Lori,
I whole-heartedly agree with you. I would much rather see a student who is
motivated intrinsically, as opposed to pizza, prizes, AR points, "Because
I
have to"...etc. being the extrinsic motivator. Numerous times I have heard
parents tell me in the fall that their child HATES to read. By the end of
the year, they seem to have a different attitude. It is all about teaching
them how to choose books and then allowing them to self-select. Typically,
I have noted, kids who dislike reading have yet to find a genre that
interests them (at least this seems to be the case by 6th grade). Or worse
yet, their bulk of reading instruction has been based upon short excepts
found in basal series (sorry if that offends anyone). It is very rewarding
to see the light bulb go off and a child discover the adventures that lie
within a book. Some see it as a place to escape, where the imagination is
allowed to run free. I had a mother (who is a local librarian) of a former
student tell me just last week...(I am paraphrasing) "Wow! I had no idea
my
son liked adventure/survival novels. And here all of these years I have
been handing him Little House on the Prairie, Matt Christopher books, etc."
He was a reluctant reader as he entered 6th grade. We worked hard to
discover what he enjoyed reading. He had no clue. Once he tapped into
adventure/survival novels...he hit the ground running! Gary Paulsen became
his favorite author.
Lori - were you the one that previously stated your passion for Alfie Kohn's
writings? I recall reading such a post and I will say that it gave me a
chuckle. Let me explain. I took an Educational Policy Studies course
awhile back and my professor was a HUGE Kohn fan. It was my first real
exposure to Alfie and his thoughts on education. I came home from class
talking about his interpretations so much that he has become a household
name (tee-hee). If you ever want someone to talk to in depth about issues
and stances by Kohn, let me know. I will forward you this professor's email
address. He LOVES talking about the topics at hand. Your posting allowed
me to tell my husband..."See. Someone else talks about Alfie Kohn, too!"
:-)
~Karla
+++++++++++++++++++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic]K2K/Naomi's post
Date: Fri, 11 Jul 2003 19:41:54 -0500
Naomi,
I liked your idea of using a fishbowl for demonstration. Several years ago,
my coworker had started literature conversations several weeks before I had.
She had an impressive group that volunteered to model for my students. They
modeled and "incorrect" discussion and we talked about what went wrong
as a
group. Then they modeled a "correct" version. Once again, we talked
about
what made it successful. Do you think students are more receptive to a
student modeled group, or an adult one? I tend to lean towards a student
modeled version, but would like opinions on that.
I love your idea on incorporating a K2K section in your weekly newsletter.
What grade levels are you targeting? I have 6th grade. I am noodling (to
borrow a phrase from Judy3ca) over whether this concept (the K2K newsletter)
would work for my students. Any thoughts on that?
~Karla
+++++++++++++++++++++++++++++
From: MAMASWIRLZ@aol.com
Date: Fri, 11 Jul 2003 21:12:43 EDT
Subject: Re: [mosaic]K2K/Naomi's post
In a message dated 7/11/03 5:40:09 PM, jlmcadam3@ameritech.net writes:
>What grade levels are you targeting? I have 6th grade.
I have pre-K through 6th. A very diverse population. I have a dozen parents
who only speak spanish, so I would look for bilingual poems. I guess I
would
have to start looking soon. I would need about 48 poems or pieces of short
writing that were suitable for all those grades...hmm.
Naomi
+++++++++++++++++++++++++++++
From: Patty526@aol.com
Date: Fri, 11 Jul 2003 21:17:33 EDT
Subject: Re: [mosaic] K2K (long)
Regarding Ginger's concern about starting with questioning:
I love the questioning strategy and have had the most success with it. It
has seemed easier to get the kids to internalize this strategy more so than
any
other. I have always (oh, just the past 2 years really) started with
connections, but I'm wondering if the questions kids have don't really come
from their
connections anyway. They must come from somewhere, and doesn't it have to
be
from their own experiences?
Regarding Ginger's concern about grouping:
For better or for worse, I have sometimes pulled aside the sweetest,
kindest,
most sensitive child in the room, and been honest with them. I've told them
that I was concerned about how a child who is rarely chosen might be
feeling,
and asked them to take them under their wing for a bit, including being
their
partner in a variety of classroom activities. My "confidant" is usually
flattered, serious, and very generous about partnering up then.
Patty
+++++++++++++++++++++++++++++++++
From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] 4-square
Date: Fri, 11 Jul 2003 20:31:37 -0500
I am so glad that someone brought this up. You have to see this speaker
(she is hilarious) or at least buy the book. Our district brought her in
the last two years for a staff development afternoon. She did a
modeling with a classroom during the morning that teachers could attend
and watch her teach students in a classroom set up in the school gym.
Then in the afternoon an in-service and in the evening a session for
parents. You will be blown away at this SIMPLE technique and even more
blown away at how helpful it is to so many of your reluctant writers. It
is a sound model for teaching topic sentence with supporting details and
a wrap-it-up sentence. It evolves through elaboration and that 1
paragraph can easily evolve into a 3-5 paragraph paper. It's wonderful.
I'll use this technique to kick off the year. The book is really cheap,
very self explanatory, and a great tool to use!!!
Shelly
+++++++++++++++++++++++++++++
From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: Re: [mosaic] 4-square
Date: Fri, 11 Jul 2003 18:45:23 -0700
Is the book called 4 Square?
+++++++++++++++++++++++++++++
From: deborah a devine <debthereb@lightfirst.com>
Date: Fri, 11 Jul 2003 09:51:17 -0500
Subject: [mosaic] Yikes...it is time for school already?
Yikes...is it time for school to start already? I went into K-mart to
buy my laundry supplies and noticed that they already have 3 full
aisles filled with school supplies. The spiral notebooks were on sale
for 29 cents also. Why can't they just let it be summer. Don't
retailers know that teachers need the summer to regenerate and figure
out how to keep one step ahead of our students.
Sorry, for the short panic attack.
Deborah Devine
PS. If you are doing MATH /MOT you will need 2 spiral notebooks for
each child in your class. You can have them buy their own, or buy them
for the children when they are so inexpensive, i.e. 20-29 cents each.
Last year, my students went through 2 notebooks for their math
journals. I usually buy the wide rule type for my students.
+++++++++++++++++++++++++++++++
From: PatriciaY@aol.com
Date: Fri, 11 Jul 2003 22:51:49 EDT
Subject: Re: [mosaic] Contests for Reading (long)
Regarding the Pizza Hut Book-it program, I think it was Richard Allington
who
said that the program works backward. The kid should eat a pizza and get a
book!
++++++++++++++++++++++++++++
From: RKCTEC5@aol.com
Date: Fri, 11 Jul 2003 23:40:13 EDT
Subject: Re: [mosaic] Genre question
Lori,
You done good! List books do not move through time. They are simply
"lists." The NO DAVID book is a list of reprimands that David's mother
says. Brown
Bear Brown Bear is a common listbook most people know. It could have
started
with any color and the book would have read just as well. ABC and 123 books
are also lists. They don't move through time, but order is imposed upon
them
by alphabet or number. Lots of nonfiction books are lists. That's why many
people skip around in nonfiction texts and read whatever they want first.
Ruby
+++++++++++++++++++++++++++++
From: "Pat Evans" <patreads@pacbell.net>
Subject: RE: [mosaic] Contests for Reading (long)
Date: Fri, 11 Jul 2003 20:49:30 -0700
For what it's worth, I'm a huge Kohn fan, too. In fact, I'd like to see
his Punished by Rewards be required reading for all teachers and
administrators.
A few years ago, I told my daughter's high school principal about Kohn's
work, and the principal said, "If I hadn't had grades as a reward, I'd
never have studied in high school." And all I could think was, "Oh,
my!
No wonder this school has some of the problems it does."
Pat E.
+++++++++++++++++++++++++++++++
From: deborah a devine <debthereb@lightfirst.com>
Date: Fri, 11 Jul 2003 22:51:03 -0500
Subject: [mosaic] Math/Mot PROBLEMS?
#1 Concerning the problem of whether or not teachers from other states
can use the material. I e-mailed Becky Irwin from the NC Department of
Public Instruction, and her response was, "We appreciate your interst
in DPI's publications. Please feel free to use the Week by Week
Essentials." So if you are concerned, e-mail
Publications@dpi.state.nc.us and ask for permission. You can then print
out the e-mail and place it at the back of your 3 ring binder.
#2 The toll free number is only available to NC residents. Please call
919.807.3475.
#3 I went into the site and printed out one page with no problem,so I
don't know why you just printed boxes. Thanks to all the helpful
individuals that gave you suggestions about why it might not be
printing. I bought a scanner so I could scan some photos that I took
of my Math bulletin board and some student work. I figured out how to
scan them, and now I need to figure out how to make them attach to
these e-mails. See how this list serve has made me grow!
Deborah Devine
+++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] attachments
Date: Sat, 12 Jul 2003 00:57:40 -0500
Because our server is very limited, I am asking that you do NOT send
attachments through the list. If you have something you would like to share
via an attachment, please send it directly to me at home
(elephant@foxvalley.net) and I will load it to the TEACHING TOOLS web page
at:
http://www.u46teachers.org/mosaic/tools/tools.htm
What happens is that the digest members can not receive any attachments as
they are blocked by the server. That's about 500+ people. So in the
interest of all the members, loading them on the TOOLS page is best.
Once I load new things there, I always announce them to the list.
Keep sending me your great stuff to add for all to use.
Thank you for your understanding.
Ginger
moderator
+++++++++++++++++++++++++++++
Date: Sat, 12 Jul 2003 03:34:44 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Contests for Reading (long)
I would say a big fan. I saw him speak once, he was a pretty new to
parenting
parent and pretty, I thought, full of himself. Never, never spank, never,
never
bribe. I am sort of the avoid spanking unless it is the only way to
convince a
three year old not to run into the street and never, never bribe until you
are
really desperate with your own child. Here's a chuckle. My ten year old,
who I
think is a vampire, has been driving us nuts with delayed bedtimes. Never
knew a
child with so many excuses. So he, after being scolded big time, has
resorted to
writing notes. Dear Mom, I can't sleep and I really, really tried. Love
Tanner or
Dear Dad, I am so hungry. Can't I have another sandwich? Love, Tanner.
Here is
how bad (funny) it has gotten. Not long ago I found a note that said, Dear
Tanner,
If you get out of bed one more time I am taking $20 out of your vacation
time.
Love, Dad.
Lori
+++++++++++++++++++++++++++++++++
Date: Sat, 12 Jul 2003 03:38:37 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Yikes...it is time for school already?
Deborah,
Something tells me the promotions at K-mart might just have been geared to
us
teachers!
Lori
++++++++++++++++++++++++++++++++
Date: Sat, 12 Jul 2003 03:43:36 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] from Judy/K2K
Just to share another perspective. Lester Laminack talked about what is
essentially the same strategy and felt strongly that the first partnered
work of
any kind should be done with self-selected partners. It has to do with
trust and
comfort. I have to say, this has been my approach and while at the
beginning of
the year the same old partners seemed to team up by the end of the year,
the
children naturally saw each other as partners regardless of how the teaming
went.
Has to do with climate, I think, and again with the individual knowing of
students.
I also tend to guide my lowest functioning special needs children into
strong
triads, where the kinds of thinking and speaking skills they so need to see
model
are going to happen.
My two cents,
Lori
++++++++++++++++++++++++++++++
Date: Sat, 12 Jul 2003 04:02:53 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] fitting it all in
I know I will be starting with writerly life--establishing those habits and
getting to know where
things are and what writer do. I am thinking that my first genre will be on
directional text as I
am going to be using independent math books for my kids this year. Although
many kids are returning
to our looping room, I have some newcomers as well so I am thinking we will
write collaboratively to
write directions for use in some areas of the classroom. Haven't gotten
beyond that, except that
very early on a craft lesson on poetic language. Just saw Georgia Heard and
I am just full of
ideas.
Lori
++++++++++++++++++++++++++++++++++
Date: Sat, 12 Jul 2003 05:13:36 -0500
From: "Michelle Mooney" <mmoon.RI.WFB@wfbschools.com>
Subject: Re: [mosaic]K2K
As I am rereading K2K, it almost seems as though I am reading two
different books. The first is a very explicit,
gradual-release-of-responsibility model for speaking and listening
skills, while the second seems to be a much more implicit model for
reading comprehension strategy instruction. I don't see the sustained,
in-depth strategy instruction that I do in, say, Reading With Meaning.
At this point, I am thinking that I will use much of her model for
teaching speaking and listening skills; these skills will be used
throughout the day and the curriculum. However, I don't think I will be
using conversation as the starting point for comprehension instruction,
as Cole seems to do. Rather, students participate in conversations
during the guided practice portion of strategy instruction.
All of the above comments may be colored by my perspective as a first
grade teacher. Perhaps if you teach an older grade--particularly in a
school where everyone teaches MOT--"sustained, in-depth" instruction
would look different. "Sustained, in-depth" wouldn't necessarily mean
"taught/practiced on consecutive days."
Or, I may just be splitting hairs. Comments?
Michelle
mmoon
+++++++++++++++++++++++++++++++++++
From: "Lisa Repaskey" <chesna03@hotmail.com>
Subject: Re: [mosaic] Yikes...it is time for school already?
Date: Sat, 12 Jul 2003 08:16:01 -0400
Well...some of us have started school already. I went back Thursday...and
the kids start on July 21 (yeah, seven days of workshops and other
stuff...yuck!). I'm actually glad the retailers are putting school stuff on
sale this early so the families on year-round schedules can actually buy
their school supplies on sale like other families get to. Maybe I'll
actually have all of my parents purchasing school supplies so that I don't
have to buy as many on my own.
Lisa/NC/1....will the loop begin again?
http://www.myschoolonline.com/NC/Tiggerkyds
++++++++++++++++++++++++++++++++++++
Date: Sat, 12 Jul 2003 07:31:48 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] Yikes...it is time for school already?
Deborah - I agree.........but teachers start in some Texas school districts
August 1
and all are back by August 10th or so......... I makes a very hot beginning
of
school. JG
+++++++++++++++++++++++++++++++++++++
From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Contests for Reading (long)
Date: Sat, 12 Jul 2003 08:52:10 -0400
My personal motto is... If you don't like to read, you haven't found the
right books. I have found this even works with adults. I had a student whose
mother hated to read. We chatted at a birthday party, and I loaned her a
John Grisham. The rest is history. She tells me every time she sees me about
what she is reading. I always try to get at the heart of a child's
interests, and match them to a book that will suit their interests (do you
know how hard it is to find a first grade level book on ELVIS???) but, I did
it!
:)
Cece/LC/GA
++++++++++++++++++++++++++++++++++++
From: YcnanH@aol.com
Date: Sat, 12 Jul 2003 09:30:55 EDT
Subject: Re: [mosaic] Ducky fans!
Oh, Judy, thanks for sharing! You do find the most appropriate stories to
share. This will be a great text to text and text to world for the fall!
Nancy
++++++++++++++++++++++++++++++++++++
Date: Sat, 12 Jul 2003 09:36:15 -0400
Subject: Re: [mosaic] Contests for Reading (long)
From: Peggy Bahr <pbahr@mac.com>
Cece
I agree whole-heartedly with you. The key is to turn kids on to reading with
the right book. Finding Elvis for a first grader must have been a huge
challenge though!
Every year, the first book I read aloud to my class is Walk Two Moons by
Sharon Creech. It has turned many reluctant readers (boys and girls) on to
reading. After we finish the book, they want to devour everything she has
written. Many kids have insisted that their parents read the book because
they just KNOW they will love it. So it has initiated book discussions at
home.
The novel is tremendous fun to read, complete with Kentucky accents. The
story makes us laugh, cry, try to solve the mystery...and ponder life. The
mysterious sayings that get left on Phoebe's porch have become words for us
to live by. One year, the kids even wrote them on posters in the classroom.
So when kids started to argue over giving "ups" in line, someone would
say,
"In the course of a lifetime, what does it matter?" Powerful stuff!
Most of the kids seem to like Creech's Chasing Redbird the best, but I
continue to read Walk Two Moons. First, because I delight in reading it
aloud. But mostly it's because I love it when they come to me and say, "Oh
Ms. Bahr, you've GOT to read Chasing Redbird! It's even better!" The kids
feel as though THEY have discovered the best author.
I got notification yesterday that my K2K has finally shipped. Can't wait to
read it!
Peggy gr5/KY
++++++++++++++++++++++++++++++++++++
From: Creecher12@aol.com
Date: Sat, 12 Jul 2003 09:53:31 EDT
Subject: Re: [mosaic] Contests for Reading (long)
In a message dated 7/12/03 9:40:56 AM Eastern Daylight Time,
pbahr@mac.com=20
writes:
> Most of the kids seem to like Creech's Chasing Redbird the best, but I
> continue to read Walk Two Moons. First, because I delight in reading it
> aloud. But mostly it's because I love it when they come to me and say,
"Oh
> Ms. Bahr, you've GOT to read Chasing Redbird! It's even better!" The
kids
> feel as though THEY have discovered the best author.
I'm a big fan of Sharon Creech too. I read yesterday that Sharon Creech
has=20
won the CILIP Carnegie Medal 2002 for RUBY HOLLER.=A0 She
is the first American to win the CILIP Carnegie, and also the first author
in history to win both the Newbery Medal (for WALK TWO MOONS) and the
Carnegie.=A0 For further announcement info see:
<A
HREF=3D"http://www.carnegiegreenaway.org.uk//press/pres_C_03.html">http:/=
/www.carnegiegreenaway.org.uk//press/pres_C_03.html</A>
Nancy, no relation but wish I was, Creech
+++++++++++++++++++++++++++++++++++++
From: "Judy Mazur" <jvmazur@comcast.net>
Subject: Re: [mosaic] Contests for Reading (long)
Date: Sat, 12 Jul 2003 07:18:27 -0700
Cece/LC/GA: My personal motto is... If you don't like to read, you haven't
found the right books.
Sincere thanks, Cece, for these words of wisdom. Of the many joys of
teaching, finding the perfect book for a reluctant reader is right at the
top of the list, isn't it? I always like what you have to say, and this
post was simply more nails for the coffin.
judy3ca
+++++++++++++++++++++++++++++++++++++
From: JATShaw@aol.com
Date: Sat, 12 Jul 2003 11:36:45 EDT
Subject: Re: [mosaic] Ducky fans!
Thank you! I'd heard this on NPR yesterday and thanks to your URL was able
to share it with our staff. Our agency has a Duck Dash fundraiser every
year
with these same little critters, so everyone loved the story. Judy S.
++++++++++++++++++++++++++++++++++++
From: JATShaw@aol.com
Date: Sat, 12 Jul 2003 11:46:00 EDT
Subject: Re: [mosaic] Reading with Meaning: Chaps 1-3
In a message dated 7/11/2003 2:43:38 PM Pacific Daylight Time,
BilsCntsa@aol.com writes:
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, :-)
For a great website for kids: www.nyphilkids.org/main.phtml Lots of great
information in a fun way. As I work in adult literacy, I have been wanting
to share
this with elementary teachers ever since seeing it in Time Magazine last
year
some time. Enjoy!
+++++++++++++++++++++++++++++++++++
From: "beth voss" <bvoss555@msn.com>
Subject: Re: [mosaic] Contests for Reading (long)
Date: Sat, 12 Jul 2003 08:54:49 -0700
Would Walk Two Moons be appropriate to read aloud to second grade? I
noticed you teach fifth.
Thank you
+++++++++++++++++++++++++++++++++++
From: JATShaw@aol.com
Date: Sat, 12 Jul 2003 11:55:36 EDT
Subject: Re: [mosaic] Contests for Reading
In a message dated 7/11/2003 3:04:13 PM Pacific Daylight Time,
ljackson@gwtc.net writes:
He does not EVER read for pleasure.
Sadly, I have worked with many adults who say they have NEVER completed a
book on their own. For most of our adult literacy students, reading is a
painful
experience, filled with hurtful memories.
I have been so thrilled reading everyone's comments because your expertise
and passion in teaching these strategies is going to put us out of business
or
at least reduce our clientele dramatically. Hurrah!!! And I am finding
many
things to share with my coworkers. Thanks! Judy S.
++++++++++++++++++++++++++++++++++++
From: JATShaw@aol.com
Date: Sat, 12 Jul 2003 12:07:52 EDT
Subject: Re: [mosaic] Genre question
In a message dated 7/11/2003 8:46:14 PM Pacific Daylight Time,
RKCTEC5@aol.com writes:
That's why many
> people skip around in nonfiction texts and read whatever they want first.
And I have to confess that I sometimes sneak a peak at the last chapter in
my
novel (especially mysteries); my kids (grown) are on to me and have
threatened to remove it until I get there. So far they've not been
successful. BTW
has anyone read The DaVinci Code...a recommendation from the above kids!
++++++++++++++++++++++++++++++++
From: JATShaw@aol.com
Date: Sat, 12 Jul 2003 12:23:18 EDT
Subject: Re: [mosaic] Contests for Reading (long)
In a message dated 7/12/2003 5:58:55 AM Pacific Daylight Time,
btillman@farmerstel.com writes:
I have found this even works with adults
Right on! It's my personal mission to try to get adult new readers
(especially) "hooked," although I love to share "good read"
titles with
anyone and
everyone. It's often very hard to find good stuff for new readers at this
level,
especially the very beginners. Philosophies vary on using children's
literature, but I've found YA books work very well at a higher level. Gary
Paulsen
books are especially well received. I love the challenge of connecting
folks
with books. Judy S.
+++++++++++++++++++++++++++++++++++++++
Date: Sat, 12 Jul 2003 12:08:19 -0500
Subject: Re: [mosaic] Contests for Reading (long)
From: Datsauer <datsauer@chartermi.net>
There are so many wonderful stories that would be better suited to second
graders. Please leave Walk Two Moons to be new to our upper grades! Debbie
in Duluth
++++++++++++++++++++++++++++++++++++++
Date: Sat, 12 Jul 2003 12:36:48 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Contests for Reading (long)
I really hate the notion that stories become thought of as 'second grade' or
'fourth grade'. The only reason for not reading a certain book to a
certain group
of children is approriateness of text, and perhaps that is your reasoning.
If so,
I am sorry for jumping to the wrong conclusion.
I saw Lester Laminack speak this week and he talked about this idea that
books
become some how grade level properties. He used the example of Charlotte's
Web's
traditional association with the third grade and quieried what the problem
would be
with reading it to first graders. He said when first graders hear that
story, they
look for words in spider webs and when second grade students hear the story,
they
cry for Charlotte and when old kids read it they think Wow, this is just
like my
friendship with so and do! He also talked about the joys of rereading.
I read Because of Winn Dixie to my first graders last year. Some had
expressed
concerns that the content was too disturbing and would be over their heads.
I
thought long and hard and realized that in my troubled community, my
children are
living lives far more troubled. This book gave them license to talk about
it and
they loved it. I have never seen a book work such magic. I actually had a
child
cry as we read the second to the last chapter (remember, it is not a sad one
yet)
and as one boy sat crying on the floor, I asked him why he was crying. He
said to
me, "Because tomorrow the book is going to be over."
Read the book, reflect on your students and make your own choice. And
please, I
have not read the book though I have read several by the same author, so if
the
text is inappropriate, my apoligies again to anyone trying to warn you off.
Lori
Incidentally, following Winn Dixie we read Love That Dog and I never in a
million
years would have thought it would hold the interest of 29 first graders. A
student
brought it to me, and I know and love the story, so I thought we'd try it on
for
size. It worked on the heels of Winn Dixie. It is about knowing your
audience.
++++++++++++++++++++++++++++++++++
Date: Sat, 12 Jul 2003 13:06:36 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: [mosaic] k2k, connections
I think I may be jumping ahead. I finally got the book, not weighing in
until now, and read it while in St. Paul this week. A couple of things
that really struck me.
On page 50, as the introudction to a chapter, this quote,
"From the beginning of recorded history, the circle has been a sacred
symbol-a symbol of unity. It permeates numerous cultures, both past and
present..."
This struck me as a very culturally responsive way for me to begin a
discussion about the circle with my Lakota students. The circle, as
medicine wheel, as dream catcher, as council fire has meaning for them
so I marked it and copied into the theme book I keep for organizing
ideas for implementation. I want to read it outloud to my kids.
The notion that the hardest thing to do as a teacher facilitating these
discussions is to keep your mouth shout. Wow, that is something I
struggle with. And I wrote this down under each month in my planner so
that each review puts it out in black and white. My note says:
To foster independent discussion, teacher, keep your mouth shut! Hey,
me, I'm talking to you!
The idea of hand raising being a hard habit to break--no kidding, it is
so tought. I drew a little picture of a cross-legged child raising a
hand with the universal no symbol over the top. I wanted to remind
myself to make some signs like this in the fall.
And finally, for now, I found her decision to lump the text to text and
text to world connections together a bit thought provoking. I started
to formulate, in my mind, a different sort of way of to think about
text. I've been influenced in my thinking by Brian Cambourne, Jill
Eggleton and members of this and another listserv I am active on.
Basically, it began with thinking about Cole's reminder that text is
more than other books. When Jill was here in my district last month, I
was really struck by the emphasis she placed on concentrating on
MESSAGE. Tell me about your message, tell me about someone else's
message was thread running through her discussions of conferencing
related to speaking, writing and reading. Brian also helped me to begin
to understand the importance of the message and purpose in the
definition of genre. And that genre applies to more than written text.
That is how I started to wonder what would happen if we thought about
this as a message to message connections, talking about similar intents
or similar purposes withing the various media Cole presents as text.
There is message and intent to books, poems, newspaper, songs, radio and
television that relates to message and intent in the stories we read.
Clear as mud? Muddles as...
Lori
++++++++++++++++++++++++++++++++++++
From: Creecher12@aol.com
Date: Sat, 12 Jul 2003 14:11:59 EDT
Subject: Re: [mosaic] Contests for Reading (long)
Lori,
And why can't you read a book more than once? Would you only listen to a
song
once?
I read some books over and over and just like movies, make different
connections based on new experiences.
Nancy Creech
+++++++++++++++++++++++++++++++++++
From: Soswes@aol.com
Date: Sat, 12 Jul 2003 14:23:27 EDT
Subject: Re: [mosaic] Contests for Reading (long)
I'm a Kohn fan too! I heard him speak at Walloon University last summer and
I threw my book it program away guilt free this year! Working at an at risk
school where that pizza could have meant a meal to someone, it was hard not
to
participate. I never could get past my own belief that they should be
reading
for the intrinsic value, not because of a reward, so I either half heartedly
participated or didn't participate at all. I can throw book it away guilt
free
now because when we teach kids how to read and understand, how to choose
books, etc....we can "feed" them for a life time....not just one meal.
Let's make
successful students and break the poverty cycle!
Sandi
+++++++++++++++++++++++++++++++++
From: JATShaw@aol.com
Date: Sat, 12 Jul 2003 14:36:16 EDT
Subject: Re: [mosaic] Contests for Reading (long)
In a message dated 7/12/2003 10:38:15 AM Pacific Daylight Time,
ljackson@gwtc.net writes:
> I read Because of Winn Dixie to my first graders last year.
I LOVED that book and passed it around our agency; it was recommended to me
by an adult seatmate enroute to Pittsburgh some time ago. Her bookclub
(adults!) had just read it. Judy S Now I have to check out Love That
Dog...thanks!
+++++++++++++++++++++++++++++++++++++++
Date: Sat, 12 Jul 2003 12:21:15 -0700
Subject: Re: [mosaic] Contests for Reading (long)
From: "Janet Holbrook" <jmholbrook@earthlink.net>
I agree with you. I think many, many people don't know HOW to find a good
book on their own. Just look at how many people have been motivated to read
by Oprah Winfrey. She tells them it's a great book and millions of people
run out and get it. LOTS of those people are not people who read on a daily
basis.
By the way, WHERE did you ever find a book about Elvis? I also teach first
grade.
Janet in CA
+++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] new addition to TEACHING TOOLS PAGE
Date: Sat, 12 Jul 2003 14:57:27 -0500
I have just added the K2K template Alexa made from page 82 in Knee to Knee.
You can find it on the TEACHING TOOLS web page at:
http://www.u46teachers.org/mosaic/tools/tools.htm
(it is at the bottom of the Worksheets/Reporting Forms category)
Look for: K2K Elements of Text template.
Ginger
moderator
Remember to REFRESH your page if it doesn't show up so you get the current
page.
++++++++++++++++++++++++++++++++++++++
Date: Sat, 12 Jul 2003 16:05:03 -0400
Subject: Re: [mosaic] Contests for Reading (long)
From: Peggy Bahr <pbahr@mac.com>
I would not read Walk Two Moons to second graders. Some of the content is
too mature for them.
I agree that reading a book more than once can be wonderful, and don't like
it when a book becomes one grade's "territory". But I also have to
admit
that I really like it when I can hook children with a book that I really
love.
Peggy gr5/KY
++++++++++++++++++++++++++++++++++++++
Date: Sat, 12 Jul 2003 21:01:42 -0400
Subject: [mosaic] The DaVinci Code
From: Peggy Bahr <pbahr@mac.com>
I read The DaVinci Code in one day. What a page turner! Not the best
literature ever written, but it is fascinating. Since reading the book, I've
researched some of the historical facts...and am amazed to find they are
indeed true. It blows my mind that all these years I've missed certain
elements that are in the painting of The Last Supper. It just goes to show
how we see what we expect to see!
If you like learning the origins of words and/or traditions, you'll love
this book. If you grew up in the Catholic Church, it will give you lots to
think about. I highly recommend it. Several of my friends want to form a
new book club just to discuss it. I'm afraid we'll need more than one
evening though.
Sorry I can't tell you much about the novel...I don't want to spoil the
surprises!
Peggy
++++++++++++++++++++++++++++++++
Date: Sat, 12 Jul 2003 21:09:34 -0400
From: Carroll Hockman <johcar79@comcast.net>
Subject: Re: [mosaic] The DaVinci Code
My husband is equally enthralled with this book. He read it very quickly
last weekend and has spent the week looking things up also.
<br> I'm loving the new book about Katharine
Hepburn-
<u>Kate Remembered</u>. The author combines things that happened
during
his time with her and things she remembers about her career. It ends with
her death on June 29. What a fabulous woman she was.
<br> I'm also reading the new book about
Benjamin
Franklin-
another fabulous and colorful character. I did a lot with him with my third
graders. They were fascinated with him and how "bad" he was. They
compared
him to Junie B. Jones!!!
Carroll/3/MD
+++++++++++++++++++++++++++++++++
From: cllc@comcast.net
Subject: Re: [mosaic] k2k, converstion vs. handraising
Date: Sun, 13 Jul 2003 01:50:03 +0000
Just started my book today, but have followed the discussions.
I responded to some of Lori's comments below:
>
>
> The notion that the hardest thing to do as a teacher facilitating these
> discussions is to keep your mouth shout.
>
Wish I could quote the research article I was just reading this week as I
was
sorting through my files. It compared literature discussion groups: one
where students
were responsible for their own conversations and one where the teacher
intervened.
The students learned more and were more engaged in the group where they
assumed
responsibility. I watched video clips that compared these 2 groups at the
California
Reading Association Conference Research Institute in San Jose 3(?) years
ago. The
researcher who presented was Flanagan?,I think. He was expanding on the
work of
Taffy Raphael and others who studied book clubs and transactional learning.
I
would pull the article, but now it's securely packed up waiting to be moved
to
my new school.
> The idea of hand raising being a hard habit to break--no kidding, it is
> so tough. I drew a little picture of a cross-legged child raising a
> hand with the universal no symbol over the top. I wanted to remind
> myself to make some signs like this in the fall.
The idea of student-controlled discussion, conversational discourse,
and hand raising in the classroom are interrelated issues that I have been
struggling with for the last few years. The result of my struggle has
mostly
resulted in a second grade classroom with lots of interaction, but also too
much
calling out and interrupting. I know that I haven't modeled and practiced
conversation skills adequately in the past; that's part of the problem.
I have tried to move away from reward/consequence systems, but have somehow
failed to replace it with a self-regulated system of learners. This is a
critical
issue to me as it has been stressful the last few years. I find myself
losing
patience and resorting to authoritarian means and teacher-directed
discussion
which is not where I want to go.
How do you help students learn to interact in a natural, conversational way
and
still run an orderly class where waiting your turn to
speak,i.e.,hand-raising
seems to be necessary during other lessons? I noticed that teachers raise
their
hands to speak at our staff meetings (we have a large staff!)
Do you have hand-raising at times and not at other times?
Carol
+++++++++++++++++++++++++++++++++++++++
From: cllc@comcast.net
Subject: Re: [mosaic] K2K recommended books for wonderment
Date: Sun, 13 Jul 2003 01:57:30 +0000
> I really hate the notion that stories become thought of as 'second grade'
or
> 'fourth grade'. The only reason for not reading a certain book to a
certain
> group
> of children is approriateness of text, and perhaps that is your reasoning.
If
> so,
I do agree that books can be experienced at different levels by different
age grougs.
By the way, I looked at K2K's appendix of read-aloud picture books. I
thought
I knew most children's books for primary grades, but I was surprised to see
so
many titles I didn't know or consider for primary. Also looked through her
list
of references and found many names I didn't know. Gets me curious to find
out.
Carol
+++++++++++++++++++++++++++++++++
Date: Sat, 12 Jul 2003 21:07:07 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] k2k, converstion vs. handraising
For the most part, our class is pretty conversational. But I need to raise
the standards
for the talking, find ways to help children identify when it is appropriate
for children
to use, hmm, maybe the right word is protocols--conversational protocal and
lectur/response protocol. It seems like children and adults need to be able
to do both.
In some settings, handraising seems a polite way of signaling the speaker
and in others it
doesn't seem to fit. Just like singing along a rock concert is status quo
but not in a
opera hall.
Lori
+++++++++++++++++++++++++++++++++
Date: Sat, 12 Jul 2003 21:13:05 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] K2K recommended books for wonderment
That's funny, cause I just looked and for the first time in ages, I know
more than 2/3
of them! Lester Laminack commented this past week on the number of
classrooms across
the country, 4th grade primarily, reading Roll of Thunder, Hear My Cry or
The Watson Go
To Birmingham. He talked about what rich and appropriate pieces they are
but expressed
concerns that for children to fully benefit from these texts in a critical
sense, a
foundation in awareness needs to be established. He suggested doing so with
a series of
rich picture books which ocumented the slave trade and civil rights
movement. When I
get to it, I'll post this list because they were all really beautiful books
and I knew
just a few of them.
Lori
+++++++++++++++++++++++++++++
From: Gm1114@aol.com
Date: Sat, 12 Jul 2003 22:18:25 EDT
Subject: Re: [mosaic] k2k, converstion vs. handraising
Carol comments:
> > The idea of hand raising being a hard habit to break--no kidding,
it is
> > so tough. I drew a little picture of a cross-legged child raising
a
> > hand with the universal no symbol over the top. I wanted to remind
> > myself to make some signs like this in the fall.
>
> How do you help students learn to interact in a natural, conversational
way
> and
> still run an orderly class where waiting your turn to
> speak,i.e.,hand-raising
> seems to be necessary during other lessons? I noticed that teachers raise
> their
> hands to speak at our staff meetings (we have a large staff!)
> Do you have hand-raising at times and not at other times?
Carol, I've been asking the same question about raising hands vs. just
calling out. You have the select students that always respond or speak up.
If the
whole group is just conversing without raising hands, how do you get
everyone
or more than the usual participants involved? Are there any special tricks
or lead-ins to include the majority in conversation? Will modeling take
care
of it?
Gail - 1/NC
+++++++++++++++++++++++++++++++++
From: "lois driggers" <loiso@dbtech.net>
Subject: [mosaic] strategy question
Date: Sat, 12 Jul 2003 18:40:00 -0700
Reply-To: mosaic@u46teachers.org
I was asked the other day about a strategy called Read Around the Text.
Is anyone familiar with this one? I wasn't and would love to be able to
pass on information about it if anyone knows anthing about it.
Lois
RS/Al
++++++++++++++++++++++++++++++++++
From: "lois driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] K2K recommended books for wonderment
Date: Sat, 12 Jul 2003 18:43:34 -0700
I was a Lester Laminack "groupie"--ha! First heard him in Clemson,
S.C. at
a regional IRA in 1994 and thought he was just wonderful. Since moving to
Al, I have had the opportunity to hear him several times at MidSouth in
B'ham. We wanted to get him for our Young Author's Conference a few years
ago, but he was not available the times we wanted to get him.
Is he still at Western Carolina?
Lois
RS/Al
+++++++++++++++++++++++++++++++++++
From: deborah a devine <debthereb@lightfirst.com>
Date: Sat, 12 Jul 2003 21:46:42 -0500
Subject: [mosaic] Pulling together MOT/Math/Writing in Bulletin Board
Displays
Recently, I had an e-mail from another teacher in Illinois about use of
bulletin board space that would create a display that incorporated MOT
Strategies, Math, and Writing. She teaches 5th Grade, so here is the
idea that I came up to pull those 3 elements together.
I was thinking about you this morning and what I've read about 5th
grade math, since you know I teach 3rd Grade. I teach about geometric
figures and slides, flips, and rotation turns of those figures. Also
congruent and similar figures. I know in 5th you have to teach a
different vocabulary for those same terms..translations, reflections,
and rotations. That would make a neat bulletin board.
You could have the kids take digital pictures of themselves lying on
the floor. They are the figure. Then print multiple copies of that
digital picture to show translation and rotations. Then they could flip
over on their stomach and take a picture to show reflections. The key
would be to not tell them what to do, but to give them the digital
camera and tell them to think of themselves as a 3 dimensional figure.
Then assign 3 different groups..one for each and have them come up
with the idea. Part of their answer must include a typed statement of
PRIOR KNOWLEDGE...I KNOW THAT A TRANSLATION IS...... THEN WRITE OUT HOW
THEY SOLVED THE PROBLEM OF SHOWING WHAT A TRANSLATION IS USING
THEMSELVES AS THE 3 DIMENSIONAL FIGURE. I.E. "Since I am the figure
that is to be translated, I knew that I would need multiple copies of
my digital photo so I could show the figure sliding to the right and
repeating itself with the same congruent figure. Next, I printed the
photos and began to arrange them on the bulletin board next to each
other. I couldn't use someone elses photo in my display, because then
the figure would not be congruent."
Wouldn't that be a good way to put together a bulletin board, MOT
strategies, and writing about their mathmatical reasoning.
The following week, you could substitute a 2 dimensional shape cut
out of construction paper. This time they must write out their
predictions about the results of certain transformation BEFORE actually
performing them with physical objects . How about adding DEGREES of
rotation, or PATTERNS of Reflections with predictions of what the 16th,
28th, and 34th figures would be. These bulletin boards don't deal with
calculation...they deal with thinking and visualizing.
Deborah Devine
+++++++++++++++++++++++++++++++++++
From: cllc@comcast.net
Subject: Re: [mosaic] K2K wondering about wonder
Date: Sun, 13 Jul 2003 03:44:45 +0000
As I was reading about "wonderment", that word caught my attention.
I started to word web in my head:
wondering...wonderful...wondrous
Interesting connotations. . .
Thought I could wonder about wonderful ways to get students to wonder more.
When you wonder, you might discover something wonderful!
Louis Armstrong's "What a Wonderful World"
And then my mind started singing the old fifties hit, "I wonder, wonder,
wonder,
wonder . . . who wrote the Book of Love.
Time to take a break!!!!!
Carol
+++++++++++++++++++++++++++++++++++++
From: JLabar1026@aol.com
Date: Sun, 13 Jul 2003 07:35:05 EDT
Subject: Re: [mosaic] The DaVinci Code
In a message dated 7/12/03 9:19:05 PM Eastern Daylight Time,
johcar79@comcast.net writes:
> Katharine Hepburn- Kate Remembered. The author combines things that
> happened during his time with her and things she remembers about her
career. It ends
> with her death on June 29. What a fabulous woman she was.
> I'm also reading the new book about Benjamin Franklin-
I love them both and fantasize that they would have made a great couple.
Yeah- I am definitely out to read Kate- I have just procured a great
Hollywood Mag of Kate- 1939 on the cover with Jimmy Stewart (Philadelphia
Story)- she
was 31 at the time. . . What a babe!!
I have a picture of Kate and Lauren Bacall on the wall.
Ben F- I saw the PBS production earlier this year and read something about
him last year. . . I picked up the Time Mag special on Ben and the book. I
am
going to pass, however, on the book.
Right now I am in the midst of the English Royalty- 1066-
I will look into The DaVinci Code. Thanks- BG
Since we are on the popular culture- Just saw Pirates of the Caribbean with
my 10 year old. I love Johnny Depp! Great movie for the boys.
BG
+++++++++++++++++++++++++++++++++
Date: Sun, 13 Jul 2003 06:53:22 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] K2K recommended books for wonderment
I believe, so. However Katie has left to write full time. He is delightful
and I
doubt anyone knows children's books the way he does. His knew job at NCTE,
since
Primary Voices is no sadly no more, is to write the reviews of picture books
for
Language Arts. He said the perks were great--he gets boxes and boxes of new
books,
some even still in the dummy stage. He will have a new memoir coming out in
November and it looked wonderful.
Lori
+++++++++++++++++++++++++++++++++
Date: Sun, 13 Jul 2003 06:57:22 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] The DaVinci Code
I want to read the new John Adams biography. By all accounts, it is
wonderful. Thanks for the tips regarding the Pirates movie. My kids
have been wanting to see it and it always nice to hear first.that it is
good. When my boys get back from playing in the mountains with my
sister and her husband, I will have to make sure we get to see it.
Lori
+++++++++++++++++++++++++++++++++
From: DnnllySs@aol.com
Date: Sun, 13 Jul 2003 09:01:38 EDT
Subject: Re: [mosaic] K2K recommended books for wonderment
Good Morning
I belong to another list serv and sometimes as I write as Im thinking and
typing quickly I too make many typos on the IRA sometimes I substitute
words
with their homphones like case in point :Ginger, mind when it should have
read
mine. You like IRA have never judged me thank you so much
I applaud all of you because try as I might it doesn't always work> my
fingers and brain from the multi- readings and the engaging dialogue
presented here
So, in advance, I apologize for misspellings, typos,etc. After working and
reading, I rarely do a spell check on email but let's not take away from
the
camaraderie we have come to enjoy here
Most of all, thank you for not judging me as I come in and reveal my
reflections on matters of literacy or classroom interactions with my
students :) as I
travel on this MOT journey as I have lived in an isolated world at school
with my strategies It is fantastic to be here
Happiness is Summer
Sincerely,
Susan Donnelly
Rdg Res Tchr/Chgo
++++++++++++++++++++++++++++++++++++
Date: Sun, 13 Jul 2003 08:19:45 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] The first Child back
I taught in a trailer for seven long, cramped years. I was a 1,2,3 multiage
and
loved it. When I transferred to a different school a few years ago, they
were in
need of a strong reading teacher in a first grade classroom. I dreaded
saying
goodbye to multiage but I needed to make a change. My new classroom was
fully
three times larger than my previous room. Space may not be everything, but
it sure
isn't nothing! I am back to a looping configuration this fall, not my true
love
multiage, but closer. Plus I return with a wonderful group.
Tell us about your grade level change. You had no inkling of this change? I
know
technically my district can make changes like this with the clause allowing
teachers a no buyout option to resign, but have never known any
administrator would
go about it without careful consulation with all teachers involved and most
likely
an announced decision before we leave in the spring.
Lori
Lisa Repaskey wrote:
> Well....my county went back on Thursday...and I found out on Friday
> afternoon at 3:30pm that I was switching grade levels and classrooms (from
> the new wing to a trailer)...and that I HAVE to be out of my current room
> by Monday morning so that the new teacher just hired can get into the room
> and get it ready for Tuesday night's Open House. I also have to get my
new
> room ready by Tuesday evening as well. Luckily, the PTA president (I have
> her youngest son in my room this year) has said that she would come and
help
> me get the room ready on Monday morning.
++++++++++++++++++++++++++++++++++++
From: deborah a devine <debthereb@lightfirst.com>
Date: Sun, 13 Jul 2003 08:55:33 -0500
Subject: Re: [mosaic] The WINNER of the First Child Back Contest
You win in my book! I=27d even help you move in if I could=2E=2E=2Ehow fa=
r are =
you from Illinois=3F I=27m moving to a new school in our district and I =
have 27 boxes in my new classroom waiting to be unpacked=2E I won=27t =
complain though=2C because it was my choice=2C and I have 2 weeks in Augu=
st =
to get my room ready if necessary=2E =
Deborah Devine =
++++++++++++++++++++++++++++++++
From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: [mosaic] Deborah's Math Essentials
Date: Sun, 13 Jul 2003 07:45:42 -0700
I might be getting ahead of you but are you going to explain how you use
these materials on a daily basis-like the time element, correcting them,
are they in a journal, do you collect the journals? The games are for
Friday but does everyone play the same game until they are all learned?
Then you give them choices? I do have a
4-5 with 35 kids and I am just trying to figure it all out. How it will
look in my classroom? We did buy Mountain Math and Mountain Language for
some grade levels but I have not been able to look at it yet. Maybe some
of you have Librarians who take until Christmas to get everything
processed? It is like trying to get into the Franklin Mint to get new
materials out of the Library and into the classroom. This is another
very touchy issue as the Librarian has been there for 10 years and the
Principal is only beginning her second year. This was a mountain she did
not climb this year. We also have the issue of the Librarian showing
videos to the kids so she has more time to process stuff! Another
battle! Thanks for all the great ideas. I am ready to go back to work
NOW but I'm not due back until Aug. 25!
Chris
+++++++++++++++++++++++++++++++++++
From: "Lisa Repaskey" <chesna03@hotmail.com>
Subject: Re: [mosaic] The first Child back
Date: Sun, 13 Jul 2003 10:41:59 -0400
I'm out of the building...and totally looking forward to it. And I'll be in
the only trailer on my side of the school. There are several other
trailers......located on the opposite side of the school...and all of those
house our LD, Title One Reading, Speech, and such....I'll be the only
classroom outside. The teacher whose room I'd going into loved being in
that trailer as well.
I had been promised to return to 1st grade after finishing my loop....but my
3rd grade EOG scores were too good. Plus, my principal knew that I had
originally been thinking about moving to Denver. When she left me in 3rd
grade (against my wishes), I began interviewing around the county and the
next county over. She had given my first grade position to the 3rd grade
teacher with the lousiest test scores who had also spent the year "kissing
up".
My principal made everyone's lives miserable...making a teacher move out of
her room and down the hall because we ran out of primary classroom
space...and with a sixth 1st grade position having to be placed on the upper
grade hallway. If the principal had offered the newest 1st grade position
to me earlier than Friday afternoon, a lot of hassles could have been
avoided.
So, I'm off this morning to my new classroom...and to get the remaining
items out of my old classroom.
I'm looking forward to returning to 1st grade. When my principal realized
that the only reason I was looking elsewhere was because she was refusing to
give the 1st grade position to me.....she finally offered it to me.
Lisa/NC/1,2,3 loop
http://www.myschoolonline.com/NC/Tiggerkyds
+++++++++++++++++++++++++++++++++++
Date: Sun, 13 Jul 2003 10:43:14 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] The first Child back
So the romance is over once you're tenured? That stinks. My room is always
the
last to be waxed during the summer because I have to most stuff to move
around. I
replaced many awkward, heavy storage pieces with sturdy wheeled unit that
are easy
to move and all my new bookcases are mobile. I have my husband help me to
put the
cases without wheels onto the counters, so they won't have to be moved.
None of it
matters, as the two guys that do the stripping and waxing need a cat to
watch over
them during the summer and the minute the cat is out of the building, things
slow
way down. Wnen my principal returns, there will be a fury of activity.
Lori
Who has a wondrous princiPAL but has worked under princiJERKS in the past.
++++++++++++++++++++++++++++++++++++++
From: "Carol Carlson" <carlsonca@dist102.k12.il.us>
Subject: Re: [mosaic] 4-square
Date: Sun, 13 Jul 2003 11:20:12 -0500
Hi, all,
Our district just adopted six traits and I have had questions from teachrs
asking how they can still teach 4 square and inegrate six traits. Some
teachers use this method, and I have a few questions.
Is this a "formulaic" model? I'm thinking of the model popular several
years
ago, I think it was called Power writing. One of the reasons the new ISAT
(Illinois state tests) were revamped was to address the issue of so many
students following the formula. So, I'd like to know how 4 square is
diferent from a formula.
Have any of you used with six traits? tOne of the traits is organization.
Comments?
Carol C.
+++++++++++++++++++++++++++++++++++++++
From: "Carol Carlson" <carlsonca@dist102.k12.il.us>
Subject: Re: [mosaic] K2K (long)
Date: Sun, 13 Jul 2003 11:24:21 -0500
Ginger,
I loved your comment about the teaching order of strategies. I just worked
ith a third grade team, and I recommended they begin with "What's Important"
because I've found that if the thinking isn't lined to what's important,
it's difficult to further probe the text.
Then when I read K2K, I felt just like you! What does she mean by starting
with questions? But I understand that we have to experiment with what works
with our individual students, clases, communities. It's so great to be able
to step back and really evaluate our insruction, rather than jut saying,
"That's not the way I do it, and I'm not going to change." That's
what I
like about this group; they are so willing to really examine their practices
to determine if there isn't another better way to do it.
Thanks to all of you for sharing your thoughts.
Carol C.
++++++++++++++++++++++++++++++++++++++
From: Abcde1142@aol.com
Date: Sun, 13 Jul 2003 12:04:33 EDT
Subject: Re: [mosaic] The DaVinci Code
The DaVinci Code is an interesting book with many twists and turns that
are totally unexpected. There are historical items that are surprising.
I would recommend it as it really keeps your attention trying to figure
out what is going to happen next, who are the good and bad characters, plus
the historical information. The references to the Catholic church shouldn't
put
anyone off as it is part of the historical background.
Alexa
++++++++++++++++++++++++++++++++++++++
From: Abcde1142@aol.com
Date: Sun, 13 Jul 2003 12:22:04 EDT
Subject: Re: [mosaic] The WINNER of the First Child Back Contest
You have only 27 boxes????
Most of us when our building closed and moved to other schools had anywhere
from 50 to 100+ boxes. Of course, some of them were textbooks.
Alexa
+++++++++++++++++++++++++++++++++++++
From: JLabar1026@aol.com
Date: Sun, 13 Jul 2003 12:34:40 EDT
Subject: Re: [mosaic] The DaVinci Code
In a message dated 7/13/03 7:59:27 AM Eastern Daylight Time,
ljackson@gwtc.net writes:
> I want to read the new John Adams biography.
Yeah- Adams is a great read. He was not a fan of Franklin. But he really
clues you in on disease and travel back in the day.
I also recommend for girls- Fever 1793.
BG
++++++++++++++++++++++++++++++++++++
From: Creecher12@aol.com
Date: Sun, 13 Jul 2003 12:50:46 EDT
Subject: Re: [mosaic] The first Child back
In a message dated 7/13/03 12:41:56 PM Eastern Daylight Time,
Abcde1142@aol.com writes:
> New teachers are revered and the ones who have been through the wars are
> ignored.
You might be interested in this bill currently in congress. It seems people
in power think the ones who have "been through the wars" know nothing.
www.heartland.org/Article.cfm?artId=12434
Nancy Creech
++++++++++++++++++++++++++++++++++++
From: deborah a devine <debthereb@lightfirst.com>
Date: Sun, 13 Jul 2003 12:18:34 -0500
Subject: Re: [mosaic] Deborah's Math Essentials
Lessons 1 & 2 are to be completed by Monday, July 14th. I'll work
tonight on Lesson #3 which is how the Bulletin Board looks like, and
how we use the journals. Look for it on Tuesday. By the way, if you
are in Illinois, Meyers Grocery Super Stores have 70 page spiral
notebooks for 10 cents each. 180 days divided by 70 = 3 books per
child.
+++++++++++++++++++++++++++++++++++++
From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] The first Child back
Date: Sun, 13 Jul 2003 12:25:46 -0500
You know, I was watching C-span this morning, and they had an education
panel. They stated one of the problems in education is that they need
to figure out how to recruit the most intelligent people to the
profession. I always take that statement so personally and am so
offended when I hear it. they also said that there needs to be more
competition in education, just like the business world. I hope it
doesn't come to that. I feel like writing a book about my feelings
right now, but it always gets so jumbled in my head.
To relate more to Alexa's comment, I'm going into my fifth year of
teaching, and I already feel like I'm not worthy anymore. I definitely
feel like new teachers are worshipped by our principal. Maybe it's
because they don't speak up much.
++++++++++++++++++++++++++++++++++++++
From: deborah a devine <debthereb@lightfirst.com>
Date: Sun, 13 Jul 2003 12:32:27 -0500
Subject: Re: [mosaic] The WINNER of the First Child Back Contest
I had to leave many of the materials that I had gathered over the 15
years in that building behind, since it belongs to the building. I just
completely leveled my independent reading library, and it took me a
whole month of lunch hours. It's all left behind for the teacher that
wants it..either the 3/4 split or the 2/3 split.
One thing I did take was many of the math materials that I had
collected over the years. Manipulative that nobody but me seemed to
want. Manipulatives are messy. In NCTM book, Navigating through
Geometry in Grades 3-5, they say, "The study of geometry in grades 3-5
requires a lot of DOING as well as thinking. Sorting, building,
drawing, manipulating, and measuring are vital to a deep and lasting
understanding."
Deborah Devine
+++++++++++++++++++++++++++++++++++++
From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] The first Child back
Date: Sun, 13 Jul 2003 14:26:02 -0400
I definitely feel like new teachers are worshipped by our principal.
Maybe it's because they don't speak up much.
Kelley,
I once had a principal tell me if he could just get rid of all the
"old" teachers and put his new teachers in, his problems would be
over.
I replied that when new teachers get tenure, they are just like me!
you should have seen his mouth drop open. I guess he never considered
the only reason they were such pushovers was that they didn't have
tenure. DUH!
Cece/LC/GA-who has a great principal now!
+++++++++++++++++++++++++++++++++++
From: Abcde1142@aol.com
Date: Sun, 13 Jul 2003 16:16:20 EDT
Subject: Re: [mosaic] The first Child back
Try being in the field for 39 years. When I first started it was the older
teachers who were respected. Now it is the newer teachers.
Here in MA we have gone through proposition 2 1/2 with massive budget cuts,
making due with old materials, or no materials. When do we start being
respected.
Most of the younger or newer teachers haven't learned about MOT, DI, and how
to use them in their classrooms. Several of the younger teachers are being
thrown in our faces, but they aren't doing half of what they can do with the
kids. If one of them had the class I had two years ago, he would have
quit. It
seems the younger teachers get the accolades and the experienced older
teachers get the work.
Alexa
++++++++++++++++++++++++++++++++
From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] The first Child back
Date: Sun, 13 Jul 2003 16:29:10 -0400
Could this reverence for the new teacher be because fewer and fewer
qualified people are entering teaching? I am the mentor teacher at my
school where we have many safety nets in place to assist the
prot=E9g=E9s. Yet the mentor teachers are made to feel that it is their
failure if the new teachers leaves after a year to two.
Dottie
++++++++++++++++++++++++++++++++
Date: Sun, 13 Jul 2003 15:54:10 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] The first Child back
I think it would be nice if we were respected for the quality of work we
do, rather than the length of time we have been doing it.
Lori
+++++++++++++++++++++++++++++++++
From: "btillman" <btillman@farmerstel.com>
Subject: [mosaic] virtual room arranger
Date: Sun, 13 Jul 2003 17:09:53 -0400
Just a hint for those of you who are arranging classrooms. If you know the
dimensions of your room you can go to the better homes & gardens website
(www.bhg.com) and click on the virtual room arranger. Put in the dimensions
of your room, your windows, doors, outlets, etc. and place your furniture
virtually!
I did this for two rooms in my house, and my husband was very grateful!!!
Saves alot of pulled muscles :)
Cece/LC/GA
++++++++++++++++++++++++++++++++++
Date: Sun, 13 Jul 2003 15:13:30 -0700 (PDT)
From: Sharon Gault <foxylady19452003@yahoo.com>
Subject: Re: [mosaic] Genre question
The DaVinci code was GREAT! Dan Brown's first book Angels and Demons was
also great!
Sharon 8th grade
++++++++++++++++++++++++++++++++++
From: JUDYCSMWM@aol.com
Date: Sun, 13 Jul 2003 19:26:55 EDT
Subject: Re: [mosaic] virtual room arranger
Cece,
What fun I had with the room arranger! Thanks so much. At the end of the
year our custodian always asks for a floor plan before cleaning the room.
This
will help her, too.
JudyNC
+++++++++++++++++++++++++++++++++
From: cllc@comcast.net
Subject: Re: [mosaic] education professionals
Date: Sun, 13 Jul 2003 23:32:14 +0000
I enjoy the stimulation of this mailring and reading professional books
written
by teachers because I do need the intellectual and professional stimulation
they
provide. Often at school I do feel like a fish out of water and don't feel
like
many teachers are interested in "scholarly pursuit"(to use Ellin Keene's
words)
I remember a mentor workshop I attended a number of years ago. The reading
teacher that was presenting commented that she worked with teachers who said
they did not really enjoy reading and would rather watch videos. She was
apalled and said they had no business being teachers. That comment always
stuck
with me. I tend to be quite a couch potato myself, but my interest in
reading
has definitely grown with my years as a teacher.
I feel the same way about math. I like problem solving. But I have heard
comments from teachers about how they still have trouble remembering
multiplication facts or how they don't understand equations. I don't mean
to
sound snooty, but shouldn't teachers have excellent understanding of the
conceptual basis of math and appreciation and understanding of literary
elements
and craft?
I agree that education needs to attract the brightest and best candidates,
interested in continuous learning, research-based practice, and promoting
the
welfare of students. I don' think this is always true.
I have mentored and coached new and experienced teachers. Many are not
reflective about their teaching and become tunnel-visioned at a certain
grade
level.
I think principals feel frustrated in leading a group of educators that all
pull
in different directions, based on their own personal preferences and habits.
New teachers usually show enthusiasm for trying suggestions and relating to
the
kids. But they really lack the knowledge base. This profession is the only
one
I know that sets colleagues with wide ranges of experience and skill beside
each
other as equals, with no job classification to denote leadership or
responsibility other than moving into administration. It's difficult to
work as
colleagues with such a range of experience and pedagogies.
Just some of my observations and opinions--------Carol
++++++++++++++++++++++++++++++++++
Date: Sun, 13 Jul 2003 21:33:43 -0500
From: "Tonya Cogan" <tcogan@eldoradoschools.org>
Subject: Re: [mosaic] K2K recommended books for wonderment
Reply-To: mosaic@u46teachers.org
I agree as I was looking throught the list of book titles she was using.
There were many I hadn't heard of. Maybe we could start a list of our own
throught this mailring.
+++++++++++++++++++++++++
From: "Julie Firestone" <jfirestone@si.rr.com>
Subject: [mosaic] Running Records
Date: Sun, 13 Jul 2003 22:53:05 -0400
Reply-To: mosaic@u46teachers.org
Would anyone happen to know of a book of already created running records to
test children's reading levels?
Julie
+++++++++++++++++++++++++++
Date: Sun, 13 Jul 2003 20:35:30 -0500 (CDT)
From: Michelle Hulke <shelltchr@earthlink.net>
Subject: Re: [mosaic] Running Records
Hi, Julie. It's not a book, but readinga-z.com has benchmark books to help
determine reading levels and guided reading books to print out that also
come with a printed running record sheet. I will be using them this year as
my "new" school doesn't have a big selection of guided reading books.
++++++++++++++++++++++++++++
From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: [mosaic] Connection to Allington's article
Date: Sun, 13 Jul 2003 23:07:43 -0500
I'm rereading some of Debbie Miller's AMAZING book, Reading with
Meaning, and I found a paragraph that relates to Alligton's article. I
remember one of his points was that kids need lots of "successful"
reading experiences. Here's what Miller has to say:
"Children know I'm not going to ask them to do something beyond their
capabilities. I want them to succeed and I offer recommendations that
are just within their reach. And because they trust me to know them
well, they respond in ways that sometimes surprise both of us. Success
begets motivation."
I guess it's true when they say that great minds think alike. I just
love Debbie Miller. My study group and I have watched her on the
Strategies That Work videos and we always joke that we want to be her
when we grow up.
This brings me to a question:
I really feel like I struggle with wanting to challenge kids when they
read independently, so I encourage them to read "just right" books.
Sometimes I'm afraid I challenge them too much, but other times it seems
I'm not challenging them enough. Does anyone have any tips for how they
manage this? And how do you know when to move kids up to a more
challenging text without using a leveling system? Any help would be
appreciated.
Kelley
++++++++++++++++++++++++++++++
Date: Sun, 13 Jul 2003 22:04:19 -0700
Subject: Re: [mosaic] Running Records
From: "Janet Holbrook" <jmholbrook@earthlink.net>
I'm not exactly sure what you mean but have you looked at the Developmental
Reading Assessment by Joetta Beaver. It's published by Celebrations Press.
++++++++++++++++++++++++++++++
From: deborah a devine <debthereb@lightfirst.com>
Date: Sun, 13 Jul 2003 23:21:36 -0500
Subject: [mosaic] I really enjoy hearing your thought about K2K
I really enjoy hearing all of your "experienced and inexperienced"
thoughts about Knee to Knee. I'm sorry for "interrupting and not being
a good piggybacker." All of your thoughts make me really think about
the text as I read, and then reread it through your eyes.
I love teaching, so let's get back to work, so I can become an even
better teacher!
Deborah Devine
+++++++++++++++++++++++++++++++
From: ArdieCole@aol.com
Date: Mon, 14 Jul 2003 04:19:04 EDT
Subject: [mosaic] To K2K Readers
Hi Friends!
Ginger shared your reading intentions with me a couple of weeks ago, but I
have been moving across the country to Port Townsend, WA; therefore, I've
been
totally consumed---as you might well imagine. I'm still over my head with
unpacking and settling in. Yet, I've jumped online occasionally and read
most of
your responses related to my book and am most appreciative of your cogent,
mindful responses. I love the K2K acronym! What fun! A great idea!
I also want to say how impressed I am with those who chat on this site.
Everyone seems so professional, so knowledgeable, and so sensitive to the
needs of
children and teaching. I told my editor I am so impressed.
I smile when someone asks a question related to my book, and then another
teacher answers it with the exact response I would have given. Yet, I must
also
say how much I appreciate the wonderful flow of diverse ideas, for there is
no
one right way to do anything. What works for one may not work for another (I
think one of YOU said that, too). I worked for many years on the model
that's
in the book---first in my own classroom and then in the classrooms of K-5
teachers. The book's protocol was successful overall. It really does work,
if
implemented in the manner in which it is described. Each chapter contains an
important major element, and shortcuts usually interfere with progress.
That's why
I was pleased to read several emails mentioning a non-rushed pace. Yes!
I want to take a brief moment to address a few comments and questions you
have had:
I read MOT about a year before I read STW. As one of you mentioned, I too
thought MOT was heavily philosophical, but I loved it. When I recognized
there
was a connection with it and the STW authors, I read STW, too. It blew me
away!
I have taken it to every presentation I've done for the last three years. At
last a book for teachers that explicitly describes comprehension strategies
one
by one!
I was already using many of the STW strategies in my own classroom practices
at that time, yet I picked up so many ideas from that book. And the
terminology really fit my curriculum---terms like anchoring. Therefore, I
was excited to
be able to incorporate Harvey and Goudvis into the context of my own
text---just as I was doing in my workshops. However, most teachers do not
enjoy
reading about background philosophies, and most publishing companies
strongly prefer
methods books written in teacher language minus philosophy. Nevertheless, it
does seem strange now that I did not sneak MOT in there someplace. I suppose
STW just overshadowed it for my purposes.
I really enjoyed that discussion everyone had related to how to partner
kids---a question that definitely has no one right answer. I giggled when I
read
the email telling about drawing a child aside to subtly encourage a partner
match. Oh, how many times I have done that. And kids are so understanding,
aren't
they?
But I do want to state my reasoning for asking kids to select a partner of
their own choosing at first. I think it is easier to teach a new protocol,
strategy, or whatever when we can eliminate other influencing variables. If
it is
September and many of the kids do not know each other well, they will have
to
work on their social relationship harder than the protocol we are teaching.
Think about it. If we can eliminate that one variable for many of the kids
by
allowing them to create a comfortable partnering situation, most of the
group
will fall into the process far more easily. In other words, we can offer a
comfortable partnership to most of the kids, or we can insist on a teacher
structured partnership situation in which most of the kids are not
completely
comfortable. Because it is the beginning of a new process, I say, let's
eliminate the
social variable as much as possible. Yet, I will also admit: There will
never
be one right way to do it. Whatever works best for you IS the best way.
About the read-aloud references: It took me a very long time to build that
list. I had a great many in my own collection (all of which added to the
pounds
on the moving van that came to PT!). However, I sat in bookstores last
summer
and read through book after book searching for only those special ones that
provoked good, strong wonders. I tried to include as much diversity as
possible;
that is, I searched long and hard for narratives that also involved science,
social studies, health, music, art and other subjects, hoping they could be
used for integrating the curriculum---you know, doing two things at once.
That
is why many are not familiar. Before my investigation, many were not
familiar
to me either!
About the video for modeling: Again, I did a long, hard investigation. In
Port Townsend there is a store that rents four videos for $5. I spent $25
renting
children's videos that seemed like they might have the potential for a
conversation in them. Alas, most are too acted, too pretend, too phony.
Movies
follow a sound byte intention; that is, nothing lasts for more than a half
minute.
There are just so few sustained conversations. For months I judged every
single one I watched---adult or those I watched with my grandchildren---but
this is
not a world of sustained conversation---on videos or elsewhere. Thus, I gave
you what I had uncovered. But keep searching, please.
When I first proposed this book (years ago) I proposed it WITH a
conversation
video. A package deal. But it is tough to sell such packages to publishers.
Usually, one of those items precedes the other. That is what happened with
Harvey Daniels' video, which came about 2-3 years after his book.
Nevertheless, I am so pleased to read how all of you are digging up ways to
capture a conversation video. Obviously, a book conversation is the best
video
model. But any conversation will work---as long as the kids can thoroughly
investigate the workings of a conversation, a natural, unrehearsed,
back-and-forth spoken transaction. And once they start noticing behaviors,
they will
continue to notice them throughout the year---everywhere natural
conversation is
occurring. And hopefully, it will be in your classroom!
Needless to say, I am exhausted from unpacking and trying to settle my new
home. However, I'll try to stay abreast of your conversation on Mosaic and
respond again---eventually. Thank you so much for believing in my book.
Again, I
promise: it works!
Happy summer---and happy reading!
Ardie Cole
++++++++++++++++++++++++++++++
From: SKosmoski@aol.com
Date: Mon, 14 Jul 2003 05:18:00 EDT
Subject: [mosaic] Running Records
Hi all!
Glencoe has a new series out called "Reading Fluency." It is a series
of
running records. The books are cheap and have about 60 exerpts in each one.
Here
is the URL:
http://www.glencoe.com/gln/jamestown/reading_skills/reading_fluency.php
Mary Anne
++++++++++++++++++++++++++++++
Date: Mon, 14 Jul 2003 07:13:38 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Running Records
Or the PM Benchmark materials.
Lori
++++++++++++++++++++++++++++++
Date: Mon, 14 Jul 2003 07:22:22 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] To K2K Readers
Ardie thanks so much for your insightful comments - An author's response is
the ultimate
learning experience for me. What a learning opportunity! Thanks for
joining us along to
road to encouraging life long readers and writers. JGasser
++++++++++++++++++++++++++++++
Date: Mon, 14 Jul 2003 07:35:44 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] To K2K Readers
How nice to hear the author's voice! Thank you, Ardie, for weighing in.
Good luck
settling in.
In terms of developing conversational abilities among our children, I have
been thinking
about how a simple before and after questioning similar to one I used with
my readers might
help us include an assessment piece. Our district maintains assessment
portfolios for
students documenting progress in Language Arts and Math. I am always
challenged by
documenting in the areas of speaking and listening. These are k-12
collections, so adding
tapes of any sort seems to become a storage issue, not to mention an expense
and time
conmsuiming activity for the teachers.
With my primary students (remember I am 1-2 looper), I ask in the fall a
simple question,
"What do go good readers do?" In the fall, when my children are in
first
grade, I take
dictation. In the spring, I ask them to write. In the fall, most kids are
lost with that
question and the most common response is "sound it out". By spring,
the
responses are far
more diverse, some still pretty work-barky but reflecting more strateies,
others reflecting
a changing definition of reading as meaning making and so on. I wish I
could quote them,
but they are at school. They tell me so much about my children, and not
just as readers.
One little girl, a fairly able student, whom we know comes from a home in
turmoil and we
suspected all year that she is treated very harshly at home--she is just
terrified of
questions in which THE right answer simply doesn't exist. Her response at
the end of the
year was neither process or definition oriented but concentrated on the
behaviors of the
reader. Good readers are quiet, good readers don't mess around, good
readers always put
books back in the right basket and so on. Although of course these
behaviors had been
addressed, for the most part the discussions were early on and a fractional
part of all
that had been modeled, demonstrated and taught in terms of reading. It fit
with the child
we suspected we knew. It will be my job to take her beyond this description
this year.
If we were to ask, either through interview or written querie, "When people
talk with their
friends and family about things, what do they do?", I wonder what kind
of
responses we
would get. It is a harder question to distill and I am thinking I could
give them a
simplified definition of conversationalist and simply ask, "What do good
conversationalists
do?"
What do you all think?
Lori
++++++++++++++++++++++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] K2K/Ardie
Date: Mon, 14 Jul 2003 07:50:01 -0500
Ardie,
As exciting as it is for you to read our dialogue, think of how THRILLED we
are that you would take the time to comment! We truly appreciate your input
and hope that you will continue to follow along as we persist in our journey
to implementing K2K in the classroom. Welcome aboard!
~Karla
++++++++++++++++++++++++++++++++
From: "Judy Mazur" <jvmazur@comcast.net>
Subject: Re: [mosaic] To K2K Readers
Date: Mon, 14 Jul 2003 06:14:15 -0700
Dear Ms. Cole,
Thank you so much for writing to us. I'm glad you can tell we take our work
seriously and we are always looking for ways to improve. You're so right
that not all teachers enjoy reading about teaching, but this group does and
that's why we're here--to support each other as we learn. I am particularly
pleased by your acknowledgment of Mosaic of Thought (MOT here) for it is a
book that changed my life--as a teacher and as a reader. I loved K2K
because it ASSUMED strategy work; you can't know what a pat on the back that
is for some of us who have climbed large walls to make this way of teaching
work. I am now in the noodling stage (what I call my mulling/reflection)
about implementing your terrific suggestions. I will reread your book right
before I'm ready to sit down and make some plans (right now it rests in the
hands of my wonderful study partner). So, thank you again for making me
think in a new way which I'm sure will benefit my students.
Sincerely,
Judy Mazur
+++++++++++++++++++++++++++++++++++++++
From: "Judy Mazur" <jvmazur@comcast.net>
Subject: Re: [mosaic] To K2K Readers
Date: Mon, 14 Jul 2003 06:19:14 -0700
Lori: "What do good conversationalists do?"
Brilliant, Lori, just brilliant! Thanks for applying MOT language to K2K.
You have just written the title for my first K2K chart.
Big thanks,
judy3ca
+++++++++++++++++++++++++++++++++++++++
From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] Running Records
Date: Mon, 14 Jul 2003 09:37:37 -0400
We use the Developmental Reading Assessment. At the present time it is
required in all first, second, and third grade classes. The hope is to get
it into 4th and 5th by Sept. 2004. This has helped us put some consistency
into our placement of children into Guided Reading books.
Dottie
++++++++++++++++++++++++++++++++++++++
From: CAAstle@aol.com
Date: Mon, 14 Jul 2003 11:22:56 EDT
Subject: Re: [mosaic] Running Records
We also use the DRA in our school system for the first, second, and thrid
grades. The kindergarten teachers at the end of the year also use the DRA
on the
children that are readers. We have purchased the new DRA for 4th, 5th, and
6th grades along with the QRI III for teachers to look at and experiement
with
this year. Next year, we will adopt one of the models for our school
system.
Carolyn
+++++++++++++++++++++++++++++++++++++
From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] Running Records
Date: Mon, 14 Jul 2003 12:07:33 -0400
I have used the QRI III also, but I prefer the DRA as it is a bit more
exact while still leaving room for teacher interpretation.
Dottie
+++++++++++++++++++++++++++++++++++
Date: Mon, 14 Jul 2003 11:03:51 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] Running Records
We've used the DRA K-3 along with the Observation Survey (Clay), and added
the DRA 4-8 this year...Joetta has a 'bridge' addition to the 4-8 coming
shortly that will address the children who are in the uppoer grade levels
but need additional teacher support. Hopefully, your district will get
those kits.
A word analysis piece is in the works, for struggling readers/writers...and
the bridge for the K-3 (beyond their GL as readers) is in the works but
isn't due out for at least another year...
In the DRA teacher's manual are suggested benchmark books for the various
levels...if you don't have access to one, I could list them, if anyone's
interested.
Be careful when checking 'leveled list' sites. Sometimes a publisher will
just take the 'Fry's Readability', etc. and convert to a 'level'. (think
Accelerated Reader) These books were NOT carefully examined as the ones
in Fountas and Pinnell's books, or leveled as are the guided reading
publishers like Rigby, Wright and Celebration Press.
Debbie
+++++++++++++++++++++++++++++++++++++++++
From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] Running Records
Date: Mon, 14 Jul 2003 14:18:25 -0400
I would be very interested in hearing more about the word analysis piece.
Dottie
+++++++++++++++++++++++++++++++++++++++++
Date: Mon, 14 Jul 2003 16:06:40 -0700
From: JTD <jtd@san.rr.com>
Subject: Re: [mosaic] The DaVinci Code
Fiction? Try The Doomsday Book by Connie Willis...not exactly heavy
reading, but an entertaining summer read
++++++++++++++++++++++++++++++++++++++++
From: MissWalsh1@aol.com
Date: Mon, 14 Jul 2003 19:22:50 EDT
Subject: Re: [mosaic] new teachers/K2K
K2K... I was thrilled to read the author's perspective, and was
very impressed that she took time from her chaotic move to write to us. Yet
another example of how wonderful the teachers on this listserv are.
I am a firm believer in demonstrating activities to the students before
asking them to try it, but I do admit that I sometimes try to take a short
cut and
just give verbal directions. My second graders quickly remind me that they
need both verbal and visual cues if they are expected to get it right. So,
the
way Cole wrote the book in a step by step manner will really help me to
follow
the steps instead of jumping ahead. My only question was how long to stay
on
each step. Of course, it all depends on how the kids are doing at one step
when deciding to move on, but I wonder how long a typical class spends going
through the process before they are ready to be "independent" at step
5. I
would imagine it would also depend on how much time is spent on the
strategies per
week. I was thinking that I would introduce her ideas in my read aloud
time.
I usually read aloud, and then the students have self-selected time. At
the
beginning of the year, I was thinking that maybe I could use the read alouds
to get their conversation process started, and when they are comfortable
with
Step 5 I could have them spend some of their self-selected time in a small
groups having literature conversations!!! Many second graders have a hard
time
"silent" reading, and I think that having the opportunity to read
a book and
discuss it will help those students who need a little motivation to read.
Then,
once her ideas are learned, I could use the ideas periodically in my guided
reading groups. This way, though, I can use my guided reading time for more
strategies like connections, questioning, etc. (which of course lend
themselves
to Cole, too). This isn't written in stone... more like sand... but I am
thinking.
I LOVED her term wonderitus. As I was reading the book, I was picturing my
students having these conversations and I could just envision them wondering
and wondering and wondering without responding. Then, I turned the page and
saw
her term "wonderitus." What a great idea to give it a name and bring
the
students' attention to their wonderitus so that they can try to fix it
themselves. I especially like how she tells us to bring it up after the
conversation,
not during. Then the students get the chance to be reflective on their
positives and negatives, rather than it being fixed by the teacher. The
students
will actually look for the wonderitus on their own when they are in their
small
groups if they are taught to look for it. I also love her rubrics.
So, that is enough for now.
Thanks,
Leah 2nd
+++++++++++++++++++++++++++++++++++++++
From: CAAstle@aol.com
Date: Mon, 14 Jul 2003 19:24:21 EDT
Subject: Re: [mosaic] Running Records
Dottie, I agree with you. I also prefer the DRA. I have looked at the
4th,
5th, and 6th grade DRA and is it different from the lower grade levels in
that the student responds in writing. The student responses match to the
comprehension strategies. There is also a short running record that the
teacher
does, but it appears that the DRA takes less time than the QRI III to give
because
students are writing the responses. Of course, the teacher then spends some
time scoring the written responses.
Carolyn
+++++++++++++++++++++++++++++++++++
From: CAAstle@aol.com
Date: Mon, 14 Jul 2003 19:26:51 EDT
Subject: Re: [mosaic] Running Records
Yes, you have to convert the levels from the Rigby, Wright, and Celebration
Press and it is a bit tricky to come up the the equivalent level to the DRA.
++++++++++++++++++++++++++++++++++
From: "Kim Wagner" <reading@cfl.rr.com>
Subject: [mosaic] Reading with Meaning question
Date: Mon, 14 Jul 2003 22:56:32 -0400
Hi All! I was just about to order the book Reading with
Meaning. However, not being able to look through it,
I'm hesitant. Is it strictly for elementary? I teach 8th
grade reading. (Although most of my students read at
about a 6th grade level---they are "at risk.")
Kim
:)
++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] K2K responses/long
Date: Mon, 14 Jul 2003 21:59:07 -0500
I haven't checked in lately or responded to the great thinking aloud on K2K.
Here are my thoughts:
Michelle wrote:
"However, I don't think I will be using conversation as the starting point
for comprehension instruction, as Cole seems to do. Rather, students
participate in conversations
during the guided practice portion of strategy instruction."
When I think back to when I was just starting out in my journey to be more
explicit in my teaching of the cognitive strategies, I do not think I would
have known what to do as far as starting out with the conversation
instruction as Ardie's book suggests. There was so much I had to change in
my own teaching and belief system as far as delivery model and ownership of
the learning that I had to take it very slow and just follow the gradual
release model step by step. That first year I only "got to" three
strategies. And that was with throwing OUT all the STUFF I used to do. And
I mean THROWING IT ALL OUT. I gave myself PERMISSION to let it all go.
Which was scary!! I went very deep and very deliberate in my strategy
teaching. And I wouldn't have done it any other way. Each year since then
I have become more comfortable in MYSELF and how I UNDERSTAND the teaching.
Reading and rereading the books that guided me along the way continues to
help. (and I've added BACK IN some of the GOOD things I had let go of but
need to teach!)
So now, entering my sixth year (and I sure don't feel like I am where I want
to be BELIEVE YOU ME!!!) I AM going to try to start with the conversation
piece. Not as a beginning to my strategy studies but as a preliminary step.
Almost like what happened after my first year when I just jumped into SCHEMA
(back when I thought schema was JUST connections and got stuck there big
time- forgetting that schema is SO MUCH MORE: author schema, text schema,
and knowing when there is a lack of schema and knowing what to do about
that!) without teaching my kids to HEAR that voice in their heads that
should be "talking" to them as they read.
After rereading MOT/STW I started the second year out differently. I did a
mini metacognition study. Sure, metacognition is the umbrella over all the
strategies but for me I needed to help my third graders get to KNOW they had
a voice in their heads and to LISTEN for it. THEN I started my schema study
and did more than JUST connections. I have seen teachers getting stuck
there and focusing on the connections versus how the connections helped them
UNDERSTAND THE STORY. I did.
So for me, yes, the conversations will take place in the guided practice
stage of the release model BUT if I start the year with explicit instruction
on conversation THEN when we DO get to the guided practice stage in my
strategy studies it will fall into place almost naturally. Well, that is my
hope.
I also will decide if I need to do a study on questioning later in the year
after the K2K "study" since they will "wonder" through the
explicit teaching
of how to talk together. I don't see the K2K "study" as a strategy
study at
all. But something that comes before it. Now if they take off with
questioning during K2K, I may just have to do thick/thin,
answered/unanswered and all of that later. But just think what a strong
foundation for wondering they will have after the K2K "study".
Lori wrote:
"When Jill was here in my district last month, I was really struck by the
emphasis she placed on concentrating on MESSAGE."
I know for me when I watched Debbie Miller's great video on determining
importance/theme in fiction a light bulb went off. I had "gotten"
to
determining importance the previous year but focused just in nonfiction.
(BOY! I am really going push myself to bring in more genres this year for
each strategy!!) I really didn't "get" how to do DI in fiction until
seeing
Debbie's kids. Jan, who I co-teach the grad classes with, helped me A LOT
when she said instead of theme, use the word MESSAGE. What is the author
trying to tell us in that story. What is the MESSAGE. So that next fall, I
started with DI in fiction as a way to also teach story elements at the same
time as the text connections. I don't know why but asking the kids what the
message is in the story really helped them. So I think that is very
important and I need to remember to do that. It will help the text
connections be more meaningful.
Lori- your idea to do the question for assessment/evidence of growth for
conversation was so refreshingly simple. Just think if we came up with
those short very meaningful glimpses into their minds before we "fill them
up" in all content areas, how much we could witness their becoming more
whole when our time with them comes to an end. I hope to do more of those
"real" assessment questions before and after a study. Thank you for
that!
Judy wrote:
"I loved K2K because it ASSUMED strategy work; you can't know what a pat
on
the back that
is for some of us who have climbed large walls to make this way of teaching
work."
I think it is a dream of all of us on this list to be able to KNOW that the
strategy work IS being taught in all classrooms. I think that because of
where I am, personally, on my own lifelong journey into this teaching, I am
able to visualize putting the K2K piece first. For me. As I teach teachers
in the graduate courses I do not think I would always lead them the K2K way
first. Not the teachers who do not understand the teaching YET or who have
done none of it. I'd like to hear from you out there who have been teaching
this way for some time. If you think back, would you have done it any
differently? As you changed your teaching? (wouldn't it be fantastic if
teachers came out of college knowing to teach this way? Anyone seen that?)
Maybe we could each share a snapshot of how it was to embrace this teaching.
I know we have a wide continuum of understanding and practice on this list.
What would the more experienced strategy teachers (and I DO NOT mean years
of teaching here!) suggest for the seekers and newly believing?
Leah writes:
"Then the students get the chance to be reflective on their positives and
negatives, rather than it being fixed by the teacher."
It seems each year I've had to do more of the processing or debriefing after
almost any activity we attempt. I don't know why but it seems that kids are
changing in their ability to self regulate. I had a great group of kids
last year but almost every transition or expectation was painfully
difficult. I used to teach behavior disorder students so I consider myself
very consistent and clear in my "verbal" directions and add that to
the way
I now ask for students to MODEL the expected behavior/activity first, I
continue to be surprised by how difficult the simple tasks were. Even
though it took a LOT of teaching time, I HAD to stop and ask for feedback
and positives and negatives almost after EACH group activity. Sometimes
even after simple transitions like lining up or coming to the living room.
It was exhausting but over time when they had to watch for the desired
behaviors and then reflect back on what they noticed to the whole group it
really did help. It took the responsibility off of me and put it back on
them. It tied into the whole metacognitive thinking THEME because they had
to think about what they noticed and did or didn't do. Yes, it takes away
teaching time, but for some reason kids are needing the support in the
learning of how to BE together. It's like training. Until it becomes
integrated internally. I think Ardie's suggestions for reflection are very
important. I think we can have kids reflect and debrief in all areas in
their learning. It can't hurt.
Leah- I hope you keep us informed on how it goes when you start back to
school with your own implementation of K2K. It feels just like when I
started changing my teaching: I really don't know what I am doing, but what
I WAS doing didn't feel RIGHT anymore. I just have to take a deep breath
and plunge in. And keep grounded in the learning. Trusting that THIS TOO
is valuable. And that I WILL figure it all out in time. And KEEP
REFLECTING and TALKING to the people on this list along the way!!!!!!
Looking forward to hearing more of your thoughts on the teaching! That's
what this list is all about.
Let's all be mindful of our postings and remember what brought us together.
A place to support each other and learn together in our journey to teach the
cognitive strategies.
Ginger
moderator
++++++++++++++++++++++++++++++++++++++++++
From: RFiskNORCO@aol.com
Date: Mon, 14 Jul 2003 23:09:48 EDT
Subject: Re: [mosaic] Reading with Meaning question
I will let others advice you as to whether or not you should use it...BUT
:-)
you can look thru it at the stenhouse site
www.stenhouse.com
stenhouse.com
June
Fontana, Ca
1/2
+++++++++++++++++++++++++++++++++++++
Date: Mon, 14 Jul 2003 23:04:39 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Reading with Meaning question
In our building, this book has been enthusastically popular with teachers
K-3. We
are just a K-3 school. I am a first grade teacher (1-2 looper) and love
Janet
Allen's work written for 4-12. My hunch is yes, but no guarantees.
Lori
+++++++++++++++++++++++++++++++
From: "Mary Jo Wentz" <wingspan@powerweb.net>
Subject: RE: [mosaic] Reading with Meaning question
Date: Mon, 14 Jul 2003 23:26:07 -0500
I think you would be better off with I Read It but I Don't Get It
by Cris Tovani. You may still be able to read it online at
www.stenhouse.com. Just my opinion as a reading resource
teacher, middle grades.
MJ Wentz
++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] K2K/one more thought...
Date: Tue, 15 Jul 2003 00:35:04 -0500
You know, after rereading my long post, I feel like I have to say that I
TOTALLY DO GET that Ardie's book is about READING!!!!! And helping our
students understand what they READ by sharing their thinking about a book in
conversations with each other. It's all about the reading. I DO get that.
Ginger
moderator
++++++++++++++++++++++++++++++++
Date: Tue, 15 Jul 2003 02:28:37 -0500
From: hurd@foxvalley.net
Subject: [mosaic] DRA, Videos for Conversation
I helped to pilot the DRA for older students, and I liked what I saw. It
took
the children to the process of writing on the topics about which they had
just
read. The scoring wasn't overwhelming. I found the stories seemed to
appeal
to the boys as well as the girls.
The advantage of the DRA is that it assesses comprehension over a sustained
period of time, since the little booklets that are used are the length of an
literature anthology story. Reading and comprehending an entire story
matches
what happens in real MS and High School classrooms. Having taught Middle
school
English, it made me realize the importance of having children feel capable
of
comprehending more than just a few paragraphs in the QRI. There is also an
alternate form of the entire DRA for the lower grades with some of the books
in
fiction, folktales, and non-fiction.
The QRI has advantages in that it is more quick and dirty, and having both
inferential, as well as explicit questions gives tha QRI respectability.
If you are having difficulty matching books with their levels, I find that
most
publishers have lists of their books leveled according to Fountas &
Pinnell's
Guided Reading, and also Reading Recovery. Simply contact the publishers
for
copies of their lists. These are a big time saver.
When the conversation turned to finding quality videos, I couldn't help but
think about the Anne of Green Gables, Anne of Avonlea, series of videos.
The
series appeared probably 12-15 years ago. If you aren't familiar with them,
they are beautifully filmed with photography that is simply breathtaking.
The
music is exceptional as well. My own children, as well as nieces and nephews
watched the videos repeatedly. I showed them to my 8th grade English
classes.
Ten years later, at a wedding, I met a former student, who was not exactly
the
star performer in class. During the course of our conversation, he brought
up
how COOL he thought it was that we watched the videos and then actually
talked
about them afterwards. I've also shown the videos to 5th graders. We talked
about them, wrote predictions about future scenes, and wondered about the
outcome of certain mishaps.
There are so many funny or endearing scenes that any one snippet could be
shown
to younger children, like the time Anne dyed her Red hair and it came out
looking rather green. Nowadays, many children come to school in first grade
with hair that has been bleached or highlighted. They might have mishaps of
their own to share.
Kathy
U-46, Elgin Teacher
+++++++++++++++++++++++++++++++++
From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] Running Records
Date: Tue, 15 Jul 2003 06:43:59 -0400
I have also used the Developmental Writing Assessment for some specific
students. As the Reading Specialists, I have been asked to administer
the DWA when a teacher wants a clearer profile of a student in a Child
Study Team setting. It provides a wealth of information, but I would
think that a classroom teacher would have a difficult time finding the
time to administer it to all of her students. Have any of you used the
DWA in a whole class setting?
Dottie
++++++++++++++++++++++++++++++++++
From: deborah a devine <debthereb@lightfirst.com>
Date: Tue, 15 Jul 2003 08:43:52 -0500
Subject: [mosaic] Complete Assignment #3/Math
Before we start on Assignment #3, let's consider what we have
already accomphlished.
Assignment #1
1. You purchased supplies to create a storage system for student
question slips, game boards and game cards, and enlarged bulletin board
display questions for each week.
Assignment #2
1. You familiarized yourself with the actual Week by Week Essentials
for your grade level by reading through it, printing it, or ordering it
from NCDPI. You placed it in a labeled binder.
2. You made some decisions about how you would use the game provided
for each week. Are you going to make extra copies to check out to
students or not, what supplies you might need to order, and a list of
give to the clerical aide at your school concerning the number of
needed tagboard copies of each specific game.
Now, we are going to create the bulletin board that will keep your
lessons organized throughout the entire year. I'll try to be explicit
with the directions, and also mention why I want you to do something.
Many of you e-mailed me with why questions, and hopefully this will
help that situation. This system is color coded, and structured so it
can easily be independently followed by your classes 1st - 6th, and be
maintained by a Parent Volunteer, Aide, or an older, responsible, 6th
Grade Helper.
1. First, using your computer and a large easy to read font, make title
labels for each different category that is listed on your grade levels'
Week by Week Essentials worksheets. Print out the titles on brightly
colored tagboard. For 3rd Grade, I made the following title labels"
Multiplication Fun, Writing About Math, Let's Explore, Seeing Math,
Let's Find Out and Game of the Week. Remember, different grade levels
have different titles.
2. Next, I enlarged each individual question on a copier. I used 155%
two times. This made my finished questions an AVERAGE SIZE of 7.5" by
7". I then wrote the week number in pencil on the back of the question,
and lastly I laminated the individual questions. ( I suggest that you
go to your school or a copy store like Kinko's, and enlarge the first 2
weeks questions. This will give you some time once school starts for
your clerical aide or Math Mom to work on the rest.) Why did I enlarge
the questions and laminate them? Well, so I could write on them as we
DETERMINED IMPORTANCE..(What information do I need) and ACTIVATE PRIOR
KNOWLEDGE (Using what I already know to find a solution). I write
directly on the questions with an erasable overhead projector marker.
I will use these enlarged questions as I intensely model my process of
thinking out loud the first few weeks.
3. Now, decide where you will place the individual "small" cut-out
questions (directly from the original size worksheets) that your
students will obtain first thing in the morning, and paste in their
personal math journals. Besides the questions, I also place ONE SET of
the needed manipulatives the children will need to obtain in the
bins. Mine are going on a bookshelf on a bookcase with 5 small (7" x
7" x 5"size) colored, plastic bins. You need to label each bin with
the day of the week, and the corresponding title, i.e. "Monday"
and "Multiplication Fun". These colors will also correspond with five
9
x 12 sheets of construction paper you should have laminated. Remember,
you will recruit one or two Moms to become your "Math Moms". One Friday
afternoon, I had the Math Mom clear out any unused slips from the week
before, and put the new question slips and 1 set of the needed
manipulatives in each bin for the upcoming week. She also took down the
old enlarged questions, filed them in the plastic storage box, and put
up the new laminated questions. She also took down all the posted
student work from each day, and stapled a certificate, "My Work Was
Posted In Our Classroom," to the students work that had been taken
down. Lastly, she placed it in the students take-home mailboxes.
4. I don't want you to do any of this busy work. You will have it
organized enough so you shouldn't have to do it. I look for my
volunteer at Open House for Parents.
5. Underneath the title label on your bulletin board, place the
laminated color piece of construction paper that corresponds to the
color of that day's bin. I placed 2 stick pins, with easy to pull out
handles, on each sheet of construction paper. These stick pins will
hold the Xerox copy of one students daily work. I always choose one
student response to have copied each day. This visually shows a picture
of the quality that I expect from my students. Also students love
having their work chosen and posted.
6. I made a large red heart with music notes on it. SOMETIMES, but not
every week, this heart would appear next to a student's posting
writing. I told my students that this work made "my heart sing!",
as
it was so fabulous and thoughtful. I made the appearance of the heart a
big deal but humorous too. The students would always chuckle and moan
when my heart started singing. I remember the first time I used it, I
played the song, "Celebration" and sang and danced up to the
blackboard. (Oh my...what I'm willing to do.)
7. Lastly, close your eyes and visualize the completed bulletin board.
6 Title Cards on brightly colored paper, with space for the enlarged
question to be tacked under it and a 9 x 12 piece of laminated colored
construction paper next to the question waiting to receive a Xeroxed
copy of a wonderful piece of student work posted on top of it. Under
the title, Game of the Week, is the game board that will be used on
Friday. On certain joyous occasions, the big red hear will appear when
someone's work makes your heart sing. That's it. Your
organizational bulletin board it ready...and it STAYS UP ALL YEAR LONG.
If you are into "cute", you can add cute cut-out figures. I'm into
giving my students' work a place of honor, and a visual picture of
what I expect.
Like I already mentioned previously, at the end o the year, my
students had this big discussion about all the certificates and work
that they had posted in their rooms at home. "Yeap, " said Anthony,
" I
have 12 certificates on the wall right above my bed." I hadn't
realized how important having their work being posted was to them.
This summer, I'm going to design a better certificate.
The next assignment will deal with the student individual questions and
modeling the thinking and writing of their Math Journal entries.
Deborah Devine
++++++++++++++++++++++++++++++
From: "Donald & Wendy Howk" <dhowk@satx.rr.com>
Subject: [mosaic] Scheduling & Centers
Date: Tue, 15 Jul 2003 10:11:32 -0500
I teach 3rd grade & this will be my 3rd year implementing MOT strategies
in my class. I know I still have a long way to go!!! But the journey
is half the fun, right?
Our school district has adopted the 4 Blocks philosophy of scheduling
and teaching, which fits in very comfortably with MOT.
My question is about centers. When I taught 1st grade I couldn't have
done it without literacy centers (from Fountas and Pinnell - genuine
reading and writing activities, not just busy work). I have had a much
harder time finding where centers fit into the 3rd grade classroom. My
students read for much longer periods of time & don't have the "short"
books characteristic of guided reading in 1st grade. Where do I fit in
centers? Is it necessary?
I'd love to hear from other upper elementary teachers. Are you using
centers? How many days a week? What type of centers? How does it fit
into your daily schedule?
Thank you,
Wendy
+++++++++++++++++++++++++++++++++++++
Date: Tue, 15 Jul 2003 10:16:46 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] directional text?
Hi Lori,
When you say "directional text" are you talking about how to books--like
procedures,
etc. or do you mean something else, here?
Elisa
++++++++++++++++++++++++++++++++++++++
From: CAAstle@aol.com
Date: Tue, 15 Jul 2003 11:28:47 EDT
Subject: Re: [mosaic] Running Records
I have never seen the DWA or heard of it before. Sounds interesting. Who
can you order this from?
++++++++++++++++++++++++++++++++++++++
From: CAAstle@aol.com
Date: Tue, 15 Jul 2003 11:41:54 EDT
Subject: Re: [mosaic] Reading with Meaning question
Kim,
I used 'Reading With Meaning' this past year and used lessons from it
for first grade. However, I think you can get the general ideas and then
modify
them to fit the students at different levels. For example, one lesson was a
demonstration about how 'thinking changes' which, of course, is what we
ultimately want students to know. Debbie used poetry. Students drew their
image
(sensory image) of what the poem meant to them. Then they discussed their
drawings with each other. After that, they were asked to draw again after
hearing the poem. Were their drawings the same? How come they were
different? Did
their thinking change? What caused their thinking to change. A simple
concept but could be used for great discussions at higher levels, I think.
Carolyn
++++++++++++++++++++++++++++++++++++++++++
Date: Tue, 15 Jul 2003 13:00:07 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] Scheduling & Centers
If your school is adopting the Four Blocks philosophy why do you do
centers during GR which isn't part of four blocks? Maybe I misunderstood?
+++++++++++++++++++++++++++++++++++++++++++
Date: Tue, 15 Jul 2003 10:27:00 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] DWA
Absolutely...the first time thru was a LONG process, but each time you use
it, it gets easier (just like the DRA). There is one area on sentence
structures that might be optional, if you're not comfortable scoring that,
in which case you'd take the points from 10 areas not 11. Definitely
another worthwhile assessment piece, as it clearly focuses your instruction.
Debbie
++++++++++++++++++++++++++++++++++++++++
Date: Tue, 15 Jul 2003 10:56:22 -0700
Subject: Re: [mosaic] Running Records
From: "Janet Holbrook" <jmholbrook@earthlink.net>
Celebrations Press
----------
From: CAAstle@aol.com
I have never seen the DWA or heard of it before. Sounds interesting. Who
can you order this from?
++++++++++++++++++++++++++++++++++
From: "Donald & Wendy Howk" <dhowk@satx.rr.com>
Subject: Re: [mosaic] Scheduling & Centers
Date: Tue, 15 Jul 2003 13:06:07 -0500
Four Blocks does include a Guided Reading component - it is one of the 4
blocks of time. Many of the activities are geared more toward whole
group lessons, but it also allows for small group work. The other blocks
are: Self-selected Reading, Writing, and Working with Words.
+++++++++++++++++++++++++++++++++
From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] Running Records
Date: Tue, 15 Jul 2003 14:17:18 -0400
I believe it is the same company that does the DRA, but I am in the
process of changing schools so everything is packed right now. I will
let you know when I get there and can unpack, if you haven't tracked it
down by then.
Dottie
+++++++++++++++++++++++++++++++++
Date: Tue, 15 Jul 2003 14:27:59 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] Scheduling & Centers
That is not what I meant or said, what I said was that the Guided
Reading the Four BLocks Way component is not Guided Reading with
Centers. It allows for small group work where all the kids are reading
the SAME text and it does NOT include CENTERS.
deb
++++++++++++++++++++++++++++++++
From: "Donald & Wendy Howk" <dhowk@satx.rr.com>
Subject: Re: [mosaic] Scheduling & Centers
Date: Tue, 15 Jul 2003 14:29:43 -0500
I apologize for misunderstanding the previous comment about Guided
Reading and Centers. =20
Since I have taught in my current district, which implements Four
Blocks, I have only taught 3rd grade. (I was in another