I do not use our reading textbooks very much and am implementing the
comprehension strategies from Mosasic of Thought. This leaves me at a
shortage for grades compared to some other teachers. Do you make up your
own tests? Do you test them on just each comprehension strategy (maybe in a
written response)? Do you give vocabulary tests? I know many who count the
skills worksheets (like /ai/ words) as a reading grade. Do you count that
as reading or as language? We have to grade in:
reading
handwriting
language
math
science
social studies

Any thoughts would be appreciated!

jenny/2/oh
+++++++++++++++++++++++++++++++++++++

From: stringham_s/sh@dns.u46.k12.il.us
Sent: Thursday, May 15, 2003 12:04 PM
Subject: synthesis

I just have to share this with someone:

Today I asked them to draw me a picture of what they thought synthesis
meant. I had quite a few with the ripple, and I had quite a few with
the jumping in the water and getting deeper and deeper and then coming
up out of the water with the Big Idea. But....

Two of them really got me thinking..

One little girl (a 2nd language learner!) said it was like sharpening
your pencil. You start with the big pencil (all those ideas at the
beginning) then you keep sharpening your pencil (using your schema,
questions, inferring, etc.) and the pencil gets smaller and smaller (you
eliminate ideas as you think), then all you have left is the point...the
Big Idea.

I thought that was pretty cool.

Then, one little boy, and he's my highest, said it was like shoveling
snow.

You start out looking at the driveway with all the snow covering it (the
book), then you start digging (into the book) until you get to the end
and the driveway is clear (you have the Big Idea).

And they did these independently of each other because we didn't share
ideas until we were all through.

Isn't that neat...our thinking is really getting smaller and smaller,
until we have what the author intended us to have or what the book is
really about. Six year olds....go figure!

Sandi
+++++++++++++++++++++++++++++++++++++++++

From: Colleen Mussetter
Sent: Thursday, May 15, 2003 11:24 AM
Subject: Hi

I am currently completing my first year as Title 1 Reading teacher in a K-3
building (but am in my 25th year of teaching). One of the goals this year
was to do a resource room for our building teachers which includes single
and multiple copies of leveled books. I'm finding it to be an over whelming
project. We are using Fountas and Pinnell Leveling guide and the Beaverton
School District leveling website. My question is does anyone have any
suggestions as to how you setup something like this or other places to go
for leveling guides? We have boxes of books that have been accumulated over
the years in the Title room plus teachers have donated copies. Thank-you
very much. Colleen
+++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] from Marilyn
Date: Thu, 15 May 2003 16:20:10 -0500

From: Marilyn Williams=20
Sent: Thursday, May 15, 2003 12:59 PM
To: Ginger Rob
Subject: school visits

I was among the group who visited Sandi and Ginger's classes a
couple of weeks ago. I want you all to know what an awesome experience
it was to see students at the end of the year using all the strategies.
We were all so thrilled to read Sandi's posting this week
telling of how her students have finally gotten synthesizing. Our
school is demographically exactly like Sandis, which made it
even more powerful to us. Sandi told us that she taught the strategies
exactly like Debbie Miller describes. She said this to us in an
apologetic manner. On the contrary, my suggestion to all of you who
don't have the opportunity to visit classrooms like
Sandi's and Ginger's is to read the books several times
and watch Happy Reading, Strategy Instruction
in Action, and the new one for the upper grades by Chris Tovani
that Ginger mentioned. Model your teaching exactly like the experts so
that as you use the words and walk the
walk until it becomes your own. Something that Debbie Miller
stresses in Reading With Meaning along with Reggie Routman in Reading
Essentials is the groundwork you lay at the beginning of the year
establishing routines and behaviors is the foundation for your strategy
work. The kids need to learn how to navigate the areas of the room and
how to work in partners and small groups with your instruction and
guidance before you can expect them to do strategy work apart from your
supervision. If Ginger and Sandi had not done that, we would not have
seen students completely focused on using the strategies independently.
Marilyn Williams
++++++++++++++++++++++++++++++++++++++++++++++

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: Re: [mosaic] Giving grades in reading...
Date: Thu, 15 May 2003 19:36:58 -0400

Jenny--
A colleague of mine and I created rubrics for the strategies we've taught
based on our focus of instruction during the strategies. The students
grade themselves then the teacher grades the students. The kids have a lot
of modeling and practice before the rubric and I use the graphic organize
rs and post its they've done to assess them using the rubric. My students
also write journal letters about their independent reading books and I
ask them to include thoughts in those letters (questions, predictions,
images, connections, etc.). This gives them continuous ways to use the
strategies they have learned on a weekly basis. I'm sure it would be fine
with
my colleague if I shared some of the rubrics with you. Let me know if
you're interested I can email them to you privately.
Good luck!
--Carrie/5th :)
+++++++++++++++++++++++++++++++++++++++++++

From: "Pam Reifsneider" <PReifsneider@newtownfriends.org>
Subject: [mosaic] book leveling sites
Date: Fri, 16 May 2003 08:18:01 -0400

Here are two sites for finding books on particular levels (or topics):

http://bookadventure.org/ki/bs/ki_bs_helpfind.asp

http://www.dawcl.com/search.asp

I also think there is something on the mosaic tools site for leveling
resources.

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] from Chris
Date: Fri, 16 May 2003 20:15:45 -0500

This is from Chris, a teacher in my building. I'm going to write up
yesterday's experience this weekend for the list. I was moved to tears for
the first time EVER just listening to their amazing thinking. Having Chris
"witness" it validated for me that I am on the right track. Thanks Chris
for writing up your thoughts.
Ginger

----- Original Message -----
From: Kunce
Sent: Thursday, May 15, 2003 9:50 PM
Subject: classroom visit

I finally took Ginger's advice to visit a classroom in order to observe the
strategies in action. But I was lucky enough to observe in Ginger's room,
being that she is in my building. I have taken the MOT class(Strategies with
Ginger will be this summer), and was trying to see if what I was doing in
the classroom was the way in which I envisioned it in other classrooms.
Well, what I saw in her room was so powerful! Ginger was doing a lesson on
inferring. She was using a poem on the overhead with the class. The poem's
title was "DOUBT" and right away I was thinking that this was going to be
pretty tough for a 3rd grade class to understand what doubt meant much less
understanding the symbolism that was used.

Ginger introduced the poem, reading only the title, and the classroom began
to come alive with all their "I wonders". It continued with each stanza and
the students just couldn't contain themselves. Ideas were flying, and the
inferencing and thinking was astonishing, very, very mature thoughts and
ideas. I basically sat there with my mouth wide open. Ginger and I would
just look at each other, both of us in complete awe with what we were
hearing.

I never in my wildest dreams, expected to hear what I heard in that
classroom today. One of the neatest things, though, was that I had some of
her students last year and I was able to see some real changes in some of my
former students. One in particular was a boy that really struggled last
year, especially in reading, he was one of my lowest readers. Well, when he
started to participate, I was shocked, but the real shock came when I
listened to what he had to say. This boy was inferring way beyond his
years, with a complete understanding of this poem. It was incredible! I
knew at that moment that Ginger had taken him and all the others beyond
anything I could imagine.

When the shared lesson was finished, she divided the class into groups, each
group reading and discussing a different poem. I was able to listen in on a
couple of groups and was so amazed with the student's focus and
understanding of their poems. I did comment to one group that I was very
impressed with their thinking and I asked them how come they were able to do
such a good job, and the reply was: "Because our teacher gives us time to
think!" WOW! Then they asked me a question," Do you think that we will
still be able to do this kind of thinking in 4th grade?" I was so taken
aback! How often is it when your students are so insightful that THEY
realize what it is that they want out of their education? Thank you,
Ginger, for an experience I hope will make me, and my students, to be real
thinkers!
Chris
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] rubrics now available on line
Date: Fri, 16 May 2003 22:14:57 -0500

Carrie and her colleague, Kerry, have generously submitted their four
rubrics for us all to use. The rubrics are available on the "Teaching
Tools" web page at:

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

The rubrics are for the following strategies:

Connections
Mental Images
Questioning
Inferring

Look under ASSESSMENT for:
"Strategy Rubrics by Carrie and Kerry"

If you have something to share- send it to me in an attachment at HOME:
elephant@foxvalley.net

Thanks to Carrie and Kerry for their contributions!

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

From: SKosmoski@aol.com
Date: Sun, 18 May 2003 07:01:56 EDT
Subject: Re: [mosaic] G/T

Shelly--
The strategies that are in Mosaic of Thought are good for all levels of
students the difference is that G/T kids should be able to respond with more
sophisticated responses. Your pacing will probably be quicker. The beauty of
the strategies is that they can be used with any piece of literature--no
matter how easy or difficult.
If you are looking for other good strategies for G/T kids Critical thinking
Press has a great catalogue filled with lots of great stuff. Some good tiles
are Infusing Thinking into the Language Arts Curriculum, Organizing
Thinking.

Mary Anne
+++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 18 May 2003 07:57:00 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] G/T

Here's a sad but scary little piece of advice. I found this year that
my three G/T kids werethe most UNCOMFORTABLE with strategy work, at
least at the beginning. They seem to have gotten used to always being
right. Now here's the scary part--they were just starting first grade.
Mary Anne is absolutely right--this work is approrpiate for all students
and the challenge lies in the reading materials used and the depth and
quality of the response.

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

From: Teachaug@aol.com
Date: Sun, 18 May 2003 11:01:14 EDT
Subject: Re: [mosaic] G/T

I agree with the poster that said G/T kids had the most trouble. I have
third grade and find that if the previous teachers have taught straight from
the basal along with the accompanying workbooks and w.s., the G/T students
have probably been very successful with that format. When introduced to the
strategies, they had difficulty moving beyond the literal...they wanted to
know "What is the right anwer." I found they had difficulty in WW also.
They wanted straight forward prompts and immediate feedback...they wanted to
be done and have it be done right.

Keep working with the strategies...they are good even for adults so your G/T
kids can be successful with them as well.

Erin
+++++++++++++++++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Sun, 18 May 2003 12:30:00 EDT
Subject: Re: [mosaic] G/T

I have found two books that have excellent strategies that can be used or
adapted to all grade levels.

They both are by Maureen McLaughlin and Mary Beth Allen
Guided Comprehension: A Teaching Model for Grades 3 - 8
and
Guided Comprehension in Action: Lessons for Grades 3 - 8

The format of the books is user-friendly. If you only can afford one, I
suggest getting the first one. That has suggestions for the use of guided
comprehension(reading), plus strategies, six appendices with material for
assessment to organization, and suggestions with teacher/student methods to
set up your program.

The second book gives ideas for themes using books that you may already
know.
When you know the books being discussed you can adapt the strategies to
similar books that you are presently using.

For those who have read MOT, you will find the two books a good addition to
your reading.
Alexa
+++++++++++++++++++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Sun, 18 May 2003 12:31:49 EDT
Subject: Re: [mosaic] G/T

Erin,
I found the same thing with my fifth graders this year. After using
the GR, they automatically use the stratgies instead of asking about the
right answer.
Alexa
++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 18 May 2003 15:20:59 -0400
From: "Pam Reifsneider" <preifsneider@newtownfriends.org>
Subject: [mosaic] grading strategies and readers workshop

Regarding grading:
A fifth grade teacher at my school came up with
her own solution for determining grades for her
students, now that she has shifted to strategy
instruction within a reading workshop. She had
the students brainstorm everything they do
during reading workshop. They compiled a list
and categorized it. They ended up with 4
categories. I can't recall them exactly right
now but they range from the actual reading and
writing tasks to respect for other readers. She
typed these up and had the students self-
evaluate and she also evaluated them all using
the list. Then she met with each student to
discuss it. I'll ask her if she minds my posting
it on the tools page. She plans to recreate this
list each year, having the students participate
in creating it. She says they are more invested
in it, since they helped to decide what they
will be graded on.

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

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: Re: [mosaic] G/T
Date: Sun, 18 May 2003 15:40:24 -0500

I am sorry...I have had a few private emails too. I don't think I was very
clear in my request. I certainly would use Mosaic as my reading base for
teaching all kids. I can see what you mean about some G/t kids feeling
uncomfortable. I am talking all around - the bigger picture - books for
teachers about teaching gifted and talented students in all subjects - not
just reading. Sorry for the confusion.
+++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] write up of inferring lesson(long)
Date: Sun, 18 May 2003 18:57:45 -0500

I wanted to share with you the poem that I used for the shared lesson last
week and some of my student's thinking. Using poetry has been new for me
this year. I had always resisted it, mostly because I didn't know HOW to
use it in this teaching. Sara Holbrook's poetry lends itself perfectly for
questioning and inferring. I have been amazed at the depths of thinking
that her poems evoke.

As I think back over HOW my kids got to this point- of being able to deeply
infer meaning in these poems, I really think that the work we have done with
my read aloud novels this year has greatly set the stage. I tend to choose
very intense novels to read to my third graders. With content that is
emotional and often needing a lot of discussion for understanding. Through
our talks, and me modeling my own processing of the texts, I think I have
helped my students become deeper thinkers. We spent a lot of time getting
underneath the behaviors in the characters from our novels. I read to my
kids everyday after lunch- probably close to 25 minutes. It seems like it
takes FOREVER to get through a book because of all the talking we do each
day. In the beginning of the year, I am the one doing most of the talking.
I model my own thinking very explicitly. But naturally. Putting the book
down on my lap and saying, "I'm thinking this really means....." for
example. Or "I wonder....." Making sure to emphasize whatever strategy we
are focusing on at the time, but including all the strategies so they can
see how a proficient reader thinks. Then picking up the book and continuing
on. As the year progresses I invite them to join me in their thinking
aloud. Of course you have the kids who become peer models for those still
not natural in thinking aloud. But when I started having them turn to a
partner to share their thinking (or a connection, or a question, or a
sensory image, etc.) everyone actively participated.

I am very comfortable with emotional topics and I believe the deeper the
better. Even at third grade. It somehow moves kids to a level of
compassion and connection with the characters/problems in the novels. And
making/taking the time for my kids to share their thinking has been new for
me this year. After 4 years of learning how to teach the strategies I now
see that it is the THINKING that we are after. The strategies are the "HOW"
of our thinking but a good reader thinks using whatever strategy fits that
text and their own need at the time.

Here is the poem I used on Thursday:

DOUBT by Sara Holbrook

Insecure
is a lace
untied
that in a race
trips me inside.

It hints
that I don't
have the stuff,
why try,
when I'm not good enough.
And once
I stumble
in my mind,
it's harder
not to fall behind.

It sure would be
a faster route,
if I could live
without a doubt.

Here are some of the "I wonders" my kids gave me.

BEFORE "I wonders" (seeing only the title)
I wonder if this poem will tell us what DOUBT is?
I wonder if this poem is about a parent doubting a kid?
I wonder if this poem is about a kid doubting a lot of things?
I wonder if this poem is about someone getting mad?

DURING "I wonders" (first stanza only)
I wonder if the lace stands for losing your trust?
I wonder if something bad happened to him?
I wonder if the kid gets mad at himself sometimes?
I wonder if he hurts himself inside?
I wonder if he falls down in life?
I wonder if he falls behind in the race because he doubts he can win?

(second stanza)
I wonder if he thinks he's not good enough?
I wonder if he's doubting that he can't do what he is trying to do?
I wonder if he's not going to try because he is not good?
I wonder if he doesn't know what to do when he has a problem?
I wonder if he is going to just give up?

(last stanza)
I wonder if he is running from his mind?
I wonder what "I could live without a doubt" means?
I wonder is the race gong through life and he'd do better if he didn't doubt
himself?
I wonder is he racing through his mind?
++++++++++
What actually started happening pretty early on was that my kids were
already inferring the meaning and didn't really have "I wonders". I found
myself trying to reword their thinking into an "I wonder" format and now I
know that was MY AGENDA and I should have let that go. Chris and I talked
about this afterwards. In the past I had always first done "I wonders" and
THEN asked them to think about the authors message/meaning. But since this
was our second go around using poetry, this group was just RIPE for sharing
their thinking/inferring and didn't really have the need to wonder first.
Next time I will let THEM lead and let go of my preconceived plan. (Isn't
that how WE learn how to do it better??? By following the kids lead??? I
guess I feel good that I CAN be flexible, and just need to adjust as they
lead me!)

Here is some of the thinking/inferring my kids shared with us:
I think that the race is going through life. And the untied lace is his or
her feelings.
I think the part that says "in a race trips me inside" means that the kid
has problems and he can't help himself.
I think the part where it says, "Insecure is a lace untied that in a race
trips me inside" means like he thinks he can't race.
I think "Insecure is a lace untied that in a race trips me inside" means
that you're doing something and you're tired and you're giving up.
I think the part where it says "Insecure......" means that the life he is
having is not very good so when he doubts something he trips and falls in
his life but when he believes in himself he stands back up.
I think that when it says "Insecure....." it means that he needs to stop
doubting himself so much because he if he keeps doing that that's why he
feels like tripping. I think if he keeps doing that he won't get to the
place he wants to be in life.
I think the insecure part means he/she is insecure in life or when he tries.
I think when it said "it trips" it means something bad happened.
I think the part that says "a lace that trips me inside" means that he made
a mistake.
I think the part with the shoelace means that when he doubts it slows his
life down and makes it more miserable.
When it says he "doesn't have the stuff" I think that means that he does not
think he's good enough.
I think the second stanza "it hints I don't have the stuff" means he doesn't
have the courage.
I think "Insecure" means that you should never be afraid that you can be
unsafe. And when you think you're unsafe just keep racing and racing until
you are older. Just keep going up and down with your scariness. Just like
if you are insecure you get mad about your life feelings, your life goes by
inch by inch down. And when you have feelings for others and you feel safe,
the forgiveness carries you up.
I think the part that says "it sure would be a faster route" means it's a
faster way to get out of his mind or it means his problems would be better.
I think DOUBT means not believing in yourself a lot. I think where it says
"I don't have the stuff why try" means that he/she is not good enough or is
not good at trying. I think the last stanza means it would be a better life
and a quicker one too without doubt.
I think it means that life would be easier and better for him if he did less
and believed in himself more often.
When it says, "It sure would be a faster route" I think that means he would
go faster in his life by saying that he can and when he says he can't then
he would go slower.
I think the poem means that if you never doubt yourself your life would go
more faster and you would gain more pride and you wouldn't ever get stressed
unless you doubt yourself.
+++++++++++
All of this BIG thinking from 8 and 9 year olds. I am so proud of them!!
Thanks for listening.

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

Date: Mon, 19 May 2003 11:39:49 -0500
From: "Marla Barrick" <MARLA@ccisd.com>
Subject: Re: [mosaic] parent/child book club

My TARGET classes will be small (fewer than 10 per class). I am going to =
host a get-to-know-you "social" after school one evening for my students =
and their parents. I will present the concept to them as a way to =
encourage their child to read more and as a way to be involved with their =
child's education. =20

My school has a parent liaison... her job is to set up parent trainings =
and involve them in the school. We are going to work together to get the =
book club going strong. She and I are avid readers, too.

I plan to start with one book per month.... and hopefully progress to 2 =
per month in the spring.

The idea is for the kids to read the book at home with their parents.... =
and discuss it with them.... we'll all meet after school at the end of the =
month (or whatever specified reading time)... enjoy refreshments (simple, =
inexpensive) and chat about the book. I'm sure it will be kind of =
scratching the surface at first.... but hopefully, the kids AND their =
parents will learn to look for deeper meanings. Ultimately, I want the =
kids to run the sessions and I'll merely facilitate. I think the =
questioning strategies and connections ideas out of MOT will be a great =
spring board.

I'm going to do an interest survey w/ my kids to start selecting books... =
also ask them for their "favorites" (I hope they have some!). Then I'll =
use some of my own favorites as well....=20

I'm planning to write for a grant for books for this program (TARGET and =
the book club). The TARGET program is new.... so I'll be stocking the =
shelves from scratch.

It will be trial and error at first, but I am determined to make a success =
of it. I hope to expand it to all the reading teachers....=20

I'll take any and all suggestions for books for the club (4th-6th gr =
level).

Thanks, Marla
++++++++++++++++++++++++++++++++++++++++++++++

Subject: RE: [mosaic] parent/child book club
Date: Mon, 19 May 2003 13:35:20 -0500
From: "Zuffante, Dawn" <dzuffante@cassd63.org>

Some wonderful titles include:

Frindle and The Landry News by Andrew Clements
The Castle in the Attic
A View from Saturday by E.L. Konigsburg
A Bridge to Terabithia by Katherine Paterson
Out of the Dust and Witness by Karen Hesse
The Tiger Rising by Kate DiCamillo
Skellig by David Almond

Happy Reading!
Dawn Z.
++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 20 May 2003 04:04:40 -0400
From: Jean McLear <dkbdjmclear@MDECA.ORG>
Subject: [mosaic] list of books for intense read alouds

Ginger,
I shared your lesson with teachers and a third grade teacher asked
for more specifics on the books you read aloud.
Jean

"I really think that the work we have done with
my read aloud novels this year has greatly set the stage. I tend to choose
very intense novels to read to my third graders. With content that is
emotional and often needing a lot of discussion for understanding. Through
our talks, and me modeling my own processing of the texts, I think I have
helped my students become deeper thinkers."

Ginger makes reference to intense read alouds that she reads to her
class. Is it possible to acquire a list of these books?

Thanks,
Janet
Third Grade
--
Jean McLear
Curriculum Coordinator
Darke County Educational Service Center
Greenville, Ohio 45331

937-548-4915 office
937-548-8920 fax
++++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] recent article by Ellin Keene
Date: Mon, 19 May 2003 16:37:45 -0500

Susan passed this info on to me regarding a journal called, "HeadFirst
Colorado: The Magazine of Enterprising Ideas for Education". Ellin Keene
has an article in the Spring 2003 edition titled: Investing in Expertise: In
Whom Shall Knowledge About Teaching and Learning Lie?

Here is the link to Ellin's article:
http://www.headfirstcolorado.org/adm/view_article.php?story_id=38

This is the link to find out more information about the journal:
http://www.headfirstcolorado.org/index.php

The PEBC is one of the publishers. Even though I don't live in Colorado,
the journal has great articles that apply to us all.

Thanks to Rosann Ward, Editor of HeadFirst for permission to post the info.

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] books I read aloud (long)
Date: Mon, 19 May 2003 17:16:27 -0500

Here are the books I read aloud and descriptions from Amazon.com
1. Petey (Mikaelson)

A writer admired for fast-paced adventure stories like Stranded and Sparrow
Hawk Red takes on a more serious topic in this novel about the relationship
between a teenager and a man mistakenly institutionalized for much of his
life. Part one of the novel relates Petey's "backstory": in 1922, at the age
of two, his distraught parents commit him to the state's insane asylum,
unaware that their son is actually suffering from severe cerebral palsy.
Petey avoids withdrawal and depression despite the horrific conditions in
his new "home" and, over the course of 60 years, a string of caretakers
befriends but then leaves him. The point of view in part two shifts from
Petey to Trevor, an eighth-grader suffering from both lack of friends and
lack of parental attention after a series of moves. Trevor finds the answer
to his needs in an unlikely friendship with the 70-year-old Petey, who has
moved to a nursing home. Mikaelson capably highlights the abuses and
prejudices suffered by those stricken with cerebral palsy, but teeters
dangerously over the line between poignancy and sentimentality. At its best,
the third-person narration makes readers privy to the thoughts of the two
protagonists, but more often it keeps them at bay ("As people escaped
civilization to enjoy the solitude of a mountain peak, so also did many of
the patients' minds escape existence and find solitude beyond the reaches of
the ward").

2. Running Out of Time (Haddix)

Grade 5-8? This absorbing novel develops an unusual premise into the
gripping story of a young girl's efforts to save her family and friends from
a deadly disease. Jessie Keyser, 13, believes that the year is 1840. In
truth, she and her family, along with a small group of others, live in a
reconstructed village viewed by unseen modern tourists and used as an
experimental site by unethical scientists. Jessie discovers the truth when
her mother asks her to leave the village and seek medical help for the
diptheria epidemic that has struck the children of the community. Jessie
must cope with the shock of her discovery; her unfamiliarity with everyday
phenomena such as cars, telephones, and television; and the unscrupulous men
who are manipulating the villagers. The action moves swiftly, with plenty of
suspense, and readers will be eager to discover how Jessie overcomes the
obstacles that stand in her way. While she is ultimately successful, the
ending is not entirely a happy one, for several children have died and
others are placed in foster care to await resolution of the complex
situation. This realistically ambiguous ending reflects the author's overall
success in making her story, however far-fetched, convincing and compelling.
Haddix also handles characterization well; even secondary characters who are
somewhat sketchily drawn never descend into stereotype. This book will
appeal to fans of time-travel or historical novels as well as those who
prefer realistic contemporary fiction, all of whom will look forward to more
stories from this intriguing new author.

3. Lone Wolf (K. Franklin)

A tender tale of loss and the redeeming power of love from Franklin
(Eclipse, 1995, etc.). For three years Perry Dubois, 11, has been coping
with the pain of his little sister's death and his mother's subsequent
abandonment of him and his dour, taciturn father. Leaving St. Paul behind,
they move to a remote area of the north woods where Perry is home-schooled.
The boy's only consolations are his dog and a cave that is high on the side
of a steep hill, safe from prying eyes and intruders. When he hears the rare
call of a lone timber wolf, he resolves to find him. Before he can, though,
a large family moves into the old white house in view of the cave, which is
on their land. The Pestalozzis are generous, loving group, everything Perry
would like to ignore, but Willow, the oldest girl, quickly insinuates
herself into Perry's life and draws him into her family, too. She insists on
sharing his cave and tracks the timber wolf with Perry. Starved for love and
companionship, Perry finds himself feeling more at home with the Pestalozzis
than with his dad. The way in which Willow and her family break through
Perry's carefully constructed shell provides a sensitive study on the
vulnerabilities of the human heart. The writing is sure; the dovetailing of
grief and memory with the events of the plot is impeccable. Readers won't
soon forget Perry and his father as they rejoin the human race. (Fiction.
9-13)

4. Hatchet (Paulsen)

5. Because of Winn Dixie (Dicamillo)

Because of Winn-Dixie, a big, ugly, happy dog, 10-year-old Opal learns 10
things about her long-gone mother from her preacher father. Because of
Winn-Dixie, Opal makes new friends among the somewhat unusual residents of
her new hometown, Naomi, Florida. Because of Winn-Dixie, Opal begins to find
her place in the world and let go of some of the sadness left by her
mother's abandonment seven years earlier.
With her newly adopted, goofy pooch at her side, Opal explores her
bittersweet world and learns to listen to other people's lives. This warm
and winning book hosts an unforgettable cast of characters, including a
librarian who fought off a bear with a copy of War and Peace, an ex-con
pet-store clerk who plays sweet music to his animal charges, and the
neighborhood "witch," a nearly blind woman who sees with her heart. Part
Frankie (The Member of the Wedding), part Scout (To Kill a Mockingbird),
Opal brings her own unique and wonderful voice to a story of friendship,
loneliness, and acceptance. Opal's down-home charm and dead-on honesty will
earn her friends and fans far beyond the confines of Naomi, Florida. (Ages 9
and older)

6. Sharing Susan (Bunting)

How can you share your life with parents you never knew you had? A hospital
mix-up at birth sent Susan home with the wrong parents. Now, years later,
her biological parents have come to reclaim her. "An irresistible
page-turner kids won't want to put down."

7. Touching Spirit Bear (Mikaelson) **This is the LAST book I read to end
the year. Most will feel this is too advanced for third graders but after
all the work we had done on understanding the characters I still believe
they can handle it. It's long, though, and warrants LOTS of discussion.**

Cole Matthews is angry. Angry, defiant, smug--in short, a bully. His anger
has taken him too far this time, though. After beating up a ninth-grade
classmate to the point of brain damage, Cole is facing a prison sentence.
But then a Tlingit Indian parole officer named Garvey enters his life,
offering an alternative called Circle Justice, based on Native American
traditions, in which victim, offender, and community all work together to
find a healing solution. Privately, Cole sneers at the concept, but he's no
fool--if it gets him out of prison, he'll do anything. Ultimately, Cole ends
up banished for one year to a remote Alaskan island, where his arrogance
sets him directly in the path of a mysterious, legendary white bear. Mauled
almost to death, Cole awaits his fate and begins the transition from anger
to humility.
Ben Mikaelsen's depiction of a juvenile delinquent's metamorphosis into a
caring, thinking individual is exciting and fascinating, if at times
heavy-handed. Cole's nastiness and the vivid depictions of the lengths he
must go to survive after the (equally vivid) attack by the bear are
excruciating at times, but the concept of finding a way to heal a whole
community when one individual wrongs another is compelling. (Ages 12 and
older)

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

From: MEHitzel@aol.com
Date: Mon, 19 May 2003 20:29:46 EDT
Subject: [mosaic] suggestions for staff development

Hi everyone! My principal called me in today and told me she has a sizable
chunk of title I money that we need to use in the next month. I am not the
title I teacher but have expressed an interest in being involved in staff
development. She asked me for suggestions for possible resources we might
want to use the money for. We'd like to have an on-campus teacher resource
area. We are going to use some of the money to buy the Debbie Miller tapes
and some copies of Reading With Meaning. We did a book study of MOT this
year so many teachers already have their own copies. I am going to suggest
I
Read It, But I Don't Get It by Tovani and Wondrous Words by Katie Wood Raye
(I just got this book after it was recommended on this site and I love it!).

Do any of you have any suggestions for other texts/tapes or other resources
that we should include? What would be some excellent resources about guided
reading?

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

From: MEHitzel@aol.com
Date: Mon, 19 May 2003 20:33:33 EDT
Subject: [mosaic] (mosaic) question regarding writing listserve

Hi everyone! As I mentioned in my earlier e-mail, I am reading Wondrous
Words by Katie Wood Ray. I feel so inspired and challenged. I have been
making attempts at writing workshop in my classroom but not anywhere near as
effectively as the instruction described in this book. I am wondering if
any
of you know of a listserve whose participants are doing writing workshop and
would be a support to me as I try to implement this type of writing
instruction in my classroom.

Thanks!
Martha/4/5/AZ
++++++++++++++++++++++++++++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] books I read aloud (long)
Date: Mon, 19 May 2003 19:39:08 -0500
Reply-To: mosaic@u46teachers.org
Ginger,

How about a thread on "What books (novels) did you read aloud to your class
this year?" Everyone can post. Be sure to include your grade level and a
short synopsis of the story.

~Karla
+++++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 19 May 2003 20:47:58 -0400
From: Carroll Hockman <johcar79@comcast.net>
Subject: Re: [mosaic] suggestions for staff development

Stenhouse Publishers has an excellent program called Read Share Teach
utilizing
books and videos. They also have many other excellent videos. Their site
is
www.stenhouse.com
++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] suggestions for staff development
Date: Mon, 19 May 2003 19:58:31 -0500

Martha,

Here are just a few:

*Strategies That Work by Harvey/Goudvis

*Nonfiction Matters by Harvey

*Make It Real : Strategies for Success with Informational Texts by
Hoyt

*Revisit, Reflect, Retell : Strategies for Improving Reading
Comprehension by Hoyt

Knee to Knee, Eye to Eye: Circling in on Comprehension by Cole

When Kids Can't Read - What Teachers Can Do by Beers

I have not seen this yet, but am interested to hear if someone else
has:

Think Nonfiction Videotape http://www.stenhouse.com/0371.htm

Cris Tovani's Videotape Thoughtful Reading
http://www.stenhouse.com/0369.htm

I would recommend that you buy one copy of as many of the recent
publications you can find and then make them available to the staff for
check out. Check out Heinemann and Stenhouse websites for some other
titles.

~Karla
+++++++++++++++++++++++++++++++++++++++++

From: "Donald & Wendy Howk" <dhowk@satx.rr.com>
Subject: Re: [mosaic] books I read aloud (long)
Date: Mon, 19 May 2003 20:36:35 -0500

One of my favorites and third graders' favorites is The Word Eater. =20
The story is about Lerner, a new student in 6th grade. The school =
consists of 2 clubs - one of the popular kids and the other club is the =
SLUGS (self-explanatory). Lerner finds a worm that eats words rather =
than dirt, but any word it eats makes that item/idea disappear from the =
world. Lerner quickly discovers the power she holds & the rest of the =
book encourages many thought-provoking discussions about what the =
consequences will be.
Wendy,
3rd Texas
+++++++++++++++++++++++++++++++++++++++++

Date: Mon, 19 May 2003 20:45:04 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] books I read aloud (long)

Because of Winn Dixie
Story of little girl coping with loneliness and the loss/abandonment by
parent and her
relationship with a most wonderful dog. Became the absolute measure for
quality book in our room.

Love That Dog
Told in poetry, the story of a boy's journey through a year of poetry
writing slowly unfolding
the mystery of the loss of a pet. Absolutely wonderful--thought it might be
above first
grade but I have dog lovers and they adored it.

Junie B. Jones--can't remember which one, about being in first grade.
My first graders were not too impressed--they could easily laugh at
Junie B. as a kindergarten
but the first grade story seemed to hit too close to home.

Captain Underpants
I don't like these much but I had a boy who begged me to read one all
year long.

The Fantastic Mr. Fox
Very funny, pretty short, Roald Dahl--my kids really like this one.
Typical Dahl humor--a nice
introduction to the author. One of G/T kids spent the rest of the year
reading Dahl after we
finished this.

Brighty of Grand Canyon
Our penpals were in Arizona. A parent brought this in and I remembered
it foundly from
childhood. A bit long for some of my wiggles, but enough chapters that made
rather good short
stories to hold their interest, much loved by lots of the kids. It is about
a burrow in the Grand
Canyon about the time a bridge was built spanning the canyon.

Flat Stanley
Flattened boy travels 'cross country via mail and foils a gallery
robbery by posing as a
picture.

Others, I know, we're nearing the end of one of the Ramona books. We logged
every book we read aloud
this year and they are hanging about the room--over 200 with about 12 being
'chapter books'.

Lori
First Grade
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: SKosmoski@aol.com
Date: Tue, 20 May 2003 04:53:23 EDT
Subject: Re: [mosaic] suggestions for staff development

Hi!
I would wholeheartedly suggest any of Janet Allen's books--my favorite is
Yellow Brick Roads. Another great resource is Guiding Readers and writers by
Fountas and Pinell. It's size is daunting but has some great stuff!
Mary Anne
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: SKosmoski@aol.com
Date: Tue, 20 May 2003 04:58:13 EDT
Subject: [mosaic] question regarding writing listserve

Martha--
I belong to a listerve of middle school teachers who have spent the last two
years discussing using reading/writing workshop. If you go to;
http://www.middleweb.com you will find information on joining several
listserves. All are wonderful ! But, the specific one you want is the
"MWProjects" list. They deal with specifically reading/writing workshop. You
will get a wealth of information. One of our members actually keeps a diary
on-line of her experiences.
Mary Anne
+++++++++++++++++++++++++++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Tue, 20 May 2003 08:02:27 EDT
Subject: Re: [mosaic] suggestions for staff development

Martha and Karla,

I would like to add two new ones I have recently found by Maureen
McLaughlin and Mary Beth Allen.

Guided Comprehension: A Teaching Model for Grades 3-8 and Guided
Comprehension in Action: Lessons for Grades 3 - 8

Both books are full of strategies that all levels can use.
Alexa
+++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Patricia K. Evans" <patreads@pacbell.net>
Subject: RE: [mosaic] books I read aloud (long)
Date: Tue, 20 May 2003 14:59:40 -0700

I teach 4th grade in California, which is California history year. We
read Around the Great Horn Spoon, a tale of a butler and a boy who take
a ship around the tip of South America to reach the gold fields in
California and Island of the Blue Dolphins, the story of a California
Indian girl who is left alone on an island, to go along with our social
studies.

I also read The Gigglers by Roddy Doyle (during testing, because it's
just a lot of fun. Summarizing it wouldn't do it justice--it's all about
the style and humor) and we're currently reading The Green Book by
Walsh, a great science fiction/fantasy about a group of people who have
to leave Earth because of an unspecified disaster. There's a lot of
stuff in it about each person only being able to bring one book along,
which makes for a great discussion. I hate to give away the ending, but
this is a lovely book, and goes well with Reading and Writing workshop.

I usually also read Frindle, the story of a boy who sets out to invent a
word and get it in the dictionary, but didn't get to it this year--I was
too busy reading picture books a lot of the time!

Pat Evans (patreads@pacbell.net)
++++++++++++++++++++++++++++++++++++++++++++++++

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