> Julie - have you seen the nonfiction convention notebooks on the tools
> page. If not take the time to look at it. A couple of the primary
> teachers at my school and I with my 4/5 students have used it recently
> with our kids and have been very pleased with the results. What I did
> to start our study was to go to the school library, as well as my
> classroom library, and pull a large stack of nonfiction books. On the
> first day, the kids worked in pairs with a self-chosen book and marked
> with sticky notes anything they noticed that was different from a
> fiction book. Many times they didn't know the name for the convention,
> but they recognized that it was not something they usually saw in a
> fiction book. I then used the nonfiction convention notebook and
> introduced one convention per day. I would begin by sharing one example
> of the convention that I had found. We talked about what the convention
> looked like and what its purpose was. Then, I had students who thought
> they had found another example of this convention in their book share
> their examples. Finally, I had the children complete that page in the
> nonfiction notebook. I left it up to them whether or not they copied an
> idea from a nonfiction book or came up with their own. Some students
> decided to do theme books. For example, one boy focused on motorcycles.
> For labels, he drew a picture of a motorcycle and labeled all the parts.
> For Table of Contents, he came up with chapter titles he thought might
> be in a book about motorcyles. Etc. I loved doing this unit. The
> students learned to recognize many nonfiction conventions, learned their
> purpose, and additionally became more excited about reading nonfiction.
> Today, we began a genre study of feature articles. This will be our
> last big writing project for the year. We use Time For Kids magazine
> and all year we've referred to the centerfold article as the feature
> article. These magazines are filled with the nonfiction conventions. I
> am going to have my students type their feature articles up and display
> them on 8 1/2 x 11 paper. I am going to require that they incorporate 5
> nonfiction conventions into their presentation. We just started today,
> but their interest is high. And, we haven't even picked out topics yet.
> Once they do this I really expect the enthusiasm to grow. Anyway, I'm
> not sure if this is what you needed or not, but I hope it is helpful.
> Martha/4/5/az
++++++++++++
>
> From: "Donna Baker" <baker@sprint.ca>
> Subject: Re: [mosaic] non-fiction conventions
> Date: Tue, 27 Apr 2004 05:03:21 -0400

> Julie,
> I always start with a non-fiction convention treasure hunt, where I list
the
> conventions that I want students to pay attention to, and they have to try
> to find examples in the texts provided. I do not give them any
instruction
> or direction to start.
> After allowing time to explore, I have students share their
"understandings"
> of what the text conventions are. We then begin to develop a class chart
> (which my 4/5 students copy into their notes) Text convention/How it helps
> the reader
> The individual student project is to create a booklet demonstrating the
text
> convention, (using cut outs from magazines) labelling it and writing on
each
> page the name of the convention and how it helps the reader.
> My students always love this activity.
> Donna
+++++++++++
>
> From: SKosmoski@aol.com
> Date: Tue, 27 Apr 2004 05:30:48 EDT
> Subject: Re: [mosaic] PWIM
>
> Have you seen the History Alive series? With the text come literally scads
of
> primary source documents--pictures, charts and graphs, cartoons--you name
it.
> Many of their teaching techniques revolve around creating scenes and
building
> scenarios. Seems like it would support tour efforts. The American memory
> website is also filled with pictures--
> Mary Anne
++++++++++++
>
> Date: Sun, 25 Apr 2004 15:28:56 -0700
> Subject: Re: [mosaic] DRA
> From: "Patricia Kimathi" <pkimathi@earthlink.net>
>
> What is the difference between the QRI and Johns BRI has anyone ever used
> both? I have used BRI and I wonder if the QRI is better?
> Pat Kimathi
++++++++++
>
> Date: Tue, 27 Apr 2004 06:27:27 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] non-fiction conventions

> And we end our unit with a scavenger hunt in much the same way.
>
> Lori (1-2)
+++++++++++++
>
> Date: Tue, 27 Apr 2004 04:26:15 -0700 (PDT)
> From: Julie <sisjulie1@yahoo.com>
> Subject: Re: [mosaic] Assessments for Reading First Grants

> I don't know about the Reading First, but I had
> concerns when I used DRA that it was not valid as an
> indicator of reading on grade level. The reason I fel
> this way was because of the fact students could
> remember the story and do well on the test, but not
> necessarily be able to read anything else at that
> level. So while the information DRA gave me as a
> teacher was extremely valid, it bothered me that in my
> district according to DRA everyone was reading on
> grade level, but according to other assessment data
> and in my professional opinion the students were not
> reading on grade level.
++++++++++
>
> Subject: RE: [mosaic] DRA
> Date: Tue, 27 Apr 2004 07:51:52 -0400
> From: "Judy Kelly" <kelly@monroe.k12.mi.us>

> I haven't used both but below is a list of what the QRI tests.
>
> What does the QRI assess?
>
> Word automaticity
> * Word identification
> Prior knowledge
> Word accuracy in context
> Word acceptability in context
> * Comprehension
> * Retell
> Implicit and Explicit Questions
> Independent comprehension level
> * Instruction comprehension level
> * Frustration comprehension level
> Oral reading
> Silent reading
> Look backs
> Miscue analysis for diagnosis and instruction
> Narrative with and without pictures
> Expository text
++++++++++++

> Date: Tue, 27 Apr 2004 08:01:10 -0400
> Subject: Re: [mosaic] Assessments for Reading First Grants
> From: "Michele Balars" <balarsm@fc.manatee.k12.fl.us>

> It's been my experience that, even when a students tests at a DRA level
> that is comparable to their grade level, there is usually information to
> suggest room for improvement (generally either in the area of fluency
> and/or comprehension). According to what I read in the DRA manual, student
> mastery of a level is only achieved if their accuracy score is 94% or
> above AND their comprehension score is in the adequate range. Is this
> consistent with the scores you've gotten on your students who still don't
> read on grade level with other grade level text? I'm always interested in
> other assessments to correlate with DRA - when you find this discrepancy,
> what other assessments do you use to help you more accurately pinpoint
> where your students are?
>
> Michele
> 3-5 Reading Coach
+++++++++++
>
> Date: Tue, 27 Apr 2004 07:50:51 -0700 (PDT)
> From: lei <lcamara3@yahoo.com>
> Subject: RE: [mosaic] PWIM

> How about using pictures from National Geographic...I
> put a call out for old issues and they make wonderful
> teaching material all cut out and mounted on a thin
> margined construction paper background, laminated...
> Have found NG especially good for science, social
> science.
> Leilani
+++++++++++
>
> Date: Tue, 27 Apr 2004 08:19:38 -0700 (PDT)
> From: Yvonne Greene <myvonnegreene@yahoo.com>
> Subject: [mosaic] [MOT] Chapter 3 thoughts very long

> 1) What were your thoughts on Salvador, and after reading the Cisneros
> piece?
> I was able to picture Salvador fairly clearly. The idea that he had so
much responsibility and was unknown to so many, including his teacher,
breaks my heart. It makes me want to reach out to all. This piece is a
reminder to me that children have so much more to deal with than just
playing and coming to school.
>
> 2) Quote: p. 33 - "The point," I pulled them back together, "is
> engagement. The point is that you knew whether or not you understood."
> ... "My concern," I told them, is that many children are not so engaged as
> they read. They don't know when they're comprehending."
>
> Going from this quote, why is it important to understand how comprehension
happens? How does being aware of our own use of strategies help us teach
our children? Is it a pre-requisite for teaching reading to our children?
> Being aware of the strategies enables us to model them for children. Are
the strategies a prerequisite? I am not sure. I think before I had
knowledge of the strategies as outlined in MOT, I was teaching the smaller
subskills such as main idea and cause and effect. Do the strategies
eliminate the need for such skills? Not necessarily, but to say someone who
only teaches skills is not teaching comprehension at all is unfair as well.
I discovered MOT as I journeyed to teach comprehension more effectively to
students. I strongly believe that modeling comprehension is a more
effective way to teach students to think as they read, and to do that, I
must be aware of my own comprehension.
>
> 3) When you read about Sharon Sherman-Messinger's experience in her
> classroom, what were your thoughts? How are her children like, or unlike,
> your own?
> The quote that struck me from the experience of Sherman-Messinger was on
page 35. "Many don't seem to know that they can expect text and pictures to
have meaning, and that the meaning is inherently interesting and worth
paying attention to." This means that my wiggle worms need more modeling
and direct instruction. They may not have experienced books before. My job
is to open a new world to them. I must share why I love a book, how this
book is important to me, or how it changed my thinking. In doing so, I
begin to open the world for the students who don't know how to respond to
books.
> The idea that students don't know what to expect of books may be the
perfect place to begin. Start the year with a picture book and share why it
is the best book ever. Share why the pictures help your understanding.
Model your love and the purpose of books from the first day. That may help
students understand the purpose of books.
>
> 4) Is reading a passive activity? Why or why not?
> If I am doing the things I have mentioned above there is no way reading is
passive for me. I must be picturing and questioning and inferring. While
these things are happening in my head I am not a passive reader.
>
> 5) Quote: p. 37 - "When thinking about our students, we need to ask
> whether they are aware enough of their thinking during reading to solve
> problems they may encounter and enhance their comprehension as they
> read."
>
> How can we find out? How can we instruct in such a way that they do
> become aware, and use the strategies? What can we do, what do you do, to
> introduce and reinforce the notion of monitoring one's reading?
> I am not very good at this. I need to have more discussion time and more
modeling time. I also believe that using the ideas and methods of
conversation during discussion will help children as they read. I have not
read K2K yet, but it is on my summer list. I believe it holds and integral
key to helping with comprehension. If students can comprehend conversation
and learn to listen, they will be better at listening to the "reading voice"
in their head. I must model this for students so they understand what
should be happening, and how to fix it! Gradual release is so important to
help learning happen.
>
> 6) Sharon teaches a strategy for up to 8 weeks. Is that enough? Is it
> too much? How can we be sure we've spent enough time on a strategy?
> I believe the answer to this lies in your students needs. I have spent
most of the year on schema because I feel that my students need the
repetition and the practice to make it real. We have also worked on
visualization some. Those are the only strategies we have made it through.
Others may have groups who completely understand both ideas and can spend
2-3 weeks reviewing before really digging deep into other strategies. I
don't think a blanket statement of you must teach this strategy for this
length of time is applicable to every student or class. You must do what
your students need. I think we know a strategy is mastered when we see the
strategy being applied spontaneously throughout the day in all subject
areas. When most of the students seem to be using and understanding then it
may be a good time to move to the next strategy.
>
> 7) Sharon looked up at the lights of her classroom, a signal that
> should would think out loud. Describe the signal that tells your children
you
> are about to think out loud. Why is a signal important?
> I put the book in my lap. The students then know I can't be reading
because the book is upside down. This lets them know the words are no
longer in the book, but are in my head. Students need to have a signal so
they know exactly when you are modeling instead of when you are reading. It
makes the modeling more clear to them.
>
> 8) Going back to the chapter title, what is it that lies beneath?
> Deeper meaning lies beneath when you think through what you read. I also
walk away owning more (the information becomes par of me) when I read slowly
and process the information I read, be it fiction or non-fiction.
++++++++++++
>
> Date: Tue, 27 Apr 2004 08:32:02 -0700 (PDT)
> From: Yvonne Greene <myvonnegreene@yahoo.com>
> Subject: [mosaic] [MOT] Chapter three question
>
> As I was looking back over my notes from Chapter 3, I noticed I had lots
of questions written. Most of them were How can I...? The biggest one I
need ideas on is: How do you conference with each student daily? Page 40
says "The codes provide a focus for Pat's daily reading conferences with
each child."
>
> Thanks in advance for ideas!
> Yvonne
++++++++++
>
> Date: Tue, 27 Apr 2004 14:16:20 -0400
> From: Patsedmail@aol.com
> Subject: Re: [mosaic] PWIM
>
> Can you please tell me what is the website for American Memory?Pat
+++++++++
>
> Date: Tue, 27 Apr 2004 11:27:03 -0700
> Subject: [mosaic] American Memory
> From: Melody Pinkston <mpinkston@yumaed.org>

> memory.loc.gov
++++++++++
>
> Date: Tue, 27 Apr 2004 21:36:32 +0100 (BST)
> From: jgousan@hotmail.com
> Subject: [mosaic] Birthday Calendar

> Hi
>
> Please click on the link below and enter your birthday into my calendar.
It's quick, easy and you'll be helping me out:-).
>
> http://www.BirthdayAlarm.com/dob/15193475a859713764b904
>
> Jan
+++++++++++
>
> Date: Tue, 27 Apr 2004 17:07:26 -0400
> Subject: Re: [mosaic] Assessments for Reading First Grants
> From: "Beth Severson" <seversob@fc.manatee.k12.fl.us>

> Like you, Michelle, we have had a lot of success using the DRA to inform
> instruction as well as an assessment that is a reliable predictor of
> performance on our state assessments. Using the DRA, we were within two
> percentage points of identifying those students who would perform below
> achievement level. I think it is critical to attend to the retelling
> section as well as using a fluency scale. With longer texts, an even
> higher accuracy rate is recommended (97% or higher for independent level).
> It is certainly a tool that requires ongoing training to refine our
> expertise....
>
> Beth Severson
> Reading Coach
> Samoset Elementary
+++++++++++
>

> Date: Tue, 27 Apr 2004 17:32:44 -0400
> Subject: Re: [mosaic] PWIM sites and pictures
> From: Katie Keier <bluskyz@mac.com>

> Here are a couple of websites with great PWIM information. The first one
is
> the book by Calhoun that is available to read online. The second is a
> website from a district that uses it and has created a step-by-step visual
> webpage showing teachers how to use PWIM. The last site is a school
> district that makes PWIM posters and sells them to schools and
individuals.
> I LOVE PWIM! Hope this helps get you started!
>
> http://www.ascd.org/publications/books/1999calhoun/1999calhountoc.html
> http://www.plrd.ab.ca/sites/bytes/web/pwim/pwim.htm
> http://www.aea8.k12.ia.us/index.cfm?nodeID=5211
+++++++++++
>
> Date: Tue, 27 Apr 2004 17:55:44 -0400
> From: "Julie Beebe" <jbeebe@irsd.k12.de.us>
> Subject: RE: [mosaic] non-fiction conventions

> Thanks Martha,
>
> I do have the conventions notebook all ready to go. Yesterday we did a
venn diagram noting the similarities and differences in fiction and
non-fiction. Today, I showed my kids the notebook and we went through it,
naming the conventions and comparing those to what we had listed on
yesterday's venn diagram.
>
> I was wondering about the part of the notebook that says, "Here's my
example of a ...". I told the kids they would be allowed to cut out
pictures from magazines for the photograph page. I guess those old
magazines are getting kinda of shabby anyway! Your idea looks like a great
one. I especially like the one boy's idea to make his notebbook a theme
throughout.
>
> Thanks for all your good ideas. I wish we could buddy our classes
together to share all this great thinking.
>
> Julie/DE
++++++++++++
>
> Subject: [mosaic] Struggling Readers Resources
> Date: Tue, 27 Apr 2004 18:23:50 -0500
> From: "Missy Bousley" <mbousley@sevastopol.k12.wi.us>

> About a month ago people responded to Laura Candler's question about how =
> to motivate older readers who struggle with a whole variety of =
> resources. I was hoping for some assistance on the publishers (ie. =
> where to find them for ordering purposes) of the resources suggested =
> through emails responding to Laura. The resources are listed below:=20
>
> Dragon Slayer's Academy Series
> Matt Christopher
> A-Z Mysteries
> DK Readers
> Spiderwick Chronicles
> The Eddie Dickens Trilogy
>
> I appreciate any help you can provide and would be interested in any =
> additional suggestions of reading choices that are motivational for =
> struggling readers.
++++++++++

Date: Tue, 27 Apr 2004 20:37:02 -0400
> From: "Christine Pruss" <prussc@danbury.k12.ct.us>
> Subject: [mosaic] literacy supervisor

> Hi, Our district will be interviewing candidates for a literacy
> supervisor in the next couple of weeks. the position requires an
> administrative certification and highly recommends a literacy degree.
> The job will entail formative/summative evaluations of staff, grant
> management, and literacy coaching in the elementary schools. I am
> struggling to think of some quality scenarios/questions for the
> interview that will truly highlight these various skills. Any
> suggestions?
> Chris
+++++++++++
>
> From: CNJPALMER@aol.com
> Date: Tue, 27 Apr 2004 21:05:27 EDT
> Subject: Re: [mosaic] Assessments for Reading First Grants
>
> As a reading specialist, I firmly believe in triangulating data to
determine
> approximate reading levels (use 3 different data sources)...a test, any
test,
> is just a snapshot and any test has strengths and limitations. While I
realize
> classroom teachers really can't test every child three times with
different
> tests, we can use other data sources like classwork, standardized testing
and
> an inventory like the QRI to determine approximate levels. Notice that I
say
> approximate levels. It is likely that many of your students will have a
> different reading level in fiction vs. non-fiction, reading aloud vs
reading silently,
> etc. Having said that, I love the QRI. I find that it correlates well with
> the state standards Maryland sets (which are high, I understand, in
comparison
> to some states) and I find it reliable and valid in my setting...more than
any
> other IRI I have tried.
> Jennifer
> Maryland
+++++++++

> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: RE: [mosaic] Struggling Readers Resources
> Date: Tue, 27 Apr 2004 18:08:26 -0700

> Missy, I think I am the one who shared the first three suggestions. I
> have ordered the Dragon Slayer's Academy series and books by Matt
> Christopher from Amazon. I got the A-Z mysteries from a Scholastic book
> order. I think they are in there pretty frequently.
>
> Here is another suggestion that has hit big just in the last two weeks
> in my room. Books by Peg Kehret. They are a combination of adventure
> and mystery. I have a group of boys who can hardly read through them
> fast enough right now. I checked the AR site and they have them leveled
> across a range of 4 point something. I can't remember what level you
> were looking for. These would be a bit higher than the ones I
> recommended previously.
> Martha/4/5/az
+++++++++++

> From: MissWalsh1@aol.com
> Date: Tue, 27 Apr 2004 22:34:27 EDT
> Subject: Re: [mosaic] non-fiction conventions
>
> In a message dated 4/27/2004 5:05:44 PM Central Standard Time,
> jbeebe@irsd.k12.de.us writes:
> I was wondering about the part of the notebook that says, "Here's my
example
> of a ...". I told the kids they would be allowed to cut out pictures from
> magazines for the photograph page. I guess those old magazines are
getting kinda
> of shabby anyway! Your idea looks like a great one. I especially like
the
> one boy's idea to make his notebbook a theme throughout.
> For my second graders, I cheated a little. I wanted them to really have
an
> accurate example in their notebooks, so I went ahead and found a good
example
> or two of each convention and copied them for my students to glue in. I
> thought it was easier for them to then use the completed book as a
reference for
> future reading, and I don't have any old magazines because I am too poor
to
> subscribe to any! So many of my students have trouble even reading their
own
> writing, I figured that it would be useful to have an easy to read
example.
> However, I really like Martha's idea of making an entire convention book
on one
> topic. Perhaps I can arrange them in a book where the photocopied
conventions and
> their self-drawn examples are displayed together. Thanks, Martha!
++++++++++
>
> Date: Tue, 27 Apr 2004 22:48:24 -0400
> From: J Pettry <jdpettry@erinet.com>
> Subject: [mosaic] MOT Ch 3 discussion
>
> Hi Everyone,
>
> Thanks, Susan for the great questions, and thanks also for giving us
> more than a week to think about them. This is such a hectic time of
> year. I only have time for a few thoughts:
>
> 1) What are your thoughts on Salvador, and after reading the Cisneros
piece?
>
> I was glad that Ellin Keene read and reread the piece too! Years ago, I
> would have read it through one time, enjoyed its lyrical quality, and
> not thought about Salvador too much. Now I find myself rereading and
> thinking about this boy who seems to make himself invisible--so
> invisible his teacher can't even remember his name, this wounded little
> kid. Who wounded him? Who made him feel like he must apologize every
> time he opens his mouth? What is the "something" he keeps in the "cage
> of the chest (that) throbs with both fists?" It's interesting that at
> the end he is "disappearing like a memory of kites." How many of my
> students have lives like this? I think it helps to know their stories.
>
> 2) Quote, p. 33: "The point," I pulled them back together, "is
> engagement. The point is that you knew whether or not you understood."
> "My concern," I told them, is that many children are not so engaged as
> they read. They don't know when they're comprehending."
> --Going from this quote, why is it important to understand how
> comprehension happens? How does being aware of our own use of
> strategies help us teach our children? Is it a pre-requisite for
> teaching reading to our children?
>
> Yes, I think we have to be aware of our own use of strategies in order
> to teach them to the children. I used to assume that kids understood so
> much when they were reading. The longer I teach reading (and that's all
> I teach every day), the more I realize what kids don't know. And what
> they don't know they don't know. I know longer assume if I'm teaching
> surface structure strategies such as "Go back and reread the sentence,"
> that the student knows where to go back to and begin rereading, or even
> what rereading means. We've been working on nonfiction conventions and
> until I made the textmapping scroll of our last book, the students
> really didn't understand that the big print at the top of the page that
> we call a heading means we are talking about something different on this
> page, and when there isn't a heading, we are still talking about the
> same thing we were talking about on the previous page (of course I
> didn't assume they knew what "previous" meant!). I remember one of the
> listserv members talking about taking her kids out to play follow the
> leader so they'd understand "Which of the following" in the test
> questions (Thanks for the idea, Deborah). I find myself thinking
> through everything we're doing now, and thinking about what helps me
> decode AND comprehend text. I have to have a map and a plan if I'm
> going to help them problem solve their through the text.
>
> 3) When you read about Sharon Sherman-Messinger's experience in her
> classroom, what were your thoughts? How are her children like, or
> unlike, your own?
>
> When I started reading this section, I was transported back to a group
> of second graders I taught a few years ago. Lucy Calkins had been a
> keynote speaker at the Reading Recovery Conference that year, and she
> said two things that I've never forgotten.
> First, she told a story about being in a room with leaders of school
> districts from all around the country. She had them go around the room
> and lay out their problems with reading instruction. She said that the
> first person said, "It's comprehension, starting in third grade." The
> second one said, "Ditto." As they continued around the table, they all
> said, "Ditto." Calkins said the problem is that we aren't teaching
> comprehension UNTIL third grade. She then talked about having kids "turn
> and talk" during a read aloud.
> Armed with these thoughts and my new copy of The Art of Teaching
> Reading, I decided to do a read aloud and try "turn and talk." The
> kids looked at me like I was from outer space! They should have been
> LISTENING while I read the story?!!
>
> This is more than a few thoughts, and it's bedtime, so I'll skip to
> number 8: What is it that lies beneath? I think it's what the text
> becomes to us--that special interpretation only we can give it, because
> of what we bring to it. Thanks again, Susan, for taking the time to
> help us think.
>
> Jan/OH
+++++++++++
>
> From: Patty526@aol.com
> Date: Tue, 27 Apr 2004 23:25:25 EDT
> Subject: Re: [mosaic] Writing Workshop for Parents of Kindergarten and 1st
grade Stude...
>
> Pat,
>
> I've done literacy workshops for parents of PreK - grade 2 that focus on
> activities for parents to replicate at home with their own children.
After a
> brief presentation, during which their children are occupied in a literacy
> activity, the parents work with their own children in guided activities,
or at
> centers. Materials are available in Spanish, including a mini-book that
is given to
> them. The mini-book contains much of the information presented to them
that
> evening. I'd be happy to forward it to you directly if you would like to
see
> the mini-books and schedules for the three evening program, called Family
LINK
> (Literacy is Nurturing Kids).
>
> Patty Marseglia
+++++++++++
>
> From: "Georgina J. Pipes" <gpipes@bellsouth.net>
> Subject: RE: [mosaic] literacy supervisor
> Date: Tue, 27 Apr 2004 22:50:47 -0500

> I work as a regional reading coach for our state reading initiative. Last
> year, I helped several schools/systems with the recruitment and hiring
> reading coaches. I have listed below some of the questions we used for
this
> process. Hopefully they will at least provide you with some ideas. Good
> luck!
>
> *Describe your philosophy concerning effective reading instruction.
>
> *What strengths do you bring to the table that would make you qualified to
> lead reading program efforts in our school?
>
> *How would you begin developing an intervention program to meet the needs
of
> struggling readers?
>
> *How would struggling readers be identified? served? progress monitored?
>
> *Assessing student strengths and weaknesses is key to determining the
> reading ability of students. What assessments are you familiar with
> administering and what useful information is contained in the results that
> would assist teachers in meeting the needs of our students?
>
> *Are you familiar with guided reading? If so, how would you effectively
> group students for reading instruction?
>
> *Part of your duties would include ongoing staff development in effective
> reading instruction. How would you go about approaching this task?
>
> *Would you feel comfortable going into classrooms and modeling effective
> reading lessons for others to observe?
>
> *Do you read professionally? How can you see professional literature
playing
> a role in ongoing staff development?
>
> *This job isn't an administrative position, however, many times it is
viewed
> by others as such. How would you handle this new role of not being a
> teacher, but not being an administrator?
>
> *Are there areas of professional weakness where you would like to grow
> concerning providing effective reading instruction? Explain.
>
> Georgina Pipes, Ph.D.
> Regional Reading Coach
> Alabama Reading Initiative
+++++++++
>
> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: RE: [mosaic] non-fiction conventions
> Date: Tue, 27 Apr 2004 20:55:21 -0700
>
> I don't think you were cheating at all! Remember I'm working with 4th
> and 5th graders. We each need to take and modify things for what works
> with our particular group of kids. We cut pictures from our Time For
> Kids magazines for the photograph page. The idea of doing theme books
> came totally from my students and not all of them did this. I mentioned
> that a couple of the primary multiage teachers at my school have done
> the notebooks, too. We talked about how it wouldn't matter if they did
> them again when they came to me. We all know they will draw from the
> activity at a different level each time they do it. Here is one neat
> thing we did. One of the PMA classes had completed theirs before my
> class had started. Their teacher had brought a couple of them to our
> study group and her kids had done a great job. I asked her if I could
> borrow a couple to show my class as examples of quality work. She asked
> some of her students and they agreed. They were so proud. Next time I
> will ask them to come and share their work. I thought of this too late.
>
> Martha/4/5/az
++++++++++
>
> From: "Donna Baker" <baker@sprint.ca>
> Subject: [mosaic] Non Fiction Conventions
> Date: Wed, 28 Apr 2004 05:11:40 -0400
>
> Forgot to tell you that my Scavenger Hunt is on the tools page - go to
> Worksheets/Reporting and look under "Text Features Search"
> Donna
+++++++++++
>
> Date: Wed, 28 Apr 2004 07:11:07 -0400
> From: "Christine Pruss" <prussc@danbury.k12.ct.us>
> Subject: RE: [mosaic] literacy supervisor

> thanks. These certainly help focus some of my thoughts. I appreciate it!
> Chris
++++++++++
>
> From: <JATShaw@aol.com>
> To: <mosaic@u46teachers.org>
> Sent: Tuesday, April 27, 2004 10:44 PM
> Subject: Re: [mosaic] Struggling Readers Resources
>
> > Peg Kehret has a very interesting personal story that she relates in
Small
> > Steps: The Year I Got Polio. She tells about her battle with polio when
> she was
> > in seventh grade and her struggle to relearn to walk, and I think,
> > personifies courage. Your kids might enjoy learning more about this
> author. I did. :)
> > Judy S.
> > http://www.pegkehret.com/ For more information.
+++++++++++
>
> Date: Wed, 28 Apr 2004 06:47:01 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] non-fiction conventions

> Last year when I did this with my kids as first graders, I did have them
> draw but we worked together to brainstorm an idea that would illustrate
> the concept and fit with our desert studies unit . I would model the
> drawing, they would essentially copy it. When we did caption, provided
> a choice of three desert-related photographs for them to select from.
> When we did scale, my kids could easily draw the Saguaro cactus and they
> knew how many people tall it could be, so I showed them how to take a
> simple stick figure and turn it into a nice silhouette. We would never
> have finished the book if the kids each generated their own. It's not
> cheating, it's modification.
>
> Lori
+++++++++++
>
> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: [mosaic] Peg Kehret
> Date: Wed, 28 Apr 2004 06:13:07 -0700

> Your kids might enjoy learning more about this
> author. I did. :)
>
> Thank you, Judy! I printed out her biography and will order her book
> today after school. I want to look at some of the others she has
> showcased on her site. There is one about writing and another about
> stray dogs, that the titles just spoke to me. My kids will definitely
> be interested in learning about her. We're about to finish My Side of
> the Mountain and they've asked me to do one of her books for our final
> read aloud. I have to go to the school library and see what we have.
> Any suggestions of a good one?
> Martha/4/5/az
+++++++++++
>
> From: JATShaw@aol.com
> Date: Wed, 28 Apr 2004 10:17:48 EDT
> Subject: [mosaic] Survival Books

> I think there are 2 others in that series: On the Farside of the Mountain
> and Frightful's Mountain. Julie of the Wolves is good. And if your kids
are
> into survival stories, Gary Paulsen's Hatchet is great also. ( My
recollection
> is that our kids read On the Other Side of the Mountain as a prelude to
6th
> grade camp and had to construct some of Sam's inventions.) I just rec'd
> Paulsen's Woodsong (recommended by someone on this list) which tells of
his own
> experiences with sled dogs....the book back talks about the Iditarod. Our
adult
> new readers enjoy Paulsen's books, so I'm anxious to get someone started
on this
> one. (when I finish it!) Judy S. PS Kehret's story is a different type of
> survival book, one equally courageous.
+++++++++++++
>
> Date: Wed, 28 Apr 2004 08:04:17 -0700 (PDT)
> From: Kim Sheffield <snowlc@yahoo.com>
> Subject: [mosaic] nonfiction conventions

> I always do this too. After the kids have their
> books, we write reports using the conventions. They
> love this and I found much more transfer to other
> subjects. Connections, connections, connections, euh?
>
> Kim Sheffield
++++++++++
>
> Subject: RE: [mosaic] virus
> Date: Wed, 28 Apr 2004 13:15:27 -0400
> From: "Judy Kelly" <kelly@monroe.k12.mi.us>

> Have you heard that Ellin Keene' s father had a stroke? She had to
> cancel our workshop today.
++++++++++
>
> Date: Wed, 28 Apr 2004 14:05:45 -0700 (PDT)
> From: Michelle York <teacher24_70@yahoo.com>
> Subject: [mosaic] Martha/Ginger--activating/modifying schema with
>
> I just want to clarify the revised columns. So it has the following 5
columns instead of 3 from KWL?:
>
> 1) What We Think We Know
> 2) Wow! We Were Right!
> 3) Our New Learning
> 4) Questions We Have Now
> 5) Misconceptions
>
> >>>It is a simple modification of the KWL chart that I've seen have
> tremendous impact on students' thinking about their nonfiction learning.
The traditional headings, as we all know, of a KWL chart are What We Know,
What We Want to Know, and What We've Learned. With this chart the headings
are What We Think We Know, Wow! We Were Right!, Our New Learning, Questions
We Have Now, and Misconceptions. >>>
>
>
> Michelle York
> Remedial Reading
> Highland Park Central Elementary
> Topeka, KS
+++++++++++
>
> Date: Wed, 28 Apr 2004 16:41:52 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: [mosaic] [Fwd: [Fwd: [MWPROJECTS] Crosspost: Creating a
Literature Anthology]]

> I put this list together for someone on the Middleweb listserv and then
figured, maybe it might interest some of you as well.This is my poetry
> collection of themed collections.
>
> Lori

> > It's About Dogs (Johnston)
> > I love this collection, being a dog lover. Great poetry all about
my favorite animal.
> >
> > A Rhumpus of Rhymes, A Book of Noisy Poems (Katz)
> > Every poem is about a noise--made my kids start listening, intently,
to their world.
> >
> > Mammalabilia (and many other by same author) (Florian)
> > Simple and playful but fact-filled as well. Makes that research
connection visable.
> >
> > Horizons (and several others by same team) (Yolen and Stemple)
> > A great series of poems written by Jane Yolen in response to themed
collections of photos taken by her son.
> >
> > A Cold Snap! Frosty Poems (Baird)
> > Another themed set of poetry, single author, all about cold weather.
> >
> > Once Upon Ice (Ed. Yolen)
> > Similar to A Cold Snap, illustrated with photos rather than
illustrations, beautiful stuff
> >
> > Family Poems (Hollyer)
> > A big fat collection of poetry, themed to lots of aspects of family
life. Sections for moms and dads and grandmas and the like.
> >
> > Silver Seeds (Paolli and Brewer)
> > The most amazing accrostic poetry that is all about nature. I love
this book.
> >
> > The Dragons are Singing Tonight (Prelutsky)
> > You guessed it, dragons. Sophisticated by Prelustky standards.
> >
> > Antarctic Antics (Sierra)
> > The whole book is about penguins and the poems are loaded and I mean
LOADED with factual information.
> >
> > The Bug in Teacher's Coffee And Other School Poems
> > Mrs. Cole on an Onion Role And Other School Poems (Dakos)
> >
> > Daddy Poems (Micklos)
> > About fatherhood.
> >
> > Marvelous Math (Hopkins)
> >
> > Lunch Money and Other Poems About School (Shields)
++++++++++

> Date: Wed, 28 Apr 2004 16:43:04 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Ellin Keene's father

> How sad. I'm sure she will have the telepathic support and best wished of
teachers all across the
> country.
>
> Lori
++++++++++++++
>
> Date: Wed, 28 Apr 2004 19:21:17 -0400
> From: "Julie Beebe" <jbeebe@irsd.k12.de.us>
> Subject: Re: [mosaic] ordering books with PO's

> I just spent hours on amazon.com finding books to do my strategies
lessons. I am using a large part of my budget to purchase these books. Now
I find out that amazon does not accept purchase orders. I have bought all
my other books myself or checked them out of the library. Does anyone have
any idea where I could get books online with a PO? (Scholastic does not
have many of the books I want.) Thanks for your help,
>
> --
> Julie Beebe
> NBCT 2001
++++++++++++

> Date: Wed, 28 Apr 2004 19:23:56 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] ordering books with PO's

> Julie,
>
> I use Amazon as my search engine and try to give my business to locally
owned, nonfranchised bookstores. We live in a pretty small town, but thirty
minutes away is the small town bookstore of my dreams. I make lists of
books and the bar code numbers, then dial my 800 number to the local
bookstore. They give me a discount, they don't charge for shipping, I
consider the owners friends. You might consider supporting a
> locally owned bookstore. They are all struggling to compete.
>
> Lori
+++++++++++
>
> Date: Wed, 28 Apr 2004 19:27:10 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Writing Workshop for Parents of Kindergarten and1st
grade

> I was very lucky and got to do some observing in the elementary school
where Diane
> Sweeney worked, Harrington. I was so impressed with the common areas of
the
> school. There were lots of areas for comfortable seating, books available
for
> reading in the hallway and prominently displayed was a free for the taking
(or
> borrowing) rack of paperbacks designed to support literacy at the
community level.
> I felt very much that they were walking in the footsteps of Shelley
Harwayne in
> Going Public. Maybe taking it to the hallways is the route to go.
>
> Lori
+++++++++
>
> Date: Wed, 28 Apr 2004 20:31:57 -0700
> Subject: Re: [mosaic] DRA
> From: jane weinstein <janewein@gwi.net>
>
> On Tuesday, April 27, 2004, at 04:51 AM, Judy Kelly wrote:
>
> > I haven't used both but below is a list of what the QRI tests.
> > What does the QRI assess?
> >>
> Can you please spell out the QRI ? I'm not familiar with the the
> assessment.
+++++++++++
>
> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: RE: [mosaic] Martha/Ginger--activating/modifying schema with
> Date: Wed, 28 Apr 2004 17:42:09 -0700

> Yes, you've got it! My favorite part of the chart has been the
> Questions We Have Now part. As we are working our way through the
> electric circuit lessons, the kids are coming up with many questions.
> Some of them have been answered in a later experiment and we added what
> we found out to the new learning column. Yesterday, after our lesson,
> we were sharing new learning and questions and the students had so many
> and it was the end of the day, I had to leave a sticky note pad out and
> told them they could add to the chart any time.
>
> Martha/4/5/az
+++++++++++++
>
> From: CNJPALMER@aol.com
> Date: Wed, 28 Apr 2004 21:02:26 EDT
> Subject: Re: [mosaic] DRA
>
> Qualitative Reading Inventory-3
> Jennifer
+++++++++++
>
> From: <milesandtannymcgregor@fuse.net>
> Subject: [mosaic] Anne Goudvis/short story
> Date: Thu, 29 Apr 2004 2:21:23 +0000

> A couple of years ago, Anne Goudvis gave a workshop in my school district.
She used a short story entitled "Dale". I cannot remember the author's
name. I would really like to use this story for an inservice that I am
giving. Does anyone out there know of this short story? Maybe Anne has
used it with other schools?
> Tanny
+++++++++++
>
> From: "Kathy" <teach@willinet.net>
> Subject: Re: [mosaic] Anne Goudvis/short story
> Date: Wed, 28 Apr 2004 21:50:19 -0500

> Tanny,
> I may have this in my office. We had Anne here a few years ago. I do
> remember the story. I'm back in the office on Friday. I'll look for it.
>
> Kathy
+++++++++++++
>
> Date: Thu, 29 Apr 2004 04:44:03 -0700 (PDT)
> From: Jessica Trueblood <truebloo27@yahoo.com>
> Subject: Re: [mosaic] Martha/Ginger--activating/modifying schema with
>
> I used this chart this week with my kindergarten students during our
insect unit. We read a nonfiction text about ladybugs. It was so
gratifying to hear them shout out, "Wow, we were right!" Jessica
>
> Michelle York <teacher24_70@yahoo.com> wrote:I just want to clarify the
revised columns. So it has the following 5 columns instead of 3 from KWL?:
>
> 1) What We Think We Know
> 2) Wow! We Were Right!
> 3) Our New Learning
> 4) Questions We Have Now
> 5) Misconceptions
>
> >>>It is a simple modification of the KWL chart that I've seen have
> tremendous impact on students' thinking about their nonfiction learning.
The traditional headings, as we all know, of a KWL chart are What We Know,
What We Want to Know, and What We've Learned. With this chart the headings
are What We Think We Know, Wow! We Were Right!, Our New Learning, Questions
We Have Now, and Misconceptions. >>>
>
>
> Michelle York
> Remedial Reading
> Highland Park Central Elementary
> Topeka, KS
+++++++++++++

> From: VRCOOPER@aol.com
> Date: Thu, 29 Apr 2004 11:05:07 EDT
> Subject: [mosaic] Need a poem for 6th grade graduation
>>
> Could someone please share an appropriate poem or two 6th grade
graduation.
> thanks in advance
> Vicki
+++++++++++
>
> Date: Thu, 29 Apr 2004 09:50:20 -0700
> From: "Poulin, Sarah" <SPoulin@lkwash.wednet.edu>

>
> Just wanted everyone to know that this book is in Troll May book order
> for grades 3 and 4. Code number is V90700.
>
Sarah Poulin
3rd Grade
Robert Frost Elementary
++++++++++++

> Date: Thu, 29 Apr 2004 12:52:44 -0700
> Subject: [mosaic] Recommended books for strategy lessons?
> From: Diane Chapin <dichapin@comcast.net>

> Do you have suggestions as to what books would be recommended books to
order
> to teach strategy lessons? We are quite new to the concept of balanced
> literacy and MOT. We teach grades K to 5. Thank you!
> Diane
+++++++++++
>
> Date: Thu, 29 Apr 2004 15:23:03 -0500
> From: "Donna mynatt" <Donna.mynatt@gpisd.org>
> Subject: Re: [mosaic] Recommended books for strategy lessons?

> Snapshots, by Hoyt
> Strategies That Work, by Harvey and Goudvis
> Teaching Reading In Social Studies, Science, and Math, by Robb
> Reading Strategies That Work, by Robb
> Revisit, Reflect, Retell, by Hoyt
> Craft Lessons, by Fletcher ( writing mini-lessons)
>
> These are all excellent resources for mini-lessons and strategy
> instruction. I hope this helps.
>
> Donna Mynatt
> Reading Support teacher
+++++++++++
>
> From: CuriousNMB@aol.com
> Date: Thu, 29 Apr 2004 18:04:28 EDT
> Subject: [mosaic] Strategy Songs CD
>
> Does anyone have the address to order the STrategy Song CD by Tanny and
Miles
> McGregor? I want to order one and can't find the address or website.
Thanks,
> Donna in SC
+++++++++++
>
> Miles and Tanny McGregor
> 231 Eastwick Drive
> Cincinnati, OH 45246
> milesandtannymcgregor@fuse.net
>
> Pricing:
> $10.00 per CD (U.S.)
> $15.00 per CD (Canada)
> includes shipping and handling
+++++++++++++

> Date: Thu, 29 Apr 2004 18:56:04 -0700 (PDT)
> From: Heather Wall <heather_wall_2000@yahoo.com>
> Subject: RE: [mosaic] PWIM
>
> >my plan is to work hard this
> > summer taking photos! My frustration in using this
> > model is the lack of photographs available with
> > content that supports our science and social
> > studies curriculum.
>
> Try searching under the "images" section of Google.
> You have to be careful (a few "unsavory" pics), but
> you can find pictures of just about anything there.
>
> Heather Wall
+++++++++++++=
>
> Date: Thu, 29 Apr 2004 22:35:14 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] testimonials needed

> I am a literacy coach serving 4th, 5th and 6th grade teachers in
> Spartanburg, South Carolina. Some of the biggest professional reading
> committments in my life have grown from posts on the Mosaic of Thought
> listserve. Particpants in this listserve have challenged me to read
> widely and reflectively. The list serve membership is my "critical
> friends group," my resource of first (and last!) resort when I can't
> find what I need to teach reading comprehension effectively. This
> listserve is one of my professional "lifelines" to effective literacy
> instruction. Many heartfelt thanks to Ginger for the hard work she has
> invested in this resource.
+++++++++++++
>
> Date: Thu, 29 Apr 2004 22:42:19 -0400
> From: Carroll Hockman <johcar79@comcast.net>
> Subject: [mosaic] Google images

> I knew nothing of this "web gem" until a few months ago when someone
mentioned
> it on this mailring. Google images is a true find for teachers. To
illustrate
> virtually anything you might need for school you can do a search and put
> several pictures in powerpoint in a manner of minutes.Virtual picture
files!
+++++++++++
>
> Date: Thu, 29 Apr 2004 19:57:19 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] Google images
>
> It's a wonderful resource for the classroom, and I often use it to find
> sites about particular topics. For instance, when the students wanted to
> know more about ferrets, because we will have 3 as class pets next year,
we
> went to google first. When we wanted to see movies of jellyfish this
week,
> we went to google to find them.
>
> Please be careful, however, not to re-use the pictures on your website, or
> other published source, unless there is a notation somewhere on the
> original site that the picture is not copyrighted. Most government
> pictures can be used, but others often copyright. Copyright is implied,
> even if it isn't stated.
>
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
++++++++++++
>
> Date: Thu, 29 Apr 2004 23:00:11 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] Assessments for Reading First Grants

> This is very interesting to me.
>
> For about 6 years I have used the DRA to assess a wide variety of
> students, from title one to gifted. On their records of oral reading
> the students scored anywhere from just below grade level to three or
> four grade levels above placement... and on their retelling, they scored
> anywhere from just below grade level to a year or so above. This tells
> me that even our gifted students can word call... but they have a hard
> time understanding what they are reading ....
> PJ
> 4th, 5th, 6th grade and plan for fall...
> PJ
> 4, 5, 6 and lit coach
++++++++++
>
> Date: Thu, 29 Apr 2004 23:27:47 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] literacy supervisor

> My all time favorite interview question in the area of literacy: "In
> your opinion, what should inform the literacy instruction of an
> elementary school classroom teacher?"
> My favorite answers include "kidwatching and notetaking," and "an
> ongoing documented close watch on student work samples."
> PJ
++++++++++++
>
> Date: Fri, 30 Apr 2004 05:58:31 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Assessments for Reading First Grants

> The DRA is becoming a very weighted assessment in our district, with more
and more
> pressure to retain children who do not meet specirfic levels by the end of
each
> grade. I do not believe in retention, by and large, and am fearful that
our
> dropout rate, already astronomical, is simply going to continue to grow
and grow.
>
> That said, I am determined that if the DRA is to become high stakes, then
I will
> fight fire with fire. In December, we spent lots of time with me reading
and then
> retelling and the class soring in my retelling (DRA rubric enlarged to
ledger paper
> size). My children began to understand how their retellings are scored.
We also
> did peer retelling, which the kids really enjoyed, with a knee to knee
read aloud
> to a partner and then a retelling scored by the partner. They had
wonderful
> discussions, and were very supportive of one another as they explained to
each
> other what could have been done differently. My children were able to
sustain
> comprehension at levels higher than in the fall, coming closer to the word
calling
> levels that PJ mentions.
>
> It is that time of year again and this time I had planned a week of the
same warm
> up--the modeled retell, but my best teachers, those wonderful short people
on the
> floor in front of me, had a better idea. They wanted to stand up in front
of the
> class and have a go at a retell, willing to be scored by their peers (we
run
> through characteristics for each element and take a finger vote,
discussing any
> close calls). I am so impressed by their level of comfort with this.
Yesterday a
> little boy who has had struggled far more than most with comprehension and
has
> recently been referred stood up in front of the group and did an excellent
job (the
> text I read aloud was one that he could have read himself, I use a variety
of text
> difficulty levels). He scored a well earned 20 on his retelling (please
know that
> a 10 is status quo), beaming from ear to ear. He needs lots of think
time, and
> there were definate lags in his telling but my kids did not jump in at any
point to
> prompt (we use ONLY tell me more during this modeling). When he finished
I praised
> them for giving our speaker time to think and asked them how they knew he
did not
> need a prompt. One little guy said, "Well, if you looked at this face you
could,
> like, SEE the wheels turning." And you could, you could tell he was
giving this
> recall/retell everything he had and remembering is an issue for him. He
had to dig
> deep. I had to laugh when he renamed all the characters in the simple
Clifford
> Book (one of the readers) but did not name Clifford, as a peer told him
that he
> did a great job with the characters' names but forget to name Clifford.
My speaker
> looked at the group, raising one eyebrow as only he can, and said, "Well,
weren't
> any of YOU listening to the story?" To him, that was obvious, and so he
learned
> one more thing about a retelling, you can't assume that your audience has
read the
> book.
>
> PJ, one more comment. I am not sure it is always a bad thing that
wordcalling
> exceeds comprehension. I certainly want children to comrpehend, but when
I put
> this in a personal perspective I have to admit that I could wordcall
technical
> text--say medical or computer geek stuff--without knowing what I read. I
think it
> is more importnat that kids know that this mismatch happens and
understanding the
> difference between wordcalling and really reading.
>
> Lori
+++++++++++

> Date: Fri, 30 Apr 2004 06:04:45 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: [mosaic] testimonial

> I teach in a rural community where geography influences the availability
> of ongoing, professional discussions and professional growth
> opportunities tend to be relegated to summer classes sponsored by the
> district. The Mosaic listserv has supported me in raising the level of
> implementation of MOSAIC strategy instruction in my classroom and has
> allowed me to network with likeminded teachers across the country.
> Dialogue that is ongoing provides more support to professional growth
> and has encouraged me to be more reflective in my practice.
>
> Lori Jackson
> 1-2 Looping Teacher
> Mission SD
+++++++++++
>
> From: "Tena Flanagan" <tflanagan@colbertcountyschools.org>
> Subject: Re: [mosaic] Martha/Ginger--activating/modifying schema with
> Date: Fri, 30 Apr 2004 08:42:10 -0500
>
> I have a question about the misconceptions column. When do you fill
> this in? after? during? Do you move things the students thought they
> knew but were wrong in this column as they discover they are incorrect?
> Thanks for this great idea!
> Tena
+++++++++++
>
> From: garcia karen <kgarcia@dorchester2.k12.sc.us>
> Subject: RE: [mosaic] ordering books with PO's
> Date: Fri, 30 Apr 2004 10:17:25 -0400

> Try The Reading Source at thereadingsource.com
> They also give a discount of about 30% I think.
>
> Karen
+++++++++++
>
> From: "Maureen" <MaureenHC@comcast.net>
> Subject: Re: [mosaic] Martha/Ginger--activating/modifying schema with
> Date: Fri, 30 Apr 2004 10:25:41 -0400

> MessageHi Martha. I like the KWL chart, particularly the opportunity to =
> discuss misconceptions. I am wondering about the source of your revised =
> KWL. Also, I am wondering where "What we want to know" (questions =
> before reading) fits in. Thanks, Maureen
+++++++++++++

> Subject: [mosaic] Teaching re-reading
> Date: Fri, 30 Apr 2004 08:32:14 -0700
> From: "Cosgrove, Coralie" <ccosgrove@lkwash.wednet.edu>

> I have had a teacher who has asked me for some ideas for how to teach
> students to re-read. If any of you have some specific ideas I would
> love to pass them along to her.
>
> Here is what I wrote to her so far.
>
> "I think I would start by creating a chart listing the reasons a reader
> re-reads. For example,
> pleasure, confusion, deeper understanding, to figure out theme, to look
> for connections, to find answers to questions, to determine main idea,
> ....etc.
>
> Then I might spend a few days modeling several of these. For example,
> bringing in a book or a poem that you can't understand the first time
> you read it. And the next day, rereading a favorite book because it is
> so enjoyable. Maybe bringing in a book that you have that you
> repeatedly read since it is a favorite. You could model test taking
> skills by reading a book or poem and having them go back into the text
> in order answer questions..."
>
> Thanks for your thoughts!
>
> Coralie Cosgrove
> WA
> Reading/2nd grade
+++++++++++
>
> Date: 30 Apr 2004 10:35:12 -0500
> From: Tonya Cogan <tcogan@eldoradoschools.org>
> Subject: Re: [mosaic] testimonial

> Lori,
> we are thinking about looping here at our building. any thoughts you
> might pass on to us?
> tonya
+++++++++++
>
> Date: Fri, 30 Apr 2004 08:46:01 -0700
> Subject: Re: [mosaic] Google images
> From: Melody Pinkston <mpinkston@yumaed.org>
>
> If you go to the "Advanced Image Search" at Google, there is a "Safe=20
> Search" feature.
>
> Melody Pinkston
> Literacy Coordinator
> Yuma District One
> mpinkston@yumaed,org
+++++++++++
>
> Date: Fri, 30 Apr 2004 11:23:28 -0500
> From: elephant@FoxValley.net
> Subject: [mosaic] Update on Ellin Keene's father

> Ellin Keene wanted me to pass on to you all that it looks good for her
father.
> He has some paralysis on his left side but is very strong and will be
starting
> physical therapy next week. He is coming home this weekend. She
especially
> wanted to thank you for your prayers and thoughts.
>
> This is great news.
> Ginger
> moderator
++++++++++
>
> Date: Fri, 30 Apr 2004 12:55:11 -0400
> From: Michele Eble <mau_aca_me@nwoca.org>
> Subject: Re: [mosaic] Teaching re-reading

> Coralie,
> How about rereading to uderstand directions for putting things together,
> or rereading directions of a recipe. I know I reread these all the time!
> Michele
> Lit. Coach, OH
++++++++++
>
> Subject: [mosaic] Literacy Coaches
> Date: Fri, 30 Apr 2004 10:02:45 -0700
> From: "Shultis, Robin" <Robin.Shultis@kent.k12.wa.us>

> Hi Coralie,
> Could you email me your district's list of duties and responsibilities =
> for literacy coaches. My district is headed in that direction.
> Robin
+++++++++++
>
> From: Marla Estes <mestes@morleystanwood.org>
> Subject: RE: [mosaic] Literacy Coaches
> Date: Fri, 30 Apr 2004 13:46:14 -0700

> Coralie,
>
> I would also like to see your list for literacy coaches is possible.
>
> Thanks,
>
> Marla
+++++++++
>
> Date: Fri, 30 Apr 2004 13:47:33 -0700
> From: "Doris Kemp" <doriskemp@sd28.bc.ca>
> Subject: Re: [mosaic] literacy supervisor

> Our Aboriginal Education Department is in the process of hiring a
> ESL/ESD coordinator for Sept/04 and I've been asked to sit on
> the hiring committe. I would also like some suggestions for
> interview questions. The job description is also evolving but
> would entail both direct instruction to students (in an itinerant
> capacity) as well as supporting staff at schools with high
> ESL/ESD numbers (4-5). Thanks in advance.
+++++++++++

> From: "mary l bettez" <rid23598@ride.ri.net>
> Subject: RE: [mosaic] looping
> Date: Fri, 30 Apr 2004 17:09:02 -0400

>
> I teach at a middle school (grades 6-8.) Due to certification issues we
loop
> 7-8. This is my second time looping with students. It is one of the best
> experiences I have ever had teaching. We know both the students and
parents
> intimately. During my first experience we noticed dramatic gains in
> students both academically and behaviorally about 1/3 of the year into the
> second year. I must say that the group I have now is a dream come true. I
> can not say that for the first group. We had major problems with students
> that had behavioral issues. Initially, several teachers on my team (new
to
> teaching) were pulling their hair out due to the behavior problems that
> students presented in the 7th grade. However, by the time these students
> finished the loop they had made dramatic gains in self-control.
>
> Mary Lou
++++++++++

> Date: Fri, 30 Apr 2004 16:52:09 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Teaching re-reading

> Could you be a bit more specific? Are we talking about rerunning
sentences or
> encouraging the habit of rereading entire texts?
>
> Lori
++++++++++++
>
> Date: Fri, 30 Apr 2004 16:56:37 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] testimonial

> If you are moving down for the first time (say, an entrenched 2nd grade
tacher picking up a
> group of first graders), you must plan to be crazy for awhile. Most of
the things that will
> make you crazy can be tied to instructional practices which aren't
appropriate (and I'm not
> being snied, just very honest). Next to multiage, looping is the best,
the very best!! I go
> to work every day and do things I love--reading, writing and math-- with
25 good friends. We
> weren't always good friends, and the professional relationship still
trumps the friendship,
> but I can honestly say we are friends. I was greeted today by a seven
year old boy with a
> pan of freshly baked (BY HIM) brownies. I thanked him and asked him what
inspired the
> treat. He said, "Well, we are all going to meet our reading goals this
month, you know."
> And they did, and he just put himself in charge of the celebration. I am
so proud of them,
> we are having a pizza party next week to celebrate a little bit more!
>
> Lori
+++++++++++
>
> From: "Meghan Schena" <megschena@hotmail.com>
> Subject: RE: [mosaic] looping
> Date: Fri, 30 Apr 2004 19:27:46 -0400

> I have been teaching for three years and my first two years I looped from
> third to fourth grade. I loved my first two years with my first group of
> students. I was able to jump right into the curriculum in September
without
> all of the interuptions of getting to know new students and their
abilities.
> I knew the parents and best of all I knew the students very well. It
was
> a great experience. The only problem is that it takes a while to get know
> the curriculum for the two grade levels, but I guess that comes in time.
> Next year I will be taking my third graders, who have many behavior
> problems, to the fourth grade. Hopefully I will have the same positive
> experiences as I did with my first class.
+++++++++++
>
> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: Re: [mosaic] questions about modified KWL
> Date: Fri, 30 Apr 2004 16:18:35 -0700
>
> Ginger demonstrated using this chart when she came and did model lessons
> at my school. Tony Stead, who wrote Is That a Fact? Teaching Nonfiction
> Writing in Grades K-3, had visited her room a month or so prior and done
> the lesson with her kids. I haven't read this book, so I don't know if
> the idea is from it or if maybe he has a new one out. I bet Ginger
> knows. This chart does not have a specific column for questions before
> reading, but you could add them to the questions column at the
> beginning. I didn't do this when I started my electric circuits unit,
> but instead chose to focus on the What We Think We Know. We started
> adding questions with the second lesson. We move ideas into the
> misconceptions area when we do an activity, or read something, or ask an
> expert and find out we were wrong. For example, one of my students
> thought that the bulb part of the light bulb was filled with compressed
> air. I wasn't sure, so asked our district science lead teacher, and was
> able to report back to the kids that there is no air in the bulb, it is
> a vacum, and we moved the prior thinking into the misconceptions area
> and added a note to our new learning. Next time a situation like this
> comes up, if I remember, I will have one of my kids pursue the
> information and share back. I'm doing my masters science class with her
> right now and just asked and didn't really think about how much more
> powerful it would have been to have the child ask her himself and report
> back. I really love how this chart is documenting how our thinking and
> learning are changing throughout this unit. I find we are using it with
> each science lesson. It's probably a fault of mine, but I just didn't
> refer so often to the KWL charts. This one just seems to have a more
> interactive feel to it.
++++++++++

> Date: Fri, 30 Apr 2004 21:55:38 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] ordering books with PO's

> Is it possible, in your school district, to obtain a purchase order "to
> reinburse employee"?
>
> A good many of the books that my teachers request are out of print, and
> so one of my best options is to find them used online (I prefer Amazon).
> I purchase the books with my online account, and have them sent to me
> at my school address. I turn the invoice/bill in to the business
> office, and they reimburse me.
>
> I usually set up the account for about $1500.00, and this takes me
> through a school year.
>
> By the way, I am still looking for a copy of a book about a waterfall by
> Jean Craighead George. The last time I looked online, it was running
> about $123...
>
> PJ
> 4,5,6 and Lit Coach
+++++++++++

> Date: Fri, 30 Apr 2004 19:43:54 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] ordering books with PO's

> At 06:55 PM 4/30/2004, you wrote:
> >By the way, I am still looking for a copy of a book about a waterfall by
> >Jean Craighead George. The last time I looked online, it was running
> >about $123...
>
> And the title would be?
>Hugs,
>Susan, in Phoenix
+++++++++++++
>
> From: CheriSumm@aol.com
> Date: Sat, 1 May 2004 01:41:22 EDT
> Subject: Re: [mosaic] literacy supervisor
>
> One question that I think reveals a lot about the candidates knowledge of
> literacy is, "How do you think children learn to read? How do they learn
to
> write?" This is a very general question, but will most often reveal the
candidates
> philosophy on how to teach reading and writing, as well as their level of
> knowledge and expertise.
+++++++++++
>
> From: Renee Goularte <phoenixone@mindspring.com>
> Subject: Re: [mosaic] Google images
> Date: Sat, 1 May 2004 08:48:24 -0700

> On the main Google page (www.google.com) just above the box where you
> type in your subject, there are some choices... "images" is one of the
> choices. If you type in the subject matter and click on "images" google
> will search for images of that subject.
>
> Enjoy!
> Renee (who loves Google and uses the phrase "just do a google" all the
> time)
++++++++++++
>
> Date: Sat, 01 May 2004 11:54:44 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] Need a poem for 6th grade graduation

> Don't know about a poem, but how about the picture book "Wishes for You"
> by Tobi Tobias?
> PJ
> 4,5,6 and Lit Coach
+++++++++++
>
> Date: Sat, 01 May 2004 12:57:31 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] ordering books with PO's

> Oh, Susan, the quotation you are using now is the best EVER!! and I
> agree!!!
> I think the title is "Up the Waterfall," but I have been told by at
> least two people whose opinions I respect that there is no such book,
> just a proposed one.
> PJ
++++++++++++
>
> From: "Michelle Hulke" <shelltchr@wowway.com>
> Subject: RE: [mosaic] ordering books with PO's
> Date: Sat, 1 May 2004 12:12:11 -0500
>
> Hi, Susan. I have the book I think you're talking about. It's called To
> Climb A Waterfall by Jean Craighead George. I bought a hardcover copy of
it
> in 1995. Have you tried half.com for it? You can put in on a wishlist
> there and they will notify you when it's available.
>
> Also, on barnesandnoble.com I see people listed as selling used copies for
> $17 or so.
>
> Hope this helps.
> Michelle, IL
+++++++++++
>
> Date: Sat, 01 May 2004 10:42:01 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] ordering books with PO's

> How about "To Climb a Waterfall" - it's used from $13.95 and it's by
> George. =)
>
> >>From Publishers Weekly
> In an opening Hudson River Valley scene of trees, mountains, water and
> mist, the reader is told "to climb a waterfall, go to the foot of the
> mountains." From there, an unnamed, barefoot child called "you" hikes up
> the course of a stream, through a trout pool and on up the canyon: "Turn
> over the rocks. If you are lucky you'll find a two-lined salamander." No
> salamander is visible, however; the creatures mentioned in the concise,
> detailed text often do not appear in the illustrations, dreamily beautiful
> landscapes viewed with awe from a distance. The use of the second person
> distances the reader still further. At the conclusion, for example, George
> (who collaborated with Locker on The First Thanksgiving) asserts that "the
> waterfall is now part of you." It's probably not a part of the reader,
> though, because Locker's sweeping oil paintings do not allow for the types
> of encounters with specific wood and stream creatures which fuel George's
> story. An unfortunate mismatch. Ages 4-up.
> Copyright 1995 Reed Business Information, Inc.
>
>
<http://www.amazon.com/gp/product/offer-listing/0399226737//102-6005362-5367
367?condition=all>
++++++++++++
>
> Date: Sat, 01 May 2004 10:44:26 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: RE: [mosaic] ordering books with PO's
>
> >I have the book I think you're talking about. It's called To Climb A
> >Waterfall by Jean Craighead George.
>
> It's PJ looking for it, but now I think I might need it, too. I found
that
> same title on Amazon. Used copies starting at $13.95, and it is out of
> print. =)
>
Susan Nixon
+++++++++++++

> From: "Kelley Kennedy" <kelleyken@msn.com>
> Subject: Re: [mosaic] Teaching re-reading
> Date: Sat, 1 May 2004 15:06:33 -0500

> Coralie,
> Your list sounds great so far. I would tell her to constantly model =
> rereading all year. I often say to my kids as I'm reading aloud, "I'm =
> going to reread this because. . . . " I know it isn't a fancy idea, but =
> I think your teacher friend should just model it all the time. She can =
> also guide her kids to reread during reading conferences; that way it's =
> authentic. This has worked well for my students. =20
> Kelley
++++++++++++

> Date: Sat, 01 May 2004 16:00:23 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: [mosaic] Slightly OT - Degas bronzes

> The Phoenix Art Museum has on loan a complete collection of Degas
bronzes -
> from the Brazilian museum. It's one of 3 complete collections in the
> world. How bad is it when:
>
> 1) All the way through you are thinking about how your students would
> respond to the artwork;
> 2) Half-way through you realize you are using comprehension strategies
> very similar to the ones we talk about every day here in order to
> comprehend the artwork; and
> 3) You get so annoyed at a mother ignoring her sons' questions that you
> walk over and answer them?
>
> =) All I can say is Wow! If this comes to a museum near you, don't miss
it!
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
+++++++++++

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