> Hi Tammy:
> I read your email about Dive and Everest. I think that you mean Gordon
> Korman. One of our grade 2's has read 3 of his books to her class. Very
> high interest!
++++++++++++

> From: "Janine Batzle" <janine_batzle@msn.com>
> Subject: RE: [mosaic] Retell Rubric
> Date: Mon, 17 May 2004 18:25:55 -0700

> Hmmm. Isn't retelling a synthesis?
> Janine Batzle
++++++++++
>
> Date: Mon, 17 May 2004 18:33:42 -0700 (PDT)
> From: Paul Freudenthaler <pgfrbc@yahoo.com>

> I teach a self-contained Jr. LD class. My students,
> Gr. 4-6, have enjoyed Gordon Korman's adventure series
> ISLAND and EVEREST far more than his earlier humourous
> writings. His personal story as a writer is
> interesting because he had his first book published
> when he was in Gr. 6 or 7. Korman is a Canadian author
> who currently lives in the USA. On his regular trips
> home to visit family and friends he makes time to
> visit several schools.
>
> Both of these trilogies are very easy to integrate
> into a science or writing programme.
>
> Paul
> SPED Jr. LD
> Toronto
+++++++++++

> Date: Mon, 17 May 2004 21:46:19 -0500
> From: deb.sturdevant@mit.midco.net
> Subject: Re: [mosaic] help with remedial reading

> Lori,
> Where do you live-maybe some of us can help you out with magazines. Deb
+++++++++++
>
> Date: Tue, 18 May 2004 06:59:16 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] help with remedial reading

> Mission, South Dakota. I did forget about our college library, but
truly--it is
> very forgetable. When I teach Children's Lit, I rely heavily on my own
library.
> For my own research purposes, I lean on the inter-library loan.
> Lori
+++++++++
>
> From: "Shirley McNinch" <smcninch@usd402.com>
> Subject: [mosaic] my Asst. Supt. needs help
> Date: Tue, 18 May 2004 11:31:31 -0600

I am honored to be asked to go to my listserve (I'm always raving about) and
ask 2 questions for my Asst. Supt. Any new research that's authentic for
Accelerated Reader that we may not know about? Funding here is only for
research-based programs.
What are the Pros and Cons of the DRA?
Thanks---Shirley
+++++++++++

> From: CATHYMILLR@aol.com
> Date: Tue, 18 May 2004 17:09:00 EDT
> Subject: Re: [mosaic] my Asst. Supt. needs help
>
> I just got information on Accelerated Reader that has scientifically based
> research written all over it. But everything does now, so you never know.
I
> would go to the AR website and see what you can find.
+++++++++++++
>
> From: "Cheryl Turner" <cmorgan7@cinci.rr.com>
> Subject: RE: [mosaic] my Asst. Supt. needs help
> Date: Tue, 18 May 2004 17:31:14 -0400

> Shirley,
> About the DRA...
> Pros: The DRA gives both quantitative & qualitative
information.
> Not all assessments can do this. The qualitative information is especially
> helpful in telling you what the reader does well, as well as where the
> reading process is breaking down. The latter is especially helpful in
making
> instructional decisions for the reader. The DRA gives all kinds of useful
> information besides reading level & accuracy, e.g. phrasing,
> self-correction, problem-solving behaviors, comprehension.
> Cons: It is not norm-referenced (as far as I know).
Norm-referenced
> assessments are required for some programs. Also, some people complain
that
> it takes too long to administer since it must be done one-to-one. However,
I
> think the pros far outweigh the cons.
>
> Hope this helps!
> Cheryl Turner
+++++++++++

> Date: Tue, 18 May 2004 17:10:04 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] my Asst. Supt. needs help

> I have not seen anything that is peer reviewed and not funded by AR to
> suggest that AR impacts reading. I would visit Stephen Krashen's site:
>
>
<http://search.netscape.com/ns/boomframe.jsp?query=Stephen+Krashen&page=1&of
fset=0&result_url=redir%3Fsrc%3Dwebsearch%26requestId%3Dee39150b2d634482%26c
lickedItemRank%3D3%26userQuery%3DStephen%2BKrashen%26clickedItemURN%3Dhttp%2
53A%252F%252Fwww.sdkrashen.com%252Fmain.php3%26invocationType%3D-%26fromPage
%3DNSCPIndex2%26amp%3BampTest%3D1&remove_url=http%3A%2F%2Fwww.sdkrashen.com%
2Fmain.php3>
>
> He has much to say about AR and I certainly respect his work.
>
> My take on DRA:

> Pro's:
> Once you are familiar with the tool, it is manageable and does provide a
> reasonable snapshot of reader.
>
> Is useful in making initial decisions to match students to books.
>
> Had a good rubric which can be used to teach children the elements fo
> retelling.
>
> Con's:
> For struggling readers, even with the alternative kit as backup, is not
> deep enough in text variety at given levels.
>
> Assesses more able readers on a second read (running record done on
> portion of book after reading entire text independently) but struggling
> readers are assessed on a cold read. This seems to be unfair to me, as
> all children should be afforded equal opportunity to reread.
>
> At the primary level, restricts kids to oral retelling which CAN make
> some readers very, very uncomfortable and requires older readers to
> retell in writing (are we assessing reading or writing).
>
> HERE IS THE BIGGIE; IS BECOMING EVALUATION RATHER THAN ASSESSMENT. By
> that I mean that many districts, including my own, are using isolated
> number scores to make decisions related to retention rather than using
> the instrument as part of a wholistic assessment process to guide
> instruction.
>
> Lori
+++++++++++++++
>
> From: Soswes@aol.com
> Date: Tue, 18 May 2004 19:01:30 EDT
> Subject: [mosaic] Mary...nonfiction convention book
>
> I made up a book, with one convention per page, straight from Debbie
Miller's
> Reading With Meaning book. Prior to the kids actually putting the book
> together, each convention was taught or modeled and how it was used and
helped the
> reader.
>
> I just typed at the top of each page the name of the convention (heading,
> table of contents, index, glossary, captions, labels, diagrams, etc) and
the
> purpose of each convention. Then I made copies from butterfly books
(since that
> was what we were study and yes I know I'm not supposed to do this) of all
the
> different conventions. I put these pictures into a packet for each
student.
> Then they had to match the copies of the conventions up with the name and
> purpose in the blank book. When they were done, they had a page with the
> convention title, it's purpose and what it looked like. I could also see
if they
> understood what the feature was...then I could see if they understood it's
use when
> they wrote their report.
>
> I hope I explained that clearly. I think you can get copies of the
features
> from the list serve also.
>
> Hope this helps.
>
> Sandi/Ist
+++++++++
>
> Date: Tue, 18 May 2004 18:33:36 -0500
> From: deb.sturdevant@mit.midco.net
> Subject: Re: [mosaic] help with remedial reading

> I'm in Mitchell, South Dakota. I've got some issues of Sports Illustrated
for
> Kids I would be willing to loan you for the summer. I also have most of
the
> most books I listed below I would be willing to loan out for the
summer-right
> now they are just sitting in a locker waiting for fall. We could work
> something out for getting them to you. Deb
++++++++++
>
> From: "jan sanders" <jgousan@hotmail.com>
> Subject: Re: [mosaic] my Asst. Supt. needs help
> Date: Tue, 18 May 2004 23:34:32 +0000

I went to Krashen's site but could not find an article about AR. I only read
the first 2 pages of 2 articles. Is there a title of an article I should
look for? We have AR at our school and I do not like it. The primary
teachers are moving away from it, but the upper grade teachers actually use
AR scores to factor in the reading grade -UGH! I would love to get ahold of
some research or profound thoughts from someone such as Krashen.
Jan
++++++++++

> Date: Tue, 18 May 2004 18:41:59 -0500
> From: "tdbell" <tdbell@awesomenet.net>
> Subject: [mosaic] Korman yes, Kramer- No

> Sorry, When I typed that e mail up, I thought is that name right? I
should have listened to myself! Thank you. I did mean Gordon Korman. We
are really enjoying his Dive series.
>
> Tammy
+++++++++

> Date: Tue, 18 May 2004 16:38:44 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] my Asst. Supt. needs help

> And, is it in-house research, or is it independently conducted
> research? That's a question we don't always ask, but it often makes a
> difference.
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
++++++++++
>
> Date: Tue, 18 May 2004 19:57:56 -0400
> Subject: Re: [mosaic] my Asst. Supt. needs help
> From: Katie Keier <bluskyz@mac.com>
>
> Richard Allington has comments about AR and other reading incentive
programs
> in his book Classrooms That Work .
++++++++++++
>
> Date: Tue, 18 May 2004 20:17:20 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: [mosaic] still reading, still learning

> Dear Colleagues,
> Although I haven't posted often lately, I avidly read everything posted
> and wish I had the time to reply to everyone. Currently I am planning
> summer school, writing purchase orders for the end of the year, helping
> to interview for 8+ openings at our school next year, etc.etc.etc. not
> to mention getting my third through college graduation, and my 16 year
> old through the rigors of first love. I miss talking with all of you.
> I especially miss the minute by minute accounts of strategy lessons, and
> as I interview, weep within at the answers that prospective teachers
> give when I ask, "What is your favorite read aloud and which
> comprehension strategy do you use it to teach?" and they look at me
> blankly and explain that they use "Hop on POP"as an introduction to
> teaching phonics..."
>
> This morning I gave a brand new copy of The Tale
> of Despereaux to my mother, who is 89, and an avid reader. I came home
> at 5:30 to find her on the last chapters, saying, "There is so much in
> this book about death and the light after... Are you sure this is a
> book for children???" And after a scotch for happy hour, she told me,
> "This book tells me that cruelty
> does not pay, but love and kindness and forgiveness are the only way to
> live one's life. Are you sure it's OK to read a book like this to
> little children? Some of this reads like the war in Iraq to me... are
> you sure someone didn't write this book to explain that to children?"
> My mother grew up in an Appalachian coal village, married at 16, and
> though she was offered a college scholarship (in 1935) she chose to
> marry and struggle on at minimum wage. She read to me and my siblings,
> and I think it must have paid off. One of my earliest memories is
> sitting on her lap, listening to her read (she says that I pestered her
> to read aloud The Robe by Loyd C. Douglas and Gone with the Wind by
> Margaret Mitchell, and that she couldn't have gotten through either of
> them if she hadn't just given in and read aloud as I sat on her lap,
> asking questions a mile a minute. And she said that somehow she knew
> not to answer my questions, but to reply... "I'm not sure... but I
> wonder if... and what do you think about...?"
> What a miracle, what a blessing, is the mother who reads to her children
> (and how many of us function as THAT MOTHER!!!)
> PJ
> 4,5,6 and LitCoach
+++++++++

> Date: Tue, 18 May 2004 19:23:13 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] help with remedial reading

> Let me get back to you as soon as I get the magazines from the high school
> librarian. I was able to purchase nearly 100 books with the monies from a
grant
> and today found out there are about 100 books in the classroom. Can you
imagine
> teaching two sections of a reading class with 200 books??? I sure can't.
I will
> be teach one section, with about 15 kids so it sounds somewhat better.
Some of
> these kids are reading years below grade level, so my own collection of
chapter
> books may come in handy as well. What this reservation needs,
desperately, is a
> well stocked public library. Thanks for your offer and I'll let you know
as soon
> as I can.
>
> Lori
++++++++++

> Date: Tue, 18 May 2004 19:26:23 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] my Asst. Supt. needs help

> http://www.sdkrashen.com/articles/does_accelerated_reader_work/index.html
>
> And also, feel free to contact him. Stephen is a dedicated educational
> activist and will bend over backwards to help you. AR has been rejected
> in lower primary classrooms and is being relied less and less upon in
> our Middle School. It is the reading curriculum in our high school, sad
> but true and plays much to important a role in my son's 4-5 school. I
> hate it, pure and simple.
>
> Lori
++++++++++

Date: Tue, 18 May 2004 19:35:45 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] still reading, still learning

> PJ, that is such a wonderful story. Today I helped a young writer find
just the
> right castle to insert into the fairytale he had written. This boy
struggled to
> write sentences and today published a one and half line spaced,two page
fairytale
> compelte with the over-sized O in Once upon a time and the happily ever
after.
> There are a smattering of hearfelt "Listen, dear reader's" smattered
throughout the
> book and the king/hero is modeled on his much love step-father, who worked
hard to
> woo his mother. I loved it and it brought his mom to tears.
>
> You mom's story is amazing and absolutely proof positve that the reader
helps write
> the story. Tell her my second graders understood the struggle between
good and
> evil and pitied the rat who wanted to change, but could not truly do so.
Beyond
> that, there are a lot of puppies and kittens out there this spring named
> Despereaux.
>
> Lori
++++++++++
>
> Date: Tue, 18 May 2004 20:09:14 -0500
> From: Judy's mail <jggasser@swbell.net>
> Subject: Re: [mosaic] my Asst. Supt. needs help
>
> I find this amazing since the National Reading Panel report, which
> according to most is "the scientific-based" research study, specifically
> is very clear that AR is not effective and that the data is not well
> founded. I would recommend consulting the full report of the National
> Reading Panel under independent reading and AR specifically. What is
> happening in the name of "research" is very scary these days. JG
++++++++++
>
> From: "Donna Baker" <baker@sprint.ca>
> Subject: Re: [mosaic] still reading, still learning
> Date: Wed, 19 May 2004 06:01:57 -0400

> Hi PJ
> Tell your mother that Desperaux is being very avidly listened to daily by
my
> students (who usually will not sit still for anything). Their eyes light
up
> when they know it is time to be read to. They may not be getting all the
> layers of meaning, but they sure are talking and thinking while I read. I
> am so thankful to this listserve for letting me know about this book. You
> have never let me down.
> Donna
++++++++++
>
> Date: Wed, 19 May 2004 06:46:51 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] my Asst. Supt. needs help

> What I have read of Krashen indicates that, at best, AR does no harm and
> that the evidence suggests that broad reading and time devoted to
> independent reading is as effective if not more effective.
>
> Lori
+++++++++
>
> Date: Wed, 19 May 2004 06:55:26 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] still reading, still learning

> I have one child in particular for whom this is THE book. I believe so
much that
> just one book is all it takes to turn lots of kids around about reading.
My guy
> had poor literacy teaching as a first grader (his teacher had decided she
is not a
> teacher and left us, so I feel safe in saying this and safer yet having
worked with
> such a bright child with such weak foundations). He was not a
self-proclaimed
> reader, avoided books and wasn't effective with reading or writing.
Although I have
> brought him from level 8 to level 20 and have been able to make reading
more
> appealing than, say, brocoli or castor oil, this book brought him joy and
desire
> and appetite and will and determination. We had no more than finished it,
and he
> borrowed it. His mother, a teacher, has worried that he has not even
particularily
> enjoyed the chapter books she religiously reads aloud to all of her
children
> (including a soon to be high school freshman) but he clamors for five, six
and more
> chapters every night and is eager to learn to read will enought to read
this book
> again, by himself. That is the power of literature and the magic of a
classroom
> library deep enough to house THE book for many different readers and the
joy of
> teaching.
>
> Lori
+++++++++
>
> Date: Wed, 19 May 2004 12:52:35 -0500
> From: kimm@divy.net
> Subject: Re: [mosaic] my Asst. Supt. needs help

> My name is Kim Marsaglia and I am new to this group. I have mixed
emotions
> about all of the reports produced for and against AR. I am a junior high
> teacher and have used AR for the last four years. I understand that AR
will
> test low level comprehesion, but it has forced my students to read. I do
not
> depend on it to tell me about their ability to use higher level thinking
skills
> or reading strategies.
>
> Good News! I have students who had never read books outside of school
and now
> have greater than 200 points for the school year. This Friday all
students
> with 125 AR points will be allowed to go for lunch at a local pizza place.
> They pay for their own meal, but have earned the right to attend.
>
> I have seen an improvement in their reading ability! All the junior high
> teachers encourage students to work on AR. We begin all classes on with
ten
> minutes of reading(block schedule/70 minute periods). This has been
> wonderful. Virtually eliminates behavioral problems.
>
> Teenagers require a lot of encouragement to read...it takes a team
approach.
> Let's face it...most junior high and high school students would rather not
pick
> up a book. If nothing else, AR has encouraged them to do this.
+++++++++

> Date: Wed, 19 May 2004 14:26:26 -0400
> Subject: Re: [mosaic] my Asst. Supt. needs help
> From: "Michele Balars" <balarsm@fc.manatee.k12.fl.us>

> We've had this discussion many times and I'm sure the AR debate will
> continue, but here's my 2 cents anyway.
>
> The fact that AR gets kids reading when they otherwise wouldn't is
> definitely true and is primarily why so many schools use the program.
> However, when administering the DRA I've seen many students answer the
> question "When do you like to read and why?" with answers like "During AR
> time so I can get more points". I'm not exagerating. They say this
> because this is the only purpose these kids see for reading. So much
> emphasis is placed (at many schools) on how many points they have or what
> color sticker they're reading (when I ask students what their AR level is
> they always respond with the color of the dot rather than the actual
> level). My fear is that, by continuing to misuse AR (by that I mean
> failing to conference with students and set goals, etc) our students won't
> continue to read when/if they get out of school because there won't be
> points and physical incentives to support the only purposes they've seen
> for reading => to get AR points or as competition to move up levels.
> Neither of these are real world purposes for reading. Let's not forget
> that our goals as educators is to KEEP them reading - - not just while
> they're in school - - if we want them to be successful in a 21st century
> society.
>
> Michele
> 3-5 Reading Coach
++++++++++

> Date: Wed, 19 May 2004 11:43:59 -0700
> From: "Colleen Mussetter" <CMusset@mlsd.org>
> Subject: Re: [mosaic] my Asst. Supt. needs help

> I've never heard any of our students say that on the DRA. Yippee CM
+++++++++++
>
> From: RR1981@aol.com
> Date: Wed, 19 May 2004 17:57:25 EDT
> Subject: Re: [mosaic] my Asst. Supt. needs help
>
> You know, I feel like I must be doing something wrong, because I don't see
> any results with AR, and don't like the program at all.
>
> My students have the opportunity to take an AR test each morning between
7:30
> and 8:00 AM, as well as on Monday afternoon from 1:20-2:00 PM. I have not
> seen it increase anyone's love of reading. I have some kids who haven't
taken a
> test ALL year long! No one wants to read a book that has no test, UGH! I
> feel like the kids are missing the whole point of reading, which is NOT to
take
> a test.
>
> I really dislike the idea that we are motivating students to read by
taking a
> test, and then offering them some sort of extrinsic reward for doing so.
>
> Rosie
+++++++++++
>
> Date: Wed, 19 May 2004 15:05:07 -0700
> Subject: Re: [mosaic] my Asst. Supt. needs help
> From: "Giesaking, Gene" <GGiesaking@alhambra.k12.az.us>

> I love the program because I see 1,100 students in grades 4-8 ALL reading.
> Last year the =B3average=B2 student read 34 books. I have worked in
schools
> where students read a book a month. We monitor student=B9s progress and
can
> see if their book level is increasing. We can intervene when necessary.
> Parents like the reporting system. Teachers like not having to keep track
> of all of the paperwork.
> -gene
++++++++++
>
> From: "Deb Smith" <debfourblocks@comcast.net>
> Subject: [mosaic] AR
> Date: Wed, 19 May 2004 18:09:39 -0400

> what you've written about is what AR was written/developed for. The
problem
> is that AR is being shoved down into lower grades where it doesn't belong.
> deb
+++++++++++
>
> From: Soswes@aol.com
> Date: Wed, 19 May 2004 19:32:45 EDT
> Subject: [mosaic] Despereux
>
> PJ....
>
> How disheartening that perspective teachers are talking about Hop on Pop
as
> their read aloud. I just gasped when I read that!
>
> I've been reading the Tale of Despereux to my 1st grade students, my 4th
> grade comprehension "tutoring" class and with one 6th grade student I
tutor.
>
> I think my first graders did the best job of all synthesizing the book.
They
> had a clear version of the timelines involved; they felt the book was a
story
> of good vs. evil/love and forgiveness; and I too have seen them using
phrases
> from the book in their writing. Especially, the "reader, let me ask
you...."
>
> It's a wonderful book if you haven't read it and I recommend it highly.
> There is so much you can do with it in teaching the strategies, at any age
level,
> but, best of all.....it's just a GREAT book!
>
> Sandi/1st
+++++++++
>
> Date: Wed, 19 May 2004 18:56:15 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] my Asst. Supt. needs help

> I think if we could reach kids earlier and get them hooked, then it would
be easier
> to sustain reading as a life long habit. I really dread the emphasis on
AR in
> elementary grades. My kids set and meet personal goals and their
motivation is
> internal. I don't want them to lose it. However, if they get this far
and have no
> motivation, then I guess whatever it takes. Obviously the program is not
your
> curriculum. Perhaps that is the secret.
>
> Lori
+++++++++++
>
> Date: Wed, 19 May 2004 19:00:47 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] my Asst. Supt. needs help

> The average child in my room read in excess of 150 books this year,
> ranging from emergent level to chapter books. Their
> motivation--personally established reading goals. I have seen children
> track down and read every book by a given author, set goals (at seven)
> of reading a chapter book a week or read everything on a given topic to
> know more about topics ranging from the Civil War to Blue Whales. And
> we didn't need AR to do it. What did it take?
> Constant teacher modeling of the various purposes for read aloud,
> genuine and enthusiastic book talks (given by kids, teachers, even my
> principal) and an expectation that our room is a place where children
> read. It is the reading and not the program that makes the difference.
>
> Lori
++++++++++++
>
> Date: Wed, 19 May 2004 17:01:56 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] still reading, still learning

> At 03:01 AM 5/19/2004, you wrote:
> >Hi PJ
> >Tell your mother that Desperaux is being very avidly listened to daily
by=
> my
> >students (who usually will not sit still for anything).
>
> No kidding. And mine, who are finished, are still bemoaning the fact that
>
> nothing else is as good. It will be hard to meet their "raised
> palate"
> for literature! Paddington isn't making it for some of them. Some
> are
> enjoying it, but others just don't think it's very good - because it isn't
>
> Despereaux.
> Hugs,
> Susan, in Phoenix
++++++++++
>
> Date: Wed, 19 May 2004 19:21:11 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] still reading, still learning

> We finished Amber Brown Sees Red yesterday and it was a hit, but not to
the degree
> that Desperaux was. I have hooked a whole slew of kids on Amber, and
thanks to the
> Young Amber seires, even my less able kids are able to read about her
> misadventures. For the rest of the year (all 7 days) we are just going to
kick
> back with lots of old favorites from my picture book collection. How many
more
> times can we read Enemy Pie? Or The Recess Queen? Today was Jumanji.
I'll humor
> them--I am so glad they hunger for the good stuff.
>
> Lori
+++++++++

Date: Wed, 19 May 2004 17:56:41 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] still reading, still learning

> >We finished Amber Brown Sees Red yesterday and it was a hit, but not
to=20
> >the degree
> >that Desperaux was.
>
> Yes, I have blessed that whole series and put one in each of the book=20
> baskets. I'm reading favorites, too, as soon as Paddington is finished.
=

> Hugs,
>Susan, in Phoenix
++++++++++
>
> Date: Wed, 19 May 2004 19:56:51 -0700
> From: "Colleen Mussetter" <cmusset@mlsd.org>
> Subject: Re: [mosaic] still reading, still learning

> We have 15 more days left. We are on Chapter 30, but the excitement was =
> high today when I shared a "surprise" with my groups. I went to the =
> Scholastic warehouse sale yesterday and bought more books (1 for every 2 =
> students). It was wonderful to see the excitement as they followed along
=
> today and could notice certain words plus the pictures. I have been =
> showing them as we go, but it is soooooo different when they are in your =
> own hands. I only wish I could have told them they got to keep the books
=
> when they asked. But they thought the students next year are really lucky
=
> to have the book for the whole story. Yes, Despereaux is even a hit with
=
> struggling 3rd graders. I'm amazed everyday when one of them makes a =
> "discovery" that is not in black and white. Colleen
+++++++++
>
> From: "Mary Baker" <mary@frontporchfriend.com>
> Subject: Re: [mosaic] still reading, still learning
> Date: Wed, 19 May 2004 20:04:03 -0700

> Okay, OKay, Okay, I am now so excited to read this book. I am going to
try
> and find it tomorrow for my plane trip. Would you suggest reading this
book
> with 5th graders?
> MARY BAKER
++++++++++

> From: "btillman" <btillman@farmerstel.com>
> Subject: Re: [mosaic] my Asst. Supt. needs help
> Date: Wed, 19 May 2004 23:16:49 -0400

> We had a 1/2 price Scholastic book fair to be able to purchase books for
our
> kids for the summer. Today we were able to bring in every child in the
> school to select a free book to take home for the summer. You should have
> seen their eyes light up! They would say, "It's mine??? I can keep it
> forever?" This was one of the happiest days I've ever had. One group of
PreK
> kids were sitting outside in the hall waiting on the others to finish, and
> they were all sharing their books and talking about the authors and
> illustrators (yes, in those terms). All day long kids would meet me in the
> hall and say, "Thank you so much for my book!"
> Our students love to read, and we don't use AR. We just have tons of books
> on every possible topic, and we give kids time to read them. We teach them
> to appreciate the stories, the authors, the illustrators, the concepts of
> nonfiction. I think AR is popular because it is easy. You just give them a
> book and let them take a test. (Now it is not so easy to sit by a first
> grader and help them get into the program to take a test.)
> I love to read. It is a passion of mine. There are few books in this
world
> that I would not want to read. I have read 4 books this week alone, and I
am
> reading the new Nicholas Sparks book right now. I want every child in my
> school to share that passion. I feel it is my mission to help every child
> discover the genre, or author they love. If you don't love to read, you
just
> haven't found the right book. I have NEVER found a child that I could not
> get motivated to read. I take the time to talk with them, learn their
> interests, and find books for them. It takes alot of time and effort, but
it
> is so much more rewarding than relying on a motivational computer program.
> Along the way, I learn many great things about the kids. I know that Chase
> is wild about Elvis, and now branching out to be a Beatles freak. I know
> that there are 15 third grade girls that would kill to get a horse book. I
> know that Michael wants hot rod books, and they are difficult to find on a
> first grade level. I know that Lucas loves Star Wars because he relates to
> Luke Skywalker. I know that Brandon is a fifth grader desperate to fit
in,
> so he talks about Harry Potter nonstop even though he can't begin to read
> the books.
> Kids have TV, video games, and millions of other things to occupy their
> lives, but many don't have someone to listen to them. We should take the
> time to listen. Bibliotherapy is an art we should all practice.
> (Okay, sermon over!)
> Enjoy the last days of school!
> Cece
++++++++++

> Date: Wed, 19 May 2004 21:15:22 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: [mosaic] Despereaux

> At 08:04 PM 5/19/2004, you wrote:
> >Would you suggest reading this book with 5th graders?
>
> There is no grade level with whom you can't successfully share it,
> apparently. Everyone finds something in it. =)
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
++++++++++
>
> From: "jan sanders" <jgousan@hotmail.com>
> Subject: Re: [mosaic] my Asst. Supt. needs help
> Date: Wed, 19 May 2004 21:29:26 -0700
>
> Michele wrote... Let's not forget
> that our goals as educators is to KEEP them reading - - not just while
> they're in school - - if we want them to be successful in a 21st century
> society.
>
> I agree.
> Our goal as educators should be to instill a love of reading and create l=
> ife-long readers. Reading to earn points is a shallow end to the means. =
> What are we teaching them as readers? I have a book study going this ye=
> ar with 7 teachers from my school -Lucy Calkins' The Art of Teaching Read=
> ing. She emphasizes the readerly life. How many adults do you know who =
> read for points? What do adults do after they read a book? They usually=
> tell someone about it -they talk about it. A couple of the chapters in =
> Lucy's book are about talking about books. She says she has moved away f=
> rom having kids write responses everyday because they were getting hung u=
> p with the writing, when the reading should be the focus. The teachers i=
> n the group (1st, two 2nd, two 3rd, 4th, RSP) have been focusing on talki=
> ng about your book to help build comprehension. They link the talk to th=
> e strategy taught that day, or have kids do a retell. To model accountab=
> le talk they did think alouds when doing read alouds. They also have the =
> kids give their thoughts and ideas which they chart out. They then choos=
> e one "comment" and have the kids talk around that. The idea is that the=
> y will "go deeper" with their thinking if they have to listen to what som=
> eone else says and respond to it. This is not just one response, then mo=
> ve on to another idea. It is multiple responses to what others say about=
> the same comment. It was hard at first, but now the kids can spend 20 t=
> o 30 minutes talking about one comment that was made about the story. Th=
> ey are getting excited about books, and learning how to think and respond=
> and justify their position. Kind of reminds me of my book club at the l=
> ocal bookstore. High energy, thoughtful, discussions. =20
> I find it very disheartening when children respond to the question "when =
> do you like to read and why?" with to get AR points...
> jan
> literacy coach K-6
> California
++++++++++
>
> From: rebecca finnerud <rfinnerud@charter.net>
> Subject: Re: [mosaic] my Asst. Supt. needs help
> Date: Wed, 19 May 2004 23:17:00 -0500

> This subject hit a sore spot for me.AR ruined my daughters love of=20
> literature. She chose books, not because she was interested in the=20
> literature, but because it was worth a certain number of points. She=20
> stopped bringing home book orders because they didnt have AR tests-too=20=
>
> new. She did not read a classic book she received for Christmas
because=20=
>
> the school didnt own the test that went with it. I think AR has been=20
> horribly misused and I am sad that her love of literature has been=20
> replaced with concern for points. How very sad.
+++++++++++
>
> From: "Donna Baker" <baker@sprint.ca>
> Subject: Re: [mosaic] still reading, still learning
> Date: Thu, 20 May 2004 04:54:53 -0400

> My teaching partner and I are reading Desperaux to both our classes - 50
> grade 4 & 5 students...loving it. Try using turn and talk to a partner
> technique while reading - it is magical.
> Donna
++++++++++++

> Date: Thu, 20 May 2004 06:01:04 -0400
> From: SKosmoski@aol.com
> Subject: Re: [mosaic] my Asst. Supt. needs help

> Good Morning--
> I am not and never will be an AR fan. I think it divides kids and teacehrs
in all kinds of different ways!
>
> however, I spent four years at a school where my position required that I
manage the AR program. So---to make it palatable for myself, the first disc
of tests I purchased was a blank disc. I publically announced that ALL books
are AR books and that any book the child read and wrote a test for I would
inclue on the computer. The kids had to read a book--write 12 questions--3
or more at the analysis level--I gave them a list of Bloom's verbs--and
present both the book and the test to me. What an incredible amount of work
I let my self in for (sometimes our philosophies can make things difficult
for us) But it worked!
>
> When I left that school three years later, they had a bank of over 1200 AR
tests all written by students! almost every book in the library was an AR
book! The kids and the staff took real ownership in the program--and I could
sleep at night.
> Mary Anne
+++++++++++++

> Date: Thu, 20 May 2004 06:05:24 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] still reading, still learning

> And I am an art lover. Imagine my delight when the kids cried out before
I started to read Jumangi yesterday, "Chiarscuro!" They are delighted with
the poer of the pencil and I wish I had time to buy some decent art pencils
before our year ended.
>
> Lori
++++++++++++
>
> Date: Thu, 20 May 2004 06:06:11 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] still reading, still learning

> A middle school teacher told me her kids are eating it up, so go for it.
The
> themes run deep.
>
> Lori
+++++++++
>
> From: "Harvey Family" <armehharvey@comcast.net>
> Subject: RE: [mosaic] my Asst. Supt. needs help
> Date: Thu, 20 May 2004 04:01:40 -0700

> Bravo! I've heard of students making their own test (my daughter had
> done this for her teacher) but I never knew how to implement it.
>
> Question: Bloom's verbs - what are they? I did a search on Bloom's
> taxonomy and got these under analysis:
>
> acts; administers; articulates; assesses; charts; collects; computes;
> constructs; contributes; controls; determines; develops; discovers;
> establishes; extends; implements; includes; informs; instructs;
> operationalizes; participates; predicts; prepares; preserves; produces;
> projects; provides; relates; reports; shows; solves; teaches; transfers;
> uses; utilizes
>
> Are these what you used or do you have something else?
>
> Alan, grade 5
+++++++++
>
> Date: Thu, 20 May 2004 04:37:31 -0700 (PDT)
> From: Yvonne Greene <myvonnegreene@yahoo.com>
> Subject: [mosaic] visualizing

> I am sorry I am so late to add to this discussion. I have been slowly
working through Chapter 4 and finished it last night.
>
> I attended a workshop yesterday that had one piece of information I needed
months ago on visualizing. It comes from Chapter 3 of Jeffrey Wilhelm's
Reading is Seeing. (I must add that book to my summer reading list!)
>
> In the handout I received, he outlines 7 steps to improve visualization.
> 1. Create Mental images of observed concrete objects.
> 2. Create elaborate mental images of imagined concrete objects.
> 3. Envision familiar objects and settings from their own experience.
> 4. Add familiar actions and events, then relationships and settings.
> 5. Picture characters, settings, details, and events while listening to a
story read or told aloud.
> 6.Study text illustrations and use them to create internal images.
> 7. Create mental pictures independently.
>
> He gives examples of how to do each step. The reading was very
enlightening to me.
>
> Yvonne
+++++++++++
>
> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: RE: [mosaic] my Asst. Supt. needs help
> Date: Thu, 20 May 2004 06:15:11 -0700

> I gave them a list of Bloom's verbs-
>
> Good morning, too! I'm going to take a risk here and ask a question I
> think I should already know the answer to. Could you tell me what the
> list of Bloom's verbs was that you gave to the students? I have heard
> of Bloom's Taxonomy and know that it is higher order thinking questions,
> but my actual knowledge of/training in it is very thin. I would love to
> know the verbs your students used to create the questions. Hoping I'm
> not appearing too ignorant. Thanks!
> Martha/4/5/az
+++++++++++
>
> From: Renee Goularte <phoenixone@mindspring.com>
> Subject: Re: [mosaic] my Asst. Supt. needs help
> Date: Thu, 20 May 2004 06:43:17 -0700

> Rebecca....
>
> I do hope that you brought these concerns to your daughter's school,=20
> especially to the principal. My daughter was an avid reader as a child=20=
>
> and then absoluty QUIT reading when she was in 7th grade because the=20
> only books she was allowed to read for book reports (due monthly) were=20=
>
> ones on her teachers' list, and she wasn't interested in any of them.=20
> She was completely turned off to reading for the next two years.=20
> Interestingly, she came back to reading sometime during her freshman=20
> year in high school, as a result of being in the jazz band. She had a=20
> holistic band instructor who believed that understanding music was as=20
> important as playing it. I found this out when I read an essay my=20
> daughter wrote as a college English assignment, where they were asked=20
> to write about how they came to literacy. My daughter wrote that when=20
> she understood that jazz told a story, it brought her back to love of=20
> language and reading.
>
> She graduated Magna Cum Laude from Santa Clara University with an=20
> English major and now works in "Project Literacy".... an organization=20
> under Planned Parenthood which distributes books to young children in=20
> need.
>
> Am I proud of her? You bet. Do I have any respect for her junior high=20
> teachers? No way.
> Renee
++++++++++
>
> From: SueMommy01@aol.com
> Date: Thu, 20 May 2004 09:51:16 EDT
> Subject: Re: [mosaic] my Asst. Supt. needs help
>
> I've been reading all the input on AR and thought I'd jump into the
> discussion with a recent experience with a group of undergraduate early
childhood
> majors. As part of their Emergent Literacy course I asked my students (40
of them)
> to write a Literacy Autobiography. There were several themes....first of
all,
> none of them remembered learning to read but the general perception was
that
> they learned from being read to at home. They all remembered certain books
> that were read to them and were still attached to those books (some of
them added
> these to their collections after the assignment). Most of them said they
> loved reading up until about 3rd grade but developed a strong dislike for
reading
> after that. Their love was not rekindled until they took their Children's
Lit
> course in college. When I asked them to reflect on why they thought this
> happened they listed the following as having turned them off to reading.
1.
> Assigned reading 2. Book Reports 3. AR
> HMMMMMM....
> Sue
++++++++++++
>
> Date: Thu, 20 May 2004 10:47:54 -0700 (PDT)
> From: Julie <sisjulie1@yahoo.com>
> Subject: RE: [mosaic] my Asst. Supt. needs help

> I have a little flip chart that I bought at the
> teacher store that has verbs for each level of Bloom's
> taxonomy. It was under $5. The publisher's website
> is <http://www.edupressinc.com>.
>
> Here's a website for more information about Bloom's
> that includes verbs.
>
> <http://www.coun.uvic.ca/learn/program/hndouts/bloom.html>
>
> Julie
+++++++++++

> Date: Thu, 20 May 2004 15:28:31 -0400
> Subject: [mosaic] Middle Grades Wish List
> From: "Michele Balars" <balarsm@fc.manatee.k12.fl.us>

> I just received some exciting news but at the same time it made me run to
> the listserve for help :-) I'm not only transitioning from Intermediate
> Reading Coach (Elementary) to Middle School reading teacher this fall for
> the first time but the school will be brand new this fall and my
> department chair just emailed me to ask what materials I would like them
> to order for me... YIKES! It doesn't have to be the same as every other
> reading class in the building and they're letting the teachers actually
> choose what materials they want! I can hardly believe it! Here's where I
> need the help of the listserve...there are so many great materials to
> choose from-- but I consider you all the quintessential fountains of
> knowledge when it comes to this stuff...
>
> So...if you were in my place and knew that you'd be "doing" Reader's
> Workshop (probably 7th/8th grade), what materials would you want??? Would
> Despereaux be motivating for them? I'm not sure what the grade level
> specifics are yet. I've kept most of the recent emails about struggling
> reader materials but thought I'd throw this out anyway... it's kind of
> like having 3 wishes and not wanting to make a wrong wish!
>
> Thanks in advance for your help and ideas!!
>
> Michele
> 3-5 Reading Coach
++++++++++++
>
> From: SueMommy01@aol.com
> Date: Thu, 20 May 2004 15:46:20 EDT
> Subject: Re: [mosaic] Middle Grades Wish List
>
> HI Michele,
> I'd recommend checking Janet Allen & Kyle Gonzalez lists in There's Room
for
> Me Here and also Jodie Crum Marshall's list in her new book (I think it's
a
> Stenhouse).
> Sue
+++++++++++
>
> From: "EWW" <emwwhite@inteliport.com>
> Subject: Re: [mosaic] Bloom
> Date: Thu, 20 May 2004 16:15:34 -0400
>
> Here is a synthesis of several websites or messages concerning Bloom's
> Taxonomy and QAR:
>
> Bloom's Taxonomy
>
> ASKING QUESTIONS ACROSS THE CURRICULUM
>
> Level 1: Knowledge - exhibits previously learned material by recalling
> fundamental facts, terms, basic concepts and answers about the selection.
>
> Key words: who, what, why, when, omit, where, which, choose, find, how,
> define, label, show, spell, list, match, name, relate, tell, recall,
select
>
> Success at this level will be evidenced by the student's ability to:
>
> Match character names with pictures of the characters.
>
> Match statements with the character who said them.
>
> List the main characteristics of one of the main characters in a WANTED
> poster.
>
> Arrange scrambled story pictures and/or scrambled story sentences in
> sequential order.
>
> Recall details about the setting by creating a picture of where a part of
> the story took place.
>
> Questions: (Right There)
>
> What is . . . ? How is . . . ?
>
> Where is . . . ? When did _______ happen?
>
> How did ______ happen? How would you explain . . . ?
>
> Why did . . . ? How would you describe . . . ?
>
> When did . . . ? Can you recall . . . ?
>
> How would you show . . . ? Can you select . . . ?
>
> Who were the main . . . ? Can you list three . . . ?
>
> Which one . . . ? Who was . . . ?
>
>
> Level 2: Comprehension - demonstrating a basic understanding of facts and
> ideas by organizing, comparing, translating, interpreting, giving
> descriptions and stating main ideas.
>
> Key words: compare, contrast, demonstrate, interpret, explain, extend,
> illustrate, infer, outline, relate, rephrase, translate, summarize, show,
> classify
>
> Success at this level will be evidenced by the student's ability to:
>
> Interpret pictures of scenes from the story or art print.
>
> Explain selected ideas or parts from the story in his or her own words.
>
> Draw a picture and/or write a sentence showing what happened before and
> after a passage or illustration found in the book. (visualizing)
>
> Predict what could happen next in the story before the reading of the
entire
> book is completed.
>
> Construct a pictorial time-line which summarizes what happens in the
story.
>
> Explain how the main character felt at the beginning, middle, and /or end
of
> the story.
>
> Questions: (Think and Search and Author & Me)
>
> How would you classify the type of . . . ?
>
> How would you compare . . . ? contrast . . . ?
>
> Will you state or interpret in your own words . . . ?
>
> How would you rephrase the meaning . . . ?
>
> What facts or ideas show . . . ?
>
> What is the main idea of . . . ?
>
> Which statements support . . . ?
>
> Can you explain what is happening . . . what is meant . . .?
>
> What can you say about . . . ?
>
> Which is the best answer . . . ?
>
> How would you summarize . . . ?
>
>
> Level 3: Application - solving problems by applying acquired knowledge,
> facts, techniques and rules in a different, or new, way.
>
> Key words: apply, build, choose, construct, develop, interview, make use
of,
> organize, experiment with, plan, select, solve, utilize, model, identify
>
> Success at this level will be evidenced by the child's ability to:
>
> Classify the characters as human, animal, or thing.
>
> Transfer a main character to a new setting.
>
> Make finger puppets and act out a part of the story.
>
> Select a meal that one of the main characters would enjoy eating: plan a
> menu, and a method of serving it.
>
> Think of a situation that occurred to a character in the story and write
> about how he or she would have handled the situation differently.
>
> Give examples of people the student knows who have the same problems as
the
> characters in the story.
>
> Questions: (Think & Search and Author & Me)
>
> How would you use . . . ?
>
> What examples can you find to . . . ?
>
> How would you solve _______ using what you have learned . . . ?
>
> How would you organize _______ to show . . . ?
>
> How would you show your understanding of . . . ?
>
> What approach would you use to . . . ?
>
> How would you apply what you learned to develop . . . ?
>
> What other way would you plan to . . . ?
>
> What would result if . . . ?
>
> Can you make use of the facts to . . . ?
>
> What elements would you choose to change . . . ?
>
> What facts would you select to show . . . ?
>
> What questions would you ask in an interview with . . . ?
>
>
> Level 4: Analysis - examining and breaking information into parts by
> identifying motives or causes; making inferences and finding evidence to
> support generalizations.
>
> Key words: analyze, categorize, classify, compare, contrast, discover,
> dissect, divide, examine, inspect, simplify, survey, take part in, test
for,
> distinguish, list, distinction, theme, relationships, function, motive,
> inference, assumption, conclusion
>
> Success at this level will be evidenced by the student's ability to:
>
> Identify general characteristics (stated and/or implied) of the main
> characters.
>
> Distinguish what could happen from what couldn't happen in the story in
real
> life.
>
> Select parts of the story that were the funniest, saddest, happiest, and
> most unbelievable.
>
> Differentiate fact from opinion.
>
> Compare and/or contrast two of the main characters.
>
> Select an action of a main character that was exactly the same as
something
> the child would have done.
>
> Questions: (Think & Search and Author & Me)
>
> What are the parts or features of . . . ?
>
> How is _______ related to . . . ?
>
> Why do you think . . . ?
>
> What is the theme . . . ?
>
> What motive is there . . . ?
>
> Can you list the parts . . . ?
>
> What inference can you make . . . ?
>
> What conclusions can you draw . . . ?
>
> How would you classify . . . ?
>
> How would you categorize . . . ?
>
> Can you identify the different parts . . . ?
>
> What evidence can you find . . . ?
>
> What is the relationship between . . . ?
>
> Can you make a distinction between . . . ?
>
> What is the function of . . . ?
>
> What ideas justify . . . ?
>
>
> Level 5: Synthesis - compiling information together in a different way by
> combining elements in a new pattern to propose alternative solutions or to
> form a new idea or product.
>
> Key Words: build, choose, combine, compile, compose, construct, create,
> design, develop, estimate, formulate, imagine, invent, make up, originate,
> plan, predict, propose, solve, solution, suppose, discuss, modify, change,
> original, improve, adapt, minimize, maximize, delete, theorize, elaborate,
> test, improve, happen, change
>
> Success at this level will be evidenced by the child's ability to:
>
> Create a story from just the title before the story is read (pre-story
> exercise).
>
> Write three new titles for the story that would give a good idea what it
was
> about.
>
> Create a poster to advertise the story so people will want to read it.
>
> Use your imagination to draw a picture about the story.
>
> Create a new product related to the story.
>
> Restructure the roles of the main characters to create new outcomes in the
> story.
>
> Compose and perform a dialogue or monologue that will communicate the
> thoughts of the main character(s) at a given point in the story.
>
> Imagine that he or she is one of the main characters and write a diary
> account of daily thoughts and activities.
>
> Create an original character and tell how the character would fit into the
> story.
>
> Write the lyrics and music to a song that one of the main characters would
> sing if he/she/it became a rock star and perform it.
>
> Questions: (Author & Me or On My Own)
>
> What changes would you make to solve . . . ?
>
> How would you improve . . . ?
>
> What would happen if . . . ?
>
> Can you elaborate on the reason . . . ?
>
> Can you propose an alternative . . . ?
>
> Can you invent . . . ?
>
> How would you adapt ________ to create a different . . . ?
>
> How could you change (modify) the plot (plan) . . . ?
>
> What could be done to minimize (maximize) . . . ?
>
> What way would you design . . . ?
>
> What could be combined to improve (change) . . . ?
>
> Suppose you could _______ what would you do . . . ?
>
> How would you test . . . ?
>
> Can you formulate a theory for . . . ?
>
> Can you predict the outcome if . . . ?
>
> How would you estimate the results for . . . ?
>
> What facts can you compile . . . ?
>
> Can you construct a model that would change . . . ?
>
> Can you think of an original way for the . . . ?
>
>
> Level 6: Evaluation - presenting and defending opinions by making
judgments
> about information, validity of ideas or quality of work based on a set of
> criteria.
>
> Key Words: award, choose, conclude, criticize, decide, defend, determine,
> dispute, evaluate, judge, justify, measure, compare, mark, rate,
recommend,
> rule on, select, agree, interpret, explain, appraise, prioritize, opinion,
> ,support, importance, criteria, prove, disprove, assess, influence,
> perceive, value, estimate, influence, deduct
>
> Success at this level will be evidenced by the student's ability to:
>
> Decide which character in the selection he or she would most like to spend
a
> day with and why.
>
> Judge whether or not a character should have acted in a particular way and
> why.
>
> Decide if the story really could have happened and justify reasons for the
> decision.
>
> Questions: (On My Own/In My Head)
>
> Do you agree with the actions . . . ? with the outcomes . . . ?
>
> What is your opinion of . . . ?
>
> How would you prove . . . ? disprove . . . ?
>
> Can you assess the value or importance of . . . ?
>
> Would it be better if . . . ?
>
> Why did they (the character) choose . . . ?
>
> What would you recommend . . . ?
>
> How would you rate the . . . ?
>
> What would you cite to defend the actions . . . ?
>
> How would you evaluate . . . ?
>
> How could you determine . . . ?
>
> What choice would you have made . . . ?
>
> What would you select . . . ?
>
> How would you prioritize . . . ?
>
> What judgment would you make about . . . ?
>
> Based on what you know, how would you explain . . . ?
>
> What information would you use to support the view . . . ?
>
> How would you justify . . . ?
>
> What data was used to make the conclusion . . . ?
>
> Why was it better that . . . ?
>
> How would you prioritize the facts . . . ?
>
> How would you compare the ideas . . . ? people . . . ?
+++++++++++++

> Date: Thu, 20 May 2004 17:28:00 -0400
> Subject: Re: [mosaic] Despereaux
> From: Laurette Darling <ldarling@ctel.net>

> Hello all,
> I just bought my copy at a school book sale (Buy one- get one free) and
> donated the free copy to the school library. I could not go any longer
> without reading it after all the great comments on the list. Thanks!!!
> Laurette
+++++++++++++

Date: Thu, 20 May 2004 17:46:50 -0700 (PDT)
> From: Heather Wall <heather_wall_2000@yahoo.com>
> Subject: Re: [mosaic] still reading, still learning

> For those of you who've been reading Despereaux, do
> you feel it's appropriate for 1st graders? In
> particular, a 1st grade class that's 60% ESOL? At the
> very least I've got to try to read it this summer
> myself!
> Heather
+++++++++++

> From: SuzTeacher@aol.com
> Date: Thu, 20 May 2004 21:19:21 EDT
> Subject: Re: [mosaic] Despereaux
>
> yes, yes, yes, The Tale of Despereaux is a must!
++++++++++
>

> Date: Thu, 20 May 2004 22:43:30 -0400
> Subject: Re: [mosaic] Middle Grades Wish List
> From: Bill Ivey <bivey@k12s.phast.umass.edu>

> HI!
>
> Here is my short list (growing longer by the day) of books I am=20
> considering for my own 7th/8th grade Humanities course next year:
> The Folk Keeper Franny Billingsley
> Before We Were Free Julia Alvarez
> House on Mango Street Sandra Cisneros
> Caramelo Sandra Cisneros
> The Giver Lois Lowry
> Gathering Blue Lois Lowry
> Messenger Lois Lowry
> The Silent Boy Lois Lowry
> Looking Back: A Book of Memories Lois Lowry
> Bread Givers Anzia Yezierska
> Homeless Bird Gloria Whelan
> Dealing with Dragons Patricia C. Wrede
> Searching for Dragons Patricia C. Wrede
> Calling on Dragons Patricia C. Wrede
> Talking to Dragons Patricia C. Wrede
> Not One Damsel in Distress Jane Yolen
> Stargirl Jerry Spinelli
> Roll of Thunder Hear My Cry Mildred D. Taylor
> The Land Mildred D. Taylor
> Song of the Trees Mildred D. Taylor
> When I Was Your Age: Original Stories About Growing Up Amy Ehrlich,=20
> ed.
> Night Elie Wiesel
> To Kill a Mockingbird Harper Lee
> The Diary of Anne Frank Anne Frank
> What Every Girl (Except Me) Knows Nora Raleigh Baskin
> Esperanza Rising Pam Mu=F1oz Ryan
> Blooomability Sharon Creech
> Walk Two Moons Sharon Creech
> Love That Dog Sharon Creech
> The Skin I=92m In Sharon G. Flake
> Romiette and Julio Sharon M. Draper
> Durable Goods Elizabeth Berg
> Joy School Elizabeth Berg
> Silver Norma Fox Mazer
> Girlhearts Norma Fox Mazer
> The Cat Ate My Gymsuit Paula Danziger
> Four Perfect Pebbles: A Holocaust Story Lila Perl and Marion=20
> Blumenthal Lazan
> The Big Lie Isabella Leitner
>
> -> selected ALA list books from the past eight or so years:
> Born Blue. Han Nolan. =09
> Born in Sin. Evelyn Coleman. =09
> Rainbow Boys. Alex Sanchez. =09
> Scribbler of Dreams. Mary E. Pearson=09
> Slave Narrative: The Journey to Freedom. Elaine Landau.
> Things I Have to Tell You: Poems and Writing by Teenage Girls. Betsy=20=
>
> Franco.
> Demon in My View. Amelia Atwater-Rhodes=09
> Esperanza Rising. Pam Mu=F1oz Ryan.=09
> The Girls. Amy Goldman Koss. =09
> Hope Was Here. Joan Bauer. =09
> The Wish. Gail Carson Levine. =09
> Angels Turn Their Backs. Margaret Buffie.=09
> Bloomability. Sharon Creech. =09
> A Door Near here. Heather Quarles=09
> The Haunting. Joan Lowery Nixon. =09
> the Journal of william Thomas emerson: A Revolutionary War Patriot.=20
> Barry Denenburg.
> Lives of Our Own. Lorri Hewitt. North by Night: A Story of the=20
> Underground Railroad. Katherine Ayres.
> The Skin I=92m in. Sharon G. Flake. The Dreams of Mairhe Mehan. =
> Jennifer=20
> Armstrong.
> Four Perfect Pebbles: A Holocaust Story. Lila Perl and Marion=20
> Blumenthal Lazan.
> Maya Angelou: More Than a Poet. Elaine Slivinski Lisandrelli.
> When I Was Your Age: Original Stories About Growing Up. Amy Ehrlich,=20
> ed.
> * Louise Rennison: the Georgia Nicolson series.
>
> Your librarian may have additional sources for ideas.
>
> Take care,
> Bill Ivey
> teacher, Stoneleigh-Burnham School
>Trustee, Pine Cobble School
++++++++++++

> From: "Chris Preston" <Christine.Preston@verizon.net>
> Subject: [mosaic] old time books
> Date: Thu, 20 May 2004 19:53:04 -0700
> Reply-To: mosaic@u46teachers.org
>
> I would love to find the name of a favorite book that was read to me in =
> 5th grade. Isn't there a site to search for books? I don't know the =
> title at all. I only remember that I loved the book and it had a boy who =
> used to take cinnamon buns to a dragon in a cave. I was in 5th grade in =
> 1963, if that helps.
++++++++++
>
> From: FEARNOT24@aol.com
> Date: Thu, 20 May 2004 23:09:29 EDT
> Subject: Re: [mosaic] old time books

> Christine!
>
> I have had fairly good success going to Amazon.com and doing some searches
to
> find books that I know little about......If you search using keywords like
> dragon and cinnamon buns.....you might stumble across something in their
search
> engine.....Just a thought....
> Robert
> "Changing the world one-fourth grader at a time."
> Colorado
++++++++++++

> From: "J Grand" <grandj@hotmail.com>
> Subject: [mosaic] still looking for retirement songs or poems
> Date: Fri, 21 May 2004 06:19:44 +0000

> Anyone have any good songs or poems for retiring teachers without a cost
> attached?
>
> txs,
> grandj@hotmail.com
+++++++++++

> Date: Fri, 21 May 2004 05:41:52 -0400
> From: SKosmoski@aol.com
> Subject: [mosaic] (was) my Asst. Supt. needs help/blooms verbs

> Good morning--
> there are tons of sights for Bloom's verbs. My list is a compilation of
things I have gathered through the years. However--the ones you listed will
work, just drop the -s. For example:
> Which of these words best describes the relationship between--(taking the
verb "relates" and changing it to relationships") you get the idea.
> Mary Anne
+++++++++

> Date: Fri, 21 May 2004 06:00:06 -0400
> From: SKosmoski@aol.com
> Subject: [mosaic] (was) my Asst. Supt. needs help/blooms verbs

> Martha--
> There are tons of lists of the verbs associated with Bloom's taxonomy on
the internet. My list is a compilation of years of work in this area. I go
through a lengthy process of teaching the taxonomy with kids. When I was a
reading specialist, I would go into each of our sixth grade reading classes
(we were a 6,7,8 middle school) for three days in a row and teach them about
how we think, the process of reading and the levels of thinking. I explained
that FCAT is written so that 70% of the questions are at the application,
analysis, synthesis and evaluation levels. I use picture book read-alouds
and we write questions together at each level so they are familiar with the
structure.
>
> That way when they began to write AR tests we had a common language.
> Mary Anne
+++++++++
>
> Date: Fri, 21 May 2004 08:27:04 -0400
> From: Nancy McClelland <nancy@adventuresworldwide.com>
> Subject: Re: [mosaic] my Asst. Supt. needs help

> > Bibliotherapy is an art we should all practice.
Cece
> >
> >Bibliotherapy - is there really such a thing?! Talking to my individual
> >students more about what kinds of books, stories they love will become a
> >goal for the next school year. You are so right, every child can find
> >books they love. You are so fortunate to be such an avid reader. I'm a
> >rather slow reader and often feel I should be reading school related
> >materials to become "better".
>
> Is there a selection of questions you would recommend while chatting with
> the child about different kinds of books?
> Thanks.
> Nancy
> 3-5 ESOL, FL
++++++++++
>
> Subject: RE: [mosaic] speech therapists/spec. ed. teachers
> Date: Fri, 21 May 2004 10:37:55 -0500
> From: "Kretschmer, Debra A" <kretschmerd@mail.davenport.k12.ia.us>

> Here are some of my thoughts as a resource teacher teaming with others =
> in my school. I think one of the most important things to emphasize to =
> these specialists is collaboration with the regular ed teachers. That =
> collaboration piece needs to include both planning together and =
> observing each other. What a benefit to special needs kids that they =
> hear the same language, see additional models of a particular strategy, =
> and have the opportunity for more practice on the strategy that is also =
> being instructed in the reg. classroom. The transfer of these new =
> skills to the reg. ed. setting is a cinch!
++++++++++
>
> Date: Fri, 21 May 2004 10:50:42 -0500
> Subject: Re: [mosaic] speech therapists/spec. ed. teachers
> From: carol carlson <carlsonca@dist102.k12.il.us>

> I spoke with one of the speech therapists who took my class. She had
> been a little worried that it didn't apply to her. But, she felt she
> learned a lot.
> Key points: being able to use the same language, especially visualizing
> The rubric from Ellin Keene (the last three pages of the MPIR). Both
> speech therapists felt they could use this to set more specific goals
> for their students (I wouldn't have thought of this in a million
> years). So perhaps that's an area you could spend some time on.
> Sorry, Ginger, I know you'll figure this out!
> Carol
+++++++++
>
> Subject: RE: [mosaic] speech therapists/spec. ed. teachers
> Date: Fri, 21 May 2004 12:17:44 -0500
> From: "Watkins, Amy" <awatkins@liberty.k12.mo.us>

> Debra,
> I am interested in hearing more about how you effectively team with =
> classroom teachers in providing instruction for special service =
> students. What does your schedule look like? Are all special service =
> students in a particular grade level grouped in the same classroom? How =
> do you find time for collaboration? Thanks in advance.
>
> Amy Watkins
> Assistant Principal
> Lillian Schumacher Elementary
> 425 Claywoods Pkwy.
> Liberty, MO 64068
++++++++++++
>
> Date: Fri, 21 May 2004 13:53:26 -0500
> From: Gail Galbraith <ggalbraith@aea8.k12.ia.us>
> Subject: Re: [mosaic] Middle Grades Wish List

> Hi Michele,
> I don't have a list of titles for you right now, but I would suggest
> that you consider looking for quality nonfiction. I will try to get
> together a list of titles soon that we have used with middle school
> students. Nonfiction tradebooks have really turned on some of the
> readers who weren't very interested in fiction. There are some
> really cool nonfiction books out now.
> Sorry I don't have time to put together the list for a few days, but
> I promise to do it.
> Gail
+++++++++++
>
> Date: Fri, 21 May 2004 14:59:48 -0400
> Subject: Re: [mosaic] Middle Grades Wish List
> From: "Michele Balars" <balarsm@fc.manatee.k12.fl.us>

> mosaic@u46teachers.org writes:

> Thanks Gail and everyone who's responded to my request! I'd really be
> interested in a list of current non-fiction for MS students. Right now
> I'm playing around with the idea of having theme-related literature
> studies (survival, fairy tale, adolescent topics, etc) and would have
> non-fiction (or fiction) related books available for building background,
> extending vocabulary, etc. I'm hoping this format would allow me to use a
> similar book for read aloud and thus create multiple ways for the students
> to make connections and work on strategy instruction through mini-lessons
> and lots of discussions. An example "unit" might be.... The Cay,
> Hatchet,& A Girl Named Disaster for student groups and I would read The
> Talking Earth to them as a read aloud (good one since we live in FL). I
> would collect non-fiction books on hurricanes, island ecosystems, boating
> books, wilderness books (I also lived in rural Alaska for 3yrs and can
> offer personal experience to them on that myself), etc. as well as other
> similar fiction titles and put them out for them to access as we read and
> discuss the books. Does that sound do-able?
>
> Michele
+++++++++

> Date: Fri, 21 May 2004 12:16:45 -0700
> From: "Colleen Mussetter" <CMusset@mlsd.org>
> Subject: [mosaic] Dibels vs. DRA

> We are looking at both but can choose one. Does anyone have thoughts on
> either - pro or con? Can anyone compare or contrast them? Thanks
> ahead of time. Once again everyone's expertise is appreciated. Colleen
> and Judy
++++++++++

> Subject: RE: [mosaic] Dibels vs. DRA
> Date: Fri, 21 May 2004 14:18:35 -0500
> From: "Joy Scurlock" <joys@wcs.edu>

> Hands down the DRA gives you much more information about your child in
> an untimed environment!
>
> Joy
+++++++++
>
> From: "btillman" <btillman@farmerstel.com>
> Subject: Re: [mosaic] my Asst. Supt. needs help
> Date: Fri, 21 May 2004 16:06:31 -0400
>
> I try to talk to them about their interests and what they like to do in
> their free time. I pay attention to those I worry about when I read aloud,
> to see what kinds of books interest them. I try to read aloud a wide
variety
> of genres and styles, to give them a wider base to choose from. My most
> common questions to them are.."What do you like to read for fun" and "What
> do you like to do for fun?"
> If they find one they really like, I try to help them find related books
> they might enjoy.
> Cece
++++++++++

> Date: Fri, 21 May 2004 16:29:16 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Dibels vs. DRA

> DRA would be my choice, hands down.
>
> Lori
+++++++++
>
> Date: Fri, 21 May 2004 16:30:07 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] my Asst. Supt. needs help

> Eavesdropping is wise as well, as kid talk can sure lead to matching books
to
> readers.
>
> Lori
+++++++++++
>
> Date: Fri, 21 May 2004 17:34:37 -0400
> From: CNJPALMER@aol.com
> Subject: Re: [mosaic] Dibels vs. DRA

> Lori
> Could you post some reasons? Our district is taking a hard look at DIBELS
right now.
> Jennifer
> Maryland
++++++++++

> From: "Billie White" <bwhite@509j.net>
> Subject: Re: [mosaic] Dibels vs. DRA
> Date: Fri, 21 May 2004 14:40:07 -0700

> We have both in our school. We were explained that DIBELS is an
indicator.
> Indicating what children will be reading at grade level by 3rd grade (I
> teach first). DRA is more of an assessment tool you can
> use to drive your classroom instruction. There is lots of information on
> the DRA. You find out so much about your students as readers. It
measures
> comprehension, there is a running record, and there are questions about
> reading styles and preferences which are helpful to me as a teacher. If I
> had to choose one to be used in my classroom, I would choose the DRA.
Good
> luck!
>
> Billie White
++++++++++

> From: "btillman" <btillman@farmerstel.com>
> Subject: Re: [mosaic] Dibels vs. DRA
> Date: Fri, 21 May 2004 18:03:25 -0400

> It seems silly to have to choose, since DIBELS is free. You really need
> both. Well, you need a screening tool and something more indepth. It might
> not be DRA, but it is always helpful to have an informal reading inventory
> to give you more information about children.
>
> By using both in combination, you get a broad screening of all students in
a
> short amount of time, and then can get more indepth information about
those
> that are not meeting the goals of DIBELS. For instance, if I have a first
> grade child who fails the Phonemic Segmentation screening of DIBELS
(doesn't
> make the benchmark) I would use a more indepth phonological screeening to
> determine exactly where that student's knowledge is lacking, and would
plan
> small group instruction or intervention for that child. If they don't meet
> the benchmark in nonsense word fluency, I would give an indepth phonics
test
> to determine what sounds they know or don't know, and if they can blend,
> segment, etc.
> Does that make sense? A screening tool can help tell you who is on track
or
> not on track, but more information will be needed for those who aren't on
> track.
> Cece/LC/GA
++++++++++
>
> From: "ginger/rob" <elephant@foxvalley.net>
> Subject: [mosaic] summer emails
> Date: Fri, 21 May 2004 17:05:13 -0500

> Regarding summer listserv mail:
>
> If you won't be accessing the Mosaic emails on a regular basis where you
now
> receive them, you may want to switch your subscription email address to
your
> home computer. Or totally unsubscribe for the summer. Here's how to make
> those changes:
>
> 1. Go to http://u46teachers.org/mosaic/unsubscribe/
2. Look on the upper left side and you will find the place to subscribe.

> 3. Write me a note telling me what you are wanting me to do and be sure
to
> give me BOTH the email address where you currently receive the Mosaic
mail,
> and the email address you want me to change it to.
>
> I know we will have some great conversations over the summer months. Plus
> many of our members are still in school.
>
> 7 days and one hour to go for me! It's a bittersweet time. I will miss
my
> day to day life with my students and colleagues. But I still have YOU
> GUYS!!!! :)
>
> Ginger
> moderator
++++++++++
>
> Date: Fri, 21 May 2004 17:14:47 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Dibels vs. DRA

> A good friend of mine teachers in Grand Island, Nebraska. Like mine, the
population is
> largely impoverished with children who struggle with English. Many of her
students are
> Hispanic, where mine are Native Americans with LEP issues. She has spoken
so strongly
> against the DIBELS and among her biggest concerns (at the Kindergarten
level) is that the
> test is so heavily biased towards phonemic awareness skills vs real
language skills. It is
> also my understanding that DIBELS is meant to be independently
administered, and her
> children often don't respond to the complete stranger administering the
test. It takes
> what she considers to be a inordinate amount of time to administer. My
experience is not
> person, but I completely trust her.
>
> Lori
++++++++++++
>
> Date: Fri, 21 May 2004 15:09:45 -0700
> From: "Colleen Mussetter" <CMusset@mlsd.org>
> Subject: Re: [mosaic] Dibels vs. DRA

> What do you use for your indepth phonological screening tool?
++++++++++
>
> Date: Fri, 21 May 2004 18:05:08 -0400
> Subject: [mosaic] non-fiction books
> From: "Shelley Stern" <sstern@SOCSD.ORG>

> Hi,
> I often see lots of helpful information shared on this listserv. You are
> all tremendous resources for each of us. I was hoping some of you could
> help me. I would like to concentrate on building my non-fiction collection
> of children's books for next year. I teach third grade and have a range of
> abilities from special needs students to gifted and talented students.
> Which titles do you recommend? Any favorite publisher? I look forward to
> hearing about your favorites.
> Thanks,
> Shelley Stern
++++++++++++

> Date: Fri, 21 May 2004 17:45:02 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Dibels vs. DRA

> We use a dictation sample, modeled on that used in Reading Recovery, in
which a
> selection is assessed on phonemes represented AND conventional spelling.
I think
> there is an underlying philosophy issue here. I believe, as many do, that
phonemic
> awareness is as much a byproduct of reading as is the reverse.
>
> Lori
+++++++++

From: "Kathy" <teach@willinet.net>
> Subject: Re: [mosaic] Dibels vs. DRA
> Date: Fri, 21 May 2004 15:09:42 -0500

> There really isn't a clear comparison. They both measure something
> different. The DRA would be my first choice, but I'm also in favor of a
K-1
> program assessing for phonological awareness. DIBELS measures pieces of
> phonological awareness (such as phonemic awareness). We have found that
the
> PAT (Phonological Awareness Test) gives a comprehensive look at
phonological
> awareness. One school gave both the PAT and DIBELS and they found that the
> data was similar. They also realized the importance of each and will
> continue to use them both. That is probably the extreme. Schools get
> 'wrapped' into DIBELS because it sounds free and easy. The key to any
> assessment is the ANALYSIS and the USE of the data.
> Kathy
+++++++++

> From: "Susan Smethurst" <palisade@idirect.com>
> Date: Fri, 21 May 2004 20:55:02 -0400
> Subject: Re: [mosaic] Dibels vs. DRA

> > there is an underlying philosophy issue here. I believe, as many do,
that
> phonemic
> > awareness is as much a byproduct of reading as is the reverse.
> >
> > Lori
> >
>
> It's not really a matter of belief. It's been pretty well demonstrated
that
> phonemic awareness is not necessary to LEARN to read -- but it does
develop
> as people become readers. The studies that have shown this (Wimmer,
Landerl
> and others from Europe and the UK come to mind -- but I saved the articles
> on my other computer) demonstrated that 100% of children entering school
in
> some countries (Austria was one) showed zero phonemic awareness; a year
> later, they were on par with American kids of the same age or had
surpassed
> them. They were not, however, instructed in phonemic awareness. They
> developed it as they learned to read. The relationship is reciprocal
rather
> than causative.
>
> Unfortunately, unless work is done by American (or Canadian;))
researchers,
> it doesn't seem to "count." Hemispheric chutzpah, perhaps. Also, kind of
a
> mini-industry in "phonemic awareness." The good part is the emphasis on
> playing with sounds, words and the lighter side of the language, which can
> be so much fun -- and of course also develops phonemic awareness. We've
been
> having fun with palindromes lately.
>
> We use the DRA twice yearly on all primary students but it doesn't appear
> to pick up the kids who are really struggling with the phonological
aspects
> of the language (except that they do poorly on it). Visual and tactile
aids
> (shades of Elkonin boxes) seem to help those kids, but we don't have a
> screening tool to identify them. After all, kids may struggle with the DRA
> for other reasons, including language, vocabulary and strategy use.. The
> Reading Recovery teacher has never mentioned anything like the dictation
you
> described -- is there a source for it? The earlier we can get the
> appropriate help to kids the better.
>
> Susan Smethurst
> The Elms Junior Middle School
> Toronto
++++++++++

> Date: Fri, 21 May 2004 17:58:55 -0700 (PDT)
> From: Paul Freudenthaler <pgfrbc@yahoo.com>
> Subject: Re: [mosaic] Dibels vs. DRA

> (This response is long.)
>
> I teach a Gr. 4-6 Learning Disability class. I'm not
> familiar with DIBELS, but I would like to hear about
> it.
>
> Most of the primary teachers in our school board, the
> largest in Canada, have been trained in the DRA and
> our board has created its own JRA (Juniour Reading
> Assessment) that is similar to the DRA but for grade
> 4-6 students. With support, the DRA programme is
> very good. The reason I say, "with support", is that
> without having someone in the classroom to supervise
> the student while the teacher administers the DRA
> assessment and interview, it's very difficult to stay
> focused. You're distracted by the needs of the other
> students and all the regular unexpected interruptions
> that take place every day.
>
> Each assessment takes approximately 15-20 minutes
> (more or less), depending on the reading skills of the
> student and the level/quality of comments. Due to
> miscues, lack of phonics skills, etc., etc., excellent
> information just flows. The Q & A that takes place
> after the reading provides wonderful information about
> their value of reading...how they see themselves as a
> reader. With this information, because the booklets
> are graded, a teacher can easily create an individual
> reading programme for a student.
>
> NOW THE MAJOR PROBLEM (as I see it): I've been using
> the DRA for 7+ years. Depending on the value that the
> school administration places on such an intensive
> assessment programme, it works or it doesn't. There
> was one year, while teaching a grade 1 / 2 that I
> refused to do it. If I don't have a teaching
> assistant or proper support from the administration I
> won't use this assessment tool. It is unrealistic for
> a principal to expect teachers to administer this
> assessment three times in a year using their prep or
> teaching time. Without accounting for the time needed
> to think about the next steps for a student and
> setting up an appropriate programme, a teacher
> requires approximately 15 hours to assess 22 students
> three times per year. You have to have a baseline in
> September to establish a starting point. In January,
> you need to do a mid-year assessment and in May
> conduct the end of year assessment so that it can be
> sent on to the next year's teacher. With a supportive
> administration, the programme is wonderful. Without
> support from the administration it can turn into an
> administrator's and teacher's nightmare. The last
> thing that teachers and principals want is to have a
> programme that they know is good turn into the basis
> for a conflict. Therefore, everyone has to buy into
> it, including the expenses needed to provide the
> necessary support.
>
> Paul
> Toronto
++++++++++++

> From: "Debbie Lacy" <dklacy@usmo.com>
> Subject: [mosaic] 6 Trait Grading
> Date: Fri, 21 May 2004 20:05:46 -0500

> We are getting ready to work on our writing curriculum which will result =
> in reworking grade cards to reflect that curriculum (I hope) Can any of =
> you share with me how you reflect the 6 Trait writing on grade cards? =20
>
> Thanks
> Debbie Lacy
> First grade
+++++++++++
>
> From: <milesandtannymcgregor@fuse.net>
> Subject: Re: [mosaic] still looking for retirement songs or poems
> Date: Sat, 22 May 2004 1:17:30 +0000

> One poem that is appropriate for those who are retiring is from Brod
Bagert's book entitled,
> Rainbows, Head Lice and Pea Green Tile. The poem is called "Answer
Machine".
>
> Earlier this week I attended a retirement reception. The principal
honored the teachers who are retiring by saying, "These teachers didn't QUIT
before they QUIT." I hope someone says that about me when I retire someday.
>
> Tanny
++++++++++
> >
> Date: Fri, 21 May 2004 21:28:01 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: [mosaic] teaching kids to love to read without AR

> Cece, THIS was a brilliant example of a thoughtful, reflective teacher
> analyzing her observations. Thanks so much for sharing your thoughts.
> AR IS easy. And maintaining reading workshop with read alouds,strategy
> lessons, book talks, small flexible guided reading groups, conferences,
> age appropriate shared reading, poetry study, word study, sharing
> time... is sometimes exhausting... but exhausting the way you feel after
> you've worked in the garden or your yard all day.
> Keep at it,
> PJ
> 4,5,6 & Lit Coach
++++++++++

> Date: Fri, 21 May 2004 21:44:13 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: [mosaic]another reflective stance about AR

> Jan, I am AWED when I read such thoughtful responses as yours to a
> controversial subject as AR. Your writing reflects quality professional
> reading, serious kidwatching, and extending into the future the
> implications of what we are doing with our children today.
> PJ
> 4,5,6& Lit Coach
++++++++++
>
> Date: Fri, 21 May 2004 22:11:30 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] activating/modifying schema with nonfiction text

> Now THIS post is what this list serve is SUPPOSED TO BE all about!!!! I
> know we're near the end of the year, but this kind of post - a strategy
> lesson - is what my soul always needs. Is anybody else going to be
> teaching summer school? We're using our summer school as a "lab" this
> year, to try out strategy lessons in a non threatening, no pressure
> situation. I hope we have some lessons as reflective as this one to
> post.
> PJ
> 4,5,6, and Lit Coach
++++++++
>
> Date: Fri, 21 May 2004 21:58:15 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Dibels vs. DRA

> Reading Recovery routinely uses a dictation assessment. We have modeled
ours on
> it. For second grade, our dictated sentences are:
>
> The boys ball team slipped on the wet street.
> They bumped their heads and flipped over.
>
> There are 61 phonemes in the selection and any sound-based phonetic
representation
> is scored as a phoneme. For example, /t/ for ed on slipped or bumpted.
They are
> also scored on conventional spellings and we make note of other issues
related to
> print awareness, such as directionality and spacing as well as conventions
such as
> punctuation and caps. The sentences at kindergarten, first and third are
> relatively more or less complex.
>
> With my two particularily challenged special needs kids I find it helpful
to have a
> R.R. teacher to a CAP (Concepts of Print) as it gives me more information
on those
> children who barely reading. I can do ti myself, but they are just more
> comfortable with the instrument and never mind my asking.
>
> Lori
+++++++++
>
> Date: Fri, 21 May 2004 22:01:43 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] activating/modifying schema with nonfiction text

> I'll be trying strategy instrtuction with at-risk high school kids this
summer.
> Quite a jump, from first and second grade to high school. I'll keep you
posted.
>
> Lori
+++++++++
>
> Date: Fri, 21 May 2004 22:10:08 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Dibels vs. DRA

> One correction--THE VERY WET STREET (working from memory here).
+++++++++
>
> Date: Fri, 21 May 2004 22:15:31 -0500
> From: Cammy Goucher <camkay@kaving.com>
> Subject: RE: [mosaic] still looking for retirement songs or poems.. try
these

> These aren't exactly retirement poems... but I think the sentiments fit.
> I really enjoy this website's poetry.
>
> Cammy
> ESL K-4
>
>
> This is my favorite one....
> http://www.angel9oh7.com/jack.html
>
> http://www.angel9oh7.com/pricelessgifts.html
> Could end with ... Your service to our school has been a gift to us
> all..
> Enjoy your retirement.
>
> http://www.angel9oh7.com/lifethatmatters.html
> Could end.... You have touched many lives and truly been
> someone who matters. May your retirement be just a meaningful.
>
> http://www.angel9oh7.com/marbles.html
> Could give this one with a bag of marbles...
>
> http://www.angel9oh7.com/neverforget.html
>
> http://www.angel9oh7.com/happiness.html
>
> http://www.angel9oh7.com/blessingforyou.html
>
> http://www.angel9oh7.com/newbeginning.html
>
> http://www.angel9oh7.com/importantnon.html
>
>
>
> Silly ones...
> http://www.angel9oh7.com/retirement.html
>
> http://www.angel9oh7.com/lifeafter.html
+++++++++

> From: "Debbie Lacy" <dklacy@usmo.com>
> Subject: Re: [mosaic] Dibels vs. DRA
> Date: Fri, 21 May 2004 23:07:55 -0500

> Lori can you send the dictated sentences for K,1 and 3? Thanks!
+++++++++++

> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: [mosaic] Strategy talk
> Date: Fri, 21 May 2004 21:40:02 -0700

> Hey PJ. It is great to hear your voice back on the list. I, too,
> really miss the strategy talk. I know if the rest of you are like me,
> there just aren't enough hours in the day right now to fit in everything
> that needs to be done before the end of the year. I haven't even been
> doing any formal strategy work for the last couple of weeks. Mostly
> silent independent reading while I do my end of year running records.
>
> I will be back in NJ this summer helping to care for my mother-in-law
> who along with my father-in-law was hit by a car this past month while
> riding their tandem bike. I'm also finishing up my master's. My
> instructor has agreed to let me do my capstone project from back there.
> I have to wait for a little more direction from her, but I'm hoping to
> do something that involves educating parents about strategy instruction
> with the goal of increasing their involvement in their child's reading.
> My experience is that by grades 4/5 parents pretty much just have their
> children independent read. Many of them, much like their children,
> think that if their child is decoding well, they are a good reader. I'm
> hoping that by giving them information and inviting them in at times
> during the school year to observe model lessons they will feel more
> comfortable and knowledgeable about how to support their child's reading
> at home.
>
> Anyway, I'm off track, but wanted to second your support of strategy
> talk. It is what makes this list serve great. Maybe as things begin to
> slow down, we could each try writing up one of our favorite strategy
> lessons from the year.
>
> Martha/4/5/az
++++++++++

> Date: Sat, 22 May 2004 06:27:12 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Dibels vs. DRA

> I will try to remember to get them on Monday.
>
> Lori
++++++++
>
> From: CATHYMILLR@aol.com
> Date: Sat, 22 May 2004 07:46:57 EDT
> Subject: Re: [mosaic] 6 Trait Grading
>
> This is a huge issue in our district whenever we talk about writing.
Scores
> of 4 and 3 are difficult to "translate" into grades, but report cards
demand
> it, unless they are revised to fit the rubric. We have just met with our
fifth
> and sixth grade l.a. teachers and this was a topic of discussion that
resulted
> in chart with suggested correlations. I will be happy to send it to you,
but I
> am at home and it is at work. E-mail me individually if you want to see it
> and I will send a copy.
> However, there is still the overriding issue that scores, whether
> analytic or holistic, of 4 and 3, etc., are not meant to translate to
grades; they
> are meant to let a student know about the quality of his writing. No easy
> answers.
>
> Cathy
> DE
++++++++++++
>
> From: "btillman" <btillman@farmerstel.com>
> Subject: Re: [mosaic] Dibels vs. DRA
> Date: Sat, 22 May 2004 08:38:49 -0400

> We use a test we made, but there is a section of Fox in a Box (an
assessment
> from McGraw-Hill) that tests each area (Rhyme Recognition, Rhyme
Generation,
> Syllables, Beginning Sounds, Ending Sounds, Blending, Segmenting)
+++++++++++

> From: "btillman" <btillman@farmerstel.com>
> Subject: Re: [mosaic] Dibels vs. DRA
> Date: Sat, 22 May 2004 08:44:32 -0400

> Lori,
> I would agree with you that phonemic awareness and reading are reciprocal,
> but both can be improved with targeted instruction.
> We do not teach phonological awareness to the exclusion of teaching
reading.
> We include phonological instruction as a part of a total balanced reading
> program in kindergarten (and first grade, if needed). We know it is best
> taught in small groups, for a short period of time each day. So our
teachers
> form groups based on the level the child is at, and provide some
instruction
> each day.
> We have seen both Phonological Awareness improve and spelling and phonics
> knowledge improve (we give the Developmental Spelling Assessment by Kathy
> Gankse).
> Our kindergarteners this year are coming to first grade with fully
developed
> PA (only 1 isn't) and over half the kids are at Feature F on DSA (which is
> long vowels with the silent "e" marker). The top half of the class is
> reading at level D or E (Fountas & Pinnell). So, I am sure the better PA
> skills have improved their reading, as well as their reading improving
their
> PA.
> Either way, they are in great shape for first grade next year!
> Cece
++++++++

> From: "Elisa Waingort" <gjimenez@ecnet.ec>
> Subject: Re: [mosaic] Middle Grades Wish List
> Date: Sat, 22 May 2004 07:54:14 -0500

> Hi Michelle,
> I can't remember if anyone else has recommended this book or not, but you
> may find some good titles in the NCTE publication Your Reading, An
Annotated
> Booklist for Middle School and Junior High, 11th edition. The book is
> divided into the following chapters: Challenges of Coming of Age,
> Challenges of our Lives, Challenges of Our Imaginations, Challenges of Our
> Minds, Challenges of Today's World, Challenges of Yesterday. It does
> include nonfiction titles.
> Elisa
++++++++++
>
> From: "Elisa Waingort" <gjimenez@ecnet.ec>
> Subject: Re: [mosaic] 6 Trait Grading
> Date: Sat, 22 May 2004 08:24:15 -0500
>
> Hi Cathy,
> I think what you say below is important: rubrics tell about the quality =
> of something. Rubrics take a deeper look at the work the child is =
> doing. I am the Middle Years Program Coordinator at my school, an IBO =
> program, that uses rubrics for every subject. I think the answer has to =
> be that we need to develop two types of reporting systems for grades: =
> one over 100 (or A, B, C, etc) and one that is based on the rubrics. =
> These don't have to be formal but somehow we need to make a distinction =
> between these two ways of grading because they are very different and =
> look at very different things. To me rubrics get into the meat of =
> whatever it is you're scoring and the grade over 100 or the A, B, C, etc =
> are more about the "good student" type things that we all look for as =
> teachers: gave two supporting details, wrote 5 lines, etc.
> Elisa
++++++++++
>
> From: "btillman" <btillman@farmerstel.com>
> Subject: Re: [mosaic] Dibels vs. DRA
> Date: Sat, 22 May 2004 10:35:05 -0400

> http://dibels.uoregon.edu
> Sign up for a password and download the materials for free.
> C
++++++++++

> From: "Carol Carlson" <carlsonca@dist102.k12.il.us>
> Subject: Re: [mosaic] Dibels vs. DRA
> Date: Sat, 22 May 2004 10:21:07 -0500

> Our school district currently uses DIBELS. It is used as a measure to
> identify students for our intervention program. However, this coming year
we
> will be adding another assessment, either the DRA or the Rgby assessment.
> I'm learning towards the DRA because it includes optional non fiction (for
> additional cost), but I can also purchase one for the 4-8 grade to use
when
> they have questions about particular students.
> I'm hoping to require running records in at least grades1 and 2. This is
a
> directive from our new superintendent. He wants assessments that measure
> both student growth and inform instruction. The DIBELS gives us only one
> picture of the child. Currently we use parts of the ISEL, but there is
> nothing for comprension.Paul mentioned the additional support and I am
going
> to suggest that grade 1 and 2 teachers receive some type of support when
> administering the assessments.
> Have any of you looked at the ISEL--Illinois Snapshot of Early Literacy?
> Check out the illinois board of education website. The ISEL includes
> subtests and has been field tested with both english and second language
> learners. For some reason, when the district I'm in adopted assessments,
> they didn't want to use this! But what they created is directly from the
> ISEL. The comprehension part for 1st grade is time consuming, but the
other
> tests are short. The comprehension for 2nd grade reflects the expectations
> on the third grade state test.
> I'll try to find the link and e mail it to you all on Monday.
++++++++++

> Date: Sat, 22 May 2004 10:20:46 -0500
> From: kimm@divy.net
> Subject: Re: [mosaic] 6 Trait Grading

> Vicki Spandel's book, Creatiing Writers... offers a suggestion for
converting
> rubric scores to letter grades. My book is at school, so, I am not quite
sure
> of the details of the conversion, but the gist is that if the rubric grade
is
> at 60 percent to 69%, then add 10. 70%-79% add 8, 80-89, add 6, etc.
Student
> with a perferct score will get greater than 100%, but they probably
deserve
> it. You might want to check out Ruth Cullam's resources, I attended a
> workshop that she provided, and I know we discussed this issue. Hope this
> helps, I know that it is always a touchy subject.
>
> Kim
++++++++++

> From: "jan sanders" <jgousan@hotmail.com>
> Subject: Re: [mosaic] still looking for retirement songs or poems..
> Date: Sat, 22 May 2004 11:12:50 -0700
>
> Have you thought of trying to write your own to a familiar tune? It would=
> be more personal that way...
> jan
++++++++++

> From: EDugan1016@aol.com
> Date: Sat, 22 May 2004 15:54:57 EDT
> Subject: [mosaic] Book request
>
> Do any of you have a good picture book to recommend for a friend who is
> moving away? I have an aide who has an elementary student moving to
Atlanta. She
> and this student have been good friends ever since she worked as an aide
to
> this student and she wants to get him a book about friendship...we'd
appreciate
> any suggestions!
+++++++++++

> From: EDugan1016@aol.com
> Date: Sat, 22 May 2004 15:58:01 EDT
> Subject: Re: [mosaic] non-fiction books
>
> You might want to check National Geographic and Newbridge catalogs...they
> offer lots of great nonfiction books. Rigby also has many choices of
nonfiction
> books for all ages!
++++++++++
>
> From: VRCOOPER@aol.com
> Date: Sat, 22 May 2004 16:16:49 EDT
> Subject: Re: [mosaic] Book request
>
> The Giving Tree would be perfect, by S. Silverstein.
+++++++++
>
> From: "jan sanders" <jgousan@hotmail.com>
> Subject: Re: [mosaic] non-fiction books
> Date: Sat, 22 May 2004 13:10:19 -0700
>
> Take a look at non-fiction books by Deborah Hodge. Loaded with conventio=
> ns... She has lots of titles, here are some I can remember... Bears, Wil=
> d Cats, Salmon, Eagles She does write about animals. =20
> For narrative non-fiction I like Nicola Davies' books: Bats at Night, The=
> Big Blue Whale, One Tiny Turtle. Also, The Emperor's Egg by Jenkins is =
> wonderful (about the emperor penguin)
++++++++++

> Subject: RE: [mosaic] 6 Trait Grading
> Date: Sat, 22 May 2004 16:59:20 -0400
> From: "Davis, Kimberly" <Davis.Kimberly@lebanon.k12.oh.us>
> Content-Transfer-Encoding: quoted-printable
>
> My partner and I have converted the rubric grades to this: 4 =3D 96%, 3 =
> =3D 87%, 2 =3D 78% 1 =3D 69%
> =20
> Each of those percentages are the middle ground for our grading scale (A =
> =3D 92-100, B =3D 83-91, etc.)
> =20
> It has worked for us, and the parents appreciate it as well.
++++++++++

> From: "Mary Jo Wentz" <wingspan@powerweb.net>
> Subject: RE: [mosaic] non-fiction books
> Date: Sat, 22 May 2004 16:18:07 -0500

> www.ncss.org/resources/notable/
>
> http://www.nsta.org/ostbc
>
> These lists should give you a place to start.
> MJW
++++++++++++

> Date: Sat, 22 May 2004 16:30:36 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Book request

> For less able readers, I really like the Rookie books. I have been
> especially impressed with the Rookie Biographies, which just fly out of
> the biography box in our room this year.
>
> Lori
+++++++++
>
> Date: Sat, 22 May 2004 14:34:35 -0700 (PDT)
> From: Michele Hollingsworth <mholli4350@yahoo.com>
> Subject: RE: [mosaic] Retell Rubric

> I have some questions about DRA at about the 3rd+
> grade levels (28 and up) that have been mulling around
> at our school site. I would appreciate some help to
> further my discussion with the teachers.
>
> If a student gives a good retell and is fluent in
> reading yet doesn't include inferential thinking would
> I score as an adequate read?If I had to prompt the
> student with any of the questions provided on the DRA
> would I still score as an adequate read or move them
> on?
>
> Is the "retell rubric" a list of prompts to ask during
> DRA or prompts I would use to support students as
> readers during conferring, shared reading and guided
> reading?
>
> I'm feeling as if the DRA has become a bit subjective
> because when I asked several teachers about this they
> had different responses, I need some clarification!
> :)
++++++++++++++
>
> Date: Sat, 22 May 2004 17:07:18 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Retell Rubric

> That rubric score is applicable at all levels. Until my students evidence
> inferential thinking, I don't score it as a 4.
> I do agree that there is mch about the DRA that is subjective. When I
have modeled
> for my students, I have made specific connections to how what I am saying
relates
> to inferential thinking. I teach children that one way to infer is to
think about
> how characters feel or what they might be thinking and then back it up
with
> connections and evidence from the text.
>
> When you administer the DRA, it is the intent that you stick to the
scripted
> prompts. However, you can teach from the rubric by modeling retelling
after a read
> aloud. Here is a description of how we had students work in pairs on
retelling.
>
> http://www.tcsdk12.org/north/Jackson/retelling.htm
>
> Lori
+++++++++
>
> From: Rkctec4@aol.com
> Date: Sat, 22 May 2004 19:46:09 EDT
> Subject: [mosaic] Reading Alouds/Picture Showing

> Many reading presenters have made tapes of themselves reading to small
> children. I have noticed that most of them do not show the pictures AS
they are
> reading but only after finishing each page. What do most of you do? I
show
> pictures and read at the same time, but think I will train myself not to.
I am
> thinking the children will have to utilize their imagery, prediction, and
> inferential skills if no picture is available until after they have
listened. But
> then, would I be interfering with comprehension when pictures support the
> text? Or should it depend on the book? What are your thoughts? Which
way better
> strengthens comprehension?
> Ruby
+++++++++++

Date: Sat, 22 May 2004 18:18:41 -0700 (PDT)
> From: lei <lcamara3@yahoo.com>
> Subject: Re: [mosaic] still looking for retirement songs or poems..
>
> OK...here's one I used for a friend last year...Just substitute name and
use info that might fit the retiree...
>
> Honoring Ida (sung to tune of "Are you sleeping?")
> We are here to honor Ida
> Honor her. Honor her
> Ida is the best. She deserves a rest.
> We honor her. Honor her.
>
> She'll have time to read good books,
> Read good books. Read good books.
> Report card she can rip. Meetings she can skip.
> Read good books. Read good books.
>
> She'll be playing golf near the school
> Playing gold. Playing golf.
> No time for school. Trying to stay cool.
> Playing golf. Playing golf.
>
> She'll be taking lots of trips,
> Lots of trips. Lots of trips,
> Time for volunteering. Take Bob to the airport.
> Lots of trips..Lots of trips.
>
> Kids all know the love she shares,
> Love she shares. Love she share
> When the rest of us would faint, she's patient as a saint,
> She cares. She cares.
>
> I-D-A. I-D-A,
> That's her name. That's her name.
> Patience, love and kindness,
> Patience, love and kindness,
> That's her name. That's her name.
++++++++
>
> Date: Sat, 22 May 2004 21:24:54 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Reading Alouds/Picture Showing

> I think it might depend on the book. In many read alouds, the picture
support
> inference but might interfer with visualization. Or...it could be
bifocals.;-)
>
> Lori
+++++++++++
>
> From: Tiredtex53@aol.com
> Date: Sat, 22 May 2004 22:23:20 EDT
> Subject: [mosaic] Parent take home bags
>
> I'm looking for bags to give parents that would enable them to better help
> their children at home. Does anyone know a catalogue that has such an
item? If
> not what would you think would be good items to have in the bag?
> Pat
++++++++++
>
> From: "Chris Preston" <Christine.Preston@verizon.net>
> Subject: [mosaic] going away books
> Date: Sat, 22 May 2004 20:01:14 -0700
>
> One Blue Bead by Byrd Baylor (I think) and Friends by Helmet Heime =
> (something like that).
++++++++++
>
> Date: Sat, 22 May 2004 23:39:01 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] Book request

> What about Wishes for You by Tobi Tobias?
++++++++++++
>
> Date: Sun, 23 May 2004 07:07:58 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Parent take home bags

> Canvas bags can be purchased relatively cheaply through silkscreening
> supply catalogues. Mine were silk screened by my husband but it would
> be fun to decorate them with fabric paints and buttons and that sort of
> thing.
>
> One thing I would definately put in that bag is a deck of cards and a
> list of card games to support mathematical understanding. Our casino
> donates cards upon request for teachers (about the only good thing they
> do for the community, don't get me started).
>
> Lori
+++++++++
>
> Date: Sun, 23 May 2004 07:42:04 -0500
> From: Cammy Goucher <camkay@kaving.com>
> Subject: RE: [mosaic] Book request

> How about "Oh the Places You'll Go" by Seuss?
>
> Cammy
++++++++++
>
> From: CATHYMILLR@aol.com
> Date: Sun, 23 May 2004 09:16:29 EDT
> Subject: Re: [mosaic] 6 Trait Grading
>
> I had to laugh when I received this. I just discussed that book with a
group
> of teachers and we had a tough time figuring that out!!
>
> Cathy
> De
++++++++++
>
> From: CATHYMILLR@aol.com
> Date: Sun, 23 May 2004 09:19:30 EDT
> Subject: Re: [mosaic] 6 Trait Grading
>
> This looks similar to ours, but the issue in DE is that a 2 is not a
> "passing" score on the state test.
++++++++++
>
> Date: Sun, 23 May 2004 09:52:45 -0400
> From: katyba@usadatanet.net
> Subject: Re: [mosaic] relaxation techniqes?

> > > __________________________________________
> > > I know I am a little behind on the messages but I had to respond. I =
> have
> been using yoga with my 2nd graders this years. They love it. I began i=
> t with
> them because they are very active and inattentive. I use a Yoga tape I b=
> ought
> at the Discovery Store called Yoga for Kids, it is just a video. Sometim=
> es I
> just play music and do a few of the poses rather than doing the tape. I =
> have
> done a little research also and poses that require cross brain activiy ar=
> e very
> good for increasing brain power. For example having sit cross legged so =
> that
> the dominant leg is not in front. When we had 35 below zero temps during=
> the
> day this winter I used it during the endless indoor recesses. I had all =
> of the
> primary kids in my room doing yoga. Good Luck... Katy
+++++++++++
>
> From: Soswes@aol.com
> Date: Sun, 23 May 2004 12:30:37 EDT
> Subject: [mosaic] read alouds

>
> Ruby wrote:
>
> Many reading presenters have made tapes of themselves reading to small
> > children. I have noticed that most of them do not show the pictures AS
> they are
> > reading but only after finishing each page.
>
>
> After seeing Sharon Toberski last summer, I try my best to hold off
showing
> the picture until after I have read the page/pages. She said that you
want
> kids to create the picture in their mind, as well as kids are
concentrating on
> the picture and not listening to you read. I could really see that as
they do
> just focus on the picture and not really listening to the words. I want
them
> concentrating on the words. I think that's one thing that made Despereux
so
> exciting for the kids, they were creating a movie in their mind as I read.
>
> And...to be perfectly honest.....It's hard to read a book with TRIFOCALS
when
> you have it turned toward the kids....too blurry! I hate getting old!
>
> Sandi
> 1st
++++++++++++
>
> Date: Sun, 23 May 2004 09:07:47 -0800
> From: Katharine Klevinskas <katha@syix.com>
> Subject: Re: [mosaic] teaching kids to love to read without AR

> Hello all,
>
> I want to add my 2cents about AR. I just started using it with my first
> graders about a week ago. I never thought much of the program -- mostly
> from what I've read from ring members -- and it sounded pretty useless to
> me. I don't like the ideas of points or awards, and I couldn't get
excited
> about the low level of thought questions the tests seems to use.
>
> But.... we had it installed and I know the 2nd grade teachers all use it
(I
> guess most of our classrooms use it) and I didn't want my kids to be left
> at a disadvantage next year by not ever having seen the thing. So.... I
> set it up last week.
>
> Obviously, I don't even want my kids to know there are points attached.
So
> we just look at if they got %100 or not. I scored a whole bunch of .05
> books from somewhere, so they're all learning how the program works. I
> made a list of their names & each kid takes a test, but not a second test
> until everyone else has. (still trying to avoid that competition for
> points) And, like someone said, it's a bit of a pain to sit with the
> little ones who really can't read yet.
>
> But here's the good part. I was helping Catelyn, who is just starting to
> figure out reading and will be retained this year, and I'm reading the
> question and answers to her then pretty much showing her which page the
> answer can be found on. I just loved it when she piped up, "Oh,
> look. The answer is right there in the words."
>
> Too cute. Another layer of comprehension.
>
> Katharine/1st/N.California
+++++++++++

> From: SDCTeacher@aol.com
> Date: Sun, 23 May 2004 18:32:44 EDT
> Subject: Re: [mosaic] old time books
>
> Christine,
> I believe that the book you are looking for is by Kenneth Grahame.
It's
> called The Reluctant Dragon. Try looking it up on Amazon. Maybe the
> description will let you know.
> Good luck.
> Sherry/Ar/5
+++++++++++

> From: SuzTeacher@aol.com
> Date: Sun, 23 May 2004 20:38:02 EDT
> Subject: Re: [mosaic] non-fiction books
>
> I love Bobbie Kalman and National Geographic Windows on literacy series.
++++++++++
>
> From: <milesandtannymcgregor@fuse.net>
> Subject: [mosaic] great summer reads
> Date: Mon, 24 May 2004 0:51:06 +0000

> For great summer reading try any of Tracy Chevalier's books:
>
> Girl With A Pearl Earring
> Falling Angels
> Virgin Blue
> The Lady and the Unicorn
>
> Chevalier is my favorite author for fiction. Each story is set in a
different country, in a different century. Chevalier changes point of view
with the beginning of each new chapter. I have increased my awareness of
the strategies through reading Chevalier's books, and have used bits and
pieces of her text to model my strategy use with the students I teach. I
would love to hear from anyone who shares my passion about these books!
> Tanny
++++++++++++
>
> From: Rkctec4@aol.com
> Date: Sun, 23 May 2004 21:34:54 EDT
> Subject: Re: [mosaic] read alouds

> Thanks Lori and Sandy,
> I have always shown the pictures as I read, but am now going to make
myself
> get use to waiting. I do think this will force the kids to think about
what
> they hear more, make predictions first, then check with the pictures, and
> facillitate better listening. I am wondering what different kinds of
conversations
> will come. Perhaps more talk about how the pictures change or add to our
> understanding of text.
>
> My kids are really in to The Tale of Despereaux now, and know we will
finish
> it in the next 8 days left of school. It's just too too hot in the
> afternoons, so we will take a blanket outside and sit in the shade for
good reading and
> relief.
> Ruby
++++++++++
>
> From: <essmott@cox.net>
> Subject: Re: Re: [mosaic] Parent take home bags-card games
> Date: Sun, 23 May 2004 22:58:26 -0400
>
> > One thing I would definately put in that bag is a deck of cards
> and a list of card games to support mathematical understanding.
>
> Lori do you have such a list? I'm putting together a summer packet
> for my kids and a deck of cards would be easy to include.
> Thanks Kathi
+++++++++++
>
> Date: Sun, 23 May 2004 22:16:58 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Parent take home bags-card games

> Look at Box Cards and One-eyed Jacks and other books for great ideas.
>
> Lori
+++++++++
>
> Date: Sun, 23 May 2004 20:36:07 -0700
> From: CArol Lau <cllc@comcast.net>
> Subject: Re: [mosaic] Retell Rubric
>
> I'm not sure you're adding up the score correctly. Do you circle the
> appropriate box in each horizontial row (as each is a separate rubric
> 1-4) and then total those numbers to find a final score( ____out of 24)
> on the rubric across the top. If you do this, I don't think scoring
> less than 4 in an area would prevent a student from scoring in the Very
> Good Range. I don't have a rubric here at home, so look at yours to see
> if this makes sense. Carol
++++++++++
>
> Date: Sun, 23 May 2004 21:31:35 -0700
> From: CArol Lau <cllc@comcast.net>
> Subject: Re: [mosaic] Retell Rubric
>
> Lori, thanks for sharing your website which is so very impressive. Are
> you working on National Certification? Is that why you have created
> such a well-documented portfolio? Just curious and in awe, Carol
+++++++++
>
> Date: Mon, 24 May 2004 05:26:19 -0400
> From: SKosmoski@aol.com
> Subject: Re: [mosaic] Reading Alouds/Picture Showing

> Good Morning--
> One of the things that works for me is to choose one or two key pictures
from the book and scan them into my computer. I can either turn theminto a
powerpoint slide show or make them into transparencies. This bends copyrite
but allows the kids to really investigate the illustrations as a group.
> Mary Anne
+++++++++++

> Date: Mon, 24 May 2004 07:26:13 -0400
> Subject: Re: [mosaic] Dibels vs. DRA
> From: "Beth Severson" <seversob@fc.manatee.k12.fl.us>

> Colleen and Judy,
> I am a reading coach in Florida (knee deep in the Bushes down here:-) Our
> school is required by the state to do DIBELS because of our low performing
> school status. While all of our teachers K-5 use the DRA for diagnostic
> information (invaluable), a coaching team administers DIBELS 4 times each
> year. The critical thing to keep in mind is that DIBELS is a screening,
> not a diagnostic assessment tool. We have found a clear correlation
> between students' performance on DIBELS and their reading achievement.
> However, without support and coaching around the differences between a
> screening and a diagnostic, the information will be misunderstood and
> frightening things happen to instruction. An over-emphasis on timed
> reading tasks, decontextualized phonemic awareness instruction/practice,
> reading nonsense words, etc. often result Clearly the DRA provides the
> critical information that informs instruction. We have learned that there
> is a place for dibels WITH coaching and training around how to interpret
> it. Instruction must not become the assessment tasks seen on DIBELS...it
> can be dangerous territory. If you must make a choice, DRA without a
> doubt:-)
> Good luck!!!
> Beth Severson
> Literacy Coach
> Bradenton, Florida
++++++++++
>
> Date: Mon, 24 May 2004 06:43:41 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Retell Rubric

> Portfolio assessment is an option for teacher review in my district. It
> is strongly encouraged and I feel it has definately made me a more
> reflective teacher and impacted my classrom practice. We are also
> required to maintain a website and make quarterly changes. Two birds,
> one stone. Maybe National Certification down the road, but busy now
> with my masters and extra teaching duties (can't seem to say no).
>
> Lori
++++++++++
>
> Date: Mon, 24 May 2004 04:45:09 -0700 (PDT)
> From: Yvonne Greene <myvonnegreene@yahoo.com>
> Subject: [mosaic] non-fiction books
>
> I just discovered a series by Rigby called Discovery World Series. Each
book focuses on using one or two non-fiction conventions. It is a great
place to start for students who don't understand non-fiction or for low
readers.
>
> Yvonne
+++++++++
>
> Date: Sun, 23 May 2004 19:17:38 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] 6 Trait Grading
>
> >Vicki Spandel's book, Creatiing Writers... offers a suggestion for
converting
> >rubric scores to letter grades. My book is at school, so, I am not quite
> >sure
> >of the details of the conversion, but the gist is that if the rubric
grade is
> >at 60 percent to 69%, then add 10. 70%-79% add 8, 80-89, add 6, etc.
>
> However, Vicki also says she does *not* recommend doing this.
>
> The six traits is a continuum of writing skills and a student's score
tells
> where on that continuum the child is currently working. It's a way of
> knowing what knowledge a child can use, and what the child still needs to
> learn and become effective using. It was not created to be "translated"
> into a grade.
>
> Writing is a most difficult thing to grade. This was true before the 6
> traits model, and it will always be true. Partly this is because writing
> is a gift some people have, a talent, and one that some don't ever
> master. Some things about writing can be taught, and writing can be
> improved. However, it easily becomes the grading of a child's ability or
> talent, if we are not careful. Writing is difficult to quantify.
>
> The best I have been able to do is one of two things:
>
> 1) Assignments involving one task at a time, looking for whether a child
> can complete the task, and awarding points. For example, does a story
have
> a beginning, middle and end? (Now if you want to discuss *effective*, you
> need some agreement among teachers, and some anchor papers!) Points
> awarded for each. Grade is number of points achieved/number of points
> possible, either weekly or over a given time period.
>
> 2) Assignments which are practice in a particular task. For instance,
> some of the pages and tasks in _Revisor's Toolbox_ are perfect for
grading.
>
> Our district has taken another way out. Each grade level has 10 things
> they are to look for in a child's writing. Essentially, they are the
> traits plus revising and editing, so that process and product both are
> considered. In order to achieve each grade, students have to master x
> number *at their grade level*. Well, there you go. You have to get
> together with other teachers at your grade level, and be sure that you are
> all looking at your children's writing with the same yardstick. Anchor
> papers, or lots of discussion centered around your actual children's
writing.
>
> There are no easy answers. However, translating the rubrics into grades
is
> *really* not the best solution.
>
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
+++++++++++
>
> From: "Elisa Waingort" <gjimenez@ecnet.ec>
> Subject: Re: [mosaic] Reading Alouds/Picture Showing
> Date: Mon, 24 May 2004 09:14:31 -0500

> Hi Ruby,
> I go back and forth on this issue. I used to show the pictures as I read
as
> a matter of fact. My students are all second language learners. However,
> I've heard the same arguments you have for not always doing that and I
think
> my conclusion, at this point, is that it depends on what the purpose of
the
> read aloud is. I think if you want to teach kids how to visualize and,
more
> than that, how to use the pictures in their minds to better understand a
> story then I wouldn't show the pictures. If I'm just reading for pleasure
> then I might alternate or show the pictures as I read. I think that the
> message we might be sending the kids by not showing the pictures all the
> time is that there is a secret here that they're not allowed to see and
they
> might feel we're playing a trick on them.
> Elisa
++++++++++
>
> Subject: [mosaic] vocabulary instruction- good titles
> Date: Mon, 24 May 2004 17:44:55 -0400
> From: "Byrom, Cherie" <cbyrom@hcbe.net>
>
> I am doing some staff development on vocabulary instruction to K-5
> teachers. I'd like a few suggestions of children's literature across
> those grade levels to use with the group. I have some really good
> activities and I feel like I have some chosen good books but I could
> always use other ideas. If you have any suggestions for good literature
> to use to teach vocabulary (and good titles that the teacher could go
> back and use), please share.
> Thanks.
> Cherie
++++++++
>
> Date: Mon, 24 May 2004 18:34:29 -0500
> From: kimm@divy.net
> Subject: Re: [mosaic] 6 Trait Grading

> You are correct; Spandel does not encourage the conversion to letter
grades. I
> would more than agree with your response; unfortunately, working in a
district
> that still gives letter grades, it is important to have some type of
system.
> Thank goodness for benchmark papers. They allow us to understand the
norm.
> They give us the yard stick to measure a piece of writing. My students
earn a
> significant amount of points for different areas of writing. I take into
> consideration the progress they have made throughout the quarter or the
year
> when deciding on their final letter grade.
++++++++++
>
> Date: Mon, 24 May 2004 19:42:27 -0400
> Subject: Re: [mosaic] vocabulary instruction- good titles
> From: "Nancy McCuen" <Nancy_McCuen@milton.edu>

> Hi Cherie-
> You probably have this at the top of your list but William Steig's Amos &
> Boris is one of my favorites for vocab instruction.
> Nancy
+++++++++++