I just finally got around to reading this article by Allington, and
it truly is great. Does everyone know he's the new president of IRA?
(International Reading Association)

Katharine ===> katha@syix.com

>It's an article by Richard Allington called:
>
>The Six Ts of Effective Elementary Literacy Instruction
>http://www.readingrockets.org/article.php?ID=413
>
+++++++++++++++++++++++++++++++++++
Date: Sun, 06 Jul 2003 21:21:14 -0400
From: Betty <garden.spirit@verizon.net>
Subject: Re: [mosaic] Open Court inquiry

In the beginning, I tried to do everything and couldn't. The next year
I tried to do most of it and did about half. Last year I selected what
I wanted to use to teach specific skills carefully. I do the whole
phonics piece - go through all the cards. I use some of the big book
stories to model comprehension strategies. I use enough of the
decodables to get readers reading and focused on phonics. I choose
stories from the anthologies to do guided reading groups, I finished
both workbooks this year although I realized quickly on that it was a
hit and run method in the second workbook. I integrate other teaching
tools as I go along such as a mystery bag for each letter sound, poems
that accentuate the phonics skill, literature circle ideas and RWM
strategies. I don't use the writing strand that goes with it but I will
look more closely this year at that aspect to see if I can incorporate
it into what I am now doing for writiing.
Betty

Dorothy Ridge wrote:

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

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] question....six traits
Date: Sun, 6 Jul 2003 22:37:04 -0500

Hi all...I've been tempted....all the Six Traits talk I can't stand
it....where do I start? I bought a teacher book, but I don't know if
it's the real deal. I have done a little searching on my own. Who is
the originator???Where do I go for beginning info? Who is credited with
the idea/program????
Thanks in advance....Shelly
+++++++++++++++++++++++++++++++++++++++++

Date: Sun, 06 Jul 2003 22:46:40 -0700
Subject: Re: [mosaic] question....six traits
From: "Janet Holbrook" <jmholbrook@earthlink.net>

Vicki Spandel is one of the main originators.
++++++++++++++++++++++++++++++++++++++++++

From: "RHOADES" <NMRPCR@WORLDPATH.NET>
Subject: Re: [mosaic] MATH/MOT Assignment #2 from Deborah
Date: Mon, 7 Jul 2003 07:39:43 -0700

Deborah-
I lost you! I've been following your directions, but where are the games?
Did I miss something?

Thanks for your help! This looks great and I appreciate your "tutorial!"
Nancy
++++++++++++++++++++++++++++++++++++++++++

From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] Open Stupid Court
Date: Mon, 7 Jul 2003 09:16:20 -0400

The one I am reviewing is purple at 4th grade and turquoise at 5th. Michael
Pressley (Best Practices) is one of the contributing editors. It uses the
terminology of the strategies, and has some actual pieces of literature. On
the surface, it looks appealing but we are in the process of looking at
series to adopt for the next 6 school years, and I do not know any teachers
that have actually used it. The old Open Court did not align with the
Virginia Standards of Learning.This one lines up fairly well.
I love all the insights I receive from this list serve.
Thanks,
Dottie
+++++++++++++++++++++++++++++++++++++++++++

From: "Judy Mazur" <jvmazur@comcast.net>
Subject: Re: [mosaic] question....six traits
Date: Mon, 7 Jul 2003 05:54:48 -0700

Shelly, for almost everything you need to know about Six Traits, which I
like very much for giving me the language to organize my writer's
workshop, please read Creating Writers by Vicki Spandel.
judy3ca
++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 07 Jul 2003 08:49:00 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] K2K

> Hi Katharine,

> I think that teaching kids some conversation starters as a scaffold is

a good idea. A fourth grade teacher at my school did just that a few
years ago and she attested to the improved conversations her students
were having. These were all second language learners. I don't have
the original list but some of the conversation starters were things like:
I was wondering...I agree with...etc. If everyone sent in a couple
of suggestions to the list we would probably end up with a solid list
that people could pick and choose from. How about it, everybody?
Elisa
++++++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 07 Jul 2003 08:57:09 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] question....six traits

Hi Shelly,
Vicki Spandel, when she was at the NWREL laboratory, and the Oregon
teachers they worked with,
are the originators of the 6 Traits rubrics. You can go to their site
for lots of information nwrel.org
Enjoy!
Elisa
+++++++++++++++++++++++++++++++++++++++++++++++

From: "Judy Mazur" <jvmazur@comcast.net>
Subject: [mosaic] Conversation Starters
Date: Mon, 7 Jul 2003 07:08:10 -0700

Great idea, Elisa! To add you your two:

Have you considered.

Piggybacking on what Elisa said.

You might want to.

Thanks,

judy3ca
+++++++++++++++++++++++++++++++++++++++++++++++

From: "lois driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] K2K
Date: Mon, 7 Jul 2003 20:18:20 -0700

One of the strategies we were taught in Reading Certification classes was
Say Something. Each child gets 2 or 3 post-its and has to say something
about a book as you read it aloud and show the pictures. It would work with
anything though. The child turns in a post-it and begins the conversation
with: I notice, I wonder, or they can piggy-back off what someone else
says. It gets the non-talkers talking and the talkers to listen to others.
Lois
++++++++++++++++++++++++++++++++++++++++++++++

From: Soswes@aol.com
Date: Mon, 7 Jul 2003 12:37:35 EDT
Subject: Re: [mosaic] question....six traits

Shelly....

There are quite a few sources: Northwest Regional Educational Laboratory web
site
6+1 Traits of Writing by Ruth Culham
Seeing with New Eyes by Northwest Regional Educational Laboratory
Creating Writers Through 6-Trait Writing Assessment and instruction

The traits are: ideas, sentence fluency, organization, word choice, voice,
conventions and the plus 1 is presentation

All of these are evident in good writing. I'm interested in what you think
and find out!

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

From: Soswes@aol.com
Date: Mon, 7 Jul 2003 12:43:38 EDT
Subject: Re: [mosaic] K2K

Katharine.....

I compared modeling (Yes, I would like to share...thank you Mrs. Miller)
with
how I taught my own children polite manners. I had to model it for them.
They had to see me doing it and when they didn't, I modeled what they should
say
instead.

It's the same in class. I used to hear all the time: "I've got to use it!"
Biting my tongue many times to not respond, "Use what?"....I had to model
what they should say..."Are you asking May I go to the bathroom?" Didn't
always
stop the "use it" phrase...but it cut down on it.

Working with kids with low language skills....it's model, model, model. And
then model some more. I would like to think my own children didn't have low
language skills, but they needed the modeling too. And then some more.

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

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] K2K
Date: Mon, 7 Jul 2003 13:19:00 -0500

Welcome "back" from the holiday weekend. I hope everyone enjoyed their time
spent with friends and family. K2K conversation has been somewhat dormant
over the weekend, understandably so. I would like to thank Katherine,
Elisa, Lois, and Sandi for keeping the thread alive through the busy days
(I hope I haven't left anyone out!). Let's resume our "conversations."

Prior to the holiday, Ginger posted a message that specifically addressed
the introduction and chapter one of Knee to Knee. I would like to post my 2
cents worth, starting with the introduction.

WOW! Need I say more? How many of you read through the introduction and
found yourself declaring "YES!" to many statements in Ardith's book? I know
I sure did. Talk about hook, line and sinker...I found myself determined to
find out what else she had to say after reading the introduction. My first
LOUD "Yes!" can from a statement on xiv: "We need to change the present
school culture of regurgitation into a mindful, creative one where higher
levels of thinking (related to the application of facts, analysis,
synthesis, and evaluation) move readers into constructing their own
knowledge." The key here is to capitalize on the student constructing THEIR
OWN knowledge. Not what the teachers says, not only what the book says, but
instead, to think for themselves. I have long felt that regurgitation
seemed to be the driving force of many curriculums, especially when talking
about standardized testing (Don't EVEN get me going down that
path...ERRRR!!!). I have sought to do what I can to turn that method of
teaching around and incorporate more student driven curriculums (within my
limits). This would include tossing out the textbook tests, most chapter
questions, TE guides, etc. I am trying to let the student's curiosity
(their wonderments, as I call them) determine the path we stroll down. It
has been an amazing adventure. I still feel as if I am in the primary
stages of this process, but hopefully each year will provide more insight.

The next part I would like to address really hit home with me: "Our kids
need these mini talk groups as much socially and emotionally as
intellectually. They need them for the community they offer, because
involvement in a safe and caring group of people is a missing ingredient in
the lives of many (xvi)." Wow! This speaks to the power that community
circles (Morning Meetings, etc.) have upon the student. This past year was
my first attempt to conduct community circles with my students. I LOVED it!
It was incredibly powerful and insightful. Some of my quietest students
were the biggest contributors to the circle meetings. It was wonderful to
see the "aha's" that were generated from one student's comment. Many would
realize that they are not alone in this world. This experience supports
Ardith in her quest to convince and exemplify to us (the readers) that
literature conversations have tremendous benefits. Ardith stated:
"Literature conversations help heal this sense of isolation by creating
community (xvi)." I realize that each teacher, school, and district, has a
different composite of students, but I think everyone would agree that there
are always students who turn to the school as a place of safety, peace, and
sometimes sadly enough, escape from their lives at home.

"When individuals feel like they have some control over their learning they
invest more (xix)." Absolutely! Empowerment is incredibly strong with
students. If they feel they have a say or some form of control (even
something as small as a choice between A and B), it tends to generate a
stronger desire by the student to put forth their very best. THEY have
something invested. They are not completing the task because...the teacher
told me to. Don't you, as an adult, function the same? I know I do.
Ardith tells us the literature conversations do just this. They "allow
choices to occur and interests to flourish (xix)." In what ways do you
empower your students? Let the group know.

"When students do the asking, the level of question depth is much greater
(xxi)." This ties back into my comments about wonderments. It is why I
allow the questions to be driven more by the student wonderments than by the
questions in my TE. I noted that if I were to give them a question posed in
the book, the students would attempt (not with much enthusiasm, however) to
provide me with the answer they thought I wanted to hear. Then the
conversation would end. How sad is that? What is our outcome when we only
provide surface level questions? I found that our conversations were deeper
and lasted longer when the questions (wonderments) came from the students.
It truly is a motivator.

Well, I have rambled long enough. Eek! And I haven't made it out of the
introduction. :-P I would love to hear your thoughts as you began reading
K2K. What rang the bell for you? What sparked a "Yes!" in your mind? How
does this connect to what you do in your classroom?

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

Date: Mon, 7 Jul 2003 12:44:07 -0700 (PDT)
From: Melissa Silagy <msilagy1@yahoo.com>
Subject: Re: [mosaic] K2K

Are the students actually writing on the post-its, or
using them as a reminder to Say Something?
Melissa
-- lois driggers <loiso@dbtech.net> wrote:
> One of the strategies we were taught in Reading
> Certification classes was
> Say Something. Each child gets 2 or 3 post-its and
> has to say something
> about a book as you read it aloud and show the
> pictures. It would work with
> anything though. The child turns in a post-it and
> begins the conversation
> with: I notice, I wonder, or they can piggy-back
> off what someone else
> says. It gets the non-talkers talking and the
> talkers to listen to others.
> Lois
+++++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 07 Jul 2003 16:41:46 -0700
Subject: Re: [mosaic] [Math/MOT Where are the games?
From: "Janet Holbrook" <jmholbrook@earthlink.net>

I use these games as homework. We play the game all week during math. The=
n
the kids get to take them home. They like the fact that they can keep them
and play them over and over with their families. Most of the games only
require dice and markers such as pennies or beans.

It also makes great math homework because I don't have to correct it!! :-)
++++++++++++++++++++++++++++++++++++++++++++

From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: Re: [mosaic] K2K and other thoughts
Date: Mon, 07 Jul 2003 21:17:02 -0500

Thank you Karla for some thought provoking comments. As I read your thoughts
on the intro. and 1st chapter of Knee to Knee, it has reminded me of some
other things. When I first started to teach at the middle school level, I
was concerned about talking down to my students. (I had just moved up from
elementary.) A veteran teacher who had been mentoring me told me to approach
a new unit as if the student knew nothing. I have used this approach and I
don't stress out about teaching a new unit. Plus it seems to help the
students who have&nbsp;little background knowledge. Lately, I have been
aware that students do not know how to do simple things. Just like we cannot
assume students know about conversations, there are other things kids don't
seem to know. Everything we want students to do must be modeled. If we
invest time at the beginning of the year it pays off later. There is a new
book on the market called, The Essential 55: Rules for Discovering the
Successful Student in Every Child, by Ron Clark. Clark found in his
classroom experience that many students did not know how to conduct
themselves in class and in other social situations. The book is down to
earth and brings home the idea you cannot assume anything. It seems that as
I read anything lately I keep making connections to other things I've heard,
read or experienced. The learning never stops.
Mary/gr.8
++++++++++++++++++++++++++++++++++++++

From: "Judy Mazur" <jvmazur@comcast.net>
Subject: [mosaic] Week by Week Essentials
Date: Tue, 8 Jul 2003 07:32:50 -0700

Okay, friends, here are the two addys for the math (at least, this is
the way I get to it). The top one is grades K-2 and the bottom is 3-5.
I have used a lot of the third grade suggestions in the last two years
and intend to use more next year, thanks to Deborah's suggestions.
judy3ca

http://www.learnnc.org/DPI/instserv.nsf/0/6363f6aecc847c668525682b005502f=
7?OpenDocument

http://www.learnnc.org/DPI/instserv.nsf/0/95eafe8f5faca55185256878004c2ea=
c?OpenDocument
+++++++++++++++++++++++++++++++++++++

From: deborah a devine <debthereb@lightfirst.com>
Date: Tue, 08 Jul 2003 10:47:06 -0500
Subject: Re: [mosaic] Math games and Bilingual Students

Thanks Judy,
I don't know how to bring web addresses to the e-mail site or I
would have done that along time ago. Remember, the games are inside the
week by week essentials at the end of each weeks lesson. Last night I
was thinking that wouldn't it be great to have the directions in
Spanish too. Then your bilingual students with parents that only speak
Spanish or limited English could contribute to their childs education.
Since my school last year had such a large Spanish population we had a
Spanish Secretary. She translated news that went home to our child's
home. If you have that type of individual in your school, you could
print out all the games and have the translator work on doing that for
you. I didn't think about doing that last year.
Too many times, the excuse that my parents don't understand is
used. Take that excuse away... and make the games a weekend homework
assignment each week. The children will play the games in class, and
then take them home to play with their parents with the Spanish
instructions run off on the back of the English.
Just my thoughts as I keep dreaming about reaching all my students and
overcoming all the roadblocks that keep blocking the path.
Deborah Devine
+++++++++++++++++++++++++++++++++++++

From: <jean247@cox.net>
Subject: [mosaic] Palm Pilot
Date: Tue, 8 Jul 2003 13:17:23 -0400

Recently there was some discussion on the Palm pilot.
"I love my palm pilot!"

I just wanted to add that our disctrict held a training this summer on
using the Palm to take and keep records of Running Records. These Palms
will be used by classroom teachers and reading resource teachers. So far
we have had a chance to practice with them only. We are scheduled to
begin using them routinely in the fall.
Jean
+++++++++++++++++++++++++++++++++++

From: "David Fife" <fife_9@sympatico.ca>
Subject: Re: [mosaic] Palm Pilot
Date: Tue, 8 Jul 2003 04:29:09 -0400

For those of you interested there is a software program developed by a
teacher in my board that allows you to input running records. There is
a demo version available for download and it is reasonable priced too.

Go to http://members.rogers.com/runningrecords/index-rrc.html

Dave
+++++++++++++++++++++++++++++++++++

From: Frer2@aol.com
Date: Tue, 8 Jul 2003 18:01:57 EDT
Subject: [mosaic] 6traits

What levels does Vicki Spandel's book "Creating Writers" address?
+++++++++++++++++++++++++++++++++++

From: "Jenny Gaab" <jgaab@powerweb.net>
Subject: Re: [mosaic] Palm Pilot
Date: Tue, 8 Jul 2003 17:20:54 -0500

Was there a specific program that you used for the running records?
Thank you!
+++++++++++++++++++++++++++++++++++

Date: Tue, 08 Jul 2003 16:18:08 -0700
From: JTD <jtd@san.rr.com>
Subject: Re: [mosaic] 6traits

I believe grades 3+, but our reading specialist ordered Vicki's new book
for our primary teachers' book club...it's due out in the fall...I
believe it is called Creating Young Writers

Frer2@aol.com wrote:

> What levels does Vicki Spandel's book "Creating Writers" address?
+++++++++++++++++++++++++++++++++++

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: Re: [mosaic] 1.) reading response journal eval - teaching tool 2.)
Nice
Date: Mon, 30 Jun 2003 11:52:39 -0400

I've heard of teachers combining the two and calling it a literacy journal.
I'd love to know what others think/do.

In the past I have kept the two separate. My students and I have a Writer=
's Notebook (Ralph Fletcher) where we can free write about anything that =
we want. We also have used it for making lists and brainstorming before b=
eginning a writing piece. I don't grade their Writer's Notebook, in fact =
I don't look at them much at all unless they offer it to me. =20

Each of the students also have a Journal Letter Notebook based on the Fou=
ntas and Pinnell Independent Reading section of Guiding Readers and Write=
rs Grades 3-6. In this they write a letter to me each week about their re=
ading and I respond to each letter they write with my own thoughts and qu=
estions about their reading. As we study the strategies I require that th=
ey include at least two thoughts about their reading, which can be applic=
ations of the strategies (connections, images, questions, predictions, et=
c.). This way they are practicing the strategies learned in their indepen=
dent reading as well as when we do guided practice as a class. I grade th=
ese mostly for content.

I hadn't thought of combining them and I'm not sure if I would...they are=
separate entities to me.
--Carrie :)
++++++++++++++++++++++++++++++++++++++++++++++

Date: Tue, 08 Jul 2003 18:50:18 -0700
Subject: Re: [mosaic] 6traits
From: "Janet Holbrook" <jmholbrook@earthlink.net>

I teach first and find Creating Writers helpful. Wow! She has a new book
coming. I'll certainly look for it!
+++++++++++++++++++++++++++++++++++++++++

From: "Judy Mazur" <jvmazur@comcast.net>
Subject: Re: [mosaic] 6traits
Date: Tue, 8 Jul 2003 19:00:47 -0700

Re: [mosaic] 6traitsHere's a link to Vicki Spandel's new book for
primary. You're right, it's called Creating Young Writers and it's
supposed to be released September 12. Even though I teach third, I'm
looking forward to it.
judy3ca

http://www.amazon.com/exec/obidos/tg/detail/-/0205379532/104-4835602-5919=
156?v=3Dglance
++++++++++++++++++++++++++++++++++++++++

From: "Pat Evans" <patreads@pacbell.net>
Subject: RE: [mosaic] Palm Pilot
Date: Tue, 8 Jul 2003 23:55:42 -0500

I'd love to know more about using the Palm in keeping Running Records,
Jean. What software are you using for this? Can you give any more
details about the training?

Thanks,

Pat E.
+++++++++++++++++++++++++++++++++++++

From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: Re: [mosaic] [Math/MOT Where are the games?
Date: Wed, 9 Jul 2003 06:51:39 -0700

I printed out the first 9 weeks and I noticed that some of the games have
blue printing (like the gems-Grade 4). I'm not sure if that will show up on
the copy machine or is it just my printer. Thank you for the suggestions
about a combo class. I was wondering how to handle that with my 4-5 combo.
+++++++++++++++++++++++++++++++++++++

From: <jean247@cox.net>
Subject: Re: [mosaic] Palm Pilot
Date: Wed, 9 Jul 2003 15:52:34 -0400

There is a program on the web that your school must buy into called
MClass. You then hotsync your Palm to the computer and the MClass
library of leveled books plus the RR assessment tools (miscues,
self-correct, etc) will be generated into the Palm. The program allows
you to score the student using the RR procedure only you do it on the
screen instead of by hand. There is also a comprehension component built
in. The web site is called
mCLASSreading.com It dies not provide information however without a
password and user name. First chance I get I will scan in info that I
received at the workshop that might be helpful to some of you. Our
district bought us theTREO by Handspring. Other districts were using an
older Handspring model.

Jean
++++++++++++++++++++++++++++++++++++

From: BilsCntsa@aol.com
Date: Wed, 9 Jul 2003 16:58:13 EDT
Subject: [mosaic] Reading with Meaning: Chaps 1-3

Hi group,
I apologize, I am one of the first ones who jumped in and said I wanted to
partipate in this and I have not posted at all. I've been teaching summer
school, and found myself busier then expected. We are finished so I am going
to
throw out a few points and catch up.
Ch1:
Debbie talks about her confidence as a teacher. I feel I have grown so much
in this area in the last 2 years. I have become more of a learner then a
listener. I am seeking more and it has changed me. Sometimes I suffer from
overload
of information and find it difficult to sift through all the incoming
information. There is a lot to choose from out there. It is when I fins
something like
the strategies that I am confident. I see how it works and I experience it.
The strategies have helped me to get to know myself as a reader.
"teach the reader, not the reading", I loved this statement. I am learning
more and more to think less for them, and let them learn.
I want to keep a reflection journal. I need to make more of an effort this
year. I had hte dame goal last year, it is empty.
Ch 2:
Her sense of community needs to be bottled and poured over classrooms. I
feel
with looping I really have this sense of trust and relationships. It is one
of the major reasons why I love looping. I loved her suggestions for dealing
with the hand wavers, moving during instruction, silent and vocal students,
and
the I heard this before student.
She is right in thinking, we must trust them first, before they will trust
themselves.
Ch 3:
I want to add music to my room. I love having songs to establish routines.
Where can I download music?
When I heard Debbie speak this summer who words of telling us to slow down
and let the children enjoy learning really spoke to me. It is so important
that
learning is joful. We have so many mandates, deadlines, standards, meetings
and tests, we can easily get bogged down.
Has anyone used her idea with books and baskets? How do you organize this?
I like the idea of using words to songs, popular songs and making books out
of them. Some students will get so much from this.
I can not agree with her more on the importance of read aloud. This summer
in
teaching summer school, I had other teacher's students. I watched them learn
to love books in 4 weeks as I read to them. It changed them. They even told
me. It is the most effective thing I do to teach reading, I know it is.
I love how she gives students ownership of the classroom and the decision
making.
As I reread this chapter I am reminded of the importance of the set up.
Teaching them everything along the way, modeling the recording of thinking,
and
what sharing and learning looks like and sounds like.
Ok, sorry so long, I am off to read chapter 4 and I will try to keep up now.
I have enjoyed reading the thoughts of others.
Terry
+++++++++++++++++++++++++++++++++++++

From: "kristasadlers" <kristasadlers@cox.net>
Subject: Re: [mosaic] Math games and Bilingual Students
Date: Wed, 9 Jul 2003 18:42:41 -0400

Deborah,
If the instructions for the games are found online, then perhaps you could
use a translation site like www.freetranslation.com . You could cut and
paste, and let the website translate it for you. I have used this service
many times and while it is not 100% perfect it is usually close enough to
get the main points across. Hope this might help.
+++++++++++++++++++++++++++++++++++++

From: "Barrick" <barrick@vvm.com>
Subject: Re: [mosaic] Reading with Meaning: Chaps 1-3
Date: Wed, 9 Jul 2003 17:57:21 -0500

> I want to add music to my room. I love having songs to establish =
routines.=20
> Where can I download music?=20

> I like the idea of using words to songs, popular songs and making
books out=20
> of them. Some students will get so much from this.

As a former music teacher, my recommendation for downloading music is
your local symphony (or any symphony) website. Being a Texan, I use the
Dallas/Ft. Worth Symphony sites. Another suggestion I have is to
download Windows Media or Real Player. They have many great radio
stations of all varieties. You can 'stream' music into your room
through your computer. Stores like Target and Wal-Mart carry really
nice (and cheap!!) collections of classical music that is ideal for
classrooms. Also, The Brain Store (www.brainstore.com) has several
music CDs that are for educational purposes. Amazon.com also has tons
of CDs that will work well in the classroom. (Opera for opera haters...
all the tunes used in Bugs Bunny; Opera used in the movies, etc.)

As far as using the words from popular songs and turning them into
books, great idea! Depending on your age group, you can also find many
American folk songs beautifully illustrated in children's literature. I
used those quite often with my younger music classes. The classroom
teachers also sent books that had a song printed in the back to music
class with their students.... I can imagine some pretty humorous books
if you used country songs! :-)

I'd love to hear how you decide to implement... feel free to email me
directly (barrick@vvm.com) if you need other music suggestions. My
husband is also a music teacher so we have lots of resources.

Good luck, Marla
+++++++++++++++++++++++++++++++++++++

From: "Lisa Repaskey" <chesna03@hotmail.com>
Subject: RE: [mosaic] where are the games?
Date: Wed, 09 Jul 2003 18:58:02 -0400

The games that people have been talking about come from the North Carolina
Strategies for Instruction in Mathematics for grades K-2,3-5, and 6-8. It
is a wonderful resource for teaching math...it's kind of hard to believe
that it comes from my own state!

The Strategies are broken up into 36 weeks...problem solving, games, etc.
You can either download them (it takes a lot of paper and ink) or you can
call the North Carolina Department of Public Instruction. I've included a
link to all of the various materials....the Strategies, the Problem-solving
decks, the Superstars......it's on my website.
http://www.myschoolonline.com/NC/Tiggerkyds -- click on Math Strategies.

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

Date: Wed, 09 Jul 2003 18:03:26 -0700
From: JTD <jtd@san.rr.com>
Subject: [mosaic] NC Math Question

I am hoping a NC teacher may have the answer to my question. I would
like to use the Superstars III for Primary, but I am not sure if I am
allowed to do so. I noticed on the website that permission was given
for NC teachers and school to reproduce the materials, but nothing was
mentioned about out-of-state teachers. Anyone know the policy of NCPDI
concerning this? I will email them also, but thought I might get a
faster answer from the list. Thanks.
Juli
+++++++++++++++++++++++++++++++++++++

Date: Wed, 09 Jul 2003 18:34:12 -0700
From: JTD <jtd@san.rr.com>
Subject: Re: [mosaic] NC Math Question

This was the answer I received to my email , in case anyone else wanted
to know.

Dear JT,
Thank you for contacting LEARN North Carolina. I went to the Superstars
III download area on the NC Department of Public Instruction website and
notice that you cannot download these at the present time. It appears
that they are working on putting these in HTML and Adobe Acrobat Reader
format. You can order the publications from NCDPI. Go to the
Publication Search page:
http://149.168.35.203/Lasso.acgi?[search]
and click on the publication you are interested in. There you will get
instructions on how to order copies.

I am sure that although you are not a North Carolina teacher, you are
welcome to use these resources in your classroom.
If you would like to ask for permission directly, you can call
800-663-1250 or email
publications@dpi.state.nc.us

Sincerely,

Lesley Richardson
Information Resource Specialist
LEARN NC
www.learnnc.org
lrichardson@learnnc.org
(919) 962-8941

Creativity is inventing, experimenting, growing, taking risks,
breaking rules, making mistakes, and having fun.

-- Mary Lou Cook
+++++++++++++++++++++++++++++++++++++++

From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: Re: [mosaic] reading journals one or two?
Date: Wed, 09 Jul 2003 20:40:10 -0500

I have my students keep two journals: reading response and a writers
notebook. I use the response journal just for reading. The students use this
journal everyday. They write about a strategy the class is focusing on and
how they used it in their independent reading. I also have the students
write me letters about their reading progress. I use writers notebook the
way Carrie does. We use it for quick writes, free writing, first drafts,
brainstorming and list making. I have often thought about combining the
notebooks and just have one. Then I could also add a word study section. I
think it may get confusing. I like to grade the journals. I assign points. I
have a list of what I assigned and see if it is there. I grade on neatness,
effort and whether the student followed directions. If I didn't grade, the
students would get careless because they think it doesn't count. I found a
great rubric for assigning points to writers notebooks. I think I found it
on the middle school website. You assign points based upon effort rather
than what they content. My class usually has a wide range of levels so this
may work well for me. I also have a writing folder where all products are
filed finished or not. We use the folders in many ways. We go back and edit
a piece,rewrite, finish, publish or share. It's great for student-led
portfolio conferences. Plus you can evaluate the year's growth. This how I
use journals, but I would also like to hear how others organize their
journals.
Mary/gr.8
++++++++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] book baskets
Date: Wed, 9 Jul 2003 20:53:00 -0500

Hi....I read someone's response to Reading for Meaning book club and saw
this quote....

>>Has anyone used her idea with books and baskets? How do you organize
this?

Since I don't have that book I hope that I am interpreting your question
correctly. I have organized my bookshelves by genre. I actually had my
kids do the initial sorting a year ago at the end of the school year.
They did a great job. They had an "I don't know" pile. The rest they did
pretty accurately. I then labeled some baskets in the following
categories:
(I am sure this isn't complete because I am doing it off the top of my
head:
*Mystery
*Science Fiction
*Fantasy
*Historical Fiction
*Several different author/series baskets such as Lowrey, Paulsen, Harry
Potter,
*Non-Fiction Nature - plants
*Non-Fiction Animals
*Earth Science Non-Fiction
*Non-Fiction - State, Geography
The following are on shelves (Too many books for baskets) -
*Biographies
*Realistic Fiction
*Resource Books - Thesaurus', Dictionaries, Quote Books, Grammar Help,
etc.

I then printed Labels with a different picture for each category and the
title of the section so that it could easily be reshelved.
I am so pleased with this. It has totally made a difference in my
Independent Reading time. Students get books that they are actually
interested in......I love it!!!
Shelly
+++++++++++++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Wed, 9 Jul 2003 23:04:34 EDT
Subject: Re: [mosaic] reading journals one or two?

Some teachers use one journal by having students use the front for the
writer's notebook, and flipping it upside down and starting from the back
for reader
response.
In k/1 we don't use notebooks as most of the kids are not ready for the work
of keeping writing ideas and notes in one place and transferring the
learning
from reviewing a notebook to using that in a draft. If I taught a higher
grade, I'd probably use two books.
Ruby
+++++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] Garden teacher motivation poem
Date: Wed, 9 Jul 2003 22:49:46 -0500

Didn't someone ask for a garden poem for a professional development
training or something?

Here is one I just came across in my stuff.....I am doing a teacher
training this week. :)

It's Planting Time

To ensure a bountiful harvest of educated,
Motivated, dedicated, and sophisticated educators.

First, plant five rows of "Ps"

Presence
Preparation
Promptness
Purpose
Perseverance

Next, plant three rows of squash

Squash negativism
Squash criticism
Squash indifference

Then, plant three rows of lettuce

Let us be upon to new ideas
Let us be willing to learn
Let us be true to our obligations to our students

No garden is complete without turnips!

Turn up for staff development
Turn up with a smile
Turn up with new ideas
Turn up with the determination to teach every child!

Shelly
++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] K2K (long)
Date: Wed, 9 Jul 2003 23:27:44 -0500

Hello out there!!! I KNOW Karla collected 40+ names of people who jumped at
the chance to share their thinking about Knee to Knee. Where are you
guys??????????? We can't have a conversation about a book (which happens to
be about how to have conversations) if no one talks.
+++++++++++++++++++++++

Here are my thoughts on Chapter 2.
STEP TWO:
This is where the kids start talking in partner groups. The quote on page
21 " Most slide into the process with ease because they now have the mental
framework that supports what they're doing; that is, they've observed and
analyzed a real conversation before being asked to do it themselves" reminds
me so much of the modeling we now do in our teaching. In all content areas.
The old me used to TELL the kids what I wanted them to do and then I sent
them on their way. What is like a knock in the head for ME is that I NEVER
taught them HOW to have a conversation. I just took it for granted that
they could do it if I set them up with a good story and they had the
strategy talk to help them. BOY was I wrong.

I love how Ardith encourages us to go slowly. I've sure learned the hard
way that it is very worth it to take it slow as I begin to release
responsibility to the kids.

To be honest, when I read that she used "I wonders" (questioning) as the
language to shape the talk, I was VERY resistant. I thought back to how I
always started my strategy studies in a certain "order" and questioning was
NOT first. (Like there even IS an order! Jeesh!) I really had to ride
through my discomfort and listen to Ardith explain her process and when I
did that I started to see how PERFECT questioning and using "I wonder" would
be to facilitate the talk. I had seen the power of it when I was teaching
questioning and always LOVE getting to that part of the year. Questioning
just seems to open their minds up and the thinking just flows out so easily.

The quote on page 22 from Meg Wheatley "She explains that "curiosity and
good listening bring us back together" into community" has totally been my
experience when working with my kids in a shared reading setting. I really
looked forward to that time of the day when we were really digging deep into
our read alouds and sharing our thinking. Like I said before, they seemed
to be able to have very grown up conversations with ME as the "facilitator"
with good listening skills but they couldn't transfer it to partners or
small groups. They didn't know how.

I love how she, like Ellin Keene and Steph Harvey, suggest we share what we
are wondering about our lives in general before getting to text. I started
a "Wonder" journal for a while in writing workshop and they begged to have
time to write what they were wondering in that journal. Moving into text
was easy for them after that because to wonder became part of who they were.
They were "used to" it. Page 24 is very similar to the MOT/STW suggestions
for starting a study on questioning. I found comfort in those similarities
because I am already doing that.

Moving into partners. I worry that I won't have the physical space to find
room for the partners gathered together. I'll have 35 kids next fall. I am
DETERMINED to keep my living room and somehow find a way to fit us all in
there. If they have to sit side by side and then knee to knee that will be
a challenge. But....

On page 27 she talks about "asking the kids to select their own partners"
because it "grounds the process in a social comfort zone. Plus when all is
said and done, friendships create the substance for the most dynamic duos."
I immediately thought of my class last year and how I had about 5 kids that
NO ONE wanted to work with. And not because all of them were annoying or
difficult. Some of them were just invisible. So what do I do then? That
worries me. I think I was one of those invisible kids myself because it
hurts my heart to watch the same kids NEVER been picked. I've tried to call
on certain table groups to go first to choose a partner and make sure their
group gets to pick first. Just watching how painfully hard it is for some
of them to walk up to someone and ask if they would be their partner is
difficult for me. And I pride myself on having a pretty safe classroom
community. I work hard on that from day one. To be sure that no one feels
excluded or invisible. So the choosing of the partners (knowing they are to
stay with that partner for a while) concerns me.

Any thoughts on that? What about the kids no one wants?

Moving on....
I have to admit here that I also had some resistance to adding responses to
the "I wonders" so quickly. But you know what? I had to keep telling
myself THIS "study" is NOT my true questioning study. THIS is a "study" on
conversations. So let it go, Ginger. I had to take a deep breath and
realize that THIS is going to be different than my questioning study as I
knew it and THAT IS O.K.!!!!!! Plus the more I read the more I realized
that what she suggests makes so much sense!!!!! We are modeling the talk
using "I wonders" and adding the "reasonable evidence to substantiate my
conjectures". (p. 29) I am reminded that when I first did my think alouds
sharing my "I wonders" they were jumping at the bit to respond and at that
point I discouraged it. So this should be very natural for them now that I
DO want them to share their responses.

I LOVE how she jumps down to the floor and partners up as the conversations
start to overlap. Explicitly showing them "how THEY will interact with
THEIR partner." Demonstrating the conversation structure. This becomes the
anchor lesson. LOVE that common language again!!

I can just envision the pure copying/modeling that will start happening
because that has been my experience with my modeling in the past. They see
me do it and hear me say it and then they imitate me until they make it
their own. IT WORKS SO EASILY!!!! When I take the time to model enough!!!

Well.... it's starting to lightning AGAIN (we are in this weather pattern in
the midwest of on again off again thunderstorms that is stuck over us) so I
have to unplug the computer. It's 11:30 at night. I am co-teaching the
ADVANCED graduate course this week so I need to get to bed. I'll write more
of my thoughts on Chapter 2 soon. Can't wait to hear yours!

You know, writing my thoughts like this is helping me solidify this new
aspect of teaching I want to try first thing in the fall. I am wondering if
any of you are considering starting the year out following Ardith's model???

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

From: "J Grand" <grandj@hotmail.com>
Subject: [mosaic] difference between 4 square writing & 4 square writing
classroom?
Date: Thu, 10 Jul 2003 04:51:12 +0000

Has anyone used the 4 square writing book?

Can you tell me the difference between that book & the new one out that is
called:

Four Square the total writing classroom?

Is it worth getting?

txs,
grandj@hotmail.com
+++++++++++++++++++++++++++++++++++++

Date: Thu, 10 Jul 2003 08:37:00 -0400
From: str_aca_ls <str_aca_ls@nwoca.org>
Subject: RE: [mosaic] difference between 4 square writing & 4 square writing

The new book has activities for your writing classroom, a section on working
with words, and how to improve compositions four square and more. It appears
to be more user friendly. My cousin attended their workshop and said if I
could attend one, it is worth it. Hope that helps!
++++++++++++++++++++++++++++++++++++++

From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] Palm Pilot
Date: Thu, 10 Jul 2003 09:13:39 -0400

This is amazing! No one here in Virginia Beach seems to know anything
about using the Palm Pilot in this way. Where have we been? I am so glad
to be a part of this list!
Dottie
++++++++++++++++++++++++++++++++++++++

From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] K2K (long)
Date: Thu, 10 Jul 2003 09:46:15 -0500

I'm still on chapter one, but I have some connections to what you've
said.
I love how Ardith encourages us to go slowly. I've sure learned the
hard
way that it is very worth it to take it slow as I begin to release
responsibility to the kids.

I agree it's important to go slowly, but when my school year has
started and I feel the pressure to prepare kids and raise test scores, I
second guess myself. I guess I really need to go into the year with a
concrete and somewhat detailed plan. It does intimidate me to start
these conversations just because it'll be something different from what
I know has worked for my kids in the past. It sounds like it may be
worth the investment as long as I have a plan, a vision of what each
month of the year will look like.

To be honest, when I read that she used "I wonders" (questioning) as
the
language to shape the talk, I was VERY resistant. I thought back to
how I
always started my strategy studies in a certain "order" and
questioning was
NOT first. (Like there even IS an order! Jeesh!) I really had to ride
through my discomfort and listen to Ardith explain her process and
when
did that I started to see how PERFECT questioning and using "I wonder"
would
be to facilitate the talk. I had seen the power of it when I was
teaching
questioning and always LOVE getting to that part of the year.
Questioning
just seems to open their minds up and the thinking just flows out so
easily.

I feel your frustration. I don't know if I can take the leap into
questioning the first of the year before connections. Maybe that's just
my comfort zone.

The quote on page 22 from Meg Wheatley "She explains that "curiosity
and
good listening bring us back together" into community" has totally
been my
experience when working with my kids in a shared reading setting. I
really
looked forward to that time of the day when we were really digging
deep into
our read alouds and sharing our thinking. Like I said before, they
seemed
to be able to have very grown up conversations with ME as the
"facilitator"
with good listening skills but they couldn't transfer it to partners
or
small groups. They didn't know how.

Questioning is my favorite too. Another thing that tells me that
teaching kids how to have a good conversation will be helpful is the
emphasis on listening. How can this not help us in our thinking
strategies? If we tell kids to listen to our read alouds how we saw
listening on the video, kids can share deep thinking because they'll be
really LISTENING and really NOTICING. That's what great thinking's all
about.

I started
a "Wonder" journal for a while in writing workshop and they begged to
have
time to write what they were wondering in that journal. Moving into
text
was easy for them after that because to wonder became part of who they
were.
They were "used to" it. Page 24 is very similar to the MOT/STW
suggestions
for starting a study on questioning.
Ginger, like your idea of the wonder journal. Do you mean that you
would write wonders as mini-lessons before writing workshop? then could
the kids write wonders during their writing workshop time? GREAT idea.
I think I read something kind of like this not too long ago, but it was
an idea of how kids could find topics in their writing by wondering
about their life. I'm doing a "wonder box" for each team of kids.
We'll use those brightly colored mini file folders, and they'll write
wonders on index cards. I think Debbie Miller does something like this.
Maybe I can do your idea with these? Neat that you started this before
your actual questioning study.

Any thoughts on that? What about the kids no one wants?

I'm with you on feeling uncomfortable having kids pick. I'll pick for
them. I think kids should be able to work with anyone in the class, and
I always let them know that. Maybe next year I'll have them try to
pick.

Moving on....
I have to admit here that I also had some resistance to adding
responses to
the "I wonders" so quickly. But you know what? I had to keep telling
myself THIS "study" is NOT my true questioning study. THIS is a
"study" on
conversations. So let it go, Ginger. I had to take a deep breath
and
realize that THIS is going to be different than my questioning study
as I
knew it and THAT IS O.K.!!!!!! Plus the more I read the more I
realized
that what she suggests makes so much sense!!!!! We are modeling the
talk
using "I wonders" and adding the "reasonable evidence to substantiate
my
conjectures". (p. 29) I am reminded that when I first did my think
alouds
sharing my "I wonders" they were jumping at the bit to respond and at
that
point I discouraged it. So this should be very natural for them now
that I
DO want them to share their responses.
Good point; that thinking makes me feel better too.

Here are other thoughts I have about chapter one:
*I love how she suggests muting the video to observe body gestures. I
try to emphasize the importance of gestures when doing lessons on
classroom community. I love how her ideas could fit into morning
meetings.
*It seems like a great format that the kids will observe, notice,
wonder, etc. I tell my kids this is what great scientists do. Maybe I
can intro by saying there are scientists who have observed
conversations; we're going to be like them.
Kelley
+++++++++++++++++++++++++++++++++++++

Date: Thu, 10 Jul 2003 10:31:24 -0500
Subject: Re: [mosaic] K2K (long)
From: carol carlson <carlsonca@dist102.k12.il.us>

Hi all,
Sorry, Ginger, I just finished reading the first two chapters.
I thought the introduction was very thought provoking, the part where
she discusses why it's so important for us to model what conversation
looks like. How sad that so many kids don't have access to
conversations with their families, but for many of our kids, that's the
reality.

I am coming from a different perspective than a teacher because I work
with curriculum and staff development. Just as several of you
commented, I worried about this taking so much time. But the payoff, I
think, is huge: bulding a community, giving kids responsibility for
their learning, affirming their responses even if it's a bit off what
we expected, and delving deeper to further comprehension. My district
has a social and emotional curriculum and this melds beautifully with
the standards of that curriculum.

Didn't Lucy Caukins originate "Eye to Eye" only she called it something
else, like turn to a partner. I appreciate all the specific details. I

can actually visualize the practices. It's amazing to me how many of
the people I admire come up with the same ideas for us to use in our
classrooms.
On a personal connection, I think about my book club. I wouldn't want
that recorded because I don't think we have many of the nine
touchstones. We have the social aspect down fine, but don't really go
deeper into the book with our conversations; they remain more surface.

I used an Oprah taped book club discussion, but I don't think it
followed those touchstones, either. Does anyone have a good book club
taped? I liked the book club video on the Strategies that Work video,
but I really hadn't thought about using it with kids, but maybe that
snippet might work. What do the rest of you think who have seen it? I
agree that stopping to pause the tape and discussing with the kids what
they see is so important. In my teaching career, my biggest
disappointments have been that I assume students know how to accomplish
something. I didn't model it and then, no surprise, was disappointed in
the result. Duh! Kids need modeling.

On to chapter 3..
Carol C.
++++++++++++++++++++++++++++++++++

From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: [mosaic] K2K - deep thinking
Date: Thu, 10 Jul 2003 10:37:10 -0500

My goal for next year is to really go deeper with the kids during our
strategy studies.

So now I'm in chapter 2 of K2K and I've found an idea for a great lesson
on p. 29. Cole talks about modeling to the kids not only questions she
has, but she "adds reasonable evidence to substantiate my conjectures."

This make me think that during our questioning study, I can model what
Cole explained she does. In mosaic terms, I think this means using our
schema from our lives to give evidence of possible answers (t-s
connections). Of course kids can get evidence from the text too, or from
what has happened in other texts (t-t connections). Maybe others of
you already do this, but what I just read shows me how easily
connections can overlap questioning. I want to do lessons like this to
show kids that when our strategies overlap, that's when we get really
deep thinking.

I love how Cole puts this not just for literature, but because you can
find a reason for just about anything in life. Good life lesson for
kids to learn not just for their thinking, but for how they treat and
respond to others. Like when a student snaps at another because they've
had a bad morning at home. Of course we don't want kids snapping at
other kids, and we'll teach them ways to control themselves, but at
least Johnny understands that there may be a reason behind Timmy's bad
mood.

Sorry for the rambling, and hope that made sense. That page just really
struck a nerve with me.

Kelley/2/IN
++++++++++++++++++++++++++++++++++++

From: "Judy Mazur" <jvmazur@comcast.net>
Subject: Re: [mosaic] K2K
Date: Thu, 10 Jul 2003 10:04:00 -0700

I don't have my book, sigh, because I loaned it to my friend. I want her to
get as excited about it as I am...and I want her to do the video with me.
At the moment, I'm thinking the introductory video will be she and I
discussing a picture book.

Even bookless, I can't refrain from responding to a couple of Ginger's
wonderful thoughts. I loved it when you said, "What is like a knock in the
head for ME is that I NEVER taught them HOW to have a conversation." I did
learn the power of conversation through our Writer's Workshop, but thanks to
K2K I realize I can make it ever so much easier and sensible for the kids
during reading AND writing discussions. And a big yes to going slowly.

And Ginger, I think your aside tells us so very much: "(Like there even IS
an order! Jeesh!)" YES! We're trying to help kids think deeply, we need to
do some of that thinking ourselves (like the order we want to teach
strategies in needs to make sense for us and our kids).

I vacillate on the partner issue because it can be heart-wrenching, but last
year, on a much more informal basis, I did turn and talk. And of course
there were the loners. At first I'd pair them up, then I'd signal someone
else alone, and finally I'd just wait. It does work. I notice you will
have an odd number--that last kid was always MY partner; and on an even day,
I simply listen. I think it really helps if you explain (a few thousand
times) that the kids aren't committing to spending recess together, they're
simply sharing thoughts with a person near them.

Thanks for your great thoughts,
judy3ca
+++++++++++++++++++++++++++++++++++++

From: "Kim Wagner" <reading@cfl.rr.com>
Subject: [mosaic] Lesson Plans
Date: Thu, 10 Jul 2003 13:35:40 -0400

Hi Everyone! I am creating a website for teachers and am looking for lesson
plans to include in the site. The site is still under construction but can
be seen here:
www.teachersplanet.org (We have the proverbial "ton" of content still yet
to put up.) :)

Our mission is to create a free, no-ad place for all teachers that is full
of content, resources, advice, encourgement, etc.

I would like to invite you to send lesson plans (or tips, techniques, etc.)
to kim@teachersplanet.org .If your material is used you will be credited.
And, you do retain all rights to your material, of course. So, if you would
like to share, please do so.

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

From: <jean247@cox.net>
Subject: [mosaic] Palm Pilot Info
Date: Thu, 10 Jul 2003 15:53:47 -0400

The following site should give you the information you need regarding
using the Palm for RR.
http://www.wgen.net/web/

I am excited about using this new program. We were told that RI and
Texas are the only two states that are using the PDA's (personal
assistant) for reading assessment.

Good Luck!
Jean
+++++++++++++++++++++++++++++++++++++++

Date: Thu, 10 Jul 2003 14:09:12 -0700
From: "Colleen Mussetter" <cmusset@mlsd.org>
Subject: [mosaic] DOL and DOM

I've been on vacation for a month and just getting back to reading these
daily and was interested to hear what some of you said about Daily Oral
Math and Language. As a 3rd grade teacher I got very "bored" with
teaching it and found it was not consistent enough. After going to a Math
Conference, I found a wonderful program called Mountain Math and they also
have Mountain Language--just as wonderful. I used them very similiar to
DOM and DOL. What I really liked is they have something for every concept
at every grade level for every week--not random--so it was organized and
consistent practice. I have done them both orally and paper and pencil. I
have a phone number and address if anyone is interested.
CM
++++++++++++++++++++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] K2K response
Date: Thu, 10 Jul 2003 16:59:01 -0500

A few quick responses to recent comments.

In Ginger's post, she said:

"I started a "Wonder" journal for a while in writing workshop and they
begged to have time to write what they were wondering in that journal."

I began using "wonderments" (questioning) in science last year and it
had a tremendous effect on student learning. Typically, we created a
CSR (Collaborative Strategic Reading) Log for a new unit. Within the
unit, I had the students jotting down wonderments constantly (both in
the log and on sticky notes). We would use these to generate discussion
about the material we were reading. It was powerful. It would give
students some control on the direction of our studies, instead of the
unit being driven by the TE and their surface level questions.
(Zzzzzzzzzzzzzzzzz) They loved the fact that many students had similar
wonderments. It connected them together and gave them the desire to
seek out answers to their questions.

Ginger also states:

"On page 27 she talks about "asking the kids to select their own
partners" because it "grounds the process in a social comfort zone.
Plus when all is said and done, friendships create the substance for the
most dynamic duos." I immediately thought of my class last year and how
I had about 5 kids that NO ONE wanted to work with. And not because all
of them were annoying or difficult. Some of them were just invisible.
So what do I do then?"

This has been a problem for me as well. I can't tell you how many times
I have watched a student recoil in their seat as they begin to realize
that once again, they will be chosen last...and not only that, but with
mumbles, grunts, and sighs attached. In fact, sometimes this type of
behavior infuriates me. One thing I do is to place the control and
outcome in both the student and teacher's hands. It is a little
deceiving though. I have a canister that contains each student's name.
I will draw out a name, and then the student picked will come up to draw
out their partner's name. This way, the mix is there (instead of the
SAME students picking the SAME partners! -- I teach sixth grade,
remember!) and the students are never mad at me for the choices. I
have asked my students many times, "Which method would you like to use?"
"You pick, I pick, or let the can decide." Almost 100% of the time,
they want me to draw a name and then let them pick a name. I think they
like the mystery and thrill that seems to go along with it. Typically,
this method works well. Just another thought.

Kelley states:

"It seems like a great format that the kids will observe, notice,
wonder, etc. I tell my kids this is what great scientists do. Maybe I
can intro by saying there are scientists who have observed =
conversations; we're going to be like them."

I really like this thought Kelley! I think I will use that on my 6th
graders this year. Do you mind?

Possibly Kelley quoting Ginger who is quoting Cole??????:

"Cole talks about modeling to the kids not only questions she has, but
she "adds reasonable evidence to substantiate my conjectures."

Reading MOT, STW, and others alike have shown me (amongst MANY other
things) the need to have evidence for any questions, comments,
connections, etc. In my classroom and in the book study group I
currently facilitate, I find myself constantly replying, "What's your
proof?" To just state that you agree, disagree, infer, connect, etc. is
not enough. The responder needs to dig down deep and ask themselves,
"Why do I think this way?" and be able to articulate that to their
listener. Back it up!

Sheila states:

"I have saved all the posts (during the times we do have electricity)
and will reread them as I read K2K - I'm starting tonight, even if its
by candlelight!"

You go girl! We await your responses!

Judy states:

"I think it really helps if you explain (a few thousand
times) that the kids aren't committing to spending recess together,
they're simply sharing thoughts with a person near them."

LOL! What a great way of putting it Judy! And you are right when you
say...a few thousand times! Even with sixth graders! :-)

Thanks for all of the GREAT comments and responses everyone has put
forth. I can't wait to read more! Keep them coming!

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

Date: Thu, 10 Jul 2003 17:08:03 -0500
Subject: Re: [mosaic] K2K response
From: Datsauer <datsauer@chartermi.net>

Just a quick thought about choosing partners. Although I usually did it in
my fifth grade class, and often with a drawing system, near the end of the
year I began letting the kids do it within the following parameters: They
had one minute, and everyone had to be happy. If anyone wasn't happy with
the pairings, I choose from the jar. Once in awhile I had a student
deliberately sabotage it, but usually the kids were able to arrange it
themselves. If we needed 3's, it worked better, because the difficult
students could be grouped with 2 people who were glad to be together.
Debbie
in Duluth
++++++++++++++++++++++++++++++++++

Date: Thu, 10 Jul 2003 15:17:33 -0700
From: JTD <jtd@san.rr.com>
Subject: [mosaic] Genre question

Does anyone know what a "listbook genre study" is? I have never heard
the term before.
++++++++++++++++++++++++++++++++++

From: "Marcia Kellenberger" <mgk59@msn.com>
Subject: [mosaic] K2K
Date: Thu, 10 Jul 2003 17:13:44 -0500

I have been thinking a lot about the structure Ardith presented in K2K
as I begin working on a rough plan for next year. (Is there ANYTHING
more scary than looking at the blank paper and trying to think about
what, when and where you will teach ALL year????) This time I left a
spot on the spreadsheet for Oral Language. For the six years prior to
this year, I taught at a very at-risk building. We did TONS of talking
about and around oral language, but I don't feel I ever really gave it
the due it deserves. It makes sense, especially in that setting, that
if we don't TEACH them how to have conversations that they just won't
happen. Ironically enough, I found that it wasn't all that different
this year, my first year in a building with a much higher socio-economic
base. As Ardith said (p. 2) I have found that most of them have very
minimal conversation experiences. And, as she says so well, (p. 3) "to
participate in a conversation, students must possess the mental mode."

So, I am determined, as several of you stated, to allow myself and my
students the TIME (remember Allington!) to dig in and really get a solid
model for conversations under our belt. With this new understanding
it's almost embarrassing to look back at my previous year's plans and
see that I gave about two days to "teaching active listening!!!"

Of course, as we work our way through Cole's model, there will be so
many opportunities to use "strategy talk," WITHOUT the pressure of
having the reading or writing strategy be the primary focus. Then,
hopefully, when we move into a focused study on a reading and/or writing
strategy, they will have the tools they need to REALLY talk with each
other.

As many of you stated, questioning with the "I wonders" just makes so
much sense for stimulating conversation. Giving them the opportunity to
observe the give and take of a conversation that was started by an "I
wonder" has to have a huge impact as we really dig into our strategy
studies later on. (No wonder my attempts at the "gradual release" model
weren't all that smooth! They just didn't have the practice talking
together in general, let alone related to literature and their
thinking!)

I loved the section beginning on page 34 about the statement-evidence
chart. Again, it's all about giving the students the words to use
(Chart on pg. 35) as they speak to each other and really leading them
into the deeper thinking we will expect from them as they read and
respond all year.

The visual models (video) seem like such a logical idea. I just attended
a workshop on 6 + 1 Writing Traits, and the presenter showed several
video clips of it in action. It made a huge impact on me, so I'm
confident that it would for the students, as well. I'm thinking it
would be great if someone could come in and video tape some partner
conversations for us to view and reflect upon as a whole class -- or is
that a bit intimidating???

I'm enjoying the conversation!

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

From: Abcde1142@aol.com
Date: Thu, 10 Jul 2003 21:37:27 EDT
Subject: Re: [mosaic] First 15 minutes

Someone earlier recommended "Mountain Language" to use instead of DOL. I
ordered it to see if it would work with my class. When I get it in two
weeks, I
will let you know what I think.
Alexa
+++++++++++++++++++++++++++++++++++++

From: "Kendra" <kendra9@mindspring.com>
Subject: [mosaic] knee to knee
Date: Thu, 10 Jul 2003 21:33:12 -0700

Thank you for your fervor Ginger.
This year the 3rd grade teachers in my building had me (reading specialist)
and the ELL teacher come into their rooms for across classroom lit. circles
for three weeks. The 3rd graders had already been working with five
strategies for comprehension. How we launched them was by having a
discussion ourselves about a book -- with all three 3rd grade classrooms
watching. We modeled it WRONG which was quite fun, interrupting each other,
overcorrecting and generally showing disrespect and off topic talking. They
thought that was quite hilarious. Then we modeled a better discussion and
the kids really got the difference. Then we all created a long list of
discussion tips to refer back to throughout the lit circles.

Kendra Wagner
Reading Specialist
Literacy Consultant
Seattle, WA
+++++++++++++++++++++++++++++++++++++

From: DnnllySs@aol.com
Date: Fri, 11 Jul 2003 01:17:26 EDT
Subject: Re: [mosaic] (no subject)

Good Morning
this is greatly appreciated
finally I think my school-site is coming into the 21 century especially
since
My immediate boss -she graciously supports my professional practices and
observes my classroom as I am a reading resource teacher
again without you all here I would never have been able to continually
dialogue and demonstrate the maginficance of MOT and K2K now
I'm using it tomorrow in class and in a meeting with assistant principal
and
reading committe>Fantastic
ooo thank you so much
Susan / Chgo
+++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] from Judy/K2K
Date: Thu, 10 Jul 2003 21:33:10 -0500

I received this in response to my concern about partnering up kids.
Ginger
++++++++++++++
On your question about partners - have you thought about the first
several times helping kids make the decisions about partners? This can
also be a gradual release process. Kids could choose 3 possible
partners and then you assign teams for 2xs and then let them choose.
This is often how we begin to let students choose the book club they
want to be in. Most of the time they get their first or second choice
and if not they soon learn that next time they get their first choice.
It is also very important in the beginning of the year while you are
modeling the partner talk process that you choose to model with some of
those more quiet kids. Yes you will use some of the more talkative ones
too. You might ask them privately ahead of time, ask the quiet ones, if
they would model with you. This gives them a bit of advance prep
thinking time so they are ready to talk. As teachers we create the
social community in our classroom - while we have to work some time with
some students more to bring them out it is the same if we were teaching
them to add. We are always personalizing instruction. With
personalized instruction we are always watching and listening to
responses because social communities and learning are always in
flux.
Judy
+++++++++++++++++++++++++++++++++++

Date: Fri, 11 Jul 2003 07:27:39 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] knee to knee

Kendra - I think this almost better than video - I find adults and children
don't
always see the instructional components in a video - Real live stuff seems
to speak
more clearly. JG

Kendra wrote:

> Thank you for your fervor Ginger.
> This year the 3rd grade teachers in my building had me (reading
specialist)
> and the ELL teacher come into their rooms for across classroom lit.
circles
> for three weeks. The 3rd graders had already been working with five
> strategies for comprehension. How we launched them was by having a
> discussion ourselves about a book -- with all three 3rd grade classrooms
> watching. We modeled it WRONG which was quite fun, interrupting each
other,
> overcorrecting and generally showing disrespect and off topic talking.
They
> thought that was quite hilarious. Then we modeled a better discussion and
> the kids really got the difference. Then we all created a long list of
> discussion tips to refer back to throughout the lit circles.
+++++++++++++++++++++++++++++++++++++

From: "Judy Mazur" <jvmazur@comcast.net>
Subject: [mosaic] K2K
Date: Fri, 11 Jul 2003 05:49:02 -0700

About a 'live' demo conversation: "I think this almost better than video - I
find adults and children don't always see the instructional components in a
video - Real live stuff seems to speak more clearly." JG

To JG: have you read K2K? When I began the book, I agreed with you. When I
was done, I was planning my video. I think Cole makes a very good case for
analyzing one conversation (with the ability to pause) on video. I
particularly like the idea of being able to look at the same conversation
more than once--and for more than one thing.
judy3ca
++++++++++++++++++++++++++++++++++++

From: MAMASWIRLZ@aol.com
Date: Fri, 11 Jul 2003 09:03:14 EDT
Subject: Re: [mosaic]K2K

I love the thoughts and conversations. The concept of teaching kids how to
have a conversation is so important.

In the introduction there is a section, "Literature Conversations: Democracy
in Training". Ardith says, "Can one teacher actually change the tides of
culture? Only if she is willing to commit to truly restructuring the
classroom
environment so that it becomes a place where individuals learn how to
transact
with, care for, and care about others."

I am also reading, "Making Sense: teaching and learning mathematics with
understanding" by James Hiebert. He also talks about building a classroom
community where respectful conversations can take place.

Knee to Knee singles out the discussion of the "Dynamic Duo" as a way to
start conversations. There is a list of ways to model such a discussion on
pages 3
and 4. I was thinking that with literature groups we have sometimes taught
one group to have a discussion and then had them model for the class.
Especially in large classes, I can see working with a few kids first and
then having
them have their discussion in a fishbowl type situation.

I started thinking about how we could encourage conversations about
literature at home. Could we send home a poem or other short piece and ask
that our
students sit "Knee to Knee" with a parents or sibling to discuss the piece?
I am
the director of a small school. I publish a weekly family newsletter. I can
see having a K2K section each week. What do you think?

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

From: Abcde1142@aol.com
Date: Fri, 11 Jul 2003 09:47:13 EDT
Subject: Re: [mosaic] Template

Annette,
The template is from K2K page 82. It shows the Elements of Text
Alexa
++++++++++++++++++++++++++++++++++++++

From: "Judy Mazur" <jvmazur@comcast.net>
Subject: Re: [mosaic]K2K
Date: Fri, 11 Jul 2003 06:56:08 -0700

Naomi: I started thinking about how we could encourage conversations about
literature at home. Could we send home a poem or other short piece and ask
that our students sit "Knee to Knee" with a parents or sibling to discuss
the piece?

Wow, Naomi, this is a brilliant suggestion! I frequently tell my kids to
"Tell your parents about this." And, in my newsletter, I send home
questions for parents to ask kids ("What have you learned about Cynthia
Rylant?"). But I never thought about just having them read a short piece
together for the purpose of discussion. And wouldn't it be great if the kids
could model conversation for their parents? Excellent idea--thank you very
much.
judy3ca
+++++++++++++++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Fri, 11 Jul 2003 09:56:32 EDT
Subject: Re: [mosaic] Template

The Reading Lady is going to post the K2K template on her site.
www.readinglady.com
+++++++++++++++++++++++++++++++++++++++++

Date: Fri, 11 Jul 2003 08:58:29 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] K2K

Yes, I have read the book - I have problems with teachers - who are my main
audience
- saying the videos are not relevant to "their" students. I work with many
struggling teachers who have not yet learned to self reflect and analyze
other
teachers work. When I lead a live discussion with students or teachers they
say -
well, now I see. Live modeling helps in the gradual release process. I use
much
video in my work, but I don't always get immediate buy in from resistant
adults.
Keep me posted as the year begins or how the videos work with your students.
JG

Judy Mazur wrote:

> To JG: have you read K2K? When I began the book, I agreed with you. When
I
> was done, I was planning my video. I think Cole makes a very good case
for
> analyzing one conversation (with the ability to pause) on video. I
> particularly like the idea of being able to look at the same conversation
> more than once--and for more than one thing.
++++++++++++++++++++++++++++++++++++++++++++++

From: "Judy Mazur" <jvmazur@comcast.net>
Subject: Re: [mosaic] K2K
Date: Fri, 11 Jul 2003 07:50:01 -0700

Ah, your explanation helps--I was thinking in terms of what I'm showing my
students. I want to be able to stop and replay a video so everyone can see
a certain gesture or hear a certain question. I agree with you completely
about gradual release, but I was thinking in the opposite direction. I plan
to start with the video and move toward a "live" demo. Thanks, JG, for
helping me see what you were describing. I love the thinking going on
here--thanks, everyone.
judy3ca
+++++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 11 Jul 2003 09:39:26 -0700
From: "hey,it's-katharine!" <katha@syix.com>
Subject: Re: [mosaic] book baskets

I did the same kind of thing with my first graders. Our baskets have
names such as: ocean life, birds, outer space, vehicles, (sp),
gardens, people, animals, fairy tales, etc.

As for baskets on their desks, it drove me crazy. So I now have 3 or
4 large baskets on a shelf in the front of the room. (they are big
pastic tubs that Math Their Way manips came in) At the beginning of
the year they are full of beginning books that the children can deal
with. Familiar books and very easy books. The children are to pull
4 or 5 and keep them inside their baggies.

I also have baskets for the baggies, so that I can look into them
daily and see what the children have chosen.

As the year goes on, I manipuate the big plastic tubs, taking out
most of the easier books and adding higher level ones as the kids
reach that goal.

That way the children have choice, but I have control. (grin)

By the second half of the year, most children are choosing books from
anywhere in the room. But even if they have impossible to actually
read books inside their desks, they are still to have 4-5 books at
their individual levels inside that baggie.

Also, thanks for incidental support re: AR. I have been fighting
having it in my room for years, and will continue to do so.

Katharine/1st/N.California
+++++++++++++++++++++++++++++++++++

From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: [mosaic] Clock Partners
Date: Fri, 11 Jul 2003 10:12:30 -0700

Alexa, Please elaborate on the Clock Partners idea.
Chris
+++++++++++++++++++++++++++++++++++

From: Readinglady1@aol.com
Date: Fri, 11 Jul 2003 14:10:14 EDT
Subject: Re: [mosaic] K2K

In a message dated 7/11/03 2:05:36 PM Eastern Daylight Time,
jvmazur@comcast.net writes:

> Yes, I have read the book - I have problems with teachers - who are my
main
> audience
> - saying the videos are not relevant to "their" students. I work with
many
> struggling teachers who have not yet learned to self reflect and analyze
> other
> teachers work.

I agree with this. I am tired of hearing that this is 'not th real world"
"it is staged" "who has kids like that". I wrote to Stenhouse a while back
and
asked them to think about having a more diverse student body in their
videos.
Most of the adults I have worked with the the graduate course I am teaching
and professional development can't see the forest through the trees. Once
they see the "room" and "kids" they turn off. Me, I think the videos are
excellent and get so much each time I watch them.

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

From: Abcde1142@aol.com
Date: Fri, 11 Jul 2003 14:19:07 EDT
Subject: Re: [mosaic] Clock Partners

Chris,

Clock Partners.
If I don't explain it well, please let me know.

You give each child a template with a clock face and lines showing from
each hour number. Then the students sign up with each other for the hour
number. For example, you and I sign up with each other. We both have
number 3
open. I sign your sheet putting my name on number 3. You do the same.
The
other kids fill in their names accordingly. You and Ginger would sign each
other's papers on number 6. Ginger and I would sign number 9. You continue
until all kids are signed up.
It always happens that some kids need help filling in thier hour
numbers. You can collect the papers and try to do it yourself. It is
better to go
through the list with the kids. If the child doesn't have number 2 filled
in,
ask if anyone else has it empty.
I usually line the kids up in two equal lines. Then they sign each
other's paper and move onto the next person in line. That helps everything
come
out even.
I hope this is clear. If it isn't, please let me know and I will try
another explanation.
Alexa
++++++++++++++++++++++++++++++++

From: "Judy Mazur" <jvmazur@comcast.net>
Subject: [mosaic] Ducky fans!
Date: Fri, 11 Jul 2003 14:22:44 -0700
Reply-To: mosaic@u46teachers.org
T
Hey, Ducky (Eve Bunting) fans! I know you're out there because we've =
talked about how we use this wonderful book. Look at this:
http://story.news.yahoo.com/news?tmpl=3Dstory&cid=3D519&ncid=3D519&e=3D33=
&u=3D/ap/20030711/ap_on_re_us/ducks_adrift
judy3ca
+++++++++++++++++++++++++++++++++

From: BilsCntsa@aol.com
Date: Fri, 11 Jul 2003 17:39:20 EDT
Subject: Re: [mosaic] Reading with Meaning: Chaps 1-3

Thanks for the great information. My husband played for the Central Florida
symphony, he plays French Horn. I have plenty of that type of music to
choose
from here at home, :-)
I am looking for more popular songs, songs to use for routines. I know I can
go out and find and buy different cds, I would like to create my own to use
for different times of the days. Any ideas for doing this?
Terry
+++++++++++++++++++++++++++++++++

Date: Fri, 11 Jul 2003 15:46:49 -0600 (MDT)
From: <ljackson@gwtc.net>
Subject: Re: [mosaic] Genre question

Does anyone know what a "listbook genre study" is? I have never heard
>the term before.
>

As it has been explained to me, a listbook consists of any book in which
reordering of the pages--or two page spreads
(with the possible exception of the last page) would not at all change the
meaning of the book. There are many examples
to be found in the earliest of guided reading materials which is why it
becomes such a powerful first genre study.

Some examples might be:

I like chocolate? Do you like chocolate?
I like pizza? Do you like pizza?
I lke soda? Do you like soda?

or

At the zoo, I saw a tiger.
At the zoo, I saw a lion.
At the zoo, I saw an elephant.
At the zoo, I saw a monkey.
So many animals live at the zoo!

Lori

PS How'd I do Ruby--my first genre coach?
++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 11 Jul 2003 15:59:17 -0600 (MDT)
From: <ljackson@gwtc.net>
Subject: RE: [mosaic] Contests for Reading

Alfie Kohn was asked what will come from giving pizzas to readers and his
reply was "Fat kid who don't read books." I
think intent is the key here, as I had a very heated arguement with a
coworker about this once. She insisted that her son
resisted reading, just hated it in fact, but read and read and read and read
for pizzas. I asked her if he continued to read,
as he was now a high school student. She told me that he hated recreational
reading but his reading skills were sound.
He did reasonable well in high school, got a football scholarship and is
holding his own as a student, so that pizza
reading may have had an impact. He does not EVER read for pleasure. Pick
your poison, I guess, I' d like to see able,
willing and eager readers.

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

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