7-23-03

Date: Tue, 15 Jul 2003 20:28:41 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] K2K

That for years teaching 1-2-3 multiage room where we had a hodgepodge of
tables,
those working together at the ciruclar table were always peaceful and
generally
productive. This was in the days when I assigned seats, so I would
sometimes
switch children in and out, testing my theory. Always peaceful.

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

Date: Tue, 15 Jul 2003 19:32:33 -0700 (PDT)
From: Thea W <wheewrites@yahoo.com>
Subject: Re: [mosaic] To K2K Readers/Judy

Dear Ms. Mazur,
THANK YOU, THANK YOU, for writing a letter to Ms. Cole
for us! You have written my thoughts almost word for
word, only I couldn't have put it down on
paper(screen) as well as you did!

I am just sitting in stunned awe that Ms. Cole
wrote...like she was right here in the room having a
conversation with us. I have saved my "personal
copy". <grin>

Love ya, Judy!
thea2pa
+++++++++++++++++++++++++++++++++++++

From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: Re: [mosaic] Reading w/ Meaning and 8th gr.
Date: Tue, 15 Jul 2003 22:52:02 -0500

Kim Wagner wrote:

My answer is no! I teach 8th grade reading to at risk students too.
It gave me a better understanding of MOT/STW especially when I first
started out. If the students have never been exposed to MOT, it is a
good way to start. They aren't used to the new terminology. You just
design the lessons so they are more age appropriate. It just so happens
that Debbie works with primary students. After hearing her speak last
spring, I know she could apply her strategies to the older reader too.
Chris Tovani's book is excellent too.It helps you see the strategies in
a secondary setting. But Debbie's book helped me understand
the whole process better.
Mary/gr.8
+++++++++++++++++++++++++++++++++++

From: MissWalsh1@aol.com
Date: Wed, 16 Jul 2003 00:05:15 EDT
Subject: Re: [mosaic] directional text?

In a message dated 7/15/2003 5:44:55 PM Central Standard Time,
loiso@dbtech.net writes:

> The kids buy into it, when you have them
> put the procedure in their words (you have to steer them into what you
have
> in mind--ha!) and then post the directions around the room next to
whatever
> it is (how to sharpen the pencils, how to check out and return class
library
> books, how to use the pass to go to bathroom/library, how to walk in
the
> school halls, how to use a center, how to use the tape recorder,
etc.)

Lois, this is a fantastic idea. What a great way to get the kids to
realize
what is expected of them, all throughout the year. Then, when they do
something inappropriately and they read the directions back to
themselves (probably
at the teacher's request), their reading skills help improve their
behavior!!!
Way to go!
+++++++++++++++++++++++++++++++++

From: deborah a devine <debthereb@lightfirst.com>
Date: Tue, 15 Jul 2003 22:26:52 -0500
Subject: [mosaic] MATH/MOT/Final Assignment

Yes=2C this is the last and final assignment=2E It=92s called=2C JUST DO
=
IT=2E

The way I teach math each morning is NOT for teachers who think this is
=

a great time for doing morning bookkeeping or getting ready for the =

day=2E You need to show the students what you want them to do=2E It is
n=
ot =

easy for them=2C as it involves much more than mere calculations=2E Some
=

will moan and groan about all the writing and thinking they must do=2E

The teacher starts with all the responsibility and shows=2C not tells=2C
=

the students how to approach the problem=2C and write down their
thoughts=
=

in a systematic way=2E This means that for the first 2 weeks=2C
you=92ll=
be =

thinking aloud as you mostly solve the problem=2E Certain children
will=2C=
=

of course=2C add their own ideas to the discussion=2C but 75=25 of them
j=
ust =

moan as they copy what you are writing on the blackboard=2E =

I first write about what I already know that will give me help or =

direction in solving the problem=2E Next=2C I write out the steps in a
=

logical order to solving the problem=2E This part is rich in
mathematical=
=

vocabulary=2E Lastly=2C we clearly label our solution=2E At first=2C I
=
even =

write=2C =93The answer is=85=94

After the 3rd 9 weeks of school=2C a select group of students also start
=

going BEYOND the problem=2E i=2Ee=2E =93If the ninth pattern is a
star=2C=
I know =

that the 18th =2C 27th=2C and 36th will also be a star=2C because they
al=
l =

are multiples of 9=2E=94 So you can see that whatever level your
students=
=

are functioning at=2C writing about your thinking while solving problems
=

can be challenging=2E =

Linda Hoyt=2C in =93Snapshots=94=2C says when you model or talk out loud
=
about =

what you are doing the goal is to make your thinking as transparent as =

possible=2E I try to do that=2E I also Do a lot of talking about how
=

charts=2C graphs=2C or making a model=2C really helps me make meaning
out=
of =

the problem and therefore helps me solve math problems=2E I talk about
=

thinking in steps=2C in order=2C and not just picking out the numbers to
=
do =

a calculation=2E

During the 3rd to 7th weeks=2C you=92ll still be supporting their
learnin=
g=2C =

but I ask more of the students=2E ie=2E =93Amanda=2C how did you start
wr=
iting =

about this problem=3F=94 =93Great start Amanda=2E Would you please
write=
that =

sentence on the board for the class=2E=94 Tick=2Ctock=2C tick=2C
tock=2E=
=2Eworking =

time=2E=2E =93Now=2C who has a sentence that would continue the idea
that=
=

Amanda just shared with the class=2E=3F=94 OR =93Okay=2C you=92ve
writte=
n what you =

know about similar figures=2E How will we check to see if these 2
figures=
=

are similar or not=3F=94 OR =93Remember=2C good mathematicians ask
them=
selves =

if a solution makes sense=2E Does it make sense=3F=94

I=92m supporting the group as a Coach=2C with tons of praise=2E I circle
=

around the room and read over students shoulders=2E =93Wow=2C the
senten=
ce =

makes the directions so clear=85would you read it to the group=3F=94 =

OR =93What a great idea Penny=2C to make a model of the two figures and
p=
ut =

one on top of the other to tell if they are similar or congruent=2E Does
=

anyone have a different way to prove if they are similar=3F=94

Of course=2C I=92m also prodding the Slugs and keeping the Wizards busy
n=
ow =

that they are finished before 75=25 of the other students=2E Remember =

these thoughts=3A DEALING WITH SLUGS-Last year I had 3 slugs=2E They
coul=
d =

never finish in time at the beginning of the year with our Week by Week
=

Essential lessons=2E Here=92s how I worked out the problem=2E At 7=3A50
w=
hen =

other children at school were lining up to get ready to go into school =

at 7=3A55=2C I arranged for these 3 to enter the building and come
direct=
ly =

to class=2E By 8=3A00 they were to be writing=2C as I had my =93Math
Mom=
=94 pre-
glue in their individual problem slips and write the words First=2C I
=

know at the top of the page=2C and The answer is at the bottom of
=

the page=2E Also=2C if they didn=92t finish=2C I would write their names
=
on the =

blackboard and take their journals=2E This meant they had to stay in for
=

lunch recess until they finished=2C and personally read aloud their =

response to me=2E Lastly=2C I made them mini-word wall lists of math
word=
s =

and glue it in the front cover of their journal=2E (They wrote in the =

words as needed) Many times your slugs are slugs because they don=92t =

know how to write words they are thinking and so they stare into
space=2E=

DEALING WITH MATH WIZARDS- After I personally checked her response=2C =

and we conversed about her solution=2C my wizard would check in the =

homework assignments from the homework box=2E Each child has a number
and=
=

she puts them in numerical order=2E Then using a preprinted list=2C she
=

circles that numbers (with the child=92s name next to it) that has not =

turned in their work=2E She paperclips it=2C with the list on top and
tur=
ns =

it over to me=2E

Students do move into a more independent practice later in the year=2C =

but the variety of the types of questions in Week by Week Essentials =

does keep them thinking=2E I enjoy it when students make connections =

too=2E =93Mrs=2E Devine=2C I looked back in my journal to October
10th=2E=
We =

solved a problem then that is a lot like today=92s problem=2E I think a
=

chart like that one would help us today=2E=94

Teaching mini-lessons about how to organize your data in charts=2C in =

graph format=2C or looking for a pattern=2C is helpful=2E I bought a
soft=
ware =

program called=2C The Graph Club=2E I like it because it takes the same
=

data and make different kinds of graph with the data=2E I gave a mini-
lesson on =93Other Graphs Than Bar Graphs=94=2E I then made a big deal
wh=
en =

students suggested a type of graph other than a Bar Graph=2E Another
mini=
-
lesson was a take off on Linda Hoyt=92s chart=2C I AM A GOOD READER=2E
W=
e =

made a chart called=2C I AM A GOOD MATH PROBLEM SOLVER=2E =

Before I solve the problem=2C I think about
While I am solving the problem=2C I =85=2E
After solving the problem=2C I=85=85=2Ethink about how the answer
matched=
or =

didn=92t match my estimate=2E

Are you starting to see the connection to Mosaic of Thought
Strategies=3F=

Do you grade their work=3F NO=2E No=2C I never grade their responses
wi=
th =

letter grades=2E I do put smiley faces on their pages=2E This lets them
=

know that their effort is acceptable=2E Sometimes the face has a huge =

smile=2C other times the smile shows them that they didn=92t do their
bes=
t =

effort=2E No student leaves their responses incomplete=2C even if they
=

have to come in during lunch recess to finish it=85they finish it=2E

ADDING VARIETY
One day when the children obtained their questions =2C they found the =

answer already typed=2E Of course=2C some of the words were missing=2E
T=
his =

cloze activity was a lot of fun=2E As a class=2C we discussed what a
good=
=

math problem solver does that makes it possible to predict the words =

even when you can=92t see them=2E
One day=2C I had 3 posters pre-made that showed 3 different possible =

solutions for their question=2E The students had to read them
silently=2C=
=

and then write about which one they believed was the correct solution =

and WHY=2E
One day=2C we read the problem of the day and I asked my students not to
=

solve the problem=2C but to write about what would help them be able to
=

solve the problem=2E Would a chart=2C graph=2C modeling=2C or looking
for=
a =

pattern assist them=2E Then=2C I had them write about how they knew this
=

would help them organize their thoughts for this particular problem=2E =

What were the clues=3F
One day=2C I gave the students each a highlighter=2C and the pre-typed =

solution for the problem of the day=2E They had to highlight all the =

special vocabulary words about Math=2C like sum=2C add=2C and decimal
poi=
nt=2E
Once=2C I solved a problem and then had my Math Mom cut it into =

sentences=2E Together we reassembled the answer by looking for
transition=
=

words and what would be the next logical step to solve the problem=2E

So you see my Internet Friends=85=85JUST DO IT!

Deborah Devine
3rd Grade Teacher
>>>From the great state of Illinois
+++++++++++++++++++++++++++

From: "Trish d'Entremont" <tdentr@hotmail.com>
Subject: Re: [mosaic] The DaVinci Code
Date: Tue, 15 Jul 2003 22:48:50 -0700

I "read" The Da Vinci Code by listening to it on CD on a 6 hour
family trip.  The whole family (my kids are 12 and 14) enjoyed
it.  I've been doing some research on some of the 'facts' presented
as historical background and have been amazed to find that they are
indeed facts.
I'm curious. Is there anyone who has read the book who is
familiar with the Freemason Society? If so - what do you think of
the book and the story of the grail?
---Trish
++++++++++++++++++++++++++

From: deborah a devine <debthereb@lightfirst.com>
Date: Wed, 16 Jul 2003 06:45:22 -0500
Subject: [mosaic] directional text

In a message dated 7/15/2003 5:44:55 PM Central Standard Time,
loiso@dbtech.net writes:

The kids buy into it, when you have them put the procedure in their
words (you have to steer them into what you have in mind--ha!) and then
post the directions around the room next to whateverit is (how to
sharpen the pencils, how to check out and return class library
books, how to use the pass to go to bathroom/library, how to walk in the
school halls, how to use a center, how to use the tape recorder, etc.)

Dear Internet Friends,
When you write about Math problem solving each day, this type of
directional text writing is so much easier for students. Remember, when
you write about how you think about solving a math problem you must
write out your thinking in a step by step, logical order. So writing
about solving a a math problem is a very DIRECTIONAL TEXT.
Deborah Devine
+++++++++++++++++++++++++++++++++

From: SKosmoski@aol.com
Date: Wed, 16 Jul 2003 09:30:51 EDT
Subject: Re: [mosaic] Scheduling & Centers

In a message dated 7/15/03 2:14:48 PM, dhowk@satx.rr.com writes:

> Four Blocks does include a Guided Reading component - it is one of
the 4=
=20
> blocks of time.=A0 Many of the activities are geared more toward
whole g=
roup=20
> lessons, but it also allows for small group work. The other blocks
are:=20
> Self-selected Reading, Writing, and Working with Words.
>=20

dhowk--
Four blocks does include a guided reading component. However, it is
very
different in definition to the guided reading component in balanced
literacy(Janet Allen). Dr. Allen defines guided reading as small, flexible
study
groups made up of a group of students that meet individually with a teacher
to
work on a specific skill. These groups meet for short periods of time and
once
the specific purpose is satisfied they do not meet again. In Dr. Allen's
model "Shared Reading" is the equivalent of "Guided Reading" in Cunningham's
work.
Mary Anne
+++++++++++++++++++++++++++

Date: Wed, 16 Jul 2003 09:40:25 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] directional text?

So, how do you envision this as a unit of study??
Elisa

Lori Jackson wrote:

> Exactly, and even more so today after hearing Brian. I am thinking we
will write directions for using
> things in the classroom--like art materials, the pencil sharpener and
so on. So yes, procedures but not
> necessarily in book format but as posted directions.
>
> Lori
++++++++++++++++++++++++++

Date: Wed, 16 Jul 2003 12:05:35 -0500
From: "Andrew Kennedy" <pristine@aclass.com>
Subject: [mosaic] 4-sqaure
Reply-To: mosaic@u46teachers.org
Yes...the author is judith gould

http://www.amazon.com/exec/obidos/tg/detail/-
/1573103349/ref=pd_sim_art_elt/103-3272394-1279011?v=glance
+++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Wed, 16 Jul 2003 16:01:54 EDT
Subject: Re: [mosaic] To K2K Readers/Judy

In a message dated 7/15/2003 7:48:09 PM US Mountain Standard Time,
wheewrites@yahoo.com writes:

I am just sitting in stunned awe that Ms. Cole
> wrote

We all owe a great big thanks to Ginger, our WONDERFUL moderator for
contacting and asking Ms. Cole to participate in our discussion. Ginger
- you are
AWESOME!!!!!

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

Date: Wed, 16 Jul 2003 15:50:11 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] directional text?

First I want to ask them to think of something they know how to do and
ask them to write me directions for
doing it (thanks, Tony Stead). I am thinking that we will collect
examples of directional text from
environmental sources--the back of jello boxes, the sides of the box my
new WeedEater came in, that sort of
thing, along with some simple workheet-y sort of examples. We will talk
about what you need to know to make
Jello, to use the weedeater, to open the cereal bag--really, directions
are everywhere! I see this being a
short and sweet unit. Brainstorm a list of things that newcomers to our
classroom might need to know how to
use--A-Z books, supplies in art center, overhead projector, listening
post and so on. Write one together,
maybe directions for taking up lunch trays--something universal to most
children as they (all on my list so
far) are returning to the school.
Break up in groups with one of the ideas they generated for the
classroom and write their own directions.
Revisit their orignial writing and rewrite or choose something new to
write about. Interview. Bang, over.
What do you think? Lori

Elisa Waingort wrote:

> So, how do you envision this as a unit of study??
> Elisa
+++++++++++++++++++++++++++++++

Date: Wed, 16 Jul 2003 19:53:25 -0500
From: "Tonya Cogan" <tcogan@eldoradoschools.org>
Subject: [mosaic] beginning of school

Hello, I have read and reread so many of your e-mails. I have really gotten
a lot from them. I as also reading for a second time the books on this web
site. Now that me classes are over for the summer, I am beginning to think
about what the beginning days of school will look like. I would love to
have you all read my ideas and tell me what you think.
My first day I want to dig right in.
1st the morning message will talk about letters, words and sentences they
might know.
2nd Calendar using back to songs and familar songs as suggested in Reading
with Meaning?
3rd Our first "I wonder" what will the school year be like? As you were
coming to school today what were you thinking? (Chart)
4th K2K conversation with Vicki, our classroom aide as to what we did this
summer. We will be detectives.
5th Read aloud - reading comprehension, schema ( prior knolwedge
connection - text to self)
6th Free reading - how did you pick the book you are looking at?
Where are some places you like to read at home? Could we make our room look
that comfortable?
7th Whole group writing
I know I have too much planned but it will go onto the next day but I do
want to start the year off on the first day.
What do you think?
+++++++++++++++++++++++++++

From: SCmateach@aol.com
Date: Wed, 16 Jul 2003 21:20:57 EDT
Subject: [mosaic] math essentials

The number to call to order Week by Week Math Essentials (if not in NC) is
919-907-3470. The number posted earlier had the 4 and 0 transposed.
Anyway, I
ordered this late this afternoon and was told it will be sent out tomorrow.
I
decided that would be more cost (and time) effective than printing the
entire
set for my level. I'm not sure who started the discussion about this
program, but I was very impressed by what I saw online. Thanks for sharing.
Sheila
+++++++++++++++++++++++++++++++

Date: Wed, 16 Jul 2003 21:50:20 -0400
From: Carroll Hockman <johcar79@comcast.net>
Subject: [mosaic] conversation video

I went into school today to get a copy of a video we recently purchased,
Looking into Literature Circles, narrated by Harvey Daniels. I wanted
to watch it again with conversation in mind before I recommended it. It's
about 15 minutes and costs $30. I think it will be quite useful for all
ages because it shows 3rd graders, high school kids(mostly boys), and
parents
talking about books. There's also a link to a study guide.
Here's a link-
www.stenhouse.com/storefront/scripts/product/ProductView.asp?prodID=0336">ht
tp://www.stenhouse.com/storefront/scripts/product/ProductView.asp?prodID=033
6</A>

The description on the Stenhouse site is very accurate and includes
this statement- "Shot in documentary style in busy inner-city classrooms,
this videotape captures kids' spontaneous and authentic conversations about
books and the ideas they find in them."
Carroll/3/MD
+++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] thank you goes out to Deborah
Date: Wed, 16 Jul 2003 20:56:24 -0500

I think we DO all owe Deborah Devine a collective thank you for getting us
started on the Math Essentials journey. Meeting Deb this past year was a
gift for me! I so enjoy her energy and drive to reach her students at a
deep level. To make a difference in their learning. I know Deb has
received many emails off list and she is very willing to answer our
questions as we grow in our understanding of the Math Essentials piece.
Like anything we do that is new, be sure to seek support and keep in touch
here on the list with your process/progress. I know Deb is open to having
us lean on her.

Thanks Deb!!

I know that Lisa, who is in North Carolina, also has SCHEMA for Math
Essentials!!!

So keep the talk going on the application of the thinking strategies to math
and other content areas.

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

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] thank you goes out to Deborah
Date: Wed, 16 Jul 2003 21:27:38 -0500

I second that! I have thoroughly enjoyed Deborah's postings. I have copied
all of the information, placed it in binders, and now need to look through
it all to make some sense of it. I am sure I will have some questions as I
go along.

Thanks Deborah!!!!!

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

From: RKCTEC5@aol.com
Date: Wed, 16 Jul 2003 23:08:07 EDT
Subject: Re: [mosaic] beginning of school

In a message dated 7/16/03 8:08:50 PM, tcogan@eldoradoschools.org writes:

<< 3rd Our first "I wonder" what will the school year be like? As you were
coming to school today what were you thinking? (Chart) >>

Hi Tonya,
You have an ambitious first couple days planned! I have been thinking about
your question, what will the school year be like, and you may want to change
that around to "What do the children want the school year to be like?" What
are their hopes and dreams for this year, for themselves, and for their
classmates? And after charting their hopes and dreams you could ask what
they will do
to realize their hopes and dreams. For instance, if they hope to be good
readers, then they will need to come up with a list of things that will make
that
happen. If they want to have friends and want their classmates to treat
them
well, then they need to chart what they will do to make friends and to have
others treat them well. If they want to be listened to and have others
listen
to them, how will they act when someone is speaking. What will they do with
their eyes, body, and mouth? Perhaps I would word the second question as,
as
you were coming to school today, what were you hoping?

These are just some thoughts for you to mull around as you are setting the
tone and setting up procedures for how you want the children to be in you
room.
You are so right to be thinking now about those first few days of school. I
need to do that. So much depends on getting a good start.
Ruby
+++++++++++++++++++++++++++++++++++++

Date: Wed, 16 Jul 2003 22:33:15 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] conversation video

Agreed, a solid investment.

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

From: Teachaug@aol.com
Date: Wed, 16 Jul 2003 23:35:23 EDT
Subject: Re: [mosaic] thank you goes out to Deborah

Here, Here!! THank you Deborah for all your hard work. You have motivated
me....I loved the site but you gave me the management tools.

Hats off to you!!
Erin
+++++++++++++++++++++++++++++++++++

Date: Wed, 16 Jul 2003 21:33:44 -0700
From: JTD <jtd@san.rr.com>
Subject: Re: [mosaic] math essentials

I ordered SuperStars II from them...it arrived quickly and even had the
holes already punched! Ah, it's the simple things that make life great.
:-)
++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] classroom support
Date: Thu, 17 Jul 2003 00:01:12 -0500

I know Barbara wrote in asking for examples of how the support model can
look- someone coming into a classroom to work with the teacher. Could some
of you who have this role take a few minutes to write how you have
facilitated the learning in your buildings? I know there is a wealth of
experience in this membership. Literacy coaches, reading support teachers,
trainers, peer coaches, etc. Even classroom teachers in buildings who have
been creative in finding ways to work together in each others classrooms.

I know, for me, that is so valuable in my own learning process. Having our
reading support teacher come in every other week to model a lesson for me.
Meeting with me during planning time to help me plan a strategy study and
keep me on the right track.

How do you all determine who you will work with? Is it all the teachers?
Just those who are interested? How do you schedule your time? With Reading
First grants out there now, there is the requirement of a reading coach. It
is such a delicate situation. Pushing into a classroom. Building a
collaborative culture.

The book, Learning Along the Way published by Stenhouse, is an excellent
book for a building to read together if you are wanting to move in that
direction. You can read the entire book online. It's short and a great
book!
http://www.stenhouse.com/storefront/scripts/product/ProductView.asp?prodID=0
343

Thanks you guys!

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

From: deborah a devine <debthereb@lightfirst.com>
Date: Wed, 16 Jul 2003 22:40:05 -0500
Subject: [mosaic] MATH/MOT/ A response from Deborah

I have been quite surprised at the response to my "assignments"
here on the listserve.
I love being a teacher. It's "not all I can do" as some people
describe teachers. In fact, today at my husband's State Farm Insurance
agency, I wrapped up a commercial account with a premium of $23,000,
and sold a million dollar life insurance policy. Yeap, I can do more,
but I love teaching. I also enjoy helping others.
It's been my pleasure to share my experiences with the great
materials developed by the Department of Instruction in North Carolina.
The materials are theirs. I just try to show children that learning and
problem solving is within their grasp. Whether they are high risk or
high functioning, wizards, or slugs, it doesn't matter.
When I taught my fellow teachers at my school last year during
inservice day about the way I approach teaching math, my principal told
me,"You should take this show on the road."

Thanks for your delightful comments, and please share YOUR successes
with me in the future.
Deborah Devine
++++++++++++++++++++++++++++++

Date: Wed, 16 Jul 2003 22:47:09 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] classroom support

On our campus, the teachers themselves decide if they would like support,
and what type. At times, an administrator suggests getting together with
me to work together.
We usually start by looking over student artifacts (writing samples,
running records, retellings, problem solving drafts, etc.) to decide
strengths and next steps for the child. I might come in and model a
lesson, or a series of lessons; we might team teach or the teacher might
have me watch lessons (in classrooms where we're working collaboratively
either of us might 'jump in' to suggest a way to get a shift in the
child's processing...) Sometimes the teacher will come to my classroom,
and at times we've even buddied up both classes so my students are
modeling and supporting his/her students.
Time and duration varies by individual and staff needs. I much prefer the
indepth work of being with a teacher weekly or more frequently when we're
trying to establish something new. I've been with teachers for over 2
quarters, and some only a day or two...just depends upon their needs and
desires.
It's important for the coach to be there for the collaborative lesson
planning regardless of who's teaching, and it's also invaluable to be
reading something professionally together. The background knowledge and
dialogue is helpful for both of us.
Systems for Change was written by F & P, I believe; and I'm also reading
Content Focused Coaching for Mathematics. (Both professional books on
supporting change for teachers.) I'm hoping to add some different twists
on the mathematics work Deborah D. has so graciously shared with us. Hope
this helps.
Debbie
+++++++++++++++++++++++++++++++++

From: cllc@comcast.net
Subject: Re: [mosaic] DWA
Date: Thu, 17 Jul 2003 07:25:54 +0000

We use it school-wide in K-6. It's time-consuming, but gives an analytical
look over time and provides a focus for instruction. Our staff really
needs
more guidance in how to look at writing in this manner and how to teach the
traits of writing. But you need to start somewhere--sometimes first
learning
the procedures for an assessment, then moving to evaluate what it
means,eventually brings the school closer to cohesive instructional models.
At least it gives you a common language to work with. The DRA has done this
for
reading level conversations at our school and helped us come together on
understanding the reading process. We`are not quite there with writing.
Carol
+++++++++++++++++++++++++++

From: cllc@comcast.net
Subject: Re: [mosaic] K2K responses
Date: Thu, 17 Jul 2003 07:56:36 +0000

Ginger wrote:
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.

As I was reading K2K, I was struck with the relationship between active
listening and [active] reading. We always talk about how oral language is
the
basis for textual language, but it just made me think once again about the
connections of:
receptive language--listening and reading

expressive language--speaking and writing

and how interconnected and interactive these are, as we "talk" to ourselves
as
we read and "listen" to ourselves as we write.

Just thinking of how active listening and conversation skills could really
affect reading engagement and comprehension. . .and thinking.

Back to metacognition
Carol 2/CA
++++++++++++++++++++++++++++++++

From: BilsCntsa@aol.com
Date: Thu, 17 Jul 2003 07:03:16 EDT
Subject: Re: [mosaic] math essentials

In a message dated 7/16/03 9:31:53 PM Eastern Daylight Time,
SCmateach@aol.com writes:

<< The number to call to order Week by Week Math Essentials (if not in NC)
is
919-907-3470. >>
Deb,
If we use this number to order, is there anything we will still need to
print
to follow your instructions? or will we get everything we need?
Thanks,
Terry
+++++++++++++++++++++++++++++++

From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] MATH/MOT/ A response from Deborah
Date: Thu, 17 Jul 2003 07:25:27 -0400

You should take this on the road, but then we would lose you!
Thanks,
Dottie
++++++++++++++++++++++++++++++

From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] DWA
Date: Thu, 17 Jul 2003 07:29:39 -0400

Thanks, I will share this information with my principal. You are right. It
does give a very analytical look at a student's writing. It is worth the
time invested.
Dottie
++++++++++++++++++++++++++++++

From: JLabar1026@aol.com
Date: Thu, 17 Jul 2003 07:35:33 EDT
Subject: Re: [mosaic] directional text?

In a message dated 7/16/03 5:04:05 PM Eastern Daylight Time,
ljackson@gwtc.net writes:

> I am thinking that we will collect examples of directional text from
> environmental sources--the back of jello boxes, the sides of the box my
new
> WeedEater came in, that sort of
> thing, along with some simple workheet-y sort of examples.

I really like your idea. . . so much reading by young students is done at
the
breakfast table. You could take field trips to the grocery store.

Another note on directional text. . . great opportunity to show problems
with
how directions are explained in print. Sometimes directions- "Read the
Directions" are so confusing.

Finally directions are an excellent example of expressive language-following
directions is an excellent example of receptive language.

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

From: JLabar1026@aol.com
Date: Thu, 17 Jul 2003 07:37:29 EDT
Subject: Re: [mosaic] directional text?

In a message dated 7/16/03 10:56:01 AM Eastern Daylight Time,
elisawi@fcaq.k12.ec writes:

> When you say "directional text" are you talking about how to books--like
> procedures,
> >>etc. or do you mean something else, here?
> >>Elisa
>

I think asking the kids to bring in different sets of directions would be
incredible.

Remember-many of us ignore directions, just lay all the pieces out, look at
the pictures and go from there.

This lesson has a lot of merit and creativity.

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

From: JLabar1026@aol.com
Date: Thu, 17 Jul 2003 07:41:56 EDT
Subject: Re: [mosaic] directional text

Giving and understanding directions is an incredibly important Genre.

It certainly provides the opportunity of blending Speech/Languae and Text
into the hybrid of literacy.

So many of us have run amok with communication problems and directions.

The other side of the coin is that this lesson brings into play a nod at
differentiated learning-

Auditory-
Visual-
hands on-tactile.

Great idea with much possibility-does not have to be limited to simply
posting classroom directions. Could really be adapted to the adolescent.

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

Date: Thu, 17 Jul 2003 06:59:25 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] directional text?

All this will lead up to my use of Independent Math Journals, which I
have used with multiage kids 1-4 but are overwhelming to first graders.
Now my kids and I have grown into 2nd grade together so I think they are
ready. My Independent Math books are simply a 1/2 file fold with about
20 half sheets of paper. Inside I write an assignment edaily, which is
signed off on by an adult in the classroom. Let's me individualize
practice, set up peer tutorials, etc. Examples might be:

Dear Tom,
Use two numeral die to toss and write 10 2-digit addition problems.
Love, Mrs. Jackson
Dear Tom,
Use the coin stampers to show 50 cents at least four ways.
Love, Mrs. Jackson

Dear Tom,
Work with Adam today and play Race to One Hundre
Love, Mrs. Jackson
P.S. The game is new to Adam. Could you please teach him how to play?

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

From: "Judy Mazur" <jvmazur@comcast.net>
Subject: Re: [mosaic] directional text?
Date: Thu, 17 Jul 2003 05:43:10 -0700

Lori, I LOVE the way you do your math journals! Do you have a source for
your suggestions to the kids?
Thanks,
judy3ca
+++++++++++++++++++++++++++

Date: Thu, 17 Jul 2003 09:31:27 -0400
From: "Cindy Soyars" <soyarsc@monashores.net>
Subject: [mosaic] Workshops

My name is Cindy Soyars and I am a sixth grade teacher in Muskegon,
Michigan. I teach both math and language arts. The longer I have
taught, I have found that my true passion is in teaching reading. I
absolutely just love your website and have only recently begun to
utilize it. I would very much like to attend a workshop which trains
and helps teachers utilize those skills discussed in Ellin
Keene/Zimmerman's book. Are you aware of any inservices, workshops or
trainings which are related to these strategies? Also, if so, do you
know if there are any grants available for attending such a workshop? I
am aware of the Reading First grants...however, these are targeted to
K-3rd. I was really hoping to be able to find some over the summer to
attend (prior to returning to school), but so far anything I have found
has been cancelled. I would be so appreciative of any help you could
give me. Finally, I am just wondering if Ellin Keene ever does
workshopss herself? If you know of a way for me to check that out,
please let me know. Thanks again for anything you are able to do to help
this "ReadingInformation Starved Teacher"!

Cindy Soyars
(231)780-2390 home
(231)740-4313 cell
soyarsc@monashores.net
++++++++++++++++++++++++++++++

Date: Thu, 17 Jul 2003 10:09:25 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] directional text?

Hi Lori,
This sounds good. I'm beginning to get a feel for how to structure a unit
of study. Examining artifacts
or examples has to be a big part of any unit, or smaller part depending on
the unit. This does seem like
a one-week unit, which is fine. I like the utility of the unit and I think
that your students will realize
its usefulness as the year goes on.
Elisa
+++++++++++++++++++++++++++++++

From: RFiskNORCO@aol.com
Date: Thu, 17 Jul 2003 12:13:54 EDT
Subject: [mosaic] MATH/MOT/Final Assignment

Dear Deborah,
I just joined this group and I am sorry that I wasnt here for the original
assignments. Can you possibly send them to me? I feel like I missed
something
really outstanding. I checked the week by week essentials on the site and I
am
soooo excited. Our first grade team met just yesterday to discuss the new
year.
One of our team is a true Mathematician(math leader for the school) and I
think is going to encourage us to burn out teacher manuals...well we are
going to
at least disect it...so I am so excited to share this site with her and the
other members of our team. School starts for us in just two weeks (Yikes).
Thanks for any help,
June
1/2 Ca
+++++++++++++++++++++++++++++++++

Date: Thu, 17 Jul 2003 12:25:58 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] Workshops

Cindy, I am teaching one in Grand Rapids on August 11-12-13. I am NO
where NEAR the expertise of Keene but I have had positive feedback.

Email me
d-smith@cybersol.com
if you want informaton.
++++++++++++++++++++++++++++++++++

From: RFiskNORCO@aol.com
Date: Thu, 17 Jul 2003 13:27:31 EDT
Subject: Re: [mosaic] classroom support

Classroom Support

At our school we have literacy/math leaders who are available for support-
either conferencing or for coming in and modeling lessons or what ever we ak
them for. They do have their own classes and they somehow make arrangements
for
conferenceing/modeling.
We also have people at D.O. that will come out and help also...I feel that
our site is not using the resources to our best advantage, but with the
coming
year I believe that it will be utilitized more.

Something that we are going to try in first grade..is to do a rotation of
the
5 1/2 first grade classes each afternoon. Each teacher will teach a lesson
in
their room...social studies, science, math, PE or fine arts or? and the
students will go to a different room each day. So each teacher will only
have to
have one lesson for the week...I have the 1/2 combo and will send my kids
with
the other classes. It will give me time with my second graders and I will
lend
support with prepping. We will vary who teaches what and what is taught each
month. We hope that it will work and give the students the best of what each
teacher has to offer. We are very optimistic that it will work. If anyone
has
tried this kind of team teaching, I'd love some advice
June
1/2 ca
+++++++++++++++++++++++++++

From: rjelam@mchsi.com
Subject: Re: [mosaic] MATH/MOT/Final Assignment
Date: Thu, 17 Jul 2003 17:59:08 +0000

does anyone know of something like this similar for K-2nd ?? my teachers are
ambushing me because i don't have something for them!! haha!
+++++++++++++++++++++++++++

From: "Judy Mazur" <jvmazur@comcast.net>
Subject: [mosaic] REPOST
Date: Thu, 17 Jul 2003 11:07:23 -0700

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

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

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

From: Mayread@aol.com
Date: Thu, 17 Jul 2003 14:36:37 EDT
Subject: Re: [mosaic] classroom support

When I was a Literacy Staff Developer on District 10 in NYC, we had a great
model for teacher staff development. I (along with the principal chose 5
teachers who wanted to learn something new (like implementing metacognitive
strategies). We were given a common prep once a week to begin a study group
where we
would read a book together and discuss. At the same time I was modeling for
each of the teachers and planning the lessons with them for a period of two
weeks
or so. After, we would plan together and either she or I would carry out the
plan. During the last two weeks, he/she would plan and carry out but I was
in
the classroom and we had articulation meetings where she/he would ask
questions and listen to my comments etc. After the five weeks, I would take
another
badge of teachers wanting to learn something else and do the same thing. I
thought this model worked because there was a gradual release of
responsibility
from the staff developer to the teacher learning a new way of teaching.
Allowing
teachers the choice while at the same time having support for the change was
very effective and it build real bond between the staff developer and the
teachers who looked on us as support rather than unwanted change.
Maria
+++++++++++++++++++++++++++

From: Mayread@aol.com
Date: Thu, 17 Jul 2003 15:11:14 EDT
Subject: Re: [mosaic] Running Records

Have any of you looked at the W.R.A.P? It is kind of a DRA for 3-7th grade.
It is published by Pacific Learning Press. I think that it is a great
initial
assessment instrument.
Maria
++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] a good article from ASCD
Date: Thu, 17 Jul 2003 14:58:03 -0500

I got this off the MiddleWeb list.

BOOKS THAT OPEN UP THE WORLD
http://www.ascd.org/readingroom/classlead/0211/leavell_2.html
Looking for books that can help students recognize, honor, and
explore their diversity -- and help other students expand their
knowledge of the world? Two Texas education professors offer their
suggestions in this ASCD Classroom Leadership article. In an related
article, writer Lisa Goldstein proposes an approach to multicultural
education that emphasizes variety and difference and de-emphasizes
commonality. This, she believes, "will help us develop a culture of
respect, dignity, and peace."

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

From: "Barbara Ricciardo" <bricciardo@alltel.net>
Subject: [mosaic] virtual room arrangement
Date: Thu, 17 Jul 2003 16:42:26 -0400

Did someone on this list post a virtual room arrangement site? I
thought I saved it. Measured my room today and now I can't find it.

Thanks, Barbara
++++++++++++++++++++++++++

From: "Mark and Ronda Elam" <rjelam@mchsi.com>
Subject: Re: [mosaic] virtual room arranger
Date: Wed, 16 Jul 2003 15:52:40 -0500

> 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
++++++++++++++++++++++++++

From: "Barbara" <baguzman@mchsi.com>
Subject: Re: [mosaic] classroom support
Date: Thu, 17 Jul 2003 20:16:43 -0500

Maria, your model sounds good. I am wondering, though, that even though
I am a reading specialist and read everything I can get my hands on
concerning strategies, etc, I do not feel like an expert because I have
never done these strategies in a classroom of my own. These strategies
were not so well known back when I became a reading specialist.
Therefore, I don't think I can come in as an expert but more as a
co-learner. Has this worked for anyone else?
+++++++++++++++++++++++++++

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: [mosaic] teaching reading in the middle school
Date: Fri, 18 Jul 2003 07:22:21 -0400

Hi!
This year my school is changing from an elementary model (self-contained
classes) to a middle school model (switching classes on a bell schedule,
etc.). In addition to teaching four periods of Social Studies, I will be
teaching one 40 minute period of reading and another teacher will be teac
hing one 40 minute period of writing.
My question is, is there anyone in the same situation--with a short, limi
ted period of time for teaching reading--or people out there that can hel
p me brainstorm was to organize my 40 minute reading period? I want to gi
ve them silent reading time, do read aloud, teach reading strategies (Mos
aic of Thought, Strategies that Work, etc.), give time for reading respon
ses, and do so much more!
Our standards are very vague so they are pretty easy to get covered, but
my concern is about only having 40 minutes to teach reading! This is my s
econd year in fifth grade in this school so I have some experience behind
me, which is a plus. I'm so used to setting my own schedule and using as
much time as needed for any given subject that I feel very apprehensive
about this! Help!

Thanks in advance!
--Carrie/5th
++++++++++++++++++++++++++++++

From: Mayread@aol.com
Date: Fri, 18 Jul 2003 09:54:06 EDT
Subject: Re: [mosaic] classroom support

In a message dated 7/17/2003 9:27:48 PM Eastern Daylight Time,
baguzman@mchsi.com writes:

> Maria, your model sounds good. I am wondering, though, that even though I
> am a reading specialist and read everything I can get my hands on
concerning
> strategies, etc., I do not feel like an expert because I have never done
> these strategies in a classroom of my own. These strategies were not so
well
> known back when I became a reading specialist. Therefore, I don't think I
can
> come in as an expert but more as a co-learner. Has this worked for anyone
> else?

During my last two years as a classroom teacher I did get to teach using the
MOT strategies, but I always go into any staff development situation, or any
teaching situation, for that fact, as a co-learner. I agree with you that it
is
best that way. As literacy specialists. we have the luxury of being able to
focus on one thing at a time where the classroom teachers have literacy,
numeracy, science and the like (at least in the elementary school). I
believe that
my teachers still value my expertise and welcome the second head as they try
to
attempt something radically new in their classrooms.
Maria
++++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Fri, 18 Jul 2003 10:08:20 EDT
Subject: Re: [mosaic] teaching reading in the middle school

Carrie,
Is there any way that you can get multiple copies of books that would
complement your social studies curriculum? We did that in 5th grade and it
helped the students understand the curriculum.
If you divide your reading class into similar reading/skill levels,
you can rotate working with you, independent reading, and strategy work.
Alexa
+++++++++++++++++++++++++++++++++

From: Findleyck@aol.com
Date: Fri, 18 Jul 2003 10:47:01 EDT
Subject: [mosaic] Math Essentials phone number

I have tried to call the Math Essentials phone number both the original way
and the newly posted number. Neither will go through. Has anyone else had
difficulty. Please post number again.

Thanks. Trying to save my precious ink that I have to fund myself.

Denise Findley
+++++++++++++++++++++++++++++++

From: "Donald & Wendy Howk" <dhowk@satx.rr.com>
Subject: Re: [mosaic] Math Essentials phone number
Date: Fri, 18 Jul 2003 10:33:04 -0500

I successfully got through with this number 919-807-3475.
++++++++++++++++++++++++++++++++

Date: Fri, 18 Jul 2003 12:02:11 -0500
From: "Andrew Kennedy" <pristine@aclass.com>
Subject: [mosaic] 4 square and six traits

Hi....I have just started looking into 6 traits this
summer....know next to nothing....actually just what the
traits are and not even how it is recommended to be taught.
BUT to try to answer your question about how they would
integrate, I just look at 4 square as another tool just
like 6 traits will be a tool for me in my workshop. I will
start my year off with 4 square as my foundational piece
for getting kids writing with a focus - topic, supporting
details, and summary. IT's awesome for that. Then as we get
into editing, and revisions, I think that is where the six
traits stuff will come in for me. ???? What do you think
out there? ? SHelly
+++++++++++++++++++++++++++++++++

From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: [mosaic] writing
Date: Fri, 18 Jul 2003 10:35:14 -0700

Our district is implementing a program called STEP UP TO WRITING. We are
going to 2 optional (but paid) in-service days in August. The district
has already bought all the materials. It looks like a HUGE binder and a
reproducible book for each grade level. Has anyone heard of this
program?
Chris
++++++++++++++++++++++++++++++++++

Date: Fri, 18 Jul 2003 14:57:10 -0500
From: "Tonya Cogan" <tcogan@eldoradoschools.org>
Subject: Re: [mosaic] beginning of school
Thank you so much for you input. It always helps to bounce ideas off
another.
Tonya
++++++++++++++++++++++++++++

From: "Lisa Repaskey" <chesna03@hotmail.com>
Subject: Re: [mosaic] Math Essentials phone number
Date: Fri, 18 Jul 2003 18:10:23 -0400

I went to the DPI website and found this information. Is this the phone
number you've been using? The 800 number only works in NC. You'll have to
call long-distance if you are in another state. The SuperstarsIII is $8.00
or you can download it free (only the cost of ink and paper) since they now
have it as a PDF file.

----------------------------------------------------------------------------
--------
Phone Orders

Publications orders are taken over the phone from 8:00 a.m. to 4:00 p.m.
Phone orders must be paid for by Visa or MasterCard. Phone: 800-663-1250
within North Carolina or 919-807-3470 outside of North Carolina.

----------------------------------------------------------------------------
------
Mail Orders

Publications may be purchased through the mail. If you are enclosing a
check, please mail check and order form to:

NC Department of Public Instruction
Cash Management
6306 Mail Service Center
Raleigh, NC 27699-6306

If you are paying with a Visa or MasterCard, please mail the order form
(don't forget to fill in the credit card information) to:

Publications, Room B75
NC Department of Public Instruction
6306 Mail Service Center
Raleigh, NC 27699-6306
If you are enclosing a purchase order (accepted only if ordering from NC
public schools and public universities), please mail purchase order and
order form to:

Publications, Room B75
NC Department of Public Instruction
6306 Mail Service Center
Raleigh, NC 27699-6306

These orders will be invoiced, and the cost of the shipping will be added to
the invoice.

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

From: SCmateach@aol.com
Date: Fri, 18 Jul 2003 19:32:09 EDT
Subject: Re: [mosaic] Math Essentials phone number

I got through at 919-807-3470 on Wednesday.
Sheila
++++++++++++++++++++++++++++++

Date: Fri, 18 Jul 2003 13:07:31 -0400
From: "Pam Reifsneider" <preifsneider@newtownfriends.org>
Subject: [mosaic] Scheduling & Centers and HELP with reading workshop

I know what you mean, when you said you don't
feel like you are doing your job if you are not
using guided reading groups. I taught first
grade using stickle guided groups and
independent work/centers for 4 years.

I have since moved into a reading specialist
position, and am working with first and second
grade teachers (who also use guided groups) on
moving into a reading workshop approach this
coming year. Last year our current first grade
teacher used guided reading groups through
December and then in January changed format to
workshop mode. That way she worked with small
groups at the beginning of the year on
developing decoding skills, while the second
half of the year focused more on comprehension
strategies (MOT, STW, and RWM style). Mondays
remained a guided reading group day through the
end of the year. On the other days, she began
with whole class strategy lesson using modeling
and demonstration and then students either
worked independently on their reading or in
partnerships (which were ability matched).
During this time she sat in with individuals and
partners to confer with them. By January, the
students were ready for this and they were pros
by the end of the year. This coming year will be
first grade's second year with workshop, and
second grade's first year trying it. I'll let
you know how it goes!

Your schedule looks tight, no morning break for
the little ones! Your right about including some
choice time. We do it at the end of the day,
usually but we also have a 15 minute recess in
the morning before writing workshop.

Pam Reifsneider
Developmental Studies
Newtown Friends School
++++++++++++++++++++++++++++++++++

Date: Fri, 18 Jul 2003 12:29:48 -0500
From: "Andrew Kennedy" <pristine@aclass.com>
Subject: [mosaic] Mosaic...Book talk

Hi all.....I am on vacation and have a chance to log in to
like 300 e-mails......Oh my you all are chatty. HA!!!

Please keep to uplifting content stuff - related to Mosaic.
I love the different threads going, but sometimes we all
need a gentle reminder to keep it to list-related stuff and
keep it positive. (myself included I am sure...)

Would anyone want to do a rereading chapter by chapter of
Mosaic? I know it would help me start the year off right -
August 11th! I won't be home until Monday or Tuesday and
don't have my book with me. How about Chapter 1 by next
Wednesday? No one needs to respond that they are in. Let's
just start discussing Mosaic chapter by chapter next week.

:) SHelly
++++++++++++++++++++++++++++++++

From: "Barbara" <baguzman@mchsi.com>
Subject: Re: [mosaic] classroom support
Date: Thu, 17 Jul 2003 20:16:43 -0500

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: [mosaic] teaching reading in the middle school
Date: Fri, 18 Jul 2003 07:22:21 -0400

My question is, is there anyone in the same situation--with a short,
limited period of time for teaching reading--or people out there that can
help me brainstorm was to organize my 40 minute reading period? I want to
give them silent reading time, do read aloud, teach reading strategies
(Mosaic of Thought, Strategies that Work, etc.), give time for reading
responses, and do so much more!

Our standards are very vague so they are pretty easy to get covered, but
my concern is about only having 40 minutes to teach reading! This is my
second year in fifth grade in this school so I have some experience
behind me, which is a plus. I'm so used to setting my own schedule and using
as much time as needed for any given subject that I feel very apprehensive
about this! Help!

Thanks in advance!
--Carrie/5th
++++++++++++++++++++++++++++++

From: Mayread@aol.com
Date: Fri, 18 Jul 2003 09:54:06 EDT
Subject: Re: [mosaic] classroom support

In a message dated 7/17/2003 9:27:48 PM Eastern Daylight Time,
baguzman@mchsi.com writes:

> Maria, your model sounds good. I am wondering, though, that even
though I
> am a reading specialist and read everything I can get my hands on
concerning
> strategies, etc., I do not feel like an expert because I have never
done
> these strategies in a classroom of my own. These strategies were not
so well
> known back when I became a reading specialist. Therefore, I don't
think I can
> come in as an expert but more as a co-learner. Has this worked for
anyone
> else?

During my last two years as a classroom teacher I did get to teach using
the MOT strategies, but I always go into any staff development situation, or
any teaching situation, for that fact, as a co-learner. I agree with you
that it is best that way. As literacy specialists. we have the luxury of
being able
to focus on one thing at a time where the classroom teachers have literacy,
numeracy, science and the like (at least in the elementary school). I
believe that my teachers still value my expertise and welcome the second
head as they
try to attempt something radically new in their classrooms.
Maria
++++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Fri, 18 Jul 2003 10:08:20 EDT
Subject: Re: [mosaic] teaching reading in the middle school

Carrie,
Is there any way that you can get multiple copies of books that
would complement your social studies curriculum? We did that in 5th grade
and
it helped the students understand the curriculum.
If you divide your reading class into similar reading/skill
levels, you can rotate working with you, independent reading, and strategy
work.

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

Date: Fri, 18 Jul 2003 12:02:11 -0500
From: "Andrew Kennedy" <pristine@aclass.com>
Subject: [mosaic] 4 square and six traits

From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: [mosaic] writing
Date: Fri, 18 Jul 2003 10:35:14 -0700

From: "Lisa Repaskey" <chesna03@hotmail.com>
Subject: Re: [mosaic] Math Essentials phone number
Date: Fri, 18 Jul 2003 18:10:23 -0400

I went to the DPI website and found this information. Is this the phone

number you've been using? The 800 number only works in NC. You'll have
to
call long-distance if you are in another state. The SuperstarsIII is
$8.00
or you can download it free (only the cost of ink and paper) since they
now
have it as a PDF file.
----------------------------------------------------------------------------
--------
Phone Orders

Publications orders are taken over the phone from 8:00 a.m. to 4:00 p.m.

Phone orders must be paid for by Visa or MasterCard. Phone: 800-663-1250

within North Carolina or 919-807-3470 outside of North Carolina.

----------------------------------------------------------------------------
------
Mail Orders

Publications may be purchased through the mail. If you are enclosing a
check, please mail check and order form to:

NC Department of Public Instruction
Cash Management
6306 Mail Service Center
Raleigh, NC 27699-6306

If you are paying with a Visa or MasterCard, please mail the order form
(don't forget to fill in the credit card information) to:

Publications, Room B75
NC Department of Public Instruction
6306 Mail Service Center
Raleigh, NC 27699-6306
If you are enclosing a purchase order (accepted only if ordering from NC

public schools and public universities), please mail purchase order and
order form to:

Publications, Room B75
NC Department of Public Instruction
6306 Mail Service Center
Raleigh, NC 27699-6306

These orders will be invoiced, and the cost of the shipping will be
added to
the invoice.

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

Date: Fri, 18 Jul 2003 13:07:31 -0400
From: "Pam Reifsneider" <preifsneider@newtownfriends.org>
Subject: [mosaic] Scheduling & Centers and HELP with reading workshop

Pam Reifsneider
Developmental Studies
Newtown Friends School
++++++++++++++++++++++++++++

Date: Fri, 18 Jul 2003 12:29:48 -0500
From: "Andrew Kennedy" <pristine@aclass.com>
Subject: [mosaic] Mosaic...Book talk

Hi all.....I am on vacation and have a chance to log in to
like 300 e-mails......Oh my you all are chatty. HA!!!

:) SHelly
++++++++++++++++++++++++++

Date: Fri, 18 Jul 2003 21:12:28 -0500
From: Jim & Jan Pettry <jdpettry@erinet.com>
Subject: [mosaic] Scheduling and help with reading workshop

On 7/18/03, Pam wrote:

> Last year our current first grade
>teacher used guided reading groups through
>December and then in January changed format to
>workshop mode. That way she worked with small
>groups at the beginning of the year on
>developing decoding skills, while the second
>half of the year focused more on comprehension
>strategies (MOT, STW, and RWM style).
>

Hi everyone,

Pam, your email is a great help to me. I am a Title I reading
teacher and will be working with first grade students and
teachers in the classroom this year. We studied Reading
with Meaning and the Happy Reading and Strategies in Action
tapes last year and a few of us will be attending a Debbie Miller
workshop soon. We've been meeting and thinking about guided
reading and teaching the strategies and helping get decoding
going at the beginning of the year. Your first grade teacher has
a great plan. Do you work with the students or just the teachers?
What will your role be in her classroom? Our teachers plan to
work on strategy instruction with read-alouds and give the children
time to practice, but we thought we'd need to do guided reading
at the beginning of the year to get the decoding going.
Any suggestions from other first grade teachers? We have until
August 18th to totally revamp the program!

Thanks, everyone, for all of the postings. I've learned so much from
you this
summer.

Jan (OH)
++++++++++++++++++++++++++++++++

From: deborah a devine <debthereb@lightfirst.com>
Date: Fri, 18 Jul 2003 21:16:34 -0500
Subject: [mosaic] MATH/MOT/Can 2nd Graders Really Write About These
Questions?

Several teachers e-mailed me concerning some of the question in the 2nd
grade level and the fact that they might be too basic. CAN YOU REALLY
WRITE ABOUT THEM? Also do your students really WRITE EVERY DAY?

Yes, with the exception of days that I put a special lessons
together like I described in "The final assignment", students write
every day. Here are some quick ideas to use with the 2nd grade
questions after looking at Week 1 and 2.

The Weekly Game:
I went into the second grade lessons and found the game in Week One
called Penny Power, and its really a game about chance and probability.
It seems like a money game, but when you get to the 5th or 6th coin
left you can tell who will win. Try it with someone. My 3rd graders
played a game like this, and it didn't take them long to figure out how
to win the game.
Writing About Math: I think you should write the stories on large
lined chart paper with student imput for at least the first 9 weeks,
and then post the finished stories in the room. You might also assign a
small group of students to do one or two illustrations that would go
along with the story. Post the illustrations near the story, and this
will help your lower readers remember the math stories even if they
can't read them off the chart. Also, you could read the story again
from the previous Monday before you start the new assignment on the
following Monday. After the first 9 weeks, you could use a cloze
techique like Linda Hoyt in "Snapshots" uses in reading for some of the
writing about math questions too. OR you could write the story on the
computer utilizing the TVator...that device that makes your computer
screen show up on the TV overhead screen, print out the finished story
and have the students paste it in their math journals and then
illustrate it in their journals.

Seeing Math: Your children should write definately write on this day,
and make their journal writing should be rich with corresponding
illustrations or models of what is happening. I think they need a mini-
math word wall pasted in their journals, and they should add to this
word wall with you. Then, they should try to write a few sentences
utilizing math vocabulary. Please use the words sum and
difference...not just answer.

Investigations: A great place to write about math, especially about
estimating and grouping objects to count them by 5's or 10's. Also when
you do the estimating jars, post a number line next to the jar with
half sheets of blank post-it notes for the children to use to write
their estimates on. They have to write down the number of their
estimate and place it on the corresponding number line that you have
numbered say... from 25 - 45. This also teaches the skill of raanking
and comparing numbers from least to greatest at the same time. I
think it would be fun to use a digital camera and photograph the jar
with the correct number posted next to it. Then post the pictures near
the estimating jar location. Talk about learning through connections.
Have you ever taught estimating by looking at the bottom layer of the
jar, and then deciding how many layers deep is the jar...then
estimating you answer from there? I've won a few contests that way!

Money, Money is Great. Too bad you don't have 10 - 15 sets of money
stamps, that would be a great way to approach this lesson in your
journals. The stamp with the value written under it. Then + signs
between the values. Do you know that children have to be able to
recognize coins from both sides? Test makers make questions trickier by
putting different sides of the coin in the same question. I actually
make my student draw both sides of all the coins on drawing paper for
one of my center lessons.

What do you think: In Week 2, this question would be fabulous with
real pre-drawn socks and shoes for the children to use as models to
solve the problems. Remember, modeling is a strategy to solve problems.
What about having them work in groups of two and going KNEE TO KNEE
WHILE COMING UP WITH A SOLUTION. Both children then get to write and
draw the same solution in their journal.

Patterns Galore: Yes, the first week is easy, but they get harder. For
some of the children in my 3rd Grade class seeing patterns was the
hardest strategy to use. Practice is the only way to teach them. I also
teach my students to describe the patterns using a different letter for
each different object. For example, Week 1 ' s pattern is A, B, A, B,
A,... Week's 2 pattern is A,A,B,C,A,A,B,C,A....
Penny, Nickel can be described in many ways. By color: copper, silver
By size: little, big, little, big, By letter: A,B,A,B By number:
1,5,1,5 By name: Penny, Nickel By Math Symbol: 1c(cent sign) 5c
(cent sign) Think outside the box. Is that question really so simple?

Deborah Devine
++++++++++++++++++++++++++++

From: "Ed Asselin" <sharoned@charter.net>
Subject: Re: [mosaic] Scheduling and help with reading workshop
Date: Fri, 18 Jul 2003 21:46:38 -0500

I am also struggling with how to plan my literacy time. I am torn between
working with guided reading groups vs. individual reading conferences. Also
reading workshop mode with readers reading books at their instructional
level vs. literacy centers. I will be reading others comments with great
interest as I consider making changes in my first grade instruction.
Sharon in WI
++++++++++++++++++++++++++++

From: "Ed Asselin" <sharoned@charter.net>
Subject: Re: [mosaic] Scheduling & Centers and HELP with reading workshop
Date: Fri, 18 Jul 2003 21:58:06 -0500

Doing more guided reading first semester then moving toward readers workshop
second semester might be the way to go. Does your first grade teacher use
literacy centers during guided reading or are the students reading from book
bags?

Thanks for sharing what the teachers in your building are doing! They are
lucky to have your support. I need to find someone else who has some
background with MOT. Our district recently purchased HMifflin basals and
that seems to be the emphasis right now:(
Sharon in WI
+++++++++++++++++++++++++++++++

From: cllc@comcast.net
Subject: Re: [mosaic] connections with analogies
Date: Sat, 19 Jul 2003 04:56:51 +0000

I was just reading about this program,The Private Eye. Kerry Ruef,developed
it
and piloted it in some Seattle schools. She teaches students to observe
closely
through loupes, jeweler's magnifying lens and then answer questions "What
does
it remind you of? and "What else?" and "Why is it like that?" The students
record their connections and use these lists as "bones" for poems. They
draw
details looking through the loupes and write using descriptive language.
Thinking through analogy is a common feature of artists, scientists, and
writers. I think I'm going to order a class set of loupes. You might want
to
check it out:
http://www.the-private-eye.com/html/home.htm

Anyone used this program?
Carol/2/CA
++++++++++++++++++++++++++++++++

From: "Donna Baker" <baker@sprint.ca>
Subject: Re: [mosaic] 4 square and six traits
Date: Sat, 19 Jul 2003 06:35:26 -0400

Hi Shelley,
I would use 4 square as one of my Ideas lessons, along with many other ways
to prewrite. 6 Traits works across your writing program, but you are right
about a lot of it coming in when you are teaching revision (Word Choice,
Sentence Fluency, etc). The way I worked my minilessons last year was I
started the year with a lot of Ideas lessons, then as my year progressed, I
tried to vary the trait I taught with each minilesson that week. For
example,
Monday - Ideas
Tuesday - Voice
Wednesday - Sentence Fluency
Thursday - Organization
Friday - Conventions

I often used the same piece all week to model the different lessons.

Donna
+++++++++++++++++++++++++++++++++

Date: Sat, 19 Jul 2003 06:03:14 -0500
From: "Michelle Mooney" <mmoon.RI.WFB@wfbschools.com>
Subject: Re: [mosaic] Scheduling and help with reading workshop

Here's my tentative first grade schedule from October to the end of the
year:
8:10-8:20 Morning Meeting
8:30-9:00 Comprehension instruction--MOT, based on read-alouds
9:00-9:45 Reader's Workshop/Guided Reading
9:45-10:00 Recess
10:00-10:30 Handwriting/Word Work
10:30-11:10 Writer's Workshop
11:10-12:00 Lunch/Recess
12:00-12:20 Read-aloud (mainly for pleasure, but probably also some
author/genre studies)

I call the above "Reader's Workshop," but it is not a true RW. I have
flexible, small group guided reading during that time as well as
individual conferences during that time. In the beginning of the year,
a great deal of the focus during guided reading is on decoding. As the
year progresses, though, I use guided reading sessions to support
students' application of the strategies to their own reading of text.
The focus then becomes "what do good readers do before, during, and
after reading?" (That is to say, what strategies do readers use at
different points reading process and why.)

I used to use Fountas and Pinnell centers during guided reading time,
but found that students just weren't doing enough reading. So now I use
the book bag approach: at the begining of the week, students select a
number of books to keep in their super-sized Ziplocs. They read and
respond to their reading during RW time. I do have a listening center
with books on tape that students can rotate through; they respond to
these books, too. Students respond using response forms previously used
in the comprehension block; these include 2-column graphic organizers,
post-its or notebooks.

Of course, this only works if students have books they can read in their
bags and know what to do during RW. So during September, the focus will
be on learning to select appropriate books. (Teaching this more
effectively is one of my goals for next year!) Students will also get
copies of favorite, memorized songs and poems to put in their bags,
along with small copies of big books read in shared reading settings.
Students will also learn procedures for RW.

How does this sound?

Michelle
mmoon
+++++++++++++++++++++++++++++

Date: Sat, 19 Jul 2003 08:08:50 -0400
Subject: Re: [mosaic] connections with analogies
From: Peggy Bahr <pbahr@mac.com>

Carol,

Yes, I've used The Private Eye and jeweler's loupes with my students.
Actually, the art teacher and I worked together on this. We got the most
amazing observations and writing from our students. The analogies just
naturally led to similes and metaphors. Nothing was forced. Initially, they
wrote poetry. Then the analogies began to appear in other forms of writing.

You will be awestruck by what you see through the loupes. Once you start
looking at things through the lens, you won't be able to stop! A sweater, a
shell, a seed pod, your skin, a slice of turkey, a sheet of paper, an
insect's wing...

You and your students won't want to stop! You can double the loupes and see
things in even greater detail. We now take the loupes with us on our study
trips to forests, farms, lakes, etc. The observations are recorded in our
writer's notebooks. When we return to school, the writing just flows!

The kids REALLY begin to understand how from follows function. I highly
recommend this approach. For those who missed the first post, here is the
link: http://www.the-private-eye.com/html/home.htm

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

Date: Sat, 19 Jul 2003 07:46:50 -0700
Subject: Re: [mosaic] writing
From: Lynn Beck <lbeck2002@adelphia.net>

Hi,
We have a reading specialist that went to a seminar with the company. It

involves color coding sentences for writing. I used it with my third
graders two years ago and it helped my students to organize their
paragraphs. I didn't use it last year with my second graders because
they weren't quite ready for that level of writing. It was a nice way to
organize writing.
Lynn
+++++++++++++++++++++++++++++

From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] connections with analogies
Date: Sat, 19 Jul 2003 12:30:33 -0400

Somehow I missed something here, but lessons with connections and analogies
? Please tell me more.
Dottie
+++++++++++++++++++++++++++

From: Casey1532@aol.com
Date: Sat, 19 Jul 2003 12:42:26 EDT
Subject: [mosaic] one more about mail

Hello All,
I have a thought and maybe others would agree. I realize the frustration in
misplaced messages. Also, since there are so many good ideas I am compelled
to
read each message. Would it be possible for several members not to comment
on
misplaced messages. It is difficult enough to read the one, but to then read
5
or ten more which comment about unsubscribing, etc., is 5 or 10 times more
frustrating. (PS How do I unsubscribe? Please visit <A
HREF="http://u46teachers.org/mosaic/unsubscribe/index.htm">
http://u46teachers.org/mosaic/index.cfm</A>)

Also, if we think we have something that would be good to send in but are
unsure, maybe we could send it to the moderator, Ginger
elephant@foxvalley.net
(forgive me for placing your name). Then she could place it in a way that
all
could access it and we wouldn't have to add 20+ emails requesting it.
Just some thoughts from a tired reader who is working summer school.
Thanks,
Karen
++++++++++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Sat, 19 Jul 2003 13:33:55 EDT
Subject: Re: [mosaic] connections with analogies

What would you say would be the best use of money for a teacher just
beginning to use The Private Eye? I want to order a class set of the
magnifying
lenses plus the best book to help me get started. But I don't want to
overspend.
What would be the best use of say $100 on these materials?
Ruby
++++++++++++++++++++++++++++++++

Date: Sat, 19 Jul 2003 12:38:59 -0700
From: "hey,it's-katharine!" <katha@syix.com>
Subject: [mosaic] Re:The Private Eye

I don't know anything about The Private Eye, so take this with a big
grain of salt <grin>

With my first graders, I use paper magnifying glasses -- just the
cardboard shape cut out and nothing in the center. Simply focusing
closely on object (especailly outside) opens up the children's world.

I got this idea from AIMS.

Katharine
++++++++++++++++++++++++++++++++

Date: Sat, 19 Jul 2003 16:36:44 -0500
From: Jim & Jan Pettry <jdpettry@erinet.com>
Subject: [mosaic] Debbie Miller workshops

Sharon in WI wrote:

>How can I find out where Debbie Miller will be giving workshops??
>

Sharon, I think you would have to contact Stenhouse Publishers. I just
heard about the
one I'm going to through some teachers I know.

Jan in OH
+++++++++++++++++++++++++++++

Date: Sat, 19 Jul 2003 16:59:11 -0500
From: Jim & Jan Pettry <jdpettry@erinet.com>
Subject: Re: [mosaic] Scheduling and help with reading workshop

Michelle, Sharon, and everyone,

Thanks for the schedule and thoughts on literacy time. We don't do
Fountas and
Pinnell centers, either. Our kids are either in a reading group with me
or the
classroom teacher, or reading from book bags either independently or
with a buddy,
or at a listening center. The first few weeks are also spent learning
songs, poems,
and easier stories they can then read during this time. Thanks for the
reminder to
work on selecting books. Debbie Miller does a great job teaching about
book selection
on one of her tapes.

We also want to do individual reading conferences part of the time.
When we
saw Sharon Taberski a year ago, she said over and over throughout the
workshop,
"You don't have to do guided reading every day." Our district
discontinued Reading
Recovery this year, so I feel I will need all the one-on-one time with
kids I can get.
Conferencing will at least give me that.

Thanks for the help! I love this list serv!

Jan in OH
+++++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Sat, 19 Jul 2003 18:41:09 EDT
Subject: Re: [mosaic] Re:The Private Eye

Thanks Katharine,
Maybe I will start with just the book and one lens for about $25.
Ruby
++++++++++++++++++++++++++++

From: "Joan Matuga" <joan3teach@hotmail.com>
Subject: [mosaic] Reading schedules
Date: Sat, 19 Jul 2003 19:30:25 -0700

In California (or at least for sure in  my District) we are forced to
use state adopted reading series Houghton Mifflin. We also have the
supplementary reading books we are expected to use.
How do others in this group deal with this problem?
My problem is magnified, because I will be teach a 2/3 combination class and
I've been told I have to teach "everything" in both series for both grades.
I have always done an hour of guided reading. I had planed to switch to
Reading Workshop. I don't see how I will find time this year.
The series goes against everything I believe about reading. Not all children
wear the same shoe size. Yet we expect them to all be reading the same
material.
We're not taking account ability or interest. YUCK!!!!!
Have a wonderful day!
Joan
++++++++++++++++++++++++

Date: Sat, 19 Jul 2003 20:08:28 -0700
Subject: Re: [mosaic] Reading schedules
From: "Janet Holbrook" <jmholbrook@earthlink.net>

Actually, California has two choices: Houghton Mifflin or Open
Court--depending on which one your district picked.
++++++++++++++++++++++++

From: "Ed Asselin" <sharoned@charter.net>
Subject: Re: [mosaic] Reading schedules
Date: Sat, 19 Jul 2003 22:17:27 -0500

We also have HM. I look at the lessons, skills, strategies that are to
be taught and pick something that I feel is worth working on whole
group.
I really highlight comprehension strategies and use my own literature
and big books to teach them. As far as the basal stories...I read one
together with the whole group each week and again work on comprehension
and thinking strategies. I do not use the phonics readers, worksheets
or the workbooks. I do use the boxes of "little readers" for guided
reading. I teach phonics and spelling skills using the McCracken
techniques "Spelling Through PHonics", word families, and our districts
list of commonly mispelled words. I am hoping to move more toward a
readers workshop approach this year with guided reading tapering off and
more time spent on individual conferences. The writing component in HM
is POOR. I do writers workshop with minilessons based on need and on
six traits lessons. I can understand your frustration in having to use
the basal but knowing that it's not good reading material for over half
of the kids.
Sharon in WI
++++++++++++++++++++++++++++++

Date: Sat, 19 Jul 2003 23:18:35 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] Reading schedules

The schools in Michigan I work with that are using HM are liking how
well it fits with Four Blocks.

Did you all know that Bush's brother owns part of the compant that opens
Open Court ??? hmmmmm sounds sneaky to me
+++++++++++++++++++++++++++++++

From: cllc@comcast.net
Subject: Re: [mosaic] connections with analogies
Date: Sun, 20 Jul 2003 03:38:24 +0000
Reply-To: mosaic@u46teachers.org

This refers to The Private Eye program using jeweler's loupes for
observation

> Somehow I missed something here, but lessons with connections and
analogies
> ? Please tell me more.
> Dottie
+++++++++++++++++++++++++++++

From: "J Grand" <grandj@hotmail.com>
Subject: [mosaic] what is the definition of reader's workshop?
Date: Sun, 20 Jul 2003 04:40:04 +0000

what is the definition of reader's workshop?

I've seen reader's workshop & guided reading tossed about like they are both
2 different things.

Wouldn't guided reading be part of a reader's workshop?

What makes up a reader's workshop?

& how does it compare to a writer's workshop?

just curious,
grandj@hotmail.com
+++++++++++++++++++++++++++++

From: "J Grand" <grandj@hotmail.com>
Subject: [mosaic] HM legacy of literacy in CA?
Date: Sun, 20 Jul 2003 04:42:47 +0000

I was also curious if anyone has already used the new CA edition HM legacy
of literacy this past school year & what did you think about it?

2nd grade?

grandj@hotmail.com
++++++++++++++++++++++++++++++

From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] Reading schedules
Date: Sun, 20 Jul 2003 06:36:11 -0400

In Virginia Beach, we also did what Ed Asselin recommends. We tried to keep
the books for our Guided Reading groups connected to the Houghton Mifflin
Theme when possible. In order to do this, our district spent a ton of money
on additional Guided Reading Books.
+++++++++++++++++++++++++++++++

From: Ltandy1211@aol.com
Date: Sun, 20 Jul 2003 13:30:42 EDT
Subject: Re: [mosaic] Re:The Private Eye

Hi,
I would just purchase the book and a class set of the jeweler's loupes.
They are about $2.50 apiece in the Acorn Naturalist's catalogue.
I don't think you need more than that. I think that The Private Eye is
an
awesome book for developing creative and critical thinking.

Laurie Tandy
Third Grade
California
+++++++++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Sun, 20 Jul 2003 14:06:58 EDT
Subject: Re: [mosaic] what is the definition of reader's workshop?

Hi J,
I think a great book for getting started in primary reading and writing
workshop is On Solid Ground by Sharon Taberski. She has written a very user
friendly book, a book that made things so clear to me and allowed me to
start
teaching workshop reading just three short years ago.

The structure I use for workshop teaching is "group, read, group, or group,
write, group." This means I bring my class together for a group mini
lesson,
send them off to read or write, then bring them back together for a short
sharing time. While the group is together at the beginning of either
workshop, I
teach, do read alouds, focus on a reading or writing strategy, do shared
reading, interactive writing or whatever needs to be done to help them
become better
readers or writers.

I then send them off to all read or all write. During this time I use a
"research, decide, teach," strategy with either a guided reading group, one
on one
conference, or small group pulled together for a focused teaching lesson in
reading or writing because they all seem to need that particular help.

At the end of the reading or writing period, the group gathers back together
for a short sharing. It could be something like asking if anyone used one
of
the reading strategies discussed in the mini lesson and how that worked for
them. It could be that I asked certain children that I noticed had used
something in their writing that I want others to try, share their work. It
could be
a time for pairing with a partner and sharing, or a time for several
children
to take the author's chair and read a short section of a text that was
interesting to them or that they had written themselves.

Both workshops have at the heart, teaching the child to be a better reader
and writer, and not teaching the child to read this particular text better
or
even make this particular piece of writing better. I strive to teach the
writer
and not the writing, to teach the reader and not the reading. So when I do
individual conferences with each child I am thinking in my "research,
decide,
teach," mode, what do I teach this child this day that will make him/her be
a
better reader or better writer tomorrow?

Reading and writing is like swimming. One learns by doing real reading,
writing, and swimming, tweaking with help, (swim coaches help with stroke or
breathing etc., teachers decide on one teaching point during a conference),
and
doing more reading, writing swimming.

I love teaching this way. No one can ever make me go back to a basal
program.
Ruby
+++++++++++++++++++++++++++++++

Date: Sun, 20 Jul 2003 14:36:31 -0400
Subject: Re: [mosaic] Re:The Private Eye
From: Peggy Bahr <pbahr@mac.com>

I agree with Laurie. One jeweler's loupe for your class would only frustrate
the kids (and you). A class set and The Private Eye book would be well worth
the money. As it was, my kids kept doubling the loupes so they could become
even more intimate with the objects they were observing.

Are there any grants available in your area for this? Since this is such a
great way to connect and integrate art/science/writing, you may be able to
come up with a unique angle for your grant.

Good luck.

Peggy 5/KY
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Date: Sun, 20 Jul 2003 12:24:58 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] K2K wondering about wonder

Carol, this is delightful. (almost typed 'wonderful', ha ha )

I'm going to set my son, the computer king, to find those two songs
and see what else we might think of.

There's a Johnny Mathis song, too. Wonderful, wonderful -- but it
might be too romantic for 6 year olds. Have to check the lyrics.

Katharine
+++++++++++++++++++++++++++++++++

Date: Sun, 20 Jul 2003 12:55:55 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] Scheduling and help with reading workshop

>How does this sound?
>Michelle

Your schedule sounds great, Michelle -- similar to my plans for this next
year.

I am mandated to use Open Stupd Court, following the Teachers' Manual
as written. Here's my schedule:

We do phonics, phonemic awareness, workbook pages, decodable books
and word wall work first thing. This hiss & spitting of phonic sounds
pretty much lasts until recess at 10.

Math is limited to about an hour.

After lunch is the rest of the O.C. stuff (interminable) and my
workshop time. We will start out doing OC workshop which is pretty
stilted, (leveled groups, round robin) but as the year goes on they
watch less and less so I will be able to run a valuable writers' and
readers' workshop.

(our superintendent mandated no art, music, science, social studies
or history in first grade. Amazing, huh?) (Ruby, I aplaud your
decision to never use a basal ... don't move to California!)

My kids did not make the progress I am used to them making last year.
I don't know what I did wrong. Or even differently. But, one great
thing about this forced unemployment every summer is it gives me time
and inclination to study and start again fresh and with a ton of
optomism.

Thanks to each of you who cares. And writes. <grin>

Katharine
++++++++++++++++++++++++++++++

From: JATShaw@aol.com
Date: Sun, 20 Jul 2003 16:42:41 EDT
Subject: [mosaic] Bag of Tricks

I just dug this out of our tutor training "stuff." Perhaps it (or a spin
off) will be useful to those of you doing training in the upcoming months.
We
give it out at the completion of our training, tucked in a Ziploc baggy
along
with the mentioned items. And the trainees (volunteers) always love it. We
talk a lot during training about having a big bag of tricks (strategies) to
use, and this reinforces the idea.

Bag of Tricks
Seeds-plant seeds of understanding as you work in the cause of literacy.
Rubber band-for flexibility; to remind you to always be flexible.
Q-tip-clean out your ears! A reminder of how important it is to be a good
listener.
Money-We think of money as having value; to remind you that you are
valuable.
Puzzle piece-for patience; and to remind us of the puzzle we work with in
the
problem of illiteracy.
M and M's As tutors we model behavior, mind out manners, mentor others, and
have "mastered" our work! (our goal anyhow)

The 5 seeds poem reminded me of this, so I decided to share....hope it's
useful to someone.
Judy S
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From: RKCTEC5@aol.com
Date: Sun, 20 Jul 2003 18:03:49 EDT
Subject: Re: [mosaic] Scheduling and help with reading workshop

Oh Katharine,
I love that you are waiting for the year to get underway, knowing that you
will be able to change things. If Open Court takes all the dang day to
teach,
except for an hour of math, and the kids still don't do as well, then
something is rotten in Denmark. I can't imagine us telling first grader's
parents
that their children will not be taught science, soc. studies, music, or art
because it takes all day to teach 'em to read.

Hang in there. Open Court is going to self destruct!
Ruby
+++++++++++++++++++++++++++

From: "Barrick" <barrick@vvm.com>
Subject: Re: [mosaic] Reading schedules & Multi age classrooms
Date: Sun, 20 Jul 2003 19:46:23 -0500

Joan... and anyone else with "multi age" classroom experience...

Could you please share your set-up with me? Pros/cons, success stories,
frustration points, student adjustment into single-age classes after
experiencing multi-age, etc.

I am currently researching this concept to present to my principal.... I
am very interested in your perspectives.

Thank you, Marla

My home email is barrick@vvm.com if you'd like to send info. directly to
me rather than tying up the list. Thanks again! :-)
+++++++++++++++++++++++++++++++++

From: "Kay" <krowan1@cox.net>
Subject: Re: [mosaic] Bag of Tricks
Date: Sun, 20 Jul 2003 20:41:01 -0700

Judy,
did i miss an email here? What is the 5 seeds poem? I'm focusing on
gardening this year with my preschoolers and since I am also on the
Social committee for our school I'm gathering planting and seed ideas to
use for the first day back.
Anything else you can send will be greatly appriciated.
Kay in AZ
++++++++++++++++++++++++++++++++++

From: RFiskNORCO@aol.com
Date: Mon, 21 Jul 2003 10:36:30 EDT
Subject: Re: [mosaic] Reading schedules & Multi age classrooms

to Joan,
I too am in California and will be teaching a 1/2 combo in just 10days. I am
planning on doing the reading workshop especially because of the
mulit-levels.
I've looked at the reading levels of the students that I am getting and it
looks like there are first graders higher than some of the seconds. I am
planning on doing some GR and RW strategies.
My worry is how to do the rest of it? We also have HM and will have to teach
it for both grades. and Math- how do I have time to teach both. A week ago I
thought I had a handle on it. But today the panic has set in.
I need combo suggestions!
june
CA 1/2
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From: MissWalsh1@aol.com
Date: Mon, 21 Jul 2003 10:43:38 EDT
Subject: Re: [mosaic] Re:The Private Eye

To those who use the Private Eye:

This may be a silly question, but how do you clean the Private Eyes? The
children use them near their eyes, so do you need to clean them after every
use?
If so, how do you clean them? If they don't really make contact with the
eye, then respond with that, too. Thanks. I was interested in them, but my
room
does not have a sink, so I am always weary of things requiring good, old
fashioned soap and water cleaning.

Thanks,
Leah :)
++++++++++++++++++++++++++++++++++

Date: Mon, 21 Jul 2003 10:47:53 -0400
From: Gtr96E@netscape.net
Subject: Re: [mosaic] NO art, music, science,etc!!!!!

Katharine, I was beyond shocked when I read the end of your posting. What
in the world is your principal thinking?!?!?!?!?!?! Is this a "state" issue
or just your principal's? Where is he/she building the "foundation" that is
so needed for learning? I am just dumbfounded and certainly "confused" (for
lack of a stronger word at this time) that this is the plan. Certainly
somewhere and at some time these subjects can be funneled into the "weeks"
lesson. How about thematic teaching? Can this work to at least "expose"
them to the missing subjects? Just wondering and most definitely wishing
you and the rest of your staff "much luck" in this challenge.

Thinking of you from Sarasota, FL
Cheryl (0;
++++++++++++++++++++++++++++++++

Date: Mon, 21 Jul 2003 10:46:12 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Reading schedules & Multi age classrooms

I taught in a multi-age configuration for several years, my favorite
being a three year span. In our district, we are not mandated to
textbooks or reading series and that makes things MUCH easier. What I
did for math is to align the standards, which are rather written to grow
into from one grade to another. CGI--Cognitively Guided
Instruction--made this much easier for me. I taught primarily through
problem solving, used similar problem sturctures with options for
"number range" which allowed children to work at their own level of
comfort. I geared my expectations accordingly. As to the science and
social studies curriculums, I looped them. I used third grade year one,
second year two, first year one and ENRICHED or MODIFIED accordingly.
What is frightening is the idea that some how multi-age becomes the one
room school house, where you are expected to teach first, second and
third as they have always been taught in a shared room. There is a
difference between a split classroom and a multiage room.
Unfortunately, it seems like much of what will enable you to teach
multiage is sort of out of your hands via mandate.

A couple of books that I found helpful as I got started were:

How to Manage Your Multi-Age Classroom, Grades K-2
by Kelley D. Kremer, et
al

The Mutli-Age Classroom, An Inside Look At One Community of Learners
by Bev Maeda

I liked the first one better. Also, Frank Smith has much to say about
multiage education, all of it sound. I saw him speak a couple of times
and I know there is a website out there somewhere tat is quite good.

I am envious of you--I am looping and like it, but it doesn't compare
with the community of learning in a multiage room. Have a great year!

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

From: Ltandy1211@aol.com
Date: Mon, 21 Jul 2003 13:09:00 EDT
Subject: Re: [mosaic] Re:The Private Eye

You bring up a good point about cleaning the jeweler's loupes. I would put
them in a bucket after school and bring them to the nearest sink that has
hot
water. Wash them in a bit of mild soap and warm water.

Laurie
3/Ca
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From: "Barbara" <baguzman@mchsi.com>
Subject: Re: [mosaic] what is the definition of reader's workshop?
Date: Mon, 21 Jul 2003 12:05:53 -0500

I agree. I believe that Guided Reading should be a part of Reader's
Workshop. I don't think that one excludes the other. We are just getting
our teachers becoming more comfortable with guided reading and would hate to
give it up. Especially for those most at risk. In only a reader's workshop
I am not sure a teacher could get to those lowest ones daily as in guided
reading.
+++++++++++++++++++++++++++++++++

Date: Mon, 21 Jul 2003 10:52:20 -0700
Subject: Re: [mosaic] NO art, music, science,etc!!!!!
From: "Janet Holbrook" <jmholbrook@earthlink.net>

No, it's not a "state" issue--really. I teach in California also and we
teach all subject areas. In fact, the state has standards/curriculum guides
in all subject areas K-12. However, the state tests are focused on language
arts and math. So there are schools where administration is so concerned
about test scores that teachers are told to drop some subjects. It's a
horrible situation.

I feel fortunate to work where I do. We don't have these directives and we
have flexibility about how we use the Open Court textbook.

Janet in CA
+++++++++++++++++++++++++++++++++++

Date: Mon, 21 Jul 2003 13:36:06 -0500
Subject: Re: [mosaic] what is the definition of reader's workshop?
From: carol carlson <carlsonca@dist102.k12.il.us>

Reader's workshop and guiding reading are two different things.
A reader's workshop is a context in which students choose their own
books to read as they practice reading strategies previously taught and
practiced in whole or small group situations. Before choosing, the
students have learned how to choose the "just right" book, but they
might also have an easy book or a challenging one, and can explain the
difference and why they choose a particular book. The teacher confers
with several students during this time, talking about the student as a
reader. It's more than just SSR with the emphasis as making progress as
readers. As in writer's workhsop, the student is an apprentice to a
good reader, the teacher, and during reading workshop learns and
practices the strategies that good readers employ.
Guided reading should be small flexible groups that meet at a
particular time to address a particular need. The focus of the group is
instruction by the teacher of a particular skill/strategy that these
readers need. Guided reading, though, sometimes falls into the three
reading groups which it was not designed to do. Guided reading groups
sometimes use leveled text. If the teacher is not going to read the
material to the students, the text should be at the student's
instructional level to provide opportunities to teach a skill. But a
guided reading group can also meet to learn decoding strategies, etc.
Cunningham and Fountas and Pinnell both have slightly different
definitions of guided reading. It does not have to be every day; and
every group does not have to meet every day. I think that's where
confusion abounds. It's better to try to meet with your struggling
readers every day, but if you can't because they need time to read at
their independent level, give them the independent time.
If you have a balanced program in place which includes strategy
instruction ala Strategies that Work, independent reading time with
teacher conferences, guided reading can occur as needed. All readers
need a coach who shows them how to interact with slightly challenging
text, but it doesn't have to be every day.
I've been providing staff development for the last five years, and this
is one area that has huge areas of misunderstanding. Richard Allington
says students need 90 MINUTES of independent reading time each day.
Where do kids get that, if not at school?
Sorry this is so long.
Carol C.
++++++++++++++++++++++++++++++++++++++

From: "Mary Gervais" <mary.gervais@sympatico.ca>
Subject: Re: [mosaic] what is the definition of reader's workshop?
Date: Mon, 21 Jul 2003 14:56:10 -0400

Check out Debbie Miller's Book, Reading with Meaning at www.stenhouse.com
where you can browse the book Chapter by Chapter. It is na excellent
resourse and will help with Reader's Workshop ideas. (I think Ch 5 is on
Reader's Workshop).
Mary
+++++++++++++++++++++++++++++++++++++

From: "Barbara" <baguzman@mchsi.com>
Subject: Re: [mosaic] what is the definition of reader's workshop?
Date: Mon, 21 Jul 2003 14:52:59 -0500

I still think that those emergent first graders and some 2nd grade emergent
readers as well as all strugglers on up to 5th or 6th grade need a guided
reading time each day. These are often the children who are zoned out
during whole group reading instruction. And as you say, during a readers'
workshop the teacher only meets with several students. I love the workshop
approach and would get that in along with guided reading at least for the
most at-risk. I think learning to pick their own "just right books" is very
important but students can't instruct themselves. Independent reading and
strategy instruction are two totally different things. Those early readers
and strugglers need instruction daily at their level.
+++++++++++++++++++++++++++++++++

Date: Mon, 21 Jul 2003 13:32:04 -0700
Subject: Re: [mosaic] what is the definition of reader's workshop?
From: Diane M Shadwick <dshadwick@juno.com>

It is important that students pick their own books for reading
independently. I just finished my internship working under a great
teacher during summer school. She has the students pick three to four
books from their book box (books we have used in guided reading) and
three books from her library. She has the library set up in boxes,
narrative, expository, and poetry. Hope this helps:-)

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

Date: Mon, 21 Jul 2003 13:41:48 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] NO art, music, science,etc!!!!!

Good answer, Janet. I still need to be reminded that it's not the
same everywhere here. Our superintendent came in like a banshee
howling and changed everything. We were balanced, thematic, teacher
driven, Rigby and Wright Group users just a few short years ago.

You are right, it's the standardized tests that drive instruction,
although no one actually comes out and says it. Aren't they adding a
science test for 6th grade? We'll probably get science texts some
day.

The superintendent tweaks his mandate like, "Our number one priority
is to get the children reading." But it's just the tests that drive
instruction. And children are pretty much considered failures if
they aren't reading by the end of first grade.

Believe me, plenty of children are 'left behind'. We are retaining
first graders like never before. In fact, we have 5 first grade
rooms and only 4 second grade rooms.

I suspect (hope springing eternally) that the strictness we've been
dealing with will self destruct. It's obviously not working. I'm
sure there are new decisions being made about the 'right' way to
teach, since teachers are doing such a crummy job :) -- there will be
new mandates. The pendelum will swing.

I'm just so glad that my classroom is a portable 'way out on the
other side of the basketball courts and I don't get too many visitors
after the beginning of the year.

Where are you Janet?

Thanks for all of your concern & support.

Katharine
++++++++++++++++++++++++++++++

Date: Mon, 21 Jul 2003 16:12:45 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] what is the definition of reader's workshop?

I think that it is possible to use guided reading groups within a
workshop approach
to reading, but the pressure at our school has been to use center
activities ala
Fountas & Pinnell, complete with planning board and very teacher
directed. My
husband and I have talked about this, and he made the analogy to two
'schools' of
thought on visual arts education. In the Getty Foundation there are
rich materials
designed to get children THINKING about doing art, with a very heavy
emphasis on
aesthetic and art appreciation. The Guggenheim tends to place a greater
focus on
learning through doing in the context of art rich environments. I find
that the
workshop as defined by Fountas & Pinnell is very different from that
which has come
out of the New York Reading And Writing (Calkins, Ray, etc.). I
jokingly call it
the difference between Izod and Birkenstolk (spelling invented
throughout), and I
come down on the Birkenstolk side very firmly.

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

From: "Mark and Ronda Elam" <rjelam@mchsi.com>
Subject: Re: [mosaic] Reading schedules & Multi age classrooms
Date: Sun, 20 Jul 2003 16:25:31 -0500

Being in Kentucky in the early 90s, I had the first "multiage" KERA
(Kentucky Education Reform Act) mandated classroom. I had a low number
of students (under 20), but they went from Kind to 3rd grade. So when
the kid came to me (sometimes as a four year-old kindergartener) they
stayed with me until they went to fourth grade. This was absolutely the
BEST teaching and experiences of my whole teaching career. Each year we
would get a "new crop" of little guys but the others "knew the ropes"
and we hit the ground running on day one! I ran centers throughout the
room (i would have three-five students in each group - red, blue, green,
orange, purple... i can't believe i can still remember those!) and they
moved on a rotating basis throughout the room with one center being
"working with Ms. Ronda".... we used no textbooks, the entire program
was centered around what each child needed in relation to the grade
level standards, but was flexible enough to take into account the need
for remediation or acceleration .. it was a LOT of work, but like i
said.. was the best learning and teaching EVER!

HOWEVER, that being said.. the one downfall of the program is that you
cannot "MANDATE" these programs.. by doing so, you're destined to fail
because the teachers who do NOT buy in will sabatoge you to no
end!!!!!!! (i even had one go to the principal on me because i was
teaching second graders to tell time to the minute and EVERYONE knew
that they only learned to the five minute intervals! argh!..,. plus,
those who are "Basal dependent" can't handle it!.. and we all know that
not everyone is willing to give up the time "after" school hours to put
into the planning of such a classroom... AND.. you do burn out (or
at least i did) from such total involvement.. of course, that could have
something to do with the 11 IEPs i ended up with my final year (with 7
of them being some type of behavior problems) that were moved to my room
because i could handle them when no one else could..haha!

but.. like i said . those were the best years.. my first bunch is
graduating this year from these classes that i had and i'm so proud of
them.. the olders learned responsibility and leadership skills that you
can't teach directly and the smaller ones had great role models and help
whenever they needed it... they were my babies ( of course after
spending four years with them, you feel they belong to you!!!) =3D)
+++++++++++++++++++++++++++++++++

From: JATShaw@aol.com
Date: Mon, 21 Jul 2003 19:55:56 EDT
Subject: Re: [mosaic] Bag of Tricks

Hello! It was this one in an earlier email....I've always thought of it
as=20
the 5-seeds poem. Sorry if I confused you. =20

Planting Time

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

First, plant five rows of

Presence
Preparation
Promptness
Purpose
Perseverance

Next, plant three rows of squash

Squash negativism
Squash criticism
Squash indifference

Then, plant three rows of lettuce

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

No garden is complete without turnips!

Turn up for staff development
Turn up with a smile
Turn up with new ideas

& Turn up with the determination to teach every child!
++++++++++++++++++++++++++++++++

Date: Mon, 21 Jul 2003 19:28:20 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] anyone want to discuss anything?

Well, I should have looked more closely at my information as it was
Fletcher, not Graves. Graves was wishful thinking, I guess, but
Fletcher was wonderful! I am still trying to digest this as on the
heels of Hamline--Stephen Krashen, Lester Laminack, Karen Ernst DaSylva,
Georgia Heard and Ralph Fletcher my district hosted Brain Cambourne and
Andrea Butler for four days. This was wonderful, as I have known Brian
via the internet. Now I am off, soon, to another conference in St.
Paul. It is called Literacies For All, formerly Whole Lanuage Umbrella
and promises to be wondrous as well. I may have to wait until I get
back to share with you all, but will be happy to do so. What a great
month it has been for me--I've gotten a real cognitive workout.

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

From: JATShaw@aol.com
Date: Mon, 21 Jul 2003 20:37:02 EDT
Subject: Re: [mosaic] directional text

In a message dated 7/17/2003 4:50:26 AM Pacific Daylight Time,
JLabar1026@aol.com writes:

Could really be adapted to the adolescent.
>
And adults as well. One of my workplace students wants to rewrite some of
his procedures for his job, and now I am looking for some examples of good
directions at this level...ala Wondrous Words (thanks to all for that book
suggestion, I loved, loved, loved it!) and finding text to read like a
writer. It's
a bit of a challenge...for example, my husband is still trying to decipher
the
directions that came with his new watch...so far the watch-chime is winning!

It's been fun reading all these various comments and trying to figure how to
apply them at a different but very needy level. And it's fabulous seeing
the
energy and passion of this group; it makes me very hopeful that services for
adult new readers will eventually be unnecessary!
++++++++++++++++++++++++++++

From: Bethany220@aol.com
Date: Mon, 21 Jul 2003 16:44:09 EDT
Subject: Re: [mosaic] what is the definition of reader's workshop?

Debbie Miller's book Reading with Meaning is an excellent resource, you may
want to check out Regie Routman's Reading Essentials also. Both great
resources, Bethany
++++++++++++++++++++++++++

From: "Joan Matuga" <joan3teach@hotmail.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Mon, 21 Jul 2003 21:37:28 -0700

This will be the first time in 13 years that I will be teaching a 2/3
combination classroom. I wish I had some wonderful experiences to share.
The last time I taught a combination class it was easier because I didn't
have pacing charts. In our district, we have them for both math and reading.
Teaching a single grade, I realized that my pacing chart didn't match the
districts. I can't imagine how it will be for a combination class.
I am going to try to use the Math Essentials that has been discussed in this
group. I think it sounds really good. I'm going to really try to shorten the
time spent on Houghton-Mifflin but I'll see how it goes.
I hate workbooks and felt somewhat guilty last year because I sent most of
them home in June with 3/4 blank pages. However, my kids knew their math and
I feel that their reading had really improved.
Have a wonderful day!
Joan
++++++++++++++++++++++++++++

Date: Mon, 21 Jul 2003 21:50:11 -0700
From: elouros <elouros@lausd.k12.ca.us>
Subject: [mosaic]

I am saddened by the recent discussion on this listserv and several others
that I am on about the forced implementation of basal reading programs such
as
Open Court and Houghton Mifflin, especially in my great state of California.

For the past couple of years I have been fighting this battle in the
district
I wo