Subject: Rand Report info

Here is the information to access the Rand Report Ellin cited at her
workshop:

Go to the Rand.org website and look under publications. The title of the
publication there is Reading for Understanding.

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Teaching Tools addition
Date: Sat, 3 May 2003 21:22:04 -0500

Martha has generously shared her book groups MOT study questions with us. I
have added them to the "Teaching Tools" web page found at:

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

Go to STAFF DEVELOPMENT and look almost to the bottom for:

"Mosaic of Thought Book Group Study Questions by Martha

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] 4 more things from Ellin
Date: Sat, 3 May 2003 22:01:08 -0500

I have just added four files Ellin sent us.

go to: http://www.u46teachers.org/mosaic/tools/tools.htm

These three are found under STAFF DEVELOPMENT
1. Ellin Keene's "To Understand" List
2. Ellin Keene's "What is a Crafting Lesson?"
3. Ellin Keene's "A Closer Look at a Crafting Session"

The last one can be found under ASSESSMENT
4. Ellin Keene's "Ways to Demonstrate Use of Comprehension Strategies"

Enjoy!

Ginger
++++++++++++++++++++++++++++++++++++++++++++++++

From: DnnllySs@aol.com
Date: Sat, 3 May 2003 23:39:12 EDT
Subject: Re: [mosaic] 4 more things from Ellin

Mornin'
The MOT Conf, to say the least, was ever- exciting
This is awesome that Ellin continues to send study materials to use with our
students . Fantastic
This is,indeed ,a grand bonus
I cant wait to comment on ....

Bravo! Bravo !

Have aSun Filled Week

Susan/Chgo Rdg Res Tchr
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Donna Baker" <baker@sprint.ca>
Subject: Re: [mosaic] Help for a new school

I have been workshopping mosaic strategies at a high school that services
"low" kids this year. They have embraced the strategies and are
experiencing success in using them in many curriculum areas. They are
adapting and refining many of the ideas in Harvey's book, but I would also
highly recommend Tovani's book to any high school teacher.
Donna
++++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 04 May 2003 07:30:43 -0400
From: SKosmoski@aol.com
Subject: Re: [mosaic] Help for a new school

Hi all--
High school kids and their teachers are very different in focus and approach
than their elementary and middle school counterparts. First, they are
content specialists that teach at the high school level. They look carefully
at strategies that can be used with any text but most importantly, content
text.

I have worked with high school students and their teachers for many years.
They have a wonderful knack for using one piece of text in many different
ways.
This summer I am working with a group of high school intensive reading
teachers. We will use Chris Tovani's i Read it But I Don't Get It and Jeff
Wilheim's Reading Don't Fix No Chevy's and McRel's Reading in the Content
Areas.
I would be glad to help your brother or you if you choose to do the
presenting in any way. contact me at skosmoski@aol.com.
Mary Anne
++++++++++++++++++++++++++++++++++++++++++++++

From: "Julie/Kent" <kokes@kci.net>
Subject: [mosaic]
Date: Sun, 4 May 2003 21:13:54 -0600

Hello Everyone! I just had to write and share my joy with
you all - after all, you have helped me so much this past
year! Today was the day that the dreaded scores on our
state assessment in Reading were released - I am so
excited. We scored 87% proficient - with no
unsatisfactory scores! YAHOOO! YIPPEE! This was my
first year in 3rd Grade - there are so many factors that
make this success so sweet! My principal went and bought
noisemakers and cupcakes ... the p.e. teacher bought every
student a pop... we had an impromptu pep rally
celebration. It was a blast! Some of my kiddos got
tears, others were thanking me for helping them "pass",
etc. The majority of my school also celebrated with us -
lots of hugs, high fives, and smiles. We have been the
low school forever! Our K, 1, & 2 teachers got to share
in the accomplishment as we poured over the results -
cheering and tearing over each success! Last year, our
score was a 54%! Thanks for your encouragement,
collaboration, professional discussions, and reading
suggestions. All of it has changed me as a teacher and my
students reaped the benefits. I celebrate and share this
joy with each of you.

Thanks,

Julie
+++++++++++++++++++++++++++++++++++++++++++++++++

Hi Everyone! I have had a couple of e-mails asking me please
post my changes on this thread. To be quite honest, I am
having trouble putting the changes into words. Also, I doubt
that I did anything different than everyone else in this group
does in their own classrooms. Still, I will give it my best
shot.

Before my school year even started, I worked with my staff to
come up with a rough draft (very rough) of the district
reading framework based on the Colorado State standards. Now,
keep in mind that we were asked to do this in about 2 hours
without prior notice on the 3rd Friday in May. NOT the best
time/plan to get this project done but it was to be put in
place in the Fall. My background in using 4blocks and MOT
along with our district literacy coordinators 'idea' of what
the framework should look like got us going. We identified 4
areas that framework would address for each grade level K-5:
Comprehesion Strategy, Key Skills, Word Work, and Genre Study.

The comprehension strategy section was easiest. We were
already using explicit teaching of strategies so just worked
together to determine order. My staff felt strongly that all
grades should basically keep to the same order. Here is the
order we implemented - Schema/BK, Questioning, Inferring,
Determing Importance, Sensory Imaging/Visualization, and
Synthesis. Key skills involve main idea, compare/contrast,
etc. These were in relationship to how they fit with specific
strategies. Word Work - well.... the first draft named the
units for the phonics program and spelling book. YIKES!
(Since then 3rd Grade teachers have specifically addressed
this block for their grade level.) Finally, we focused on
genre. We had to list the specific genres to be taught under
Fiction, Non-fiction, and Poetry. Each strategy was to last
for 4 calendar weeks - it is a month by month framework.

The framework and standards guided me in setting up my
classroom. In addition, we are required to do small group
guided reading -F/P style. I also wanted to incorporate Self-
Selected reading. We also have a writing framework to
follow. Finally, I thought I would teach some math too. LOL
I ended up with a 5 1/2 block day with some tag-alongs like
handwriting! LOL

My next step was to take all that I have determined essential
to teaching (including morning greeting times and end of the
day songs), the frameworks, state standards, etc. and try to
get it to all come "together". I developed a graphic
organizer to help me visualize the various sections/blocks.
Sometimes I am asked, "Is this a 4 block classroom? or a MOT?
or F/P?" I usually respond YES!

I spent about 2-3 weeks on mini-lessons surrounding
procedures, routines, book selection, monitoring
comprehension, decoding strategies, etc. before I got started
with schema. My comprehension instruction was driven by
Regie's gradual release of responsibility along with RWM, MOT,
and STW. I developed a unit for each strategy - usually
focusing on one strand of the strategy a week. The beginning
of the week was filled with read alouds, modeling, and shared
experiences. I devoted an entire wall, floor to ceiling, to
anchor charts. I made several for each strategy and referred
back to them often. By the end of the week, the students were
applying the strategy to their own reading. We focused 2 days
on the fiction genre (Sept. is realistic fiction), 2 days on
non-fiction (expository as an example), and 1 day on poetry.
Wednesdays are mandated summarizing days. I developed a
poetry frame that can be used with any poem. Started a month
by month notebook for poems that worked well with the strategy
of the month or specifically addressed the poetry genre on the
framework/standards. I took each month at a time and although
I always had more to cover... I moved on when the next month
came. I found that my students often cycled back to the
strategies we had covered. I also incorporated a 15 min. per
day "test prep" time - in the beginning, I used commerically
prepared pages. Eventually, I started to think as this time
as an on-going unit and set up objectives (nothing like Jan's
though LOL). At CCIRA, the idea of "testing as a genre" was
explored and I was already doing it in my classroom. Yippee!
And then, I just kept at it... I kept reading... professional
books, this chatboard, mailrings, etc. I adjusted and changed
and tweaked and groaned. I didn't open my "monthly" files
once - SHOCK - no cotton ball lambs or wonderful Christmas
Around the World units. My Science and Social Studies books
were used as non-fiction genre sources. (*We don't give
grades in the content areas until 4th grade in my district.)
My days flew by and soon we were taking the dreaded state
test! Remember, it is my year in 3rd so I had not ever set
eyes on a CSAP. I had pep rallies, made up chants, cheers,
and songs. Told my kids that we would communicate through
skittles while they were taking the test (1 meant get
going/having trouble, 2 meant doing okay, and 3 meant - Wow
You are zapping the test) - walked around the room handing out
skittles 3 at at time to keep up motivation. I believed in my
students and they believed in themselves. And they DID IT!

How do you explain what we do? Am I a lone wolf? It feels
like it at times ... but no, never. I share my articles and e-
mails. I share parts of books or entire selections. I talk
about what is working and what just bombed. I talk until they
say 'enough' and listen anyway. And, sometimes, I make others
mad/frustrated. I am anal retentive, driven by data and
perfection, work at the speed of light, and have terribly high
expectations of my students, fellow teachers, and mostly
myself. I love my kids. I value their ideas, thoughts, and
interpretations. I shared my life, and myself as a reader.
We had carpet times, and circle times. We struggled through
books and lessons that I will never do again. We struggled
through books and lessons and caught ourselves discovering a
whole new world - and I will do those again and again and
again. I cannot find words to help you understand what
I 'did' - I just know that I did it differently than ever
before. I finally grew from a caterpillar to a butterfly then
this year - I had the courage to try to fly!

What a crazy response this is! Blah, blah, blah LOL

Thanks for listening and sharing with me!
Julie
+++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: CheriSumm@aol.com
Date: Mon, 5 May 2003 01:18:28 EDT
Subject: [mosaic] Point and Slide

Hi,

>>>From my training I understand this to be a strategy that readers use when
they come to a "tricky" word. You point to the beginning of the word, say
the beginning sound, and then slide your finger under the rest of the word
looking at and saying the sounds or chunks of sounds that you see. This
gets
readers to look at the WHOLE word.

An example: If I come to the word "unfortunately". I would point at the
beginning and say, "un" and then slide to say "fort" "un" "ate" "ly" and
this
would hopefully cue me to the word if it is in my speaking vocabulary. As a
good reader, I would repeat the word "unfortunately". This is a high level
example, but you can see how it would work even better with shorter words,
and very phonetic words. It's important to note that is will not work if
the
word is not in my speaking vocabulary.

If I point and slide and still come up with nonsense I need to go to another
strategy, such as context.

Cheri/CA
++++++++++++++++++++++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Mon, 5 May 2003 11:27:36 EDT
Subject: Re: [mosaic]

Julie,

CONGRATULATIONS!!!!!!!!!!!!!!

Congratulations to your entire school from staff to students! It
shows what happens when everyone works together.

Alexa
+++++++++++++++++++++++++++++++++++++++++++++++++

From: SBThornton1@aol.com
Date: Mon, 5 May 2003 18:51:57 EDT
Subject: [mosaic] Connections

Mosaic readers,
I am going to be modeling connections for my k-3 teachers. I am beginning
with the book, The Relatives Came. Can you share some successful lessons
you
used with connections and points to make with students and their teachers.
Thanks,
Susan
+++++++++++++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Mon, 5 May 2003 19:20:04 EDT
Subject: [mosaic] Connections

>>Can you share some successful lessons you used with connections and points
to make with students and their teachers.<<

<A
HREF="http://www.readinglady.com/Comprehension/Connections/connections.html"
>
http://www.readinglady.com/Comprehension/Connections/connections.html</A>

Also, use the left bars to navigate this area of the site.

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] connections vs. coincidences
Date: Mon, 5 May 2003 18:23:34 -0500

Susan- one thing that seems to always come up in conversation around
connections is how to help kids make meaningful connections. I've decided
that I need to explicitly teach my kids the difference between a coincidence
and a connection. Once I did that the connections shared seemed to be at a
deeper level. But that took a LOT of modeling on my part and willingness on
the kids part to have us really look at their verbal responses (connections)
to decide how "meaningful" they are.

I really like how Debbie Miller writes about this in her book, Reading With
Meaning, on pages 59-61. She talks about charting connections her students
had to the book Hazel's Amazing Mother on day one. They were all
text-to-self connections. The second day they revisited the chart and put a
"1" next to each connection that helped them understand the story (or helped
them with the text) and a "2" next to each connection that did not help
them. She uses words like, "Does that help us learn more about the story?"
"Do you think that connection will help us?".

After processing their connections together and REALLY hearing the original
thinking on the connections (because sometime what is stated is not the
total thought and by hearing more about it you DO get to a meaningful
connection based on THAT child's thinking- even if it doesn't match the
teachers) one of her students said, "Well, I think that when something is
only on one page and you make a connection to it, and then it just gets,
umm, well, it just kinda gets swept out of the story, that connection isn't
going to help you much." (p.61 Taylor)

Kendall (p.61) then says, "How 'bout if we connect to a WORD like MAILMAN or
CAT or SOCCER BALL, that doesn't really help us, but if we connect to a
bigger thing, like if it's on almost all the pages and it's what the book is
really about, like an idea or something, then it can help you". Debbie
rephrases it and says, "Do you mean that if we make a connection to a work,
like MAILMAN, or maybe someone's NAME, it probably won't be as helpful as
connecting to something the book keeps coming back to, like a big idea?"
(p.61).

To this I add the word coincidence and try to always remind them to think
out loud about if/how that connection helps them with the text. Just like
Debbie says, sometimes what they say doesn't fit for what I think would make
sense for a connection but when I ask them to tell me more about that, I
usually CAN see how it IS a connection for them.

Not an easy task with the real young ones. But my third graders caught on
much faster than I expected. I am actually trying this on Wednesday using
the book, Ira Sleeps Over, with three first grade classes. I have done it
once before in a first grade room. It wasn't easy but both the teacher and
I felt like most of the kids were able to tell the difference between a
connection that kept us connected to the "bigger picture" of the story and a
coincidence that was more something someone had in common with the story.

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

Date: Mon, 05 May 2003 19:22:14 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] connections vs. coincidences

Speaking of Miller, I got to see her videos tonight and they are just
wonderful!

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

Date: Tue, 06 May 2003 07:52:03 +0200
From: "David Heslop" <DHeslop@icsz.ch>
Subject: Re: [mosaic] connections vs. coincidences

Re: meaningful connections

I'm reading the book Hatchet with a small group of 6th graders and it
struck me that the central character Brian keeps making
meaningful connections with events and incidences in his life that in
effect allow him to survive in the wild and grow comfortable with his
unfamiliar surroundings.

Those that know the book (most of you I am sure) do you feel that these
could be used to illustrate the difference between meaningful (deep)
connections and superficial ones for reading or is this too tenuous?

David H
+++++++++++++++++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Tue, 6 May 2003 07:39:43 EDT
Subject: Re: [mosaic] connections vs. coincidences

David,

A friend of mine did just that with a fifth grade class. Go for
it.
I think you will be able to tell if the kids are getting it or not. At
least there will some exposure to start the thought process.

Alexa
++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 06 May 2003 15:15:23 -0500
From: "Marla Barrick" <MARLA@ccisd.com>
Subject: [mosaic] great books

I was looking at the books database and was surprised to see that The
Giver and Gathering Blue (both by Lois Lowry) had not been used. If =
anyone has used them, please let me know what you've done with them!
Thanks!

I really enjoyed both of these books immensely and plan for them to be
among my first "read aloud" books next year. (I am presently in my 13th
year teaching music but am changing to TARGET Reading next year.)

One of my other "beginning of the year" projects is going to be a
parent/child book club for my students. When it catches on, I'm going to
open it up to the rest of the reading team. As a parent, I really enjoy
reading books with my children and discussing them together. I hope this
will catch on at my new school.

Marla Barrick
CCISD
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Billie White" <bwhite@509j.net>
Subject: Re: [mosaic] great books
Date: Tue, 6 May 2003 14:39:21 -0700

I think they are great also, but some school districts are not allowed to
use The Giver, I'm not sure about Gathering Blue.
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Donald & Wendy Howk" <dhowk@satx.rr.com>
Subject: Re: [mosaic] great books
Date: Tue, 6 May 2003 19:19:00 -0500

I'd love to hear from any teachers doing a Parent-Child book club. This =
is an idea I have tossed around for 2 years now, but have never gotten =
off the ground. Do you do all the same books & meet to discuss? Who =
provides the books? How frequent do you meet? Any input would be =
greatly appreciated.
Wendy
3rd, Texas
++++++++++++++++++++++++++++++++++++++++++

From: "BETH VOSS" <bvoss555@msn.com>
Subject: Re: [mosaic] great books
Date: Tue, 6 May 2003 18:59:42 -0700

Marla
Can you tell me more about your parent/child book club? It sounds
interesting.
Thank you
Beth
bvoss555@msn.com
++++++++++++++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] The Giver
Date: Tue, 6 May 2003 22:32:35 -0500

>>I was looking at the books database and was surprised to see that The
Giver and Gathering Blue (both >>by Lois Lowry) had not been used. If
anyone has used them, please let me know what you've done with >>them!
Thanks!

I just finished reading _The Giver_ with one of my book clubs a few
weeks ago. I have held out for two years doing it. This year I drummed
up the courage. How I approached it was this. First I did book chats to
promote my fantasy book choices. Then I met with the kids that selected
The Giver. I told them that because of the content I would have to have
parent permission. At Spring P/T conferences, my conversation with
parents went something like this
"We are getting ready to start new book clubs. We are beginning to
look at elements of Fantasy. After sharing the choices, your child has
chosen _The Giver_. I just wanted to get your permission b/c this book
includes some of the content is pretty mature. Then I share a little
bit about the book. The reason that I offer this book as a choice is
because it is such a fantastic piece of literature and it evokes some
powerful emotion and as I am sure that you can appreciate that is what
great literature does. "

Everyone agreed. I encouraged them to read it too. And what happened.
Almost every parent of the 9 kids in that club (which I broke into two
groups) read it too. They got into discussions about it at home. Many
of the parents shared with me how much they loved the book and how much
they appreciated me asking permission yet sharing literature like this
with their child! One parent even asked to come in to discuss it with
the kids in one of our circles!!!!!!!! She came in and added a great
element to our classroom lit circle that day> I will definitely do this
more next year - get parents reading the books and coming in to
faciliate circles! :)
+++++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 6 May 2003 20:50:57 -0700
From: "hey,it's-katharine!" <katha@syix.com>
Subject: Re: [mosaic] The Giver

This is so great!!!! First thing I have ever read that made me sit
here wishing I taught older kids. What a wonderful job you did. Wow~

Katharine -- who is really happy in 1st grade, but sometimes (this
time of year) wonders what it would be like to take these kids
further and further .......
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Hartstein, Marian" <hartsteinm@ramnet.k12.ny.us>
Subject: RE: [mosaic] great books
Date: Wed, 7 May 2003 07:53:36 -0400

For those interested in parent/child book club, the New City, NY has a
mother/daughter book club that meets once a week in the evenings. I believe
the ages of the children are 7 or 8. I wonder if any other libraries are
doing this. This mother/daughter book club is very popular and well
attended.
+++++++++++++++++++++++++++++++++++++++++++++++

From: Alicia Vilas <avilas@srivernj.org>
Subject: [mosaic] FW: Ted Kesler
Date: Wed, 7 May 2003 16:35:19 -0400

Here is Ted Kesler's 15 day sequence for the testing genre:

A Possible Sequence for a Unit of Study in the Reading Standardized Test
DAY
TEACHER'S WORK
STUDENTS' WORK

Orienting ourselves to the test
Day #1
Teach students how to discover all the information about the test format.
Students study the outside covers and the inside content of their test prep
booklets.

Day #2
Teach students how to discover all the information about the answer sheet.
Students study the bubble sheet and how it correlates with the test booklet.

Learning strategies for the content of the test
Day #3
Teach how to approach the test like a scavenger hunt, searching for the
right answers, by demonstrating a think-aloud for one reading passage.
Students practice some of the strategies that they noticed in my
demonstration.

Day #4
Teach students to hold a few questions in their mind, and go between the
questions and the passage.
Students practice this strategy in the reading passages of their test
practice booklets.

Day #5
Teach students to underline key information and passages, by anticipating:
"Oh, I bet they [the test makers] will ask a question about this!"
Students practice this strategy (and others) in the reading passages of
their test practice booklets.

Day #6
Teach students to write key words or phrases in the margins to help them
find evidence that supports their answers.
Students practice this strategy (and others) in the reading passages of
their test practice booklets.

Day #7
Teach students how to figure out the genre and how the genre helps us to
anticipate what to expect in the passage.
Students practice this strategy (and others) in the reading passages of
their test practice booklets.

Day #8
Teach students how prior knowledge can help us to understand what the
passage is about.
Students practice this strategy (and others) in the reading passages of
their test practice booklets.

Day #9
Teach students how to narrow their choices (play 50-50), and make "educated
guesses," then mark these difficult questions with an asterisk in order to
return to them if there's time at the end.
Students practice this strategy (and others) in the reading passages of
their test practice booklets.

Day #10
Teach students how the block of print looks daunting, but may not be, by
showing familiar texts that look just like the passages in the test prep
booklet.
Students read some of these typed texts and study their own strategies for
managing these blocks of print.

Day #11
Teach students how to make the block of print more manageable by using an
index card.
Students practice this strategy (and others) in the reading passages of
their test practice booklets.

Day #12
Teach students strategy of marking the answers in the booklet, then filling
in the bubble sheet after they complete all the questions for one passage.
Students practice this strategy (and others) in the reading passages of
their test practice booklets.

Strategies for pacing
Day #13
Teach reasonable ways to give yourself a break between passages: stretch,
rub your eyes, gaze out the window, put your head down and rest for a
moment.
Students try this during a simulated test.
Teacher provides pacing structure during the simulated test.

Day #14
Review the simulated test and discuss students' strategies, especially for
questions that the class found challenging.
Students rework questions that they had wrong answers for. They discuss in
partnerships strategies that they will try next time.

Day #15
Test takers, like Marathon runners, prepare for the big day: rest, eat a
healthy breakfast, stay calm, etc.
Students think about and discuss strategies and tips that might help them on
the day of the test.

Minilesson on orienting ourselves to the test

The Connection: As you all know, in a few weeks you will all be taking the
reading standardized test. Before we begin an in-depth study, I want you to
become familiar with the test. Do you know how in our genre studies in
reading and writing, we got to know the genre, and that helped us to read
and write in that form? For example, we learned what to expect from poetry,
and that helped us to read and write our own poems. Well, that's what we
will do to prepare for the test. So, today I want to teach you how to orient
yourselves to the test.

Teach: When I'm about to read a new, unfamiliar book, I learn as much about
it before I start. Let me show you what I mean. Here is a book that I have
to read for a course I am taking. Before I start reading it, I am going to
learn as much as I can about it. Let's see, I notice that it's called A
Teacher's Guide To Standardized Reading Tests: Knowledge is power. Hmm...so
this will help me to prepare all of you for the reading tests. I notice that
Lucy Calkins is one of the authors. She's a well-known author. I have read
other of her books. They are usually easy to read and full of information. I
better have a highlighter ready...ETC. [Also demonstrate getting information
from the back cover.] Now of course, I would open up the book and learn
more.

Active Involvement: Now let's try it for our test prep booklets. Right now,
look only at the front and back covers, and share with a partner all that
you're noticing about these booklets.
Wow! I heard some great comments. [Record some of these comments on chart
paper to implicitly model note taking.]

The Link: Right now, I want you to continue working with your partner, and
study the inside of your booklets. Do not do the practice test work. Just
discuss whatever you are noticing about these test booklets. You may jot
notes (as I did) if it helps you remember. Your goal is to become familiar
with them, like we would with any genre we study. Let's get started.

The Share: Chart some of their noticings. Ask them: how does knowing this
help you for the test?

Ted Kesler 4/5/03 Reading and Writing Project Saturday Reunion
++++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 07 May 2003 16:47:38 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: [mosaic] Miller Video Series

We had the opportunity to view the Debbie Miller video series earlier
this week and it looks like we are going to purchase them for next
year. I have had very positive repsonseto my invitations to form a year
long study group to work towards implementation of MOT strategies. Many
of the teachers in the audience the other night, including me, were very
taken with the music and I said I would turn to you all in hopes of
finding a way to contact Debbie Miller and inquire about a resource
list. I know we could get these next year from the video, but our
principal is willing to fund some of this purchas and the tapes aren't
our yet. If you can help, thanksi in advance.

Lori Jackson
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Beth Simpson" <beths28@hotmail.com>
Subject: Re: [mosaic] Miller Video Series
Date: Wed, 07 May 2003 17:57:23 -0400

Hi Lori,
I would be interested in what you envision your study group will look like.
We are also in the process of incorporating the MOT strategies in our
curriculum and instruction. I'm struggling with the best way to provide
comprehensive professional development (cheaply of course) to all my K-5
classrom teachers. Any help you give would be greatly appreciated.
Beth Simpson
Reading Specialist
Bristol, NH
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Date: Wed, 07 May 2003 17:15:59 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Miller Video Series

We've all had exposure to these strategies this year, so next year we are
thinking using a weekly
support meeting of 30 minutes or so just to touch base, provide support to
one another and
discuss/share ideas for implementation. Our principal is ordering copies of
MOT (I am the only one
with this book) and we all have Miller's book along Strategies that Work. I
think Miller does such
a nice job of putting this in perspective for younger students. The plan is
to use the
implementation plan that is roughly outlined by Miller, to meet first to
discuss the
strategy--drawing up all our resources and then doing 3-4 follow ups as we
work our way through the
strategy with classroom implementation. And on to a new strategy and so on.
Most are very new to
thinking this way and I thought it would be helpful to use a study group to
support one another and
also to kind of hold one another accountable for implementation. Nothing
too terribly formal,
something comfortable and supportive--AND STRICTLY VOLUNTARY.

Lori
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From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: Re: [mosaic] great books
Date: Wed, 7 May 2003 18:44:32 -0400

The library in my town has done mother-daughter book clubs, too. A couple
of the books they've used are Esperanza Rising by Pam Munoz Ryan and The
Wanderer by Sharon Creech. I've never attended (I don't have kids...yet!
), but I would think it would be a lot of fun. Some of my students have d
one libray mother-daughter book clubs before, what a great bonding experi
ence!
--Carrie
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From: "Lois Driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] FW: Ted Kesler
Date: Wed, 7 May 2003 16:01:48 -0500

How very wonderful of you to share this. It is getting tucked away with
my QAR lessons. I use them to teach test taking strategies.
Lois
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Date: Wed, 07 May 2003 20:16:08 -0500
From: James Pettry <jdpettry@erinet.com>
Subject: [mosaic] Miller Video Series

Hi,

I joined the listserve after seeing Ellin Keene in Chicago in April.
This is a wonderful resource!
I am a Title I/Reading Recovery teacher from Wilmington, OH working with
K-2 students. In response
to Lori and Beth, our staff just completed a Debbie Miller book and
video study. It was strictly
voluntary, but 12 of our 20 staff members were in it. We met every other
Tuesday AM before school
and studied one chapter and watched part of the video series and also
watched the parts of the Strategy
Instruction in Action series that included Debbie Miller modeling
questioning. We all took turns
facilitating so it wasn't a big chore for anyone. We purchased the
books and videos with money from
a state-sponsored grant. It's been a great way to support each other
and learn about strategy instruction.
We have a video study group going on the other Tuesday mornings,
watching Strategy Instruction in Action
and When Students Write. Some staff members attend both groups, but
between the two groups, we
have 100% participation among the teachers. We have had a lot of fun.
We even have grant money to
pay ourselves stipends in the form of gift certificates to local stores
for coming to school outside of contract time!
I'm hoping the next study will be Mosaic. Last year we did The Art of
Teaching Writing.

If you'd like to contact Debbie Miller, call Stenhouse Publishers. They
may be able to help you.

I am learning so much from all of you. Thanks!

Jan Pettry
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From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Debbie Miller's one song
Date: Wed, 7 May 2003 20:58:41 -0500

Here is the info on the song, "All the Way Around the World" Debbie uses in
her classroom as told to me by Stenhouse:

"Here's the credit for the song:

“All the Way Around the World” written by Katherine Dines, © 1995 Kiddie
Korral Music, ASCAP. Web site: www.hunktabunkta.com

And all info can be found at Katherine Dines' web site. I think she'll find
the video generates a lot of interest in her work. She's very good!"

If you want info on any other songs let me know and I can find out for you.

Ginger
elephant@foxvalley.net
moderator
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Date: Thu, 8 May 2003 11:49:58 -0500
Subject: [mosaic] sythesis
From: stringham_s/sh@dns.u46.k12.il.us

I'm so excited, I just have to share! I teach 1st grade at an at-risk
building in Elgin, IL.

I began modeling synthesizing last week. We worked on one book for one
week, using Smokey Nights.

Monday I read Gleam and Glow, also by Eve Bunting, modeling synthesis
again. During share time, no one had anything to share about
synthesis...they were still stuck on questioning. I was afraid they
were not going to get this.

On Tuesday, I read Fanny's Dream by Caralyn Buehner. When I asked them
what I was doing in my thinking, they were able to use the words about
synthesis. One of my students said: It's like jumping in the
water...you go deeper and deeper! (Now I'm getting excited!) During
share time....I started to see evidence.

Wednesday I read Jin Woo by Eve Bunting, modeling again. Now they are
getting it! During share time, more and more kids are starting to do
it, and in the process, using their strategies such as questioning, but
using their answers to show how they are changing in their thinking!

Today I read Michael and the Cats by Barbara Abercrombie....they were
helping me with my thinking, taking it deeper. During share time, not
only was their thinking changing, but they were again showing how their
strategies helped them and then getting to the BIG IDEA. I'm really
excited!

Tomorrow we'll read Charlie Anderson. They know this book, so it's
going to be interesting to see what they do.

I'm so excited about this. 1st graders and at risk kids...the ones they
say can't do it. They absolutely CAN do it!

Sandi
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From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] sythesis
Date: Thu, 8 May 2003 15:13:19 -0500

I can back Sandi up on her success because I witnessed it with my own eyes!
I visited Sandi on Monday and saw the wonderful work she has accomplished
with her 1st graders. Though they hadn't picked up on synthesizing yet,
they were questioning and making connections that were out of this world!
It was very exciting to listen to the conversations that some students had
about the books they were reading. They were discussing schemas and
inferences (and using the terminology!) as well as making personal
connections. It was something to see!

When you view Debbie Miller's students in the videos from Strategies That
Work, it is hard to fathom that 1st graders would walk the walk and talk the
talk...but THEY CAN! Sandi proved to me that these strategies can be used
with the primary grades (and very successfully too!)

My hat is off to Sandi and others like her who are out there making a
difference!

~Karla
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From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: [mosaic] Mosaic works! (long)
Date: Thu, 8 May 2003 16:09:12 -0500

I have to share my recent experience with the group. I recently went to
Elgin, IL to visit Ginger (yes, OUR Ginger that moderates this listserv) and
Sandi (a frequent poster on the listserv). This was one of the best
professional days I have taken. After attending many conferences (which I
love them all!), I can say that nothing replaces the learning which takes
place when you step inside a practicing classroom and explore the strategies
in action.

I spent all morning in Sandi's 1st grade room and was in awe of the
abilities and deep thinking put forth by her students. These were at-risk
students! The dialogue that took place between Sandi and her students was
amazing. I circulated around and talked to some of the students myself.
They really know their strategies and are proud to discuss them aloud.

My afternoon was spent in Ginger's classroom observing 3rd graders. Her
students displayed tremendous abilities to look beyond the surface of a
poem. They produced fabulous wonderments when asked to tap into their
schemas. They made connections to a current novel being read aloud, as well
as personal connections (all of which were beyond the words on the page).
They even discussed text structure and author intent. All of the
connections were generated WITHOUT Ginger prompting them. They did this
naturally, and effortlessly. It was exciting!

Ginger followed the poetry reading with group work on additional poems. The
students sat in circles throughout the room and discussed their wonderments
and thoughts on their given poem. I sat in on several groups and was amazed
at the high level thinking that took place. None of the circles were lost
for what to say. They had such great ideas and thoughts! It was hard to
believe that I was listening to 3rd graders, but easy to see the strong
foundation Ginger had built.

Probably the most beneficial part of my visit with Ginger's class was
listening to the students talk about how these strategies have helped them
as a reader. It is a testiment to the success that any child can have when
given the tools to take reading to a higher level.

I wish everyone could see such examples. It is truly an inspiration!

~Karla
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