Carolyn Parkhurst is the author of The Dogs of Babel.

It is another mystery-type... similar to The Lovely Bones.... the reader
is "captured" within the first chapter! I can not wait to find out what
really happened to the main character! The dog, Lorelei, is the only
witness to her mistress', Lexy, death.

Enjoy!

Marla
++++++++++++++++++++++++++++++++++

From: "Lisa Repaskey" <chesna03@hotmail.com>
Subject: Re: [mosaic] math essentials
Date: Sun, 29 Jun 2003 21:36:05 -0400

http://www.learnnc.org/DPI/instserv.nsf/Category7?OpenView&Start=1&Count=30&
Expand=2#2

Here is the link to the Math Essentials for grades K,1,2,3,4, and 5. The
Week by Week Essentials files are quite sizable...you'll use plenty of ink
printing it out. Grades 3-5 have other resources on this site as well.

>>>From grade 3 on...you can even create tests that correspond to the
standards. The questions are set up like what students will find on the
high-stakes test. In NC, it's the EOGs.

If you don't want to print it out, you can always purchase the same thing
from the Department of Public Instruction in Raleigh.

Lisa/NC/1,2,3 loop
http://www.myschoolonline.com/NC/Tiggerkyds
++++++++++++++++++++++++++++++++++++++

From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: Re: [mosaic] MOT and a study group
Date: Sun, 29 Jun 2003 21:57:25 -0500

Patty,

My first exposure to MOT was through a study group in my building. One of
our reading teachers read the book over a summer and thought it would be
great for a book talk. It was! We met once a week either before or after
school. Someone volunteered to be a monitor. We read, discussed and tried
out the strategies. We came back the next week and discussed what happened.
It was a very positive experience. Since then I have read the book a few
more times and took a class with Ginger. Every time I read it I get more out
of it. An excellent companion book is Reading with Meaning by Debbie Miller.

Mary
Gr.8
++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] New book out in July!!
Date: Sun, 29 Jun 2003 22:54:57 -0500

Hi you guys! Susan Zimmerman (coauthor of MOT and cofounder of PEBC) and
Chryse Hutchins (a PEBC staff developer) have a new book coming out in July.
It looks like it is mostly for PARENTS but says teachers "-those who aren't
already using this valuable program-" can also benefit.

Here is the link. PLUS it is on sale as a preorder for $10.47. (240 pp.)
http://www.amazon.com/exec/obidos/tg/detail/-/0761515496/103-4843558-0547005
?v=glance&s=books

The book is called:

7 Keys to Comprehension: How to Help Your Kids Read It and Get It!
(search amazon.com if the above link won't work)

I just ordered mine. This is becoming the summer to buy books. But they
are all worth it.

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

From: "Kim Wagner" <reading@cfl.rr.com>
Subject: [mosaic] no time woes
Date: Mon, 30 Jun 2003 00:30:59 -0400

Naomi and Lori, thank you for your thoughtful replies. (And that
interesting link! I read through the 6 Ts and agree!) I do have *I read it
but...* In fact, I just started it yesterday.

I also ordered with *Reading with Meaning* today. I can't wait to get my
hands on it!

I think I will try the suggestion mentioned....teach whole group one day,
practice next, then guided reading with groups.

Kim
++++++++++++++++++++++++++++++++++++++

From: deborah a devine <debthereb@lightfirst.com>
Date: Sun, 29 Jun 2003 23:47:38 -0500
Subject: [mosaic] math essentials/off site offering for directions

I've received a lot of personal e-mails about the time you need to
invest, what grade would be approporiate, what do I need to do to get
ready to teach it..etc. So I will put all of my ideas down in an
organized manner and personally e-mail it to anyone who wants to know
more about teaching math problem solving as thinkers. I feel funny
about using the list serve time to rattle on about teaching math using
my MOT strategies. Yet, I see so many parallels between teaching
reading and math using the MOT strategies.
In reading, we work on teaching connections to yourself, the world,
and other text. We do that so children can see a bigger picture and
infer meaning. In math, we work on teaching conjectures. Conjectures
are the big picture of math. They help you look at your answer and
think, "Does that make sense." Conjectures are the important
mathmatical ideas that provide the power to learn new mathematical
ideas, to solve problems and to understand the mathmatics they are
learning and using. Conjectures can be justified and discussed.
Mathmatics insstruction in my class is heavily dependent on
language. Receptive language is used as they listen to each others
ideas and to the questioning I bring to the discussion. They make use
of expressive language as they share their ideas and ask questions.
Lastly, they formulate their ideas in the written form in an organized
way.
To give you an example of how I work towards learning conjectures
I'll use the example of an individual book each child illustrates on
the first day of school. It's called "Polygons". I wrote the book and
have it preassembled, but there are no illustrations.
Page 1: It all began on August 26, 2002, which was my first day of
school in Third Grade. I was a little afraid that Third Grade was going
to be a lot harder than Second Grade, and I was right!
"This year in Math, we are going to begin by learning about
polygons," said Mrs. Devine.
Page 2:"Polygons! I thought. "What in the world is a polygon? Why can't
we start with something easy like adding 7 + 2 +9."
Page 3:Mrs. Devine began showing us these shapes and telling us they
are NOT POLYGONS.
Page 4: Next, she showed us these shapes and told us they ARE POLYGONS.
Page 5: As a class, we decided that polygons are_____________________
Page 6: Polygons are everywhere. Everywhere you look in our world.
Just look at these examples I found as our class took a short walk near
our school.
See, I could tell children the definition of a polygon, but they
wouldn't make a connection or see polygons in their world. We also
gained the vocabulary of open figures and closed figures. They also
need to be able to tell what it and what isn't a polygon.

Oh....and then they take their book home and read their math to their
parents. The next day, we made polygons on the geoboards, and talked
about how some of them have special names like hexagon, and nonagon.

Why follow it up with a manipulative? My daughter is a Speech
Therapist. She was working recently with a 2 year old boy who only has
a vocabulary of 10 words. He should have 200-300. One of the activities
that she does with him is to roll him on the therapy ball (which he
likes) and then place a word picture card in front of him as he rolls
forward. So she says the name of the picture, "car" and he verbalizes,
and then she rolls him back.
She says that movement and vocabulary are great partners. One helps the
other. So I always try to use manipulatives whenever I can.

Okay, I know I said I wasn't going to use listserve time to talk so
much about math. E-mail me at debthereb@lightfirst.com if you want my
directions for using Math Essentials.
++++++++++++++++++++++++++++++++++++

From: MAMASWIRLZ@aol.com
Date: Mon, 30 Jun 2003 05:48:55 EDT
Subject: Re: [mosaic] math essentials/keep it on

I think that the discussion is so interesting. Please don't take it off the
list. I have been to the links and I am following what is being said. If
you
leave math in the subject line, anyone not interested can just delete it
without reading it. However, this is unlikely, as most elementary school
teachers
teach math too.

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

From: "Cathy Semkin" <cathy@iland.net>
Subject: [mosaic] Math essentials
Date: Mon, 30 Jun 2003 06:45:53 -0500

Deborah,
I agree with Naomi. Please keep posting math strategies on this list
serv. Reading is so much more than just one class. However, building
the bridges with other subjects particularly math is very difficult. I
need all the help I can get!
Cathy
+++++++++++++++++++++++++++++++++++

From: Piano102@aol.com
Date: Mon, 30 Jun 2003 08:10:02 EDT
Subject: Re: [mosaic] Island teachers

Just a point of information: Heinemann offers a self-study course one can do
at home on Mosaic of thought. Just follow this link:

www.Heinemann.com/shared/products/SPRC1.asp
Implementing Mosaic of Thought:

Hope it is helpful to someone this summer.
Sharen
++++++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] middleweb
Date: Mon, 30 Jun 2003 07:21:05 -0500

Hi Martha and others,
I was on the Middleweb list-serve for awhile and it is great. I just
had to prioritize....too much time on the computer. Can anyone relate?
The other great thing is the moderator does a weekly journal which you
can access and there are different resources available at their site. I
recommend it too! :) Shelly
++++++++++++++++++++++++++++++++++++

Date: Mon, 30 Jun 2003 07:43:56 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] New book out in July!!

Ginger,

I am going to rely on your opinion on this book. The community literacy
level in my area is very
low and we have to think carefully about what we ask parents to read. I
have found Mem Fox's
Reading Magic to be a very accessible text to parents (and use it in my
Children's Lit class with
preservice teachers). Of course, my personal bias towards loving everything
she writes may be a
factor!

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

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] 1.) reading response journal eval - teaching tool 2.)
Nice
Date: Mon, 30 Jun 2003 07:38:50 -0500

Hi all....in case it isn't what you thought.....I just wanted to clarify =
that the rubric that I submitted on the teaching tools page is a =
Reader's Response Notebook Rubric (not a Writer's Notebook)......I think =
that notebook is different than a Writer's Notebook....isn't it??? If =
not, please correct. Isn't a writer's notebook, where student's just =
write and gather ideas for future writing.
Enjoy!
+++++++++++++++++++++++++++++++++++++++

From: Creecher12@aol.com
Date: Mon, 30 Jun 2003 09:00:03 EDT
Subject: Re: [mosaic] Lisa Delpit.

In a message dated 6/29/03 5:40:59 PM Eastern Daylight Time, RKCTEC5@aol.com
writes:

> Our children need only learn the discourses, ways of speaking, thinking,
> acting, in certain communities, so they can be successful moving in and
out
> of
> those communites at will.

It is interesting Ruby, to hear Delpit tell her story of her own
understanding of this with her daughter. She told this story at NCTE last
year. Originally
she wanted her only to speak "proper" English and have her go to a school
that was mostly white and taught children the "language of power." It was
only
when her daughter reached her adolescence and was searching for her own
identity, that Delpit realized that she needed to relearn what she had
thought was
right for her daughter.

If anyone ever gets the chance to hear Lisa Delpit, don't think twice about
going. She is an incredible woman and as Oprah likes to brag is "full of
herself" as we all should be!

Nancy
++++++++++++++++++++++++++++++++++++++++++++

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: [mosaic] metacognition article
Date: Mon, 30 Jun 2003 09:33:19 -0400

Promoting Learning...
by Dr. Marvin Marshall

Metacognition
Thinking about Thinking Is Essential for Learning

http://teachers.net/gazette/JUN03/marshall.html

This is what we are teaching our kids through the strategies...just another
article to support why we're doing what we're doing!
--Carrie :)
++++++++++++++++++++++++++++++++++++++

Date: Mon, 30 Jun 2003 08:58:58 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] math essentials and units of study

Hi Lisa,
Thanks for clarifying this. I'm already in the process of downloading and
saving
onto a file. I am loving this discussion of how to use strategies in other
content
areas.

By the way, those of you who have developed reading and/or writing units,
can
you give me some examples of what these look like? We are in the process of
developing units in our school (Quito, Ecuador) for the first time and
teachers are
struggling with this idea. I am using Isoke Nia and Katie Woods Ray as my
mentors
as I work with teachers, but there is a lot of knowledge that many teachers
lack in
this area--this was new to me, too at one time. In any case, some teachers
want to
use the 6 Traits for example as their unit titles. I know this is primarily
a reading
listserv, so if you only want to think about this issue in reference to
reading, that
would be fine, too. Would you design a unit based solely around the
strategies??
If so, what would that look like? If not, what would you do?
Thanks to any and all comments on this topic.
Elisa
+++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] new parent book
Date: Mon, 30 Jun 2003 08:59:30 -0500

Lori- I can write up my humble opinion of the new book due out in July for
parents after I get it if you want to wait. I just feel that if it is
coming from PEBC people it will probably be well worth the ten bucks. I may
not have parents read it in entirety but I may find snippets in there I can
send home along the way as I teach the strategies. I've always struggled
with how to write it up and if they have now done that then YIPPEE!! Plus
the more I personally read on the teaching the better teacher I become.

I just read Susan Zimmermann's memoir. She has a daughter with Rhett's
syndrome. It's called Grief Dancers: A Journey into the Depths of the Soul.
She also has a second book which is called Writing to Heal the Soul:
Transforming Grief and Loss Through Writing. I guess she is out speaking on
the "healing power of writing and ways to deepen reading and writing
experience for adults and children."

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

From: MEHitzel@aol.com
Date: Mon, 30 Jun 2003 10:48:25 EDT
Subject: Re: [mosaic] Island teachers

In a message dated 6/29/2003 5:04:23 PM US Mountain Standard Time,
Patty526@aol.com writes:

> Am I correct in thinking that a study group doesn't necessarily have to
> have an "expert"?

Patty,
I facilitated a MOT book study group this spring. I am new at this
teaching, too, and definitely not anywhere near being an expert. Our group
met
once a week in the morning. There was a second small group of 3-4 teachers
who
met seperatly after school. I wrote reflection/focus questions for each
week's readings. They're posted on the tools site. I wasn't sure if they
were
good or necessary, but the teachers in my group asked me to keep making them
each
week. Our conversations didn't always stay very focused on MOT. I think
because I hadn't ever led a book study before I wasn't as adept at keeping
the
focus as I would have liked. Most of the other teachers who participated
have
been teaching for a very long time and are excellent teachers. I didn't
want
to come across as saying, "You have to do this type of teaching." What I
accomplished was introducing them to this type of teaching. I don't think
their
instruction will be majorly impacted yet from just participating in this
group.
We will be doing a follow up study of Debbie Miller's book and videos this
year. Many of the teachers that participated were primary teachers and I
know
they will love Debbie Miller's work. I use her book extensively, even
though I
teach intermediate. I can't wait to see the videos.

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

From: MEHitzel@aol.com
Date: Mon, 30 Jun 2003 11:02:45 EDT
Subject: Re: [mosaic] math essentials/off site offering for directions

In a message dated 6/29/2003 9:53:02 PM US Mountain Standard Time,
debthereb@lightfirst.com writes:

> I feel funny
> about using the list serve time to rattle on about teaching math using
> my MOT strategies.

Deb - I don't know if others agree or not, but couldn't you post your
thoughts/ideas to the listserve with a certain subject title, e.g.,
Math/MOT. That
way those not interested could just delete without opening. I think there
are
probably a lot of us interested and you may end up spending a lot of time
sending out personal e-mails. I think one of the things that makes this
teaching
powerful is its connections to all curricular areas. Anyway, just a
thought.
If not, please add me to your list of people who are interested. Thanks!
Martha
+++++++++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Mon, 30 Jun 2003 11:10:37 EDT
Subject: Re: [mosaic] 1.) reading response journal eval - teaching tool 2.)
Nice

In a message dated 6/30/2003 5:51:55 AM US Mountain Standard Time,
pristine@aclass.com writes:

> Reader's Response Notebook Rubric (not a Writer's Notebook)......I think
> that notebook is different than a Writer's Notebook....isn't it???

I will be implementing a writer's workshop this year and this is something
I've been thinking a lot about this summer. Should the two be kept separate
or
as one? I've been marginally sucessful at keeping a writer's notebook
myself
this summer (though I hope to improve now that my master's classes are done
for the summer) and find that many of the things I decide to write about are
thoughts triggered by my reading. I've heard of teachers combining the two
and
calling it a literacy journal. I'd love to know what others think/do.
Martha/4/5/az
+++++++++++++++++++++++++++++++++++++

Date: Mon, 30 Jun 2003 11:00:12 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] anyone want to discuss anything?

Maria,
It's amazing to me the positive results I've gotten from explicitly
stating to kids why we're doing
something, what is the purpose of the activity/lesson, etc and what's
the advantage (what's in it
for them) to them if they "get it". I work primarily with middle school
kids.
Elisa
++++++++++++++++++++++++++++++++++++

Date: Mon, 30 Jun 2003 08:55:40 -0700
Subject: Re: [mosaic] TEACHING TOOLS and 4th Grade Help!
From: Diane M Shadwick <dshadwick@juno.com>

Thank you Ginger for the teaching tools. I am printing them off and
putting them into a notebook so that I can use them when I complete my
Internship as a Reading Specialist. My Internship begins next Monday.
With the teaching tools, I feel better prepared.

I'll be teaching out of my "element" 4th graders---any suggestions would
be greatly appreciated from the listserve:-)

Dee
++++++++++++++++++++++++++++++++++++

Date: Mon, 30 Jun 2003 11:55:03 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] linking comprehension strategies to writing

Yes, but I also think they would advocate for doing genre studies
because writing in
a different genre forces you to take a different stance, to write in a
different way.
How do you see the 6 Traits fitting into this overall scheme?
Elisa
+++++++++++++++++++++++++++++++++++

Date: Mon, 30 Jun 2003 12:28:42 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] linking comprehension strategies to writing

Can I jump in? I see 6 + 1 Trait fitting into mini lessons. For
example, I took the Craft Lessons book by Fletcher and Portalupi and
looked at them from the standpoint of being a 6 + 1 trainer. It was
very easy to identify these lessons as fitting nicely into one or more
of the traits, with the exception of conventions. I color coded the
lessons and but colored tabs into the book so that I can look for craft
lessons that fit the traits. We have to include 6 Trait lessons in our
lesson plans so this should make it easier to make sure I am meeting my
district's requirements and working within the framework of Writer's
Workshop.

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

From: "pat" <p.brown@comcast.net>
Subject: Re: [mosaic] math essentials/keep it on
Date: Mon, 30 Jun 2003 13:39:27 -0400

As do I. Using the subject line is a great way for all of us to choose what
to read. I expect to wade through hundreds of messages when I get back from
vacation (& I will wade through because of the amazingly helpful thoughts
people share here). Subject line clues will save time.

I've loved exploring thinking with 4th/5th graders in reading &writing and
have been looking for ideas on expanding the MOT vocabulary throughout the
curriculum so students can begin to get the idea that thinking isn't
compartmentalized.
Pat
+++++++++++++++++++++++++++++++++

Date: Mon, 30 Jun 2003 12:53:40 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] math essentials/keep it on

Okay, then I have to share an insight made by a student this year. It was
in the context of
discussing estimation. One of my first graders said that estimating is a
lot like inferring, that
you take what you have, and what you know about, and then make a reasonable
guess (we talked about
the idea of reasonable so much during estimation). It is like inferring
because you take what is in
the book and what you know to make reasonable guesses.

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

Date: Mon, 30 Jun 2003 11:08:31 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] Island teachers

While you don't need an expert, it is helpful to make up a schedule of
topics and an agenda each time, so you accomplish what you set out to do.
Ours have been for district credit, so we also ask teachers to detail a
few lessons from the book and bring 'kid stuff' back to the group as well.
Food helps build community too-especially chocolate! ;-D
Debbie
++++++++++++++++++++++++++++++++++++

Date: Mon, 30 Jun 2003 11:14:31 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] 1.) reading response journal eval - teaching tool

It was easier for me (don't know about my kiddos) to keep them separate.
Their writer's notebooks were primarily for ideas and plans. Sometimes I
had to choose where things were best recorded (ie. a writing lesson on
great beginnings where the children noted their favorite openings from
literature) Reader's Response logs were primarily to write about what
they were currently reading during literature conversations, guided
reading &/or independent reading. Have you checked out Fountas and
Pinnell's Readers Workshop notebooks?
Debbie
++++++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Mon, 30 Jun 2003 14:55:09 EDT
Subject: Re: [mosaic] 1.) reading response journal eval - teaching tool 2.)
Nice

In a message dated 6/30/2003 11:42:22 AM US Mountain Standard Time,
drondeau@de.dvusd.org writes:

> Have you checked out Fountas and Pinnell's Readers Workshop notebooks?
>

I've never even heard of them, although I have been reading and rereading
their Guiding Readers and Writers.

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

From: deborah a devine <debthereb@lightfirst.com>
Date: Mon, 30 Jun 2003 14:14:08 -0500
Subject: [mosaic] Math/MOT

Thanks for your interest. I'll keep my comments on the list serve and
use the subject Math/Mot as my subject per Marths's suggestion.
Deb D
++++++++++++++++++++++++++++++++++++++

Date: Mon, 30 Jun 2003 12:55:51 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] 1.) reading response journal eval - teaching tool

If you go to the Heinemann site, you'll find them there. They're sold in
packs of 5 or 25, I believe.
Check it out...
Debbie
++++++++++++++++++++++++++++++++++++++

From: <john8244@bellsouth.net>
Subject: [mosaic] Reading /MOT/ Science / Social Studies
Date: Mon, 30 Jun 2003 17:45:49 -0400

> I personally would love to hear how you use theses strategies when
teaching science, social studies. I realize we use many of the strategies
with trade books but let's share what we do with text books.....
+++++++++++++++++++++++++++++++++++++++

From: Soswes@aol.com
Date: Mon, 30 Jun 2003 18:21:59 EDT
Subject: [mosaic] (no subject)

Laura....it's on www.learnnc.com
then click on Instructional Resources
Then click on DPI Instructional Services
Then click on Mathematics
The click on Instructional Resources
Click on Strategies for Instruction and the grade level you want.

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

From: RKCTEC5@aol.com
Date: Mon, 30 Jun 2003 18:55:23 EDT
Subject: Re: [mosaic] Lisa Delpit.

Yes Nancy,
I ate Delpit's book like a delicious ice cream bar! Delpit had to realize
that in pushing the language of power she was devaluing her own language.
Both
are valuable, and expertise in each are needed to be successful in varied
communities. I think, as teachers, we need to have kids practice saying
things in
many ways and for different situations and contexts so they get a feel for
the kind of language switching EVERYONE does.
Ruby
+++++++++++++++++++++++++++++++++++++++++++++

From: Soswes@aol.com
Date: Mon, 30 Jun 2003 19:11:02 EDT
Subject: Re: [mosaic] linking comprehension strategies to writing

Elisa,

I'm in no way a 6 traits expert, I've just read the books, and I'm going to
my first class next week. But, teaching kids ideas, voice, sentence
fluency,
word choice, organization, conventions lends itself to all genre's. Which
words to use when, how to organize it, making it flow.

I need to learn more, but I think it fits right in. It certainly fits in
with the strategies:

Ideas: connections to our lives, others, books, etc.
word choice: visualizing
voice: inferring
sentence fluency: visualizing,
organization: questioning; visualizing;synthesis

Just ramblin' and trying to learn!

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

From: RKCTEC5@aol.com
Date: Mon, 30 Jun 2003 20:42:46 EDT
Subject: Re: [mosaic] linking comprehension strategies to writing

In a message dated 6/30/03 6:15:47 PM, Soswes@aol.com writes:

<< Elisa,

I'm in no way a 6 traits expert, I've just read the books, and I'm going to
my first class next week. But, teaching kids ideas, voice, sentence
fluency,
word choice, organization, conventions lends itself to all genre's. Which
words to use when, how to organize it, making it flow. . . .
Sandi >>

Sandi,
I think the value of looking at writing through the lens of genre or craft
helps children to hone in on what happens to voice, ideas, sentence fluency,
word choice, organization, and conventions when writing.

Text organization is different for a list book and a personal narrative. Do
kids know how?
A book can be organized as a list, but the genre might be nonficiton, or a
memoir. When I Was Young in the Mountains is a memoir by Cynthia Rylant
that is
organized as a listbook. Writing recipes or How To books are nonfiction
lists. An ABC book is a listbook, but it can be structured at various
levels of
sentence fluency. It could be an ABC book of Flowers or an ABC books of
places
in the world, each section complete with paragraghs, graphs, and maps.

Sentence fluency looks different in the list book "NO David," and "When I
Was
Young in the Mountains." Word choice is also different for the two books
because of what the authors were trying to accomplish. And different word
choice
again for a How To book. Voice can be a big part of a Nonfiction Feature
article, but is not used in straight nonfiction which contains a bunch of
facts.
There are conventions used in non fiction, like captions and bold print,
that
are not necessarily used with personal narratives.

So I guess I am saying that it depends on the genre, form, or structure of
the text the child is writing that determines the way each trait is used,
the
importance of the trait, and the particular elements of a trait one should
attend to. Word choice in poetry may contain lots of descriptive language,
whereas
in nonfiction factual type words are used. When word choice is studied,
will
kids discover that words like Dear Sir, or Dear Mom, sincerely, with love,
love always, are letter words? That dialogue is used in narratives but not
in
nonfiction? Studying lots of book in one genre will help children know what
kinds of words are and are not used. Think of the word choice in the genre
of
commercials -- New, Bold, Exciting, On Sale Now! If one just studies word
choice without it being through the lens of a genre or craft study, how will
children make the connections they need to make to transfer that learning to
their
own writing for the purpose that writing needs to have?

I am writing my way to meaning here so this might not be said too succintly
or clearly. What use is sentence fluency, when writing a two-word per page
list book? (red apples, blue sky, green grass etc.)
How to books and Research papers follow certain kinds of organizations that
are different from writing a personal narrative or letter. These are just
things to think about. Not things I am totally clear in myself.
Ruby
+++++++++++++++++++++++++++

From: deborah a devine <debthereb@lightfirst.com>
Date: Mon, 30 Jun 2003 19:43:53 -0500
Subject: Re: [mosaic] estimating and inferring

Lori,
I love it...estimating is inferring! I believe if a child can't ask
themself, "Does the answer make sense.", all they are doing is rotely
following a procedure to obtain an answer. It's like the children who
can read text, yet not know what they have read.
I received my Knee to Knee from the UPS man today, and am looking
forward to joining the book talk.
Deborah D
+++++++++++++++++++++++++++

From: JLabar1026@aol.com
Date: Mon, 30 Jun 2003 20:51:26 EDT
Subject: Re: [mosaic] Sweet Hereafter

Sweet Hereafter (adapted to film)-

Tragedy within tragedy through the eyes of a school bus driver, a Viet Nam
vet, a lawyer, and a student.

The story revolves around the perspectives of the above mentioned and how
they perceive a school bus accident in upstate New York on a snowy, wintery
morning.

BG
+++++++++++++++++++++++++++

From: JLabar1026@aol.com
Date: Mon, 30 Jun 2003 20:52:19 EDT
Subject: Re: [mosaic] Lovely Bones - a GREAT read

In a message dated 6/29/03 9:25:43 PM Eastern Daylight Time, barrick@vvm.com
writes:

> Carolyn Parkhurst is the author of The Dogs of Babel

Thanks.

BG
+++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] First 15 minutes
Date: Mon, 30 Jun 2003 19:58:32 -0500

Hi all....I was so thrilled to see this topic up for discusson. First of
all, I was out of town last week at a teaching workshop and accessing
e-mail from there. My e-mail used to still be at home when I did this
and for some reason they didn't all pop up. (thankfully too.....since
there were like 200 or more messages. :) - anyway, I saved some of the
messages I wanted to respond to and they are gone.) Here goes from
memory.

So many times I am thinking something and not sure if it's TOTALLY
off-base and then someone else has the courage to say it on this
list-serve. Anyway, I had been reworking my schedule already and
agree...that DOL has been a waste of time in my classroom ...a time
filler for me. SO I am committed to changing the morning. Here is my
plan so far....
AND I think that when the DOL phenomenon started about 10 - 12 years ago
it had something to do with raising test scores (and it did for awhile)
and now it doesn't because people don't make the concentrated effort at
DOl like they did in the beginning. If I am remembering correctly how I
heard this was from a professor in grad. school. She said that in the
research they call it "stand on your head" phenomenon because anything
that you make a total focus on changing like grammar/mechanics through
DOL will show a significant improvement in test scores (FOR AWHILE ) and
then fade away.

This schedule will work for Wed. - Friday. (Monday and Tuesday have
longer morning specials.
8:25 Students begin arriving
Check in - Turn in homework - BrainTeaser on overhead and begin
Anchor Sheet, There is also a daily Math problemyou can access through
an internet website I am interested in. (I haven't followed the Math
strand.....??...probably should be.) Possibly conference with students
here.......I must get more organized though.
(Anchor sheet has daily quotes to write and respond to, a vocab
word of the week study and journal question. Students keep all of this
in a three subject notebook. I have been thinking about how to redo it.
Most of this activity ties into language block, but I don't think I want
to start the day with it.
8:40 Tardy bell rings. Community Circle (In the beginning it might take
longer than 10 minutes and certainly it will on Mondays.)
8:50 - 9:40 Writing Workhop
9:40 - 10:30 Reading Workshop
10:30 - 10:45 Recess
10:55 - 11:35 Language Work Study (DOL/interactive edit here but NOT
everyday)
11:35 - 12:15 Math
12:20 - 1:05 Lunch/Recess
1:15 - 1:30 Read Aloud
1:30 - 2:30 Theme/Inquiry time (We alternate Science and Social Studies
Units for a more in-depth study)
2:30 - 3:00 (Not always the same time - Special Area)
3:00 - 3:30 Tie up loose ends, dismiss..............
=20
It looks good on paper, but something doesn't feel right.........what do
you think????
Shelly
5th grade
+++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] readers/writers notebooks
Date: Mon, 30 Jun 2003 20:04:15 -0500

Does F/P have a notebook they market? Or are you talking about what they
describe in their big Guiding Reading and WRiting book? I have only
pilfered through the Reading chapters. I really want to think about
this more and would love to discuss it because I also have my students
keep Science Logs. The reason I like this is because loose paper never
ends up in the folder or 3-ring by the end of the year. The notebook
shows growth and is kind of like a treasure at the end.

So I currently use a Science Log, a REading Response Log and my anchor
notebook (Quotes, Vocab, Writing Explorations (journal topic provided by
me.) To have a writer's notebook too seems crazy.....for me and the
kids......what do you think?
++++++++++++++++++++++++++++

From: deborah a devine <debthereb@lightfirst.com>
Date: Mon, 30 Jun 2003 20:25:21 -0500
Subject: [mosaic] Inclusion students and math essentials

Gosh, I almost forgot to mention one of the best things about the
learnnc math site. I had an inclusion student in my third grade class.
She was reading at Level 5, and unable to count to 30, or add without
using a number line. What in the world was I going to do.
Enter learnnc. I printed the first grade curriculum strands that shows
all the different activities that you can do to learn those ideas. When
we were doing Geometry...so was she. I used the ideas right out of the
book and checked them off as I did them. Her mother was happy too.
Also I printed the Observation Profile for first grade and I
colored in a box each time she would do an activity that could help her
learn that national math standard. It helped at the IEP meeting, her
mother was happy, and I was happy because someone spelled it out at her
level for me and I could set goals for her using those materials.
Go back to the site everyone and print the Observation Profile for
your grade level. It's wonderful to use at Parent Conference with all
the little boxes you can color in on your master list. "Yes, dear
Parent your child is working towards learning Mathmatics that is
spelling out in National Standards!! I have direction and purpose!"
said the confident teacher.
Deborah D
++++++++++++++++++++++++++++++++

Date: Mon, 30 Jun 2003 21:42:14 -0500
From: Jim & Jan Pettry <jdpettry@erinet.com>
Subject: [mosaic] Island teachers: book studies

Patty wrote:

"I have taught some professional development courses from time to time,
and would like to lead a discussion group on MOT and/or STW. However,
since I am still learning myself, I wondered how effective I might be.
Am I correct in thinking that a study group doesn't necessarily have to
have an "expert"? "

Hi everyone,

I teach Title I reading in a K-5 building. Our book study this year was
Reading with Meaning by Debbie Miller. I helped by dividing up the
Happy Reading and the portions of the Strategies in Action videos that
feature Debbie Miller so we could see some of those each time. However,
every member of the study team (there were 14 of us) took a turn
facilitating--a few of us doubled up to fit the study into 10 sessions.
We read one chapter for each session. The facilitator's job was to
keep discussion going, but most of the time we all kept it going. Not
having an "expert" acknowledged that we all had expertise. I liked
that, and I think it helped everyone take ownership during the
discussions. This was strictly voluntary, too. We even used grant
money to pay ourselves small stipends in the form of gift cards to
Walmart, Staples, and our local grocery because we met outside of
contract time. We met every other week for several months during the
second semester this year. We plan to meet in grade levels this summer
to talk about how to implement teaching the strategies all year this
coming year. We bought copies of MOT for people who wanted to read it
on their own for now, but our study focus next year will be how we are
implementing the strategies. The previous year we studied Calkins' The
Art of Teaching Writing, but we didn't work hard on implementing what we
learned. We want to work on putting into practice all we learned in our
studies.

Jan
+++++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Mon, 30 Jun 2003 21:53:57 EDT
Subject: Re: [mosaic] First 15 minutes

In a message dated 6/30/2003 6:11:38 PM US Mountain Standard Time,
pristine@aclass.com writes:

> It looks good on paper, but something doesn't feel right.........what do
> you think????
>

I teach 4/5 and I know what doesn't look right because I'm dealing with the
same exact issue. Where are the big blocks of time that we know reading and
writing workshops need? I'm not being critical here, just voicing my
frustration. There just doesn't ever seem to be enough time! I have been
working on my
schedule, too, and I know I can write in 10 minutes for class meeting (Is
that what you mean by community circle) or 15 minutes for read aloud, but I
have
a terrible time sticking to that short of a time. I take too long with my
"mini" lessons and eat up too much of workshop time. Something I'm really
going
to work on this year! I think I've decided to use the first 10-15 minutes
of
school for independent reading/ writing in writer's notebook. I will
incorporate the skills from DOL in WW minilessons. Julie from the middleweb
site did
punctuation as a unit of study in WW. I thought that was a very interesting
idea. I've been reading Word Journeys and also want to do these activities
in
a daily word study. Does anyone else use this book?
Martha/4/5/az
+++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Mon, 30 Jun 2003 21:57:09 EDT
Subject: Re: [mosaic] readers/writers notebooks

In a message dated 6/30/2003 6:11:12 PM US Mountain Standard Time,
pristine@aclass.com writes:

> To have a writer's notebook too seems crazy....

It sounds to me like your anchor notebook may be similar to a writer's
notebook? I looked up the reader's notebooks on the Heinemann site. They
look
interesting, but I wouldn't spend my money on them. I do think I will use
some of
the ideas, though.

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

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: Re: [mosaic] First 15 minutes
Date: Mon, 30 Jun 2003 22:02:09 -0400

Hi Shelly--
What is Community Circle? We start our day with Morning Meeting and I was
wondering if it was similar.
--Carrie :)
+++++++++++++++++++++++++++++++++

From: "Kathy" <teach@willinet.net>
Subject: Re: [mosaic] readers/writers notebooks
Date: Mon, 30 Jun 2003 19:39:40 -0700

F/P do have a Reader's Notebook that they sell through Heinemann. I
haven't checked the website, but I purchased my through a Heinemann
dealer. It is light blue and has tabs across the top for the sections
which are: Reading List, Books to Read, Letters, Guided Reading/Book
Club.

I basically bought this one to share at workshops on guided reading that
I do. I personally would just by spiral notebooks at the beginning of
the year - like when Target has them at about 15 to 20 cents each!

The dealer I bought mine through is:
NJL Associates, INC
Des Moines, IA=20
800-484-9618 Code: 7915
www.njlbooks.com

Kathy
+++++++++++++++++++++++++++++++++

deborah a devine wrote:

> An Example of a 3rd Grade Students Work/Female
> Question: Writing About Math Section: If the answer is eight, what
> could the question be? Write as many as you can.
>
> First, I know 8 could be the answer of adding, subtracting,
> multiplying, or dividing because they asked for an answer not a sum,
> difference, product, or divisor. I will first write about adding. I
> know a chart will help me.
> 1st number 2nd number
> or even a + b = 8
> 0 8
> 1 7 or 8= 5 +3
> 2 6 5 + 3 = 8
> 3 5
> 4 4
> 5 3
> 6 2
> 7 1
> 8 0
>
> Next, subtract There is more but I don’t have more time.
> >From subtract There are 19 ways
> 9 1
> 10 2 9-1=8
> 11 3 10-2=8
> 12 4
> 13 5
> 14 6
> 15 7
++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 30 Jun 2003 22:47:37 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Math/MOT

We use something similar as an assessment. Write as many number sentences
as you can for 12. (I
wanted it be prompted with something like 'how many ways can you show 12',
but I lost). It is very
telling in terms of number sense but also in terms of the level of
sophistication in understanding.
Sometimes we see very few and very simplistic answers and sometimes we get
heavily involved
algebraic responses. When I use this as a teaching tool and prompt it
differently it gets really
interesting--the Lakota word for twelve, the number word, one dime and two
pennies, you name it. I
like to do it once a month and give the kids the choice of three numbers, so
that they can match the
challenge to their self-perception of difficulty.

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

From: "Marcia Kellenberger" <mgk59@msn.com>
Subject: [mosaic] K2K --Video clips
Date: Mon, 30 Jun 2003 23:49:40 -0500

This might be a bit premature, since the K2K talk hasn't "officially"
started, but since the question about the videos was posed . . .

A few of us had the opportunity to get together today and look at the
sections of the Ramona video and the Joe Gould video suggested in K2K.
The first time through we were kind of disappointed -- didn't seem all
that earth-shaking. But as we watched the sequences again, keeping in
mind what we were looking for, and then for the third time with the
sound MUTED, they both seemed like they would give our students (our
group represented grades 2 through 4) a good visual of an authentic
conversation.

We all agreed that the kids would most likely not pick up on the fine
points (i.e. several times the characters responded in a totally
non-verbal way -- rolled eyes, a wrinkled nose, etc.) unless we stopped
the video and explicitly pointed them out, which is what Cole suggested
in K2K.

We only watched just the short section of Joe Gould suggested in the
book, so while the video (rated R!!!!) would most likely not be
appropriate (as someone had posted earlier) in its entirety, the short
clip of the family at the dinner table was fine. (Really could get no
sense of what the story was about from that section).

We also decided that we would try to re-look at the the Strategies that
Work videos, as well as the Debbie Miller video to find clips of kids
talking about books with each other. (We all thought we could remember
some specific clips that would work well.)

Hope this helps!

Marcia/2nd
+++++++++++++++++++++++++++++++

Date: Mon, 30 Jun 2003 23:48:40 -0700
From: Carol Lau <cllc@attbi.com>
Subject: Re: [mosaic] reader-author connections

Just rented DVD "The Hours" and watched a few times plus listened to author,
director, and actor
commentaries. I was just struck by the idea of this writer from another
time and place having such a
profound effect on a reader. It was so interesting to see the connections
in the women's story lines
as the writer, reader, and character each "lives" her story.

Haven't read Mrs. Dalloway or The Hours, but this movie was very
thought-provoking and
image-evoking! Seemed relevant to the type of reader engagement we're
discussing and speaks to the
power of books in people's lives. Carol
+++++++++++++++++++++++++++++++++++

From: SKosmoski@aol.com
Date: Tue, 1 Jul 2003 05:16:08 EDT
Subject: Re: [mosaic] Math/MOT  An example of

Lori--
I did this several years ago with a group of 2nd graders. The number I used
was 4. Some of their answers included--
what a golfer says before he hits a ball
the number of eyes that someone with glasses has
I never laughed so hard! It is amazing the connections kids make!
Mary Anne
++++++++++++++++++++++++++++++++++++

From: SKosmoski@aol.com
Date: Tue, 1 Jul 2003 05:41:29 EDT
Subject: Re: [mosaic] middleweb

Hi all!
I have to second Shelly's recommendation! There are several of us on both
lists--but I have been on middleweb since it started. There is a great
wealth of
expertise and camaraderie on that list.
Mary Anne
++++++++++++++++++++++++++++++++++++++

Date: Tue, 1 Jul 2003 05:01:16 -0700 (PDT)
From: Yvonne Greene <myvonnegreene@yahoo.com>
Subject: [mosaic] new to list

Hello All,

My name is Yvonne Greene and I teach resource at the
elementary level. This upcoming year I will work with
K-3rd students who are several years behind their
peers. I am hoping to gain insight in using the
methods and ideas presented in MOT and STW through
this listserv.

I tried to incorporate ideas last year with my K-5th
graders. I discovered that a 45 min class time to
remediate as well as incorporate new methods was very
overwhelming. This year I will have 1 1/2 to 3 hours
for reading and language combined. This should make
it much easier to teach the students well.

Thanks for all the ideas in advance.
Yvonne
+++++++++++++++++++++++++++++++++++++

Date: Tue, 01 Jul 2003 07:09:02 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] reader-author connections

Carol,

I rented this just two days ago as well and loved the film. Like you, I
have not read Mrs. Dalloway, or
any Virginia Wolfe for that matter. Do I get credit for having seen Whose
Afraid of Virginia Wolfe? I
looked up The Hours and it looks like a really good book, very well
reviewed. Leaves me wishing for a
library!

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

Date: Tue, 01 Jul 2003 07:11:11 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Math/MOT  An example of 3rd grade

I am wondering now how children would respond to a very open ended
prompt, something like "Tell me (Show me?) what you know about the
number...".

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

Date: Tue, 01 Jul 2003 07:24:24 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] reader-author connections/The Hours

Carol,

We are of the VCR age, so I missed all the commentary. I would love to hear
more about the conversations.

Lori

Lori Jackson wrote:

> Carol,
>
> I rented this just two days ago as well and loved the film. Like you, I
have not read Mrs. Dalloway, or
> any Virginia Wolfe for that matter. Do I get credit for having seen Whose
Afraid of Virginia Wolfe? I
> looked up The Hours and it looks like a really good book, very well
reviewed. Leaves me wishing for a
> library!
>
> Lori
>
> Carol Lau wrote:
>
> > Just rented DVD "The Hours" and watched a few times plus listened to
author, director, and actor
> > commentaries. I was just struck by the idea of this writer from another
time and place having such a
> > profound effect on a reader. It was so interesting to see the
connections in the women's story lines
> > as the writer, reader, and character each "lives" her story.
> >
> > Haven't read Mrs. Dalloway or The Hours, but this movie was very
thought-provoking and
> > image-evoking! Seemed relevant to the type of reader engagement we're
discussing and speaks to the
> > power of books in people's lives. Carol
++++++++++++++++++++++++++++++++++++++

Date: Tue, 01 Jul 2003 07:37:59 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: [mosaic] Math/MOT

I have been very much interested in the conversations about MOT
strategies and math. I am thinking out loud here that MOT is not about
reading but about thinking and inquiry, so certainly should connect to
content area instuction.

I have just received my copy of thinking Mathematically and am just
delving into it. Let me share this paragraph from a teacher
commentary. The voice belongs to Maize Jenkins, a woman I had the
immeasureable opportunity to train with and a teacher who was involved
in Carpenter and Fennema's research at the ground level.

"My goal in teaching mathematics is to ensure that all children learn
with understanding. I want all children to see the big ideas in
mathematics. I think all children can learn with understanding. There
are many children who have special needs. These children need more
experiences with things that make sense and they need people to help
them make connections so that they can see the big ideas in
mathematics. Teaching with understanding builds on children's
strengths. These children will never get to understanding by practicing
procedures they don't understand. What children learn today should help
the next day. For children who learn without seeing the big ideas, each
day seems like a brand-new thing."

This certainly discusses the kind of mathematical teaching I experienced
as a child. I was quite agile at manipulating numbers according to
teacher prescribed algorithms but had no foundation in number sense or
understanding. Math was an easy A for me until I got to Algebra. I did
not have a fundamental understanding of number that would allow me to
think abstractly. I did not think beyond the symbols on the page, much
as a child struggling with comprehension cannot see beyond the word.

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

Date: Tue, 01 Jul 2003 08:39:35 -0400
Subject: Re: [mosaic] Math/MOT  An example of 3rd
From: Peggy Bahr <pbahr@mac.com>

Lori,

I have used that type of open-ended prompt with students from grades 1-5. As
an initial assessment, it really tells me a lot about what they think and
how they think about numbers.

To help develop their thinking, I've used 2 of the number literacy materials
written by Debby Head and Libby Pollett. They are NUMBER LITERACY: WHAT'S MY
PLACE? WHAT'S MY VALUE? and NUMBER LITERACY: READING AND WRITING THE
LANGUAGE OF NUMBERS.

The modeling and questioning that take place are very much like MOT. The
kids really grow in their understanding of number.

Peggy gr5/KY

> From: Lori Jackson <ljackson@gwtc.net>
> Reply-To: mosaic@u46teachers.org
> Date: Tue, 01 Jul 2003 07:11:11 -0700
> To: mosaic@u46teachers.org
> Subject: Re: [mosaic] Math/MOT=A0 An example of 3rd grade student's
writing
>=20
> I am wondering now how children would respond to a very open ended
> prompt, something like "Tell me (Show me?) what you know about the
> number...".
>=20
> Lori
++++++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Tue, 1 Jul 2003 08:40:51 EDT
Subject: Re: [mosaic] reader-author connections

In a message dated 7/1/03 8:13:28 AM Eastern Daylight Time,
ljackson@gwtc.net
writes:

> Virginia Wolfe? I
> looked up The Hours and it looks like a really good book, very well
> reviewed. Leaves me wishing for a
> library!

The Hours was a great book, especially for those of us who LOVED Mrs.
Dalloway. I have read many of Virginia Wolfe's books. You can't read them
alone! It
takes a conversation to figure out what's going on. When I first read Mrs.
Dalloway I didn't get it at all. When we discussed it in group I then got
it
and loved it. When I purchased the Hours I had no idea it was the same
story
line. As I was reading it it reminded me of that. It wasn't until I spoke
with others that we realized it was indeed Mrs. Dalloway! Conversation goes
a
long way, even for adult readers.

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

From: MAMASWIRLZ@aol.com
Date: Tue, 1 Jul 2003 08:47:45 EDT
Subject: Re: [mosaic] reader-author connections

My book group read Mrs. Dalloway and then The Hours. It was challenging. We
enjoyed it. We never would have chosen Mrs. Dalloway alone, but thought that
reading it before The Hours would make The Hours better and it was true.

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

From: "Judy Mazur" <jvmazur@comcast.net>
Subject: Re: [mosaic] Math/MOT and time crunch
Date: Tue, 1 Jul 2003 06:16:37 -0700

Forgive me if I've got the name wrong (I've been out of touch getting a new
addy), but I believe it was Elisa who mentioned the importance of telling
our students exactly what/why/how they're doing in each lesson. I've
started this, too, in the last few years and have taken it for granted--just
part of teaching, right? So at the very end of the year we were listening
to a "Water Wizard." About 10 minutes into her hourlong presentation, one
of my third graders asked, "What exactly are we supposed to be learning
here?" Maybe the kids like it as much as I do.

I've loved all the math connections here. I went to school yesterday and
finished printing the 'strategies' part of Math Essentials (I'd already
printed Week by Week a couple of years ago). Now, I'm ready to adopt
Deborah's wonderful plan (with my own tweaks, of course). Deborah, could
you please tell us about how long your students spend on the writing once
the year gets going? Like the other thread, I am parsimonious with my time
so that I can save my morning for literacy.

Thanks everyone, and particularly Ginger, for making this a great place to
learn,
judy3ca
++++++++++++++++++++++++++++++++++

From: "Cathy Semkin" <cathy@iland.net>
Subject: [mosaic] Math thinking
Date: Tue, 1 Jul 2003 08:42:43 -0500

Lori,
I am thinking that your reasoning concerning "math comprehension" is
correct. I teach the young gifted. Although many of my students are
able to reason quite well using words, not all of them are able to
reason using numbers. I am convinced that this type of teaching must be
included in the regular classroom as well as the special classrooms. I
am equally convinced that this skill needs to be taught using the
techniques of MOT. I know of no other educational format that deals
with metacognition as well as MOT.

Thanks for your thoughts,
Cathy
+++++++++++++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: [mosaic] Knee to Knee book talk (K2K)
Date: Tue, 1 Jul 2003 08:48:42 -0500

The time has come to officially begin discussions on Knee to Knee, Eye to
Eye by Ardith Cole! I really like Judy's shortened version of the book
title and think (if she doesn't mind) that we can refer to the book as K2K
from now on.

Check back in the postings, starting with Ginger's on 6-27, to see some
beginning discussions on K2K. It is exciting to see so many people who are
reading K2K and want to discuss its merits.

Judy and Ginger point out Cole's connection to MOT and strategy work.
Because of this strong connection, I was surprised to note that Cole rarely
mentioned Ellin Keene's book. Cole did, however, seem to be very
enthusiastic about Strategies That Work (STW). I found myself wondering how
one could be so driven by STW and NOT mention or be equally motivated by
MOT. I see MOT as the foundation for STW. Does anyone else see it this
way?

Judy points out how Cole implied that strategy work was already taking place
in the classroom. I couldn't agree more. I think it would be very
difficult to achieve meaningful conversation without laying a firm
foundation based in cognitive strategies. Without this foundation,
conversations would be surface level, discussing literary elements instead
of delving deeper in thought. If I were asked to create an order of reading
and implementation for a teacher new to strategy work, I would recommend
they read MOT for a philisophical outlook, STW for implementation, and K2K
for discussion. What are your thoughts?

Ginger previously posed questions to the group. How can one blend explicit
strategy studies with explicit literature conversation instruction? Should
one come before another? Or should they be taught side by side? If a
teacher is new to strategy work, should they tackle all of this, or
concentrate on small parts? If so, which ones would they focus on?

Let the conversations begin!!!!!!!!!!!!!!

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

From: deborah a devine <debthereb@lightfirst.com>
Date: Tue, 01 Jul 2003 08:54:45 -0500
Subject: [mosaic] Re:Lori and the book ,Thinking Mathematically

Lori,
I'm currently reading, Thinking Mathematically: Integrating
Arithmetic & Algebra in Elementary School, also. Just wait until you
get to the part where they discuss the importance of not teaching
students that = means equal. Instead they should view the = as a way to
express a relation meaning 'the same number as'. So, all these number
sentences would be true:
3+5=8
8=3+5
8=8
3+5=3+5
3+5=5+3
3+5=4+4

On the ISAT, the big test in Illinois, one of the questions asks a
similar questions like this:

What would make this number sentence true?
8+4= box +5
a. 7
b. 12
c. 17
d. 12 and 17

My first reaction is, why in the world do they use the word "true". Why
don't they just say correct? Try having a second-language student
understand first, what is a number sentence and secondly, why do they
ask if it's true. One student ask me if they tell lies on tests!!!

To get back to the book, it tells how children think as they choose
their answer. Children interpret the equal sign as a command to carry
out a calculation. A short version of what children thought: 12..the
answer comes after the equal sign, that 5 was just put there to confuse
us. 17..use all the numbers. 8 and 4 is 12, and 5 more is 17
12 and 17...extend the problem 12 in the box and then writes =17 after
the 5 or 8 + 4=12 +5 =17
Yikes, so thats how they were thinking. The book
suggest "conversations" with your children to understand their
thinking. Yikes, it's Knee to Knee again.
++++++++++++++++++++++++++++++++++

Date: Tue, 01 Jul 2003 09:05:28 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] linking comprehension strategies to writing

Hi Sandi,
I like the connections you make between the strategies and the traits.
Can you flesh
these out a little more?
Thanks,
Elis

Soswes@aol.com wrote:

> Elisa,
>
> I'm in no way a 6 traits expert, I've just read the books, and I'm
> going to my first class next week. But, teaching kids ideas, voice,
> sentence fluency, word choice, organization, conventions lends itself
> to all genre's. Which words to use when, how to organize it, making
> it flow.
>
> I need to learn more, but I think it fits right in. It certainly fits
> in with the strategies:
>
> Ideas: connections to our lives, others, books, etc.
> word choice: visualizing
> voice: inferring
> sentence fluency: visualizing,
> organization: questioning; visualizing;synthesis
>
> Just ramblin' and trying to learn!
>
> Sandi
+++++++++++++++++++++++++++++++

From: JATShaw@aol.com
Date: Tue, 1 Jul 2003 10:13:07 EDT
Subject: Re: [mosaic] Knee to Knee book talk (K2K)

In a message dated 7/1/2003 6:53:26 AM Pacific Daylight Time,
jlmcadam3@ameritech.net writes:

> I would recommend
> they read MOT for a philosophical outlook, STW for implementation, and K2K
> for discussion. What are your thoughts?
>

I would also add I Read It But I Don't Get It (Cris Tovani) for
implementation. Judy S.
++++++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: Re: [mosaic] readers/writers notebooks
Date: Tue, 1 Jul 2003 08:53:45 -0500

I agree I looked them up to. I'd like to buy one just to see what's in
them. Here is what I do in my notebooks often times.
Type up a couple questions or journal starters that the students glue
stick in. Love it!
++++++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: Re: [mosaic] First 15 minutes
Date: Tue, 1 Jul 2003 09:12:29 -0500

Hi Carrie,
I think morning meeting is probably the same as Community Circle. I
am a past trainer for CLASS (Connected Learning Assures Successful
STudents) which used to be a state-funded grant that trains teachers
about brain-compatible classrooms. Now it is a service that schools
purchase (approved for school improvement plans) since PL 221, a big
change in the way schools are funded and accountable in Indiana.
It started out with a dream by two teachers and Oh....if you only
knew the path. Anyway to get a better feel for how it all started. Here
are some websites. Indiana has the more formalized implementation of
this model. Susan Kovalik took all of that great brain-research out
there and turned it into a teacher-friendly model - but really it is a
philosophy. You can read about all of the elements here.
www.kovalik.com
Indiana's site is
www.indianaclass.com
The best book to sum it all up is _Exceeding Expectations_ by Susan
Kovalik. There is a books for educators link from her site. Another
good one is Begin with the Brain by Martha Kaulfelt (?) Anyway
community circle is a time where students go around and tell their
favorites, share, etc. and then over time they become more academic. It
can be share an excerpt from your reading log, anything. The idea is
that everyone is making eye contact, everyone has a front row seat, the
visual that we are all connected, etc.
I use it to solve class problems, plan, etc. too.
I just mailed Ginger a big packet of stuff I copied for her. It would
have been so easy to copy it for you too. I'll be happy to. A lot of
times I use gift bags and the students pull out acard and answer the
question on the card. Like you read the book, _Things that are the most
in the world_ (great book for studying adjectives that comepare -
words like wiggliest, ugliest, coldest, etc. Then you do a community
circle and each students draws one of those words and tells what they
think. The main idea ther is that if students have an emotional
connection to the academic skill, it's going to stick to memory better.
In a nutshell............ :) OK a bigger shell............Shelly
++++++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: Re: [mosaic] Math/MOT An example of 3rd grade student's writing
Date: Tue, 1 Jul 2003 09:14:34 -0500

I just saw an article about this.......making students think and you can
branch out of the math box - like if the number was fifty, students also
branch to "How many states are there?"
++++++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] math book
Date: Tue, 1 Jul 2003 09:19:34 -0500

I think a lot of you would like the book
It's not about Math, It's About Life by Kari Kling
I know that you can order it through Books for Educators. There is a
link from
www.kovalik.com
Shelly
5th
+++++++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] first 15 minutes - time
Date: Tue, 1 Jul 2003 08:52:51 -0500

Hi Martha and all......I do feel like we taught together. :) (Sorry
everyone, Martha and I had a conversation awhile back.) We have such a
similar style I think. Anyway, I know that my class meeting/community
circle will be longer for awhile, but I figure that will allow me to
build up to that independent reading chunk. And in reality, I know that
I will have to alternate heavy days between the reading/writing blocks
because the schedule doesn't allow me over an hour for both. The
science and social studies standards are HEAVY for fifth grade (as they
are for everyone) and I am going to try to keep up the "strategy talk"
through that time of the day also. Not to mention the whole "what is
more important?" debate. Certainly I think it is all important, but when
I finished up my masters a few years ago I am so committed to teaching
kids all of the science process skills (observing, predicting,
inferring, gathering data, making conclusions, etc.) and can make a
case how all of life needs those. I loved science before but I see its
relevance even more. Then there is SS - I just came out of a great class
on Citizenship and certainly today more than ever the Citizenship (the
original intentions of public schools not the 3 Rs) has to be
intertwined into everything. WHEW>.............so
If I can be committed to starting at 8:40 rather than letting them
work independently that first 15 minutes I will gain a lot of time.
Maybe if we all know that we will be checking up ;-) on each other for
awhile, we'll be more conscientious!
The other thing is....being more planned for Reading Workshop. In so
many ways this is like being a beginning teacher again. You can't just
pull out the trade book and read together and discuss with the kids
easily because you know the novel like the back of your hand. That is
really what spurred me to make that Reading workshop planner sheet. I
wanted to have several pre-made lessons and trade books ready to go. I
printed everything from the list when it first started (remember when
there were only 7 Ginger :) - and have them all filed by strategy.
Still, they need organized, I need to go pull the books that I have,
read read read, go to the library and read the ones I don't know, figure
out when I can make connections with and start planning. So I guess
what I am saying is this is causing me to really work on that
RANDOM/ABSTRACT part of my personality. I'll be so organized, no one
will recognize me! :) HA!

Shelly
5th
+++++++++++++++++++++++++++++++

From: "Judy Mazur" <jvmazur@comcast.net>
Subject: [mosaic] K2K
Date: Tue, 1 Jul 2003 07:37:41 -0700

Karla, thanks a lot for getting us started with K2K (glad the acronym works
for everyone). Like you, I wondered about Ellin Keene's conspicuous
absence, but I figured that it might be some kind of personal tiff since STW
was such a huge presence. I believe there was a time when Regie Routman
criticized strategic instruction, too, and she now seems to be accepting
some of it. I fully agree with you that MOT is the foundation of STW.

I also agree with your thinking that "If I were asked to create an order of
reading and implementation for a teacher new to strategy work, I would
recommend they read MOT for a philisophical outlook, STW for implementation,
and K2K for discussion. What are your thoughts?" I would add that primary
people use RWM for implementation perhaps.

The most difficult question is how to manage implementation of K2K with our
already full days. I have no answer; this will be my summer reflection. I
guarantee that I will be doing K2K in fall, but I have no idea how it will
fit with strategy instruction (except that I'm pretty sure it will be part
of my whole-group shared reading--which is where I introduce the
strategies).

Finally, to the concrete....the video discussion. I'm loving everyone's
description of the videos and their application. How delightful that you
noticed more the second/third times through! My video is another summer
reflection, but right now I'm leaning toward making 2 videos: the first
would be my fifth grade teacher/friend and I discussing a picture book. The
second would be the same thing with more people (3+?) in on the discussion
(maybe we'd do a newspaper article this time). Finally, I loved the K2K
description of the kindergarten detectives and really want to do something
like that, too. I know my third graders would enjoy playing detectives in
fall. Oh gosh, more to fit in!

Sorry if I tried to put too many thoughts in one post, but I'm excited about
fall already.
judy3ca
+++++++++++++++++++++++++++++++++

Date: Tue, 01 Jul 2003 09:50:20 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Math thinking

And for math, I am convinced CGI is the way to go.

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

From: MEHitzel@aol.com
Date: Tue, 1 Jul 2003 11:12:22 EDT
Subject: Re: [mosaic] first 15 minutes - time

In a message dated 7/1/2003 7:59:07 AM US Mountain Standard Time,
pristine@aclass.com writes:

> I'll be so organized, no one will recognize me!

Shelly - I had to laugh when I read this. A while back my husband and I did
this color thing. My highest color was blue which is emotional, but my
second
highest was gold which is organized, BUT, I have absolutely no organization
skills! Really! My husband bought me one of those Franklin Daytimer
things.
A waste of money! This year he bought me a Palm pilot thing for Mother's
Day.
It's been sitting on my desk, plugged in and charging, but I haven't even
tried using it yet! (though I plan to, just to keep track of my kid's
friend's
telephone numbers and my IEP meetings).

It seems like so many of us on this list are in the same place in our
instruction. Knowing where we are, knowing where we'd like to be. I hope
this
August, when school restarts, we don't get too busy to keep sharing what's
going on
in our classrooms. It helps so much to know others out there are struggling
with the same things you are and to hear how they are doing it.

Martha

PS: Shelly, where do you teach?
++++++++++++++++++++++++++++++++++

Date: Tue, 01 Jul 2003 09:53:09 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Re:Lori and the book ,Thinking Mathematically

Deborah,

Have you had CGI training? I was so excited to see another book grow out of
this body of research.
I have been implementing for a long time, but attend or lead trainings
whenever possible--it keeps
it all fresh in my mind.

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

From: Readinglady1@aol.com
Date: Tue, 1 Jul 2003 11:32:06 EDT
Subject: Re: [mosaic] Visitation

Looking for a 4th or 5th grade teacher for a colleague to observe. We are in
NYC and wouldn't mind a travel, but not to Hawaii - wish!

Anyway, if anyone would be willing in the summer to host 1 teacher let me
know.

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

From: Creecher12@aol.com
Date: Tue, 1 Jul 2003 13:53:23 EDT
Subject: Re: [mosaic] new to list

Hi Yvonne,
Welcome to the list. I am working with a little girl who is a very tangled
reader going into 4th grade. She is about 2 and a half years below grade
level.
I'm wondering what you do with your kids in your resource room .

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

From: "Lisa Repaskey" <chesna03@hotmail.com>
Subject: Re: [mosaic] math site?
Date: Tue, 01 Jul 2003 14:28:33 -0400

http://www.learnnc.org/DPI/instserv.nsf/Category7?OpenView&Start=1&Count=30&
Expand=2#2

Check out the Strategies for Instruction for your grade level...plus click
on Observation profiles. In North Carolina, we have a profile card for each
child (it's run on cardstock and folded in half). Download the
Problem-solving decks as well. The Math Superstars have to be purchased
from DPI, but they are wonderful as well. More math problem-solving that
kids do at home.

Lisa/NC/1,2,3 loop
http://www.myschoolonline.com/NC/Tiggerkyds
++++++++++++++++++++++++++++++++++

Date: Tue, 01 Jul 2003 14:35:49 -0400
From: Maureen Morrissey <mobility@optonline.net>
Subject: [mosaic] intro

Hi, all!
I'm Maureen Morrissey, teaching in Westchester County, NY. I'm moving to
third from first grade this September. I have been a long time member of
the Teachers Applying Whole Language listserv. I am going in to my 21st
year of teaching, received my undergrad and grad degrees at the University
of Arizona. It's been an exciting trip so far and I am looking so forward
to applying strategies from Mosaic and Strategies that Work next year!!
Maureen Morrissey,
3rd grade
++++++++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Tue, 1 Jul 2003 14:49:32 EDT
Subject: Re: [mosaic] intro

In a message dated 7/1/2003 11:43:56 AM US Mountain Standard Time,
mobility@optonline.net writes:

> I am looking so forward to applying strategies from Mosaic and Strategies
> that Work next year!!

Welcome, Maureen! Have you read Debbie Miller's Reading With Meaning? I
know MOT and STW get a lot of attention and rightly so, but I found that
even
though I teach 4/5 Debbie's book really gave me insight into how to actually
model the strategies in my own classroom. I know it would be helpful to you
with
3rd graders.
Martha/4/5/az
++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] MiddleWeb listserv info
Date: Tue, 1 Jul 2003 14:19:28 -0500

Here is the response regarding the MiddleWeb listserv some of you were
interested in.
Ginger
moderator
-----Original Message-----
From: John Norton
Sent: Tuesday, July 01, 2003 9:25 AM
To: Ginger/Rob
Subject: Re: request info on your writing listserve

>I moderate the Mosaic reading comprehension listserve and your listserv was
>mentioned recently on our list. The members would like to know how to
>subscribe and I am wondering if you can help me out with that request.
>Thank you.
>
>Ginger
>Mosaic list moderator

Hello, Ginger...

Our listserv developed about two years ago, as a spinoff of the
larger MiddleWeb discussion group -- about 600 middle grades
educators who discuss "all things middle school." We had a group of
our MWLIST subscribers who wanted to explore the issues involved in
working with struggling readers. One of our group -- Juli Kendall, a
reading/writing teacher-coach in Long Beach, CA -- agreed to write a
weekly journal from her reading workshop classroom, as a kind of
focus piece for the new listserv. We really only imagined it would go
on for a year, but it was popular and we decided to continue - but to
shift some of our focus to writing in the second year. Juli continued
her journal, this time from her writing workshop. We've just wrapped
up year two (the list is daily and ongoing, but Juli's journal only
appears during her school year). This fall, Juli's going to begin a
third journal...this time looking at literacy instruction across the
curriculum.

Juli works primarily with 5th graders in her Long Beach elementary
school who have not passed or are in danger of not passing the
district's benchmark assessment (in literacy) for promotion to sixth
grade. Many of her students are in the age range 11-13. Our list
includes teachers in late elementary and also 6-8.

You can visit Juli's journals, and find out more about signing up, at:

http://www.middleweb.com/ReadWrkshp/RWindex.html

We'd certainly welcome any folks from your Mosaic list who are eager
to add yet another listserv to their busy days. We average 4-5
messages a day but it can get very busy at times. In addition to
Juli's journal, we post resources provided by her and other list
members. See...

http://www.middleweb.com/ReadWrkshp/RWdownloads.html

Once folks join the list, they can also access our conversation
archive, which includes most of the chat from the 2002-03 school year
(we began the archive last October, I believe).

Let me know if I can provide additional information. I'm copying this
to Juli, since she and I moderate the list together.

Cordially,

John Norton, Editor
MiddleWeb
+++++++++++++++++++++++++++++++++

Date: Tue, 01 Jul 2003 13:59:47 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] readers/writers notebooks

Yes, Heinemann publishes them...I agree it's nice to have a 'sample' then
adapt it to fit your needs.
Last year, I shared a MA 3/4 and we had the following notebooks: Math
log, Science log, Reader's Response log, Writer's notebook, Spelling
notebook (smaller than the others-40 sheets w/weekly individualized lists
in front then an A-Z listing of words they've learned in back, sort of a
personal dictionary). The year prior, we did a combination Math/Science
log, but it was easier for the kids to keep track of everything in
separate notebooks for this group. Also, they used color matched two
pocket folders with brads for handouts, lists, etc.

>>> pristine@aclass.com 06/30/03 18:17 PM >>>
Does F/P have a notebook they market?

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

From: Soswes@aol.com
Date: Tue, 1 Jul 2003 18:05:21 EDT
Subject: Re: [mosaic] linking comprehension strategies to writing

In a message dated 7/1/03 9:19:58 AM Central Daylight Time,
elisawi@fcaq.k12.ec writes:

> I like the connections you make between the strategies and the traits.
Can
> you flesh
> these out a little more?
>

I'm going to a seminar on 6 traits writing next week. Plus, I finish
teaching summer school this Thursday (yeah!).....then I can really delve
into
it....it's my summer project- to make my writing as productive as my reading
instruction has been. So....I'm working on it!

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

From: Soswes@aol.com
Date: Tue, 1 Jul 2003 18:14:35 EDT
Subject: Re: [mosaic] linking comprehension strategies to writing

Ruby....

thanks for you posting. I'm still not clear on how to structure my writing
for next year, but I do agree with what you are saying. I didn't mean to
imply
that you would never teach a genre, but I think we sometimes focus on the
genre (i.e. persuasive, instructional, recipes, etc) and don't focus on the
writer. Meaning: how will the writer know when to use the different
genres.

Anyway....I'm still thinking my way through all this....so a BIG THANK YOU!

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

Date: Tue, 01 Jul 2003 17:59:05 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] linking comprehension strategies to writing

I remember last summer that when Nia spoke at Hamline she said that with
writers in upper elementary, fewer and fewer genre studies are
undertaken and the point of instruction is for the writer to select
genre according to message and purpose. Why? Because these children
have had sound instruction and can make their own choices of how to
approach a subject. When discussing categories for study within
workshop, she spoke of writerly life, craft and process. Craft was
broad and included genre. It seems to me that there is much to be done
in the latter two categories that align with six trait.I think that
helping children to understand genre and purpose gives them more power
in the decisions they make regarding their own writing. Like Graves,
Nia put much emphasis on the role of self selection in writing. In a
typical genre study, much of the work is emersion, definition, narrowing
the emersion and the definition and finally the writing. Throughout the
initial stages children are writing primarily on self-selected topics.

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

Date: Tue, 01 Jul 2003 16:07:08 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] Math thinking

I also really like the works of David Whittin...His book, Living and
Learning Mathematics (with Mills & O'Keefe) was a glimpse at what real
life mathematics could be in a classroom. He did an all day workshop at
one of the NCTM conferences on parallel literacies in Math and Language
Arts...wonderful insights!
Debbie
+++++++++++++++++++++++++++

From: "Judy Mazur" <jvmazur@comcast.net>
Subject: Re: [mosaic] linking comprehension strategies to writing
Date: Tue, 1 Jul 2003 16:15:44 -0700
Reply-To: mosaic@u46teachers.org
Lori, I agree with you wholeheartedly about writing up to the point where
you talked about "emersion." I'm not following. What does "emersion" mean?
judy3ca
++++++++++++++++++++++++++

Date: Tue, 01 Jul 2003 18:39:34 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] linking comprehension strategies to writing

Prior to writing in a genre, lots and lots of reading and examination of the
genre. The definition
of the genre coming from the children, with teacher guidance--a coming to
define a genre. This
might include sort. When we did an genre emersion study last fall before
opening the school wide
post office, I gathered all sorts of things that come in the mail after
reading lots and lots of
books which featured letters or were written in letter form. The children
sorted out what they felt
were friendly letters and we worked together on noticing the characteristics
of a friendly letter
(date, salutation or greeting, body, closing and signature). At the same
time, they were notcing
other kinds of things that come in the mail--bills, advertisements, more
formal letters. All the
time we were adding to a list of reasons why people write letters, such
things as to invite someone
to go somewhere, to share some news, to complain, to say I love you--it was
quite a list. Finally
we came to the form which i expected them to use in writing letters
throughout the year. It was my
first attempt at this type of writing study and I was absolutely amazed when
I ask the children to
write their first letter! It was so easy for them--throughout the year
certain aspects of form or
of convention confused them but never, never did any child struggle with the
purpose of letter
writing. They wrote to say they were sorry, to ask for something, to tell a
friend about an
adventure, to plan a meeting on the playground or to organize a game. And
even though I required a
letter per week for each writer, and the children agreed that letter day
would be Friday, many of
the children wrote and wrote and wrote. At one point a boy wrote to complain
that the bathroom light
in the boy's room was out (a wiring issue, no bulb was going to fix it) and
it happened that on the
day we delivered his letter, the light was repaired. He received a very
formal letter from the
principal on school letterhead thanking him for bringing it to her attention
and inviting him to
keep a watchful eye on other needed repairs. Unlike other letters we had
had from her, this one was
in a typed, legal envelop and bore the school return. Very official. As we
were sorting for
delivery one of my girls held the letter up and declared to me, "Oh, this
looks serious. Jamie is
probably in trouble!" Did they understand purpose--darn tootin' they did!
Lori
++++++++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Tue, 1 Jul 2003 21:36:28 EDT
Subject: Re: [mosaic] linking comprehension strategies to writing

There is an article in Primary Voices k-6 written by Isoke Nia in which she
talks about this same process that Lori so excellently described. Here is
the
link if anyone is interested.

www.ncte.org/pdfs/members-only/pv/0081-aug99/PV0081Units.PDF

I know it says members only, but I am not a member and I was put through to
it.

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

From: deborah a devine <debthereb@lightfirst.com>
Date: Tue, 01 Jul 2003 10:26:55 -0500
Subject: Re: [mosaic] math site?/Reply

It's on www.learnnc.com
then click on Instructional Resources
then click on DPI Instructional Services
Then click on Mathematics
Then click on Instructional Resources
Click on Strategies for Instruction and the grade level you want.
click on Book 1 Week by Week Essentials
++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] MiddleWeb teacher journal/second language learners
Date: Tue, 1 Jul 2003 21:42:46 -0500

You have GOT to read the teacher journal on the MiddleWeb site!!!!!
http://www.middleweb.com/ReadWrkshp/RWindex.html The teacher is Juli and
she has her weekly journal on reading workshop on line. It was from the
2001-2002 school year. Her journal from 2002-2003 is on writing workshop.
She is a fifth grade teacher but all of us can learn from her thinking and
sharing there. GREAT links to forms and other sources.

I know someone asked about second language learners and this particular
journal entry:
http://www.middleweb.com/ReadWrkshp/JK36.html addresses that.

Has anyone used this book? Tales From Home, Cuentos de Mi Herencia? She
says it is student authored reading selections that she uses in her Shared
lessons with her students. Here is the info:

"A volume of stories written in Spanish and English by students in bilingual
and ESL classes at a junior high school on Manhattan's Lower East Side. This
publication is particularly effective as reading matter that also stimulates
writing activities; it is successful with monolingual English speaking
students as well as those for whom English is not a first language.
Available for use in classrooms and school libraries."

Here is the link to order it:
http://cela.albany.edu/publication/pub.html

The cognitive strategy teaching is woven throughout her journal so it
applies to us all.

Ginger
moderator

Even though she is a fifth grade teacher I think what she is writing about
(and it is not a HOW TO journal AT ALL!!!) spans the grade levels and
student populations we all serve.
++++++++++++++++++++++++++++++

From: deborah a devine <debthereb@lightfirst.com>
Date: Tue, 01 Jul 2003 21:51:15 -0500
Subject: [mosaic] Math Essentials/MOT How Much Time Deborah?

I received an incredible number of e-mails from teachers that are

interested in teaching math thinking Strategies Here is my answer to

the question of how much time do you spend on week by week essential

math. (I'm not going to send individual e-mails as it would take all

night!)
TIME! How much time Deborah? Well, before I answer this

question let me give you some background. I taught 3rd Grade at a

school with 66% free lunch and 75% At Risk. I also had an inclusion

student and 7 out of my 25 students received special services. We

have become a School of Choice through the No Child Left Behind Act.

Last years scores showed that 3rd grade did better than the

State in Math (us 78 State 74)slightly less in Reading (us 51
State 63) and the lowest in writing. The 5th grade score which

included 2 Bilingual 5th Grades 5th Grade Special Ed students and 5th

Grade Bilingual Special Ed students and one regular 5th grade

resulted in such low scores that we made the list. Then we lost

of our best achieving students as the result of a boundary change for a

new school
I've always had a quiet voice about Math instruction

preferring to do things my way in my class. Last year my voice rose and

because 78% of my students meet standards( with 25% of them actually

exceeding standards) my fellow teacher were ready to listen. Our math

book was outdated and I hardly used it more than as a resource.

Everyday Math will be used next year and all the supplies have arrived

to be used. We did too much calculating and not enough thinking

strategies. I taught a peer lesson during and In-service day on using

week to week essentials and more manipulatives to teach concepts like

probability and I explained how I teach 'Brain Power' about the

testing genre. Our teachers in school work hard and I noticed them

trying some of these new ideas during the year especially week to week

essential activities.
Our Principal helped when he scheduled no specials in the

morning at all for grades 1-3. We had a 3 hour block scheduled built
in to use for Reading, Language, and Writing.
Week to week Thinking Math activities began my day. That way
the 'slugs' (more on this later) could come in at 7:50 and get
organized and begin writing by 8:00. Also I had 2 students that loved
coming in before school to distribute the needed math manipulates to
each desk and take down their chairs. Lastly, some days the highs we
felt in the morning lasted all the way until lunch! Our writing
activity on math usually lasted about 20 minutes 1 hour of
Reading- whole modeled, small, guided reading, whole reflections
1 Hour of writing=2E=2Ewhole modeled =2C small and independent=2E 30 minutes
of =
Vocabulary/work work =2E I had centers for children to do while I taught=
=guided reading groups=2E
In the afternoon=2C I had my specials a lot of pull-outs=2E I taught 15 =
minutes of test taking genre=2E I was determined last year that my =
children would show themselves and the people in our neighborhood that they
could do =
well on the State ISAT test=2E I knew that Math was the best avenue to =
be able to =do our best=2E Each day I had a 15 minute period right after
lunch called=
Brain Power=2E We would sing our chant=2C=94 Brain power=2C brain power=2C=
let =us show you what we=27ve got=2E Bring it on=2C cause we=27re hot!=94
I taught my student how to eliminate incorrect answers=2E=2E=2Edo you know
=
they were afraid that was cheating! I taught my students all about =
different kinds of number lines and how to read and interpret them=2E
Horizontal=2C vertical=2C in a rainbow like a speedometer=2C number lines by
1=27s=2C 5=27s=2C 10=27s=2C=
10=27s and 5=2C =
with missing numbers=2C all kinds of number lines=2E And then I showed them
actual problems that use number lines to illustrate my point that they =
could do it! This year instead of tally markers for the Class team that =
is earning points=2C I=27m going to use magnetic colored circles and have=
the circles travel down the number line=2E Yeap=2C I was determined that=
my students would be proud of themselves=2E They tried their hardest on =
the ISAT=2E Regardless of their score=2C I know we traveled down that road =
of learning=2E Learning that some didn=27t feel they were capable of=2E =
The Thinking skills they learned in Math will serve them well=2C and =
was well worth the time and effort that I put in to the process=2E
Next is 45 minutes of math=2C and whatever Social Studies and Science =
I can get in=2E I incorporated many science and social studies tradebooks=
into my reading groups=2C and 1 of my centers was Scientist Lab=2E We also
learned about the History of our town=2E
DEALING WITH SLUGS-Last year I had 3 slugs=2E They could never finish in =
time at the beginning of the year with our Week by Week Essential =
lessons=2E Here=92s how I worked out the problem=2E At 7=3A50 when other =
children at school were lining up to get ready to go into school at =
7=3A55=2C I arranged for these 3 to enter the building and come directly =
to class=2E By 8=3A00 they were to be writing=2C as I had my =93Math
Mom=94=
pre-glue in their individual problem slips and write the words First=2C I
=
know at the top of the page=2C and The answer is at the bottom of =
the page=2E Also=2C if they didn=92t finish=2C I would write their names =
on the blackboard and take their journals=2E This meant they had to stay in
for =
lunch recess until they finished=2C and personally read aloud their =
response to me=2E Lastly=2C I made them mini-word wall lists of math words =
and glue it in the front cover of their journal=2E (They wrote in the =
words as needed) Many times your slugs are slugs because they don=92t =
know how to write words they are thinking and so they stare into space=2E=
DEALING WITH MATH WIZARDS- After I personally checked her response=2C =
and we conversed about her solution=2C my wizard would check in the =
homework assignments from the homework box=2E Each child has a number and=
she puts them in numerical order=2E Then using a preprinted list=2C she =
circles that numbers (with the child=92s name next to it) that has not =
turned in their work=2E She paperclips it=2C with the list on top and turns
it over to me.

MORE TIME SAVED- I don=92t do craft/art projects with my students=2E One of
=
the centers is ART BOX=2E This keeps the crafty ones happy=2C because they =
get to make something that goes along with the book I am using to model =
from in Whole Reading Time=2E Ie=2E an ant when we read about ants=2E Last =
year=2C in the spring=2C we made Springtime Ducks holding a cute little =
umbrella=2E My students kept asking what was the extended project they =
were going to have to do with them=85=2Elike graph the colors of the =
umbrellas or decorate the umbrella symmetrically=2E It was just for fun!
LIBRARY- I can go for 45 minutes=2E I only use 15 minutes=2E
COMPUTER- We enter information into AlphaSmart word processing units in =
class and download them into the computers word processing programs=2E =
They get more work done=2C and do many reading related assignment on the =
computer=2E More READING TIME in a way=2E
CENTERS- Scientist Lab Center used during guided reading time was used =
to perform many experiments there is small groups instead of whole =
group time=2E One of my Moms came in once a week to help there=2E

WEEK BY WEEK MATH ESSENTIALS
7=3A50 =96 8=3A00 In come the slugs to work=2C while the 2 girls pass out=
manipulatives and take all the desks down=2E
7=3A55 =96 8=3A00 The rest of the students enter=2C put away coats and =
backpacks=2C get an individual Math problem sheet and their math =
journal =2C turn in their homework=2C and sit down=2E
8=3A00 =96 8=3A04 Glue the Math problem on a new page and write the date at
=
the top of the page=2E Silently read the problem=2E
*8=3A05- 8=3A15 Read the problem as a group=2C and begin by writing your =
schema or previous knowledge=2E FIRST=2C I KNOW=2E ACTIVE WRITING =
BEGINS=2E Note=3AThis is not time for the teacher to do recordkeeping=2E=I
=
circle the room reading students responses and using questioning to =
guide their thinking=2E It helps me spot thinking that is going in the =
wrong direction=2C or stagnating and keeps the process going=2E I=92ll call
=
on students to share the first sentence on their page=2E I=92ll invite =
discussion about what organizer=3A graph=2C chart=2C etc=3B is helping you
to =
organize your thoughts=2E I then may invite certain students to start =
that chart on the blackboard=2C but don=92t enter any numbers=2E I=92ll ask
=
students to read aloud their most important sentence that they have =
written so far=2C or in their whole solution=2E I don=92t say =2C =94WHO=
HAS THE ANSWER=3F=94
When students finish their work=2C I quickly read it and point out one =
thing about their writing that I like=2E Then I draw a smiley face on =
it=2C the bigger the smile on the face shows the bigger the effort=2E =
Sometimes I draw straight smiles and ask them if this is there best =
work or frowns when they just get by=2E The smiley face is there signal =
that their work is acceptable=2C and it acknowledges their work =2E I =
always choose one response to copy on the copy machine and post on a =
spot on the bulletin board next to the laminated question=2E This is a =
visual picture of the quality that I expect=2E At the end of the week=2C=
the posted Journal Pages are sent home with a certificate stapled to it =
indicating that this excellent work was posted in our classroom=2E =
Parents love that=2C and I later found out that some students saved every
one of their certificates and hung them in their rooms at home=2E =93 I have
22 certificates=2C=94 said Anthony and they cover
the whole wall above my bed at home=2E=94
8=3A15 =96 8=3A20 Finishing up with our writing=2C sometime reading whole=
math responses out loud by individual students=2E =
So you can see=2C that this is a time of communication and language=2E We=
share ideas and build on the ideas of the group=2E I probe and question=2C=
and try to refrain from sharing my own ideas=2E We look back in our =
journal for ways we=92ve solved problems like this before=2E I celebrate =
different ways to solve the same problem=2C and I congratulate them when =
they think =93outside of the box=94=2E I give them number lines and hundred
charts=2C and sometimes calculators to help in the calculations and to =
look for patterns=2E
Once a month=2C our spelling words are directly related to the area of =
math we are studying=2E It improves their writing=2E I post the math words =
on the word wall with a pink background=2E I praise them=2C and tell them=
they make =93my heart sing=2E=94
RESULTS So=2C how did your children do on the ISAT this year=3F I won't =
know until the end of July or the 1st of August=2C and I really don=92t =
care=2E I know my students tried their best=2E They used their test =
strategies=2C underlined=2C and drew little charts to figure out some of =
the problems=2E They reread their answers when they were done=2C and not =
one question in math was left unanswered=2E =
We sang our little chant before each of the 7 tests=2E =

Brain power
Brain power
Let us show you what we've got
Bring it on cause we're hot!
++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] direct link for middle school teachers
Date: Tue, 1 Jul 2003 21:55:46 -0500

Here is the MiddleWeb main page direct link:
http://www.middleweb.com/mw/aaChat.html

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

From: deborah a devine <debthereb@lightfirst.com>
Date: Tue, 01 Jul 2003 22:10:59 -0500
Subject: [mosaic] writing and genre

During a workshop on writing that I attended, the presenter
suggested writing the following on the top of the paper in the corner:
Audience:
Genre:
He said that it helps keeps your purpose clear. I liked that idea.
Deborah
+++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] Brain-compatible classrooms/CLASS
Date: Tue, 1 Jul 2003 22:13:54 -0500

Lori,
I am sorry but I don't know about the book _Teaching Children to =
Care_ but it sounds like it would be a good match! :) SHELLY

P.S. My name is on the list too many times today.....I talk too much =
too.
++++++++++++++++++++++++++++++

Date: Tue, 01 Jul 2003 23:08:18 -0700
From: Carol Lau <cllc@attbi.com>
Subject: Re: [mosaic] reader-author connections/The Hours

Let's see what I remember:
Cunnningham ( I think) who wrote The Hours said he discovered Mrs. Dalloway
when he was 15 and didn't really
understand it, but was impressed with how a writer could use words so
beautifully, just like Hendrix did with
the guitar(lol). He said he always wanted to do something with the book so
he set out originally to write a
modern-day version of Mrs. D. After a few chapters, he decided that was a
repetitive waste. Then he had a
vision of V. Woolf standing in front of Mrs. D in front of his mother (he
was raised in L.A.) That was his
inspiration. He started writing the book with his mother as the reader
instead of Laura Brown, but didn't
know her life well enough so created Laura. He had the most trouble writing
her character until he started
thinking of her striving to achieve domestic perfection in the same way
writers (himself, Woolf) and
others(socialite hostesses like Clarissa) stirve for an attainable goal.

When he met the producer and screenwriter, he felt confident to allow them
liberty with the characters'
stories to create a successful screenplay. In the book, Laura doesn't go to
the hotel with suicide in mind;
she goes there to escape into her book. She only thinks of suicide when she
reads Woolf's words: death is
possible

The director and writer also discussed the 3 kisses: Laura kisses her
neighbor as she is the only person she
really connects with and feels alive with. Then it is immediately
dismissed. Victoria kisses her sister
(non-sexual) alsmost to "suck her life out of her since Woolf was so
desperate to connect to life. At the
end of the movie, Clarissa kisses her lover as she begins to find her own
life again without living
through/for Richard. The end of the movie was reshot so they could use
Julianne Moore in aging make-up(took 6
hours to put on) instead of a different older actress. They also rewrote
and reshot that whole ending.

There was also a commentary with several scholars talking about Woolf. They
interviewed her niece and a son
of her best friend. Both said that as children they loved to talk with V.
Woolf because she was very
interesting and always quizzed them about every detail of their day.

That's some of what was talked about. I love the DVD special features. I
find it fascinating to hear
filmmakers talk about they made the movie.
++++++++++++++++++++++++++++++++

Date: Tue, 01 Jul 2003 23:13:45 -0700
From: Carol Lau <cllc@attbi.com>
Subject: Re: [mosaic] reader-author connections/The Hours

One more thing: The Hours was Woolf's working title for Mrs. Dalloway which
she eventually chose as the title
for publication.
++++++++++++++++++++++++++++++++

Date: Tue, 01 Jul 2003 23:34:25 -0700
From: Carol Lau <cllc@attbi.com>
Subject: Re: [mosaic] reader-author connections/The Hours

I meant "how artists strive for an UNattainable goal
+++++++++++++++++++++++++++++++++

Date: Wed, 02 Jul 2003 07:57:07 -0400
From: Maureen Morrissey <mobility@optonline.net>
Subject: Re: [mosaic] intro

Martha,
Thanks for the welcome. I just got Debbie's book last year but haven't had
a chance to read it yet. Thanks for the advice, I know that I have incoming
third graders who will benefit from it...
Maureen
+++++++++++++++++++++++++++++++++

From: "Cathy Semkin" <cathy@iland.net>
Subject: [mosaic] Math essentials/MOT
Date: Wed, 2 Jul 2003 07:02:35 -0500

Deborah,
Thank you so much for taking the time to share your classroom. How =
fortunate your students are! How fortunate we are that read from this =
list serv.

Ginger, thank you for the time you spend keeping us "organized". I am =
sure that this time will be reflected in many classrooms, this fall,
Cathy
++++++++++++++++++++++++++++++++++

Date: Wed, 2 Jul 2003 06:30:30 -0700 (PDT)
From: Yvonne Greene <myvonnegreene@yahoo.com>
Subject: [mosaic] Tangled Reader (to Nancy)

Nancy,

You asked what I do to help kiddos read. I try to do
whatever they need. I use any material I can find and
work to help students build confidence. I have some
students who can decode, but not comprehend, so we
work on comprehension. Others (how I don't know)
can't decode, but are able to comprehend. So we focus
on decoding skills.

I would be able to offer more advice, if I know more
about the student's specific needs. Please email me,
and I can help you more directly.

Yvonne
+++++++++++++++++++++++++++++++++

Date: Wed, 02 Jul 2003 08:44:52 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] writing and genre

Hi Kelley,
I wonder if it shouldn't be PAG, G for genre. I don't think the
topic is as important. What do you think? But, I guess PAG
isn't as catchy as PAT!
Elisa
+++++++++++++++++++++++++++++++

From: deborah a devine <debthereb@lightfirst.com>
Date: Wed, 02 Jul 2003 10:14:56 -0500
Subject: [mosaic] MATH/MOT Directions to get started, assignment #1

Okay, this message is for all of you that have been reading about
Week by Week Essentials for teaching Math Thinking Strategies, and have
decided that it's worth the effort and time used in the classroom.
Your first assignment is to go to Target or WalMart and buy 3 plastic
storage boxes from Sterilite that are shaped to hold manilla file
folders. They cost around $3.89 each. You also need 36 file folders.
( I used folded 12 X 18 sheets of construction paper, and that worked
well too.)While you're shopping you must decide if you are printing the
activities at home this summer or can you get into school to use the
computer and copy machine. If you are printing, buy some paper and ink
for your printer. Do you have a large 3 ring binder to place your
copied Week by Week Essential pages in?
Next, label your three boxes: Weeks 1-12, Weeks 13-24, Weeks 25-36.
and label your file folders Week 1, Week 2, Week 3, Week 4---all the
way to Week 36.
Why do I suggest 3 boxes instead of one huge one? Well, you need to
have something very portable for your "Math Mom" to take back and forth
between her house and school. My Math Mom didn't always want to do the
busy work at school. She would say,"I'll just take that with me, and
cut it out while I'm watching TV tonight." Or she can lug the box to
the copy room at your school during the year much easier.
THIS IS YOUR FIRST ASSIGNMENT. YOU MUST HAVE IT COMPLETED BY MONDAY,
JULY 7TH. Using your time well this summer will make you happy in the
Fall when this system is all set up and ready to use the first day of
school.
+++++++++++++++++++++++++++++++++++

From: Msulitma@aol.com
Date: Wed, 2 Jul 2003 11:24:18 EDT
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

I love this listserv and would like to pass along this address to grad
students in my reading class. The problem is this, I belong to many, and
don't
remember how I joined this one! Could you e-mail this novice with the
directions so I can at least appear more cogent with others who are
undoubtedly more
computer literate than me.

Thanks in advance!

Lyn
+++++++++++++++++++++++++++++++++++++

From: NCNYGA@aol.com
Date: Wed, 2 Jul 2003 12:22:44 EDT
Subject: Re: [mosaic] MATH/MOT Directions to get started, assignment #1

Deb,

I like your assignment for us. That is one of the biggest helps is to get
our 'stuff' organized. But I must have missed a post. What goes in the
file
folders and what does the Math Mom need to make?

Thanks for all your wonderful posts.

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

Date: Wed, 02 Jul 2003 10:30:58 -0700
From: JTD <jtd@san.rr.com>
Subject: Re: [mosaic] writing and genre

I am really enjoying the discussions (MOT /math and genre/writing).
After reading the posts (and reading the article by Nia), I started
thinking about how to set up genre studies for first graders. My questio
to the list is: What would a year-long plan for a first grade Writer's
Workshop look like (for you) using genre studies? I have a sample from
Katie Wood Ray's book, The Writing Workshop, but am looking for more
input from this list's experts. :-) Thanks.
Juli
San Diego
++++++++++++++++++++++++++++++++++

From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] writing and genre
Date: Wed, 2 Jul 2003 12:48:56 -0500

Elisa,
or you could tell the kids not to leave a GAP in their writing (to make
sure they have genre, audience, and purpose). Hey, we make a good
brainstorming team! ;)
+++++++++++++++++++++++++++++++++++

Date: Wed, 02 Jul 2003 13:09:18 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] writing and genre

Hey, Kelley!
I like that one a lot better than PAT or PAG! I think I'm going to
start using it.
Thanks!
Elisa
+++++++++++++++++++++++++++++++++++++

Date: Wed, 02 Jul 2003 10:53:27 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] Re:Lori and the book ,Thinking Mathematically

CGI is Cognitively Guided Instruction as researched by Carpenter and =
Fennema (among others), who are at one of the universities in Wisconsin...I=
guess you'd describe it as a way to guide and reflect upon children's =
mathematical thinking. I joined a study group implementing it thru a =
consortium. Another good addition to CGI as your basis for posing =
problems in the classroom, is TERC Investigations. Their games are great =
for facilitiating a multitude of strategies during problem solving. Plus =
the vignettes are very helpful for someone just starting this journey.
Debbie =20
>>> NMRPCR@WORLDPATH.NET 07/02/03 05:16 AM >>>
What's "CGI" ?
++++++++++++++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] Knee to Knee (K2K)
Date: Wed, 2 Jul 2003 13:37:50 -0500

I like the way Judy is going to develop her own video for student viewing
purposes. What a great idea. I need to go back and check the previous
posts. I don't recall the kindergarten detective idea. Now that we have
officially started the book talk, maybe the author of the kindergarten
detectives will chime in with the concept again (hint, hint).

Where to fit it in...hmmm...this is always the BIG question. I always seem
to have WAY too much to fit into a small amount of time. While reading
Cole's book, I envisioned literature conversations being in full swing
sometime around November. I am thinking that strategies will be hit first
(connections, inferencing, etc.) because without them, the conversations
could end up meaningless. I have a daily "Morning Meeting," "Community
Circle," or whatever term it might be referred to, so I see that activity as
lending itself to a good conversation format. This might be where I decided
to actually teach literature conversations (LC)...but then again, maybe not
because I like to keep the morning circle instructionless (is that even a
real word?). If nothing else, it would serve as a reference for
conversations.

I am absolutely ecstatic about the number of people who expressed interest
in talking about Knee to Knee, Eye to Eye...over 40 people!...so I am a bit
perplexed by the quiet start that we are having. :-P

Come on guys and gals...type away. I know that sometimes the postings can be
intimidating, but let me assure you, nothing you say is insignificant. All
of us are in the same boat...out there in the real jungles of the
classroom...looking, lurking for new ideas and thoughts to spark our
interest and answer our questions. What better way to collaborate than
nation wide? With that said, please tell us, What did YOU think about the
book?

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

From: "Judy Mazur" <jvmazur@comcast.net>
Subject: Re: [mosaic] Knee to Knee (K2K)
Date: Wed, 2 Jul 2003 12:18:32 -0700

Karla, ummm, er, the kindergarten detectives are described in the book, K2K,
LOL.
judy3ca
+++++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Wed, 2 Jul 2003 15:32:06 EDT
Subject: Re: [mosaic] Knee to Knee (K2K)
In a message dated 7/2/2003 12:21:31 PM US Mountain Standard Time,
jlmcadam3@ameritech.net writes:

> All
> of us are in the same boat...out there in the real jungles of the
> classroom...looking, lurking for new ideas and thoughts to spark our
> interest and answer our questions.

Karla - I am not participating in the K2K booktalk because I leave Friday to
go back east for 3 weeks. I have ordered the book however and will read all
the posts when I get back. I really love your sentence. I was able to
create
a good sensory image! :>)

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

From: Klbgarcia@aol.com
Date: Wed, 2 Jul 2003 16:01:56 EDT
Subject: Re: [mosaic] Knee to Knee (K2K)

I too am anxiously awaiting my book ~ but then leave for three weeks and
won't be able to discuss. Sure wish I could connect while on the road, but
that's
not going to be possible. I will read with great interest the discussion.

I also am thoroughly enjoying the math discussion. Sure am looking forward
to getting this ready for my classroom this fall. Now to find that mom or
dad
to help out:)

Karen
+++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] K2K
Date: Wed, 2 Jul 2003 12:55:25 -0500

Here are my thoughts on the Introduction and Chapter One.
INTRODUCTION:
I loved how Ardith started right out speaking about the "perks" of
literature conversations. "Students acquire a richer, deeper meaning of
text." "Kids become turned on to reading and make it an integral part of
their lives." "Thus fluency grows while reading rate and vocabulary are
enhanced." All things I want for my students. Her talk on the "scholars"
reminds me of when I saw Ellin Keene. She, too, is fascinated by the depths
of understanding of the "scholars" of the world. I had heard of the SALONS
or conversation groups but now I think I can really FEEL the intensity of
all those "scholars" talking together. I love the part where she quotes
Sandra and Spayde (p. xv) that "conversation is governed by two areas of
communication: speech and silence." Intellectual and social payoffs for
life. That's how I want it to be in my classroom. Preparing them for LIFE.
Not just doing the talking for me, for third grade. But learning how to
interact socially for LIFE. I LOVE "classrooms that offer student shared
voice venues". WOW!

I LOVE the quote by Meg Wheatley (p.xviii) "Relationships are all there is.
Everything in the universe only exists because it is in relationship to
everything else. Nothing exists in isolation." I'm ALL for running away
from the competitive nature of our lives. The collaborative model is so
much more me. This quote, "We know when individuals feel like they have
some control over their learning they invest more.", is something I lean on
regularly in my planning and thinking about my instruction. The "democracy
in training" part on page xix talks about "truly restructuring the classroom
environment so that it becomes a place where individuals learn how to
transact with, care for, and care about others". That's the kind of
classroom I want to be a part of. Building a community of readers who are
explicitly shown how to hold literature conversations is something I am
going to do this year thanks to this book.

It's almost like DUH!!! I've been SO explicit in all my strategy
instruction. Why didn't I know to be AS EXPLICIT in how to talk about the
books. I took it for granted that they could "just talk" and it would work.
But it never did amount to much when they were in small groups. Now I have
a way to do it better.

Her INVITATION on page xxi was very welcoming. NO expert energy found
there! Just a sharing of her own "developmental journey" and that of her
colleagues. The five step format really made sense as I read the book. It
is the gradual release again. This is so exciting!!!

CHAPTER ONE/Step One:
I am so anxious to talk with my students about how conversations occur in
their lives. I know I have TOTALLY been more cognizant of my OWN
conversations with my 12 year old daughter. Really trying to engage her
more. Better late than never right? Then showing the videos. I was with
Marcia who talked on the list a few days ago about how we watched the videos
and it took three times to really see the teaching points. I am going to be
on the lookout for more kids videos (our public library has a ton and I'll
just check some out and scan for conversation pieces to use) and other
examples. I can tell you the book talk I just went to with teachers from my
school would have been a great example of how NOT to do it. First it was
too large a group (13). Then everyone talked at the same time. Then tons
of smaller conversations. I just sat there and watched it with a different
eye after thinking about showing my students some footage of how it should
look. It would have been great to have that on tape. To contrast it. I
came out of that book talk KNOWING I want a smaller more intimate book club
now where we can REALLY talk about the book at a deeper level. After we
view the professional videos (Miller, Harvey, Tovani) I have and if we find
some snippets on them to use in the classroom, I'll let you all know so you
can hunt them down in your district.

I loved ACTIVE LISTENING and FOCUSED RESPONSE page 5. How it's like a
talk-dance where members are "consumed within the topic and each other".
"Hearing the feelings and intentions as well as the words." How
"participants finish each other's sentences, mirror the gestures of other
group members, back off and reenter with grace and finesse, and examine a
topic from a variety of avenues, grounding their thoughts in sound
evidence". WOW! When I think of the surface levels of talk my third graders
did in small groups (whole group was MUCH MORE sophisticated!!!) and compare
it to these goals I wonder if I will REALLY ever get there.

The previewing questions on page 6 will be very helpful when I show video
clips. We sure needed them when the four of us watched the videos. I can
see LOTS of discussion on the video clips. This is going to be fun!
Finding out what they see "inside a literature conversation". Looking for
gestures, feedback/piggybacking, overlapping. All specific things to be
teaching them. I LOVE the idea of having a student scribe. Why is it we
tend to do all the work when the kids are MORE than capable of helping and
being responsible.
The CONVERSATION TIPS CHART will be just like the anchor charts I use in
reading. This is all flowing together seamlessly. The students will come to
me with previous experience with anchor charts so it is perfect. I also
will have kids who are used to sharing their thinking so that will be a plus
for me.

I am such a visual/verbal processor so I really enjoyed the vignettes Ardith
included. I can then actually see it in my mind. I am thinking I may even
share some of them with my students if I feel it may help THEM see it as
well. The four of us talked about going to the cafeteria to observe the
lunchroom conversations. I think we all feel that it is so chaotic in there
and we wondered if they would really see anything valuable. Maybe they
would see how NOT to hold a conversation??? If anyone tries that be sure to
share afterwards!!!

The whole modeling first with the video and asking for what they saw/heard
and then the modeling of the brave students who do share their observations
and how others trickle in to share. I LOVE THAT!!! I sure saw the power in
that in my room last year. This is going to be so much fun!

I know we need to get to the implementation part of this all but I REALLY
hope we can discuss the book more specifically first. Always thinking along
the way how we can mesh this with either what we previously believed and
practiced or if new at this teaching, how to begin.

I'm looking forward to hearing YOUR thoughts, favorite parts, questions,
connections, etc. on the beginning of the book.

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

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] Knee to Knee (K2K)
Date: Wed, 2 Jul 2003 16:50:35 -0500

Duh! NOW I connected! LOL. I thought you were referring to someone's
previous post. Okay...so I earned the dumbhead club award! :-)

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

From: RKCTEC5@aol.com
Date: Wed, 2 Jul 2003 17:45:02 EDT
Subject: Re: [mosaic] linking comprehension strategies to writing

In a message dated 7/1/03 5:20:05 PM, Soswes@aol.com writes:

<< Meaning: how will the writer know when to use the different genres. >>

Sandi,
I think that's an excellent question. If one alternates the units of study
between genre and craft, then the children will have the opportunity to make
choices between genre. I might teach three or four weeks of how to write
personal narratives, and then spend three weeks studying writers' ways with
words.
During the ways with words study, children would be expected to use some of
those ways with words in their writing, but the genre they choose could be
anything they already know about. Some kids might write feature articles,
listsbooks, poetry or letters. Revision would also be a unit of study where
the
children could apply what they learn across genre's of choice.

So when I do a genre study, the kids don't have a choice about the genre
they
are going to use for the published piece that must be turned in. And I will
be looking for specific attributes of that genre in their writing.

So in answer to your question: How will writers know when to use the
different genres?
By being given the opportunity to use different genres when studying craft,
and to learn about different genres during a genre study.
Ruby
++++++++++++++++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Wed, 2 Jul 2003 19:31:11 EDT
Subject: Re: [mosaic] writing and genre

Hi Juli,
I have not thought out my first grade units of study for the year yet, but
they will probably be something like this:

Writerly Life--Tools, procedures, gathering ideas, office work
Craft --Captions in nonfiction work
Genre --Listbook genre study
Craft --Punctuation: capital letters, spacing, end marks
Genre-- Personal Narrative
Craft -- Sound study/ways with words
Craft -- Studying a particular author's craft/way with words
Genre -- How to books
Craft -- Developing Stamina
Genre -- Nonfiction feature articles
Writerly life -- Where do writers get ideas
Craft -- Form -- letters
Genre -- Poetry
Writerly life -- Celebrations

Before I commit to these and to the order, I need to look at our calendar,
map out the number of consecutive weeks I can use to teach each unit, think
about what I taught then last year in K, think about units I have not taught
and
what I need to learn to teach them, and I have to think about how many weeks
I
need to devote to each study. Some might be one week. Others will need
four.
Most will be around 3.

Teachers in 3-5 will not teach as many genre studies as we need to do in
K-2.
Also, upper grade studies tend to be longer than our average of about 3
weeks.
Ruby
Who is not an expert, but still learning.

In a message dated 7/2/03 12:32:36 PM, jtd@san.rr.com writes:

<< I am really enjoying the discussions (MOT /math and genre/writing).
After reading the posts (and reading the article by Nia), I started
thinking about how to set up genre studies for first graders. My questio
to the list is: What would a year-long plan for a first grade Writer's
Workshop look like (for you) using genre studies? I have a sample from
Katie Wood Ray's book, The Writing Workshop, but am looking for more
input from this list's experts. :-) Thanks.
Juli
San Diego >>
++++++++++++++++++++++++++++++++++++

From: Soswes@aol.com
Date: Wed, 2 Jul 2003 20:00:11 EDT
Subject: Re: [mosaic] linking comprehension strategies to writing

In a message dated 7/2/03 4:54:49 PM Central Daylight Time, RKCTEC5@aol.com
writes:

> If one alternates the units of study
> between genre and craft, then the children will have the opportunity to
make
>
> choices between genre. I might teach three or four weeks of how to write
> personal narratives, and then spend three weeks studying writers' ways
with
> words.
>

Ruby...this is getting clearer to me and where I am struggling to redo my
writers workshop. I want kids to talk strategy in writing and I want them
to
understand the different purposes of writing. I tried this past year that
when I
modeled planning, for example, I modeled in all types of writing. When I
modeled any type of "craft" I tried to model it in all types of writing.
And I
did see kids writing reports long before I really went into report writing,
for
example. But, I'm still not sure I made it clear to the kids when and how
you decide to write in the different genres...so I'm still searching to make
my
instruction clearer. I like your layout (different posting) of the year,
but
I was curious why "where writers get ideas" was later in the year...unless
this just wasn't in order yet...just brainstorming.

Thanks for helping me on my journey!

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

From: "Kathy" <teach@willinet.net>
Subject: [mosaic] OT ... Poem Needed
Date: Thu, 3 Jul 2003 20:41:14 -0700

Hi,
This is a creative group, so I thought I'd post this question. I'm getting
ready for a professional development session next Tuesday. It will be the
"kick off day" of our year long journey with Reading First. I bought some
seed packets and notecard. I'm putting the seed packet on the front and
would like to put some type of poem or saying in the inside that speaks to
planting seeds of knowledge or growing as a learning community??? Any
ideas???

Thanks,
Kathy
+++++++++++++++++++++++++++++++

From: deborah a devine <debthereb@lightfirst.com>
Date: Fri, 04 Jul 2003 03:01:13 -0500
Subject: [mosaic] Sneaky Math/Inside lunch recess

Last year, I taught some math to my students in a sneaky way. When
we had in day lunch recesses because of bad weather, my students would
watch "Cyberchase" that I had pretaped off the PBS channel. In Chicago
that is WTTW, Channel 11. Cyberchase was made with money from a grant
from the National Science Institute and is topnotch.
pbskids.org/cyberchase is the web site for the program. You can see a
listing of all the upcoming shows and previously shown shows. The next
one is about probability and chance. In Chicago, the show can be viewed
at 4:00pm Monday - Thursday and Sunday at 8:30am.
I solved 2 problems by showing this video. One, the lady watching
my students during lunch time spoke very little English and was
watching 2 classes. I'm sure you can picture the results of that
situation. After pretaping the shows I made them stay at their seats
and watch the show. Two,they were learning how to solve problems by
watching the characters in the show. I remember one show that the kids
had 3 keys and 5 doors and they figured out how many different
combinations it would take before they were able to escape.
Deborah
++++++++++++++++++++++++++++++++

From: JLabar1026@aol.com
Date: Fri, 4 Jul 2003 07:56:13 EDT
Subject: Re: [mosaic] OT ... Poem Needed

In a message dated 7/3/03 11:29:23 PM Eastern Daylight Time,
teach@willinet.net writes:

> I bought some
> seed packets and notecard. I'm putting the seed packet on the front and
> would like to put some type of poem or saying in the inside that speaks to
> planting seeds of knowledge or growing as a learning community???

I like the seed packet idea. . . I believe your idea is called branding in
popular presentation parlance.

You may want to continue with the growth, flower, garden, and plant theme.

I would add to your presentation a couple door prizes of potted plants.
The poem on the packet is a fine idea . . . you will need to check out
google
and their pouty sites. Check with key word seeds or plant.

What are some famous books that use the plant motif. . . preferably picture
books? You might be able to create something in that regard for the packets
and
the poem.

BG
++++++++++++++++++++++++++++++++++++

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] OT ... Poem Needed
Date: Fri, 4 Jul 2003 08:10:20 -0400

Here's one about reading & growing, from Readinglady's website

Look in a Book
Look
in a book
and you will see
words
and magic
and mystery.

Look
in a book
and you will find
sense
and nonsense
of every kind.

Look
in a book
and you will know
all
the things
that can help you grow.
Ivy O. Eastwick

You could also make up your own poems to put on the packets. Don't
underestimate your own creativity. Or get some friends together to help.
for instance, does each seed packet have different types of flowers? What if
you made up different poems or directions for each kind of packet?

Sunflowers-
Just like sunflowers,
Our kids will grow tall.
Let's fill them with knowledge,
of the world large and small.
Let's help them love reading,
and books by the pile.
So when they are older,
They'll read with a smile!
(Okay, it's corny, I know, but teachers love corny stuff!)

Cece/LC/GA
++++++++++++++++++++++++++++

From: "Beth Neiderman" <beth.neiderman@verizon.net>
Subject: Re: [mosaic] OT ... Poem Needed
Date: Wed, 2 Jul 2003 10:56:10 -0400

Hi, Kathy:

Are you familiar with the picture book Mrs. Spitzer's Garden? In the
beginning of the book, the principal walks down the hall and hands Mrs.
Spitzer, a teacher a packet of seeds...Mrs. Spitzer then spends her days
tending her "seeds", which of course turn out to be children. It might make
a nice read aloud for your group. It's really a delightful book. I can't
think of the author, but I'm sure I could locate it if you're interested.

Beth in NJ
++++++++++++++++++++++++++++++

From: Soswes@aol.com
Date: Fri, 4 Jul 2003 12:11:46 EDT
Subject: [mosaic] What to teach first/writing

Hi, everyone....I'm thinking aloud here....so if you want to hit delete,
it's
ok! But any other ideas would be appreciated!

I'm reading Creating Writers Through 6-trait writing assessment and
instruction by Vicki Spandel. In Chapter 5 she says "the traits do not ever
replace
this process (writing)...Writing traits simply provide a language to
strengthen
the process foundation and give students possibilities for revision."

Process first....then Traits....then Modes (or forms)

She also gives a sample:
1. Process: The foundation
*gathering
*focusing
*prewriting
*drafting
*revising
Editing/publishing
2. Traits: the Writers language
*ideas and details (schema)
*organization (visualizing, questioning)
*voice (schema)
*word choice (visualizing, inferring)
*fluency (visualizing, synthesis)
*conventions (synthesis, visualizing, inferring, questioning)
(I added the reading strategies)

3. Modes: forms of writing
*what is my purpose?
*Who is my audience?
Notice how the traits shift in...
*descriptive writing
*narrative writing
*informational writing
*technical writing
*business writing
*persuasive writing

This makes sense to me because the traits are evident in all good writing
and
if I'm teaching that prior to the genres, they can build on the traits to
make their writing better as we delve deep into the specific genre. Plus,
if
they understand the writing process, they can then understand why I ask them
to
revise their work....they will then revise on their own (the self
assessment).

Thanks for letting to think out loud. I'm starting to get a better feel for
how my writing workshop will be set up for next year....any other ideas?????

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

Date: Fri, 04 Jul 2003 11:01:06 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] thoughts on the Allington article?/LONG

Thanks for comments Ginger - I have been using this (Allington's 6 T's
article) for several years with teachers and find it
helpful. I am starting a new project this year and think I will use this
print as a starting
evaluation piece as to where we are and to get the conversation going.
Always love your ideas.
JGasser
+++++++++++++++++++++++++++++++++

From: "Beth Erbelding" <beth2323@rochester.rr.com>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Fri, 4 Jul 2003 12:23:44 -0400

I'm going to a Guiding Readers and Writers Grades 3-6 in Boston in 2 weeks,
that's for 4 days and then the following week I'm going to Cleveland for a
Differentiated Instruction Conference for 4 days. In August I'm attending a
Literacy Institute put on by my school district. Summer goes by too
quickly...Beth/4/NY
++++++++++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Wed, 2 Jul 2003 20:23:14 EDT
Subject: Re: [mosaic] linking comprehension strategies to writing

In a message dated 7/2/03 7:04:30 PM, Soswes@aol.com writes:

<< but
I was curious why "where writers get ideas" was later in the year...unless
this just wasn't in order yet...just brainstorming.

Thanks for helping me on my journey!

Sandi >>

Exactly Sandi,
It is not in order. I think it very important that teachers make up their
own calendars in an order that makes sense for them, their kids, and what
the
kids have been taught before. Without that intentional type of planning,
teachers might simply end up following someone else's idea of what is best
for
another class. Then the curriculum may as well be a scripted program. . .
Some of
it works for this group and much of it doesn't.
Ruby
+++++++++++++++++++++++++++++++++++

From: JLabar1026@aol.com
Date: Wed, 2 Jul 2003 20:29:01 EDT
Subject: Re: [mosaic] changes in guided reading/writing

In a message dated 6/20/03 12:35:54 PM Eastern Daylight Time,
ljackson@gwtc.net writes:

> 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.

Hmm-

Kid sees picture. Kid says bear. Then kid connects the word that was stated
and observes the beginning letter- "B" for bear and is on the look out for
the
grapheme-

Is this comprehension or sound symbol relationships?

BG
++++++++++++++++++++++++++++++++

From: JLabar1026@aol.com
Date: Wed, 2 Jul 2003 20:24:04 EDT
Subject: Re: [mosaic] anyone want to discuss anything?

In a message dated 6/20/03 8:43:53 AM Eastern Daylight Time,
ljackson@gwtc.net writes:

> 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

Is Graves the Writing Guru?

BG
+++++++++++++++++++++++++++++++++

Date: Wed, 02 Jul 2003 17:41:41 -0700
From: JTD <jtd@san.rr.com>
Subject: Re: [mosaic] writing and genre

Ruby,
Thank you so much...I have had good results with WWS but knew I needed a
more focused approach that still allowed students to choose their own
topics...thanks to the genre discussion on this list and great
suggestions like yours, I think I may be ready to try something
new...guess that's what keeps me "gowing' :-)
Juli
++++++++++++++++++++++++++++++++

Date: Thu, 03 Jul 2003 08:20:15 -0500
From: "Michelle Mooney" <mmoon.RI.WFB@wfbschools.com>
Subject: Re: [mosaic] K2K

There is a short clip on the third Debbie Miller video that shows two
students reenacting a conversation about a book they are reading while
their classmates observe. I don't know how useful this clip would be
for students, but it certainly helped me to see that kind of modeling in
action!

I imagine most district have standards for speaking and listening. In
practice--and on report cards--I think these often boil down to
listening to directions from the teacher and responding to questions
posed by the teacher, with an occasional 3-minute speech starting in 2nd
or 3rd grade.

But--as Cole and Ginger point out--most of our lives are spent in
one-on-one or small group conversation. Those are the listening and
thinking skills that students need to learn.

I know it won't help in a practical way as we try to fit this
instruction into our schedules. But would it help psychologically to be
able to point to standards for listening and speaking?

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

From: "Judy Mazur" <jvmazur@comcast.net>
Subject: Re: [mosaic] K2K
Date: Thu, 3 Jul 2003 06:29:08 -0700

Michelle: would it help psychologically to be able to point to standards for
listening and speaking?

Oh, Michelle, YES! I think you are really onto something! Here is one of
my (California) third grade standards (in the interest of brevity, I left
out all the detail, but you get the idea). Look how it goes with what we've
been discussing. K2K really addresses critical listening and appropriate
response. Thanks a lot for helping me to see K2K's value through the
standards.
judy3ca

Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication.
They speak in a manner that guides the listener to understand important
ideas by using proper phrasing, pitch, and modulation.
+++++++++++++++++++++++++++++++

From: Teachaug@aol.com
Date: Thu, 3 Jul 2003 10:00:28 EDT
Subject: Re: [mosaic] K2K

good point with the connection to standards. I agree with Michelle that
they
often just involve listening to the teacher and answering questions. But in
real life, which the standards are preparing students for, listening and
speaking are used mainly in conversations. Sometimes we have to just listen
like
at staff meetings. But we gauge how well someone listens by how well they
respond in conversation. I have to explore my new 5th grade standards and
see how
this will work with them.

Thank you
Erin
++++++++++++++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] K2K
Date: Thu, 3 Jul 2003 09:06:43 -0500

Michelle and Judy: I, too, thank you for pointing out the value and
connection between the standards and K2K. I raced to the website and pulled
up my goal and descriptor. It reads as follows:

Illinois Language Art Goal and Descriptor for grades 6-12:

Listen and speak effectively in a variety of situations.
Listening and speaking, the most commonly used of the language arts and
therefore of central importance, develop through a progression of increasing
sophistication in students' ability to sort, organize, evaluate, and present
information. Insomuch as listening, like reading, involves comprehending and
interpreting meaning in the role of the "receiver" of a message or text,
learning to listen effectively is related to learning to read well.
Insomuch as speaking, like writing, involves composing and presenting a
message to a particular audience for a specific purpose, learning to speak
effectively is also related to learning to write effectively.

K2K certainly fits this standard. Keep the connections coming!

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

From: JUDYCSMWM@aol.com
Date: Thu, 3 Jul 2003 10:27:40 EDT
Subject: Re: [mosaic] K2K

Ginger,
I have finished reading the first chapter of K2K so I don't know if
Cole does videotape the actual conversations of her students. For the past
few
years, we have set up our own guidelines for the first "conversation" at the
beginning --students usually mentioned "listen to others and don't
interrupt". A student videotaped and we watched the video. Afterwards, they
had other
things to add to their posted guidelines and many were amazed. (I asked them
to
write what they had learned and one student wrote, "I learned that I talk
too much." In the next tape, it is obvious that she is self-monitoring and
really trying to listen to the others by her behaviors. I transcripted the
conversations for my own benefit so I could analyze what I observed.
Periodically new guidelines were posted. We practiced. Morning meetings
took place for the
first 5-8 minutes of the class. I totally agree with so many others on this
list-serve--Planning to make the most of each minute is the key.
The students continued their "conversations" and later we videotaped again
to see the progress. I can vouch for the increased progress! I have
included
this unit for the past four years and referred to it as "discussion groups
or book discussions." Like others on the list, I really like Cole's term
"literature conversations" and will use it. I think it would be wonderful
to show a video first. I think it would save valuable time at the
beginning.
Students would have an excellent model to follow. I want to do that.
JudyNC
++++++++++++++++++++++++++++++++++++

Date: Thu, 03 Jul 2003 10:35:38 -0500
From: Jim & Jan Pettry <jdpettry@erinet.com>
Subject: Re: [mosaic] K2K

Michelle, Judy, Karla and K2K enthusiasts,

I agree that K2K connects with our state standards also. One second
grade indicator, for example, states that the learner will "use active
listening strategies, such as making eye contact and asking for
clarification and explanation," and will "compare what is heard
to prior knowledge and experience."

I just looked again at the Strategies in Action videos. Tape 4, part 4
has some good examples of conversations. You'll have to look at it a
few times to pick out the snippets in which the kids are doing the
conversing without as much direction from the teacher,
but they are there. Also, there are lots of good examples of
conversation on Harvey Daniels' Looking into Literature Circles video.

This is an interesting discussion, and I just got my book and have only
read about a third of it so far!

Jan (Ohio)
++++++++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Thu, 3 Jul 2003 10:42:53 EDT
Subject: Re: [mosaic] K2K

In a message dated 7/3/2003 7:35:38 AM US Mountain Standard Time,
JUDYCSMWM@aol.com writes:

> A
> student videotaped and we watched the video.

I haven't got my book and I'm leaving tomorrow on vacation - what am I doing
at my computer you might rightfully ask :>) but I have followed the
discussion
so far. Is your student videotaping a fishbowl type of experience?

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

From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: [mosaic] K2K
Date: Thu, 3 Jul 2003 10:29:23 -0500

Great thoughts so far! I think this has already been discussed, but I
love the initial connection the author made to classroom community.
That is a big goal I have for next year (wanting to delve into the
Responsive Classroom approach). I can see where some of the procedural
listening mini-lessons would fit into a morning meeting.

I can also see where the videotaping may work well for assessment, or to
simply show parents if their child is participating or not. Has anyone
used videotaped conversations in this way?
+++++++++++++++++++++++++++++++++++++++

From: Klbgarcia@aol.com
Date: Thu, 3 Jul 2003 11:49:42 EDT
Subject: Re: [mosaic] Videotaped Conversations

While participating in the reading initiative, literature conversations were
recorded, but they were only for my reflection and discussion with the
coach.
That is because of the wording on the permission form that all parents had
to
sign either agreeing to let the child be recorded or not. So I used the
videotape mainly for my reflection and then discussion with the students. I
wonder if the videotape is used with parents to show how their child
participates
or doesn't or what the conversation looks like, what type of permission
(signed
or verbal) would be needed from all parents who had a child in the class.
The previous two years there were two or three sets of parents from each
class
that did not want their child to be part of the videotape.

I believe the video tapes of literature conversations would be an ideal way
to show parents what their child/children are doing in our classroom. I
have
considered having literacy nights with my parents this year where we discuss
reading strategies so they might help their child. I haven't mapped out the
year yet, but the goal is to meet one evening a month and use the picture
books
suggested in STW with my parents and students. So the clips that are
important
to a particular strategy is shown and then discussed, it would be helpful.

While some parents are comfortable talking about books with their children
not all are and some have told me they don't know what to talk about other
than
asking "What happened in the story?" I want all parents to feel comfortable
talking about books with their children.

Karen
+++++++++++++++++++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] Videotaped Conversations/K2K
Date: Thu, 3 Jul 2003 11:22:19 -0500

>>>From Karen:

So I used the videotape mainly for my reflection and then discussion
with the students. I wonder if the videotape is used with parents...

Karen,

I think the use of videotaping for reflection can be very powerful. I
plan on incorporating it regularly next year and can't wait to see how
effective it will be (both for self reflection and student reflection).
Your comment about the use of videotaping with parents sparked an idea.
What about utilizing a videotape of student conversation as an example
for parents when they come for Open House, or better yet, have one
running (continuous loop) for parents as they wait outside your room for
parent/teacher conferences. What better way to show them their child in
action, as well as the level of depth that a book talk can go. Maybe it
will evoke an "aha" and generate new ideas for how they can talk to
their child about books at home. I am a visual and kinesthetic learner,
so seeing one in action would be worth a thousand words to me.

I LOVE your idea for a monthly literacy night! I would really enjoy
doing something like that, but I am afraid it would not go over too well
with 6th graders. The parents tend to be less involved at that point,
even though they can hold meaningful conversations about books with
their children just as easily...if not more so! Has anyone else tried
this with upper elementary students? I would love to hear about your
experiences. As far as your idea Karen, I say GO FOR IT! :-)

Permission forms...sometimes they can be tricky. I think you might
entice parents to sign if they knew exactly what you would use the tapes
for. If you state it explicitly, then they might feel better (just a
guess). Otherwise, if you have a few who say no, I guess I would have
the students work on another task during the times you want to record
literature conversations for the "parent" viewing. I would still
include them during your self reflection tapings, otherwise, they will
feel left out. Just a thought.

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

From: BilsCntsa@aol.com
Date: Thu, 3 Jul 2003 16:39:08 EDT
Subject: Re: [mosaic] fitting it all in

In a message dated 6/28/03 2:45:38 PM Eastern Daylight Time,
drondeau@de.dvusd.org writes:

<< NCSS (National Council for the Social Studies) publishes a yearly best
trade book list categorized by standards >>
Is this posted online?
Thanks,
Terry/FL
+++++++++++++++++++++++++++++++++++

Date: Thu, 03 Jul 2003 14:25:57 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] fitting it all in

Yes, and you can download past years as well...
Debbie
++++++++++++++++++++++++++++++++++++

Date: Thu, 03 Jul 2003 14:31:38 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] Videotaped Conversations/K2K

We got a grant to hold monthly 'Take your parent to school'
evenings...One for each subject and broken into K-3 and 4-6 sessions.
They were very well attended, just remember to have FOOD. It's a
wonderful motivation to come, bring the family and don't cook that
evening. Some of the food was used for activities (ie...write how to
and then eat an ice cream sundae). Teachers submitted proposals for
ideas, then teamed up to present. Great fun for all.
Debbie
+++++++++++++++++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] Literacy Night Grant
Date: Thu, 3 Jul 2003 17:07:48 -0500

Debbie,

I would love to hear more about this grant. Was it a private, local, state,
or national funding? Did you cover the entire year, say October thru April
or May? Would each subject's gathering take place on the same night? Do
tell more!

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

Date: Thu, 03 Jul 2003 15:34:29 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] Literacy Night Grant

The grant was a local one. It covered the entire year...we did a
'traveling road show' as well. For example: I developed a K-3 writer's
workshop, so I moved to several of our schools one per month and taught
along with a team of teachers who assisted me from their own schools.
The grant provided an instructor fee (responsible for developing and
gathering all activities, books, making signs, a flyer, originals of
blacklines, ordering materials, training and packets for assistants),
assistants' stipend, materials, custodial duties, and food. A central
coordinator was also included to handle publicity, food, interviews,
copies, school supplies, and making sure everything came off well.
There was a math night, science night, reading night, writing night and
social studies night; one per school and K-3 or 4-6 GL. These were held
on different evenings due to space issues-the cafeteria was the staging
ground for all.
It was great fun and I don't think there was one negative evaluation
from families.
Debbie
++++++++++++++++++++++++++++++++++++

Date: Thu, 03 Jul 2003 15:53:50 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] anyone want to discuss anything?/DRA and beyond

Joetta led the morning sessions...what a brilliant and incredibly caring
lady! It was great to hear her discuss readers from emergent to fluent.
In addition, she spent time sharing thoughts on struggling readers and
writers. She reiterated the power of reciprocity of reading and
writing. She recorded the miscues/errors on the child's running record
(DRA), as well as the spelling errors from a writing draft (DWA). In
analyzing both together, it was evident which word study strategies
would need support.
She is working on a Word work assessment to be used with struggling
readers and writers.
Fountas and Pinnell's Word Study Continuum was the framework for a
breakout session. The categories they've delineated are: Early
literacy concepts, Phonological awareness/phonemic awareness, Letter
knowledge, Letter/sound relationships, Spelling patterns, High frequency
words, Word meaning, Word structure, Word-solving actions. (Is anyone
else going to see them in TX later this month? I'm going to the Phonics
training.)
I spent the afternoon with Joetta and Kathleen Taps who coauthored the
DWA. The more I see of this tool, the better I like it. It just takes
practice to become familiar with it (as did the DRA). They recommend
using it yearly or perhaps twice, but no more.
Joetta discussed using the DRA (as a benchmark and to provide focus for
instruction) two or perhaps three times per year...no more. I'm
guessing she's assuming that everyone will continue to take running
records and do retellings (the rubric from the DRA is ideal) on familiar
and benchmark books through out the year to inform your teaching.
Fluency was addressed...this needs to be attended to through out the
child's development as a reader regardless of stage. If the reading on
a rr falls below what is considered a moderate pace (several different
guidelines were given as the DRA K-3 does not give a rate score), you
should NOT continue higher in level...'Fluent readers focus their
attention on making connections among the ideas in a text and between
those ideas and their background knowledge. Therefore, they are able to
focus on comprehension.' (Sound familiar?)
Well, more later, if anyone's still interested.
Debbie
++++++++++++++++++++++++++++++++++

From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] anyone want to discuss anything?/DRA and beyond
Date: Thu, 3 Jul 2003 18:36:25 -0500

Debbie,
Thanks for sharing. You seem like you have experience with DRA, and I
noticed you really like the retelling rubric. We use the DRA in our
district to assess "benchmark" reading levels. I think it's a good
tool, but many teachers don't like it so much. Mainly I think teachers
don't like the time it takes, but some have expressed concern about the
rubric scores being inconsistent from teacher to teacher. What do you
say to teachers who say the rubric is too subjective? Thanks for any
insight into this.
Kelley
++++++++++++++++++++++++++++++++++++++++++

From: Soswes@aol.com
Date: Thu, 3 Jul 2003 19:48:43 EDT
Subject: Re: [mosaic] K2K

In a message dated 7/3/03 9:11:10 AM Central Daylight Time,
jlmcadam3@ameritech.net writes:

> Listening and speaking, the most commonly used of the language arts and
> therefore of central importance, develop through a progression of
increasing
> sophistication in students' ability to sort, organize, evaluate, and
present
> information.

When Debbie Miller came into my classroom to teach, she modeled how she got
the kids to share and engage in conversations. Although my kids were used
to
sharing their reading, I had not had them sitting in a circle or facing
themselves. Debbie modeled how to respond to each other and to her, (Yes, I
would
like to share...Thank you, Mrs. Miller). At one point a student shared a
question he had about the book he was reading, and another student wanted
to say
something along those same lines. I remember her modeling for the 2nd
student
to say: (something like this) Jesse, I can help you with that. I think that
......" It was a very powerful demonstration and the kids picked it right
up.
We continued sharing like this for the rest of the year, and the
conversations
really developed. You could hear it in their own personal conversations
with
themselves throughout the year.

At the same time this was going on I was taking a Vocabulary class.
Conversations in this manner are a big component of developing Oral Language
and we
have to model this for the kids...they don't always know how to do it.

Just wanted to share.....
Sandi
+++++++++++++++++++++++++++++++++++++

Date: Thu, 03 Jul 2003 17:02:48 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] anyone want to discuss anything?/DRA and beyond

We had the wonderful opportunity to work with Joetta while the DRA and
DWA were in development. She shared 4 Saturdays with us. Our K-3 team
has used the DRA since its publication and we're still using a holistic
writing continuum scoring she shared and we've revised over the years.
When group scoring, overall, there seems to be little discrepancy if you
looked across the entire rubric. The times I've had the most range in
scoring was in doing a DRA workshop with a K-6 staff. Sometimes, the
intermediate teachers were a bit hard on the scoring because they are
expecting more from their more mature readers. And the opposite is true
from the K-3 staff looking at DRA 4-8 responses. The teacher usually
knows the child best. If you're unsure, the purpose is to look
strengths and next steps in the focus for instruction.
One of the greatest things most teachers get from DRA is an affirmation
that what they're doing for kids supports their growth as lifelong
readers OR makes them reconsider what they're spending their LA time on.

There are several points at which you might decide to change
levels...after the prediction if the child has gathered little
information from the picture walk or from the first oral reading; after
the running record, if the accuracy &/or quality of errors is not
acceptable OR if the fluency isn't within the moderate range. And it
goes without saying with this group...anytime you feel meaning has been
lost. Sometimes when the scores are questionable, it may be we tried to
'push levels' and not take into account the entire picture at each point
along the way.
Debbie
+++++++++++++++++++++++++++++++++++

Date: Fri, 04 Jul 2003 10:43:23 -0700
From: JTD <jtd@san.rr.com>
Subject: [mosaic] Which book first for CGI?

I am interested in reading more about this...would you suggest
Children's Mathematics or Thinking Mathematically as a first book?
Juli
+++++++++++++++++++++++++++++++++++

From: Annette201@aol.com
Date: Fri, 4 Jul 2003 14:05:31 EDT
Subject: [mosaic] question about a site

Does anyone have any idea how to find the MCPS Early Literacy Guide in its
entirety? The Maryland site keeps referring back to it without having a
place
to down load?
++++++++++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Fri, 4 Jul 2003 15:14:56 EDT
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

Beth,

You will love the Institute at Lesley! I learned so much not only from
the presenters, but even more from the other participants. One participant
was already using Guided Reading and recommended so many other books to
read. I
purchased several of them and found them so useful.

The DI course is a great addition to Guided Reading and MOT. It will
help solidify and consolidate what you already know and what you are
learning.

Have fun. It seems like all you are doing is going to school, because
I
felt the same, but once you start putting it to use it will be worth it.

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

From: DnnllySs@aol.com
Date: Fri, 4 Jul 2003 16:29:51 EDT
Subject: Re: [mosaic] July 4th

Thank you Karla !!!
and
Most of all **
Enjoy your day and weekend with family and friends,too
Im enjoying my reading of the reflections,experiences,and responses.
As soon as my book comes in I'll join in,too
Can't wait :)
It is a real pleasure being a part of MOTwith so many around this
country:)
Happy 4Th Of JULY !
I read a book with my daughters this morning called:

Mr Lincoln's Way, author: Patrica Polacco

I wish I could retell this story like Marcia,Debbie, and everyone
here, but...
this book is a nice read-aloud and its a book on realistic fiction, cultural
diversity and character education with respect , responsibility, team
playing;
cooperation, and honesty. It even centers on a character called, Mean Gene;
he is a student characterized much like the character in: There's a Boy in
the
Girls Bathroom; the difference is the illustrations are incredible and it is
an intermediate story but primary students can build and practice their
reading
comprehension strats too using, well; i.e. sensory,re-telling , questioning,
loads and loads of schema, predictions,making inferences, summarizing,
literature circles'activities>abound ,readers' theatre for the older
students; it
has heroes, even.
if someone who can summarize and help me I would be greatly appreciative I
just wanted to share this title for realistic fiction and cultural diversity
and
the loads of activites that can be gleaned using MOT strategies
My best Regards,

Susan

PS
for me Happiness is summer :) and I wish you all happiness and accomplished
goals for the summer
+++++++++++++++++++++++++++++++++++++

Date: Fri, 04 Jul 2003 11:38:42 -0700
Subject: Re: [mosaic] Sneaky Math/Inside lunch recess
From: "Janet Holbrook" <jmholbrook@earthlink.net>

Deborah--

What grade level would you recommend for Cyberchase?

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

From: deborah a devine <debthereb@lightfirst.com>
Date: Fri, 04 Jul 2003 19:06:45 -0500
Subject: Re: [mosaic] Sneaky Math/Inside lunch recess

PBS says ages 8-1l is recommended for Cyberchase.
Deborah
++++++++++++++++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] July 4th
Date: Fri, 4 Jul 2003 23:52:43 -0500

Susan,

Another great book by Polacco is Thank You Mr. Falker=20
ISBN: 0399231668. It almost makes me cry. It is a great read aloud for =
your class and shows how anyone can become a successful reader. Of =
course, what Polacco book isn't great?

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

From: SKosmoski@aol.com
Date: Sat, 5 Jul 2003 08:46:45 EDT
Subject: Re: [mosaic] OT ... Poem Needed

Kathy--
Try these two websites--they are my favorite "teacher-types."
http://www.taylormali.com
http://www.saraholbrook.com
For those of you who do staff development, these two poets have incredible
poems that touch teacher hearts!
Mary Anne
+++++++++++++++++++++++++++++++++++

Date: Sat, 05 Jul 2003 08:58:55 -0500
From: Pat Flubacker <pflubacker@ameritech.net>
Subject: Re: [mosaic] Math Essentials

If you do not want to print out Week by Week Essentials, it can be ordered
for just $9.00 from NCDPI and arrives in less than 3 days. It is printed
back to back and already 3 hole punched! The 800 phone number did not work
out of state, so you would need to call 919-807-3074. They were very
helpful when I called.
Pat
++++++++++++++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Sat, 5 Jul 2003 12:49:37 EDT
Subject: Re: [mosaic] OT ... Poem Needed

" A word is dead when it is said, some say.
I say it just begins to live that day."
Emily Dickenson
++++++++++++++++++++++++++++++++++++

Date: Sat, 05 Jul 2003 16:54:40 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Which book first for CGI?

Children's Mathematics is the first and definately the place to start.

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

Date: Sat, 05 Jul 2003 16:56:37 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Re:Lori and the book ,Thinking Mathematically

Cognitively Guided Instruction

Lori

RHOADES wrote:

> What's "CGI" ?
+++++++++++++++++++++++++++++++++++

Date: Sat, 05 Jul 2003 17:06:18 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] anyone want to discuss anything?

He IS in my book! I leave tomorrow.

Lori

JLabar1026@aol.com wrote:

Is Graves the Writing Guru?

BG
++++++++++++++++++++++++++++++++++++

Date: Sat, 05 Jul 2003 17:14:54 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] anyone want to discuss anything?/DRA and beyond

We were running into this a bit in my district and basically, I think
that if your purpose is district wide data collection and shared
purpose, stick to the scripts. Don't teach during assessment, even if
you have to bite a hole in your lip.

Lori
Who has perforated lips from time to time!
+++++++++++++++++++++++++++++++++++++

From: DnnllySs@aol.com
Date: Sat, 5 Jul 2003 22:46:35 EDT
Subject: Re: [mosaic] July 4th

Dear Karla
Thank you, I will read this book to my daughters,too and watch and I'll
practice my reading strategies with them quietly :)
I like this :shows how anyone can become a successful reader. Of course,
what Polacco book isn't great?

Karla, you mean there are more ?well ,now, for me, welcome to the
world of reading!!!!!

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

From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: Re: [mosaic] sara holbrook
Date: Sat, 05 Jul 2003 22:30:41 -0500

Thanks so much for sharing her website. I didn't know it existed. My kids
just love her poems. Its hard to keep the books&nbsp;from disappearing.
There are the greatest short text I've ever used.

Mary/gr.8
++++++++++++++++++++++++++++++++++++

From: deborah a devine <debthereb@lightfirst.com>
Date: Sun, 06 Jul 2003 00:07:39 -0500
Subject: [mosaic] MATH/MOT Assignment #2 from Deborah

MATH WEEK BY WEEK ESSENTIALS ASSIGNMENT =232
DUE=3A Monday=2C July 14th

1=2E Printout the Week by Week Essentials and the coordinating =

Blackline Masters for your grade level=2E Or If you do not want to print=
=

out Week by Week Essentials=2C it can be ordered for just =249=2E00 from =

NCDPI and arrives in less than 3 days=2E It is printed back to back and =

already 3 hole punched! The 800 phone number did not work out of state=2C=
=

so you would need to call 919-807-3074=2E They were very helpful=2E=2E Al=
so I =

don=92t know if you are aware of it=2C but there is pre-punched hole pape=
r =

that can be purchased at an office supply store that you can use to =

print off your set=2E Otherwise=2C punch holes in your complete set and =

Blackline Masters=2E Place them in the 3 ring binder=2E Label the Binder=
=3A =

Week by Week Essentials Masters=2E
=

2=2E If you have a multilevel class like 4/5 for example=2C I would =

print the lower Grade 4=2E Then go into the 5th Grade and check out the =

Weekly Games and see if you want to run only certain games that the 5th =

Grade could use to practice a certain computational skill=2E =

If you are not going to use your own printer=2C and are waiting for =

your school to open up to print off the copies you should still do Step =

4=2E just read it directly off the computer=2E

3=2E Games=3A I play these games each week on Friday afternoons=2E =

It=92s a quite lovely way to end the week=2E I have the students begin b=
y =

getting ready to go home- clean-up the room=2C get backpacks and coats=2C=
=

pack their backpacks=2C put up their chairs=2C and then pile their coats =
on =

top of their chairs=2E The reason I do this is that at the normal time =

I would begin this routine we stop the game and gather back together as =

a group=2E I first collect all the game cards=2C dice=2C and other game =

pieces=2E Next=2C we talk about what skill this game practices=2E If the =

group has done a fine job playing the game with a reasonable noise =

level and used cooperation in the different groups without petty =

arguments=2C I usually reward the whole group with a piece of candy or =

fruit slices=2E By the way=2C the groups are chosen by lucky draw=2E I h=
ave =

some tongue depressors in a cup with the children=92s names on them=2E I =

draw these sticks to create the partners for the game=2E No whining is =

permitted=2E If you whine=2C you lose your privilege of playing the game=2C=
=

and I send them to the Reading Table to work silently on a set of Math =

Worksheets=2E I tell them that these sheets are not punishment=2C but =

another way to practice the same skills=2E =

4=2E Remove all the game sheets and any Blackline master set of =

needed game cards from your binder=2E Paperclip the game card to the =

game=2E Complete the attached worksheet to plan your next action=2E This =

sheet is very helpful as I just made a copy of it and gave it to the =

clerical aide=2E I used a highlighter to show the column listing the need=
=

copiesfor each game=2C and then she ran off my multiple copies on =

tagboard on a light color=2E You=92ll see that the games call for 2=2C3=2C=
or =

4 children to play an individual game=2E 2 works the best to control =

noise=2C 3 works fine also=2C but 4 gets loud and the seem to get off tas=
k=2E =

You=92ll decide what works best for your class as the children play the =

games=2C as each class is so different=2E Read the individual instructio=
ns =

for each game and fill in the Planning Worksheet=2E =

Games Numbers =23of copies Game cards Spinner Manipulatives
needed Yes or No yes or no needed
1 =

2 =

3 =

4 =

5 =

6 =

7 =

8 =

9 =

10 =

11 =

12 =

13 =

14 =

15 =

16 =

17 =

18 =

19 =

20 =

21 =

22 =

23 =

24 =

25 =

26 =

27 =

28 =

29 =

30 =

31 =

32 =

33 =

34 =

35 =

36 =

=

=

Remember=2C The reason I=92m having you do this is so you can give it to =

your clerical aide to run off the needed copies=2E Also=2C you can use it=
=

to help you know what kind of manipulatives you=92ll need to buy or =

collect in order to play the games=2E Like these numbered dice from =

Summit Learning catalog=2E I also bought games pieces or you can use =

button sets=2E
Summit Learning Company
Numbered DicePrice=3A =244=2E95 =

I already had colored centimeter cubes to use when the game calls for =

up to 10 markers for each child playing the game like =935 In A Row=2E=94=
I =

went to a photo developing store and asked them to save the empty film =

canisters for me=2E (The round ones=2C not the oval ones=2E) I also bough=
t =

circle stickers so I could mark the top of the canister with the number =

and color of the centimeter cubes i=2Ee=2E 10 Yellow=2E These containers=
=

make handing out and collecting game pieces so easy=2E You should get the=
=

filled canisters ready this summer while you have time=2E You=92ll need 1=
=

canister per child plus 10 more to use with the Take-home games=2E

Take Home Games=3A You need to decide if you are going to have Take-Home=
=

sets available or not=2E I did 5 extra of each game=2E They would place =

the needed supplies in a provided large storage baggie=2E I had library =

pockets stuck to the front of the baggies=2E The 5 children would sign =

the card and give it to me=2E Mark your bags=3A BRING BACK ON MONDAY! =

Laminator=3A After you have to games run off on tagboard=2C I would =

suggest writing the Week number on the back of the sheet=2E i=2Ee=2E Week=
4 =

This will help you get them back to the correct file folder in your =

plastic boxes=2E Then=2C you need to add pockets on the back of the gam=
e =

boards if they have game cards=2E I cut out a piece of tagboard that is =

1 inch larger than the game card=2E Tape the paper on 3 sides to the =

back of the gameboard with masking or clear strapping tape=2E This =

becomes the pocket for the game cards=2E =

The only games that I laminate are the five that are going home with =

the students=2E It=92s too costly to do them all=2C and they only play t=
hem =

on Friday afternoon=2E =

Somehow I lost my chart when I brought it in to e-mail from Word=2E =

Just imagine or draw in our columns

Deborah
++++++++++++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] July 4th
Date: Sun, 6 Jul 2003 12:09:42 -0500
Reply-To: mosaic@u46teachers.org

Susan,

Wow! If you have just now tapped into Polacco...you are in for a real
treat! Go to your local library and look in the JE books. You will
find a wealth of books written by Polacco. Soon, you will become
familiar with the illustrations and be able to pick one out from a
distance. I am excited for your new discovery. Enjoy and let the
adventure begin!

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

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: !Re: [mosaic] sara holbrook
Date: Sun, 6 Jul 2003 12:19:43 -0500

Mary,

Talk to Ginger. She has used Sara Holbrook poems for quite some time
with her students. Ginger introduced Sara's poems to me when I visited
her classroom this past May. I took some of Sara's poems back to my
classroom (6th) and tried them out with my students. WOW! They were
incredibly powerful! I can only imagine what effect they would have
with the highly emotional and sensitive junior high students.

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

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] MATH/MOT Assignment #2 from Deborah
Date: Sun, 6 Jul 2003 12:28:58 -0500

Deborah,

I have been following your postings with great interest. I love the way you
are creating assignments. What a motivator for those of us that drag our
heels, especially during the summer. I do, however, have a question for
you. How appropriate do you think Week by Week Essentials are for 6th
graders who are housed in a elementary building? I have been told that the
upcoming class is overall low in their math skills.

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

Date: Sun, 06 Jul 2003 13:55:36 -0400
Subject: Re: [mosaic] sara holbrook
From: Peggy Bahr <pbahr@mac.com>

Hello Mary and all,

The 6th grade teacher at our school wrote a grant which enabled us to get
Sara to conduct poetry workshops with our kids. She was phenomenal. She
spent time talking about her family, pets, and everyday life. The most
valuable thing the kids got from the whole experience is that poets, indeed
all writers, write best about meaningful experiences from their own lives.
They understood that taking out the garbage, wearing hand-me-down clothes,
or passing a science test can be fertile writing territories.

If anyone would like to know more about how Melissa obtained the grant, let
me know and I'll get the information from her.

Peggy 5/KY
++++++++++++++++++++++++++++++++++

Date: Sun, 06 Jul 2003 11:51:34 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] fitting it all in

Do you have the book, Guiding Readers and Writers by Fountas and Pinnell?
It would help you with your scheduling, etc. Outstanding professional
resource...
Debbie
++++++++++++++++++++++++++++++++++

Date: Sun, 6 Jul 2003 11:01:36 -0700
From: "hey,it's-katharine!" <katha@syix.com>
Subject: Re: [mosaic] K2K

I'm responding to some recent posts about teaching the children how
to converse, modeling how to speak to each other -- the actual
phrases to say:

>Debbie modeled how to respond to each other and to her, (Yes, I
>would like to share...Thank you, Mrs. Miller).

and

>I remember her modeling for the 2nd student to say: (something like
>this) Jesse, I can help you with that. I think that ......"

As someone who would pretty much rather chew on broken glass than
have to hold up a conversation, these ideas were an eye opener to me.

I've spent a lot of time working on vocabulary, knowledge of English
and expanding comprehension strategies but it never occurred to me to
teach them stock phrases to say. I had read Debbie Miller's book,
but thought that business about "yes I wouldllike to share thank you"
would be stilted and phoney. Now I'm thinking, maybe not.

Maybe it would be good training, like when I teach them to say, "May
I go to the bathroom?" Instead of the more automatic "I gotta go
pee!" while doing the clutching dance.

I guess I could use some more ideas along these lines. More phrases
for me to teach the children to use during whole group discussions so
that they will automatically use them in small group or partner
conversations. But what would they be?
Is there a list somewhere?

Katharine/1st/N.California
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From: deborah a devine <debthereb@lightfirst.com>
Date: Sun, 06 Jul 2003 15:07:19 -0500
Subject: Re: [mosaic] fitting it all in

I agree, I like chapter 8, "Planning Effective Minilessons and
Conferences. I'm planning to set up my writing program based on idea
presented in this book (Guiding Readers and Writers, Fountas and Pinnell),
and I teach 3rd Grade.
Deborah
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From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] K2K
Date: Sun, 6 Jul 2003 19:57:37 -0400

I would love to hear anyone's reaction to the latest Open Court series.
Thanks, Dottie
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