Hi you guys. I am feeling a bit lonely out here is cyberspace. Is there
something you want to discuss or talk about? I know it's summer, but I KNOW
I am not the ONLY one who doesn't turn it off. What can we talk about????
Ginger
moderator
+++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Thu, 19 Jun 2003 20:31:11 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] anyone want to discuss anything?
How about sharing some of the professional growth opportunities we are
involved with this summer?
We could limit it to reading or to literacy or just open it up.
Lori
++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Linda Thames" <lthames@tislink.com>
Subject: Re: [mosaic] anyone want to discuss anything?
Date: Thu, 19 Jun 2003 20:41:41 -0500
I am 6th grade departmentalized. The students I had this year had never had
strategy instruction. I thought maybe I would need to go slowly. I only
taught connections, sensory images, and questions. The kids just seemed to
get stuck in a strategy and didn't want to move on or couldn't move on.
Another problem I encountered was that my kids weren't integrating the
strategies (I guess that's what you call it). For example, if they were
reading something that seemed to lend itself particularly to sensory images
(or at least to them it seemed so) then that was all they wanted to talk
about. Or they would get hung up on making connections. Are they doing it
right or is there something I need to do or am I worrying too much? It's
like they hone in on just one strategy and I'm never sure if all of them are
using that 1 strategy or if they hear someone say it then they all say they
are using it. How can I tell if they are really using the strategy or just
copying? Does any of this make sense?
Oh, and one more really big problem was to get them to finally realize that
reading is not just calling words. Even at the end of school, they still
were saying "if you get to the bottom of the page and don't know what you
read, then you really didn't read it".
Linda/6th
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From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] anyone want to discuss anything?
Date: Thu, 19 Jun 2003 20:59:23 -0500
Ginger,
Here are a few ideas:
*We could talk about teacher book study groups (experiences, how to
organize, what worked-what didn't...)
*Anyone out there going to read "Reading Lolita in Tehran: A Memoir in
Books" or "Lovely Bones?" I picked up both for my road trip next
week.
*What about a thread on incorporating MOT in other content areas?
*Anyone reading another professional book they would like to start a thread
on? Be sure to give us time to find the book and read it.
I welcome any other ideas. Let's get this ball rolling. Summer is a great
time to soak up new information, as well as reflect upon last year and its
successes!
~Karla
+++++++++++++++++++++++++++++++++++++++++++++++++++
From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] anyone want to discuss anything?
Date: Thu, 19 Jun 2003 23:58:42 -0400
I'm not Ginger, but I read a chapter from Beck & McKeown's book (can't
recall all the title, but know it said Robust Vocabulary Instruction). It
had some really neat ideas about selecting vocabulary words.
Hope this helps!
Cece/LC/GA
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Date: Thu, 19 Jun 2003 22:03:48 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] anyone want to discuss anything?
Hi Linda,
Have you read the book, Grand Conversations? It's by Ralph Peterson and
Maryanne Eeds. Maybe rethinking literature conversations would be a place
to start for the upcoming year?
Best of luck,
Debbie
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Date: Thu, 19 Jun 2003 22:06:40 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] anyone want to discuss anything?
Well, in that case, I just went to the DRA and Beyond Institute a 3 day
professional growth workshop. It was great. There are two more sessions
planned in other states. Go to Pearson Learning and check it out.
Also, I'm attending a WS with Heinemann in July with Fountas and Pinnell.
Actually, there are three-one is on their newest Phonics lessons and the
other two focus on K-2 and 3-6 literacy.
Debbie
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Date: Fri, 20 Jun 2003 07:35:11 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] anyone want to discuss anything?
Jill Eggleton (literacy expert from New Zealand) was here in my district for
four days. She spends no more than two weeks in the States each summer,
according to her husband, so having her come to our district for
four days was a real treat. She had much to say on all aspects of literacy
instruction but I found her perspective on guided reading with the earliest
readers a real eye opener. I see myself making some distinct
changes next year both in terms of guided reading with my emergent readers
and writing workshop. If you EVER get a chance to work with Jill, jump at
the opportunity.
Next month I am going to the Hamline Literacy Institute in St. Paul for a
host of speakers I am really looking forward to seeing (Graves, Laminack and
Krashen, to name a few!). Our district is playing host to Brian
Cambourne the week afterwords and then I am going to the Literacy For All
conference, again in St. Paul.
Lori
++++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Linda Thames" <lthames@tislink.com>
Subject: Re: [mosaic] anyone want to discuss anything?
Date: Fri, 20 Jun 2003 07:45:42 -0500
Lori,
What specifically do you think you will change?
Linda
++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Fri, 20 Jun 2003 09:55:42 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] changes in guided reading/writing
The focus on the pictures when working with emergent readers. We have been
trained to use the
picture walk to tie directly to the text. For instance,"What do you see
in
the picture? A bear?
What letter would expect bear to start with? Frame the word..." Instead,
Jill focused heavily on
the photos and the text she presented was far richer in illustrative quality
than what I have
typically seen at these early levels (A-B). She basically summarized what
was visually presented in
the picture in the context of story. "My, look at that bear. Isn't he
dressed oddly? He must be
going somewhere. Where do you think he is going? Why do you suppose he
would want to go there?"
There was a heavy emphasis on questioning, both literal and inferrential.
Children were not always
expected to verbalize their answers, but always encouraged to be thinking
about the story. The
first read with the children was done with the students, with the teacher
assuming much more of a
leadership role early on. I sat next to our Reading Recovery Lead Teacher
and she and I, although
friends, have been at odds with the definition of comprehension with our
earliest readers. She
would argue that if a child references a picture, notices a bear and
predicts a word beginning with
b is bear, they are demonstrating comprehension skills. I have struggled
with children enrolled in
Reading Recovery in terms of their ability to retell--they have reading
behaviors under control but
all too often cannot see the forest for the trees. We looked at one another
and our lightbulbs went
off--the focus of the text introduction is on drawing a story from the
pictures! Now that said,
the quality of text at this level is often so poor there is no story to be
drawn, none at all. I
teach a 1-2 looping configuration, so not many of my children stay at this
level for long but those
that do are often special needs children. The text I have available to me
would hardly be
inspirational in terms of having any desire to learn to read. The materials
Jill used were from her
SAILS series, distributed in American by Rigby. They were stories, rich and
beautiful stories. The
text was minimal and the illustrations definately carried the meaning.
As to writing, the one element I really liked was the use of a notebook,
much like a sketchbook, for
writing. On the left hand side of the notebook (she was adamant about NOT
calling these journals,
as journals are diaries and a very specific and singular genre), she modeled
by first telling what
she was going to write about. As an example, you might say,"My brother
fell
off his bike." Then she
drew (sketched, very quickly, pencil drawing only, must emphasize so it
doesn't become the kind of
masterpiece that eats up all of writing time) a boy and a bike and knee with
a bandaid. With older
children, this would be extended to quickly sketching sequenced events which
would be numbered to
help with organization. Later still, webs and other organization devices
could be introduced. It
is a planning page. Then the student writes on the right hand side.When the
teacher conferences
with the emergent writer, she or he writes the story in a fine and careful
model of handwriting at
the bottom of the page but only after:
Tell me about your plan? ---Responding to the plan (comment on
picture/web,etc.)
Responds to the message--"Oh, that must have hurt a lot!"
Continues with a positive focus, "Oh, look at those spaces between words.
You remembered. Nice
job."
Now, the teacher rewrites the message at the bottom of the page,
conventionally. If the child
publishes the piece, he or she will copy from this message if able or the
teacher will scribe again
on the illustrated copy. Publishing is defined as Graves does, going
public.
Concludes with a review of a goal sheet specific to developmental level.
The process evolves with develomental level.
Incidentally, the focus at the beginning of writer's workshop was a story
told to all the children.
Jill focuses heavily on the belief that if children are not fluent speakers,
they will not be fluent
writers. Mini lessons were conducted with developmental groups. I don't see
myself ALWAYS doing
mini lessons this way BUT I see myself sometimes doing this--it made sense
to me. The lessons
matching the sophistication of the writer in terms of developmental level.
Lori
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: MEHitzel@aol.com
Date: Fri, 20 Jun 2003 11:23:58 EDT
Subject: Re: [mosaic] 6th grade strategy instruction/a little long
Hi Linda! I teach 4/5 multiage. This was my first year teaching MOT in
depth, one strategy at a time to my students. I experienced some of the
same
questions you did. This was the first time my students had been exposed to
strategy instruction in this format and with this specific language. These
are my
thoughts.
- I think, when comprehension strategy instruction is new to students, it is
a normal part of the process for them to mimic what they are hearing you and
other students do. It takes a while for them to have ownership of the
strategy. One thing I found to help with this was a lot of teacher
modelling followed
by a lot of shared reading experiences by the class. I really had to work
on
this. I tend to grasp ideas fairly quickly and assume my students will,
too.
I need to remind myself constantly of gradual release of responsibility.
This concept more than anything else changed my teaching this year in all
areas.
Another thing, was a lot of opportunity to practice. I spent a long time
in
the school library before each strategy unit scouring for picture books that
would support that instruction. The shorter texts allow the students to
practice the strategy and discuss it with others more frequently than a
chapter
book does. We did do Hatchet as a whole class following our visualization
study
and a round of literature circles after we had done connections,
questioning,
and visualization. Next year, one of my goals is to incorporate strategy
talk
into my read aloud time more. Another thing I think is really important is
continually modelling to the students how we use a particular strategy to
deepen our comprehension of the text. I think, initially, I was too focused
on
just getting them to "do" the strategy and then after reading some
of the
posts
on this list realized I needed to focus on what the purpose of doing all
this
was. I modelled, had students discuss, and write in their journals when
they
used a strategy and how this helped them understand the
story/character/themselves/the world better. We did a lot of discussion of
thick and thin
connections/questions. I was most sucessful with my instruction of
connections. I did
this unit first, after briefly discussing metacognition. The students
really
seemed to make it part of their thinking and the rest of the year was filled
with "I have a connection to . . ." throughout the day and all subject
areas.
As far as integrating the strategies, I think it is somewhat normal, too,
for
them to focus on one strategy when it is new to them. I also think
sometimes
different texts lend themselves to use of one strategy stronger than others.
I tried to have my students build their strategy use one on another as we
learned new ones throughout the year, but like you found they tended to
focus on
the one we were currently learning. My last unit was synthesis and this is
where I saw it all start to come together. This is how I taught syntesis -
as a
putting all our known strategy use together to come up with a deeper
understanding of the whole story. I also made a Robert the Reader and put
it up as a
visual reminder. Well, this got to be long.
Martha/4/5/az
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Date: Fri, 20 Jun 2003 10:22:58 -0500
Subject: Re: [mosaic] anyone want to discuss anything?
From: Harvey P Brewton <harbrew1@juno.com>
Karla,
Lovely Bones is wonderful! You will experience a different perspective
on such a horrid crime and tragedy. It is unlike any book on murder that
I have ever read (voracious reader of murder mysteries). The focus is
not on the crime but on how we heal ourselves and each other. You will
think about Susie and her story for months to come. Sebold has the pulse
on the pain one tries to survive at the loss of a child, regardless of
how it happens; yet, somehow she makes it hopeful. I personally know
this pain and wondered, after I began reading, if I could get through it
(Started reading at 5PM finished at 2AM). I went through a myriad of
emotions. It touched me in a way only few books do! I just fear they
will try to make one of those awful unfeeling movies that do not relate
to the book whatsoever from it. Please let us know your thoughts on the
book. I plan to reread it this summer. It finally made it back to me
after it was passed from one friend to another with the recommendation of
a must read for all.
KB
+++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] thank Lori
Date: Fri, 20 Jun 2003 10:38:37 -0500
Lori- thank you for sharing the new insights on guided reading. It does
make sense that the pictures in the early reading books would be where the
children can do the comprehension work. I LOVE the part where she
encourages us to use richer text and illustrations. Ellin talks about that
too. And having the teacher take a stronger lead first is a great example
of modeling (and inviting participation) of the talk for the cognitive
strategy work for the young ones.
Do you see the writing notebook used this way for older students as well?
Since the stories may be longer than just the right hand side I wonder about
that? It makes so much sense to tie writing to a verbal story. Is the
teacher the one telling the story at the beginning or are students invited
to share to develop verbal fluency? Is the story written down that is
shared??
Great things to think about! Thanks!
Ginger
+++++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Fri, 20 Jun 2003 11:05:38 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] thank Lori
There is emphasis on story telling and oral language woven into the approach
she uses with students
in New Zealand. Each day, the teacher is doing the storytelling as a model
but the children are
encouraged also to storytell, especially in the planning stages. The
notebook format she described
was used across ages, and the stories did get much longer. Each new start
was with the clean double
page spread. The kind of planning really evolved, especially with an
increasing emphasis on
understanding procedure/criteria for writing in different genres. The story
that is written by the
teacher can come from the oral story presented, but it was presented
differntly with children at
different developmental stages. It might be one to three sentences with the
earliest writers, and
became increasingly more complex with increasing developmental control. I
could easily see moving
this into memoir, personal narrative, etc. as we teach children that we can
approach different
subject matter through different genres. And genre is not isolated to the
written word. If you were
working on persuasion, you would be enganging in debate and making
persuasive statements, reading
persuasive writing, collecting advertisements in which the visuals are meant
to persuade. Reading
Tony Stead's book on the heels of this has me really fired up about writing
with children this fall.
I have extensive notes from this presentation. I could contact Jill first
to make sure she would be
comfortable with my sharing the notes.
Lori
++++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Fri, 20 Jun 2003 12:07:43 -0400
From: Mayread@aol.com
Subject: Re: [mosaic] anyone want to discuss anything?
Hi,
I have worked with 3rd and fourth graders this year using the Beck and
McKeon book as well and it was the most effective vocabulary instruction I
have ever been able to do. I noticed my kids really getting into
conversations about words and noticing their new vocabulary words in other
contexts. Their concept of the Tier 1, 2 and 3 words also makes it easy to
determine which words to focus on and which just to give or ignore. It was a
very helpful book to work with.
Maria
++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] reflections/Martha/Linda
Date: Fri, 20 Jun 2003 11:10:10 -0500
Isn't this the greatest place to learn and share and grow! Of course NOW I
am leaving for the weekend when all the talk is starting! Darn! You guys
keep it going, o.k???
It is SO VERY HELPFUL to me to hear the long reflections like what you
posted Martha. I think out loud myself (as if you haven't noticed.....) and
listening in to what you all are thinking helps me with my own thinking.
I think this teaching continues to be a journey for me too. The first year
I dabbled in the strategies Linda I was finding the exact same thing. And
this year as I was out peer coaching in all the grade levels I found the
older kids to have a harder time. Here is my thinking on the reason. If
you get them in 6th grade and they have NOT had ANY strategy instruction
done as explicitly as we are doing it now, they have already developed (or
not) strong reading behaviors that may have to be undone. If they have
never been encouraged to THINK as they are reading and are 6th graders (or
older) it just isn't as natural to them as the younger students. Not that
it is impossible to switch their brains, but there may be less willingness.
I agree with Martha, you have a larger responsibility to be the modeling
example for them in the shared setting and during your read alouds. I think
Ellin says that if you see your students NOT getting it then you have to
back up and model model model some more. I, too, process new learning
rather quickly and in the beginning was frustrated that my students weren't
"getting it" when I thought they should be. But as I slowed down and
modeled with great picture books and poetry and nonfiction they started
copying me and started making it their own. I only introduced three
strategies my first year. And like you, I was WAY more into teaching them
how to DO the strategies. But.... no matter what anyone says, there is NO
way I could have done it differently back then. I was LEARNING IT TOO!!
Now, 5 years later I do see that I SHOULD have focused much more on
connecting the use of the strategy to making the understanding of the book
more meaningful for me (and for them). Like Martha says that piece is
critical for it to become natural for them.
Ellin talks about us teaching kids what it means to UNDERSTAND. She
suggests we make an anchor chart with the kids that we refer back to about
UNDERSTANDING. I still have my notes from seeing her last time to write up
for the list. I can do that next week. She thinks we have to refer back to
that anchor chart AS we are explicitly teaching the strategies and building
on them as more are introduced.
Remember when I started I jumped right into the first strategy of Schema.
But back then I didn't even understand that Activating Schema is the
strategy NOT MAKING CONNECTIONS. If you reread chapter four in Mosaic (I
think that's the one) you will find that Activating SCHEMA has FOUR PARTS
with making connections just being ONE! But my entire school JUST hung on
those connections. But it was a place to start that we understood and could
do. The second year I realized I had to teach my kids to HEAR that little
voice in their heads that IS SUPPOSED TO BE INTERACTING with the words from
the text. So I spent a few weeks on being metacognitive in general. Mostly
ME modeling it and then having them hear their inner voice (their "mini
me"
that sits on their shoulder to "catch" their thinking) and sharing
back what
they "heard" themselves thinking. It was very powerful. And well worth
the
time. THEN I started with my schema study. How activating what we already
know (background knowledge, prior knowledge, schema) helps us understand
what we are reading.
Take it slow. Be gentle on YOURSELF!!! Each year you will find yourself
getting more comfortable and deeper. Just NOW I am getting to the
literature conversations that I so long for in my students. That is my new
focus for next year. Reading "Knee to Knee, Eye to Eye" along with
"Moving
Forward With Literature Circles" (not traditional roles but CONVERSATIONS!)
is some of my summer learning.
Linda, thanks for putting it out there for us all to consider. Any more
words of wisdom for teachers who are just getting started??????????? Please
share.
Ginger
moderator
grade 3
Who is off to Indiana to Bill Monroe's Beanblossom Bluegrass Festival!!!
And without a computer which will make me insane!!!!!!!!!!!!!!! But I have
to practice relaxing, right!!!
+++++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Linda Thames" <lthames@tislink.com>
Subject: Re: [mosaic] reflections/Martha/Linda
Date: Fri, 20 Jun 2003 11:47:34 -0500
As I was reading your post, one thing that happened this year popped in my
mind. Many of the kids were hung up on making connections, especially text
to self. About 1/2 way through the year, we were reviewing different
genres. The kids had never had a problem earlier in the year identifying
which books are fiction and which ones are nonfiction. But during the
review, they kept insisting that fiction seemed so "real" to them.
It
just occurred to me that their connections were very strong in some books.
Even when I showed them the little sticker on the spine of the book that
said fiction, they were adamant that it was "real". I knew then was
the time
to introduce them to the term "realistic fiction".
Linda/6th
++++++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Fri, 20 Jun 2003 11:59:36 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] reflections/Martha/Linda
I introduced both realistic fiction and fantasy to my kids this year in
first grade. Even my
nonreaders (special needs kids) could make reasonably supported predictions
based on the
illustrations. They totally got that talking animals and animals wearing
clothes belonged to the
realm of fantasy. We also introduced mystery and historic fiction as well.
Mystery was an easy
grasp, but historic fiction really only made sense to my able readers and to
children with an
interest or sense of history.
Lori
+++++++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Fri, 20 Jun 2003 12:11:56 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] changes in guided reading/writing
Hi Lori,
I think that is not the case with all RR teachers...depends upon your
training and beliefs. Thanks for capturing your current thoughts on the
subject. It's much appreciated!
++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: "TJ" <bishjt@earthlink.net>
Subject: Re: [mosaic] anyone want to discuss anything?
Date: Fri, 20 Jun 2003 12:50:18 -0700
How do you explain tier two words to students? We worked with this book
last week and we had trouble coming up with a good definition of a tier two
word.
Thanks
JC
++++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Fri, 20 Jun 2003 16:19:04 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] changes in guided reading/writing
I hope not. I really struggle with this one aspect of Reading Recovery. I
realize that the children who qualify are certainly more likely to have
comprehension issues, but what
I see is that the ability to decode and the ability to comprehend are not
developing together. In our district, there was a world of difference
between the levels children
tested at in Reading Recovery and the DRA Scores, which had the
comprehension/retelling as part of the requirement. One boy I had tested
very solidly for me at a level 12, but
his comprehension deteriorated significantly with harder materials. I know
that he can call words quite effectively at much higher levels. His Reading
Recovery testing
indicated level 24! Oddly enough, this is a child I have confidence in as
his comprehension is so strong with lower level materials. As long as I
keep working on strategies, I
know he will be fine. He writes so well and tells wonderful stories. But I
have others for whom this difference is nearly as profound and their
comprehension is minimally
acceptable even at the lower levels reflected by DRA.
The 'quick draw' planniong element of the writing at the emergent level also
appealed to our RR Lead teacher as a good way to extend the 'story' writing
element of the RR lesson.
Lori
+++++++++++++++++++++++++++++++++++++++++++++++++++++
From: Soswes@aol.com
Date: Fri, 20 Jun 2003 17:38:18 EDT
Subject: [mosaic] literacy and math
Hi everybody!
I just finished today a week long workshop: Marilyn Burn's Math Solutions
III. Finally, after three summers, it finally dawned on me (and I wasn't
alone
in this, thank goodness!) how our reading strategies are used in math.
Think about it: use what you know to find a solution...schema
draw a picture to help you solve the problem....visualizing
what is this data REALLLY telling you....inferring
What is really being asked here or I wonder what would happen if I did
this..questioning.
Do I really need this information....determining importance
How do I use all of this information to solve the problem..synthesis
In addition, just as it is important to share after reading workshop, it is
equally important for the kids to be sharing their thinking after math.
"Whack
me up the side of my head...what was I thinking!"
I am so enthused about teaching math again. I love to teach reading and
writing, and even after attending Math Solutions I and II, and knowing that
I have
to give kids time to explore math materials, this just brought math teaching
into focus for me. It's just like teaching them to read. They have to do
the
thinking. They have to do the developing. They teach each other. WOW
Sandi
+++++++++++++++++++++++++++++++++++++++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] Ginger/Summer Reads
Date: Fri, 20 Jun 2003 17:01:02 -0500
Ginger,
I knew I forgot to mention another read for my trip...Knee to Knee. Let's
discuss it when we finish. How about setting a target date of that first
week in July? It is a fairly short book. Are you game? Is anyone else?
Join in on the discussion of Knee to Knee, Eye to Eye: Circling in on
Comprehension by Ardith Davis Cole. ISBN 0325004943, published by
Heinemann.
~Karla :-)
+++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] literacy and math
Date: Fri, 20 Jun 2003 17:10:20 -0500
Sandi,
You have touched upon the very essence of my search this summer (well,
one of them anyway!). I will begin teaching math again after a three
year break due to "semi-departmentalization." I have been looking
at
how to incorporate reading strategies into the math curriculum. I would
love to discuss this more at length. If you are the Sandi I visited in
May, then I know you teach 1st. I teach 6th, yet still, I think we can
utilize the strategies at all levels (just like in reading!).
What will you do differently next year? How will you fit this into your
curriculum? (You were changing schools weren't you?) Will you focus
more on problem solving than the dry computation? I am also interested
in any tidbits you would like to share from your workshop. Anything
from Marilyn Burns has to be good!
~Karla
+++++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Cathy Semkin" <cathy@iland.net>
Subject: [mosaic] Strategies and math
Date: Fri, 20 Jun 2003 17:25:55 -0500
Sandi and Karla,
I am interesting in using MOT with math. Right now, I have a study
group with four other teachers who are "playing" with this idea. We
did
a "raw data" study using a word problem and regular ed. fifth graders.
I thought the results were pretty impressive. I am interested in the
specifics of your teaching. Would you like to know what we have been
doing?
Cathy
+++++++++++++++++++++++++++++++++++++++++++++++++++
From: Soswes@aol.com
Date: Fri, 20 Jun 2003 18:32:46 EDT
Subject: Re: [mosaic] literacy and math
I'm the Sandi you visited! I am changing Districts in the fall, but the
district I am going to also uses Everyday Math.
One of the first things I'm doing is going through my EM teacher books and
pulling out and substituting where I think a MB activity would better suit
my
kids. I am also reviewing all the homework assignments and making sure they
are
meaningful: more games for instance.
Here's an example of what I USED to do: I would give the kids a research
question such as Do you like music? A yes or no answer. They would answer
it.
Then I would show them how to make a bar graph. And, then, couldn't figure
out why they can't make bar graphs on their own.
Now....we will brainstorm the questions they want answers to. They will go
out and survey for the answers. They will figure out how to represent it.
We
learned that children go through phases of Data Investigation and we look at
1st graders work:
1. Consider the Problem (choosing a question to investigate)
2. Collecting and Recording Data
3. Organizing the Data
4. Representing the Data
5. Describing and interpreting the data
6. Developing hypothesis and theories based on the data
And...through the sharing....we develop these skills. Of course, we have
mini lesson, but it's just like reading: using what we know. picture it.
etc.
We had K-7 teachers in the room, and they all felt the same thing: reading
connections....
It was a weeks seminar and well worth the time. Marilyn Burns has some new
books out on Algebraic thinking and Show and Tell: Representing and
Communicating Mathematical Ideas in K-2 Classrooms (by Linda Dacey) that
really
demonstrate this concept.
Sandi
+++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Fri, 20 Jun 2003 18:43:06 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] anyone want to discuss anything?
This is the book that I based A TON of the ideas that are in the
compiled vocab handout in the archives on.
Deb
btillman wrote:
>I'm not Ginger, but I read a chapter from Beck & McKeown's book (can't
>recall all the title, but know it said Robust Vocabulary Instruction). It
>had some really neat ideas about selecting vocabulary words.
>Hope this helps!
>Cece/LC/GA
+++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] literacy and math
Date: Fri, 20 Jun 2003 18:04:35 -0500
Sandi,
I had my first exposure to Everyday Math just a few days ago. I have
not seen it used in the school system I am in (at least not on my
level). I was in awe! I would love to have it as our series, but alas,
the junior high picked out a series to coincide with theirs that they
would like us to start using next year. It is by McDougal-Littrell (I
am not sure that is the exact publishing name...but close). It is a
middle school series that looks to be way beyond where are students are
(at least when they come to us). Next year should be hectic. I was
already told our group was low in general on their math skills.
Therefore, I am looking for supplemental material (or theory) to
incorporate with the series. EM has some great ideas, but I only have
access to the book for 2 weeks at a time (and I have to go 50 miles to
pick it up and return it each time). I inquired with ROE, but they do
not have a copy. Ho-hum! :-(
Anyway, I would also like to zero in on reading strategies within the
math content area. I definitely plan to utilize journals as well. I
thought some nonfiction strategies might be in order. More hands on!
Less of the standard...do problems 1-25 on page... My main goal is to
show them how math relates to everyday life (see why EM would be perfect
for me!). Newspapers, telephone books, menus, shopping ads, etc. The
challenge will be to fit everything in!
Any ideas? Anybody? I am counting on Cathy to chime in here as well.
~Karla
++++++++++++++++++++++++++++++++++++++++++++++++++++
From: Soswes@aol.com
Date: Fri, 20 Jun 2003 19:06:58 EDT
Subject: Re: [mosaic] literacy and math
Michelle....we can get together....no problem
Karla....anyone in the area!
Another great book is called Good Questions for Math Teaching: Why Ask Them
and What to Ask (k-6)
As an example:
Identify a topic
Think of a closed question and write down the answer
Make up a question that includes the answer
For example:
Topic: averages
Closed Question: The children in the Smith Family are aged 3, 8, 9, 10 and
15. What is their average age. (answer: 9)
A better question: There are five children in a family. Their average age
is 9. How old might the children be?
Can you just see the possibilities for thinking here! I'm going through EM
and rewording questions. Can't you just hear math class: What is your
schema
for this problem? Can you visualize how you will solve this problem? What
questions do you have about this answer (or the problem)? Etc. I am so
enthused!
Sandi
+++++++++++++++++++++++++++++++++++++++++++++++++
From: Soswes@aol.com
Date: Fri, 20 Jun 2003 19:10:29 EDT
Subject: Re: [mosaic] literacy and math
Marilyn Burns Math by all Means has replacement units for all subject
areas...try those!
Another math series (but you would have to buy it!) is
Investigations.....they have a LOT of open ended type problems. Try also
Good Questions for Math
Teaching (Why Ask Them and What to Ask K-6) by Peter Sullivan and Pat
Lilburn.
This might help you revamp what you have to use so your kids will have to
think. If you are doing this in reading and then in math, I bet "low"
will
soar
to new heights. I know it!
Sandi
+++++++++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Fri, 20 Jun 2003 19:28:33 EDT
Subject: Re: [mosaic] Ginger/Summer Reads
In a message dated 6/20/03 7:25:27 PM Eastern Daylight Time,
jlmcadam3@ameritech.net writes:
> Is anyone else?
> Join in on the discussion of Knee to Knee, Eye to Eye: Circling in on
> Comprehension by Ardith Davis Cole. ISBN 0325004943,
Karla,
I have these books in stock and would participate in the discussion as well.
Laura
www.readinglady.com
++++++++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Fri, 20 Jun 2003 19:54:20 EDT
Subject: Re: [mosaic] Strategies and math
RIn a message dated 6/20/03 7:38:44 PM Eastern Daylight Time,
cathy@iland.net
writes:
> am interesting in using MOT with math.
Last year one of my newsletters focused on this issue. I incorporated many
of the reading strategies into my problem solving lessons. Prior knowledge
helped the children determine what type of problem they were trying to
solve.
Determining Importance came into play when pulling out clues to solve the
problem. It was very effective to link the strategies over to my math
instruction.
At that time I was looking around and found some of the PEBC's work on use
of
strategy instruction across the curriculum. Here is a link to their
information -
<A
HREF="http://www.pebc.org/oldsite/PEBCThinkingStrategies.pdf">http://www.peb
c.org/oldsite/PEBCThinkingStrategies.pdf</A>
Laura
www.readinglady.com
+++++++++++++++++++++++++++++++++++++++++++++++++
Date: Fri, 20 Jun 2003 17:05:41 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] changes in guided reading/writing
In addition to testing for a 'level' at our site, we also ask for a
retelling. If the child is unable to give a literal one, we drop a level
til we find one that 'matches'-fluency, accuracy AND comprehension.
Debbie
++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Beth Neiderman" <beth.neiderman@verizon.net>
Subject: Re: [mosaic] anyone want to discuss anything?
Date: Wed, 18 Jun 2003 19:27:01 -0400
Hi, everyone:
Lori, I'd love to hear more about what Jill Eggleton had to say about guided
reading. Any possibility of sharing her main points?
Beth in NJ
+++++++++++++++++++++++++++++++++++++++++++++++++
Date: Fri, 20 Jun 2003 19:27:37 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] changes in guided reading/writing
That makes far more sense to me. I feel that this push, push, push to level
is part of why my struggling readers are not matching meaning to text. The
gap between my perception of reading level and the RR
perception, it seems far too great to be acceptable. Do you score your
retelling? Do you have anything 'official' that supports this? I have the
old OS Handbook, it doesn't mention retelling. Is there
something in the newer edition?
Lori
+++++++++++++++++++++++++++++++++++++++++++++++++
Date: Fri, 20 Jun 2003 18:36:36 -0700
From: "hey,it's-katharine!" <katha@syix.com>
Subject: Re: [mosaic] literacy and math
Very interesting, Sandi. I'm suddenly thinking about how to present
math in a workshop style -- have the kids come together at the end to
talk about how they used the strategies to finish the workbook pages.
We have no options about using the wkbk pages, and my attitude was
slip slip slipping by the end of last year. (Harcourt, incase anyone
was wondering) I'm thinking now about how I can present a mini
lesson, have them do the work, and bring them together on the rug at
the end of the time to discuss what they did.
Is that kind of what you were thinking?
Katharine/1st/N..California
++++++++++++++++++++++++++++++++++++++++++++++
From: "Kendra" <kendra9@mindspring.com>
Subject: [mosaic]
Date: Fri, 20 Jun 2003 19:23:52 -0700
I would like to hear how people are linking the comprehension strategies to
writing - I.e good readers make deep connections, visualize, predict,
summarize, infer, question, paraphrase in their own words, stop to clarify
specific words, dialogue in their mind with the author, etc. All this also
goes into the writing process, as you are "interacting with the potential
reader". Yet I do see that kids need to lay the foundation of expertise
as
readers before they are able to transition into revision...that is, dive
deep into "reading like a writer", where they can read their own or
someone
else's piece and analyze it for revision.
What are people's thoughts on reminding students of the strategies when
teaching writing?
-Kendra.
+++++++++++++++++++++++++++++++++++++++++++++++
TO: Linda Thames
RE: Your 6th graders
Yes, since your students had never had strategy instruction it was a new
concept for them to equate reading with thinking. Some kids are so concrete
it can drive me batty, like they want everything in reading to be about the
right answer, like math, and the inference part of reading is harder to
reach in these kids. Some of the research says that focusing on only one
strategy in depth (like you defaulted to) is what struggling readers need,
or else they get overwhelmed. The low readers who are still spending mental
energy on decoding also are unable to derive as much from strategy lessons
if the material is not at their own reading level. Hope you have "high
interest, easy level" books available to you.
-Kendra.
+++++++++++++++++++++++++++++++++++++++++++++++++
From: Shado70001@aol.com
Date: Fri, 20 Jun 2003 22:26:31 EDT
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Dear Ginger
Everytime I email a response I never seem to be acknowledged. I am not sure
if I actually will make contact with you, but it is worth a try. I have
some
questions about what my reading and writing blocks will look like next year.
I have only taught one year and I am spending this summer looking over ideas
I
have learned, read or tried. My plan is to come up with a plan.
First question: I will have 1/3 of my class below grade level in reading
comprehension. I am guessing they will need to work on fluency. I feel I
will
want to include some guided reading instruction.
What do we think?
Carole
+++++++++++++++++++++++++++++++++++++++++++++++++++
From: RKCTEC5@aol.com
Date: Fri, 20 Jun 2003 22:35:39 EDT
Subject: Re: [mosaic] literacy and math
I love the way you guys are making these connections between the
disciplines.
It was a few months ago that I too made this paradigm shift, only I saw
it
as all being inquiry -- that we teach children how to critically inquire
about everything they want to understand, and thus learn. We do this with
science, social studies, art, music, learning to ride a bike, getting to
know our
students well, figuring out who to vote for. . . I see it as teaching
children a
way of being in this world that will make them not just smarter about
reading
or math, but smarter about life and living.
Ruby
++++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] literacy and math
Date: Fri, 20 Jun 2003 22:04:34 -0500
Sandi,
I have a GREAT visualization of your little firsties. If you teach it
to them, they will learn it and those type of conversations will take
place!
:-) Keep sending the vibes of enthusiasm this way. It is contagious!
~Karla
+++++++++++++++++++++++++++++++++++++++++++++++++++
From: RKCTEC5@aol.com
Date: Fri, 20 Jun 2003 23:00:15 EDT
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Hi Carole,
Fluency and comprehension are not the same, so you may indeed produce faster
readers, but they will not better understand what they read unless one helps
them learn and use the strategies that good comprehenders use. I love the
picture walk strategies Lori learned from Jill E. That might be a great way
to
begin this work.
Ruby
++++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] literacy and math
Date: Fri, 20 Jun 2003 22:08:09 -0500
Sandi,
You offer a lot of good advice. I will seek out your recommendations.
Do you know where I might be able to obtain a 6th grade set of Everyday
Math? For example, is someone updating their series for a new copyright
and would sell me their old copies? Just thought it was worth an
inquiry.
~Karla
++++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] Strategies and math
Date: Fri, 20 Jun 2003 22:15:39 -0500
Laura,
Great link! I just wish I could print it off, but I have bookmarked it
for a later read. It looks awesome and just what I need. I am also
interested in the newsletter issue that focused on the use of reading
strategies with problem solving lessons. Could you provide us with a
link for that article?
Thanks!
~Karla
++++++++++++++++++++++++++++++++++++++++++++++++++++
From: Soswes@aol.com
Date: Fri, 20 Jun 2003 23:26:37 EDT
Subject: Fwd: [mosaic] literacy and math
This was my 1st full year with Everyday Math. I'm at an at risk school, so
my kids are the ones they say can't do it. On the contrary....I saw some
amazing thinking. I contribute to the thinking they were doing in reading
and to
the higher level thinking that Everyday Math requires. Last summer, I was
very
negative about Everyday Math. This year, where I dedicated myself to doing
it by the book, I love it.
However, I still need to adjust it to take the thinking even deeper. That's
why I think the strategies are so important.
I will agree, that my one special needs child had problems. He needed one
on
one daily to keep up and I couldn't do that. He became a great reader,
because we have Reading Recovery. They worked on decoding and I was working
with
him on comprehension. He is in summer school with me and he's one of the
higher readers, and I'm focusing on comprehension with him. It's there...I
just
have to help him bring it out. However, there's no such thing as Math
Recovery.
I had volunteers working with him, but Everyday Math was a problem for him.
Sandi
++++++++++++++++++++++++++++++++++++++++++++++++
From: "adrienne" <eichen@cvinternet.net>
Subject: RE: [mosaic] Multiage and MOT/STW
Date: Thu, 19 Jun 2003 22:19:33 -0800
A colleague and I have been asked to pilot/teach a 4/5 (me) and a 3/4
(colleague) multiage class next year. We'll both be attending the
Multiage Institute in Flagstaff for the next two weeks. I would like to
implement the MOT/STW strategies next year. I've learned much from your
posts and wonder if you all have any advice on how best to begin and
carry on through the year, especially from those versed in multiage?
Adrienne/AK
+++++++++++++++++++++++++++++++++++++++++++++
From: PMurphyNAM@aol.co
Date: Sat, 21 Jun 2003 03:51:15 EDT
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
In a message dated 6/20/03 7:18:10 PM, mosaic-owner@u46teachers.org writes:
<< I know it's summer, but I KNOW I am not the ONLY one who doesn't turn
it=20
off. What can we talk about???? >>
------
It might be summer, but I'm still teaching. This coming week is my last one
for this school year. After the student's leave I have to pack up my room
for a move to a new "old school." The powers-that-be have decided
to remodel
the
103 year building that I work in, but send us to an even older building for
a year while the work gets done. I'm not looking forward to boxing up
materials
I've accumulated for over 20 years!
As for a topic for discussion, but the newest AOL School newsletter
mentioned
a page of a site that had reading lists by grade levels. After I checked
that page out, I went to the home page and found this interesting
description:
Book Adventure is a free resource that was created in response to the
staggering percentage of students reading below grade-level in the United
States.
Clearly, young people should read more -- Book Adventure makes them want to
read more. Leading literacy experts conclude that it is not enough to teach
children to read; children must choose to read independently if they are to
become versatile, engaged, lifelong readers. It is also understood that for
students
to succeed in today's society, we must incorporate technology into the
learning
process. Using Book Adventure, young readers not only receive the intrinsic
satisfaction of reading a book and demonstrating their comprehension through
short quizzes, but also earn rewards for reading and demonstrating
comprehension
of the books they've read. Research has shown that providing extrinsic
incentives can build a love of reading that lasts a lifetime. Book Adventure
is the first Web-based, non-profit organization dedicated exclusively to
motivating
children to read using a technology platform.
Developed and initially funded by the Sylvan Learning Centers and Sylvan
Learning Foundation in April of 1999, Book Adventure is designed to
encourage
students in grades K-8 to read more often, for longer periods of time, with
greater understanding
http://www.bookadventure.org/more/index.asp">Read, Click and Win
with BookAdventure!
http://www.bookadventure.org/more/index.asp
Has anyone on the ring have direct experience with this site or know of
children who used it at home? If so, please let me know if it's as good as
the
write-up suggests
What are some other sites that a teacher can recommend to a parent so that
they can help their child avoid the summer "brain drain?"
-Murf the Surf
++++++++++++++++++++++++++++++++++++++++++++++++
Date: Sat, 21 Jun 2003 05:45:42 -0500
From: "Michelle Mooney" <mmoon.RI.WFB@wfbschools.com>
Subject: Re: [mosaic] math strategies/primary
An excellent resource for assessing primary students' use of
problem-solving
strategies and for planning instruction is Carpenter and Fenema's
Children's Mathematics: Cognitively Guided Instruction from Heinemann.
http://www.heinemann.com/shared/products/E00137.asp
It is based on twenty years of research at UW-Madison and clearly shows
how young children develop ever-more sophisticated strategies for solving
problems. It also describes different types of story problems and
discusses the difficulty level of each type. It dovetails well with
Everyday Math.
Michelle
+++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Sat, 21 Jun 2003 08:02:50 EDT
Subject: Re: [mosaic] literacy and math
In a message dated 6/20/03 11:11:40 PM Eastern Daylight Time,
jlmcadam3@ameritech.net writes:
> Do you know where I might be able to obtain a 6th grade set of Everyday
> Math?
Everyday Math is published now by SRA. It used to be published by the
University of Chicago. Here is a link to EM -
University of Chicago -
http://everydaymath.uchicago.edu/">http://everydaymath.uchicago.edu/</A>
SRA
http://www.sra4kids.com/product_info/math/">http://www.sra4kids.com/product_
info/math/</A>
Laura
www.readinglady.com">www.readinglady.com</A
+++++++++++++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Sat, 21 Jun 2003 08:16:37 EDT
Subject: Re: [mosaic] Strategies and math - Long
Here's the text from one of the newsletters I did on Math -
News From ReadingLady
For some time now our school has had great difficulty getting our students
to score well on yearly Math assessments. The children fall down on these
tests even though most teachers have spent an entire year doing test prep.
I have long advocated that test prep is not necessary if we teach children
strategies that they can use when working through problems independently.
Yes, we need to teach them test sophistication and the format of these
standardized tests, but our instruction should not be based around teaching
to the test. In my school many teachers teach to the test from September to
April and then in May don't understand why the children don't do well. I
would venture to say it is because they have taught to the test and when the
test arrived, one aspect of it was slightly different and the children are
left with no strategies to fall back on.
We had a meeting in my school this week with our Math Staff Developer who
was
trying to tell us that the fault in our students solving math word problems
lie in the way we teach math concepts. I sat respectfully and listened, but
did not agree with her at all. I then spoke up and said that strongly felt
the
issue was not a concept issue but a comprehension issue. She of course
thought
I was referring to the idea that the children can't solve the problembecause
they can't read it. Not at all what I was trying to say. I told her
that I felt the problem lie in the higher order thinking
skills, i.e. the interpretation of the problem. The problem to me is a
comprehension breakdown and we need to rethink our approach to teaching
math.
I feel we need to incorporate more of the thinking strategies from Mosaic of
Thought
and Strategies that Work into our teaching of Mathematics.
Following that meeting, I invited the Math Staff Developer to come to my
class the next day and administer a 3rd grade practice math test to my 2nd
grade
students. I have not taught, test prep to my children, but have taught them
strategies to use when solving math problems and my math instruction this
year
has been strategy based. I have told the children all year, I don't
want to know the answer I want to know the strategy you used to get it. We
still are
fine-tuning this approach but I wanted to see how they would do on a
standardized assessment. The Staff Developer gave the test to the children
while I was
present. My children are in 2nd grade, so the test was a grade above their
placement. I was comfortable with this because I have gone above and beyond
the second grade curriculum this year.
During the test, we walked around with clipboards and took notes on what we
were observing the children do. As they raised their hands and asked
questions
we had a real window into their thinking. What began to emerge as, as I
suspected, evidence of an understanding of the math concepts, but questions
about the interpretation of the wording in the problems. They knew what to
do for
their interpretation, which at times was not what the question really asked.
The Staff Developer was quite impressed with the sophistication of the
children's
thinking and immediately realized what I was trying to tell her in the
meeting
was correct. The problem with the student's scores on standardized
assessments
in Math was a language, or comprehension problem and not a math concept
issue.
All of my children in the class got at least 50% of the test correct. No one
scored lower than that.
Many got 75-80% of the test correct. This test is one year above their place
ment and there were concepts that were not yet taught, like trading across 2
zeros
when regrouping.
It was quite impressing to see the strategies that these young children fell
back on during the 3-hour test. They were boxing out clues and trying to
work
through the problem, they drew pictures, labeled graphs and developed plans
for solving. What I learned is that the tests are very deliberately worded
in a
way that seeks to trick the students. They also set up the test with the
most
common interpretation error answer as one of the choices. On a multiple
choice
test students are either right or wrong. There is no partial credit given
for
work done or simple computational errors made. It
was easy to see how the scores come in the way they do.
The Staff Developer now has a clearer picture of what needs to be done and
this is our next tep. We are trying to develop a metacognitive approach to
teaching Math, much as we have done in reading. We are working to align the
thinking
strategies outlined in Mosaic of Thought with the math curriculum. I have
put
out a request for anyone who has worked with these strategies already to
share them
with the ProfReadingGroup ring. We can work through this together and will
all
benefit from this change.
I began to incorporate this into my instruction this week. What I found was
that the Prior Knowledge piece kept jumping out at me. I have now asked my
students to do the following when working through a word problem
Step 1 Read the entire problem
Step 2 Try to access your prior knowledge, what is the problem about
(ex. - money, time, calendar, fractions, perimeter, etc.) Write that word
below
the problem and put a box around it.
Step 3 Reread the problem, sentence by sentence and put a box around the
important clues. List the important clues down below the problem. (This will
isolate the clues and bring them outside the problem. (Ex. found 10 cents
would be listed instead of the boxed out found a dime. Spent 25 cents would
be listed instead of the boxed out spent a quarter. This allows them to
remove
it from the body of the text where they can hopefully see the problem more
clearly.) Again, they need to access prior knowledge what do some
of the important clue words mean? (Ex. one week- what do we know about a
week? it has 7
days. Has a quarter= what do we know about a quarter =it is worth 25
cents,etc.)
Step 4 Think Do you UNDERSTAND the question. Restate part of it below
the problem. (Ex. How much money does he have now? Could be rewritten how
much
money.)
Step 5 Come up with a plan to solve your problem. What will you need to do
with the important clues you have collected?
Step 6 Solve the problem.
Step 7 Explain how you worked through the problem in writing. We began this
new approach this week using easier word problems. We want them to focus on
the process of using the strategies rather than get bogged down in the
interpretations of it. Once they are comfortable with the process the
problems will
become increasingly difficult. I will keep you posted as we work through
this.
I'd like to hear what you are doing in your math instruction. Feel free to
post
your thoughts to the ProfReadingGroup@yahoogroups.com ring,
or email them directly to me at
readinglady1@aol.com .
Copyright Pending: Readinglady.com 2001
Laura
www.readinglady.com
++++++++++++++++++++++++++++++++++++++++++
From: Twinkie139@aol.com
Date: Sat, 21 Jun 2003 08:34:55 EDT
Subject: Re: [mosaic] Multiage and MOT/STW
hi!
STW is a great book and one I use all the time. They have suggestions for
good read-alouds for different strategies. I begin with making connections
(text to text, text to self, text to world) This seems like the easiest one
to
start with. A great book to model this strategy is The Pain and the Great
One
by Judy Blume. Hope this helps! I teach grade 4.
++++++++++++++++++++++++++++++++++++++++++
Date: Sat, 21 Jun 2003 07:51:17 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] math strategies/primary
Absolutely! I have been implementing CGI for 8 years and am a a
trainer/teacher mentor. If you have a chance to participate in the training,
do so. The videos are amazing. I have had the honor to work with Dr.
Judith Henkes, who was a research assistant during the initial research and
has many
videos outside the training videos. I also got to train with Annie Keith
and Maize Jenkins, two of the teachers involved in the original research
project in Madison. There is a new book out on teaching algebraic thinking
in the primary grades. I have it on order, but it is not in yet.
Lori
+++++++++++++++++++++++++++++++++++++++++
Date: Sat, 21 Jun 2003 07:53:01 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
I have used it. http://www.bookadventure.org/more/index.asp Mixed
feelings--at the time, and this was years ago, the comprehension questions
were pretty
much surface level understanding.
Lori
+++++++++++++++++++++++++++++++++++++++++
From: DnnllySs@aol.com
Date: Sat, 21 Jun 2003 08:52:05 EDT
Subject: Re: [mosaic] Strategies and math
Good Morning
Thanks so much This is a treasure
I want to participate in Knee to Knee.. what's the taret date
last day for us is Tuesday but of course Summer School begins on Monday 6/30
Im using my Mot strats here too
Susan Rdg Res /Chgo
+++++++++++++++++++++++++++++++++++++++++++++++++
Date: Sat, 21 Jun 2003 07:59:01 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Guided Reading/Eggleton
Reading
Reading by--the most important strand. There are two parts in the reading
by.
Guided Reading--------------->Reading By<--------------------Independent
Reading*
*At EVERY level
1. Guided Reading
Pointed out the same sort of problems with the nature of some stories
produced
for guided reading. Some of them, which have been marketed for use as
guided reading, lend themselves more to shared reading or poetry, some to
content area reading.
Was very emphatic about her belief about what defines guided reading.
As I listened to this section of the presentation, I found myself in
disagreement.
As example, she was quite critical of using books with a lyrical and
repetitious
quality with guided reading groups and yet I find them helpful to provide
some
access to concepts of print with my lower students. I was more comfortable
with this position as the day progressed. Fiction only with level A
readers
and beginning with nonfiction with level E.
She was equally emphatic about emergent nonfiction and highly critical of
those emergent books (as example, showed a red Sunshine book with
photographs, highly predictable text with a change in patterning at the
end)
which do not include the conventions of nonfiction. Agreed here with this
as I have found it very difficult to locate high quality nonfiction
featuring
appropriate conventions.
Expressed a very strong belief that guided reading books cannot be housed
in the classroom but in a centrally located resource room.
How is guided reading done?
What does implementation look like?
w/Emergent Readers...
A----Using Fiction at the Lowest Levels
--Use text which features high frequency words
--Teach thinking along side of decoding
“We are teaching children to decode and they are
not thinking.”
--Establish rules/routines
Procedures:
•Introduction at this level is telling, very teacher directed and
focusing on the visual
clues
•Teacher is very, very much in control and the teacher talk extends the
simple text into higher
levels
of thinking through her questioning and giving the language in its
entirety.
•After this process is done, and before reaching the end
of the story, children are directed to the beginning of
the book. Now they are reading and USING the text,
here is the time for one to one matching.
•Following this lesson, a mini lesson featuring on
high utility word such as ‘a’. This includes multiple
white board writing to foster acquisition of this word.
This writing is done very quickly, write and erase sort
of process.
•Children are then invited to draw something. These
drawings are put into little scrapbooks which feature
simple labeling featuring the words in question.
•This process is repeated until you decide to move on
to a new word.
B--w/slightly more able children, use fiction and nonfiction
Fiction
•During ‘picture walk’, teacher again provides the story line
or literal information by giving, following with inferential
questioning. If text is presented in the picture, perhaps as
speech bubble, this language is given to the children.
In terms of the actual answering of questions, much of the
thinking is expected to be between the ears. Some will
invitation will be made for oral response, but this is a
balancing act.
•Reading is done with the children, the modeling is done on
the table and not with a raised or easel text.
•An example of follow up was throughout the use of a circular
flow chart which sequenced these events and which support
retelling.
• Comprehension
characters------------------>recall and inferential
Problem/solution----------->recall and inferential
Setting----------------------->recall and inferential
Text to self-connections
FICTION IS A MIRROR OF HUMAN BEHAVIOR--FIND THIS
AND BRING IT TO THE ATTENTION OF THE CHILDREN
•Open up to one page and one page only.
The high frequency words are now coming from the text.
This is the phonics piece, done in context and should
also include focus on other conventions of text. The is
development of concepts of print and is essential!
• The drawing invitation may be related to vocabulary.
As an example the word Yuck was drawn out and made into
a simple, shared stories.
Nonfiction
• First introduction to text is first the introduction of the index.
Then the same sort of introductory walk is done, with much
much of the language being again give directly to the
students.
• Reading is done chorally, but with emphasis on one to
one matching.
• say, “Close the book so I know that you are listening.”
Comprehension:
Nonfiction
Information----------->Recall and Inferential
Text to self------------>you must really dig to find
a connection that can be made with EVERY child
in your group. As an example, when reading from a
book about the rain forest, think habitats and homes.
• Using a page from book, focus again on phonics,conventions and sight
words.
• Before sending children off to extension, children are
redirected to read independently under teacher
observation.
w/early stages, nonfiction and fiction
Continued with with high frequency words
• Thinking about the text
• Exploring reading
• Strategies of unlocking text
• Print conventions
• Phonological patterns
Shared examples of beginning early reading and late early
reading, which encompasses a vast number of titles but
also quite a range of difficulty. Discussed the importance
of not thinking of guided reading as a blanketing statement.
Again spoke of reality that there is no one right way to teach
guided reading, but that we all work towards shared outcomes.
Beginning Early Stage
Fiction
• Beginning w/closed book and asking about the book, l literally.
• Again, the picture walk is focused on literal explaining of
the photo, extending through inferential questioning. I Includes drawing
attention to all text
embedded in the
illustrations. At this stage the questioning is gradually
released so that the children become more in control
of defining the story. The questioning is to draw out
the story line---appears to be more talk and definitely
more coming from the child.
* During the reading, the control is being withdrawn
and transferred from teacher to child. The teacher
no longer dominates the instruction. When there is
observable point of difficulty amongst children,
the reading is stopped for strategy instruction.
A first strategy might be to cue on beginning sound but
the strategy must include a rereading of the sentence
in its entirety. Any miscues are presented on white board
and attention drawn to visual aspects of the word. This is
about practicing the strategies.
* Following reading, draw attention to story
elements at both recall and inferential level. The text to
self connections begin to be made to theme.
* Phonics & conventions continue to be instructed in
context of a single spread from the text.
Nonfiction
* Begin again with focus on the index but at this point,
expecting children to begin to demonstrate an ability
to USE an index.
* Picture walk is again focused on knowledge drawn
from pictures and may include more conventions
* Students read again with increasing independence
* Language exploration is again focused on a spread from
the book.
* Comprehension, again at both a literal and inferential
levels.
More complex early reading
• Students may be invited to ‘read’ the pictures silently
as a pre step to silent reading. This done just a few pictures
at the time. You can now alternating the picture read and
reading a page together aloud. Gradually releasing control.
• Focus is now on a single convention or fewer conventions.
Speaking of teaching comprehension, Jill said very
emphatically that at these early levels the concentration
is on text to text connection. Her premise being that many,
many children at this level simply do not have the reading
experience to make text to text connections (same with
text to world connections).
What do readers at the end of early stage know how to do?
* Know all letter names and sounds.
On phonics--phonics is a tool for writing and reading but
taught explicitly through spelling and in context of reading
writing.
* Know all blends and digraphs.
* Strategies for unknown words.
* Know and use the following conventions as they read.
full stop
comma
speech marks
exclamation mark
question mark
* Are familiar with aspects of visual language
Bold font, labels, captions, illustrative text, lists, illustrations,
photographs, index, symbols,
maps,mapping charts, signs, speech and thought bubbles, simple graphs, flow
diagrams.
* Be able to answer literal and inferential questions orally.
* Be able to read appropriately leveled texts independently.
Now, at the end of the early level, children have truly learned to read and
we can take them to
another level, which is reading to learn. Approximately ages 8 and on to
forever!
Fluency Stage Reading Instruction
* Author’s purpose
* Features and structures of a variety of text forms (genres)
* Main idea
* prediction
* inference
* question generators
* fact and opinion
* cause and effect
* action and response
* summarize
* plot development
* character development
* setting and its relationship to the plot
* comprehension connections t--t, t--s, t--w
* word derivations
* increase ‘interest’ word vocabulary
* literary devices such as simile/metaphor, imagery/
personification/alliteration, rhetorical question/onomatopoeia
* parts of speech
* knowledge of synonyms, homonyms,antonyms
* visual language & design features.
This is the stage in which writing and reading instruction
connect very, very tightly.
Day One: • Do a short introduction of the book might be about.
Send students away to read and enjoy the book. Give
them paper to collect words they will not be able to
figure out. It is important that these children are
allowed to read at their own pace and as they finish,
they turn to independent reading.
• When everyone has finished pick something from the
list (SAME DAY) and work with purpose.
Day Two: • Focus is on the genre, looking at aspects which define
the genre. Identifying these within their books and then
developing this skill as a writer.
Day Three:
Second exposure to same genre, perhaps with focus
on a different fluency target. Again, focusing on the
aspects which define text form.
This type of exploration would be continued for two and perhaps three weeks
and then introducing a
new genre.
Top End Fluency
Day one * Students are still gathered round the table or on the floor.
* Clarify any challenging vocabulary.
* Invite students to speculate as to genre.
* Students are then to read the first page silently. Clarify
vocabulary before continuing with the reading. And
continue to stop children and work on comprehension skills
if needed.
Day two * With her sails series, there are blackline masters
which address strategies but are book specific. They did
did not look or feel like workbooks. These are done second
session.
Day three * Text form or genre
++++++++++++++++++++++++++++++++++++++++++++++++++++
From: "Ed Asselin" <sharoned@charter.net>
Subject: Re: [mosaic] Ginger/Summer Reads
Date: Sat, 21 Jun 2003 08:19:59 -0500
I am just beginning my exploration of the comprehension strategies.
Just finished MOT, started STW, with Debbie Miller's book waiting in the
wings. I teach First Grade. Is Knee to Knee a good resource for the
young ones? If so, I'll order and join the discussion
Sharon-1st in WI
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From: Readinglady1@aol.com
Date: Sat, 21 Jun 2003 09:27:48 EDT
Subject: Re: [mosaic] Ginger/Summer Reads
In a message dated 6/21/03 9:26:48 AM Eastern Daylight Time,
sharoned@charter.net writes:
> teach First Grade. Is Knee to Knee a good resource for the young ones?
If
> so, I'll order and join the discussion
It is written for the young ones. It discusses the role of discussion in
developing comprehension in primary students. Small but great read.
Laura
www.readinglady.com
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From: "Cathy Semkin" <cathy@iland.net>
Subject: [mosaic] Strategies and math
Date: Sat, 21 Jun 2003 09:01:11 -0500
Here is what we did. Four fifth grade regular education classes were
given the same word problem. In these classes were special needs
students, regular education students, and a few gifted education
students.
Class A was taught to problem solve word problems using math journaling
and two math questions. Classes B,C, and D were not taught using this
approach. The students were to solve for the correct answer as well as
write an explanation of how they arrived at this answer. We found 100%
of the students in Class A solved for the correct answer. Class B had
81%; Class C had 76% and Class D had 72% with the correct answer. Of
those papers with the correct answers, we found that 67% in Class A used
the most effective method in solving the problem. Class B had 62% using
the most effective method for solving the problem, Class C had 56%, and
Class D had 11% respectively. Needless to say, this small, very
informal test has caught the attention of our administration as well as
other teachers.
At the anecdotal level, one special needs child in Class A began this
year afraid of math word problems. When the first word problem was
presented, this student had a complete "melt down" and went home!
However, using journaling and the problem solving approach, this child
correctly solved the problem using the most effective method. In
addition, the Class B's teachers told me how depressed she was after
seeing her students attempt to solve the problem. She said that "only
her math students got it".
In our study group is a first grade teacher who also began using problem
solving and journaling with her math instruction. Not only did she find
100% increase in her students ability to analyze word problems, she
found that her reading instruction using MOT was more effective! The
one seems to augment the other for her.
Cathy
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From: JLabar1026@aol.com
Date: Sat, 21 Jun 2003 10:03:20 EDT
Subject: Re: [mosaic]
In a message dated 6/20/03 10:30:39 PM Eastern Daylight Time,
kendra9@mindspring.com writes:
> What are people's thoughts on reminding students of the strategies when
> teaching writing?
>
Kendra-
Strategies and writing-
What would be a few examples of this.
For me-
Writing begins with the thinking process- often the shower or the car;
I take along the mini tape recorder so I cna remember.
That I take the ideas to friends and brainstorm.
Then- draft one.
What do you do?
BG
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From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] linking comprehension strategies to writing
Date: Sat, 21 Jun 2003 09:27:37 -0500
First of all, I've been lurking here for about a month now, and I'm
loving this mailring. Thanks so much for all the great ideas and
discussion so far. Hopefully I can contribute too.
I was at an "advanced 4 blocks" workshop the other day, and the
presenter and I brainstormed an idea on this (writing) accidentally.
We were role playing how to conduct a writing conference based on the
book, "How's It Going?" Basically a big idea to this is that
conferences should be student-driven as opposed to a preset teacher
agenda for a conference.
I was looking at a student piece that had a sentence something like "My
cat likes to sleep all day." In my role play, I said to the student,
"You know, your writing is making me think of my dog and how she likes
to sleep all day. I'm making a connection right now about her and I'm
seeing her in my mind. . . (schema and imaging) I wanted the writer to
include where the cat sleeps; if she does any funny things when she
sleeps (my schema tells me that my dog does funny things when she
sleeps), etc.
To make a long story short, the presenter told me I could use this same
type of dialogue to reveal to a student that the more details you have
in your writing, the more connections your reader will make. tHis was a
HUGE a-ha for me. I love how this idea links reading and writing so
closely together.
Kelley/2/IN
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From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] teaching science with the strategies
Date: Sat, 21 Jun 2003 09:37:12 -0500
Last year, one of my students indirectly gave me the idea for this. We
were studying the water cycle. Katrina said, "Sometimes I leave a glass
of water outside in the summer, and I go back later and the water's not
there anymore."
This made me think, "why not have all the kids share their connections?"
I made up a sheet for the kids to do this. At the top it said, "Hey!
This is just like. . ." the kids drew a picture and wrote about their
connection to the water cycle after we brainstormed ideas. Some kids
said that condensation was like the fog on the mirror after a shower, or
evaporation is like the steam when water is boiling. I even had one
student who connected the water cycle to the human and frog life cycle!
I was so proud of their thinking. What was really great is that I let
them discover this, whereas in the past I would have told them about the
steam on the mirror. I felt like some others have felt, "Why didn't I
do this before?"
I can't wait to do this more next year. It was exciting to see that the
kids were able to relate this difficult concept to their lives.
Kelley
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From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] Knee to Knee
Date: Sat, 21 Jun 2003 10:44:10 -0500
Chris,
I think it is appropriate for all grade levels. I teach 6th and I am
going to read it. Hope this helps.
~Karla
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From: Seawink3@aol.com
Date: Sat, 21 Jun 2003 12:27:30 EDT
Subject: Re: [mosaic] Multiage and MOT/STW
MOT works really well in multiage classrooms. It seems kids in multiage
rooms
find a safe place emotionally as well as academically, enabling them to
learn
more. My best advice is to trust yourself and your decisions. A multiage
room
doesn't mean teaching 5th grade then turning around and teaching 4th grade.
Much of what you teach will be common to all. The kids also learn so much
from
teaching each other, while you work with small groups. Just as in any
classroom setting up routines and expectations at the beginning of the year
sets the
tone for the rest of the year.
I see you are in AK, are you in a village? My best advice is to learn as
much
about FAS/FASD as possible. A couple great resources
www.fasalaska.com
http://www.fasalaska.com/interps.html
Catherine Winkler
P.O. Box 122
Old Harbor, AK 99643
907-286-2344
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Date: Sat, 21 Jun 2003 10:09:58 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] changes in guided reading/writing
Actually, I don't yet have the newest OS book (pretty bad for a continuing
RR teacher). The RR team at our school are also classroom teachers for
the most part. We have worked extensively with the DRA (Joetta Beaver
joined us to share the DRA and DWA in a prior form) so it seemed logical
to have that piece as well. If we would choose to get an actual score,
I'd use the DRA Comprehension Rubric essentially as I do in the classroom
for other benchmark books. Another piece is using wordless books during
roaming in order to scaffold their own retellings. It's made a big
difference especially with our ELL children.
It's also been helpful to use the DRA rubric or continuum with parents. I
used the Literacy Dictionary to write brief parent friendly descriptions
of each piece: Previewing and Predicting, Oral Reading & Strategies,
Comprehension and Response, Reading Preferences...then copied along with
each child's DRA results for parents during conferences. From there, they
are given suggestions for ways to help their child as a reader.
Debbie
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Date: Sat, 21 Jun 2003 10:16:19 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: RE: [mosaic] Multiage and MOT/STW
If you need help after you return from your institute, just email...I've
taught 1/2 and 3/4. You will LOVE it. Debbie
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Date: Sat, 21 Jun 2003 10:20:56 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] math strategies/primary
I was waiting for someone to suggest that...also, there are many excellent
professional books on the teaching of mathematics at Heinemann publishing.
I just got 4 new ones. The newest Navigations books from NCTM are
excellent, and have CDroms too.
+++++++++++++++++++++++++++++++++++++++++++++++
From: MEHitzel@aol.com
Date: Sat, 21 Jun 2003 13:28:39 EDT
Subject: Re: [mosaic] multiage and MOT
Adrienne,
Hi! I teach a 4/5 multiage in Gilbert, AZ. I just finished my second
year of multiage and my third year teaching. I think you will love it. I
do!
My recommendation is to start with metacognition. I have found that the
children coming in to me view a good reader as one who can decode. The idea
of
actually slowing down your reading enough to be aware of what is going on in
your mind is new to them. It was to me, too, until I read MOT. I grew up
during
SRA cards. Read the story and answer the literal comprehension questions on
the back. I loved moving up through the colors and was always at the head
of
my class. The idea of slowing down and thinking about what I was reading!
Never entered my head! Just getting the students to identify when they are
understanding or not is a big step.
I'm jealous you are going to the multiage institute. I've heard
wonderful things about it and hope to go someday.
Martha/4/5/az
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From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] Summer Read- Knee to Knee/Sarah
Date: Sat, 21 Jun 2003 12:53:07 -0500
Sarah,
Check it out on amazon:
http://www.amazon.com/
Type in Knee to Knee under books. It should take you right to it.
++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: MissWalsh1@aol.com
Date: Sat, 21 Jun 2003 13:50:49 EDT
Subject: [mosaic] Mosaic- Math instruction
Hello fellow teachers! I have been reading these emails for a few months
now, eagerly learning new things from all of you! Thanks! I actually went
and
observed Sandi and Ginger with some other teachers before the year ended,
and
they inspired me to join your listserve. I now have quite a stack of books
to
read. I call it my summer syllabus. I will try to add Knee to Knee to my
list...
Cathy, you wrote about how Class A was taught to problem solve word problems
using math journaling and two math questions. Can you give me an example
of
this using a specific math problem? Thanks.
Leah/2nd/Chicago area
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Date: Sat, 21 Jun 2003 10:56:13 -0400 (EDT)
From: Michelle Hulke <shelltchr@earthlink.net>
Subject: Re: Re: [mosaic] Summer Read- Knee to Knee/Sarah
Sarah,
Another great place to order from is www.booksamillion.com .
I order all my books from there as they are cheaper than amazon.com.
Michelle
++++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: Mayread@aol.com
Date: Sat, 21 Jun 2003 17:14:28 EDT
Subject: Re: [mosaic] anyone want to discuss anything?
I tell tthem that they are important words that are going to be coming up
over and over again as they read more challenging texts, words that will
allow
them, not only to read these texts, but which will make their writing sound
more
grown-up, like in a real book. I notice that my students, are not only
recognizing the tier two words as they appear in other texts, but are also
using
them more often in their own writing.
Maria
+++++++++++++++++++++++++++++++++++++++++++++++++++++++
From: Mayread@aol.com
Date: Sat, 21 Jun 2003 18:07:49 EDT
Subject: Re: [mosaic] Strategies and math
I agree, Thank you for this great resource. My name is Maria May and I'm a
literacy Specialist and staff developer in New York. Three years ago our
principal bought the whole staff MOT, and the following year STW. We have
been using
the strategies now and it is always great to find new ways in which to think
and teach around them. Thank you all for all of the wonderful postings. I
would also like to join the Knee to Knee study group.
Maria
+++++++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Sat, 21 Jun 2003 15:04:49 -0700
From: "Hayley Dupuy" <dupuyh@cambrian.k12.ca.us>
Subject: Re: [mosaic] Ginger/Summer Reads
A suggestion -
Instead of ordering on-line, as convenient as it may be, order from your
local independent book store. Mine can get Knee to Knee in about 3
working days and gives a 10% teacher discount. Cheaper than getting it
shipped, probably as quick, and you get to go the book store! (Some of
the bigger chain bookstores even give 15% - 20% discounts to teachers.)
Hayley
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From: RKCTEC5@aol.com
Date: Sat, 21 Jun 2003 19:13:25 EDT
Subject: Re: [mosaic]Book Adventure
I wonder what and who's research they are referring to. I also wonder how
many teachers who don't read, (not those on this list) would be motivated to
read professionally if they had to take a short quiz, have their reading
comprehenision checked, and recieved a reward. I don't buy that way of
motivating
children, or their claim that research has show that extrinsic incentives
can
build a love of reading that lasts a lifetime. Children are smart. They
know
about carrots AND sticks. And they are both the same thing.
Ruby
+++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Sat, 21 Jun 2003 19:38:05 -0500
From: Jim & Jan Pettry <jdpettry@erinet.com>
Subject: [mosaic] Changes in guided reading/writing
I've been in RR for 10 years and don't have the new OS book, but we do have
the DRA and I think the retelling rubric is very helpful for trying to get a
handle on a child's level. What is the Literacy Dictionary?
Jan (Ohio)
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From: RKCTEC5@aol.com
Date: Sat, 21 Jun 2003 20:14:23 EDT
Subject: Re: [mosaic] linking comprehension strategies to writing
Kelley,
Thanks for writing this, for I made a connection to something I constantly
struggle with -- teaching the writer and not the writing. I used to want
students to include what "I" thought they needed in their writing,
like your
wanting
the child to write where the cat sleeps. But I found out that that was
teaching the writing. Now I do more of what your presenter did when she
taught
the writer a way to be a smarter writer. What that student learned from her
is
something that will make her a better writer througout her life, i.e.
adding
more details in writing will enable readers to make more connections.
So now I think, what can I teach this student, this day, that will make her
a
better writer tomorrow. This piece she's writing is not what's important,
but what kind of a writer I can help her become is. So today, I will teach
her
to be the kind of writer that adds lots of details to the piece so readers
can
make more connections. I will show her books like some of Cynthia Rylant's,
where many details have been used to paint a picture (visual imagery). Then
I
will have her try something like that in her piece on cats. For another
student I might teach him to become the type of writer that uses all caps
for
EMPHASIS like in the book SO MUCH by Trish Cook (determining importance).
And
another, ( I teach k/1) I might teach to put spaces between words (hand
spaces!)
like in any book I can grab. My message will be: This is what writers do.
Trying that in your piece on cats would be a really smart thing. With
reading
strategies we teach kids what good readers do. It should be the same for
writing.
Ruby
In a message dated 6/21/03 9:40:05 AM, kelleyken@msn.com writes:
<< I wanted the writer to include where the cat sleeps; if she does any
funny things when she sleeps (my schema tells me that my dog does funny
things
when she sleeps), etc.
To make a long story short, the presenter told me I could use this same type
of dialogue to reveal to a student that the more details you have in your
writ
ing, the more connections your reader will make. tHis was a HUGE a-ha for
me.
I love how this idea links reading and writing so closely together.
Kelley/2/IN >>
+++++++++++++++++++++++++++++++++++++
From: Casey1532@aol.com
Date: Sat, 21 Jun 2003 20:55:31 EDT
Subject: Re: [mosaic] anyone want to discuss anything?
In a message dated 6/20/03 12:03:45 AM Eastern Daylight Time,
nhealy@soncom.com writes:
> Ginger
>
A Plea to Ginger and All......
I am teaching summer school this year. From what I hear, it is a fourth
grade
class of struggling students both academically and behaviorally. I usually
work with first grade students and some other grades for intervention. There
are
limited resources. I would appreciate any suggestions or leads as to how to
make these 20 days as productive as possible. There is a great deal riding
on
this summer: for the students as well as for their teacher!
++++++++++++++++++++++++++++++++++++++++
From: "Cathy Semkin" <cathy@iland.net>
Subject: [mosaic] Strategies and math
Date: Sat, 21 Jun 2003 20:07:20 -0500
Leah,
Here is a fourth-grade word problem from the Instructor. Alan has $48.
Ben has $41. Carrie has $25. How much money must Alan and Ben give
Carrie so they all have the same amount? Class A students would use a
double entry journal for recording their thoughts about solving this
problem. Debbie Miller does a very nice job of describing double entry
journaling in her book, Reading With Meaning.
The students label one column "What do I have to Know?" and the other
column "What do I have to know about myself as a mathematician?" In
the
first column, these students would put "Alan has $48. Ben has $41.
Carries has $25.". In the second column, the students would write their
math plan. One such plan could be "I could add all three amounts. Then
I could divide my total by 3. Then I know how much each child should
have. I would then subtract that amount first from Alan and then from
Ben. The remainder from both would be added to Carrie."
Since these were fifth grade students and their teacher had worked with
them so that they were aware of their thinking and then could organize
their ideas in a plan, all of her students could independently journal
his/her thinking by the end of the year. I would describe the first
step as main idea and the second step as synthesis.
The first grade teacher used the same approach with her students, except
she did the journaling on large chart paper. Her students, however,
could refer back to previous pages to refresh their thinking. She
preferred to use whole class problem solving for such activities. She
felt that all of her students benefited from hearing and thinking about
all the different ways to solve a math problem.
The key to using this method of teaching is first modeling your own
thinking so that the students began to realize that math answer don't
always appear "magically" in your mind. And allowing the children
time
to develop about their math plans first as a whole group and later in
small groups.
Does this help?
Cathy
+++++++++++++++++++++++++++++++++
Date: Sat, 21 Jun 2003 20:06:06 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] Changes in guided reading/writing
I picked up the Literacy Dictionary thru ASCD (Association for Supervision
and Curriculum Development). They also have a place on their site that
defines educational terms. The Literacy Dictionary is helpful in staff
development and if you're teaching classes.
I heard the new OS book had some great new info, etc.
Debbie
++++++++++++++++++++++++++++++++
From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: [mosaic] Add me to the book talk!
Date: Sat, 21 Jun 2003 22:27:06 -0500
I just ordered Knee to knee, eye to eye. I'd like to be added to the
discussion group. I hope it will help me connect better with my eighth grade
readers. I was surprised how much Reading with Meaning helped.
Mary
Gr. 8
+++++++++++++++++++++++++++++++++
Date: Sat, 21 Jun 2003 23:49:26 -0400
From: Carroll Hockman <johcar79@comcast.net>
Subject: Re: Fwd: [mosaic] literacy and math
Yes, there is such a thing as Math Recovery. Here's
a link: www.mathrecovery.com/
We have a certified Math Recovery teacher at our school. I've taken
much of the training, but did not actually complete the certification
because
of the requirements and time involved. It's extremely interesting to learn
the levels of math development and what can be done to help the kids.
We just received Everyday Math training on Thursday
and are beginning it September.
++++++++++++++++++++++++++++++++++++++
From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] linking comprehension strategies to writing
Date: Sun, 22 Jun 2003 08:24:57 -0400
Somewhat along this line--
My literacy coach training this summer dealt with some writing. It was
very exciting for me! I had never taught writing as a teacher until I
began using the 4 blocks.
Now that my school is an REA school and I am the literacy coach, I have
to think about systematic instruction in everything we do! Because so
many of our students are at-risk, it is important that all our
instruction be systematic.
So as we are discussing writing, our trainer, Dr. Sharon Walpole, really
did a great job of illustrating one way to teach writing. She suggested
teaching systematically through genres, much as we might teach reading.
She mentioned using Katie Wood Ray's style of getting kids to "read like
writers". So we wrote an editorial, then read William Raspberry to find
out the craft & genre of editorials, and used his writing to improve
ours. It was awesome!
Then we read the book "If you're Not from the Prairie", which is a
poem,
and each of us wrote a poem modeled on the same style. It was really an
eye-opener for me!
Cece/LC/GA
++++++++++++++++++++++++++++++++++++++++++
From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] anyone want to discuss anything?
Date: Sun, 22 Jun 2003 08:46:13 -0400
We are using our summer school as a way to "preview" the coming year.
So our 4th grade kids would be working out of the 5th grade readers. We
preteach the vocabulary, we work on stories related (but not exactly) to
the reading. We are using the suggested tradebooks that accompany the
theme.
We are using Quickreads to build fluency, working on phonics skills (if
needed) and trying to address fluency, comprehension, and writing each
day.
It is amazing what you can accomplish in a short time if the instruction
is focused.
Good luck!
Cece
++++++++++++++++++++++++++++++++++++++++++
From: NCNYGA@aol.com
Date: Sun, 22 Jun 2003 09:18:22 EDT
Subject: Re: [mosaic] linking comprehension strategies to writing
In a message dated 6/22/03 8:34:55 AM Eastern Daylight Time,
btillman@farmerstel.com writes:
> So as we are discussing writing, our trainer, Dr. Sharon Walpole, really
> did a great job of illustrating one way to teach writing. She suggested
> teaching systematically through genres, much as we might teach reading.
>
Did she have any specifics about what genres to teach to certain grade
levels? We are involved in staff development this year with improving our
writing.
We are also curriculum mapping our writing. We are trying to 'map out' some
writing genres, as well as skills, that we need to focus on. We are a K-2
school.
By the way, I am reading Katie Woods Ray's Writing Workshop: Working
Through
the Hard Parts (and They Are All Hard Parts.) I am thinking that it's a
great resource for those of you involved in staff development of writing at
your
schools as you delves into some of the harder questions and issues that are
raised when trying to work with teachers.
Thanks,
Marcia/1st/GA
+++++++++++++++++++++++++++++++++++++++++++++
From: RKCTEC5@aol.com
Date: Sun, 22 Jun 2003 09:33:49 EDT
Subject: Re: [mosaic] linking comprehension strategies to writing
I love Katie Wood Ray's work, as I do all of the books I've read written by
teachers out of the Teacher College Reading and Writing Project. That work
is
awesome!!
Lucy Caulkins, director of the project, has written The Art of Teaching
Writing and that is my must read summer book. Katie Wood Ray's Wondrous
Words is
the best for learning about a writer's craft and how to make that learning
visible to students. I tore that book apart, marked up the pages, wrote
notes
inside it, and highlighted so much that I want to remember.
Others include Carl Anderson's How's it Going on Conferring, Katie Wood
Ray's
The Writing Workshop: Working Through the Hard Parts and They are All Hard
Parts, In the Company of Children by Joanne Hindley, Randy and Katherine
Bomer's
For a Better World: Reading and Writing for Social Justice, and Katie Wood
Ray's What You Know by Heart: How to Develop Curriculum for Yur Writing
Wrokshop.
The best I've read for one just learning about the Reading Workshop is
Sharon
Taberski's On Solid Ground. That book really opened my eyes about how to
set
up my classroom and make reading workshop work.
Isoke Nia, director of Research and Development at Teacher College R and W
Project, is coming out with a new book soon, on the Writing Workshop. I
have
seen and worked with her. The kind of writing she is able to get from
children
is amazing. She came to our school, worked with our kids, taught us how to
do
genre and craft studies, and continues to help us learn more about teaching
writing. I am loving this learning.
Ruby
++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Sun, 22 Jun 2003 08:56:01 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] linking comprehension strategies to writing
Marcia,
I also enjoyed the Ray and Laminack book you refer to. Have you read
Wondrous Words? More than ny other book on writing, this book reshaped
my thinking about reading and writing.
You might also find Tony Stead's book, Is That a Fact? helpful in your
consideration of genre instruction. While he acknowledges that some
schools are mapping out genre study, he advises against it, stating "
Thebiggest risk is having an overstructured approach to teaching and
learning that dictates what children in each of the grade areas should
explore in their writing."--pg 213.And Katie Wood Ray and her associate,
Isoke Nia both speak of a curriculum plan as something developed to
loosely blueprint a plan for study,(BY INDIVIDUAL TEACHERS) as being
nothing that is 'written in stone'. Nia, in her presentation at Hamline
Literacy Institute last summer, spoke jokingly of the trouble that
underlies the writing plan. In fact, a visual she shared had the words
"trouble, trouble, trouble, trouble" running along the bottom and
she
was emphatic that responsive writing instruction is always impacted
(changed) by trouble along the way. I think Stead would agree, as each
genre exploration he describes in his book included very careful teacher
reflection and decision making based not on some imposed notion of what
is grade level appropriate but on careful assessment and knowing of the
students. It involved not only abilities of the children but the
interest and natural direction that learning was carrying them. Another
of our listserv members had the opportunity to work closely with Nia and
her experiences, shared with us on another list, really helped me to
reshape my thinking about writing. Ruby, want to weigh in?
Lori
+++++++++++++++++++++++++++++++++++++++++++++
Date: Sun, 22 Jun 2003 09:00:17 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] linking comprehension strategies to writing
As usual, Ruby, I am running behind you ;-). Any specifics on Nia's book?
And did you know that
Katie is at work on a book dealing with writing and primary students? I
just finished Tony Stead's
book, Is That a Fact? and it was wonderful. I agree with you on Taberski's
book but would
definately couple it with Debbie Miller. Someone gifted me Fletcher and
Poralupi's Craft Lessons,
and that is next on my list. But I am determined to make it through Marie
Clay's Different Paths.
Why is it I always learn so much from reading Clay and enjoy the reading so
little?
Loir
+++++++++++++++++++++++++++++++++++++++++++++
From: RKCTEC5@aol.com
Date: Sun, 22 Jun 2003 10:19:22 EDT
Subject: Re: [mosaic] linking comprehension strategies to writing
Marcia,
I know you didn't direct this question to me, but I teach k/1. My
curriculum
calendar will consist of some of the following, although they are not in
order, and I loop with my kids for two years, so this is two years worth of
teaching and some will be repeated the second year in different ways. I
will
alternate between teaching craft and genre. Writerly Life will start my
year,
although that is not the only time of year I do that. Studies will range
from 1 to
4 weeks each in k/2.
I am not yet sure which studies I will map out for the year, but I will
include some of the below in an order that seems workable for me. Then I
will
start my year with this plan, and tweak it as I go, adding something new and
throwing out something I don't think my class needs or is ready for. In the
past
three years I have yet to be able to follow any plan I made at the beginning
of
the year. I always fall behind and have to skip something. But the plan
does force me to be more intentional in my teaching of writing, and I am
beginning to get some great work out of my kdgs that I will keep for first
grade.
Ruby
Craft:
STRUCTURE of texts
story/narrative
lists
LANGUAGE SYSTEM
punctuation
Spelling: stretching out words
Spacing
Capitalization
SOUND
adding dialogue
words that sound like they are: Ding Dong, woosh . . .
aliteration
GENRE
nonfiction feature articles
poetry
All About Me books
listbooks (including simple lable books, ABC books, number books, and
books structured with a repeating line like in When I Was Little by Jamie
Lee
Curtis, or When I Was Young in the Mountains by Cynthia Rylant. Many, many
beginning k/1 texts are structured as listbooks.)
personal narratives
How to Books
memoir (non-fiction)
FORM
letters
notes
Writerly Life
Developing Stamina in Writing
Learning about a Writer's tools: kinds of paper and their uses, what to
write with, where materials are housed
Procedures: What we do and how we do it
++++++++++++++++++++++++++++++++++++++++++++++
Date: Sun, 22 Jun 2003 11:59:19 -0400
From: Kathy Renfrew <krenfrew@charter.net>
Subject: Re: [mosaic] literacy and math
Joe & Karla McAdam wrote:
> Sandi,
>
> I had my first exposure to Everyday Math just a few days ago. I have
> not seen it used in the school system I am in (at least not on my
> level). I was in awe! I would love to have it as our series, but
> alas, the junior high picked out a series to coincide with theirs that
> they would like us to start using next year. It is by
> McDougal-Littrell (I am not sure that is the exact publishing
> name...but close). It is a middle school series that looks to be way
> beyond where are students are (at least when they come to us). Next
> year should be hectic. I was already told our group was low in
> general on their math skills. Therefore, I am looking for
> supplemental material (or theory) to incorporate with the series. EM
> has some great ideas, but I only have access to the book for 2 weeks
> at a time (and I have to go 50 miles to pick it up and return it each
> time). I inquired with ROE, but they do not have a copy. Ho-hum! :-(
>
> Anyway, I would also like to zero in on reading strategies within the
> math content area. I definitely plan to utilize journals as well. I
> thought some nonfiction strategies might be in order. More hands on!
> Less of the standard...do problems 1-25 on page... My main goal is to
> show them how math relates to everyday life (see why EM would be
> perfect for me!). Newspapers, telephone books, menus, shopping ads,
> etc. The challenge will be to fit everything in!
>
> Any ideas? Anybody? I am counting on Cathy to chime in here as well.
>
> ~Karla
I am going to have to teach both 5 EM and 6 EM next year. I wonder if
using problem solving and journals might work. I could be teaching the
daily lesson to ne group, while the other group was working on ps and
journals. I might also be lucky enough to have parent volunteers to help
me with this.
I know the first unit in the 5th grade EM is on data collection, mode,
mean, median, etc. The 6th graders already should know how to do this so
they could begin working on a problem about average sixth grader. Hmm,
this might work?? Any ideas to help me facilitate two math groups as
well as incorporate literacy would be gratefully accepted.
Kathy from VT
++++++++++++++++++++++++++++++++++++++++++++
From: EAshley76@aol.com
Date: Sun, 22 Jun 2003 12:50:43 EDT
Subject: [mosaic] comp. strategies/writing
I attended a workshop at the IRA convention in May on this topic - "Helping
Writers Improve Using Reading Comprehension!" The presenter was Debbie
Scholnick (I hope I spelled that right!) She listed the reading strategies
based on
MOT and then explained how to teach this in writing workshop. It was a
little
rushed due to limited time. However, here are HER ideas:
Making Connections: Be specific to hook the reader! Our words trigger
other
words/thoughts. She gave a couple of exercises: 1. Linked thinking- Write
a topic, have students write all the words they can think of that goes with
that topic. 2. Show students everyday objects. Students make connections
to
the object and write about it. (My idea - everyone's story will be different
because everyone's schema is different!)
Visualizing/Imaging: Use movement in your writing to help your reader
"see."
She read a page from _When I was Young in the Mountains_ and had us writed
down the words that helped us "see" what was happening. Wouldn't you
know,
all
my words were VERBS! She mentioned that we need to balance action,
dialogue, and descriptione. Have your characters DO something while they
are talking.
(My idea - I can use this when my second graders write page after page of
dialogue (girls) or action (boys). Of course she recommends having students
make images (drawing) and read images (read the pictures - she used Dog
Breath -
the picture where the dog is walking through trees, one is wilted and the
one
ahead is not, and there is a wanted poster on the tree) Of course, drawing
helps students organize their thinking and helps them think in terms of the
language that they will be using.
Asking Questions: She links asking questions with revision - Does this make
sense? Is there another way? For example, write different leads to a
story
and think about the best one. She also mentioned having the students read
their stories to themselves into those PVC "phonics phones" so that
they can
hear
their stories and ask better questions.
Determing Importance: She was sketchy here. My notes say "use during
revision."
Inferring: Do you (the writer) need to tell everything? Give your readers
hints. (My idea - In Building a Community of Writers, Marcia Freeman calls
this "Don't Hit the Reader Over the Head!" The kids love this idea!)
Retelling/Sythesizing: Use a story map and other GOs. Use these during
revision to help them revisit their writing and look at it in a different
way.
(my idea - For those kids who have no plot in their stories, this could be
used
delicately to help them focus!)
I'm sure that we can come up with other ideas. I really had not processed
this until now. I also want to fit this in with the 6+1 traits of writing!
Ashley/2 - but staying home for a couple years with baby/ FL
++++++++++++++++++++++++++++++++++++++++++++++++++
From: MissWalsh1@aol.com
Date: Sun, 22 Jun 2003 13:11:17 EDT
Subject: [mosaic] Mosaic- math and comprehension
Cathy,
Thanks for your email! When I use EM with my students, we do a lot of oral
talking about their plans for getting the answers. The double entry journal
ing is a great idea to get it written. This would help the third grade
teachers
prepare for the ISATs too! Thanks for giving the first grade example of
doing
the journal whole group, as this is where my second graders would need to
begin. Thanks again!
Leah/2nd/Chicago area
++++++++++++++++++++++++++++++++++++++++++++++++
Date: Sun, 22 Jun 2003 12:26:04 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] comp. strategies/writing
Ashley,
I am making some connections of my own, as I have been reading abour writing
and revision. I am inserting them into your post BELOW.
Lori
EAshley76@aol.com wrote:
> I attended a workshop at the IRA convention in May on this topic -
"Helping
> Writers Improve Using Reading Comprehension!" The presenter was Debbie
> Scholnick (I hope I spelled that right!) She listed the reading
strategies based on
> MOT and then explained how to teach this in writing workshop. It was a
little
> rushed due to limited time. However, here are HER ideas:
>
> Making Connections: Be specific to hook the reader! Our words trigger
other
> words/thoughts. She gave a couple of exercises: 1. Linked thinking-
Write
> a topic, have students write all the words they can think of that goes
with
> that topic. 2. Show students everyday objects. Students make
connections to
> the object and write about it. (My idea - everyone's story will be
different
> because everyone's schema is different!)
This whole idea of hooking the reader is great, don't you think? But to do
this I think kids need
to have an idea of who their audience is before they can do this.
And having purpose in writing would seem to influence organization,voice and
word choice. If you
are writing for publication in a research journal, the very character of
your writing is different
than if you are responding to a friend via the internet.
>
>
> Visualizing/Imaging: Use movement in your writing to help your reader
"see."
> She read a page from _When I was Young in the Mountains_ and had us
writed
> down the words that helped us "see" what was happening. Wouldn't
you
know, all
> my words were VERBS! She mentioned that we need to balance action,
> dialogue, and descriptione. Have your characters DO something while they
are talking.
> (My idea - I can use this when my second graders write page after page
of
> dialogue (girls) or action (boys). Of course she recommends having
students
> make images (drawing) and read images (read the pictures - she used Dog
Breath -
> the picture where the dog is walking through trees, one is wilted and the
one
> ahead is not, and there is a wanted poster on the tree) Of course,
drawing
> helps students organize their thinking and helps them think in terms of
the
> language that they will be using.
Lane talks about getting children to use strategies for visualizing writing
snapshots.
A snapshot helps the reader to see the story. I connected this to word
choice and sentence fluency
as I was reading his book.
>
>
> Asking Questions: She links asking questions with revision - Does this
make
> sense? Is there another way? For example, write different leads to a
story
> and think about the best one. She also mentioned having the students read
> their stories to themselves into those PVC "phonics phones" so
that they
can hear
> their stories and ask better questions.
>
Barry Lane talks about a strategy he uses to promote questioning in writing
leads. Basically, it
involves telling a really sketchy story, "I got really scared on the plane.
Then we landed. The
End." As he describes it, with his own lame story, kids will jump in with
lots of questions which
are recorded very quickly. Then he revisits the story with a variety of
leads, each in response to
the questions. I am trying to put my own spin on it, with a fabricated
example.
Q. Why were you scared?
A. I thought I was going to die.
Q. What was so scary?
A. We hit this really bad pocket of turbulence.
Q. Where were you going?
A. I was going to Denver.
Potential leads: I was sure I was going to die.
I have never been so frightened in my whole life!
I was on my way to Denver when it happened.
He also talks about using questions as leads.
Potential leads: Have you ever been certain you were done for?
Do you know what it feels like to hit turbulence in
a plane?
>
> Determing Importance: She was sketchy here. My notes say "use during
> revision."
>
Again, Lane's book is ringing in my ears. He talks about exploding moments,
really honing in on
what is important and creating this scene in slow motion. He talks about it
from the perspective of
a movie maker--what would you show in slow motion? What really counts? And
by the same token, what
can be condensed. He uses the example of some long drawn conversational
goodbye and suggests that
it could be replaced with something simple, like "They chatted for a while
before saying goodbye."
>
> Inferring: Do you (the writer) need to tell everything? Give your
readers
> hints. (My idea - In Building a Community of Writers, Marcia Freeman
calls
> this "Don't Hit the Reader Over the Head!" The kids love this
idea!)
I think I have inadvertantly led to this overtelling in the classroom by
pushy adjectives to
much--so you get really, wordy boring descriptions.
>
>
> Retelling/Sythesizing: Use a story map and other GOs. Use these during
> revision to help them revisit their writing and look at it in a different
way.
> (my idea - For those kids who have no plot in their stories, this could
be
used
> delicately to help them focus!)
>
The conference I just attended with Eggleton addressed this a bit, too. She
felt that it was
critical to develop oral story telling skills as children who cannot tell
stories will not write
stories. She had some nice ideas for working with early writers to develop
this sense of story with
simple sequencing.
This sure seems to fit wri