Try Math is Language Too...by the Whitins. Great for parallel literacies.

Debbie
++++++++++++++++++++++++++++++++++++++

Date: Sun, 22 Jun 2003 22:00:36 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: [mosaic] Know this book?

Are any of you familiar with this book? Sandra Wilde is one of the
authors and Ken Goodman wrote the forward.

Read Any Good Math Lately? : Children's Books for Mathematical Learning,

K-6
by Sandra Wilde (Author), David Whitin
(Author)

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

From: NCNYGA@aol.com
Date: Sun, 22 Jun 2003 23:00:23 EDT
Subject: Re: [mosaic] linking comprehension strategies to writing

Cece,

Would you be willing to share any of the genres that were determined at the
K, 1 or 2 level?

Thanks,

Marcia
+++++++++++++++++++++++++++++++++++++++++

Date: Sun, 22 Jun 2003 20:11:03 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] Know this book?

We must be on the same wavelength...it's by the same author I just sent!
Another good mathematics/LA connections book.
Debbie
++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] "Knee" book talk
Date: Sun, 22 Jun 2003 22:18:27 -0500

WOW! I came back in town today to over 200 emails from you all. It makes
my heart happy!

I'd like to thank Karla for getting the "Knee" book talk going!!! I
understand she was compiling a running list of who will be participating
when the discussion starts in the beginning of July. Since talk of the Knee
book will be right here, there really isn't a need to make a master list.
Whoever is interested can participate. So get your book and read, read,
read! Lurkers always welcome! When we start, we can head our subject -Knee
book-
so those not participating can skip over those emails.

Ginger
moderator

Great sharing this weekend everybody! Keep it going!
+++++++++++++++++++++++++++++++++++++++++

From: Piano102@aol.com
Date: Mon, 23 Jun 2003 00:39:34 EDT
Subject: Re: [mosaic] anyone want to discuss anything?

In a message dated 6/20/03 3:49:12 PM, d-smith@cybersol.com writes:

<< This is the book that I based A TON of the ideas that are in the
compiled vocab handout in the archives on.
>>

Where can I view the vocabulary handouts that are referred to above?
Are there archives that we can go to and catch up on items and topics we
missed if we are just logging on to this discussion?
Thanks,
Sharen
+++++++++++++++++++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Mon, 23 Jun 2003 00:50:04 EDT
Subject: Re: [mosaic] "Knee" book talk

I agree that putting Knee Book Talk in the subject would be good.

One problem could be that the order in which we can read the emails. I
don't
know about the rest of you, but I have a hard time figuring out who said
what
when. Is there some way that we can let people know the order in which the
comments are written.

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

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] linking comprehension strategies to writing
Date: Mon, 23 Jun 2003 06:56:11 -0400

We didn't keep the list :) We were told by Sharon to do this again at
our schools. Would you want the whole list of strategies so that you can
do this activity with your faculty?
++++++++++++++++++++++++++++++++++++++++++

From: NCNYGA@aol.com
Date: Mon, 23 Jun 2003 07:24:59 EDT
Subject: Re: [mosaic] linking comprehension strategies to writing

Cece,

I don't think I will need the lists, but I will let you know after today. A
few of us are meeting to try to narrow down the focus before we involve the
whole faculty. Thanks for your help. I have been working on my own
curriculum
map (very general outline at this point) and feel like I have a skeleton
plan
to go in with today.

Thanks for all your help.

Marcia/1st/GA
++++++++++++++++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Mon, 23 Jun 2003 09:17:59 EDT
Subject: Re: [mosaic] linking comprehension strategies to writing

Kelley,
That's a great idea. I use charts all the time too. When doing a study, I
always have charts up that tell what we are learning or noticing about the
books related to the study.
Ruby

In a message dated 6/22/03 2:06:06 PM, kelleyken@msn.com writes:

<< I've decided that next year I'm going to keep a running list on the wall
of
"what great writers do." I've done this with reading, and I really love the
effect that so much charting has. (Thank you, Debbie Miller!)>>
++++++++++++++++++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Mon, 23 Jun 2003 09:33:42 EDT
Subject: Re: [mosaic] "Knee" book talk

I agree with Alexa,
Listserv members will easily be able to figure out who is responding to what
and when, if folk INCLUDE A SMALL SECTION of the post one is responding to
in
each reply.

Simply highlight the section one is responding to, hit reply, and then write
a response above the section to which you are responding, like I did for the
below. It is very confusing to read that someone agrees, yet there is no
indication to what or whom one is in agreement. With the below, I can go
back to
my old mail, find the post by date, time, or author, and read the whole
thing.
I can even respond to the person by name, thereby cutting down on even more
confusion.
Ruby

In a message dated 6/22/03 11:55:10 PM, Abcde1142@aol.com writes:

<< I agree that putting Knee Book Talk in the subject would be good.

One problem could be that the order in which we can read the emails. I
don't
know about the rest of you, but I have a hard time figuring out who said
what
when. Is there some way that we can let people know the order in which the
comments are written.

Alexa >>
++++++++++++++++++++++++++++++++++++++

From: "Licke, MaryBeth" <MaryBethLicke@sd54.k12.il.us>
Subject: RE: [mosaic] Help Quick
Date: Mon, 23 Jun 2003 09:30:57 -0500

There is a book that is titled The Girl Who Hated Books written by Manjusha
Pawagi The ISBN is 1-58270-006-0 , hope this helps
Mary Beth

"I wanted to buy a book listed in the database as "The Girl Who Hated to
Read". Apparently, this is not the correct title. Does anyone know what it
should be?
Linda"
++++++++++++++++++++++++++++++++++++

Date: Mon, 23 Jun 2003 10:25:10 -0500
Subject: Re: [mosaic] linking comprehension strategies to writing
From: carol carlson <carlsonca@dist102.k12.il.us>

Hi, all,
When I first came to this new district last year, I was excited because

the curriculum was writing workshop. However, there was a HUGE
probelm--there were so many genres in each grade level that students
didn't have any time to choose what they wanted to write about. So,
this year, my advisory group limited writing genres to the ILLINOIS
required ones (narrative, persuasive, expository) plus two more. That
allows students time to participate in writing workshop at least some
of each semester. I hope to follow the presenter's suggestions for
teaching the order of the traits and add a required genre throughout
the year, before the state testing.
We also adopted the six traits and had two days of staff development.
The six traits are: Ideas/Content, Word Choice, Sentence Fluency,
Organization, Voice, Conventions, and sometimes Presentation. The
traits are taught using picture books, so I can certainly see tying
them to the reading strategies. For example, in Ideas/Content, one of
the areas is to "show, don't tell" which is exactly what creating
sensory details does.
In teaching teachers I have found that they usually don't have as many

problems teaching a genre, but, don't know what to teach to improve the

actual writing. That's why I like the six traits; it actually teaches
effective writing strategies.
Barry Lane's Reviser's Toolbox is another great book for teaching
writing.
A caution on Ray's book. For those of us who have taught writing
workshop for a time, it's great. But for a new teacher, her emphasis on

how teachers need to write might be a little scary. We all come to
that, but, for someone who is just beginning to teach or teach
workshop, the Fletcher book, Writing Workshop is more user friendly.
Carol C.
+++++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 23 Jun 2003 10:40:53 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] linking comprehension strategies to writing

Sound advice, start with Fletcher & Portalupi if you are a complete novice
to workshop. Speaking of Barry Lane, I bought the Barry In A Box (four
video lessons ply the Reviser's Toolbox) for $99 less the 10% discount my
bookstore gave me. They are great!

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Information for NEW MEMBERS
Date: Mon, 23 Jun 2003 13:09:02 -0500

We've had quite a few new members sign up recently. I just want to tell you
about the other resources we have available here for us all to use.

We have an ONLINE BOOK DATA BASE located at:
http://www.u46teachers.org/mosaic/strategies.htm
where any of us can add titles of books used in our strategy teaching along
with comments. Take some time this summer to add some books and/or
comments.

We have all of the previous conversations since we started our listserve in
the ARCHIVES at:
http://www.u46teachers.org/mosaic/archive/archive.htm
I try and put about one week's worth of conversations up at a time. Grab a
cool drink and spend some time reading the wealth of information found
there! :)

We have a TEACHING TOOLS web page found at:
http://www.u46teachers.org/mosaic/tools/tools.htm
where I have added documents for assessment, lesson plans, reporting sheets,
staff development information, etc. that members have sent to me to share
with others.
**If you have something you want me to add there, please send it to me at
HOME at:
elephant@foxvalley.net in an attachment.

Spread the word! We are about 1000 strong and growing every day!

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] great article
Date: Mon, 23 Jun 2003 15:17:35 -0500

Laura just suggested this on her mailring. Sorry for the cross post to
those who are on both. It's an article by Richard Allington called:

The Six Ts of Effective Elementary Literacy Instruction
http://www.readingrockets.org/article.php?ID=413

Ginger
++++++++++++++++++++++++++++++++++++++++

Date: Mon, 23 Jun 2003 15:26:19 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] linking comprehension strategies to writing

Who stocks Barry Lane...I haven't heard of his work before?
Debbie

>>> ljackson@gwtc.net 06/23/03 08:49 AM >>>
Sound advice, start with Fletcher & Portalupi if you are a complete novice =
to workshop. Speaking of Barry Lane, I bought the Barry In A Box (four =
video lessons ply the Reviser's Toolbox) for $99 less the 10% discount my =
bookstore gave me. They are great!

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

Date: Mon, 23 Jun 2003 17:58:08 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] linking comprehension strategies to writing

http://www.discoverwriting.com

Heinemann published his book, After The End, but it looks like he has an
independent publisher. After viewing these videos and actually doing the
suggested writing activities, I finally feel like I have a handle on how to
to teach revision.

Lori

Debbie Rondeau wrote:

> Who stocks Barry Lane...I haven't heard of his work before?
> Debbie
++++++++++++++++++++++++++++++++++++++++++++

From: "Kendra" <kendra9@mindspring.com>
Subject: [mosaic] Knee to Knee
Date: Mon, 23 Jun 2003 18:44:56 -0700

Just FYI here is the Table of Contents from Knee to Knee, Eye to Eye.
It is designed for K-6, and is not focused on comprehension strategies
like this listserv is, but rather how to manage and deepen literature
circles and book discussion-type talks.
1. Observing the Conversation Process
2. Dynamic Duos: Wondering with a Partner
3. Calling the Circle
4. Student Small-Group Response After Teacher Read-Alouds
5. Autonomous Response Triads After Independent Reading
Appendixes:
A. Bibliography of Read-Aloud Books
B. Transcriptions from Literature Conversations
I have read the ROBUST VOCABULARY INSTRUCTION book and wonder if
anyone on MOT would like to discuss it this summer.
Could you e-mail me directly, as I don't always receive each response
in my digest format.
kendra9@mindspring.com
+++++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] thoughts on the Allington article?/LONG
Date: Mon, 23 Jun 2003 23:21:01 -0500

If you haven't read it yet YOU HAVE TO READ IT!!! Here is the link to the
printable version. I printed it out and intend to send it to every
administrator I can think of. It should be required reading for ALL
teachers EVERYWHERE!!! It probably should be sent to all government
officials, too!
http://www.readingrockets.org/print.php?ID=413
(It prints wide so a few letters may get cut off)

My head is swirling with thoughts on this article. I realize how fortunate
I am to work the district I do because we are not (at this point yet) forced
to follow a scripted reading program. Allington's group studied exemplary
teachers across the country and came up with these "6 T's" or common
features.

Here are MY thoughts. I hope some of you will check in about YOUR thinking
after reading the article.

1. TIME. Wow! Half of the school day is spent reading or writing. I know
I struggle to get it all in each day and find extended time for real
reading. I loved how he talked about "stuff". Isn't that the truth! One
thing I know I have changed is letting GO of all the "stuff" that I now know
is not valuable instruction. But I sure have to work on getting in more
time for reading and writing. I am guilty of stretching out my
modeling/shared lessons way too long which cuts off the independent/guided
practice time.

2. TEXTS. I need to fill my classroom library with easier texts. I have a
lot of books but I bet a lot of them are too hard for "effective practice."
I loved this quote: "It is the high accuracy fluent, and easily comprehended
reading that provides the opportunities to integrate complex skills and
strategies into an automatic, independent reading process." How in the
world does someone create multi-level, multi-sourced curriculum? It sounds
so overwhelming. Any ideas???? Does that mean having books at various
levels on the same topic of study? That's when the public library has
helped me out for my content area inquiry studies. Looks like I need to be
hitting the garage sales before school starts back up for more books!

3. TEACH. Here is the support for what we are all trying to learn to do.
"But here I want to focus more on the notion of active instruction- the
modeling and demonstration of the useful strategies that good readers
employ." I sure see LOTS of "assign and assess" still going on around me in
my school. It IS so very different than "watch me" or "let me demonstrate"
that we know is BETTER. I loved his explanation of how how/why worksheets
don't teach.

This part really speaks to me loud and clear: "The instructional
environment must also foster independent strategy transfer and use. A real
concern is that when instruction becomes too explicit, too much of the time,
children never acquire the independent strategy transfer and use. Use of a
strategy in a highly structured, teacher-directed setting is not the same as
knowing how and when to profitably and successfully use the strategy when
reading independently. Thus, expert teaching requires knowing now only how
to teach strategies explicitly, but also now to foster transfer from the
structured practice activities to independent use while engaged in reading."
I am probably guilty of being too explicit and teacher-directed (well, the
old me was anyway! I AM continuing to evolve!) and now that I have a good
handle on the explicit teaching of the cognitive strategies I am going to
work on the transfer part much more next fall. It started to feel more
natural the last half of the school year in my room. But only because I was
letting go of the control even more. And they were ripe and ready to be
released. But.... it TOOK ME a LONG time to get there.

4. TALK. This part I love! The social aspect of our teaching/learning.
Just look at us on this list! If I didn't have someone to talk to about my
own learning I would shrivel up and die. I LOVE the conversational talk
that happens in my classroom. What I witnessed coming from my kids in their
talk was much more grown up that I would ever have expected as the old me.
I am different with them in the way I talk with them now. It's so much more
grown up.

I love this part: "While there is evidence that more 'thoughtful' classroom
talk leads to improved reading comprehension (see sources cited in article),
especially in high-poverty schools, we still have few interventions
available that focus on helping teachers develop the instruction expertise
to create such classrooms and few of the packaged programs offer teachers
any support along this line. True conversation cannot be scripted or
packaged. The classroom talk we observed was highly personalized and
focused on a targeted reply to student responses. Teacher expertise was the
key, not a scripted, teacher-proof, instructional product." It makes me
think of hearing Debbie Miller on her video's talk to her first graders like
she was talking to a peer. She certainly models for us all how to value and
affirm the thinking talk we encourage kids to share with us.

5. TASKS. "Greater use of longer assignments and reduced emphasis on
filling the day with multiply, shorter tasks." "Student choice" Well
reading this part made me feel bad. I sure would LOVE to be where he wants
us to be but I am not there yet. I have done some content area inquiry
studies over time but gosh! Those are hard work for all of us. Probably
why they are encouraged, right? I LOVE the student choice part. As much as
I can I try to catch myself making the decisions that the kids can make for
themselves. I loved the term: "managed choice". Choice within a range of
task or topic. This is an area I need to keep growing in.

6. TEST. Oh my gosh!! He puts into words here exactly what I could never
find the words to explain to parents. I am going to memorize this part and
use it often next year. Effort and improvement grading scheme vs.
achievement-based grading. Certainly since I've changed my reading
instruction I am much more prepared and confident to explain (and defend if
necessary) where a child is at as a reader to parents. I know my kids way
better now because of how I teach. AND NO TEST PREP!!!!!!!! Wouldn't that
be ideal!! I don't know if I am that brave YET. But maybe????? I DON'T do
commercial test prep anymore but get crazy the closer the tests get.

The summary says it all. I especially connected with the part where most of
the teachers he studied "credited other exemplary teachers for supporting
and encouraging them to become better teachers and to assume greater
professional responsibility for the success of their students." That's why
I started this list. To get the support and talk and guidance from teachers
out there like me. The autonomy part speaks LOUD and CLEAR. Go against the
grain. Keep doing what we know is best practice instruction. Act on our
expertise!

This is a lot to think about. I am so glad Laura passed it on to us.
Please share your reflections.

If I have learned one thing about myself in all of this, it is that the
reflecting I do, while long at times, is very valuable for me. And doing it
out loud on the list, while scary, REALLY helps me get clear. I hope some
of you will join me in the reflecting.

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

From: Piano102@aol.com
Date: Tue, 24 Jun 2003 05:33:06 EDT
Subject: [mosaic] how to join
Reply-To: mosaic@u46teachers.org
I am an elementary school principal and want to get my teachers to join in
on
the discussion list since we will be reading Mosaic of Thought this
september.
Please send me instructions so I can get them involved in this discussion
group.
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: [mosaic] First 15 minutes
Date: Tue, 24 Jun 2003 05:36:47 -0700

I am curious as to what people do when the kids walk in the door. A lot
of people at our school use Daily Oral Language and Daily Oral Math or
Daily Math Tune-ups. I am just tired of these plus I am not sure how
much good they do. Is it just busy work? I would like some ideas on how
to use this time more effectively. All ideas are welcome. I teach a 4-5
class and I am keeping 15 out of 35 kids from last year.
Chris
+++++++++++++++++++++++++++++++++++++++++++++

From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] First 15 minutes
Date: Tue, 24 Jun 2003 07:58:02 -0500

I do "warm up reading" for the first 15 minutes of the day. It makes
for a relaxed start since some kids can take a couple minutes longer to
turn in homework if they've been at breakfast or if they're just a
little pokey. They don't feel pressured to finish a worksheet.
Kelley
++++++++++++++++++++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Tue, 24 Jun 2003 09:01:28 EDT
Subject: Re: [mosaic] First 15 minutes

Chris,
I felt the same as you about Language for Daily Use, that it was just
busy work. But two teachers did the work with the their classes religiously
and
felt their students' writing improved. I guess you have to commit to doing
it everyday to see results.
Alexa
++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 24 Jun 2003 08:20:40 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] thoughts on the Allington article?/LONG

Ginger,

If you like this article, please read Classrooms That Work: They Can All
Read and Write written by
Allington with Patricia Cunningham. And in the same vein, Schools That
Work: Where All Children
Read and Write. My personal favorite is Kohn's The Schools Our Children
Deserve.

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

Date: Tue, 24 Jun 2003 08:17:16 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] First 15 minutes

The first fifteen minutes of the day is very challenging to me, as we
have children still arriving on late buses and then leaving to eat
breakfast. For the past two years this has become another independent
reading time. With my first graders, choice is an overwhelming issue,
so we began with just a few of the book baskets from the library spread
about on the rug. Children, in addition to the books they have in their
tubs (essentially browsing boxes) are all allowed to have three books
from my very well stocked classroom library. I will eventually require
these to be two books which are easy for them to read and a 'dream
book'--one they want to be able to read or can enjoy by looking at
picture and reading captions. But early on, my kids aren't reading, so
I allow three books--no strings other than I have narrowed the choices
somewhat. This is book shopping time. We will read independently
during workshop and have DEAR Time later, but having a trail of children
trading books during that time is a terrible waste of time, so shop
now. The only exceptions are those few children whose late arrivals due
to bus amd breakfast mean they miss this time. I get quite a bit of
conferencind done during this time. I allow more socializing during
this time, but teach them that it must be book related. This is the
time to share a book with a friend, to make a heartfelt recommendation
or to beg for a book when so and so is finished with it. After fifteen
minutes, music cues them to put their tubs away, library helpers put the
tubs from the library away and student gather for opening and morning
meeting.

Two books I have to take every opportunity to tell the world about are:

Teaching Children To Care--Charney
The Morning Meeting Book (at school, don't remember the title)

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

From: RKCTEC5@aol.com
Date: Tue, 24 Jun 2003 11:00:05 EDT
Subject: Re: [mosaic] First 15 minutes

That's how I feel about running a writing workshop. My students' writing
improved tremendously.
Ruby
++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 24 Jun 2003 08:00:27 -0700
From: "Hayley Dupuy" <dupuyh@cambrian.k12.ca.us>
Subject: Re: [mosaic] First 15 minutes

Chris,

I used to avoid DOL because I would get sick of it. But, I liked having
the time in the morning for checking homework, talking to kids about
grades, and meeting with small groups. To try to have variety and
consistency, I vary the morning warm-up by day of the week. Monday and
Tuesday - correct sentences, Wednesday - look up homophone pairs in the
dictionary, Thursday - use the homophones in sentences, Friday - quiz.
When I get sick of that, I use poems with daily questions that
incorporate our sixth grade poetry standards. The questions are always
the same but the poems change. Each day, my class does silent reading
when they've finished their DOL.

Hayley
+++++++++++++++++++++++++++++++++++++++++++

From: Frer2@aol.com
Date: Tue, 24 Jun 2003 13:46:43 EDT
Subject: [mosaic] Knee to Knee

Can someone give me the whole name again and ISBN number quickly. I will be
heading out to the book store this afternoon.
++++++++++++++++++++++++++++++++++++++++++++

From: "Barbara Punchak" <punchak@intnet.net>
Subject: RE: [mosaic] Knee to Knee
Date: Tue, 24 Jun 2003 13:57:15 -0400
Reply-To: mosaic@u46teachers.org

Knee to Knee, Eye to Eye: Circling in on Comprehension by Ardith Davis Cole
ISBN: 0-325-00494-3
++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] first 15 minutes
Date: Tue, 24 Jun 2003 13:20:48 -0500

In the past I have done extra independent reading or writing workshop as the
kids were straggling in and settling down. My students do all the "morning
jobs" during that time as well (attendance, count healthy snack and water
bottles, class pledge, Pledge of Allegiance, etc.). But this year while I
was out peer coaching I met a teacher (Hi Deb D.!) who turned me on to an
amazing website and what she uses first thing in the morning. I am thinking
with all of the talk about linking the cognitive strategies to math that
this "Math Essentials" stuff will be PERFECT for starting out the day.
Especially once we have learned to be metacognitive in math.

Here is the website info and how to navigate to the Math Essentials part.
There is a TON on this website.

1. www.learnnc.com (It's North Carolina's website for education)
2. Click on Instructional Resources
3. Click on DPI Instructional Services
4. Click on Mathematics
5. Click on Instructional Resources
6. Click on Strategies for Instruction in Math (whatever grade you need- I
did 3-5)
7. Click on Book 1: WEEK BY WEEK ESSENTIALS

This is all FREE to download instantly. The Week by Week Essentials for
third grade is about 2 inches thick of copies. So I downloaded it at
school. There are 5 parts and you do ONE a day. It is EXCELLENT for test
preparation as it spirals the math strands and is very much linked to the
strategies. You'll have to go through it to see what I mean. There is a
lot of writing of your thinking/processes which will help for our state
test.

I think I will give it a try. Deb if you read this, write your take on it
since you found it VERY meaningful.

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

From: MEHitzel@aol.com
Date: Tue, 24 Jun 2003 16:30:57 EDT
Subject: Re: [mosaic] First 15 minutes

Chris - I am right where you are. I also teach 4/5. 've done DOL each
morning because it gives the students something to do when they come in and
as a
fairly new teacher, it was a way for me to make sure I covered things like
punctuating dialogue. I am planning on getting rid of it this year (with
some
trepidation). I am planning on implementing a writer's workshop and the
time it
takes to go over the DOL is too consuming. My plan is to cover this same
material in minilessons, conferences, and through word study. I'm thinking
in
place of it I will have students spend time starting to write in their
writer's
notebook or read. I know I will need to set up clear expectations. I will
be
watching with you to see what others suggest.
Martha/4/5/az
+++++++++++++++++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Tue, 24 Jun 2003 16:39:02 EDT
Subject: Re: [mosaic] First 15 minutes
In a message dated 6/24/2003 8:20:01 AM US Mountain Standard Time,
RKCTEC5@aol.com writes:

> That's how I feel about running a writing workshop. My students' writing
> improved tremendously.
> Ruby
>

Ruby - are you referring to the need to do it every day, religiously, or to
doing DOL?

Martha/4/5/az
++++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 24 Jun 2003 13:55:30 -0700
Subject: Re: [mosaic] First 15 minutes
From: "Janet Holbrook" <jmholbrook@earthlink.net>

I've been reading these posts with curiosity. It sounds like many of you
begin with some filler type of activities. I don't understand why you just
don't start with your first lesson. Does it have something to do with your
schedule?

Janet
++++++++++++++++++++++++++++++++++++++++++++++++

From: BilsCntsa@aol.com
Date: Tue, 24 Jun 2003 17:22:45 EDT
Subject: Re: [mosaic] thoughts on the Allington article?/LONG

In a message dated 6/24/03 9:28:25 AM Eastern Daylight Time,
ljackson@gwtc.net writes:

<<
If you like this article, please read Classrooms That Work: They Can All
Read and Write written by
Allington with Patricia Cunningham. And in the same vein, Schools That
Work: Where All Children
Read and Write. >>

I am in the process of reading these and just heard Allington
speak...excellent and informing!
Terry
++++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 24 Jun 2003 16:26:10 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] First 15 minutes

In our building it has to do with bus schedules. Our day begins at 8:45
and the last bus is there in time, but all our children eat breakfast at
school so they are not all in the room. Since few of them eat at home,
they need to eat breakfast at school. Also, tardiness is an issue.
And reading is NOT a filler activity.
It benefits greatly the children who are present, is unfortunate for the
children who miss it and does not require me to reteach specific
lessons.

I am betting for some teachers this is time when children are IN the
room but the school day has not officially begun.

Lori

Janet Holbrook wrote:

> I've been reading these posts with curiosity. It sounds like many of
> you begin with some filler type of activities. I don't understand why
> you just don't start with your first lesson. Does it have something
> to do with your schedule?
>
> Janet
+++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Tue, 24 Jun 2003 17:30:52 EDT
Subject: Re: [mosaic] First 15 minutes

I am referring to the need to do writing workshop everyday religiously. I
think when you do anything daily and consistently the students are bound to
make
great improvement. It is what I want to begin doing better with MOT
strategies. I don't know anything about DOL, so I can't comment on it.
Ruby
+++++++++++++++++++++++++++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Tue, 24 Jun 2003 17:46:28 EDT
Subject: Re: [mosaic] First 15 minutes
R
In a message dated 6/24/2003 2:03:35 PM US Mountain Standard Time,
jmholbrook@earthlink.net writes:

> I don't understand why you just don't start with your first lesson. Does
> it have something to do with your schedule?
>

Attendance, lunch count, announcements. I also like it to not be too formal
because it is an opportunity for the children to socialize and catch up
since
they saw each other.

Martha/4/5/az
+++++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 24 Jun 2003 13:09:09 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] First 15 minutes

We do 'Kids' Time' for the first 10-20 minutes. Essentially, the children
are able to draw, play a math strategy game, chat quietly with a friend,
write, read...their choice. Interactive edit was still a part of the
week, but it was great to have the time to interact, hear their stories,
etc. before formally settling down to our class meeting and interactive
edit.
Debbie
++++++++++++++++++++++++++++++++++++++++++++++++++++

From: "Michelle Horky" <mhorky@msn.com>
Subject: Re: [mosaic] First 15 minutes
Date: Tue, 24 Jun 2003 15:21:50 -0700

Debbie,

I'm really interested in the "interactive edit" you mentioned in your
e-mail. Could you explain it a bit more--is it structured like DOL, or
is it something you created especially for your students. Thanks!!!

Michelle
++++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 24 Jun 2003 17:07:23 -0700
Subject: Re: [mosaic] First 15 minutes
From: "Janet Holbrook" <jmholbrook@earthlink.net>

Lori--

Thanks for the clarification. I've always worked at schools where there was
supervision on the playground for 15 - 30 minutes prior to school. That was
the arrival time. Once school began, all the kids were there and in the
room.

Janet
+++++++++++++++++++++++++++++++++++++++++++

From: "Barbara Punchak" <punchak@intnet.net>
Subject: RE: [mosaic] First 15 minutes
Date: Tue, 24 Jun 2003 21:39:32 -0400

Like Lori, our kids are in the building at 8:40, when buses arrive, but
school doesn't "officially begin" until 9:00. I cannot take attendance until
9 when everyone is in class. Of course, on the rare occasions when everyone
is there before 9, I do begin earlier. My morning work isn't a filler, it's
merely independent work. We do review answers at 9:15 after everyone has had
a chance to complete the assignment. For those who are finished at or before
9:00, their assignment is to read a self-selected book. (SSR/AR) As most
teachers, I always write the morning work on the board, with a number next
to each assignment, as it's to be completed.
++++++++++++++++++++++++++++++++++++++++++++

From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: [mosaic] thoughts on the Allington article!!!
Date: Tue, 24 Jun 2003 21:12:43 -0500

Ginger,
Thanks so much for sharing this link! I have already given it to my bldg.
principal! Every SIP team should have a copy. The article just says
it&nbsp;as should be with research to back it up! Kids progress depends on
teachers teaching. What a novel idea! I also hope that when textbooks are
purchased teachers will have more of a say.
Thanks for sharing,
Mary/ gr.8
+++++++++++++++++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Tue, 24 Jun 2003 23:36:26 EDT
Subject: Re: [mosaic] First 15 minutes

Lori and Janet,

What happens in my school is the kids come into the classroom as
soon as they get off the bus. That starts around 8:45. Our school doesn't
start
until 9:00. There are always stragglers. I use what we used to call before
school work, for the kids to have as a way to settle down and get ready for
the day.
During this time we do lunch count, attendance, reading notes from
home, etc.
I had the rule this past school year, that they had until 9:00 to
socialize. Then the initial work of the day is listed for them to do.
We used to have the kids go onto the playground until 8:55, then
they would come in. School never started on time as they had to put away
books,
coats, due lunch count, attendance, etc.
I like this new way better as the kids mostly settle down faster.
Plus I get a chance to talk with some of the kids about their important
stories.
Alexa
++++++++++++++++++++++++++++++++++++++

Date: Tue, 24 Jun 2003 21:54:03 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] First 15 minutes

Personally, I enjoy the time to interact with the kids before starting
workshops.
Debbie
++++++++++++++++++++++++++++++++++++++

Date: Tue, 24 Jun 2003 21:57:43 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] First 15 minutes

Interactive edit started as a way to keep parents informed about weekly =
'news' as well as doing personalized editing and spelling. It's like a =
morning message to start meetings. I will pull out some for examples, if =
you wish.
Debbie
+++++++++++++++++++++++++++++++++++++

Date: Tue, 24 Jun 2003 23:44:20 -0700
From: Carol Lau <cllc@attbi.com>
Subject: Re: [mosaic] author site

This is a creative site.

http://k-6educators.about.com/gi/dynamic/offsite.htm?site=http://www.roaldda
hl.com/index3.htm
+++++++++++++++++++++++++++++++++++++++

From: DnnllySs@aol.com
Date: Wed, 25 Jun 2003 03:24:33 EDT
Subject: Re: [mosaic] "Knee" book talk

Good Morning
I'm been away with closing teaching duties but I believe the Digest mode
would help you follow who said what 1st next etc
I cant wait to rec my book too but Im preparing to read every post and put
them on a floppy disk for fall review as I await my turn :)
Happiness is in the Summer time !
Susan /Chgo
++++++++++++++++++++++++++++++++++++++

From: Mayread@aol.com
Date: Wed, 25 Jun 2003 04:41:34 EDT
Subject: Re: [mosaic] Knee to Knee

In a message dated 6/23/2003 9:49:31 PM Eastern Daylight Time,
kendra9@mindspring.com writes:

> I have read the ROBUST VOCABULARY INSTRUCTION book and wonder if anyone on
> MOT would like to discuss it this summer.

I'd love to talk about it as well.
Maria NY
+++++++++++++++++++++++++++++++++++++

Date: Wed, 25 Jun 2003 09:03:52 -0500
Subject: Re: [mosaic] Knee to Knee
From: carol carlson <carlsonca@dist102.k12.il.us>

I have just ordered Robust Vocabulary Instruction and Knee to Knee. I'd
also like to join into both.
Carol
++++++++++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Wed, 25 Jun 2003 10:59:01 EDT
Subject: Re: [mosaic] thoughts on the Allington article?/LONG

In a message dated 6/23/2003 9:31:30 PM US Mountain Standard Time,
elephant@foxvalley.net writes:

> I hope some of you will check in about YOUR thinking
> after reading the article.
>

Ginger - Thank you very much for letting us know about this article. It is
very interesting, informative, and challenging! Here are some of my
thoughts.

Time - Wow! I really struggle with this. As you all know, I teach 4/5 and
our day is soooo broken up. Language must be first thing in the morning
because of the students (this year 2) who leave for ALP (the gifted
program). This
lasts from 8:25 until 9:55, which sounds wonderful except that at 9:05 each
day various groups of 5th graders leave for band/music/orchestra and the ALP
students, who haven't been there for any of my instruction, return. On two
out
of six days, everyone (4/5) goes to music at 9:05. This is my writing
workshop
time and I'm struggling with how to do the mini-lesson/independent write
and
conference/share session format with students coming and going. Any
suggestions are surely welcome. I'm thinking I'll just have to keep to the
format and
those students who are there will participate. I've thought I could add a
small share session at the beginning of the WW time, but this cuts into the
amount of time for writing, especially for those who leave at 9:05. At
10:10 we
come in from recess. This is where I plan on adding in 20 minutes of word
study this year. My ALP math students won't get this instruction because
they go
directly to math from recess. Then math from 10:30 until 11:20 and reading
from 11:20 until 12:30 (I went to our scheduling meeting this year after
voicing
frustration to my principle and was able to add about 15 minutes to this
reading time over last year). Lunch until 1:15. Read aloud for ~ 20
minutes,
although I am very guilty of stretching out this time. Specials begin
anywhere
between 2:00 and 2:30 depending on which special it is. I do have two days
out
of six with no afternoon special. Into this short afternoon time I need to
fit in SS and science, as well as student of the week activities. Also,
somewhere in this day I need to make time for class meeting/share times
which I
think are so very important to community. So, 50% of the time reading and
writing? I don't think I'm there yet despite lots of trying to integrate
into all
subject areas, but I'm going to be much more cognizant of it this year and
document and see where I'm at and how I can incorporate more.

Text - Another Wow for me! The stress he placed on the need to spend a
large
amount of time reading text that they can read with accuracy, fluency, and
comprehension really impacted me. I guess I probably know this on one
level,
but on another feel a lot of pressure to raise students reading levels - get
them reading on grade level. I'm realizing that many of my students are
spending
time with texts that are too difficult for them. My district adopted
Harcourt reading this past year and I was so glad to have multiple copies of
intervention readers for my low reading ability students because I hadn't
had multiple
copies of appropriate text before. As I reflect, I realize that even though
the intervention stories, which I used for guided reading, were a lower
reading level than what I used with other groups, they were still too
difficult for
this group. They did advance in their decoding skills, but didn't make the
advances in fluency and comprehension I would have hoped to see. This is an
area
I will focus on this coming year.
I'd love to know how others deal with social studies reading. How do
you get various text for different level kids? I also found dealing with
research to be very difficult as encyclopedia articles as well as online
articles
are written well above most of my student's reading level. I'd love to here
more about what others do!

Well, that's just two areas, but this has gotten long. I hope others share
their thoughts and ideas. I know they say it takes at least 7 years to
become
a master teacher and I'll just be starting my 4th, but it is sometimes
frustrating to see where you want to be and how far you have to go. I feel,
as I
know all of you do, so much responsibility to my students, and hate the idea
that
they recieve less than they deserve because of my learning process. Like so
many others have said, I truly appreciate the support and challenge I
recieve
from belonging to this community of teachers and learners.

Martha/4/5/az
+++++++++++++++++++++++++++++++++++++++

Date: Wed, 25 Jun 2003 10:15:09 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] thoughts on the Allington article?/LONG

Martha,

It has been my experience that the teachers who think they have
arrived--that the process of learning is done for them--they are the
ones who have no business in the classroom. It doesn't matter how long
you teach, every year you look back and say "I wish I had done this
differently" or "If I had only known". Don't be so hard on yourself
until you stop looking back and feel you know it all--then, retire.

Lori

I know they say it takes at least 7 years to become a master teacher and
I'll just be starting my 4th, but it is sometimes frustrating to see
where you want to be and how far you have to go. I feel, as I know all
of you do, so much responsibility to my students, and hate the idea that
they recieve less than they deserve because of my learning process
+++++++++++++++++++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Wed, 25 Jun 2003 11:57:22 EDT
Subject: Re: [mosaic] thoughts on the Allington article?/LONG

Martha,
I think of it this way. In reading, the curriculum is reading -- learning
how to be a better reader, to attend to text, to make meaning, to utilize
strategies etc. You will be surprised how quickly children make progress
using
books that are just right for them, that is, just right in level OR just
right in
interest OR both.

In Social Studies, the concepts are what's most important. You can help
kids
develop better understandings of Soc. St or Science concepts by reading
aloud
to them from the text or text sets gathered around the topic. You can also
check out up to 75 books at a time from your local library, keep renewing
online, and provide appropriate text sets for your kids based on level or
topic.

Publishers do not know your kids like you do. Social Studies and Science
concepts and standards are probably laid out by your district. You are the
one
that should make the decisions about how kids reach that standard and what
they
read to get there, not someone who has never laid eyes on your kids. You
are
a professional, and just like a doctor, you can diagnose and prescribe
treatment. Who are publishers to think they know the one treatment that
will fit a
child they don't even know!

Sorry. I'm off my soapbox now. Trust yourself. You sound like a great
teacher! I wish I knew as much as you already do, when I was a 4th year
teacher.
I start my 30th year in August and am still learning.
Ruby
+++++++++++++++++++++++++++++++++++++++++

From: Alicia Vilas <avilas@srivernj.org>
Subject: RE: [mosaic] knee to knee discussion date
Date: Wed, 25 Jun 2003 14:37:38 -0400
Reply-To: mosaic@u46teachers.org

Yes, Knee to Knee is fine for older kids as well. I bought the book a few
months ago.
I did make a few changes in my class this year because of the book. I will
also like to discuss the book with other people.

Alicia
+++++++++++++++++++++++++++++++++++++++++

From: Frer2@aol.com
Date: Wed, 25 Jun 2003 20:34:29 EDT
Subject: [mosaic] vocab instruction

Okay, I have ordered Knee to Knee but am also interested in the Vocab
discussion so...once again could someone give me the exact name and/or ISBN
of this
book. I could read some of each each day. Thanks.

+++++++++++++++++++++++++++++++++++++++

From: SCmateach@aol.com
Date: Wed, 25 Jun 2003 21:43:43 EDT
Subject: Re: [mosaic] (no subject)

To unsubscribe from this list, visit
http://u46teachers.org/mosaic/unsubscribe/
++++++++++++++++++++++++++++++++++++++++

From: SCmateach@aol.com
Date: Wed, 25 Jun 2003 21:51:25 EDT
Subject: [mosaic] Pinnell/Scharer book

Has anyone read TEACHING FOR COMPREHENSION IN READING (GRADES K-2) by Gay Su
Pinnell & Patricia L. Scharer (ISBN o-439-542-58-8, copyright 2003)? Would
anyone recommend it?
Sheila
+++++++++++++++++++++++++++++++++++++

From: "Jim Dunlap" <jcdunlap1@mchsi.com>
Subject: Re: [mosaic] Pinnell/Scharer book
Date: Thu, 26 Jun 2003 05:39:22 -0500

I would recommend anything by Gay Su Pinnell.
++++++++++++++++++++++++++++++++++++

From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] (no subject)
Date: Thu, 26 Jun 2003 07:14:20 -0400

Please do not ever take me off this list. I have been teaching for 26 years,
but I learn so much from all of the subscribers...new books, articles, web
sites, and experiences. Thanks to all!
Dottie
+++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Thu, 26 Jun 2003 07:13:47 EDT
Subject: Re: [mosaic] Pinnell/Scharer book

In a message dated 6/26/03 6:39:50 AM Eastern Daylight Time,
jcdunlap1@mchsi.com writes:

> Has anyone read TEACHING FOR COMPREHENSION IN READING (GRADES K-2) by Gay

Yes, I have this book in the bookstore and did read it. It is nicely laid
out and explains their three block model. I found it similar to the Guiding
Readers and Writers for Upper Grades, but not as huge or comprehensive. It
is a
condensed version. I am using parts of it for the graduate course I am
currently teaching and the students find it easy to read and understand.

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

From: AOnieda@aol.com
Date: Thu, 26 Jun 2003 08:19:52 EDT
Subject: Re: [mosaic] (no subject)

Life is about taking responsibility. We all put ourselves on this wonderful
list and it certainly makes sense that we should scroll down and read the
contact to remove ourselves. Nancy/OH
++++++++++++++++++++++++++++++++++++++

From: "Cathy" <cgage@gwi.net>
Subject: Re: [mosaic] First 15 minutes
Date: Thu, 26 Jun 2003 08:28:26 -0400

What comes to my mind is a message that you compose together with the class
on chart paper, maybe a sentence about yesterday's activities. Maybe you
leave things out; maybe you put errors in.... The class puts their eagle
eyes on and look for errors and correct together as you go along. Or maybe
everyone would write it down at the same time, before you do it on the chart
paper, trying to do it correctly, and then guide you as you write it on
chart paper.You add to it every day. On Friday, all the students copy the
correct version and take it home to let the family know what's happened in
the classroom through the week. Or maybe you print it on the computer rather
than having them copy. Am I close? Cathy
++++++++++++++++++++++++++++++++++++++

From: Frer2@aol.com
Date: Thu, 26 Jun 2003 11:09:47 EDT
Subject: [mosaic] Teaching for Comprehension K-2

I have just purchased and just started this book and so far it sounds really
good. In the meantime I am reading so many others so I can't pull anything
specific out at this time.
++++++++++++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Thu, 26 Jun 2003 13:43:29 EDT
Subject: Re: [mosaic] Pinnell/Scharer book

Friends of mine use it religiously with their classes.

Heinemann has courses that go along with the book. The courses are about
$159, but are well worth it because of all the information.
++++++++++++++++++++++++++++++++++++++

Date: Thu, 26 Jun 2003 14:11:09 -0400
From: Mayread@aol.com
Subject: Re: [mosaic] vocab instruction

The book is Bringing Words to Life: Robust Vocabulary Instruction by Isabel
Beck, Margaret McKeown, Linda Kucan, Isabel L. Beck, Margaret G. McKeown.
Paperback: 148 pages ; Dimensions (in inches): 0.45 x 8.96 x 6.00
Publisher: Guilford Press; (March 20, 2002)
ISBN: 1572307536
Maria
+++++++++++++++++++++++++++++++++++++

From: DnnllySs@aol.com
Date: Thu, 26 Jun 2003 16:45:19 EDT
Subject: Re: [mosaic] thoughts on the Allington article?/LONG

In a message dated 6/24/2003 8:27:34 AM Central Standard Time,
ljackson@gwtc.net writes:

> Ginger,
>
> If you like this article, please read Classrooms That Work: They Can All
> Read and Write written by
> Allington with Patricia Cunningham. And in the same vein, Schools That
> Work: Where All Children
> Read and Write. My personal favorite is Kohn's The Schools Our Children
> Deserve.
>
> Lori
>
>
Good Morning

ooo sounds interesting
Where are these articles located? are links available?
Thanks
susan /chgo
+++++++++++++++++++++++++++++++++++++++

Date: Thu, 26 Jun 2003 16:10:00 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] thoughts on the Allington article?/LONG

These are all books and all worth reading. Kohn's has a checklist at
the back--educational consumerism. What to look for, what to worry
about. Good stuff. I have often photocopied these for parents when
they are leaving our community and facing decisions about new schools.

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

From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] thoughts on the Allington article?/LONG
Date: Thu, 26 Jun 2003 17:39:48 -0400

I am moving to a new school, and I would love to see the checklist on
educational consumerism.

Dottie
+++++++++++++++++++++++++++++++++++++++

Date: Thu, 26 Jun 2003 17:29:39 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] thoughts on the Allington article?/LONG

It is in the back of of Kohn's The Schools Our Children Deserve.

Lori

Dorothy Ridge wrote:

> I am moving to a new school, and I would love to see the checklist on
> educational consumerism.
>
> Dottie
++++++++++++++++++++++++++++++++++++++++
Date: Thu, 26 Jun 2003 16:51:53 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] vocab instruction

Thanks for the info...is it appropriate for Kinder? Also, any suggestions
on oral language development for the little ones?
Debbie

>>> Mayread@aol.com 06/26/03 11:19 AM >>>
The book is Bringing Words to Life: Robust Vocabulary Instruction by =
Isabel Beck, Margaret McKeown, Linda Kucan, Isabel L. Beck, Margaret G. =
McKeown. Paperback: 148 pages ; Dimensions (in inches): 0.45 x 8.96 x =
6.00=20
Publisher: Guilford Press; (March 20, 2002)=20
ISBN: 1572307536
Maria
++++++++++++++++++++++++++++++++++++++++++++++++++

Date: Thu, 26 Jun 2003 20:26:45 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] vocab instruction

Debbie

At the Eggleton workshop I attended recently she had a good plan for ten
minutes of daily oral language that I really liked. Should I post my notes?

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

From: DnnllySs@aol.com
Date: Thu, 26 Jun 2003 22:33:49 EDT
Subject: Re: [mosaic] vocab instruction

Mornin' Lori
are you kiddin' please post your notes This listserv is incredible with
sharing and additional encouragement
please and Thank you
I bet there are strategies that will augment Mot
Let's read..... huh:)

Susan
++++++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Thu, 26 Jun 2003 23:05:57 EDT
Subject: Re: [mosaic] math essentials website

Hi everyone. I just wanted to encourage anyone who didn't take the
opportunity to visit the math web page that Ginger told us about in an
earlier posting
to do so. It is excellent and I see many ways in which MOT strategies could
be addressed with these activities. After exploring the Math Essentials
portion, I also explored the number sense strand and found it full of ideas.
Deb. D
- Ginger mentioned that you are using this in your classroom. I'd love to
hear more about how you manage it on a day to day basis.

Martha
+++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] ISSUES with subscriptions
Date: Thu, 26 Jun 2003 23:12:34 -0500

If you are having an issue with your subscription (whether you want to be
unsubscribed or changed to/from digest version) you can always write me AT
HOME at: elephant@foxvalley.net

I don't know if you all realize it or not, but I do all the subscribing and
unsubscribing BY HAND at HOME on my little computer in my kitchen. I clean
up the emails (which takes HOURS) and archive them weekly. I add the
documents to the TEACHING TOOLS web page. There is no one else doing the
work on this list BUT ME. And I am NOT complaining!!!!! I LOVE doing this
list!! It is a HUGE part of my life.

I apologize to those of you who have not felt responded to in a timely
manner. I try the unsubscribe link regularly and always find it working.
If you have further information for me about a dead link, please let me know
AT HOME.

Our once a day digest version is very cumbersome and difficult to weed
through due to our school district server being outdated and unable to read
HTML format, various fonts, colors, and attachments. So you get a lot of
encoding and messy unnecessary text. But with the increase in the number of
emails coming out each day this summer, I can understand the desire to just
receive one email a day from us. If you would like to try the digest please
let me know AT HOME and I can easily switch you over. After you try it for
a while, you may want to switch back because it is so annoying. JUST LET ME
KNOW and I can do it. I am not proud of sending out a digest in that format
but there is nothing I can do about it.

Ginger
moderator
elephant@foxvalley.net
++++++++++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Fri, 27 Jun 2003 18:22:19 EDT
Subject: [mosaic] A great website for integrating reading/writing

Hi everyone! I joined the middleweb listserve on the recommendation of
someone from this site to help support me this year as I try to implement
writer's
workshop. Julie from that site just posted this website that is filled with
lessons for teaching reading and writing a memoir. It refers a lot to the
MOT
strategies so I thought some of you might be interested, too. I'm on my way
out of town for the weekend, so I just skimmed it, but it looked like an
excellent resource!

Martha/4/5/az
+++++++++++++++++++++++++++++++++++++++

Date: Fri, 27 Jun 2003 18:09:34 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] A great website for integrating reading/writing

Martha,

Can you post a URL?

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

From: MEHitzel@aol.com
Date: Fri, 27 Jun 2003 19:31:15 EDT
Subject: Re: [mosaic] A great website for integrating reading/writing

Ooooops again! I really am on my way out the door and should just turn my
computer off! :>) Sorry, I was trying to be quick.

Here it is.

http://web2.jefferson.k12.ky.us/CCG/supp/MS_Memoir.PDF

There is no www in front of it.

Ginger - I can't remember the exact how of how to join this listserve, but
here is the email address. I'm sure they can tell you how. Someone on this
list referred me to it so maybe they can tell you or it might be in the
archives.
If you haven't figured it out by Monday, I'll look into it more then.

<A HREF="mailto:MWPROJECTS@MILEPOST1.COM">MWPROJECTS@MILEPOST1.COM</A>

Have a great weekend everyone! I'm off for real this time!

Martha
++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] 4 new additions to TEACHING TOOLS page
Date: Fri, 27 Jun 2003 22:11:10 -0500

I have just added the following to the TEACHING TOOLS web page located at:
http://www.u46teachers.org/mosaic/tools/tools.htm

1. MATH- using cognitive strategies in math by Laura
(at the bottom of the Lesson Plan category)
2. Hamline Literacy Institute Writing Workshop notes by Lori
(at the bottom of the Staff Development category)
3. Jill Eggleton Workshop day one notes by Lori
(at the bottom of the Staff Development category)
4. Writer's Notebook Evaluation from Shelly
(at the bottom of the Assessment category)

Remember some of these take a while to download and you may have to hit your
refresh/reload button to get the current page.

Send me anything YOU want me to add for us all to use! Mail things to me at
home:
elephant@foxvalley.net in an attachment.

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Knee book talk
Date: Fri, 27 Jun 2003 23:44:06 -0500

I am LOVING reading the Knee to Knee book!!!!!! I know we aren't officially
starting our book talk until nest week but...........

Listen to this:

"Literature conversation depends on understanding the text. Without
comprehension, book-related discussions are next to impossible; that is,
comprehension inspires conversation. Working in tandem with this idea, I
approach the teaching of literature conversations through a guided
comprehension methodology. The term guided inherently connotes support with
demonstration. Therefore, throughout the journey into conversations, we
teachers model strategies first, then invite the kids into the process, and
eventually wean them off our support.

Through this guided comprehension model, students learn how to question
text, make connections to their reading, infer and predict, analyze,
critique, and synthesize. And the best part is, we use no boring workbooks
or blackline masters." (p. 25)

So it IS VERY connected to the MOT cognitive strategies!!! I see this as a
deeper layer in my teaching.

Can't wait until we talk about this book!

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

Date: Sat, 28 Jun 2003 05:31:54 -0700
From: Judy Mazur <jvmazur@attbi.com>
Subject: Re: [mosaic] Knee book talk

Ginger/Rob wrote: So it IS VERY connected to the MOT cognitive strategies!!!
I see this as a deeper layer in my teaching.

Ginger, one of the many things that delighted me about K2K is this
connection to MOT that you mention. In fact, I just loved it because it
seemed to me that she took the strategies for granted--as if they are
something we are all teaching....hooray! So now we are ready to further
inquire into our study of learning.
judy3ca
++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] K2K(love that!!)/Judy
Date: Sat, 28 Jun 2003 07:57:02 -0500

Hi Judy! I LOVE the K2K!!! Great idea!

I share your thinking exactly! For me after continuing to refine my own
teaching of the strategies I see this book and it's suggestions as a guide
to take my teaching deeper. I do struggle with how to mesh the two levels
for teachers who are just starting out. As you know, I co-teach those two
graduate courses using MOT and then STW in the advanced course. As a model
for the teachers who are totally new to the cognitive strategy instruction I
feel I need to be very explicit in my own sharing of the process of how I
made the changes in my teaching. I guess what I am saying is that as I
first started letting go of a lot of the "stuff" that I no longer believed
in as a teacher for reading and made room for the strategy teaching in it's
place, I was VERY deliberate and carefully followed the gradual release of
responsibility model Ellin talks about in MOT and even more specifically now
as she is out speaking. I did individual strategy studies, always building
on them to show how they need to be integrated naturally as good readers.
The first year I only "covered" three strategies and I believe that was o.k.
It was a process of change for me and it took me a long time to understand
the think aloud process (and how POWERFUL they are and so crucial). The
second year of my "journey" I got "through" five of the strategies. I felt
more natural and comfortable. I knew which books to use (but always added
new ones), etc. Now after 4-5 years of this I am at a different level and
the K2K book (hope you don't mind) just takes me to where I need to be.

So here is my struggle and something I hope we can all talk about as we
discuss the book:
As a teacher of teachers I feel passionate about getting them to go deep and
follow the gradual release model as I did. Not to just do it "my way" but
because of that philosophy. I know there are other beliefs out there that
you don't need to isolate the strategies as much and can teach them along
side each other faster or whatever. But that just didn't seem to be what my
kids needed in order to REALLY understand the strategy work and make it
their own. Besides it made sense to me and my students it seems to make
sense to teachers who are also making these HUGE shifts in their teaching.
It's like a blueprint for implementation. Does this make sense? So.... the
K2K book, while very explicit in the modeling (love that part!) almost jumps
right in and uses the conversations as the venue for the instruction.

OR.... is it like you said, Judy, that she almost takes for granted that the
strategy instruction is either going on or already in place?

Next year I will be teaching at a school where the kids coming to me will
already have had some pretty solid strategy instruction. That hasn't always
been the case where I used to work. It was as if I had to start them all
out from the "beginning" each and every year. Which for me, along my own
journey that was o.k. Since that was also where I needed to be to become
more comfortable in the teaching. I also believe that it is VERY POSSIBLE
to be the ONLY one doing this teaching no matter what grade you teach and
that that should not be an excuse to not delve DEEP into this. (being the
only one in the building or at that grade level, whatever) So.... when I
get my new third graders they will have some schema for several of the
strategies. Which is going to be such a gift for me. I can learn where
they are all at during shared reading lessons and see the level of their
understanding before I decide how to proceed.

So here is my point- finally (humor me on the length of this as I think out
loud!)--
I see the need for BOTH- 1) explicit strategy studies and 2) explicit
teaching on the literature conversations. How are you guys thinking of
melding this together? And do teaches who are TOTALLY new to this teaching
need to lean one way or another?

Not that there is JUST one way or another. But for me I need to see it all
mapped out to almost have a plan I can follow. FOR ME.

Can't wait to hear your thoughts. If I was starting out as a teacher NEW to
this teaching and just reading K2K I may not have gotten deep enough with my
students if that was all I did. Just what she wrote in the book. I think
she IS assuming the strategy instruction is ALSO taking place during the
"reading" block.

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

Date: Sat, 28 Jun 2003 09:00:12 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] K2K(love that!!)/Judy

My kids really struggle with having a book conversation that is not just
tell, tell, tell. Part of
our issue is the level to which they are competant language speakers and
much is because it has to
explicitly modeled. One thing we tried last year, the four teachers in our
pod (K, two 1-2 loopers
and a third) was to video tape a book discussion. I edited it using iMovie
and added narration that
explicitly noticed what kinds of things we were talking about as they
related to MOT strategy.
When I showed it to the kids, we also talked about the nature of
conversation--friendly, responsive,
sometimes getting off topic--a real talk among friends. We did this pretty
late in the year but it
seemed to help and I know we need to do more. This fall I have parents
lined up to help with this
and the camera ready to roll. You are so right, Ginger, we have to
explicitly teach this.

Beyond this, I have to comment on the one woman/man island in this sort of
teaching. I am really
still getting a handle on teaching these strategies but I know this kind of
isolation from being the
only teacher using literature to teach reading, the only teacher using
embedded phonics, etc., etc.
Happily, that does change. It ripples as other teachers get curious about
what is happening and as
adminstrators start supporting this kind of instruction. But if it doesn't,
and you feel under
pressure or perhaps in despair thinking of abandoning the teaching practices
you deeply believe in,
this quote from Brian Cambourne might help to bolster your beliefs and
confidence.

"One year of health in twelve years of illness is worth having."
Brian Cambourne, WLU Conference, 2002

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

From: Abcde1142@aol.com
Date: Sat, 28 Jun 2003 11:03:20 EDT
Subject: Re: [mosaic] K2K(love that!!)/Judy

Ginger and Judy,

Kudos to your thinking! I agree that even if you are the only one
using the strategies, your students benefit more than if you used techniques
you didn't believe in. Eventually it will sink it to the other teachers
than
your strategies work better because the kids are invested in their own
reading.

A principal in a town nearby was let go because their state tests
scores weren't good. Three of the four 4th grade teachers scores were good.
The 4th teacher refused to do GR/MOT strategies. The principal was blamed
for
the teacher not making the change. That isn't the reason for mentioning it.
The reason is 3 of the 4 4th grades did well because of GR/MOT. It showed a
dramatic difference between the four classes.

I haven't received my K2K book yet. I hope I get it soon enough to
join the group discussion. Just reading what you wrote, Ginger, I am more
anxious to get my copy. The demand on Reading Lady was high which is great
because everyone is reading it or wants to read it.

The discussions are exactly why I like this listserv so much better
than the reading one I was on.
Alexa
++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] island teachers
Date: Sat, 28 Jun 2003 10:08:12 -0500

I agree with you Lori. It can be VERY lonely and often discouraging to be
the only one doing the teaching in your building. That is why it was (and
continues to be) so very important for me to seek out and get support from
teachers somewhere who think like I do. This listserv helps fill that hole
for me.

I worry about some of the teachers who take the graduate courses I co-teach.
They talk about being the only one attending from their building and wishing
others were there. I see their excitement when they come to see themselves
using the strategies in adult text. "Getting" that their teaching needs to
be different now based on what we are learning about proficient readers.
The "transformation" from day one to the last day of the courses often
brings me to tears. The excitement, the buy in, the POWER of their new
learnings. But... will they have enough base to go back in the fall and DO
IT??? I guess I can only hope and believe that the work we do together in
the courses spurs them on and they will run with it and FEEL the impact it
can make both in their students and in THEMSELVES as teachers. THAT was
what clinched it for me. I LOVE teaching now. Even after 20 years in the
classroom it often feels like I am just beginning. Teaching this way makes
sense and makes real readers in my students.

So if you are out there doing it alone in your building let US here at the
listserve be your network of support. Don't give it up.

Ginger
++++++++++++++++++++++++++++++++++++++++

From: Creecher12@aol.com
Date: Sat, 28 Jun 2003 11:21:47 EDT
Subject: Re: [mosaic] island teachers

In a message dated 6/28/03 11:19:30 AM Eastern Daylight Time,
elephant@foxvalley.net writes:

> I guess I can only hope and believe that the work we do together in
> the courses spurs them on and they will run with it and FEEL the impact it
> can make both in their students and in THEMSELVES as teachers.

It has also made a big impact on myself as a READER.

Nancy Creech
+++++++++++++++++++++++++++++++++++++++++++++

Date: Sat, 28 Jun 2003 10:45:37 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] island teachers

And I am no longer the only one! There has been a major shift in philosophy
towards literature
based teaching. More and more people are giving up the texts and most
importantly, my principal is
on board and really making it clear that she wants people moving in this
direction. I formed a
weekly study group for folks working on Mosaic strategies and was really
overwhelmed at the level of
interest. Hang in there--lead by example and have patience.

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

Date: Sat, 28 Jun 2003 08:28:50 -0700
From: Judy Mazur <jvmazur@attbi.com>
Subject: Re: [mosaic] K2K(love that!!)/Judy

Ginger, Alexa, and Lori, what a treat to discuss something I've been
thinking about for quite a while--and now in terms of an excellent book
(I do have one reservation, but I'll save it until more of you have had
an opportunity to read). In my strategy instruction, I came to believe
that a lot of authentic assessment would have to be in terms of the
kids' discussion. I couldn't justify taking the time/energy to have
kids write responses--my goal has been for us to be, in Britton's words,
"floating on a sea of talk." So when I read K2K at the end of last
school year, I found it didn't really apply to that group of third
graders because they'd had a year (and more) of strategy instruction
based on discussion of text and they were reasonably proficient. But,
boy oh boy, can you see me wringing my hands in anticipation of next
year? We've been told we're getting a particularly low group, so I'm
hoping K2K will be just the ticket to get us going with our discussions.
I'm very excited about implementation, and I'm in the mulling process
right now. I'm noodling about how K2K will fit into our day.
judy3ca
+++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] fitting it all in
Date: Sat, 28 Jun 2003 11:08:04 -0500

Oh Judy. You touched on a nerve! I have been having conversations with
teachers from my new school about how to get it all in and in what form. I
can't wait to have some talk on this list about what everyone sees
themselves doing in the fall. I want to follow the gradual release of
responsibility in my strategy teaching and I want to get them started in the
conversations too. Plus do guided reading and conferencing. And find time
for them TO JUST READ!!!! AHHHH!!!!!!

If anyone has this figured out already PLEASE write in. And even if you
don't yet, can we think out loud about a format (schedule?) to use? I seem
to want to have a plan for about the first 6-9 weeks. Maybe something I can
then keep using if it feels good to us.

Gosh there is so much to think through. I just hope I can relax and know
that I may NOT have it all in place on day one.

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

Date: Sat, 28 Jun 2003 12:31:41 -0400
Subject: Re: [mosaic] fitting it all in
From: Peggy Bahr <pbahr@mac.com>

Talk about hitting a nerve, Ginger!

This is probably the biggest struggle I face every year. In May, when I was
given the preliminary schedule for "specials" for next year, I discovered
that my kids were going to be away from me for 360 MINUTES A WEEK for art,
music, piano lab, P.E./health, and Spanish. This wasn't even counting 1-1/2
hours a week for science lab and 40 minutes for guidance!!! I totally
freaked out! A day and a half a week, the kids were going to be out of my
room!

Luckily, my principal listened to my concerns and some changes have been
made. (I haven't seen the final schedule yet, however.)

My fifth grade team will be meeting in a week to start writing our yearlong
theme and integrated curriculum. I believe that meaningful integration is
the key, but it takes a lot of thought and discussion to get there.

We will be looking at our required program of studies and core curriculum
for assessment, and will identify conceptual key points and skills key
points. Then we'll develop a set of essential questions that will guide
everything we do. It's work that I find very challenging, but also exciting.

I'm anxious to hear what others are doing.

Peggy
+++++++++++++++++++++++++++++++++++++++++++++++

From: DnnllySs@aol.com
Date: Sat, 28 Jun 2003 13:28:01 EDT
Subject: Re: [mosaic] K2K(love that!!)/Judy

In a message dated 6/28/2003 10:08:17 AM Central Standard Time,
Abcde1142@aol.com writes:

> haven't received my K2K book yet. I hope I get it soon enough to join the
> group discussion. Just reading what you wrote, Ginger, I am more anxious
to
> get my copy. The demand on Reading Lady was high which is great because
> everyone is reading it or wants to read it.
>
> The discussions are exactly why I like this listserv so much
better
> than the reading one I was on.
> Alexa

Good Morning
Alexa Ginger Karla and All
I was sittin here wringing my hands ... I been going to my school daily >now
I Know...:) I cant wait ....
thanks
Susan /Chgo/
++++++++++++++++++++++++++++++++++++++++++++

From: DnnllySs@aol.com
Date: Sat, 28 Jun 2003 13:34:23 EDT
Subject: Re: [mosaic] island teachers

You know what,
Ginger
Just like STW and others It would be so nice if you had a video for
us-loners in our school buildings. You and your colleagues make these strats
come
alive even when we attend conferences togerther !
Just think >a MOT Video "oooo' the possibilites for the reading teachers
across the nation, across the world oooo.... I can imagine.....
Happiness is in the Summer;)
Susan /Chgo
++++++++++++++++++++++++++++++++++++++++++

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: [mosaic] literature conversations
Date: Sat, 28 Jun 2003 13:49:44 -0400

I see the need for BOTH- 1) explicit strategy studies and 2) explicit tea
ching on the literature conversations. How are you guys thinking of meld
ing this together? And do teaches who are TOTALLY new to this teaching n
eed to learn one way or another?

I teach fifth grade and after teaching connections, questioning and images
I went right into literature circles. What helped me the most was reading
Harvey Daniels' 2nd edition of Literature Circles: Voice and Choice in
Book Clubs and Reading Groups. He does an awesome job of breaking it down
and looking at the different grade levels. I heavily connected our
strategies
study to the roles my students had while reading. We practiced each
role with a picture book then after about a week of that they began their
literature circles. I created role sheets based on Daniels' sheets and
used different names for the different roles (other than discussion
director,
connector, etc.), some of which I borrowed from a professor. I think
the background my students had helped them (the strategy study) to have
more in depth conversations about their reading. Most of them had
experience
in prior grades about how to do lit circles as well so I didn't need
to do as much explicit teaching. It went really well! :)
--Carrie :)
++++++++++++++++++++++++++++++++++++++++

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: Re: [mosaic] fitting it all in
Date: Sat, 28 Jun 2003 13:55:33 -0400

If anyone has this figured out already PLEASE write in.

I am looking for some guidance from fellow listsevers, too. I am going from
my first year of teaching the strategies (which were mostly new for my
students) in a 5th grade self-contained model to a fifth grade middle
school
model in which I will have my students 40 minutes for reading. I also
will be teaching social studies to my class in addition to the 3 other
classes on our team. I'm struggling with this...only 40 minutes to teach
reading?! I hate that LA is split up, but it was a budget issue when they
cut a fifth grade position. So, I'm trying to figure out how this is going
to work. Who else out there is trying to teach the strategies in a 40
minute period and how do you do it?!
Thanks!
--Carrie :)
+++++++++++++++++++++++++++++++++++++++++++++

From: "Barbara Punchak" <punchak@intnet.net>
Subject: RE: [mosaic] Videos mentioned in Knee to Knee
Date: Sat, 28 Jun 2003 14:20:56 -0400
Reply-To: mosaic@u46teachers.org

As mentioned earlier this week, I purchased two of the videos mentioned by
Cole: Joe Gould's Secret and Ramona
I previewed Joe Gould's Secret, and although many of the conversations are
filmed from a distance (not zooming in on the speaker, as we originally
thought), the content is definitely NOT appropriate for children. Of
course, as with any video you use for instructional purposes, showing only
one or two segments for "conversation's sake" would be appropriate. For
those who wondered about the story line for Joe Gould, it's this: (from the
jacket) [A poignant and humorous true story of two literary legends set
against New York City's 1940's Bohemian heyday.] Joe Gould is a homeless man
(writer) who manages to convince everyone that he's writing an oral history
of New York's people. In turn, the businesses and/or people he befriends
give him notebooks, money, places to stay, and food.

My hope is that the Ramona video will be more child-appropriate. Will
preview that one soon.

~Barbara
2nd / FL
++++++++++++++++++++++++++++++++++++++++

Date: Sat, 28 Jun 2003 11:39:56 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] fitting it all in

If you have all your students for reading and social studies, you
integrate strategies into both. In the back of the STW book, there are
wonderful trade book lists broken down by topics. Also, NCSS (National
Council for the Social Studies) publishes a yearly best trade book list
categorized by standards. I've been teaching Elem. Methods classes for
undergrads and it's wonderful to start with Reading (STW is one of texts I
use) then continue with Social Studies (Ways That Work is another great
professional book)-they are able to start seeing the connections.
Debbie
+++++++++++++++++++++++++++++++++++++++++++

Date: Sat, 28 Jun 2003 14:00:34 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] fitting it all in

How about planning on implementing it during your social studies
instruction as well? Look at your curriculum and try to infuse
historical fiction, related articles and related nonfiction tradebooks.
Without comprehension, they won't be learning much.m Think of it as
strategy instruction in content area reading. Darn, sounds like a book
title, doesn't it? Nonfiction Matters would be a great resource.

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

From: "Linda Thames" <lthames@tislink.com>
Subject: [mosaic] Re:Judy/Ginger
Date: Sat, 28 Jun 2003 14:06:07 -0500

Judy, like you I already know that I will be having lots of pretty low
children. I also will have more inclusion kids this year. Right now, I am
thinking more about monitoring comprehension and fix up strategies. I first
want to make sure that the kids can monitor what they read. I really don't
feel I can focus much on any of the other strategies or conversation until I
have roughed out what I believe I am going to have to do. Boy, it would be
great to get back and find out that I really didn't have anything to be
concerned about!! But I really don't see that being the case.
Ginger, can you point out some messages in the archive that I could read
addressing my concerns?
Linda/6th
++++++++++++++++++++++++++++++++++++++++++

From: "Cathy" <cgage@gwi.net>
Subject: Re: [mosaic] changes in guided reading/writing
Date: Sat, 28 Jun 2003 15:52:16 -0400

It's taken me a while to write my two cents on this, but here goes... In my
current 'Language Development and Literacy' class, one of the readings was
an article by Shirley Brice Heath that was written in 1983 and originally
published in Languag Arts, vol 60. The title was "A Lot of talk About
Nothing". The article itself is based on a book entitled "Ways With Words".
Essentially, her research studied the differences between the pre-school
family language use of different SES families and the correlated success, or
lack there-of, in school. Her findings are that success in school (i.e.
literacy) appears to be based on the type of language interaction that
occurs in the home.

If I may paraphrase... Successful families draw the children's attention to
occurrences or objects over and over, looking at similarities and
differences; and at "...ways of linking what one has told with something
that has gone before." (requiring the children to do so, that is)

It seems to be that the type of talk that relates past experiences to
possible future experiences (Remember what she did before? What do you think
she'll do if that happens again?) is a strong component of that. As is
exposure to a varied vocabulary.

I'm interested in this because as Title I teacher, many of the students that
I see in our rural area do not come from highly involved or literacy-loving
households. My take on what Jill does here is that she fosters vocabulary
and language use that might not be occurring in the home.

Cathy

----- Original Message -----
From: "Lori Jackson" <ljackson@gwtc.net>
To: <mosaic@u46teachers.org>
Sent: Friday, June 20, 2003 12:55 PM
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.

> Jill focuses heavily on the belief that if children are not fluent
speakers, they will not be fluent> writers.
++++++++++++++++++++++++++++++++++++++++

From: MAMASWIRLZ@aol.com
Date: Sat, 28 Jun 2003 19:19:17 EDT
Subject: [mosaic] summer book club

After reading the Arlington article on the Six "T"s of Literacy Instruction,
I checked out the site and found that they have a summer book club for
adults
to read children's literature. There will be three moderated chats about the
three sets of children's books.
They are

1. "Yes I Can" books
2. "Getting Through Scary Times" books
3. "A Different Perspective" books

At three times July 17, July 30, and August 12 from 1 p.m. to 2 p.m.
(Eastern Time).

It looks like fun and you get to know these books.

http://www.readingrockets.org/summerbookclub.pdf

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

Date: Sat, 28 Jun 2003 19:55:44 -0400
From: Abcde1142@aol.com
Subject: Re: [mosaic] fitting it all in

I have taught fifth grade for several years. You can do a combination
Reading and Social Studies using trade books that follow along with your ss
curriculum. Sign of the Beaver connects with Native Americans giving the
students an idea of the relationship between the native americans and
colonists. You can discuss both situations while discussing the book. A
difficult book but excellent to show colonial america is Witch of Blackbird
Pond. My Brother Sam is Dead is great for Revolution. The kids have to
investigate the time period and understand through research and reading.
++++++++++++++++++++++++++++++++++++++

Date: Sat, 28 Jun 2003 20:01:56 -0400
From: Abcde1142@aol.com
Subject: Re: [mosaic] island teachers

I was basically the only teacher at the intermediate level who was following
GR/MOT. I love this listserv as it supports my ideas. Plus there were
people at the lower level with whom I could talk about ideas and try to
bring them up to 5th grade level.
Ginger, I think you need to set up a way for your college students to be
able to dialogue about the strategies. When we took a Differentiated
Instuction course last summer the instructor had us all write down our email
addresses so that we could keep in contact. Maybe clustering them doing
different projects would help develop a communication so they can have
someone to bounce ideas off to make sure they make sense.
Alexa
+++++++++++++++++++++++++++++++++++++++

Date: Sat, 28 Jun 2003 17:04:46 -0700
From: "Hayley Dupuy" <dupuyh@cambrian.k12.ca.us>
Subject: Re: [mosaic] fitting it all in

>Who else out there is trying to teach the strategies in a 40 minute
period and how do you do it?!<

I have just begun teaching the strategies in a middle school setting.
One thing I tried was breaking up the week so that I did a think aloud
and guided practice ending with a brief discussion on one day, then
independent practice and discussion the next day. Since writing has to
fit in somewhere too, I tried some different things to connect writing
to the strategies each day. I can't say how successful I was at this
method because I didn't follow through with it for long enough, but I
plan on doing something similar next year.

It's been difficult for me and the teachers at my school to grasp how
to teach the strategies in depth in a middle school/limited time frame
and still meet other District expectations. We have 5 District
standardized benchmark tests assessing mastery of California standards,
including two pretests, in addition to the state standardized tests.

Hayley
+++++++++++++++++++++++++++++++++++++

back to archive