the only requirement is that they have 2 just right and 1 hard and
> 1easy. This is the list that my students came up with to help them
> decide if the books are just right, too easy or too hard:
> - look at the number of pages
> - look at the pictures to see if they help you with the words
> - see how many letters or words are on the page
> - see if the book is about something you like
> - See how many words you know or don't know on the page. If there is
> more than 5 it is too hard. If there are less than 3 it is too easy.
> We can count on our fingers.
> - look for patterns in th book to help us
>
> I have been very successfulwith this and the students are realizing when
> they don't make good choices. I conference with them and do assessment
> based on the readability of the book and the reason why thy chose the
> particular book.
>
> Olivia 1st grade
++++++++++

> Date: Wed, 10 Mar 2004 12:40:43 -0500
> From: CNJPALMER@aol.com
> Subject: Re: [mosaic] Olivia: choosing just right books

> olivia,
> I would love to do this with my teachers...our district requires guided
reading groups...I tried to get our teachers to use our SSR (sustained
silent reading) time to conference with kids and use that time to teach kids
to pick their own just right books. They nixed that with "My kids can't do
that."
> Oh well...
> I am very proud of you, though and what you are doing with your kids.
> Keep up the good work!
> Jennifer
+++++++++

> From: "jan sanders" <jgousan@hotmail.com>
> Subject: [mosaic] inferring
> Date: Wed, 10 Mar 2004 18:50:00 +0000

> <html><div style='background-color:'><DIV class=RTE></DIV>
> <P>Just thought I would share...&nbsp; another great book to use for
inferring at the word level is Baloney by Jon Scieszka.&nbsp; Henry P.
Baloney is from another planet, but he has problems like we do -he is late
for school and needs a very good excuse.&nbsp;&nbsp; He starts out by saying
I misplaced my zimulis.&nbsp; Then I found it on my deski.&nbsp; But someone
put my deski in a torakku...&nbsp; The story goes on and on and on.&nbsp;
Students need to use picture clues, reread, draw on prior knowledge, and
think real hard (just to name a few things) to infer waht the words
mean.</P>
> <P>There is a decoder at the back of the book.&nbsp; Many of the words are
from other languages and some are transposed (written
backwards).<BR>Jan&nbsp;&nbsp;K-6 literacy coach
+++++++++

> From: "Claudia Maceo Sharp" <cmaceosharp@satx.rr.com>
> Subject: Re: [mosaic] books
> Date: Wed, 10 Mar 2004 18:14:09 -0600
>
> Then don't miss Inkheart! The same author as The Thief Lord wrote it.
++++++++++

> From: "Dorothy Ridge" <dorridge@cox.net>
> Subject: Re: [mosaic] to Jennifer/guided reading
> Date: Wed, 10 Mar 2004 20:12:02 -0500

> As Literacy Coach I offer to teach any group that a teacher would like me
to
> work with for a week. Every teacher, so far, has been delighted that I
would
> do that.Each one has stayed and listened. I somewhat imply that I expect
> them to do that. They often comment about the depth of the conversations
> that take place. Sometimes the teachers say that the students are just
> showing off for company, and they would never perform so well on a regular
> basis. That said, the teachers always ask for the graphic organizer,
> outline, or directional piece that I have used. It is a very slow process,
> but I do hear rumors of change taking place in some classrooms.
+++++++++

> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: RE: [mosaic] inferring
> Date: Wed, 10 Mar 2004 18:04:29 -0700
>
> another great book to use for inferring at the word level is Baloney by
> Jon Scieszka.
>
> Hey, Jan! I've never heard of this book, but it sounds great. I'll
> keep my eyes open for it. I did the Jabberwocky inferring lesson last
> week with my kids and it went very well. Since I teach multiage, I
> won't use this same text next year. It sounds like this book could be a
> good alternate. I followed the Jabberwocky lesson this week with The
> Wretched Stone by Chris VanAllsburg. I had expected them to get an
> "aha" from the Jabberwocky poem. It did definitely help them understand
> inferring meaning of words better and they had a great time drawing
> their visual images, but I didn't see those big light bulbs going on
> like I had envisioned. That happened yesterday with The Wretched Stone.
> It actually took a lot of prodding from me and some leading questions
> before they realized what the book was about. Once they did figure it
> out, they were amazed and excited! They got how you could read a book
> and understand the words and still not get what it was about without
> going deeper with your thinking.
>
> Martha/4/5/az
+++++++++

> Date: Wed, 10 Mar 2004 21:21:09 -0500
> From: "Nicole Gilbert" <gilbernm@spart5.k12.sc.us>
> Subject: [mosaic] Literature Circles

> I'm somewhat new to the listserve, but know you all have such great
> ideas and input.
> Please tell me how you set up your literature circles. I would like to
> use these in my classroom, but I'm not sure where to start. I did find
> the literature circle information on the tools section of the mosaic
> website - so I have some information. Also, please let me know your
> experiences and how to choose books.
>
> Nicole
> 6th Grade Language Arts and Social Studies
> Duncan, South Carolina
+++++++++

> From: <milesandtannymcgregor@fuse.net>
> Subject: Re: [mosaic] Literature Circles
> Date: Thu, 11 Mar 2004 2:12:33 +0000

> Nicole,
> Have you tried www.literaturecircles.com? It's a great site, complete
with book reviews by teachers and kids.
> Tanny
++++++++++

> Date: Wed, 10 Mar 2004 19:31:27 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] Author Study
>
> >I am putting together an author study on Cynthia Rylant. I need
> >suggestions and ideas for the elementary grades.
>
>
> Cynthia has written so many wonderful books! She has series and
> one-timers, easy-to-read and harder-to-read, just everything. I have a
> biography of her published by Richard Owens, but I couldn't find any of
> their books on Amazon and I didn't have any luck finding them on the
> web. When I get back to school on March 22, I will look it up - or try to
> remember to. I know I bought them at a Learning Network Conference, but I
> can't find that on the web either. I must not be asking for the right
thing.
>
> I did find this one, but there's no picture, and I didn't pay this much,
so
> I don't think it's the same book:
>
> Cynthia Rylant (Library of Author Biographies)
> by
>
<http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-autho
r=McGinty%2C%20Alice%20B./104-5213975-9015143>Alice
> B. McGinty List Price: $26.50
>
>
> We read a lot of Henry and Mudge books, the Mr. Putter and Tabby books,
and
> the ones that are semi-autobiographical (The Day the Relatives Came, When
I
> Was Young in the Mountains). We compared the last two to her biography
> (which may be autobiography, I just don't remember, this was a while
> back.) We compared the characters in Henry and Mudge to Mr. Putter and
> Tabby. (You could add Poppleton in, too.) We read Tulip Sees America and
> they drew pictures of places where I stopped and asked them to make mental
> images from what she said. We also read The Wonderful Happens and had
> great discussions about the ideas.
>
> If you want to do mysteries, she has the High Rise Private Eyes
> series. Get author study and mystery done together. =) There are some
> books called ready-for-chapters which are fairly easy chapter books. They
> are really more for girls than for boys, though. A little easier than the
> American Girls books, in my opinion, but they'd make a nice
> compare/contrast if your students could read both.
>
> I want to try the Lighthouse family series next. Cynthia Rylant is an
> ongoing study because of all the things we learn from her about writing!
>
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
+++++++++
>
> Date: Wed, 10 Mar 2004 19:43:45 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] MOT

> At 04:57 AM 3/10/2004, you wrote:
> >Has the book study for Mosaic of Thought been started? I thought we were
> >going to do one starting in March. Did I miss the posts or do I just
> >mistaken about the book study?
>
> April 1.

> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
+++++++++
>
> From: "Laura Candler" <lauracandler@worldnet.att.net>
> Subject: Re: [mosaic] Literature Circles
> Date: Wed, 10 Mar 2004 22:30:32 -0500

> I am new to the Mosaic "way," but I do have a lot of information on my
> website about Literature Circles. My website is located at
> www.lauracandler.com. Go to the Literary Lessons section and follow the
> links. I teach 5th grade, so most of my strategies are probably most
> appropriate for 3rd grade and up. Right now I'm trying to incorporate
> strategy instruction into the Lit Circle format. I would really be
> interested to hear how people in this group do Literature Circles and how
> they explore the strategies in a Lit Circle setting. I have been reading
the
> messages posted to this group for a few weeks and I'm so impressed by the
> well-written, thoughtful responses! Please share!
>
> Laura Candler
> lauracandler@att.net
++++++++++

> From: "jan sanders" <jgousan@hotmail.com>
> Subject: Re: [mosaic] Literature Circles
> Date: Wed, 10 Mar 2004 21:08:14 -0800
>
> I have done literature circles more like book studies. I do not assign j=
> obs. I feel that they can get in the way. Let me try to explain. When =
> someone is the recorder only they are processing the information that way=
> When someone is in charge of vocabulary they often spend the whole tim=
> e thinking only of words, rather than the story collectively. When someo=
> ne is the illustrator... I think it is much more powerful to think about=
> how we process text and gain understanding. Rather than have one person=
> in charge of a certain "job", think how much more would be attained if e=
> veryone contributed their thoughts and feelings regardless if it were the=
> ir assignment or not. This has worked wonderfully. There is a folder fo=
> r each book study group where they keep notes of their work -as a group. =
> They often take turns writing, but sometimes not. They are all actively=
> involved in discussion and questioning. I decided to do the book studie=
> s (that's what I call them) this way when I stopped and took a look at ho=
> w we as adults talk about books. I do try to match books to reading leve=
> l, but not always. If a kid really wants to read a book, that itself is =
> a motivator. I often give them something to think about as they discuss =
> their books. These are mostly things that can be found in most books -li=
> terary elements.
> jan
> k-6
> literacy coach
> +++++++++++
>
> From: "Donna Baker" <baker@sprint.ca>
> Subject: Re: [mosaic] Literature Circles
> Date: Thu, 11 Mar 2004 05:48:03 -0500
>
> Hi Laura,
> I love your website. Have you checked out the literature circle booklet I
> made/adapted in the tools section? I just took Daniels roles and adapted
> them to fit the language of the strategies (so my instruction was
> consistent). I taught each of the roles separately using picture books --
> some were easy for the students since we had done in-depth strategy
> instruction for some of the roles. The others I modelled. I gave each
> student a duotang with the role sheets in them, and then each time they
> met, I would ask them to choose which role they were going to take.
> Sometimes, I had them all do the same role.
> Hope this helps.
> Donna
+++++++++++

> Date: Thu, 11 Mar 2004 02:49:03 -0800
> Subject: Re: [mosaic] to Jennifer/guided reading
> From: "Patricia Kimathi" <pkimathi@earthlink.net>

> What graphic organizer and directional pieces do you use?
> Pat Kimathi
++++++++++
> From: RR1981@aol.com
> Date: Thu, 11 Mar 2004 05:56:52 EST
> Subject: Re: [mosaic] to Jennifer/guided reading
>
> I would love some more in depth information on what you do as a literacy
> coach. I am really struggling with reading. Writing is also a huge
struggle
> because I don't understand the curriculum that we are being told to use.
It is to
> the point where I just want to avoid writing altogether. And I personally
> love to read and write.
++++++++

> Subject: RE: [mosaic] Literature Circles
> Date: Thu, 11 Mar 2004 07:42:20 -0500
> From: "Judy Kelly" <kelly@monroe.k12.mi.us>

> Harvey Daniels, who wrote extensively about using jobs to organize =
> literature circles has really changed his thinking on the usefulness of =
> the jobs.
> Judy
++++++++++>

> From: Tiredtex53@aol.com
> Date: Thu, 11 Mar 2004 08:18:04 EST
> Subject: Re: [mosaic] Literature Circles
>
> Judy,
> Where could I read more about Daniels's change in philosophy?
> Pat
+++++++++

> Subject: RE: [mosaic] Literature Circles
> Date: Thu, 11 Mar 2004 08:52:35 -0500
> From: "Judy Kelly" <kelly@monroe.k12.mi.us>

> Check out his new book - Literature Circles: Voice and Choice in Book =
> Clubs & Reading Groups (Second edition) by Harvey Daniels. You can read =
> at least the forward at amazon.com. =20
> I haven't read it but I have heard him speak on this topic.
> Judy
++++++++++
>
> Date: Wed, 29 Aug 1956 22:13:49 -0500
> From: Olivia Foulkrod <ofoulkrod@fcaq.k12.ec>
> Subject: Re: [mosaic] Olivia: choosing just right books

> Jennifer,
> Thank you for the lovely note. The great thing is that I do my reader's
workshop instead of guided reading. I am able to meet with all of the kids
each week and see what they each do independently while they read. During
the time I am conferencing with them I do running records, strtegy practice
and comprehension skils. If I see that more than one child has the same
difficulty with something I call the kids together the next day during the
indpendent reading time and we have a small guided reading group discussing
thier difficulty. I will only kssp this grtoups going for about a week. I
don't do guided reading now do to time constratints, I feel the reader's
workshop is just as good or better, but I wonder how my kids would read if I
could do both? Hmmmmmm!
> Olivia
+++++++++

> Date: 11 Mar 04 11:16:51 -0600
> From: Jen Schoeberl <jen.Schoeberl@sjsd.k12.mo.us>
> Subject: Re: [mosaic] Olivia: choosing just right books

> Reply to: Re: [mosaic] Olivia: choosing just right books
> our district requires guided reading also. I find this terribly hard to =
> do in the upper grades. I do what Olivia does, pull kids by ability in =
> flexible groups, that can be counted as guided reading (at least our =
> building counts it-for upper grades.)
+++++++++

> From: "Carrie Becker" <pigsrock@hotmail.com>
> Subject: Re: [mosaic] Literature Circles
> Date: Thu, 11 Mar 2004 17:23:34 -0500
>
> I've read Daniels' book, it is VERY good! I can't give many details becau=
> se my copy is at school, but it really helped me get a handle on how to t=
> rain students for lit circles and conduct them in the classroom. There ar=
> e a lot of resources out there and this is my favorite.
> --Carrie :)
++++++++++

> From: Julessk8@aol.com
> Date: Thu, 11 Mar 2004 17:58:31 EST
> Subject: Re: [mosaic] inference/prediction (late post)
>
> Hi Ginger,
> Thank you for your explanation on the differences between inferences
and
> predictions. I truly think that knowing and understanding the differences
> between the two can be very difficult for students of all ages and grade
levels
> as I have experienced it first hand with high school students.
> I also enjoyed the ideas that you posted for teaching these
differences.
> Although these ideas will work very well with the primary grades, it is
> important to note that they will be just as effective in the upper grade
levels as
> our students are experiencing much difficulty with reading comprehension
and
> how to employ strategies while reading. Another idea, as mentioned in
STW, is
> to have students make a list of inferences in a notebook as they read.
When
> finished with reading, they can go back and mark the ones that were
confirmed,
> contradicted, and unresolved. If anyone has other ideas in regards to
> teaching these 2 strategies to high school level students, I would be
delighted to
> hear them!
>
> Juliana
+++++++++++

> From: "Dorothy Ridge" <dorridge@cox.net>
> Subject: Re: [mosaic] to Jennifer/guided reading
> Date: Thu, 11 Mar 2004 19:43:11 -0500

> The usual text to self, text to text, text to world, Questioning poster,
big
> venn diagrams, cause /effect tree etc. Many things that I have obtain from
> this group and the Reading Lady. I also add my thinking spots( little post
> it dots to mark a spot), sticky arrows, lots of post it notes in various
> colors for various purposes, highlighting tape. A few charts I have made
on
> phrases the author used, what I think she/he meant, why she/he said it
just
> that way. A chart with a column for the text clues, what I know from life,
> what I infer. All things I create on my computer and then have the
secretary
> run through the poster maker at school. I laminate my charts, use vis - a
> vis pens, and travel all over the school.
+++++++++

> From: "Ted and Lee Johnson" <tlmkjohnson@comcast.net>
> Subject: Re: [mosaic] Literature Circles
> Date: Thu, 11 Mar 2004 19:53:43 -0800

> I have been "doing" lit circles for the last three years and they are
always
> tough to start off. My principal suggested that I do fishbowls for a few
> weeks and then have the kids (the audience- not the kids in the fishbowl)
> review how the group worked- what worked and what didn't. The kids got a
> lot from it and were better able to work in independent groups. I used
> fishbowls for teaching questioning and then we taped the groups. My kids
> are digging so much out of books now because of the time we invested up
> front. I do not need to use the sheets anymore either. The kids won't
> allow anyone in the group to ask a "right there" question and they are
> monitoring each other for preparedness and participation.
> So, invest the time up front.
>
> About two years ago, I participated in a workshop with Daniels. After
that
> workshop, and meeting other teachers who had struggled too, I was
determined
> to make lit circles and literary conversation clubs a big part of my
> classroom.
> Good luck.
>
> Lee J/5
++++++++++

> From: "Dorothy Ridge" <dorridge@cox.net>
> Subject: Re: [mosaic] to Jennifer/guided reading
> Date: Wed, 10 Mar 2004 20:12:02 -0500

> As Literacy Coach I offer to teach any group that a teacher would like me
to
> work with for a week. Every teacher, so far, has been delighted that I
would
> do that.Each one has stayed and listened. I somewhat imply that I expect
> them to do that. They often comment about the depth of the conversations
> that take place. Sometimes the teachers say that the students are just
> showing off for company, and they would never perform so well on a regular
> basis. That said, the teachers always ask for the graphic organizer,
> outline, or directional piece that I have used. It is a very slow process,
> but I do hear rumors of change taking place in some classrooms.
+++++++++

> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: RE: [mosaic] inferring
> Date: Wed, 10 Mar 2004 18:04:29 -0700
>
> another great book to use for inferring at the word level is Baloney by
> Jon Scieszka.
>
> Hey, Jan! I've never heard of this book, but it sounds great. I'll
> keep my eyes open for it. I did the Jabberwocky inferring lesson last
> week with my kids and it went very well. Since I teach multiage, I
> won't use this same text next year. It sounds like this book could be a
> good alternate. I followed the Jabberwocky lesson this week with The
> Wretched Stone by Chris VanAllsburg. I had expected them to get an
> "aha" from the Jabberwocky poem. It did definitely help them understand
> inferring meaning of words better and they had a great time drawing
> their visual images, but I didn't see those big light bulbs going on
> like I had envisioned. That happened yesterday with The Wretched Stone.
> It actually took a lot of prodding from me and some leading questions
> before they realized what the book was about. Once they did figure it
> out, they were amazed and excited! They got how you could read a book
> and understand the words and still not get what it was about without
> going deeper with your thinking.
>
> Martha/4/5/az
+++++++++

> Date: Wed, 10 Mar 2004 21:21:09 -0500
> From: "Nicole Gilbert" <gilbernm@spart5.k12.sc.us>
> Subject: [mosaic] Literature Circles

> I'm somewhat new to the listserve, but know you all have such great
> ideas and input.
> Please tell me how you set up your literature circles. I would like to
> use these in my classroom, but I'm not sure where to start. I did find
> the literature circle information on the tools section of the mosaic
> website - so I have some information. Also, please let me know your
> experiences and how to choose books.
>
> Nicole
> 6th Grade Language Arts and Social Studies
> Duncan, South Carolina
+++++++++

> From: <milesandtannymcgregor@fuse.net>
> Subject: Re: [mosaic] Literature Circles
> Date: Thu, 11 Mar 2004 2:12:33 +0000

> Nicole,
> Have you tried www.literaturecircles.com? It's a great site, complete
with book reviews by teachers and kids.
> Tanny
++++++++++

> Date: Wed, 10 Mar 2004 19:31:27 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] Author Study
>
> >I am putting together an author study on Cynthia Rylant. I need
> >suggestions and ideas for the elementary grades.
>
>
> Cynthia has written so many wonderful books! She has series and
> one-timers, easy-to-read and harder-to-read, just everything. I have a
> biography of her published by Richard Owens, but I couldn't find any of
> their books on Amazon and I didn't have any luck finding them on the
> web. When I get back to school on March 22, I will look it up - or try to
> remember to. I know I bought them at a Learning Network Conference, but I
> can't find that on the web either. I must not be asking for the right
thing.
>
> I did find this one, but there's no picture, and I didn't pay this much,
so
> I don't think it's the same book:
>
> Cynthia Rylant (Library of Author Biographies)
> by
>
<http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-autho
r=McGinty%2C%20Alice%20B./104-5213975-9015143>Alice
> B. McGinty List Price: $26.50
>
>
> We read a lot of Henry and Mudge books, the Mr. Putter and Tabby books,
and
> the ones that are semi-autobiographical (The Day the Relatives Came, When
I
> Was Young in the Mountains). We compared the last two to her biography
> (which may be autobiography, I just don't remember, this was a while
> back.) We compared the characters in Henry and Mudge to Mr. Putter and
> Tabby. (You could add Poppleton in, too.) We read Tulip Sees America and
> they drew pictures of places where I stopped and asked them to make mental
> images from what she said. We also read The Wonderful Happens and had
> great discussions about the ideas.
>
> If you want to do mysteries, she has the High Rise Private Eyes
> series. Get author study and mystery done together. =) There are some
> books called ready-for-chapters which are fairly easy chapter books. They
> are really more for girls than for boys, though. A little easier than the
> American Girls books, in my opinion, but they'd make a nice
> compare/contrast if your students could read both.
>
> I want to try the Lighthouse family series next. Cynthia Rylant is an
> ongoing study because of all the things we learn from her about writing!
>
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
+++++++++
>
> Date: Wed, 10 Mar 2004 19:43:45 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] MOT

> At 04:57 AM 3/10/2004, you wrote:
> >Has the book study for Mosaic of Thought been started? I thought we were
> >going to do one starting in March. Did I miss the posts or do I just
> >mistaken about the book study?
>
> April 1.

> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
+++++++++
>
> From: "Laura Candler" <lauracandler@worldnet.att.net>
> Subject: Re: [mosaic] Literature Circles
> Date: Wed, 10 Mar 2004 22:30:32 -0500

> I am new to the Mosaic "way," but I do have a lot of information on my
> website about Literature Circles. My website is located at
> www.lauracandler.com. Go to the Literary Lessons section and follow the
> links. I teach 5th grade, so most of my strategies are probably most
> appropriate for 3rd grade and up. Right now I'm trying to incorporate
> strategy instruction into the Lit Circle format. I would really be
> interested to hear how people in this group do Literature Circles and how
> they explore the strategies in a Lit Circle setting. I have been reading
the
> messages posted to this group for a few weeks and I'm so impressed by the
> well-written, thoughtful responses! Please share!
>
> Laura Candler
> lauracandler@att.net
++++++++++

> From: "jan sanders" <jgousan@hotmail.com>
> Subject: Re: [mosaic] Literature Circles
> Date: Wed, 10 Mar 2004 21:08:14 -0800
>
> I have done literature circles more like book studies. I do not assign j=
> obs. I feel that they can get in the way. Let me try to explain. When =
> someone is the recorder only they are processing the information that way=
> When someone is in charge of vocabulary they often spend the whole tim=
> e thinking only of words, rather than the story collectively. When someo=
> ne is the illustrator... I think it is much more powerful to think about=
> how we process text and gain understanding. Rather than have one person=
> in charge of a certain "job", think how much more would be attained if e=
> veryone contributed their thoughts and feelings regardless if it were the=
> ir assignment or not. This has worked wonderfully. There is a folder fo=
> r each book study group where they keep notes of their work -as a group. =
> They often take turns writing, but sometimes not. They are all actively=
> involved in discussion and questioning. I decided to do the book studie=
> s (that's what I call them) this way when I stopped and took a look at ho=
> w we as adults talk about books. I do try to match books to reading leve=
> l, but not always. If a kid really wants to read a book, that itself is =
> a motivator. I often give them something to think about as they discuss =
> their books. These are mostly things that can be found in most books -li=
> terary elements.
> jan
> k-6
> literacy coach
> +++++++++++
>
> From: "Donna Baker" <baker@sprint.ca>
> Subject: Re: [mosaic] Literature Circles
> Date: Thu, 11 Mar 2004 05:48:03 -0500
>
> Hi Laura,
> I love your website. Have you checked out the literature circle booklet I
> made/adapted in the tools section? I just took Daniels roles and adapted
> them to fit the language of the strategies (so my instruction was
> consistent). I taught each of the roles separately using picture books --
> some were easy for the students since we had done in-depth strategy
> instruction for some of the roles. The others I modelled. I gave each
> student a duotang with the role sheets in them, and then each time they
> met, I would ask them to choose which role they were going to take.
> Sometimes, I had them all do the same role.
> Hope this helps.
> Donna
+++++++++++

> Date: Thu, 11 Mar 2004 02:49:03 -0800
> Subject: Re: [mosaic] to Jennifer/guided reading
> From: "Patricia Kimathi" <pkimathi@earthlink.net>

> What graphic organizer and directional pieces do you use?
> Pat Kimathi
++++++++++
> From: RR1981@aol.com
> Date: Thu, 11 Mar 2004 05:56:52 EST
> Subject: Re: [mosaic] to Jennifer/guided reading
>
> I would love some more in depth information on what you do as a literacy
> coach. I am really struggling with reading. Writing is also a huge
struggle
> because I don't understand the curriculum that we are being told to use.
It is to
> the point where I just want to avoid writing altogether. And I personally
> love to read and write.
++++++++

> Subject: RE: [mosaic] Literature Circles
> Date: Thu, 11 Mar 2004 07:42:20 -0500
> From: "Judy Kelly" <kelly@monroe.k12.mi.us>

> Harvey Daniels, who wrote extensively about using jobs to organize =
> literature circles has really changed his thinking on the usefulness of =
> the jobs.
> Judy
++++++++++>

> From: Tiredtex53@aol.com
> Date: Thu, 11 Mar 2004 08:18:04 EST
> Subject: Re: [mosaic] Literature Circles
>
> Judy,
> Where could I read more about Daniels's change in philosophy?
> Pat
+++++++++

> Subject: RE: [mosaic] Literature Circles
> Date: Thu, 11 Mar 2004 08:52:35 -0500
> From: "Judy Kelly" <kelly@monroe.k12.mi.us>

> Check out his new book - Literature Circles: Voice and Choice in Book =
> Clubs & Reading Groups (Second edition) by Harvey Daniels. You can read =
> at least the forward at amazon.com. =20
> I haven't read it but I have heard him speak on this topic.
> Judy
++++++++++
>
> Date: Wed, 29 Aug 1956 22:13:49 -0500
> From: Olivia Foulkrod <ofoulkrod@fcaq.k12.ec>
> Subject: Re: [mosaic] Olivia: choosing just right books

> Jennifer,
> Thank you for the lovely note. The great thing is that I do my reader's
workshop instead of guided reading. I am able to meet with all of the kids
each week and see what they each do independently while they read. During
the time I am conferencing with them I do running records, strtegy practice
and comprehension skils. If I see that more than one child has the same
difficulty with something I call the kids together the next day during the
indpendent reading time and we have a small guided reading group discussing
thier difficulty. I will only kssp this grtoups going for about a week. I
don't do guided reading now do to time constratints, I feel the reader's
workshop is just as good or better, but I wonder how my kids would read if I
could do both? Hmmmmmm!
> Olivia
+++++++++

> Date: 11 Mar 04 11:16:51 -0600
> From: Jen Schoeberl <jen.Schoeberl@sjsd.k12.mo.us>
> Subject: Re: [mosaic] Olivia: choosing just right books

> Reply to: Re: [mosaic] Olivia: choosing just right books
> our district requires guided reading also. I find this terribly hard to =
> do in the upper grades. I do what Olivia does, pull kids by ability in =
> flexible groups, that can be counted as guided reading (at least our =
> building counts it-for upper grades.)
+++++++++

> From: "Carrie Becker" <pigsrock@hotmail.com>
> Subject: Re: [mosaic] Literature Circles
> Date: Thu, 11 Mar 2004 17:23:34 -0500
>
> I've read Daniels' book, it is VERY good! I can't give many details becau=
> se my copy is at school, but it really helped me get a handle on how to t=
> rain students for lit circles and conduct them in the classroom. There ar=
> e a lot of resources out there and this is my favorite.
> --Carrie :)
++++++++++

> From: Julessk8@aol.com
> Date: Thu, 11 Mar 2004 17:58:31 EST
> Subject: Re: [mosaic] inference/prediction (late post)
>
> Hi Ginger,
> Thank you for your explanation on the differences between inferences
and
> predictions. I truly think that knowing and understanding the differences
> between the two can be very difficult for students of all ages and grade
levels
> as I have experienced it first hand with high school students.
> I also enjoyed the ideas that you posted for teaching these
differences.
> Although these ideas will work very well with the primary grades, it is
> important to note that they will be just as effective in the upper grade
levels as
> our students are experiencing much difficulty with reading comprehension
and
> how to employ strategies while reading. Another idea, as mentioned in
STW, is
> to have students make a list of inferences in a notebook as they read.
When
> finished with reading, they can go back and mark the ones that were
confirmed,
> contradicted, and unresolved. If anyone has other ideas in regards to
> teaching these 2 strategies to high school level students, I would be
delighted to
> hear them!
>
> Juliana
+++++++++++

> From: "Dorothy Ridge" <dorridge@cox.net>
> Subject: Re: [mosaic] to Jennifer/guided reading
> Date: Thu, 11 Mar 2004 19:43:11 -0500

> The usual text to self, text to text, text to world, Questioning poster,
big
> venn diagrams, cause /effect tree etc. Many things that I have obtain from
> this group and the Reading Lady. I also add my thinking spots( little post
> it dots to mark a spot), sticky arrows, lots of post it notes in various
> colors for various purposes, highlighting tape. A few charts I have made
on
> phrases the author used, what I think she/he meant, why she/he said it
just
> that way. A chart with a column for the text clues, what I know from life,
> what I infer. All things I create on my computer and then have the
secretary
> run through the poster maker at school. I laminate my charts, use vis - a
> vis pens, and travel all over the school.
+++++++++

> From: "Ted and Lee Johnson" <tlmkjohnson@comcast.net>
> Subject: Re: [mosaic] Literature Circles
> Date: Thu, 11 Mar 2004 19:53:43 -0800

> I have been "doing" lit circles for the last three years and they are
always
> tough to start off. My principal suggested that I do fishbowls for a few
> weeks and then have the kids (the audience- not the kids in the fishbowl)
> review how the group worked- what worked and what didn't. The kids got a
> lot from it and were better able to work in independent groups. I used
> fishbowls for teaching questioning and then we taped the groups. My kids
> are digging so much out of books now because of the time we invested up
> front. I do not need to use the sheets anymore either. The kids won't
> allow anyone in the group to ask a "right there" question and they are
> monitoring each other for preparedness and participation.
> So, invest the time up front.
>
> About two years ago, I participated in a workshop with Daniels. After
that
> workshop, and meeting other teachers who had struggled too, I was
determined
> to make lit circles and literary conversation clubs a big part of my
> classroom.
> Good luck.
>
> Lee J/5
++++++++++

> From: "jan sanders" <jgousan@hotmail.com>
> Subject: Re: [mosaic] Literature Circles
> Date: Fri, 12 Mar 2004 21:29:08 -0800
>
> The most powerful way to teach kids to think about text is through book t=
> alks based on read-aloud books. By doing this you are modeling how to ta=
> lk about books, so when you go to Book Clubs (literature circles) they ap=
> ply what they have been practicing whole group in a small group. Childre=
> n learn to talk well about books through experience and instruction. The=
> Art of Teaching Reading has a few chapters that talk about talking about=
> books: A Curriculum of Talk, Talking and Thinking About Books -Comprehen=
> sion for Young Readers, Talking and Writing to Develop Ideas, and Book Cl=
> ubs.
> jan
+++++++++++

> From: "Laura Candler" <lauracandler@worldnet.att.net>
> Subject: [mosaic] Self Evaluation in Lit Circles
> Date: Sat, 13 Mar 2004 08:50:49 -0500

> I'm getting a little confused between two discussion groups that are
> currently discussing Literature Circles! I'm not sure if someone posted a
> question to this group also about having students evaluate themselves, so
> I'll send my response to both groups. Sorry for the double post to those
of
> you in both groups!
>
> I have a form on my website that you might be able to use to have students
> evaluate their own performance in Literature Circles. Go to
> www.lauracandler.com and then go to the Literary Lessons section. Click on
> the Literature Circles link and go to the bottom of the page. You'll find
> quite a few blackline masters in Adobe format, and one is called
Literature
> Circle Reflection Form. I adapted it from a form I found in the book
> Literature Circle Resource Guide (with the permission of one of the
> authors). I would highly recommend this book and the companion book
Getting
> Started With Literature Circles. Both books contain a chapter about
> evaluating Literature Circles. You can find information about the books at
> the Literature Circle Resource Center:
> http://fac-staff.seattleu.edu/kschlnoe/LitCircles/
>
> Laura Candler
> lauracandler@att.net
++++++++++

> From: "Laura Candler" <lauracandler@worldnet.att.net>
> Subject: Re: [mosaic] Literature Circles
> Date: Sat, 13 Mar 2004 09:01:26 -0500

> > I was reading Lucy Calkins on literature circle discussions and she said
> they are less about what you were thinking when you were reading and more
> about building a new thought in the group. I really like that idea and I
> think it is most like the conversations I have about books with my
friends.
>
> I love this way of thinking about Literature Circles! Were you reading a
> book or an article by Lucy Calkins? I would love to read more on this
> subject. I just finished Reading With Meaning, and even though I'm a 5th
> grade teacher and this is about a first grade class, I was fascinated with
> the concepts! This way of thinking about Literature Circles seems to fit
in
> with the chapter on synthesizing. Am I right? While you are reading a book
> your thinking keeps changing and you revise what you are thinking the book
> is about. If you add the Literature Circle piece you give students a
chance
> to continue the synthesis process even further.
>
> I'm going to share my new insights with my class the next time we have
> Literature Circles meeting. I think the idea that you are building new
ideas
> from within the group may help pull them out of the low-level discussion
> questions that often seem to arise if students are prompted to go deeper.
> Any suggestions about how to get kids in Literature Circles to dig deeper?
> I'm going to arrange my schedule so that I can meet with each group
instead
> of having them meet at the same time. I think I need to do this to
> facilitate a new way of thinking about our discussions.
>
> I can also see that I will need to choose my books for my next Lit Circles
> very carefully. I need books that open up the mind and provide material
for
> lots of questions and insights. Any suggestions? (Remember that I teach
5th
> grade)
>
> Laura Candler
> lauracandler@att.net
++++++++++

> From: RR1981@aol.com
> Date: Sat, 13 Mar 2004 09:19:08 EST
> Subject: Re: [mosaic] Literature Circles
>
> In a message dated 3/13/2004 9:02:45 AM Eastern Standard Time,
> lauracandler@worldnet.att.net writes:
>
> > I can also see that I will need to choose my books for my next Lit
Circles
> > very carefully. I need books that open up the mind and provide material
for
> > lots of questions and insights. Any suggestions? (Remember that I teach
5th
> > grade)
> >
>
> My favorite book is The Giver, I think it could work well with in a 5th
grade
> class, as well as a high school class, just with different depths to the
> questions that it brings to the reader. Additionally, Gathering Blue also
by the
> same author, is a similar story to The Giver, but on a slightly lower
reading
> level, probably more appropriate for most elementary students. I love
these
> books because at the end there are more questions than answers.
>
> Rosie
++++++++++

> Date: Sat, 13 Mar 2004 06:47:13 -0800
> Subject: Re: [mosaic] Literature Circles
> From: "Patricia Kimathi" <pkimathi@earthlink.net>

> Laura,
> I really do think of lit circles the way I think of adult book clubs. I
> want to teach my children not to keep a journal but to keep notes. I have
a
> third grade gifted class and we are practicing roles and jobs using The
> House of Dies Drear. The discussion director also is the summarizer. Their
> questions have been fantastic. I am really impressed. The choice of
> vocabulary words have been the same I would pick and the ones that are in
> novel guide books. The pictures capture the main ideas. The time
traveler
> and story mapper have been combined and I am amazed at the job they are
> doing. They all make connections and they all look for a passage. I have
to
> work on looking for a meaningful passage some got it some did not. We are
> watching he movie at the same time. We are watching about 5 chapters
behind
> where they are reading. So they are comparing the novel to the book. At
the
> end of the session they share out with the other groups. They become the
> panel of experts for the book and others listen in. It really has gone
> well. For the next book I will have them make a teacher's guide for the
> novel. This is really the best experience. I like the idea of not using
> the jobs but I think they need practice understanding the jobs. When they
> have seen the other groups report out I hear them say I should have used
> that word or that idea. Why didn't I think of that. I think this is
> important. Later on you won't even need the jobs. I want the children to
> use post its to keep their ideas straight and then past them in a
response
> journal. This way they can jot down quick ideas without getting the
> response journal out. I am going try this out on the next novel. I also
am
> going to make a sketch pad for each child so they can all draw pictures
> about the novel as they go through.
> Pat Kimathi
+++++++++

> Date: Sat, 13 Mar 2004 06:50:19 -0800
> Subject: Re: [mosaic] Self Evaluation in Lit Circles
> From: "Patricia Kimathi" <pkimathi@earthlink.net>

> Laura,
> You have done so much to improve my understanding of lit circles. Your
> forms really help. I changed them to include open court references
because
> I have to teach Open Court. I started with Keene's concepts added Harvey
and
> Daniels information and then improved them using your materials. Thank
you
> so much.
> Pat Kimathi
+++++++++

> Date: Sat, 13 Mar 2004 10:49:18 -0800
> From: Katharine Klevinskas <katha@syix.com>
> Subject: Re: [mosaic] Self Evaluation in Lit Circles

> Pat,
> Would you please post your forms that reflect OC?
>
> Thanks,
> Katharine
++++++++++

> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: [mosaic] lit. circles/skills/grades
> Date: Sat, 13 Mar 2004 12:34:09 -0700

> Hi, Jan, Beth, and everyone else! I have been reading all of the posts
> over the last two weeks, but have been so busy with school that I
> haven't really had much time to think and process. Today is my first
> day of Spring break and I've been spending time going back and rereading
> some of the posts. Does anyone else ever get kind of a knot in your
> stomach when you read all that everyone else is doing because you feel
> like your not covering all this stuff and maybe you should be? I do! I
> honestly don't know how to get everything in! Jan, your posts are
> reassuring to me because it seems like what you do is similar to what I
> do in my classroom. I have not done formal "lit. circles" this year. I
> tried it last year with the Harvey Daniel's role sheets. I or my
> teaching assistant sat in on every meeting. It worked, but like Jan
> mentioned, I found when they had a role it tended to limit their
> thinking about the story to that aspect. This year, I've gone probably
> to the other end of the spectrum and I worry that I'm being too loose.
> I had two different groups do a bookclub early in the year. The first
> was made up of 5th graders who had all done lit. circles with me last
> year and had a year of strategy instruction from me as well. I've
> written about this before, but the only role I gave was that of
> facilitator. They chose who would facilitate that meeting and rotated
> the job. This group also did a fishbowl demonstration of one of their
> discussions for the whole class and we made a class chart of what a good
> literature discussion looks like. I never actually sat in on a book
> discussion with this group, but really just let them run themselves.
> They loved doing it, they loved the book (Bud, Not Buddy) and were very
> positive about the experience. The second group was a mix of 4th and
> 5th graders. I did sit in on a couple of their discussions and they
> were excellent. The 5th graders I had chosen for this group were
> excellent models. Soon after this, I had two girls come to me and ask
> to do a book study together. They wanted to know if it was all right to
> read the same book and get together every couple of chapters to discuss
> it. Once I had given permission to these two, I soon had other groups
> of two and three forming. All of the groups are positive and I love
> seeing some of my boys who outright just told me they didn't like to
> read at all at the beginning of the year, enjoying reading and
> discussing a book. So, I really feel positive about all of this, but
> what I'm missing is the assessment piece. This is truly one of my weak
> areas! Beth posted about how to get reading grades for her grade book.
> The only grades for reading I have in a grade book are from some McGraw
> Hill worksheets they do once a week for homework and these have to be
> taken with a grain of salt because who knows who helped them with it. I
> rely on their lit. log letters to me, their participation in our class
> strategy lessons and activities, their comments in their reading logs,
> and my notes during reading conferences to come up with report card
> grades, but none of these things are graded with a letter or percent by
> me. My report card grades are more of my overall impression of are they
> exceeding the standards (A), meeting the standards (B), or approaching
> the standards (C). The problem I see with all this is that for many of
> the subskills, it is just a general impression. I teach
> synonyms/antonyms, prefixes and suffixes. We've done activities on
> problem/solution and main idea. But, I don't have documentation on
> individual students on each of these things. It's not really a problem
> for me individually because I focus more on the overall goal of getting
> my kids to enjoy reading (this is a huge accomplishment in and of itself
> with many of my kids) and to self-monitor their understanding and have
> and implement strategies for when they aren't. If I can accomplish
> these two things or make positive steps in that direction, I'm thrilled.
> But, sometimes, I'm worried that I'm not even assessing these things
> enough with all of my students. I'm trying really hard this year to
> have reading conferences frequently with my students and to do a running
> record as part of this. My problem is that I feel like there are about
> five or six of my students that need me to check in with them at least
> every two to three days. By the time I do a lesson and then check in
> with these kids there isn't much time left for conferencing with my
> other readers. With my high, competent readers I often don't even get
> to do formal conferences. Most of our conversation takes place in our
> lit. log letters to each other. I know or at least blame a lot of this
> on just not having enough time. If I could have the ninety minutes a
> day for reading that most of the books recommend I tell myself, I could
> do it all. Probably not true, but I need to blame something! Jan- if
> you are still reading this - I'd love to hear more about the group
> folders your students participating in book clubs keep. What goes in
> them? Who writes them? How do you use them for assessment for grades?
> I think this is an important conversation. I'm looking forward to
> hearing and learning from other's sharing on how they balance
> instruction of strategies/skills and assessment.
>
> Martha/4/5/az
+++++++++++> From: "Laura Candler" <lauracandler@worldnet.att.net>
> Subject: [mosaic] Books
> Date: Sat, 13 Mar 2004 21:57:53 -0500

> > Check out Calkins' book entitled The Art of Teaching Reading.
>
> I'm going to go broke buying all these wonderful books! :-) In the last
few
> weeks I've bought (and read) Strategies That Work and Reading With
Meaning.
> Thanks for the recommendation, though. Maybe I can find someone at school
> who has this book and will lend it to me.
>
> Laura Candler
> lauracandler@att.net
++++++++++

> From: "jan sanders" <jgousan@hotmail.com>
> Subject: Re: [mosaic] Books
> Date: Sat, 13 Mar 2004 19:26:12 -0800

> Laura-
> This is the book I refer to time and time again for readers' workshop and=
> teaching reading. It was well worth the $25.
> jan
+++++++++++

> From: "ginger/rob" <elephant@foxvalley.net>
> Subject: [mosaic] from Judy
> Date: Sat, 13 Mar 2004 22:03:07 -0600

> I am forwarding this from Judy (JATShaw@aol.com)
> Ginger
> moderator
> -----------------------------
> > Has anyone been following the Iditarod with their students? There's a
> great
> > website at www.iditarod.com . Two of my adult students (both male) are
> really
> > enjoying following the race and reading about the mushers. The website
> has
> > lots of interesting information as well as great, frequently updated
> photos and
> > maps to follow each musher's progress. I just happened on a fairly easy
> > account of the Great Serum Race of 1925 (a different more difficult
> version is
> > online) and it's been a great companion-read. My student has the book,
> but I
> > think the title is something like Balto and the Great Race. Through the
> Iditarod
> > site we learned that there is a statue of Balto in Central Park in NYC
and
> > the "real" Balto is stuffed in a museum in Cleveland. Now we are all
> curious as
> > to how that happened. I've had wonderful luck with adult students (who
> > generally have some real hurtful reading memories) using the Internet to
> enhance
> > their (and my!) background information. The gentleman who is reading
> about
> > Balto now loves to read the sports section of the daily paper, and that
> gives him
> > a chance to teach me (and improve my sports knowledge) the finer points
of
> his
> > favorite sports. We have followed the Americas Cup, football, horse
> racing,
> > etc. He's discovering a new purpose for learning to read, and I am
> learning
> > lots, too! While I work with students individually, I'm sure that a
> similar
> > approach could be used with small groups.
> Judy
+++++++++++

> From: "Donna Baker" <baker@sprint.ca>
> Subject: Re: [mosaic] Literature Circles
> Date: Sun, 14 Mar 2004 07:23:30 -0500

> Laura,
> I would be interested in hearing what books you have used successfully.
> Last year in Lit Circles the following books generated some great
> discussions:
> Because of Winn Dixie
> Tuck Everlasting
> Hatchet
> Island of the Blue Dolphins
>
> Also, you should think about getting multi sets of some Eve Bunting
books -
> I think they would generate some great discussions.
>
> I am starting Lit Circles (Book Clubs) right after the break and would
love
> to hear what you have had good success with.
> Donna
++++++++++

> From: "Donna Baker" <baker@sprint.ca>
> Subject: Re: [mosaic] Self Evaluation in Lit Circles
> Date: Sun, 14 Mar 2004 07:25:10 -0500

> Hi Pat,
> Could you put your revised form on the Tools page?
> Donna
+++++++++

> Date: Sun, 14 Mar 2004 07:29:40 -0800 (PST)
> From: Bev Allen <mrsallen1@yahoo.com>
> Subject: [mosaic] OT - Rebecca Sitton Spelling

> Hi all,
> I was wondering if any of you are using the Sitton Spelling/Sourcebook
program? I have been looking at it, and it "sounds" good, but I would love
to hear from those who are actually using it. Please email me privately so
as not to "clog up" our great Mosaic conversations!
> Thanks,
> Bev/MI/3rd
+++++++++++

> From: "jan sanders" <jgousan@hotmail.com>
> Subject: Re: [mosaic] from Judy
> Date: Sun, 14 Mar 2004 08:21:17 -0800
>
> I followed the race with my class about 5 years ago -a parent brought in =
> the info. It was fun! I went to high school with Doug Swingley (number =
> 30 this year). He won the race in 2001!!!
> jan
+++++++++++

> From: MBALL0714@aol.com
> Date: Sun, 14 Mar 2004 11:44:21 EST
> Subject: Re: [mosaic] from Judy

> I was able to go to Alaska for the Iditarod last year, the year that the
race
> route had to be changed due to warm weather. I attended the teacher
> workshops for 3 days before the race began. This trip was one I will
never forget, it
> was a dream come true for me.
>
> Martha
++++++++++

> From: "Lana Brozik" <brozikla@comcast.net>
> Subject: [mosaic]
> Date: Sun, 14 Mar 2004 12:10:52 -0800

> I am a middle school reading teacher and have found many of the
suggestions
> and conversations here to be very helpful to me in my classroom, so thank
> you to all. I have a question for you even though it appears that most of
> you are in elem. school. My school is looking for an assessment tool that
we
> can use periodically during the year to test the students reading
> comprehension and direct instruction--such as every quarter. We have been
> using Curric. Assoc. CARS and STARS up to now which I like --but my
> principal wanted us to try to find an alternative that would be a little
> more comprehensive. It would need to have a pretest and several other
> components.
> Lana Brozik
> who is fortunate to have Ginger in her district!
+++++++++

> Date: Sun, 14 Mar 2004 11:32:45 -0800
> Subject: Re: [mosaic] Self Evaluation in Lit Circles
> From: "Patricia Kimathi" <pkimathi@earthlink.net>

> I really only changed them to reflect OCR reference. I prefer the
> originals. If it will help I will mail them to anyone who wants them. I
> would hate to have them posted on a site where people could get them and
> then beileive that I thought this was the way it should be taught. I will
> send to anyone who wants them just email me privately.
> Pat Kimathi
++++++++++

> From: "Roger VanValkenburg" <rvanvalkenburg@stny.rr.com>
> Subject: Re: [mosaic]
> Date: Sun, 14 Mar 2004 16:15:31 -0500

> Hi,
> My name is Kristen. I am a literacy Specialist with the NCEE. The
> assessment tool we use in Elementary and Middle school is the
DRA(Diagnostic
> Reading Assessment) available through Pierson Learning. You will find it
> includes all of the criteria you are looking for. It also has an itemized
> strategy and skill profile sheet that enables teachers to be able to
> individualize instruction during guided reading and reading conferences.
It
> also includes running records and comprehension that covers the seven
habits
> of good readers as outl,ined in "Mosaic of Thought". Hope this helps.
It's
> worth checking out.
+++++++++

> Date: Sun, 14 Mar 2004 13:24:52 -0800 (PST)
> From: roberta berglund <bberglund@rocketmail.com>
> Subject: Re: [mosaic]

> You may be referring to the Developmental Reading
> Assessment (DRA) for grades 4-8, available from
> Pearson Learning. DRA.Pearson@pearsonlearning.com
++++++++++
>
> From: CATHYMILLR@aol.com
> Date: Sun, 14 Mar 2004 17:22:28 EST
> Subject: Re: [mosaic] to Jennifer/guided reading
>
> I am not familiar with this program, and I am not sure what thinking maps
> are,but it seems to me that if the district is mandating the program, they
should
> be willing to train you. It sounds like you need some pre-writing
activities
> to get your kids started. I love to use picture books to begin some reader
> response and go from there. The ideas in the books can give many students
a
> springboard.
>
> Do you have a writing workshop format in your classroom?
+++++++++

> From: CATHYMILLR@aol.com
> Date: Sun, 14 Mar 2004 17:23:08 EST
> Subject: Re: [mosaic] to Jennifer/guided reading
>
> Yes, Katie Wood Ray is great.
+++++++++

> From: Bhieber4teach@aol.com
> Date: Sun, 14 Mar 2004 19:11:41 EST
> Subject: Re: [mosaic] Despereaux
>
> My class and I are reading this book also. I loved this book the minute I
> read it. I read two chapters a day since they are so short. We have
charts
> that we are adding to every day:
> Vocabulary, Characters- Despereaux, Roscuro, Princess Pea, and Miggery
Sow.
> Also, we are collecting anything in the book that mentions light and we
are
> going to have a discussion of symbolism and what the light symbolizes.
The
> students also have a bookmark (piece of paper folded in half with these
four
> sections- inferences, burning questions, connections, light notes). My
kids
> absolutely love this book and can't wait to read it each day and don't
want to stop.
> They have a lot of connections because we have read other mouse/rat
stories-
> Mrs. Frisby and the Rats of NIMH, Racso and the Rats of NIMH, and the Real
> Thief.
>
> I enjoy reading what is happening with your class.
>
> Beth Hieber
> 4th grade/ FL
++++++++

> From: Bhieber4teach@aol.com
> Date: Sun, 14 Mar 2004 19:21:21 EST
> Subject: Re: [mosaic] Classroom visit by Debbie Miller- Reading with
Meaning
>
> I just had to tell someone. Debbie Miller is coming to our district and
she
> will be coming to my classroom this Wednesday to teach a model reading
lesson
> on synthesizing. In fact, a few of my friends and I get to pick her up at
the
> airport. We sure will be asking her a lot of questions. After the
lesson,
> I'll post what happened and new ideas.
>
> Beth
> 4th/FL
++++++++++

> Date: Sun, 14 Mar 2004 19:45:53 -0500
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] LAW -chapter 6, Student Work

> Thank you so much, Jan, for undertaking the facilitation of Chapter 6.
> There were so many of us clamoring to read Learning Along the Way, and
> yet we've got behind in our work it seems. Personally, I've saved your
> posting, unopened, until I had time to finish the chapter and respond
> properly.
>
> Your beginning post went right to the heart of it all, "it's what we
> already know that often prevents us from learning."
>
> I know that when I began my training as a literacy coach, what I thought
> I already knew stood in the way of my learning for nearly two years...
> not a pretty confession, but there it is...
>
> And I'm wondering if this same attitude is what's in the way of
> teachers' sharing student work to move themselves along at my school...
> We've been meeting once a month as a faculty for "Writing Workshop." We
> have a marvelous facilitator, and because of title one funds, we can get
> our teachers most of what they need to implement Writing Workshop in
> their classrooms... but very few teachers are really putting it into
> place. And as the year has gone on, fewer and fewer of our teachers are
> attending these once a month volunteer sessions. Sadly, this is what
> the teachers themselves asked for; so I'm not sure where we went wrong.
>
> Each month we begin in grade level groups, sharing student writing. The
> original goal was to look at what the students on a given grade level
> COULD do, then ask the facilitator to model lessons in moving our
> students along. We've used this model to request and take part in
> sessions on repeating lines, great introductions, transition words,
> creating characters, getting ready to publish, etc.
>
> But what has amazed me is that fewer and fewer of the teachers bring any
> student writing, and on their exit slips they deem this part of the
> program as the biggest waste of time. And fewer and fewer teachers are
> coming to the sessions. This month only 13 out of a possible 48
> attended (if our administrators, only the assistant principal attended,
> there were three others who could have...)
> I can see from reading chapter 6 that we made one big mistake by not
> putting formal protocols into place.
> I'd really like to hear from faculties who are making this part of
> professional development meaningful.
> PJ
> 4,5,6 & Literacy Coach
++++++++++

Date: Sun, 14 Mar 2004 17:06:11 -0800 (PST)
> From: Kerry McDonald <mcdonaldatstrath@yahoo.com>
> Subject: Re: [mosaic] Classroom visit by Debbie Miller- Reading with
Meaning
>
> I am green with envy Beth! Take tons of notes-I wonder if she wants to
experience March in Canada??
>
> Kerry
> grade 6
++++++++++

> From: RR1981@aol.com
> Date: Sun, 14 Mar 2004 20:20:29 EST
> Subject: Re: [mosaic] to Jennifer/guided reading

> In a message dated 3/14/2004 5:23:40 PM Eastern Standard Time,
> CATHYMILLR@aol.com writes:
>
> > Do you have a writing workshop format in your classroom?
> >
>
> I have no idea what a writing workshop format would look like, so I guess
the
> answer is probably no.
>
> Rosie
++++++++++

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