Laura,
Are you still thinking about reading comprehension and math problem =
solving? This week, I had great success getting my students to use =
"movie in your mind" (sensory connections) to solve a math word problem.
=
This problem required using a "tree" diagram to solve for different
=
combinations of clothing (T-shirts, sweat shirts, shorts, etc.). After =
trying various methods of problem solving, I ask my second graders, =
"What does the movie in your mind look like?" then "light went
on"! It =
was neat!
Cathy
++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Sat, 13 Apr 2002 18:29:18 EDT
Subject: [mosaic] Math Problems
Great idea - movie in mind for math problems. I'd like to hear more about
your lesson. Yes I am still thinking about linking the thinking strategies
and math word problems. I gave my first assessment yesterday, 3 weeks into
this. The test was 2 word problems. I am happy to report that all but 4 out
of my 19 passed. Several got both right. The others got partial credit for
setting up the problem and making computational or other type of errors.
There was a big improvement on this as my last assessments on word problems
found the kids faltering. They would get the computational problems right
but not the one word problem on the test. Yeah - I think I am finally seeing
progress.
Laura
readinglady.com
++++++++++++++++++++++++++++++++++++++++++++++++
From: Kkellyooo@aol.com
Date: Sun, 14 Apr 2002 10:03:46 EDT
Subject: Re: [mosaic] determining importance/nonfiction + Harvey
I've been working on research projects with my students this last week and
it
may go into the end of the year!!!! My kids are now becoming "experts"
in
their "field" and then we'll begin taking notes. Anyone have good
ideas on
taking notes???? I went to see Stephanie Harvey and CCIRA and she was
WONDERFUL! She shared true expository text that actually starts out with a
huge hook--for example, she showed us an article that started out something
like this "Wow! This is a good one!" Crunch, Crunch. "I actually
like the
chewy ones" as she picked one off the tree. Then it goes into that there
is
a community of people in another country who eat caterpillars for snacks!!!
Ga--ross!! She talked about how non-fiction hooks you, gives you
information, hooks you, gives you information. If anyone knows that article,
I would love to get my hands on it!!! Anyway, Stephanie was wonderful and
she's offered a class in Denver this July that I'm also going to. I'm very
excited!!!
++++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Sun, 14 Apr 2002 08:31:59 -0700 (PDT)
From: Kim Sheffield <snowlc@yahoo.com>
Subject: [mosaic] DWI lessons
Ginger,
You're working on the same strategy that my school is
studying...could it be testing?? :>) I have done the
Nonfiction Convention Book with my 2nd graders...they
loved it and began to take on a life of it's
own...each day the students taught our minilessons
about the conventions they found in their research.
Then they used their books to write a country
report/presentation. (Yes, plenty of modeling and
student-generated rubrics were necessary!)
Well, if you're still in the beginning of the study
(somewhat), have you tried using magazine/newspaper
articles? They are short text and easy to manage.
Patrick Allen (yes Patrick, you're being mentioned
again...hehehe) used a great little folding
book/graphic organizer when he modeled for my staff.
He had the students look at the title of the text and
write down 2 things they thought would be important
about the topic (accessing PK). Next, together they
chose 3 stopping places (dividing up the text into 4
parts). When the students stopped reading the 1st
section, they had to write down the 1 most important
part. (Inside the booklet were two pages for
"during"reading.) They continued through the rest of
the text. (Could be at any point on the gradual
release.) When the students were done, the class
discussed the text and made a list of "important
ideas" from the text. Then he had the students turn
the book over and write down the 1 most imp. idea from
the whole text. Remember to talk/reflect about what
they did and need as readers of nonfiction.
Hope that gives you some more ideas!
Good luck,
Kim Sheffield
Literacy Coordinator
Newark
++++++++++++++++++++++++++++++++++++++++++++++
From: Micteachme@aol.com
Date: Sun, 14 Apr 2002 13:07:07 EDT
Subject: [mosaic] Re:writing informational text with young children (Very long)
I have been working with my second grade teachers on writing informational
text with their children. Combining some of my own thoughts with what Tony
Stead said at the Illinois Reading Conference has provided us with a rich
unit. We have only worked together so far, but the level of research we are
getting from the kids is remarkable.
I began with a big book. I told the children I was not going to read the
book, we were only going to look at the pictures and make a list of things we
noticed from the text. The children generated two pages of chart
information. I than sent them to off to write. They were asked to write a
beginning that told how they had found out the information. Than they were
to write a few of their noticings and a quick close.
On the second day we reviewed our noticings. Than we went through the book
another time, this time asking questions. Things we wanted to know about our
topic. With my first class we were working with a shark book. After writing
all of our questions we decided what we really wanted to know about sharks.
Many of our questions were related to sharks teeth so that gave us our first
research topic.
On the third day I brought in many different resources about sharks. This
included stuff from the internet and books about sharks. Not all, but most
were close to grade level, but the children could never have read the
material they read without the scaffolding we did in the two previous
lessons. The children worked in pairs to find teeth facts. During authors
chair we shared these facts, making a chart. We were sure to show the
children that on this list we only wanted phrases. We would make sentences
when we wrote our books.
The children decided there was more to find out so the next day was another
research day after review what we had. We concluded by finishing our shark
tooth fact page.
The next day we went back to our questions. I really wanted them to have
more practice researching together, so by looking at our original questions
we decided we really wanted to know more about shark bodies. Again we spent
two days looking up facts.
Before we decided how we wanted to proceed with this information, I brought
in a couple more informational big books. We looked at how they were
constructed. Table of contents, text labels, and index were noticed by the
children. They also noticed that in one book there was a blown up part of
the big picture highlighting more specific information. They really like
this feature.
We than determined that it would be fun to create a class book that could be
shared with the other 2nd grade and maybe even 1st and k. We first divided
our tooth fact and sent the teams off to write their page..rough draft.
Complete with quick sketch of illustrations. This process took two days.
We came back together and divided our body information and created pages on
this information. Our next step will be to create a table of contents and to
make final copies to publish in the book.
The children were amazing in their ability to handle the research using text
that was a little above their reading ability. They have a much clearer
understanding of informational text and they are beginning to understand
something about research.
The classroom teacher is going to follow up with a reports on frogs that will
tie to her science lesson. She is going to go through the process without
actually writing class book pages. She is going to let them write their own
reports based on the research they do as a group. She feels very strongely
that they need to have lots of support in their second attempt. We will
gradually release the whole process to our kids.
The children really seem to be gaining lots of knowledge about writing
informational text.
Becky/literacy coach/IL
++++++++++++++++++++++++++++++++++++++++++++++++
From: "Tammie Lewis" <tlewis@ejourney.com>
Subject: Re: [mosaic] determining importance/nonfiction + Harvey
Date: Sun, 14 Apr 2002 15:18:00 -0400
This sounds like It's Disgusting and We Ate It! : True Food Facts from =
Around the World - And Throughout History!
by James Solheim, Eric Brace (Illustrator)
Here's a review: From Booklist=20
Gr. 4^-6. Brace's zany illustrations, somewhat reminiscent of Lane =
Smith's, add a blast of color to this picture book of food trivia, which =
focuses on some of humankind's weird grub choices. Solheim's "menu"
is a =
mishmash--from seaweed, which shows up in products ranging from ice =
cream to salad dressing, to horse blood and earthworm soup, which were =
enjoyed by various cultures in times gone by. Here is the addy:
http://www.amazon.com/exec/obidos/ASIN/0689843933/qid=3D1018811429/sr=3D8=
-1/ref=3Dsr_8_69_1/103-8544543-6221417
Tammie
++++++++++++++++++++++++++++++++++++++++++++++++
From: "Cathy Semkin" <cathy@iland.net>
Subject: [mosaic] Math comprehension
Date: Sun, 14 Apr 2002 14:40:31 -0500
Laura,
Those are great assessment. This is what I have been waiting to read! =
But I have to know more. Which strageties did you use? What concepts =
were involved in the word problems? Please tell me more!
Cathy
++++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Sun, 14 Apr 2002 18:38:30 EDT
Subject: [mosaic] Math Problems
I was working on getting the kids to access prior knowledge and use it to
solve word problems.
Step 1 - Read the Entire Problem
Step 2 - Was there any word, or phrases that gave you an idea what the
problem was mostly about - time, money, fractions, etc.
Step 3 - Draw a line under the problem and write that word. Put a box around
it and take a minute to access prior knowledge on the topic.
Step 4 - Reread the problem and determine the important information. Write
these clues down below the line to pull them out of the text of the word
problem.
Step 5 - Access prior knowlege on these clues, for example - found a quarter.
What do you know about a quarter - it is 25 cents.
Step 6 - Develop a plan to solve using the important clues.
Step 6 - Solve and Explain
Laura
readinglady.com
+++++++++++++++++++++++++++++++++++++++++++++++
Date: Sun, 14 Apr 2002 20:49:55 -0700 (PDT)
From: Jennifer O'Reilly <jennioreilly@yahoo.com>
Subject: [mosaic] Research Interview Volunteers
Hi There--
My name's Jenny. I'm currently finishing up my
education degree at a Chicago area university. I was
introduced to Mosaic of Thought during my student
teaching this past fall and was very impressed with
the strategies' potential for helping children to gain
deeper meaning from their reading.
As part of an action research project, I'd like to
interview some primary grade teachers about decisions
they make when using the strategies. I have 8 very
general questions I'd like answered (20 minutes of
your time, COMPLETELY CONFIDENTIAL), the goal being to
inform my reading instruction as a future teacher. I'm
interviewing 3 teachers from the school at which I
student taught, and was wondering whether I could ask
3 from U46 (comparable demographics to my school) to
take a bit of time to answer the questions. Ideally,
you're a first, second or third grade teacher who has
been using the Mosaic strategies for at least a
year--but if you're a kindergarten teacher using them,
that would be great too. I'd need to interview you
this week (4/15-4/19). If you're able to help out, I'd
REALLY appreciate it! You could email me for the
questions & email back the answers--or if you'd rather
just talk over the phone, that would be fine too. I'd
like to spread the word about Mosaic to those not yet
enlightened. Hope to hear from you!
jennioreilly@yahoo.com
++++++++++++++++++++++++++++++++++++++++++++
From: "Lam, Ivan" <LamI@ramnet.k12.ny.us>
Subject: [mosaic] Determining Importance
Date: Mon, 15 Apr 2002 15:06:29 -0400
Hi, Judy Mazur. I read your message dated April 11, 2002. It's about
teaching DI using the "web" and the kids adding supporting details.
I found
the "web" method interesting and effective. Also I like the game that
you
had a kid leave the classroom, and the class was given the main idea. Then
the kid returned to the class where the other kids gave him/her supporting
details, so he/she can guess what the main idea was. Interesting and making
all kids engaged.
Ivan Lam
++++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] forward/question
Date: Mon, 15 Apr 2002 16:17:04 -0500
From: Erlich, Jami [mailto:ErlichJ@ramnet.k12.ny.us]
Sent: Monday, April 15, 2002 12:17 PM
To: 'mosaic-owner@u46teachers.org'
Hi everyone,
I have a quick question! If you have already used a book with in
your classroom to teach a specific strategy, is it OK to pull out the same
book later on that year to teach a new a strategy with it? Or does that
take away from the learning process because they already know the book?
Thanks
Jami
+++++++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] FW: Artful Artist
Date: Mon, 15 Apr 2002 16:18:30 -0500
From: Lam, Ivan [mailto:LamI@ramnet.k12.ny.us]
Sent: Monday, April 15, 2002 1:52 PM
Subject: Artful Artist
Hi, everyone. I want to respond a little bit re: Artful Artist that was
eliminated in some classrooms. Although I haven't used this a lot in my
classrooms this year, I personally would not like to eliminate Artful
Artist, especially because some people think it is too easy. Those of you
who like using it should keep on using it.
Ivan Lam
+++++++++++++++++++++++++++++++++++++++++++++++++++
From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] forward/question
Date: Mon, 15 Apr 2002 14:42:18 -0700
Dear Jami,
I often revisit familiar text for multiple strategies. I have found that
familiarity with the story allows students to focus on specific elements.
It absolutely does not take away from the work, it adds to it.
Melanie Perkins
+++++++++++++++++++++++++++++++++++++++++++++++++
From: "Cathy Semkin" <cathy@iland.net>
Subject: [mosaic] word Problems
Date: Mon, 15 Apr 2002 17:56:44 -0500
Laura,
Thanks for the information on word problems. I tried your method, =
today, with some changes. I had great results! Everyone of my students =
thought it made a big difference when working math reasoning problems. =
And the number of correct problems per child was much higher than =
before!
Here's what I did with word problems:
1. Read the word problem. What is the "big idea" of the problem? =
Write it on a sticky note
2. Underline or circle all of the math words
3. What is the main idea for each sentence in which a math word was =
circled? Write the idea on a sticky note.
4. Using the above information make a connection or tell me about the =
"movie in your mind"!
Laura, I also tried this method with reading math directions on =
worksheets. I had my students cover all of the problems and examples so =
that the only thing they could see was the written directions. Then we =
proceed from there. It was amazing! Half way through the process one =
of my students said, "Oh, I know how to do this. I don't need you, Mrs.
=
Semkin!" That made me feel great!
Cathy
++++++++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Mon, 15 Apr 2002 20:26:32 EDT
Subject: [mosaic] Math Problems
Cathy,
Great adaptation of the strategies. I teach second, what grade are you in?
I like the "big idea" terminology. We just went for something that
jumped
out telling us that it is a money, time, calendar problem. What did you do
with the directions?
Laura
readinglady.com
+++++++++++++++++++++++++++++++++++++++++++++++++
Date: Mon, 15 Apr 2002 22:49:07 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] HELP...
Hi..I have an ESL student that moved to the U.S. from the country of
Angola. I teach fifth grade. The boy is 13. I was on maternity leave at
the time of his enrollment and because of his size (he fits right in)
the age kind of slip past. His father is a graduate student at a local
university. Dad thought he should probably begin in fifth grade because
of the academic differences. Here is the dilema...Dad has an internship
which pulls him from school for the last two weeks. Dad works with him
at night and is very supportive. The boy is charming but has lots of
behavior issues. Let's just say - all the teachers know him.
Anyway...should he enroll while on the internship if only for 1-2 weeks?
(I have students that have missed 1-2 weeks for a family vacation
before.) Interesting enough, the internship happens to be in DENVER.
With the coalition, what opportunities might be offered to my student
while in Denver? Any suggestions on school systems with great ESL
programs? I hope that there are many Denver folks on this list. :) What
are your thoughts now that we have caught this two year age difference?
Do you think we should try to put him in a higher grade? Dad has
informed me that he should have been in sixth in Angola. He learns
quickly...but struggles with Science. I make lots of adaptations to the
curriculum. Thanks for your thoughts. Shelly
+++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Schofield, Jacqueline" <SchofieldJ@ramnet.k12.ny.us>
Subject: RE: [mosaic] forward/question
Date: Tue, 16 Apr 2002 08:21:31 -0400
I am curious to see people's responses to this question. I was wondering
the same thing myself. I tend to think that it would be ok to revisit a
previously read book. In a way, you know that all children have had that
"experience" related to the story. Actually, when I was teaching my
text to
self lesson, the children made a text to text connection, of a previously
read book, and then I read that book again to see if we could discover other
TTS connections, and it proved to be successful.
+++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Hock, Wendy" <hockw@ramnet.k12.ny.us>
Subject: [mosaic] returning to text
Date: Tue, 16 Apr 2002 08:29:09 -0400
Hi Jami!
I frequently reuse text already read. The kids can focus on the strategy I
am working on better when they already know the story. In the beginning of
the year I try to read a lot of texts as read alouds that I plan to use
later in the year. When the kids make a big deal that the text is something
they already read, I tell them that they are lucky they already know so much
about the text and that they will now be able to learn even more about it.
I find the kids really like returning to familiar texts anyway!
Wendy
+++++++++++++++++++++++++++++++++++++++++++++++++
Date: Tue, 16 Apr 2002 09:09:19 -0500
From: Pat Watson <pwatson@sfasu.edu>
Subject: RE: [mosaic] returning to text
One of the theorists I talk with my students about is Louise Roseblatt. She
categorized reading as being from either an efferent or an aesthetic stance.
Efferent is reading to learn, gain information, etc. Aesthetic is reading
for the pleasure of language, the story, etc.
I've always liked to read a story the first time from a purely aesthetic
stance...no lessons, just enjoyment. Then I like to pull those texts back
out to use of instruction later. Of course, this isn't a "rule." I
frequently break it myself....just a general guideline.
There's a great video from Joanne Hindley's book In the Company of Children.
She demonstrates how she returns to a text in minilessons.
I think there are lots of good reasons to read a book more than once!
pat
Patricia Watson
Elementary Education
Stephen F. Austin State University
pwatson@sfasu.edu
936-468-1884
+++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Nicholson, Kristin Leigh" <nicholsok@ramnet.k12.ny.us>
Subject: [mosaic]
Date: Tue, 16 Apr 2002 11:22:57 -0400
Jami-
In response to your question about using the same book to teach different
stategies- I often do this. I find the fact that the children already know
the book and hopefully enjoyed it -they are more able to focus on the
stategy your teaching and working on. It also shows children that good
readers use different stategies at different times for different purposes.
Kristin-Leigh
++++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Tue, 16 Apr 2002 11:51:18 -0500
From: Claudia Sharp <cshar110@neisd.net>
Subject: Re: [mosaic]
Lucy Calkins call these books touchstone books. Quality books provide models
of writer's craft that
children should be encouraged to emulate and study. They look at how the author
created a mood or
developed a character, etc. Each child could have their own favorite books to
return to over and over
as they explore their own unique voices.
+++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Lam, Ivan" <LamI@ramnet.k12.ny.us>
Subject: [mosaic] Using the same book for a different strategy
Date: Tue, 16 Apr 2002 14:50:48 -0400
Hi, everyone. This is specifically for Jami. I think you can always use the
same book later on in the same year for teaching something new or just
reviewing something that has been taught already. I have used the same book
over and over again in my classrooms, and it was working. I think it is a
good method as long as the purpose of doing that is clear and sound, and it
is met.
Ivan Lam
++++++++++++++++++++++++++++++++++++++++++++++
Date: Tue, 16 Apr 2002 13:35:11 -0700 (PDT)
From: Rachel Miller <millerr0809@yahoo.com>
Subject: [mosaic]
Hi everyone - I am going to be modeling the
visualization strategy and was wondering if anyone had
any suggestions on books to use with a 4th grade
class. Thank you, Rachel
+++++++++++++++++++++++++++++++++++++++++++++
From: Kim Sheffield [mailto:snowlc@yahoo.com]
Sent: Tuesday, April 16, 2002 11:15 AM
Subject: same book
Jami,
What a great insight about pulling the same book out
for another strategy! Yes, I think that's a great
idea. As readers we don't just use one strategy, so I
think we absolutely SHOULD pull out that same text
later for another strategy. Explaining to the kids
that, "Before we used this text to look at (e.g.)
questioning, now we going to take a look at this same
text, only with inferring." And you never know when
one strategy will make another one "click". I feel
it's more of an authentic way of reading than only
using certain books for certain strategies.
Also, the power of reading a text over and over is
amazing. Try it!
One of my teachers did this for a demo class.
She had her 3rd grade students read "I, Too" by
Langston Hughes. On the first day she told them that
it was a challenging piece of text, it was going to be
hard, but she knew they could do it. The 1st day she
had them code their thinking with a blue color pencil
(after reading the text a couple times together and a
discussion). Then they shared their thinking about
the text and finally, what strategies they found
themselves using and why?
The next day, she brought out the same poem. After a
review and another discussion, she had them code their
new thinking in red pencil. For the sharing that day,
they discussed their new thinking, what strategies
they used on the 2nd day (many readings), and how they
were different readers from the day before.
The last day, she had them pull out the same poem.
Instead of discussing the actual poem. She had them
reflect about their process from the 1st reading to
this day. What did they do as readers to tackle such
a challenging piece of text? What did they learn
about themselves as readers?
The students were amazing! They generated an anchor
chart, not about the poem or even a specific strategy,
but a list of how to "tackle" challenging text. Now,
these kids have had strategy instruction at some level
for 3 years; however, I think kids will suprise us if
given the chance, right?
Thank you for letting me share that with you.
Good luck,
Kim Sheffield
Literacy Coordinator
Newark Unified
++++++++++++++++++++++++++++++++++++++++++++
From: Vaccaro, Elise [mailto:vaccaroe@ramnet.k12.ny.us]
Sent: Tuesday, April 16, 2002 3:12 PM
Subject: Questioning
Hi, I was just wondering with this strategy is it helpful to delay
questioning after reading a story to the class? For example, after you read
a story do you wait to ask the questions or do you ask them immediately
after reading the story? Also, any suggestions for a book to read to a
Kindergarten or First grade class while using this strategy or is any book
good? Thanks!
Elise
+++++++++++++++++++++++++++++++++++++++++++++++
From: PhilSharonElder@aol.com
Date: Tue, 16 Apr 2002 19:58:15 EDT
Subject: Re: [mosaic] FW: Questioning
We ask questions before, during and after reading a story. I think it's
important that kids see that questioning can begin with a title or book
cover.
Sharon
1st/AL
+++++++++++++++++++++++++++++++++++++++++++++++
From: "Donna Baker" <baker@sprint.ca>
Subject: [mosaic] Questioning
Date: Wed, 17 Apr 2002 05:05:28 -0400
I agree, we want kids to think that comprehension occurs throughout
reading. They are trained to think of comprehension as "questions"
they
answer after reading. If we do all our thinking after the text is read,
then we are sending the wrong message to kids. When I do think alouds I
always make sure I have some thoughts before reading by looking at the
title, flipping through the pictures, reading the back. Then I make sure I
mark at least two spot in the text (maybe 1/3 of the way through, and then
a little further on) and then for sure some thinking after reading.
Donna
++++++++++++++++++++++++++++++++++++++++++++++
From: "Donna Baker" <baker@sprint.ca>
Subject: [mosaic] Visualizing
Date: Wed, 17 Apr 2002 05:01:20 -0400
Hi Rachel,
I just bought the book "Knots on a Counting Rope" by Bill Martin Jr.
and
John Archambault. It has wonderful parts in it for visualization and is a
beautiful rhythmic book, about a boy who is blind and wants to see the
colour blue. One page has several sensory images on it:
Morning throws off
the blanket of night
Yes, I hear sunrise
in the sound of the birds...
Sky touches my face...
soft, like lambs' wool
Another part describes the wind both in sight and sound. I would highly
recommend this book.
Donna
++++++++++++++++++++++++++++++++++++++++++++++++
From: "Cathy Semkin" <cathy@iland.net>
Subject: [mosaic] Math Problem Solving
Date: Wed, 17 Apr 2002 06:58:03 -0500
Laura,
I teach the young gifted. I have Kindergarten through Fourth grade in a =
pull out program. Each grade coming one day a week. In Missouri, =
curriculum for the gifted must be "differential" from the regular
=
classroom, thus I work with reasoning activities most of the day. Now, =
you know why I am so interested in MOT. It is a perfect "vehicle"
for =
organizing information for reasoning across subject lines.
For reading math directions, I began by having my students cover all of =
the problems and examples on the worksheet. Why? Many "math guesser"
=
including myself skim the written instructions, "read" the example,
=
reason how to solve the problems from the example and make many =
mistakes! So not having the distraction of the actual problems, helps =
to focus and develop a schema for solving the problems. Then my =
students followed the same steps as we used for word problems! Monday, =
we used this procedure for each page of math reasoning problems. Half =
way through this exercise, one of my "world champion guesser" said,
"Oh, =
I know how to do this, Mrs. Semkin! I don't need you!". Being "fired"
=
by a fourth grader can be very rewarding!
One more interesting story. I taught my third graders, yesterday, this =
strategy. However, the week before I had showed them how to use a tree =
diagram. This teaching was before I had this new strategy. Everyone of =
the third graders thought they "knew" how to reason the word problem
=
because it too use a tree diagram and had similar story characters! So =
they didn't want to use the new strategy. Not ONE of those children =
reasoned the correct answer although they used various forms of the tree =
diagram. Interesting, huh?
Cathy
++++++++++++++++++++++++++++++++++++++++++++++++++++
From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] FW: Questioning
Date: Wed, 17 Apr 2002 08:34:06 -0700
Questions happen before, during, and after reading. Often the cover of the
book, or the title, or the author's name can inspire questions. I model
questioning throughout. I love Chris VanAlsberg's books for this strategy.
Melanie
++++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Schofield, Jacqueline" <SchofieldJ@ramnet.k12.ny.us>
Subject: [mosaic] same book
Date: Wed, 17 Apr 2002 11:32:09 -0400
Kim,
What a great idea. I especially like the use of the different colored
pencils. Something so simple can make such a difference in making the
point!!
Jackie
++++++++++++++++++++++++++++++++++++++++++++++++++
From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] HELP...
Date: Wed, 17 Apr 2002 08:51:17 -0700
Hi,
It sounds like your ESL student could benefit from every U. S. school
experience he can get. I would enroll him. Will he be returning to your
school in September, or after those two weeks? If not, attending school in
his new location will give him a chance to make friends before the long,
lonely summer starts.
I lived in Denver for two years. At that time, Cherry Creek School District
was very well thought of. It still is. It's a very large and diverse
district, and changes somewhat demographically from north to south. Leslie
Blauman teaches in the south end of this district. You can contact PEBC to
find out where teachers they are working with are teaching.
How does this child "fit" with fifth graders socially and emotionally?
It's
my experience that ELL kids have an easier time catching up with language
and academic issues if they don't have to work so hard socially to fit in.
The gift of an extra year, resulting in adequate time to adjust, is often
the greatest gift we can give an child. By the time they reach middle
school, all of the kids are maturing at such different rates that the age
difference probably won't make much difference.
Melanie
+++++++++++++++++++++++++++++++++++++++++++++++++
From: "Kadus, Alisa" <kadusa@ramnet.k12.ny.us>
Subject: RE: [mosaic] FW: Questioning
Date: Wed, 17 Apr 2002 11:57:41 -0400
"Hi, I was just wondering with this strategy is it helpful to delay
questioning after reading a story to the class? For example, after you read"
Hi Elise- Whenever I'm modeling a text during a read aloud, I put sticky
notes on hte parts of the text that I want to come back to right after I
finish the book. This way, the book does not get so interrrupted during the
reading and it's more enjoyable. Aftewards, I go back and explan my
thinking of the parts I posted with the stickies. I think you need to share
any strategy (especially questionaing) while it's still fresh in their
minds) -Alisa
++++++++++++++++++++++++++++++++++++++++++++++++
From: "Vaccaro, Elise" <vaccaroe@ramnet.k12.ny.us>
Subject: [mosaic]
Date: Thu, 18 Apr 2002 09:05:20 -0400
R
Hi Alisa,
Your suggestion will be helpful cause I was just thinking that asking too
many questions could stop the flow and make the children a bit frustrated. I
will use sticky notes and see how it goes! Thanks!
Melanie,
I will look for some books from Chris VanAlsberg. Is he appropriate for K-2
grade? Thanks
Elise
++++++++++++++++++++++++++++++++++++++++++++++++
From: "Lam, Ivan" <LamI@ramnet.k12.ny.us>
Subject: [mosaic] ESL Student from Angola
Date: Thu, 18 Apr 2002 15:17:24 -0400
Shelly-
Hi. Good to hear from you again. I think it would be a good idea to enrol
him anyway, especially his father wants to do it this way because of the
academic differences. Currently, the big problem seems to be the behavior
issues that he has. Does he behave like this because of the language barrier
or solely his own personality or other things? Does he have friends? Is he
liked/accepted by other kids? Finding out why he has all these behavior
issues might be the first step to help him not only academically but also
socially. I don't know any thing about Denver and its school systems
there.Let's keep in touch. Have a good day.
Ivan Lam
+++++++++++++++++++++++++++++++++++++++++++++++++
Date: Fri, 19 Apr 2002 10:50:11 -0500
From: Marsha Cuttill <cuttillm@mfhs1.mfsd.k12.il.us>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
HI,
Our school district just purchased Stephanie Harvey's new video series
"Strategies in Action". The vidoes are wonderful and appropriate for
all
age groups. I would recommend both the video series and Stephanie
Harvey's book "Strategies That Work. It is great to see the strategies
carried out in a real classroom setting. Debbie Miller, the primary
teacher in these videos, just published a new book for primary teachers
called "Reading With Meaning" from Stenhouse. I have heard that it
is
super. What is valuable about the Stenhouse site, is that you can read the
books on-line to see if they are worth purchasing. Hope this helps.
Marsha C.
"Education's purpose is to replace an empty mind with an open one-"
Marsha Cuttill
Maroa Grade School
120 S. Locust
Maroa, Il 62756
cuttillm@mfhs1.mfsd.k12.il.us
++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] sharing lessons from Pat Watson
Date: Fri, 19 Apr 2002 18:22:09 -0500
Pat Watson shares the following lessons and request. The first one was sent
as an attachment previously but I wanted to cut and paste it for all to read
here. I especially like that Pat has designed these lessons for upper grade
students:
"Ginger- It's fine with me if you cut and paste them. However, I'd like
to
add the request that anyone who tries these lessons send me feedback. I'm
really curious as to the impressions classroom teachers have of the format,
etc. Send the feedback to the listserve. Pat"
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
DETERMINING IMPORTANCE
LESSON PLAN
Strategy to be taught: Determining Importance of Text through Very Important
Points (VIPs)
State the TEK : (I included 2 grade levels because I taught the same lesson
to a 5th grade and a 7th grade class).
(5.10)Reading/comprehension. The student comprehends selections using a
variety of strategies. The student is expected to:(F)determine a text's main
(or major) ideas and how those ideas are supported with details (4-8)
(7.10)Reading/comprehension. The student uses a variety of strategies to
comprehend a wide range of texts of increasing levels of difficulty. The
student is expected to: (F)determine a text's main (or major) ideas and how
those ideas are supported with details (4-8);
Resources
Three sections of a story from Reader’s Digest, October 2001. Title: “Teen
Heroes.”
Copies for each student and enlarged versions of the first two stories on
overhead transparencies.
Sticky notes cut into three strips.
Chart paper and marker.
Script the lesson:
Introduce the strategy
Have you ever known someone who, when they say, “I saw a great movie last
night.” you know never to say, “Oh, really? What was it about?”
My sister is that way. If you make the mistake of asking, she’ll give
you
the whole plot, blow, by blow! It takes almost as long as watching the movie
itself and you know everything that will happen before you see it.
Well, some of us make that same mistake as readers. We have a hard time
deciding which bits of information are most important for us to remember.
And so we try to remember everything and our brains go on overload. We don’t
remember anything very efficiently!
Today we’re going to learn a reading strategy that can help you when you’re
reading for information. It’s called Very Important Points, or VIPs for
short (from Linda Hoyt’s book Read, Reflect, and Retell).
Hand out stories and sticky notes to each student.
Modeling and Explanation
Use the story “The Boy Who Phones a Friend” for modeling.
Read the story aloud from the overhead as the students read along. As you
read, think-aloud about which points might be most important to remember.
(See arrows on text.)
Place all three arrows before getting to the end, then conduct a mental
dialogue of decision making.
“I know I have to have the part about Albert taking the program national
because that’s the conclusion. I also need the first one because that’s
the
main idea. I have to decide which of these two middle ones to move.
Demonstrate writing a brief summary from these points on the chart paper.
Guided Practice
Use the story “The Girl Who Sounded the Alarm” for Guided Practice.
Go
through the same steps as with the first story. Use Shared Reading, then ask
the students to talk with a friend about where they would put their
stickies. Have partners contribute ideas. Move the stickies around,
summarizing the story each time, until consensus is reached.
Write summary on chart paper.
Independent Practice
Have the students read “The Girl Who Cares for Kenya” independently,
placing
their sticky notes as they go. Then have them get with a friend, compare
choices, negotiate, and briefly write a summary.
Ask for volunteers to read their summaries. Use chart paper to record, then
compare and discuss differences.
Response (tracks)
Sticky notes
Written summaries
Chart paper
Application and Reflection
Use Determining Importance poster in the room to remind students when this
strategy might be useful to them. Review strategy and practice again prior
to TAKS.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
Here is another lesson from Pat:
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
SAMPLE LESSON PLAN
VISUALIZING
Strategy to be taught: Visualization (picture in the mind)
TEK: (5.10) Reading/comprehension. The student comprehends selections using
a variety of strategies. The student is expected to:
(D) describe mental images that text descriptions evoke (4-8)
Resources:
Maniac Magee, by Jerry Spinelli, Chapter 7 (the frogball incident) for
modeling and guided practice. Chapters 8 and 9 for independent practice.
Individual student copies.
Drawing paper divided into 4 squares. (Idea adapted from Allen and Gonzalez
in There’s Room for Me Here, Stenhouse).
Chart paper for demonstration.
The Lesson:
Introduce the strategy:
People who are experts in reading have spent a lot of time studying what
good readers do in order to help all of us become better readers. One of the
differences they’ve found between good readers and poor readers is that
good
readers are able to “see” the story in their mind as they read. It’s
like
having a movie in your head. A good reader can visualize what is happening
in the story as he reads. How many of you do this when I read out loud to
you? How many of you can do this when you read? It’s something we all can
practice and get better at.
Modeling/Explanation:
Our shared reading book right now is Maniac Magee. We’re going to practice
visualizing as we read today.
Begin reading first section of Chapter 7 (see breaks marked on attached
copy). Stop at the break and say, “I could really see McNab in my mind
from
the way Spinelli described him. He’s really big for an elementary kid,
and
mean. He throws an unbelievable fast ball.” I’m going to quickly draw
how I
imagine him in the first box of my paper. (Demonstrate on chart paper).
Continue reading second section of Chapter 7. Stop at the break and say,
“Maniac is just as clear in my mind. He’s the opposite of McNab, little
and
scrawny, but he’s cocky.” Draw M.M. in the second box of the chart
paper.
Guided Practice:
“Follow along as we read the next section. I’m going to have one of
you come
and draw what you imagine as you read.” Read the third section. Engage
the
students in discussion of what they imagine. What did they see in their
minds? Have a student come up and draw in the third box. Allow one or two
others to add details to the drawing.
Do the same with the fourth section of the chapter.
Independent Practice (the next day):
Read chapter 8 (shared reading). Stop and discuss mental images. (This
chapter is only two pages. This will serve to remind the students what we
were doing yesterday.)
Read chapter 9 (shared reading). Students draw a story map using four boxes
as the day before.
Application:
Hang Visualization poster (from readinglady.com) in room to refer to.
Continue to use the 4-box story map during shared reading as long as needed.
During reading conferences question students about their mental images,
especially when they have chosen books rich in imagery.
Response:
Four box story map. See description in modeling, guided, and independent
practice.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
Be sure to send Pat feedback!
Pass along any lessons you have tried! Sharing helps us all!
Ginger
moderator
++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Christopher Shumway" <cshumway@tds.net>
Subject: [mosaic] MOT study guide
Date: Fri, 19 Apr 2002 21:24:49 -0400
I am attempting to start a staff development professional reading grroup. I
was wondering if there is a Study Guide available that any of you know of
for Mosaic of Thought. I have two for Strategies that Work, but not for
MOT. Thanks in advance!
Verona/GA/4
+++++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Sat, 20 Apr 2002 10:05:28 EDT
Subject: [mosaic] MOT Study Guide
I do have one that was developed on my site. Go to the
www.readinglady.com
click on Comprehension Tab
Once there in the left colum you will see a link for a Study Guide
Laura
readinglady.com
++++++++++++++++++++++++++++++++++++++++++++++++
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