O.K. Sandi. Could you write to us about HOW you are teaching synthesis in
first grade? I have never attempted it myself YET (mostly because I don't
GET IT myself yet) so I am very curious and anxious to hear your thinking on
this. What are you saying in your think alouds and anchor lessons. Could
you walk us through your study so far. But be real specific as I need to
feel like I am in your room with you so I can learn it.

I DO think we should have comprehension teaching reality TV so we can all
learn vicariously in each others classrooms. Wouldn't THAT be the
greatest???

I love how you shared the books you used. But what are the words you say???

Thanks Sandi!

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] classroom visits?
Date: Thu, 8 May 2003 22:04:30 -0500

You know I was just thinking about this. We COULD start a list of teachers
(and locations) who would be willing to have "guest teachers" in to observe.
With over 1000 members, there must be a lot of us out there who would be
comfortable opening up our classrooms to our peers as we all learn this
teaching.

I enjoyed having Marilyn and 4 of her teachers from the Berwyn School
District and Karla from Decatur in my room on Monday. Maybe we could start
a list of teachers who are willing to have "guest teachers" in to observe.
I'll start. I'm located in Elgin a northwest suburb of Chicago. You are
welcome to visit anytime!

I was VERY apprehensive before the visit to have my peers observing me and
my students. I wanted it to be worth their while. Karla drove 4 hours to
come see us. Several of the Berwyn teachers drove two hours. I so hoped my
students were able to show their thinking about the poems I had chosen. I
was worried that the inferred meanings were too advanced for my kids, but to
my joy they rose to the occasion and just BLEW ME AWAY!!!!!!!!!!! I used
poems by Sara Holbrook, a local author. The book I pulled from is called,
"I Never Said I Wasn't Difficult". The poems are written more for
adolescent kids. But because I am reading them "Touching Spirit Bear" by
Ben Michalson (spelling???) and we are doing MAJOR inferring along the way,
they were able to connect the emotions in the poems to the main character,
Cole, from our novel. I didn't even have to bring Cole up- one of my
students did when we were doing our "I wonders" after the first reading of
the poem.

I've used this poem with 3-5th graders when I am out peer coaching on
Wednesdays. I hadn't done much poetry with questioning and inferring until
this year. But WOW!!!! It is really powerful if you have a good poem. Sara
Holbrook's poetry works well.

Get out and visit! I know I sure learn better when I can see it myself.
Reading about it is a start. Talking about it with others helps me too.
But seeing it in action is the icing on the cake for me! I just can't get
enough of that! I am transferring to a different school in my district next
year. One thing we will be doing more of there is peer
coaching/collaboration. Getting into the classrooms of our peers and seeing
it in action. Then discussing the student learning. I can not
wait!!!!!!!!!! I look forward to more learning and growing and the talking
about the teaching that I SO CRAVE!!!!!!!!!!!!!!!!

Anyone else feel like opening up their room for visitors???? (Maybe next
year???)

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

From: "BETH VOSS" <bvoss555@msn.com>
Subject: Re: [mosaic] Mosaic works! (long)
Date: Thu, 8 May 2003 16:56:48 -0700

Hi
I would love to be able to visit a classroom using the strategies. Is there
anyone out there in southern California who wouldn't mind me coming to visit
their class?
Beth
bvoss555@msn.com
++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Catherine" <ccl@glass-images.com>
Subject: RE: [mosaic] classroom visits?
Date: Fri, 9 May 2003 06:19:21 -040
Reply-To: mosaic@u46teachers.org
Which of Sarah Holbrook's poems were you using? I have all her books... I
love her poetry. She came and presented at a Janet Allen institute I
attended last summer. She was WONDERFUL!!!!
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Fri, 9 May 2003 07:37:22 EDT
Subject: Re: [mosaic] classroom visits?

Ginger,

I love the idea of visiting other teachers! I would be happy to
have teachers visit my 5th grade class. I would like it for two reasons -
others could see what I am doing and with conversations afterward I would
learn from the observers what they thought and how I could improve my
teaching.

I am in Massachusetts for anyone who would be interested.

With one year training in the guided reading process, I can't tell
you what gains the students in my class have made. I was talking with a
parent yesterday who is thrilled in the progress her daughter has made this
year. I credit it to the questioning using Bloom's Taxonomy that made her
think and then expand her thinking.

I did a biopoem with my class this week. This is the first time
the
majority of the class followed the template correctly. Not only did that
happen but the descriptive words and phrasing was expansive.

I have learned and am still learning how to used the guided reading
method. Having other teachers watch me teach, and discuss the process and
results, and listen to what other teachers think would help me grow as a
teacher.

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

From: Annette201@aol.com
Date: Fri, 9 May 2003 07:53:15 EDT
Subject: [mosaic] IRA Conference

Hi guys..just got back from the IRA conference in Orlando!!!

My goodness, it was amazing to talk to so many people about what is going on
in their states.

More later but sufficient to say,,,WOW

Nette
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] poems
Date: Fri, 9 May 2003 06:51:47 -0500

Here is the list of the poems by Sarah Holbrook that I used:

Shared lesson on overhead doing "I wonders" (and they had over 35 questions)
for each stanza after I read the whole poem through. (remember to do "I
wonders" on just the title BEFORE even reading the poem)

1. The Storm That Was

After I took down all of the "I wonders" (not addressing them, just writing
them all down) we went back over each stanza and I asked them to think out
loud about what the author is REALLY meaning. They piggybacked thoughts off
of each other's comments. What is cool about this poem is that she uses the
storm to represent anger but at first you can't tell that (and some have a
hard time getting it at all but the thinking of the other kids eventually
helps those kids) and then it gets more clear that it IS about a
"cloudburst" of emotion that gets calmed because someone else "listens" to
the "cloudburst" and the storm goes away. Watching them "get it" about it
being anger rather than a weather "storm" is the cool part.

Small groups of 4-5 students each got one of these poems:

2. Speak Up
3. I Never Said I Wasn't Difficult
4. Good Grief
5. No
6. Angry
7. Alone

They were to verbally do before, during, after "I wonders" and then just
TALK about their thinking about their poems. I did have them chorally read
their poem to the whole class and then each share ONE thought about the
poem. That part wasn't as precious as when we were all walking around
"listening in" to their spontaneous conversations.

These are DEEP poems. (I'll see if Sarah Holbrook will give me permission
to post them on the "Teaching Tools" web page) and work REAL WELL with older
students (grades 4-up) but I think that because of our ongoing work
(talking/inferring/connecting) on "Touching Spirit Bear" they were able to
get to the heart of the meaning. And were quite grown up about it.

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

From: rjelam@mchsi.com
Subject: Re: [mosaic] classroom visits?
Date: Fri, 09 May 2003 12:02:12 +0000

if my husband gets up into illinois again (he is a vet pharm rep), i'd love
to "invite myself" to ya'lls' rooms!!! =) hehe..

also.. i think the list is a great idea.. if you get anyone in kentucky/tenn
area, let me know.. i'd love to go watch!!! =)
Ronda
+++++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 09 May 2003 07:23:20 -0500
Subject: Re: [mosaic] classroom visits?
From: Datsauer <datsauer@chartermi.net>

Can you be specific about what you mean when you say "guided reading"? Do
you mean Fountas and Pinnell's model or something else? Debbie in rainy
Duluth
++++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Sara Holbrook's website
Date: Fri, 9 May 2003 07:12:06 -0500

Here is the link to Sara Holbrook's web site. I just wrote her asking for
permission to post those 7 poems to the "Teaching Tools" web page. But her
books are FULL of great poems. Especially if you teach the upper grades and
are looking for short text pieces.

http://www.saraholbrook.com/

Looks like she has a brand new book out.

Enjoy.

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

From: "Unruhe, Patricia" <Patricia_Unruhe@pvusd.net>
Subject: RE: [mosaic] sythesis
Date: Fri, 9 May 2003 09:15:55 -0700

How did you model synthesizing with your books? I modeled a lesson last
week, but it didn't seem to go anywhere.

Trixie
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Fri, 9 May 2003 18:49:03 EDT
Subject: [mosaic] (mosaic) re: classroom visits

Hi everyone!=A0 I am about 20-25 minutes outside Phoenix, AZ. We are into

countdown - 2 weeks left to go, but I would love to visit or have someone
visit my room in the fall. What I'd really like to do is connect with
someone in my area that is also teaching MOT in the intermediate grades.
I teach 4/5. This is my first year doing MOT instruction in depth and even
with my fledgling efforts I've seen wonderful results with my students. I
want to get soooo much better!(I want to be Ginger!)

Martha/4/5/AZ
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Fri, 9 May 2003 20:18:01 EDT
Subject: [mosaic] Visit

Anyone who wants to come to NYC is more than welcome in my class. I will be
teaching first grade next year. This year I am the Literacy Coach and you
are more than welcome to any grade in the building.

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

From: Abcde1142@aol.com
Date: Fri, 9 May 2003 21:46:38 EDT
Subject: Re: [mosaic] classroom visits?

Debbie,
I mean Guided Reading of small groups, working on skills at their
level. It is like Fountas & Pinnell, Mosaic of Thought, Strategies that
Work.
Alexa
++++++++++++++++++++++++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Fri, 9 May 2003 21:55:05 EDT
Subject: Re: [mosaic] (mosaic) re: classroom visits

Martha,
I teach 5th grade in MA. Like you I started with Guided Reading
with my class this year. I have made mistakes, had great successes, and
have
turned kids onto reading that hated it before.
I would like to connect with someone at my level too. It would
help
to hear what other people do and their successes.
Alexa
++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Julie Firestone" <jfirestone@si.rr.com>
Subject: Re: [mosaic] Visit
Date: Fri, 9 May 2003 22:59:09 -0400

Readinglady,
Since you are a Lit Coach, can you tell me the name of the company the new
libraries are being ordered through. I have asked for the titles my
principal ordered and he says I have to wait until Sept. I thought i would
take time in the summer to gather ideas on the books.
Also, Do you plan on having any conferences this summer. I am also from SI.

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

From: "Donna Baker" <baker@sprint.ca>
Subject: Re: [mosaic] Book Money
Date: Sat, 10 May 2003 06:48:43 -0400

Hi Everyone,
My school has just received $8000. in grant money to buy literacy
materials. I have convinced my principal to put a chunk toward stocking
the library with demo books for the strategies (Grades K-5). Any must
haves that you can suggest?
Donna
+++++++++++++++++++++++++++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Sat, 10 May 2003 07:47:26 EDT
Subject: Re: [mosaic] Book Money

Donna,

Strategies that Work
Guided Reading for Grades 3-6 by Anthony Fredericks

I have two new ones coming next week which I will try to remember to
list if they are any good.

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

From: "Ed Asselin" <sharoned@charter.net>
Subject: Re: [mosaic] Visit
Date: Sat, 10 May 2003 07:53:26 -0500
Reply-To: mosaic@u46teachers.org

I can't come to New York (I am in Wisconsin) but I would love to know =
what you are doing with first graders. I am getting the books to read =
over the summer but could use help getting started in the fall. How to =
begin? Examples of lessons? etc, etc. No one in my school is using =
these strategies so I really need an online support group to get me =
going. I also teach first grade.
sharon in WI
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Sat, 10 May 2003 14:44:28 -0500
From: James Pettry <jdpettry@erinet.com>
Subject: [mosaic] Classroom visits

Hi,

I would also love to hear from anyone in Ohio (or near SW Ohio) who would be
willing to let some of the teachers in my building visit. We are just
getting started
in strategy instruction and have read and watched lots of the videos,
but seeing the
strategy instruction in real classrooms would be really helpful. We are
a K-5 building.

Thanks,
Jan Pettry
Wilmington, OH
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: MAMASWIRLZ@aol.com
Date: Sun, 11 May 2003 07:16:57 EDT
Subject: Re: [mosaic] ESEA & pull out programs?

It has always been "the law" that support services not supplant regular
classroom services. So, following that, if your school has a morning
literacy block, and a child is pulled out, you are not meeting the mandates,
so maybe that is what is happening.

As an administrator I have had my "reading support" teachers push into
reading workshop. This has worked beautifully. With two teachers working
together, planning mini-lessons, providing guided reading and conferencing
with the kids, more gets done. At least here in New York, the push-in model
is ok.

Naomi
++++++++++++++++++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Sun, 11 May 2003 12:05:19 EDT
Subject: Re: [mosaic] ESEA & pull out programs?

Naomi,
Your use of personnel is terrific. When I had an inclusion room,
the resource person and I met each week and planned what the kids needed and
who was best teaching the skill. Those kids surpassed our expectations
because of our dual role.
Alexa
++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 11 May 2003 12:49:30 -0400
From: "Pam Reifsneider" <preifsneider@newtownfriends.org>
Subject: [mosaic] visiting classrooms

Laura,

I have several teachers who would love to visit
you, so I may take you up on that next year!

Pam Reifsneider
Developmental Studies
Newtown Friends School
+++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Harvey/Goudvis Nonfiction video/new!!
Date: Sun, 11 May 2003 15:18:02 -0500

In case you don't know this already, Stephanie Harvey and Anne Goudvis have
a new video out!!!! It's called "Think Nonfiction! Modeling Reading and
Research". Here is the overview as taken from the study guide:

"Overview
Think Nonfiction! begins with Steph, Anne, and Barb meeting to plan an
introductory, nonfiction reading lesson for Barb’s second-grade class. The
lesson
is composed of three parts: Modeling Thinking and Noticing New
Learning, Modeling Partner Reading, and Guided Practice: Reading and
Thinking with a Partner. Steph launches the lesson. As she thinks aloud and
notices new information while reading a picture book about sharks, she jots
her thoughts on sticky notes. When she meets new information, she codes
the text with an “L” for learn. To show kids how readers talk with a partner
about what they are reading and learning, Anne and Barb read a Time for Kids
article as they model working together. They discuss and record their
thinking
and new learning. During the guided practice portion of the lesson, the
kids try this process with a partner.

Several weeks later, Steph, Anne, and Barb meet to talk about how the
nonfiction study is progressing. Since launching the lesson, Barb has
followed
up with a number of mini-lessons that support kids as they ask questions and
determine importance in their reading. At this point, Barb has begun to
model her own inquiry project on Ernest Shackleton to demonstrate how to
do research. Modeling the steps in the research process through her own
inquiry provides a guide to her instruction."

You can access the study guide on line at:

http://www.stenhouse.com/pdfs/0371guid.pdf

I have this video and LOVE IT!!!! I especially LOVE how they show the three
of them thinking together about the lessons and processing their OWN
thinking on the work with the children. The reflective talk is very
powerful and something we ALL should be doing more of with each other. Even
though it is a second grade room, you can easily adapt and learn from it no
matter what grade you teach. The video is $95.00. Here is the link to read
more about it:

http://www.stenhouse.com/0371.htm

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Cris Tovani's NEW video
Date: Sun, 11 May 2003 15:30:57 -0500

For all of us anxiously awaiting videos showing adolescent learners doing
the comprehension work, look what is out!!! Cris Tovani's new 4 video set
entitled "Thoughtful Reading: Teaching Comprehension to Adolescents". Here
is the information:

http://www.stenhouse.com/0369.htm

You can access the study guide at:

http://www.stenhouse.com/pdfs/0369guid.pdf

I just ordered my set!!!! The price is $395.00. Can't wait to get them!

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Teaching Tools page additions
Date: Sun, 11 May 2003 17:56:22 -0500

I have just added two new documents to the "Teaching Tools" web page at:

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

1. Ted Kesler's Standardized Testing 15 Day Study (located under LESSON
PLANS)
2. Sara Holbrook Poems (located under OTHER at the bottom)
*please excuse the blank pages that will print out. I have NO IDEA how
that happened.

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

From: "J Grand" <grandj@hotmail.com>
Subject: [mosaic] open house teach parent read aloud?
Date: Tue, 13 May 2003 06:50:13 +0000

I'm looking for a list of appropriate books (themed to Open House & 2nd
grade)
to use to teach parents how to do read alouds with their children at home.
I would like books related to Open House if anyone knows of any.
If not, books you have found successful with parents.

txs,
grandj@hotmail.com

ps
I plan to do this at our open house in early June.

Any other suggestions?
+++++++++++++++++++++++++++++++++++++++++

Date: Tue, 13 May 2003 06:20:30 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] open house teach parent read aloud?

Mem Fox's Reading Magic is for adults, written in her smooth and easy style
with humor and love--not
'egg-heady' at all. Now, this does not seem the sort of book you are
requesting but I would lay my
hands on one copy at least. We gave them to parents of new-enrolling
kinders last year. I have
used the book with parents and undergraduate teachers and all have loved it.
Combining this with
some of her lovely children's books would be nice.

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

Date: Tue, 13 May 2003 07:39:14 -0700
From: Susan Mattoon <smattoon@cheneysd.org>
Subject: Re: [mosaic] open house teach parent read aloud?

Seedling Publications has a video along with little books you can send home
with parents. They are
"right on" for K or beginning 1st.

Seedling Publications, Inc.
4079 Overlook Drive East
Columbus, OH 43214-2931

(614) 451-2412 or (614) 792-0796
http://www.seedlingPub.com

Hope this helps ... Susan/WA/1st
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] open house
Date: Tue, 13 May 2003 17:34:38 -0500

The Kissing Hand

"I'm looking for a list of appropriate books (themed to Open House & 2nd=20
grade)
to use to teach parents how to do read alouds with their children at =
home.
I would like books related to Open House if anyone knows of any.
If not, books you have found successful with parents."
++++++++++++++++++++++++++++++++++++++++++++++++

From: Soswes@aol.com
Date: Tue, 13 May 2003 19:06:00 EDT
Subject: [mosaic] Fwd: synthesis (long)
Date: Tue, 13 May 2003 18:59:26 EDT
Subject: synthesis (long)

I'm into my 3rd week of teaching synthesis (1st grade/at risk school) and
it's going great. I'm really amazed at what the kids are able to do when
given the opportunity. Ginger had asked if I would lay out exactly what I
did, so I'll go back to the first week. Remember as you read this, this was
the first time I have ever taught synthesis, and there is a LOT of room for
improvement!

Week one: this is an easy one to tell you about, because I took it right
from Debbie Miller's book! It's amazing how we think just the same thing!
(Sorry...just a little humor to make our day). Anyway, it was a 4 day week
and we spent it reading Smoky Night by Eve Bunting. I read it the first day
and in my best actress voice, when I was done, I said "I think I understand
this story, but, I'm not sure. I think it's about caring for others, but
I'm
still questioning is that really it." On Tuesday, I reread the book, and I
had my post-its ready for my thinking. (Just take a look with Reading With
Meaning...thank you Debbie!) I read the book and modeled my thinking. The
3rd day, I reread the book, but the post it's were now written on chart
paper. I used two different colors of makers: one for the language of
synthesis and one for my thinking. We agreed that we finally had it.

The 4th day was just a review of what synthesis is, but I added the "ripple"
illustration. I also filled in the ripples with the language of synthesis.

At this point, I'm not getting any evidence of the students synthesizing on
their own, just with me as I model.

On Monday I read Gleam and Glow by Eve Bunting. I told the students I had
read the book over the weekend, and I was not sure I really had it. I had
my
posits ready as I modeled my thinking.

Some of my thinking went like this: "I'm thinking that this book is about
war. My schema tells me that the word underground is about soldiers
fighting
secretly against others."

"I'm thinking it could be about the war in IRAQ because it says, "Our
enemies
our coming."

"Now my thinking is changing, it's about raising fish or taking care of pets
during a war."

"Now my thinking is really changing. I'm thinking its about leaving pets
behind and missing them...and maybe really about leaving family behind
during
a war."

I kept going in this vein until the end, when my thinking was "That's
it...it's a story of hope...that there is always hope and a future after the
dark times.!

Remember, this is day 1, week 2. I still didn't see any evidence of
understanding in their own work.

But, on day 2....whoa, I just asked before I read my book and modeled, what
was synthesis. I got a handful with it's about changing your thinking. So
I
asked them to listen to my thinking as I read Fanny's Dream. Again, I had
my
post it's all ready for them with my thinking.

I said such things as "I'm thinking this is a Cinderella story."
"Now I'm thinking Heber will help Fanny meet all her dreams."
"My thinking is really changing...she is giving up her dreams for new
dreams."
"Now I'm getting it! It's really about dreams, but our dreams aren't really
what we think they are." etc.

When I asked the class what they noticed me doing, I heard back that I was
changing my thinking. One of my students said "It's like jumping in the
water...you go deeper and deeper...just like you go deeper and deeper in the
book." I'm really getting excited now!

The 3rd day I read Jinn Woo by Eve Bunting. Again, I'm modeling the
language
of synthesis, so same types of comments are on my post its. But now I'm
seeming evidence in their post its and thinking. They are using the same
language.
One of my students even said during share time: "I'm reading Junie B. Jones
____ (sorry forgot the title) and I remembered in the other Junie B. Jones
book (forgot that title too...I'm so excited about his comment) and I
remembered that the character (sorry....forgot the name....it's all at
school) did _____, so my thinking is changing in this book." I'm
paraphrasing here, but that's sooo cool! T-T connections and using it to
change his thinking. And that was so powerful to share with the rest of the
class!

The 4th day I read Michael and the Cats by Barbara Abercrombie. Same types
of thinking from me, modeling the language, and during share time, more and
more and sharing how their thinking is changing, and using terms such as my
schema said, so I'm thinking, or I'm inferring this, so my thinking changed.
I'm getting more and more of the kids who just want to ask questions, but
not
get answers, now answering their questions and using the questions to
influence their thinking.

The 5th day I modeled again, using Charlie Anderson, also by Barbara
Abercrombie. We've read this book before for questioning lessons, so I
referred back to it, saying I'm now sure we really got the Big Idea when we
read the book before. So once again, I modeled, same types of words. But
this time, when we were done, the girl who said synthesis was like jumping
into water, she said you go deeper and deeper, but when you come
out....you've got the BIG IDEA! Wow!

This week, we began my reading Grandfather's Journey by Allan Say. We are
doing our thinking together, I have some post it's with my thinking, and
they
join in and I write their thinking down. We will do this all week.

Today even my lowest student was synthesizing. I had made a form of with 4
boxes: Box 1: I'm thinking.... Box 2: Now I'm thinking... Box 3: Now
I'm thinking Box 4: Now I'm REALLY thinking! They have been using this on
their own. Some of the thinking is really deep, some of it isn't....but
they
are only 6 years old, I keep telling myself. Just think what they will be
doing in 2nd grade!

Sorry this is so long, I hope this helps. Please....any suggestions!

And if anyone thinks this isn't appropriate or it's too much, I'm doing end
of year testing now, and I've never seen scores this high. (Observation
Survey)
Their ROL's are way up, text levels of 30 and that's not frustration, (and
they understand it!) writing vocabulary of 63 words in 10 minutes and I
didn't have to prompt at all, perfect CAP scores, 20 out of 20 on the OHIO
word test, 37 out of 37 on the Hearing sounds test; That made it ALL
worthwhile!

Sandi (forgive me for being proud of my kids!)
+++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "J Grand" <grandj@hotmail.com>
Subject: [mosaic] open house teach parent read aloud?
Date: Tue, 13 May 2003 06:50:13 +0000

I'm looking for a list of appropriate books (themed to Open House & 2nd
grade)
to use to teach parents how to do read alouds with their children at
home.

I would like books related to Open House if anyone knows of any.
If not, books you have found successful with parents.

txs,
grandj@hotmail.com

ps
I plan to do this at our open house in early June.

Any other suggestions?
+++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 13 May 2003 06:20:30 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] open house teach parent read aloud?

Mem Fox's Reading Magic is for adults, written in her smooth and easy
style with humor and love--not
'egg-heady' at all. Now, this does not seem the sort of book you are
requesting but I would lay my
hands on one copy at least. We gave them to parents of new-enrolling
kinders last year. I have
used the book with parents and undergraduate teachers and all have loved
it. Combining this with
some of her lovely children's books would be nice.

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

Date: Tue, 13 May 2003 07:39:14 -0700
From: Susan Mattoon <smattoon@cheneysd.org>
Subject: Re: [mosaic] open house teach parent read aloud?

Seedling Publications has a video along with little books you can send
home with parents. They are
"right on" for K or beginning 1st.

Seedling Publications, Inc.
4079 Overlook Drive East
Columbus, OH 43214-2931

(614) 451-2412 or (614) 792-0796
http://www.seedlingPub.com

Hope this helps ... Susan/WA/1st
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] open house
Date: Tue, 13 May 2003 17:34:38 -0500

The Kissing Hand

"I'm looking for a list of appropriate books (themed to Open House &
2nd
grade)
to use to teach parents how to do read alouds with their children at
home.

I would like books related to Open House if anyone knows of any.
If not, books you have found successful with parents."
+++++++++++++++++++++++++++++++++++++++++++++++++

From: Soswes@aol.com
Date: Tue, 13 May 2003 19:06:00 EDT
Subject: synthesis (long)

I'm into my 3rd week of teaching synthesis (1st grade/at risk school)
and
it's going great. I'm really amazed at what the kids are able to do
when given the opportunity. Ginger had asked if I would lay out exactly
what
I did, so I'll go back to the first week. Remember as you read this, this
was the first time I have ever taught synthesis, and there is a LOT of room
for improvement!

Week one: this is an easy one to tell you about, because I took it
right from Debbie Miller's book! It's amazing how we think just the same
thing! (Sorry...just a little humor to make our day). Anyway, it was a 4
day
week and we spent it reading Smoky Night by Eve Bunting. I read it the
first
day and in my best actress voice, when I was done, I said "I think I
understand this story, but, I'm not sure. I think it's about caring for
others,
but I'm still questioning is that really it." On Tuesday, I reread the
book,
and I had my post-its ready for my thinking. (Just take a look with Reading
With Meaning...thank you Debbie!) I read the book and modeled my thinking.
The 3rd day, I reread the book, but the post it's were now written on chart
paper. I used two different colors of makers: one for the language of
synthesis and one for my thinking. We agreed that we finally had it.

The 4th day was just a review of what synthesis is, but I added the
"ripple" illustration. I also filled in the ripples with the language of
synthesis.

At this point, I'm not getting any evidence of the students synthesizing
on their own, just with me as I model.

On Monday I read Gleam and Glow by Eve Bunting. I told the students I
had read the book over the weekend, and I was not sure I really had it. I
had my posits ready as I modeled my thinking.

Some of my thinking went like this: "I'm thinking that this book is
about war. My schema tells me that the word underground is about soldiers
fighting secretly against others."

"I'm thinking it could be about the war in IRAQ because it says, "Our
enemies our coming."

"Now my thinking is changing, it's about raising fish or taking care of
pets during a war."

"Now my thinking is really changing. I'm thinking its about leaving
pets behind and missing them...and maybe really about leaving family behind
during a war."

I kept going in this vein until the end, when my thinking was "That's
it...it's a story of hope...that there is always hope and a future after
the dark times.!

Remember, this is day 1, week 2. I still didn't see any evidence of
understanding in their own work.

But, on day 2....whoa, I just asked before I read my book and modeled,
what was synthesis. I got a handful with it's about changing your thinking.
So I asked them to listen to my thinking as I read Fanny's Dream. Again, I
had my post it's all ready for them with my thinking.

I said such things as "I'm thinking this is a Cinderella story."
"Now I'm thinking Heber will help Fanny meet all her dreams."
"My thinking is really changing...she is giving up her dreams for new
dreams." "Now I'm getting it! It's really about dreams, but our dreams
aren't
really what we think they are." etc.

When I asked the class what they noticed me doing, I heard back that I
was changing my thinking. One of my students said "It's like jumping in the

water...you go deeper and deeper...just like you go deeper and deeper in
the book." I'm really getting excited now!

The 3rd day I read Jinn Woo by Eve Bunting. Again, I'm modeling the
language of synthesis, so same types of comments are on my post its. But
now I'm

seeming evidence in their post its and thinking. They are using the
same language.
One of my students even said during share time: "I'm reading Junie B.Jones
____ (sorry forgot the title) and I remembered in the other Junie B.
Jones book (forgot that title too...I'm so excited about his comment) and I
remembered that the character (sorry....forgot the name....it's all at
school) did _____, so my thinking is changing in this book." I'm
paraphrasing here, but that's sooo cool! T-T connections and using it
to change his thinking. And that was so powerful to share with the rest of
the class!

The 4th day I read Michael and the Cats by Barbara Abercrombie. Same
types of thinking from me, modeling the language, and during share time,
more
and more and sharing how their thinking is changing, and using terms such as
my schema said, so I'm thinking, or I'm inferring this, so my thinking
changed. I'm getting more and more of the kids who just want to ask
questions,
but not get answers, now answering their questions and using the questions
to
influence their thinking.

The 5th day I modeled again, using Charlie Anderson, also by Barbara
Abercrombie. We've read this book before for questioning lessons, so I
referred back to it, saying I'm now sure we really got the Big Idea when
we read the book before. So once again, I modeled, same types of words.
But this time, when we were done, the girl who said synthesis was like
jumping into water, she said you go deeper and deeper, but when you come
out....you've got the BIG IDEA! Wow!

This week, we began my reading Grandfather's Journey by Allan Say. We
are doing our thinking together, I have some post it's with my thinking, and
they join in and I write their thinking down. We will do this all week.

Today even my lowest student was synthesizing. I had made a form of
with 4 boxes: Box 1: I'm thinking.... Box 2: Now I'm thinking... Box 3:
Now I'm thinking Box 4: Now I'm REALLY thinking! They have been using
this on their own. Some of the thinking is really deep, some of it
isn't....but
they are only 6 years old, I keep telling myself. Just think what they will
be doing in 2nd grade!

Sorry this is so long, I hope this helps. Please....any suggestions!

And if anyone thinks this isn't appropriate or it's too much, I'm doing
end of year testing now, and I've never seen scores this high. (Observation
Survey) Their ROL's are way up, text levels of 30 and that's not
frustration,
(and they understand it!) writing vocabulary of 63 words in 10 minutes and I
didn't have to prompt at all, perfect CAP scores, 20 out of 20 on the
OHIO word test, 37 out of 37 on the Hearing sounds test; That made it ALL
worthwhile!

Sandi (forgive me for being proud of my kids!)
++++++++++++++++++++++++++++++++++++++++++++++++

Date: 13 May 2003 19:42:24 -0500
From: Tonya Cogan <tcogan@eldoradoschools.org>
Subject: [mosaic] help

A couple of weeks ago someone posted a site either on the mosic sight or =
reading for meaning about books to use for each of the strategies. Could =
you report that site.
Thanks.
Tonya
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] book list info
Date: Tue, 13 May 2003 19:54:48 -0500

Our online book data base where teachers can add titles used in this
teaching, along with comments, can be found at:
http://www.u46teachers.org/mosaic/strategies.htm

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

From: YcnanH@aol.com
Date: Tue, 13 May 2003 22:39:07 EDT
Subject: Re: [mosaic] resend on synthesis

Yea for you Sandi!! And yea for first graders!! I love it. Thank you for
sharing your journey, you did a fabulous job.

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

Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Wed, 14 May 2003 07:28:52 -0400
From: "Paul, Lois" <lpaul@timberlanems.com>

The US Deprtment of Eduction hs free pamphlets and pamphlets that are
fairly inexpensive . Check out their website.
Lois
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Pam Reifsneider" <PReifsneider@newtownfriends.org>
Subject: [mosaic] staff development
Date: Wed, 14 May 2003 18:21:02 -0400

This is a long one...

Our lower school teachers met today after school to share ways they are
incorporating strategy lessons into their curriculum. 3 of our teachers
had attended a workshop by Lucy Calkins last March. Calkins had
demonstrated a technique called "turn and talk" at the workshop. The
turn and talk method is a way to engage children during your read-aloud.
While you are reading aloud you stop periodically and say "turn and
talk." Students turn to one another and discuss their current thinking
at that point in the story. It could be a comment/judgment about the
character, a prediction, or visualization. Then you start reading again.
After a bit of reading you stop and say "turn and talk." Again, students
share their thinking. After a few rounds of this, you say "who can start
a conversation?" Students then share their thinking with the whole
group. You want to find a comment that will spark a discussion.that will
encourage others to offer differing opinions. Once that topic is
identified you ask students to "talk back to..'s idea that..." Students
share their opinions, agree or disagree - using proof from the text.
When the discussion is exhausted, you ask students, "how has your
thinking changed as a result of this discussion?" Calkins says the
point of a discussion is to challenge your thinking, to change it in
some way. You want your students to see how their thinking changes over
the course of reading a novel. Calkins used the novel, What Jamie Saw by
Carolyn Coman. Our fifth grade teacher (Dee Kloss) used the same title
with her class with great success. She has since gone on to other
titles, using the same technique. The kids love it and have had
wonderfully rich conversations about their reading.

Our first grade teachers (Taryn Vanderburg and Pat Kennedy) are also
using this technique in their strategy lessons. When beginning a
strategy lesson on Questioning using Van Allsburg's book, The Fig, she
first read the title and showed the cover and immediately said, "turn
and talk." They talked with a partner, making predictions about the
story. She then asked, "who has a question before we start reading the
book?" She recorded their questions on chart paper under the heading
"before reading." She read the book aloud, stopping at key points for
more turn and talk sessions. They asked more questions during reading,
which were recorded on the chart paper under the heading "during
reading." This was repeated at the conclusion of the book, and questions
were recorded under the label, "after reading." They reviewed all the
questions and answered the ones they could from information provided in
the book. Then the kids were given a questioning form that looked just
like the chart paper, and they recorded their questions while reading
their own books independently. They came together at the end to share
how they had used questioning in their reading.

During our meeting today, I demonstrated the turn and talk for teachers
using the novel, Crash by Jerry Spinelli. (I had also used it previously
with a 4th grade class). I had videotaped Taryn and Dee's lessons
described above and showed them at the meeting. Other teachers were
beginning to see ways they could also use in their classrooms. The art
teacher (Sunny Mitchel) even thought she could use it -showing a
painting then turn and talk. Tell them about the artist then turn and
talk..to share thinking about a painting. Our Kindergarten teacher
(Kathy Corley) plans to try it now too (hoping it may cut down on
calling out during the story!).

Our science teacher (Janine Mannick) shared her use of folding paper to
make layered books (flip books) for having her students make a study
tool. We applied it to teaching strategies. Make a flip book, label each
section with a strategy, (connections, questions, inference,
visualization, etc.) and kids can stick their post-its in the flip book
to track their thinking. You would then have assessment evidence of your
students thinking as they read a novel. To make a flip book, take
several sheets of large 17 by 11" copy paper, stagger it, and fold it
over and staple. Another assessment tool!

Pam Reifsneider
Reading Specialist
Newtown Friends School, PA
++++++++++++++++++++++++++++++++++++++++++++++++

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