I have attached to this email a list of recommended professional reading.
This list contains recommendations by numerous educators across the US and
compiled for a project I was doing to assist my reading specialists. I hope
you find it helpful. (You will need Adobe Acrobat to open the document.)
Happy Reading!!! ****Look on the TEACHING TOOLS WEB PAGE FOR THIS
LIST******
Georgina Pipes
Regional Reading Specialist
Alabama Reading Initiative
++++++++++++++++++++++++++++++++++++++++++++++++
From: Frer2@aol.com
Date: Tue, 20 May 2003 23:19:40 EDT
Subject: [mosaic] organizing book room
Colleen, We too have lots and lots of books in a central location. We
organized them by level using Reading Recovery levels and all 3 of Fountas
and Pinnel leveling guides. Then we used the set up like in Fountas and
Pinnell 3-6 with the magazine boxes, with the books in bags in sets of 6 and
clothespins for the teachers to check them out. It works wonderfully and
the
teachers really like it.
++++++++++++++++++++++++++++++++++++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] suggestions for staff development
Date: Tue, 20 May 2003 22:52:12 -0500
Reply-To: mosaic@u46teachers.org
Georgina,
Great list! Thanks for posting it. Now my pocketbook will be light weight,
but my mind will be heavy with new knowledge!
~Karla
+++++++++++++++++++++++++++++++++++++++++++++++
Subject: RE: [mosaic] books I read aloud (long)
Date: Wed, 21 May 2003 10:27:25 -0400
From: "Speno, Andrew P. (Andy)" <spenoa@countryday.net>
I'm new to the list serve. I teach 3rd-4th grade at Cincinnati Country
Day School in (surprise!) Cincinnati, OH. I read Strategies that Work
last summer, and many of my colleagues have read Mosaic of Thought. =20
I really appreciate this recommendation. I've already ordered it from
my library.=20
I read aloud Ragweed by Avi and The Witches by Roald Dahl, among others.
I also recommend the Jake Drake series by Andrew Clements.
Andrew
3-4, Cincinnati
++++++++++++++++++++++++++++++++++++++++++++++
From: "Thorud, Carol" <thorudc@mail.davenport.k12.ia.us>
Subject: RE: [mosaic] organizing book room
Date: Wed, 21 May 2003 09:03:53 -0500
What do you use the clothespins for???Carol
++++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] new additions to Teaching Tools page
Date: Wed, 21 May 2003 18:12:30 -0500
Here are two new additions to the Teaching Tools web page at:
http://www.u46teachers.org/mosaic/tools/tools.htm
1. Reader's Checklist (grade 5) by Dee. (under ASSESSMENT at the bottom)
Here is what Pam sent:
Dee Kloss, a fifth grade teacher at my school, brainstormed items to include
on a Reader’s Workshop assessment checklist with her students. The students
loved having input on what they were going to be evaluated on, and it was
rewarding for them to realize all that they accomplish in Readers’ Workshop!
Dee plans to recreate this checklist every year with her students. Students
are much more invested in their own assessment when they have played a part
in its creation. The fifth graders self-evaluate using the checklist and Dee
also fills it out for each student. They rate themselves using our report
card ratings, which are meets expectations (M), exceeds expectations (E),
and needs improvement (N). She says the students were surprisingly honest
about their accomplishments and behaviors.
Teachers may use it as a model for creating their own Readers’ Workshop
checklist.
Pam Reifsneider
Reading Specialist
Newtown Friends School, PA
2. Recommended Professional Reading List compiled by Georgina (under STAFF
DEVELOPMENT at the bottom)
Georgina sent this as an attachment but gave permission to post it on the
web page.
*******You may have to hit REFRESH when you go to the web page to see the
new additions.
Ginger
moderator
+++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] SUMMER email addresses/U46 teachers/others
Date: Wed, 21 May 2003 18:22:41 -0500
Once the school year ends, if you will not be accepting emails on the
address you have subscribed, please be sure to UNSUBSCRIBE (or change an
email address) at:
http://u46teachers.org/mosaic/unsubscribe/
Some school districts do have automatic forwarding capabilities. ***If you
are a U46 teacher you can have your computer tech show you how to set your
OpenMail so that you get your emails from school sent to your house email.
Please decide how you want to receive the Mosaic listserve mail over the
summer. Also, feel free to write me at HOME at: elephant@foxvalley.net and
I can make any changes.
The Mosaic listserve operates YEAR ROUND. We will continue our "talks"
through the summer months!
Thanks!
Ginger
moderator
+++++++++++++++++++++++++++++++++++++++++++
From: MAMASWIRLZ@aol.com
Date: Wed, 21 May 2003 19:52:44 EDT
Subject: Re: [mosaic] NYC
Naomi said:
I worked with the Aussies last year (in the Bronx). Every one of them
was wonderful.
++++++++++++++++++++++++++++++++++++++++++
From: MAMASWIRLZ@aol.com
Date: Wed, 21 May 2003 21:26:47 EDT
Subject: Re: [mosaic] NYC
Sorry,
The email answered before me. I cannot say why Staten Island is not working
with Teachers College. Actually from what I hear there may not be enough
coaches for all New York City schools. We may have to share.
The AUSSIEs I worked with did have reading workshop, conferencing,
mini-lessons, wordwalls, etc. They also use morning meetings with alot of
literacy
embedded in them.
Naomi
+++++++++++++++++++++++++++++++++++++++++++++
From: "Rosemary Ward" <dupont78239@msn.com>
Subject: [mosaic] Writing Project of Teachers College 2003
Date: Wed, 21 May 2003 20:54:54 -0700
I am new to the list. What is the Writing Project of Teachers College =
2003? I would like more info.
Thanks,
Rosemary Ward
++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Thu, 22 May 2003 06:57:14 EDT
Subject: Re: [mosaic] NYC
The reason there is a shortage of coaches in NYC is the way the job is
posted. They are telling us nothing. We are to apply for this job blindly
and hope to be placed "somewhere" in the city. It is a one year position
and
you have to reapply at the end of that time with no answers as to what
happens to you if you don't get it again. Also, they are asking coaches to
take on supervisory roles which can be a real preventative to gaining the
trust of the teachers. Many many unanswered questions. The city is asking
us to take these jobs site unseen and jump in blindly.
Laura
+++++++++++++++++++++++++++++++++++++++++++++
From: MAMASWIRLZ@aol.com
Date: Fri, 23 May 2003 06:51:10 EDT
Subject: Re: [mosaic] NYC
Laura,
You are right. Why don't you e-mail the chancellor or Diana Lam or Michelle
Cahill. I am serious. I know they are desperate for coaches. When you
think
about it....moving the entire New York City system onto balanced
literacy....shedding the phonics workbooks, basal reader series......basal
reader
workbooks.....that is a huge job. I struggled just to do it in one school.
Naomi
++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Fri, 23 May 2003 07:04:20 EDT
Subject: Re: [mosaic] NYC
How would you go about that? From what I hear Diana Lam is on her way
out???
I have been working in one school also and it is impossible for just one
person to get to everyone! Our ELA scores are in and they are up
significantly
for the second year in a row thanks to the work done with Mosaic. We
started 6
years ago in the early grades and our pilot groups are coming up the ranks
and
blowing the test away! It works. We went from 19% at Level 1 last year to
0
% this year. Not one student got a level one in General Ed. Only 6 in
Special Ed got a Level 1.
I am currently working after school with another Title 1 to try and give
their teachers a head start for September. I would love to do the Coach job
but
just don't know if I trust this administration based on how they are
handling
things - very secretive!
Laura
readinglady.com
++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] from Marilyn
Date: Fri, 23 May 2003 16:20:28 -0500
re: Illinois Summer Bridges
I am responding to Carol's inquiry about the Summer Bridges program. In =
the past, when there was a school in the district on the Academic Watch =
List, the whole district was eligible for Summer Bridges. Now only =
those individual schools receive the programs. Since the professional =
development piece was crucial to the success of the program, my district =
chose to combine other grant programs for summer school along with our =
one school on the list and have the staff development under the same =
model as Summer Bridges.
Marilyn Williams
++++++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] National Teachers Academy website
Date: Fri, 23 May 2003 17:28:17 -0500
Here is the link to that professional development school I found out about
last night:
http://www.cps.k12.il.us/nta/
Looking at all the links makes me think it must be an AMAZING place to be.
Ginger
I hope to visit there this summer.
+++++++++++++++++++++++++++++++++++++++++++++++
From: Micteachme@aol.com
Date: Sat, 24 May 2003 07:28:14 EDT
Subject: Re: [mosaic] from Marilyn
Marilyn,
My entire school district still received the summer bridges funding, even
though only one school is on the watch list. We are a large district and
will
have 4 sites for summer bridges. I am not sure of our total enrollment this
year. Summer Bridges is tied to professional development, but districts are
pretty free to provide that in the form they want. This summer we will
combine it
with Reading First and provide continuing the challenge (24 hour training)
which will be required for reading first schools.
Becky/IL
++++++++++++++++++++++++++++++++++++++++++
From: ARS49@attbi.com
Subject: [mosaic] schools in Chapel Hill NC using mosaic
Date: Sat, 24 May 2003 23:16:23 +0000
I have a family moving to Chapel Hill North Carolina. They are looking for
a
school either public or private using mosaic strategies and 4Blocks as that
is
what they have had this year in Seattle. If anyone has some suggestions of
schools would appreciate ideas can respond privately
Andrea/Seattle K-2
++++++++++++++++++++++++++++++++++++++++++
Date: Sun, 25 May 2003 12:33:36 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: [mosaic] vocabulary help
I am gathering vocabulary ideas - this is a really ROUGH draft. Does
anyone have anymore ideas please?????
Rivet
See Guided Reading the Four Blocks Way, pages 70-74.
Guess The Covered Word
Exclusion Brainstorming
Write the vocabulary words on the board including one that is not in
todays reading.
Discuss their meanings.
Have students predict which word will NOT be in todays reading.
Record predictions on the board.
Note: sometimes the word does appear in the text accidentally. Students
love to catch the teacher. If this happens, have the class help you
come up with a new word to use next year.
Allow students to share sentences from the book with the vocabulary
words in them. Which word was not in the text?
Vocabulary Clustering
You may wish to do the vocabulary clustering during the working with
words block due to the amount of the time needed. This activity requires
higher-order thinking skills to think about words and their
relationships and to verbalize those connections. The groups that I came
up with are: people, places, and things. You will be amazed at how the
students group the words.
Robust Vocabulary Instruction compiled by Linda Kucan
Bringing words to life: Robust vocabulary instruction
Written by I.L. Beck, M.G. McKeown, and and L. Kucan
Oral Language and Vocabulary Development
· Children differ markedly in the language and especially the vocabulary
they have upon entering kindergarten.
· The gap between children with advanced language and children with
restricted language grows wider during the elementary years.
· Students who enter fourth grade with significant vocabulary deficits
show increasing problems with reading comprehension. Research evidence
suggests that instead of catching up, these students fall increasingly
behind.
· If we want to support children in learning to think and read, then
we
will have to enrich their oral language development during the early
years of schooling.
A problem with vocabulary development in Kindergarten is that the kinds
of texts that children can read in Kindergarten and first grade are
limited in rich opportunities for vocabulary and conceptual development.
The solution is to use a variety of texts in a variety of reading
situations read aloud, shared reading, and independent reading to
create a context for vocabulary and conceptual development.
There are Three Tiers of words
Tier 1 basic words, well known, used often: clock, baby
Already in oral language concepts
Tier 2 high-frequency words used by mature language users in a wide
range of contexts: coincidence, absurd
Surprising, precise and conversation
Tier 3 low-frequency words, often limited to specific content areas:
cirrus, mollusk
Not used in many contexts
Criteria for two tier words
· Useful can be used in many contexts for reading, writing, speaking
· Understandable children have some ideas or concepts to connect to
the new word
· Interesting
Robust Vocabulary Instruction Steps:
Select Tier 2 words
Develop student friendly definitions
Read book aloud
Introduce words and definitions
Engage students in thinking about and using the words
Provide multiple encounters with the words in a variety of contexts over
time
Periodically review words
EXAMPLE:
Dinosaur Bob tier two words
adventure rendition beloved attached amazing
reasoned groused luxury jealous eventful
wandered delight pleaded envy routine
menace rousing meekly
Selected Tier Two words from Dinosaur Bob
pleaded reasoned envy delight menace
Child friendly definitions:
pleaded asked for something with great feeling
reasoned thought about something and figured it out
envy feeling of unhappiness because of what someone has
delight - joy
menace someone or something that is annoying or causes trouble
How to Introduce words
Locate sentences in the story that includes the new word.
Talk about the meaning of the word.
Relate the word in a context different from the book content. Talk it to
bridge to their world. Related only to the context of the book if you
dont do this. This is key.
Introduce words example 1:
Pleaded means asked for something with great feeling (child friendly
definition developed by teacher ahead of time).
Can we keep him? pleaded Scottys sisters, Zelda and Velma. (sentence
from Dinosaur Bob).
How do Scottys sisters feel about Dinosaur Bob?
If you really wanted something, you might plead for it, too. For
example, you really wanted to go outside for recess, you might plead for
that. When else might you plead for something?
Introduce words example 2:
A menace is someone or something that is annoying or causes trouble
(child friendly definition developed by teacher ahead of time).
That things a menace to the community! she grumped. (sentence from
Dinosaur Bob).
What does Mrs. DeGlumly think of Dinosaur Bob?
Who or what might be a menace in our school or community?
It is important to have multiple encounters in a variety of contexts.
Here are several ideas:
pleaded
reasoned
envy
delight
menace
Word Associations
Which word goes with a feeling of unhappiness? Why? (envy; menace; pleaded)
Which word goes with a feeling of wanted something? Why?
Explaining helps build the association.
Word Networks
What words come to mind when you think of the word reasoned? Why?
What words come to mind when you think of the word delight? Why?
Have you ever?
When might you say that a dog was a menace?
When might you describe someone as being filled with envy?
Applause! Applause!
Clap to show how much you would like to be described by the word menace.
Clap to show how much you would like to have a feeling of delight.
Sentence Stems / Ideas Completions
Because the student reasoned, she was able to ________________
The student had a feeling of envy because he _________________
Everyone said that the cat was a menace because _______________
Questions, Reasons, Examples
If you were taking a test, why might you need to reason?
If you really thought you needed something, how might you plead for it?
Get into a group and act it out.
Making Choices
If any of the things I say is an example of reasoning, say here, here.
If not, dont say anything.
Working with a partner to finish a puzzle.
Running around on the playground.
Talking to the coach to figure out a game plan.
Trying to find a missing pet.
Alike and Different
What is alike and different about these words:
envy and delight?
pleaded and reasoned?
menace and delight?
Examples and Nonexamples
Which would be something to plead for?
- new playground equipment
- less recess time
Which would be examples of a menace?
- a swarm of bees
- a litter of kittens
Childrens Books That Celebrate Vocabulary
Double Trouble in Walla Walla written by Andrew Clements
Frindle written by Andrew Clements
Miss Alaineous: A Vocabulary Disaster by Debra Frasier
A Series of Unfortunate Events by Lemon Snicket
Gipes Context Method
Read three sentence passage that used an unknown word in a defining
context. After reading the students respond in writing to a question or
statement with information from their personal experience that further
exemplified the meaning of the unknown word. (For example, Write down
something a barbarian might do at the dinner table.)
Beck and McKeown
Children are asked to describe a situation involving a target word, such
as tell me about something you might want to eavesdrop on or describe
the most melodious sound you can think of.
Vocabulary Instructional Unit that increased comprehension
The word must not be established in their vocabulary.
The word must actually be used in the selection read today.
The word must accurately describe a key character, important event,
idea, or theme in the selection.
Steps
Underline the vocabulary words as they find them while they read
Predict the words meaning from the context of the story
Look up the word in the dictionary and decide which definition
appropriate to the context
Class discussion of the word as it directly tied into the plot, theme,
and characters of the story.
Teacher chooses at first
Students gradually take over control of choosing vocabulary words. Does
the word make sense in this context? Does the word describe the
character accurately? Does this make sense according to what the
character actually did? How do you know?
Harmons Suggestions for Self Monitoring Vocabulary
· Do I know this word?
· Do I need to know this word to understand what I am reading?
· If I think this word is important, what do I already know about it?
· What does the word have to do with what I am reading? What is it
referring to?
· How is it used in the sentence? Does it describe or show action?
· Do I see any word parts that make sense?
A word map for middle school: A tool for effective vocabulary instruction
Journal of Adolescent & Adult Literacy 45:1 September 2001
Word Map created by Catherine Rosenbaum:
Word acquisition includes: association, comprehension, and generation.
Associative knowledge is able to link a new word with a specific
definition or a single context. To possess comprehensive knowledge, a
child must either demonstrate a broad understanding of a word in a
sentence or be able to use definitional information to find an antonym,
classify words into categories and so forth. Finally generative
knowledge is characterized by the ability to produce a novel response to
a word, such as an original sentence, or a restatement or the definition
in the childs own words.
Steps:
Choose 4-5 words
Model the word map with one word
Teacher reads the chapter aloud
Teacher models the word map with one more word
Students then choose one word from the list to do the word map with.
Another Definition Synonym
Unique expression, association, or example New word and page number Non
example of the word (might by an antonym)
Sentence from the book
My original sentence
Word Storm: Connecting vocabulary to the students database
Ronald M. Klump
The Reading Teacher
Volume 48, Number 3, November 1994
Word Storm
Name:
To understand a word, it is sometimes better to know more than just the
dictionary definition. A word map lets you write down different types of
information to help you understand what a word means and the many ways
in which the word can be used.
1. What is the word? _________________________________
2. Write the sentence from the text in which the word is used:
____________________________________________________________________________
________________________________________________________
3. What are some words that you think of when you hear this word:
__________________________________________________________________
4. What are some different forms of this word?
__________________________________________________________________
5. Name three people who would be most likely to use the word besides
the teachers:
· ______________________
· ______________________
· ______________________
6. What are some other ways of saying the same thing?
____________________________________________________________________________
________________________________________________________
7. Make up a sentence using this word. Let your sentence tell what the
word means.
____________________________________________________________________________
____________________________________________________________________________
______________________________________________
Fun with Vocabulary
By Janet Towell
The Reading Teacher
Volume 51, Number 4, December 1997/January 1998
Vocabulary Self-Collection Strategy the students locate a new word in
their environment. Students are then asked to identify where they found
the word, the context, and the importance of the word and why they
selected it.
Visual-Auditory-Kinesthetic-Tactile Trace the word with their finger
while pronouncing each syllable until it can be written by memory. Ghost
writing, writing in the air, writing on a childs back can be helpful
with this technique.
Onsets and Rimes teaching onsets and rimes builds phonemic awareness.
Color Shock write each word or multiplication fact or spelling words
in different colors starting with green for go to designate the
beginning of the word. (Improves directionality, visual discrimination,
sequential memory skills.)
Clusters grouping words that relate to a single concept. Clustering is
the process of relating a target word to a set of synonyms or other
associated words. Clustering enables students to understand the target
word better and retain it for a longer period of time.
ABC books -
Anagrams -
Book Boxes called souvenirs or story bits in four blocks. Collections
of items related to words and key ideas. Showing real items to build
word knowledge.
Boxes for visual configuration Emphasizing length and shape. We do
this on word wall words.
Banks for words personal word walls
Unusual and unknown words -
List-Group-Label -
Language Experience Approach
Active involvement
Repetition repeated access to the same text; repeated readings, choral
reading, Readers Theatre, Tape-recorded books, patterned or predictable
books, basals, rhymes in poetry
Rhymes -
Riddles Riddles introduce vocabulary in a new and unusual way.
Students write the answers to riddles and also can be encouraged to
write riddles and guess the answers to the riddles that others write.
Roots Studying Latin, Greek and English roots
Yarns
Teacher chooses five meaningful vocabulary words from their next story
(next chunk that will be read).
Divide the class into cooperative groups of 4-5 students.
Challenge them to see which group can create the wildest most
exaggerated story using the same five words.
Then let them read the real story and compare!
Deb Smith
++++++++++++++++++++++++++++++++++++++++++++++
Date: Sun, 25 May 2003 12:54:45 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] vocabulary help
Also I am not convinced that these are all appropriate vocab activities.
I want to do deep and really teach vocab. Some of these activities are
types of things that teachers have traditionally done, but that doesn't
make it good for kids.
I really don't want to do STUFF or assign STUFF. I want to make sure
the vocab teaching is really teaching, not assigning.
Ideas please
Deb
++++++++++++++++++++++++++++++++++++++++++++++
Date: Sun, 25 May 2003 11:39:59 -0700
From: JTD <jtd@san.rr.com>
Subject: Re: [mosaic] vocabulary help
Try looking at the book Bringing Words to Life: Robust Vocabulary
Instruction by Isabel Beck, Margaret McKeown and Linda Kucan.....Great
book on teaching vocab grades K-5
+++++++++++++++++++++++++++++++++++++++++++++
From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] vocabulary help
Date: Sun, 25 May 2003 14:59:05 -0400
Deb,
Have you seen the site at www.readingquest.org ? It is by a colleague of
Pat's at WFU. Ray Jones. He was there at Leadership but I didn't get to see
him. There are some really neat vocabulary activities on that site.
+++++++++++++++++++++++++++++++++++++++++++++
From: SKosmoski@aol.com
Date: Sun, 25 May 2003 18:59:20 EDT
Subject: Re: [mosaic] vocabulary help
d smith--
Two wonderful resources for teaching vocabulary are --
Teaching Vocabulary I all Classrooms by Camille Blacowicz (IRA's Person of
the Year!) and
Words Words Words by Janet Allen
both are full of strategies and ideas for getting kids to look at the
meaning
of words and where they come from!
Mary Anne
++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Sun, 25 May 2003 19:13:56 EDT
Subject: Re: [mosaic] vocabulary help
Also the book that some of the ideas listed came from -
Bringing Words to Life: Robust Vocabulary Instruction
I like the Tier 1, Tier 2 and Tier 3 discussed in that book. I also find it
very easy to read.
Laura
readinglady.com
++++++++++++++++++++++++++++++++++++++++++
Date: Sun, 25 May 2003 19:22:57 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] vocabulary help
Thanks for the books suggestions and the website. I have ordered them
all and I will make a better list of vocab activities for teachers to
choose from
Keep the suggestions coming please
deb
++++++++++++++++++++++++++++++++++++++++
From: Annette201@aol.com
Date: Sun, 25 May 2003 19:23:43 EDT
Subject: Re: [mosaic] vocabulary help
Does anyone know about the book: Speech to Print?
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