> with an old copy of a Dick and Jane at a training

I have a spin-off called More Fun with Dick and Jane that was published in
1986 and is very funny...it's just like the real ones only updated for the
'80s. For those of us who learned to read with this method, it's a bit of
funny
nostalgia. We have a local restaurant that has a framed page from the old
big
books as part of the decor...and I've often wondered whether they know that
it's valuable. I once spotted a book in an antique shop and considered
buying
it until I saw the price tag! Don't you wonder whether any of today's
textbooks will end up in antique shops? JS
+++++++++++++++++++++++++++

Date: Wed, 23 Jul 2003 21:14:38 -0500
Subject: [mosaic] Collecting old school books
From: Datsauer <datsauer@chartermi.net>

I have a small collection of old reading texts and teachers' manuals. It's
fun to see what has and hasn't changed. The really old stories were very
moralistic. Among the oldest in my collection are: Page's Theory and
Practice of Teaching from 1885, The Young Reader from 1840, and Webb's
Word-Method from 1867. The preface to that one states, "In the year 1846 I
wrote my first Word-Method Primer. At that time I was not aware that in all
the wide wide world a work had ever been prepared avowedly to teach the
child to read words before teaching him letters. The opposition which the
method met proved both its novelty and the power of habit. The Word-Method
was pronounced not only impracticable, but foolish in the extreme, - the
conception of a fanatic that would pass away like the empty wind. But that
little book... had another destiny. Its principle shall never die. Teachers
are beginning to understand that by simply knowing the names of the letters,
and 'saying them off' in a word, give the chid no certain key to its
pronunciation. People generally begin to ask how the letters aid the child
in his first efforts in learning to read."

And we thought the reading wars were a 20th century phenomenon!
Debbie in Duluth
++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] Guiding Questions for Mosaic Book Talk
Date: Wed, 23 Jul 2003 20:45:49 -0500

Hi all.....
Here are some guiding questions that I took from somewhere on the
Internet awhile back. Ginger, are there some guiding questions on the
tools pages too? These were created by a Russell Yates. They might help
probe your thoughts as we contribute to this discussion (especially some
of the later chapters - a matching definition activity - YUCK - no
offense to Russell - perhaps that was the purpose - to generate
dialogue. :) ) Anyway, I am sure that all of us can come up with some
other questions for some of the later discussions too. HAPPY READING!!!

Shelly

Study Guide Created by Russell Yates

Focus Questions for Mosaic of Thought

One

1. What were the author's purposes in writing Mosaic of Thought?

2. What is your interpretation of the last line of Billy Collins' poem,
"First Reader" on page two?

3. How does our Reading instruction here at ________ school
compare/contrast with what the authors are describing?

4. What do you think is the focus of this book?

Two

1. When teaching in a Reader's Workshop, how is the teaching of
comprehension skills different than the way we learned to read (i.e.
comprehension questions, vocabulary words, three reading groups a day
with seat work)?

2. Why do the authors' suggest teaching in a Reader's Workshop instead
of a programmed reading instruction? How is this accomplished?

3. What are the reading strategies used by a proficient reader? What
role does metacognition play in teaching/learning reading comprehension?

Three

1. What were you thinking as you read "Salvador, Late or Early?" What
were your thoughts after you finished reading?

2. Why is it important to understand how you comprehend reading before
teaching our students?

3. What did Sharon do in her classroom to make students aware of their
own comprehension?

4. How do you use metacognition in Reader's Workshop?

Four

1. What are the steps needed in order for the students to begin to use a
comprehension strategy independently as they read?

2. What kind of a chart could you use in your classroom to ensure that
your students are making the connections between their own schema and
text?

3. In what ways do you apply the information in this chapter when
working with your students?

4. What was the single one (or two) most interesting or valuable
insights while reading this chapter?

Five

1. Read pages 73-96

2. Bring a non-fiction book and an idea on how to model the important
information (what is essential) in your book.

Six

1. According to research what is the biggest contributor to student's
low performance in reading? Why?

2. What kind of questions were modeled by the classroom teacher?
Explain the process she used.

3. What connections can you make to First Steps Reading from this
chapter?

4. How can we incorporate students' questions in our reading
conferences? What can be done to ensure the students remember their
questions?

5. What are invitational groups and how could you implement them in your
classroom or as a support team member?

Seven - Cloze Procedure

Images are spawned by the ______, but are linked to our experiences.
Children gradually assumed responsibility for ________, paying attention
to, and elaborating their own mental ______ as they read, marking the
text with self-adhesive notes when they became aware of
an image. They began to differentiate between sensory and ________
images.

The large group sharing time at the end of most readers' workshops
focused on how awareness of images deepens ______ and _______.

Each literature response area provided the space and different materials
students could use to express images ________ during the reading or
their own books.

Images of proficient readers emerge from all _________ senses, as well
as the ______, and are anchored in a reader's prior knowledge.

Proficient readers ______ their images as they continue to read. Images
are revised to incorporate new _____ as they are developed by the
reader.

The process of _______ should be almost entirely _______ directed in the
early mini lessons. Most mini lessons at this stage will be done with
interesting, but relatively ________ text with the whole class.

In conferences, the teacher asks children to read and think aloud about
their images and helps them to ______ between images that are _____ to
understanding the text and those details in images that may be
interesting, but not critical to understanding the text as a whole.

The teacher meets with small _______ groups to support children who need
more instruction and modeling in order to make the ______ between
awareness of their images and comprehension.

Key elements to ______ are images that are central to understanding
______ points in the text rather than __________ details; images that
are detailed and richly descriptive; images that extend and enhance the
text; images that come from all the __________ and the emotions.

Eight

Match the terms and definitions.

a. Infer
............................................1. words printed on a page

b. Inference ................................... 2.
stated directly in the text=20

c. Build meaning......................... 3. wide
variety of interpretation

d. Implicit meaning ...................... 4. push
beyond the literal

e. Schema ................................... 5.
predictions

f. Explicit meaning ...................... 6. doing
something with the text

g. Fiction text .................................7.
prior knowledge

h. Non-fiction text ..........................8.
weave our own sense into the text

i. Literal
........................................9.a mosaic

j. Inferences................................. 10.
not stated directly in the text

k. Original meaning.................... 11. narrower
range of interpretation

Nine

Working in small groups, participants write a summary or a synthesis of
the chapter.

Ten

Cake walk all the strategies. Describe the strategy. Give activities.
++++++++++++++++++++++++++

From: cllc@comcast.net
Subject: Re: [mosaic] K2K responses
Date: Thu, 24 Jul 2003 03:29:21 +0000

Has the K2K discussion officially ended? Have we moved on to a new book?

Regardless-
I have an interesting point to share:
>>>From the Reading Research Quarterly, Oct 2001

"Patterns of discourse in two kinds of literature discussions" by Chinn,
Anderson, and Waggoner

This study of four fourth-grade classrooms analyzed changes in
instructional
discourse features in two different formats: Recitation and Collaborative
Reasoning discussion format. They watched for amount of teacher talk and
student talk, the frequency of interruptions, the character of teacher and
student questions, and the cognitive processes manifested in the students'
talk.

This was interesting:
"There was great variations in the frequency of interruptions across the
various
classes and groups. The best predictor of the frequency of interruptions in
Collaborative Reasoning discussions was the number of times that teachers
had
interrupted students in the group during Recitations. This is an intriguing
result that suggest that difficulties with management during discussions
with
open participation structure may arise from students imitating teacher
actions
that were observed during teacher-controlled discussions. One importatn
way to
encourage more orderly discussions when students gain more control may be to
encourage teachers not to intertupt studetns during those discussions in
which
the teacher is in control."

Carol /2/CA
+++++++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: [mosaic] K2K
Date: Wed, 23 Jul 2003 23:08:24 -0500

Carol,

Thank you! Thank you for chiming in on K2K. The conversation seems to have
gone dormant...am I am not sure why. Your article excerpt has me headed for
my bookshelf to pull my Reading Research Quarterly out and read the article!
I will comment after I have done so. In the meantime...is anybody out there
that has read, is currently reading, or will be reading K2K? We'd love to
hear from you. Check in, won't you?

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

Date: Wed, 23 Jul 2003 21:39:06 -0700
From: "Hayley Dupuy" <dupuyh@cambrian.k12.ca.us>
Subject: Re: [mosaic] K2K

Hi,

This is the first time I'm contributing to the K2K talk but I've been
reading most of the posts. I'm wondering if conversation about the book
is lagging due to lack of wonder questions. It seems this book preaches
to the choir: it's a great validation of our beliefs and fits perfectly
with how we would like to teach. What do we discuss if we agree? It
doesn't seem that there has been much unanswered questioning about the
the book's content. That said, I am only beginning chapter three...

Here are some things I'm wondering about at this point. First, does this
book offer up a transition to students having more choice of literature.
>>>From what I've understood, dynamic duos and guided comprehension are
based on whole class readings (Chapter 2). That's what the examples are
about (Matilda, Toliver's Travels, Number the Stars...) I can see how
that would work in introducing a strategy. However, Ardith herself says
on p.25, "Without comprehension, book-related discussions are next to
impossible; that is, comprehension inspires conversation." What do we
do with the struggling readers during "dynamic duos" if those readers
haven't understood the text? I know they can learn something from the
conversation, but they need to be able to contribute to the
conversation. I haven't picked up on any place in this book where
Ardith discusses the different levels of readers in a classroom. She
just repeats that with modeling, everyone will catch on to the types of
questions to ask and how to have a literature-based conversation. I can
remember students of mine who were great at asking deep questions, but
the questions were irrelevant because they were based on total
MISunderstanding of the story being read.

Another thing I'm wondering about is how much time to spend on duos and
on guided comprehension before moving on. On one hand Ardith seems to
be offering up a step-by-step plan, while on the other hand I see few
guidelines for progress through the steps. Am I supposed to model
something each day? Am I supposed to pick out texts for the class for
as long as it takes to get the conversations ready to move on to groups?
I feel like there are some holes in this book so far that I could fill
in through my own planning but that leave me confused as I read.

It's not that I want to be negative, it's just that I find that only
gushing about how great this book is doesn't lead us into exciting back
and forth conversations (to use Ardith's terms). I guess I'm in the
mood for a good, healthy debate! Anyone out there with some doubts?
criticism? cynicism?

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

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] Mosaic - Chapter 1 thoughts
Date: Wed, 23 Jul 2003 21:48:04 -0500

Hi all.....I remember the first time I read Mosaic I was pretty blown
away for awhile and almost didn't finish it. Oh my gosh....what if I
hadn't? It has changed me both as a reader and as a teacher.
Right from the Prologue I was impacted by the discussion about whole
language versus phonics debate - A couple of years ago, I had a
discussion with the head of reading Recovery from Purdue University
(here in West Lafayette, IN) and I remember in the discussion she
described herself as eclectic - she uses a little bit of this and a
little bit of that. She isn't entirely "anything". She just uses the
best of many different programs or philosophies to meet the needs of her
readers. I love that. Just like the authors quoted, "We believed at the
project's inception - and still do no - that learning to read depends on
two critical factors: the teacher's thorough understanding of the
reading process itself, and his or her determination to understanding
and respond to each child's needs a as a reader. When both conditions
are present, the debate becomes a mirage." SO ever since that day, I
have described myself as eclectic as well - (Thank you Tammy Younts.)

I liked to read as a child - I loved the Boxcar Children series. I had
TONS of books at home. I was read to a ton by my mom. In school, I do
remember Dick and Jane in first grade and after that I guess a basal.
I TOTALLY connected with the paragraph on p. 3 - "I had already learned
how to read, but I rarely bothered to look. We learned that words on
the page held a literal, finite truth that wasn't challenged by the
reader. We learned to identify main ideas and write short book reports.
We answered comprehension questions at the end of abridged stories in
basal readers." I can even remember being called back to the round
table and I was so proud to be in the blue birds -- OH MY
GOSH...uuggghh! I remember being in AP English in high school and just
scrambling by. I am almost embarrassed to tell you that I just wanted
to crawl under my seat and die when the teacher talked about the THEME
and SYMBOLISM. I didn't get it at all. Think alouds would have
definitely been a help prior to my junior year of high school. I don't
even think I figured it out until graduate school. I definitely didn't
learn to synthesize until then.

It's also interesting to me - now rereading Mosaic how the author is
thinking aloud to us the reader her Text to Self connections with the
poem. At the first reading I didn't get it b/c I didn't know about T-S
Connections. Interesting....how it all started to pull together.

"I am obsessed" the author says - that is how I have felt this summer
thinking about how I will organize my reading and writing workshop. I
just want it to fall into place smoothly......how will I balance Mosaic
mini-lessons with IR (from Fountas and Pinnell) minilessons with
conference and responding to journals - not to mention just reading."
HA! Then the Fletcher and Ray writing stuff that I have been
reading.......oh there's a whole other discussion.

I also think of how I taught reading for several years and I just go
back to that Nonsense thing on the Tools page. A jibberish paragraph
with questions that can be spit back and yet you don't know anything
after reading the paragraph. I have to reread that all the time!

Ellin describes goal setting by the teachers in the project so I guess I
am going to set some goals right here for everyone to see.
1.) To teach my student about the "journey" that Ellin describes.
That it is SO MUCH MORE to reading than the literal stuff. I want my
students to think about how they are making meaning. How will I do it?
Well, I just purchased my reading response journals and writer's
journals this week. That will be one way. I am going to shoot for think
alouds several times a week. I want to stick to the workshop format all
year-
- Minilesson - Mosaic strategy and other lessons here
-IR time - with me pulling guided reading groups or conferencing
-sharing circle

:) Let's shoot for Chapter 2 by Sunday.....
Shelly
++++++++++++++++++++++++++

From: Teachinsue@aol.com
Date: Thu, 24 Jul 2003 08:22:26 EDT
Subject: Re: [mosaic] Great Read Alouds?

Cindy

A great read aloud is the book Because of Winn-Dixie by Kate
DiCamillo. I am sure you will find your friendship theme in this story.

Susan
Florida
++++++++++++++++++++++++++

From: "Cathy" <cgage@gwi.net>
Subject: Re: [mosaic] Guiding Questions for Mosaic Book Talk
Date: Thu, 24 Jul 2003 08:37:47 -0400

Shelly - these are posted on the Tools page under Staff Development.
http://www.u46teachers.org/mosaic/tools/tools.htm
++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] k2k - Mosaic - two books
Date: Thu, 24 Jul 2003 08:09:01 -0500

Hi....there are two book talks - many of us don't have k2k and are
trying to implement beginning stages of Mosaic. I thought it would be
nice to generate some new discussion about mosaic itself! :)
++++++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] teaching tools link
Date: Thu, 24 Jul 2003 08:16:04 -0500
Reply-To: mosaic@u46teachers.org

http://www.u46teachers.org/mosaic/stratagies.htm
++++++++++++++++++++++++++++++++

From: Creecher12@aol.com
Date: Thu, 24 Jul 2003 09:30:57 EDT
Subject: Re: [mosaic] Mosaic - Chapter 1 thoughts

In a message dated 7/24/03 3:06:17 AM Eastern Daylight Time,
pristine@aclass.com writes:

> Right from the Prologue I was impacted by the discussion about whole
> language versus phonics debate - A couple of years ago, I had a
discussion with
> the head of reading Recovery from Purdue University (here in West
Lafayette,
> IN) and I remember in the discussion she described herself as eclectic -
she
> uses a little bit of this and a little bit of that. She isn't entirely
> "anything". She just uses the best of many different programs or
philosophies to
> meet the needs of her readers.

If you are talking about a "whole language phonics debate", you don't
understand whole language. Whole Language has always included THREE cueing
systems
including graphophonemics. What you describe,meeting the needs of each
reader,
IS Whole Language.

Nancy Creech
>>>From the Whole Language Umbrella Conference in St.Paul.
Wish you were here!
++++++++++++++++++++++++++++++

From: JLabar1026@aol.com
Date: Thu, 24 Jul 2003 10:24:07 EDT
Subject: Re: [mosaic] Contests for Reading (long)

In a message dated 7/12/03 2:41:06 PM Eastern Daylight Time, JATShaw@aol.com
writes:

> I LOVED that book (Winn Dixie) and passed it around our agency; it was
> recommended to me by an adult seatmate enroute to Pittsburgh some time
ago. Her
> bookclub (adults!) had just read it. Judy S

Ditto on Winn Dixie. I was just talking to a strong minded Children's
Bookseller in the Mall and encouraging her to read the book, since it is not
really a
dog story.

Naturally, we digressed. She recommended the picture book that looks at
Marian Anderson's story.We were discussing Amelia and Eleanor.

She confided that she hated dog stories. I found this vaguely amusing.

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

Date: Thu, 24 Jul 2003 08:43:54 -0700
Subject: Re: [mosaic] K2K
From: Diane M Shadwick <dshadwick@juno.com>

I have just finished my M.Ed. in Reading & Literacy and am now just
starting to read K2K. I'm very interested in keeping a conversation
going:-)

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

From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] K2K
Date: Thu, 24 Jul 2003 11:36:48 -0500

I'm just still debating how it will fit with my strategy instruction. I =
feel like I don't have time to do K2K (invest the time needed), and get =
my strategy instruction goal met. My goal for this school year is to go =
WAY deeper with the strategies I teach. How can I do this and do K2K =
effectively? Any suggestions from anyone on how to balance it all? =
Anyone with a plan they can model :) to us? Thanks letting me =
"piggyback" off you Hayley!
Kelley
++++++++++++++++++++++++++

Date: Thu, 24 Jul 2003 10:26:51 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] Mosaic - Chapter 1 thoughts

Hi,

Nancy, it's always good to hear from you -- and yes, I wish very much
that I was there!!!

The whole language vs phonics debate doesn't really have anything to
do with Whole Language. I'd say that most people involved in this
debate have a skewed idea of what Whole Language is anyway.

When I was in teacher school (15 years ago -- wow) I was taught
Whole Language. The true way, the way you describe, phonics,
phonemic awareness, literature, etc -- the whole thing. HOWEVER when
I got hired my district and school insisted that Whole Language meant
no phonics, little direct teaching and a bunch of other stupid stuff.
("Take those vowel pictures off the wall" is a direct quote.)

(Those of you who know me remember that my district tends to swing to
the extremes of the educational pendulum)

Sadly, a lot of teachers were taught a strange kind of "whole
language" just as now we are being taught a strange kind of ... I
don't know what to call it -- in polite society anyway.

This insane world we live in, where politicians and newspaper editors
get to enforce an educational world that works against natural laws
at practically every step of the way, and then 5 years later blame
the teacher and set up a new bizarre system ---- well, it's an
insane world.

AND,

I can't find my Mosaic book anywhere! I can't think who I lent it to
or where I took it. And I didn't buy the K2K book. ..... So, I must
tell you I am really appreciating the posts that are being written.
Sorry I don't have a lot to add.

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

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: [mosaic] Mosaic - Chapter 1 thoughts
Date: Thu, 24 Jul 2003 14:09:46 -0400

Last summer Mosaic was an assigned text for a graduate reading course tha=
t my favorite graduate professor was teaching. Although I had confidence =
in him for choosing a great book, I decided to borrow a copy of Mosaic fr=
om a friend just in case I decided it wasn't for me. Needless to say by t=
he time I finished it I was sorry I hadn't bought my own copy! Since then=
I have my own copy which is collecting highlighting throughout and many =
notes as I read. =20

Mosaic has been a guide for me about teaching reading to fifth graders. B=
efore I began teaching the strategies presented in this book I felt like =
I was failing my students as a reading teacher. Sure, I gave them plenty =
of time to read themselves, had them reflect on their reading through jou=
rnal letters to me, had them participate in reading groups and literature=
circles, but I didn't feel like I taught them anything about how to read=
or understand text. Thank goodness for this wonderful book, and the supp=
ort of this listserv and a few colleagues who also believe in the strateg=
ies.

I also loved to read as a child, but I have very few memories of it. The =
first reading experience I remember is when my mom read Charlotte's Web t=
o me (I grew up on a pig farm so this quickly became my favorite book and=
is still near the top of my list!). I remember reading lots of the Babys=
itters Club series and it being all the rage with my friends. Nancy Drew =
was also one of my favorites. Not until I read Mosaic and began teaching =
the strategies did I realize that not everyone pays attention to their th=
oughts as they read. I have always, especially with making connections, i=
mages, questions and inferences (Nancy Drew helped with that I think!). R=
arely did I share these thoughts with others though, certainly not in a c=
lass full of my peers!

>>>From the poem, First Reader, "...we were forgetting how to look, learning=
how to read." made me so sad, but the more I read it, the more my interp=
retation of it changes. At first, I felt like the fun of "looking" was be=
ing taken from the child for the rigor of "reading". Then I thought that =
"learning how to read" meant delving deeper than just the decoded words a=
nd pictures on the page and the child being excited at the prospect of le=
arning how to read. Anyone else have multiple meanings from the poem?

Last summer I was obsessed, as Keene so accurately puts it. I was constan=
tly creating documents to help me teach the strategies, rubrics to assess=
them (the ones my colleague and I shared with the list), and compiling b=
ooklists, then sending them to my colleague to look over since she had a =
year of experience with teaching the strategies. My husband thought I was=
insane (we had just gotten married in May of last year so I think he may=
have been a little scared as well...). This summer I decided to not get =
sucked in...but it's hard!!! A lot of my attention is being pulled in oth=
er directions because of our school becoming a middle school. I'm reading=
everything I can get my hands on about teaching in a middle school, as w=
ell as teaching reading and social studies. I've been trying to figure ou=
t how to organize my 40 minute reading period and listed all of the thing=
s I still want to include that I've done in the past, but I don't know ho=
w I'm going to do it!

Okay, enough babbling! I love this book and can't wait to move on to chap=
ter 2!
--Carrie :)
++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Thu, 24 Jul 2003 14:21:31 EDT
Subject: Re: [mosaic] K2K

Kelley,
With my fifth graders last year, I modeled the conversation in small
groups by making sure each person had time to speak. By the end of the
year,
they were doing it without any reminders.
I plan on doing the same thing with my third graders. I know it will
take more time and effort on my part, but that is how I felt I could do some
of the K2K strategies and skill work.
I agree that conversations are important but not in isolation. They
can take place when you are conferencing about their independent reading.
Literature groups are also another place where conversations can take place.
So many times when we learn a new method we forget or put aside
previous methods. My feeling is that we should incorporate several methods
that
would best help our students. Some classes OR students might need practice
having a conversation, but not all.
Parents are becoming more involved in their child's learning when WE
inform them what is happening in the classroom either through newsletters,
bulletins, homework, phone calls (not just for problems but to report good
things
too), etc. If the parents have some idea of how or what to discuss, they
will
have conversations.
Some have wondered why conversations and discussions haven't taken
place about K2K is they are already doing something or wonder why it is
important. Most people who are into Guided Reading or MOT are already
practicing the
principles of K2K.
Alexa
PS There have been people who have requested that personal comments be made
to each other and not the entire group. I agree. Please use the From: link
to make personal responses.
Thanks!
Alexa
+++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Thu, 24 Jul 2003 14:33:35 EDT
Subject: [mosaic] Mosaic

I attended an Institute for Guided Reading for Grades 3 - 6 at Lesley
College
run by Irene Fountas. I had done some reading and had questions that were
basically answered by Irene and the other speakers. There were breakout
sessions which were monitered by Lesley staff. At one of the sessions, a
teacher who
had been doing GR suggested STW and MOT. Between the Institute, STW, and
MOT
I went back enthused to try the program.

Last year my fifth graders had a hard time adjusting to writing and telling
about what they were thinking and away from summarizing. By the end of the
year, they were thinking and expressing all sorts of ideas. One time I
asked
them to summarize something. At which point one of the kids said you are
trying
to confuse us. I said no, I am making you think.

I am glad people are discussing MOT as I had been thinking of rereading it
again myself to help me get ready for my new third grade assignment.

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

From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] K2K
Date: Thu, 24 Jul 2003 14:03:56 -0500

Alexa,
Your ideas about involving parents are great. I do agree that we are =
already practicing many of the principles of K2K. So now I'm thinking =
maybe I can incorporate some of the K2K into the "have a go" portion of =
my long strategy studies. I can model my thinking for a couple weeks as =
outlined in Mosaic. Then when it's time for kids to start sharing their =
thoughts with each other, I can integrate K2K ideas. I'm also thinking =
I'll do initial K2K work the first month of school during our morning =
meetings. Thanks for getting me thinking. . . :)
Kelley
++++++++++++++++++++++++++++++

Date: Thu, 24 Jul 2003 12:30:58 -0700
From: "Colleen Mussetter" <CMusset@mlsd.org>
Subject: [mosaic] Dick and Jane nostalgia

Have you seen the book out now called "More Fun With Dick and Jane" by
Marc Gregory Gallant. It tells how Dick, Jane and Sally have grown up
and "are not the children you remember." They have families.
What a hoot--written just like the Dick and Jane books-for us "mature"
people (no ages mentioned--tee!hee!)

"Look, look!" said Brad. (Dick's son)
"Look at my stunt kite.
See it go up.
Up, up, up,"

There are also words introduced like pooper-scooper, networking,
microwave, accountant. When you want to take a break from all those
"reading to learn" books, this is a quick, enjoyabe book for fun. Have
a fun time. Colleen
++++++++++++++++++++++++

From: "Georgina J. Pipes" <gpipes@bellsouth.net>
Subject: [mosaic] Reading Coordinator Job Descriptions
Date: Thu, 24 Jul 2003 14:49:18 -0500

I am looking for job descriptions for people who hold SYSTEM level reading
coordinator/literacy coordinator/specialist positions. If you hold one of
these positions and would be willing to share your job description it would
be greatly appreciated!!! I am compiling a list of "duties" for a potential
new position in my area and I would love to see what others are doing.

Thanks,

Georgina J. Pipes
Regional Reading Specialist
Alabama Reading Initiative
+++++++++++++++++++++++++

From: MissWalsh1@aol.com
Date: Thu, 24 Jul 2003 16:33:37 EDT
Subject: [mosaic] Math Essentials

Dear North Carolina teachers (and users of Math Essentials),

I just received my copy of the Math Essentials for 2nd grade in the mail.
It
was a massive package (and actually cost more that was mentioned- I think it
was $30). Anyway, it is great! It is printed and three whole punched and
ready to go. When I was looking through it, though, I realized that there
is a
lot more that just daily math problems. They also have a weekly Keeping
Skills
Sharp section, a Problem Solving Pairs problem, and a game to go with the
daily problems. The kit also includes all the blackline masters from the
site, a
classroom strategies section that includes learning standards with
activities, and a huge assessment section. The assessment include quarter
tests,
samples of how to grade them, and an overview of NC assessment standards.
So, my
question is, are you expected to teach this in addition to your math series,
or
do you not have a math series? I thought the Math Essentials was just a
daily
math problem, but this is so much more. The assessments all have rubrics,
too. We use Everyday Math in my district, and it comes with its own
assessments. That's why I thought I would ask if you use a series, too,
because using
two separate assessment tools seems like a lot.

Anyway, I was very impressed with my delivery, and will definitely use parts
of it to enhance my math curriculum this year.

Thanks,
Leah 2nd
++++++++++++++++++++++++++

From: "Marcia Kellenberger" <mgk59@msn.com>
Subject: [mosaic] K2K -- Response to Alexa and Kelley
Date: Thu, 24 Jul 2003 15:23:39 -0500

"Most people who are into Guided Reading or MOT are already practicing
the principles of K2K."

I agree with Alexa -- to me the conversation piece that Ardith outlines
in K2K is the VEHICLE for strategy instruction, not something new or
additional. I am so hopeful that the gradual release model will go more
smoothly if I take the time to really teach the children how to, first
off, talk to each other, and then secondly, really be able to talk about
their thinking as it relates to literature. My thinking (for the
moment, at least!), is that the "I wonders" that Ardith begins with
would lay a wonderful foundation for further strategy study but, at the
beginning of the year, the "art of conversation" would be the primary
focus.

Thanks for getting us thinking, Kelley.

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

From: "Barrick" <barrick@vvm.com>
Subject: Re: [mosaic] K2K
Date: Thu, 24 Jul 2003 13:35:34 -0500

I recently received my copy of K2K... I've so enjoyed the online discussion
that I bought the book. I plan to start it as soon as I finish my work for
my summer classes (research papers, etc.) I'm new to the teaching field of
reading - 13 yrs. of music ed. teaching - so I am gleaning MANY wonderful,
useful ideas from the list.

Thanks!
Marla 5/6 TX
+++++++++++++++++++++++++++

From: "Cathy Semkin" <cathy@iland.net>
Subject: [mosaic] Math/MOT
Date: Thu, 24 Jul 2003 16:06:13 -0500

I wish to thank all of the contributors to the discussions on Math/MOT.
These discussions have been so good that they could be material for a
study group themselves. Now I wish to pose a question. Which most
effects a student's ability to solve written problems? Ability to
comprehend printed material or ability to reason?

Our middle school math teachers use Connected Math. I believe this
series is published by Prentice-Hall. Each concept is introduced with
several sections (in some cases pages) of descriptions of a object or
event. For example, the linear algebra section begins by talking about
a bicycle ride and continues this idea stream through the presentation
of the concepts. Our math teachers are concerned about the need for
teaching reading comprehension with such long reading passages. What do
you think?
Cathy
++++++++++++++++++++++++++++++

Date: Thu, 24 Jul 2003 09:36:03 -0700
From: "Hayley Dupuy" <dupuyh@cambrian.k12.ca.us>
Subject: Re: [mosaic] K2K

I'm still reading it and sent a message about it yesterday, but I'm
wondering if other readers have moved on to something new or are busy
starting school. I'd still like to discuss K2K
but I'm having a hard time getting into it (only on Chapter 3).

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

From: "Lisa Repaskey" <chesna03@hotmail.com>
Subject: Re: [mosaic] Math Essentials
Date: Thu, 24 Jul 2003 18:03:08 -0400

Leah,

You got more than just the Strategies for Math Instruction....you also got
the 2nd grade portion of the K-2 math assessments that we do each quarter
for the full year.

As North Carolina teachers, we get the math assessments already run off for
each student each quarter, as well as the summative at the end of the year.
There are Peformance Assessments as well that we do in grades K-2. The
quarterly assessments for grades 3-5 are created by each county themselves.
In my county, each quarter's assessment looks much like the EOGs that the
3rd-5th graders take at the end of the year.

As for our math curriculum, I can only speak for my county (Forsyth
Co...which is Winston Salem). We do have a math text....but it is pathetic.
Why they bought it is "beyond me" because it fails to adequately address
any of our standards in math. Teachers HAVE to supplement....most teachers
use the Math Essentials.

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

From: "Barbara" <baguzman@mchsi.com>
Subject: Re: [mosaic] K2K
Date: Thu, 24 Jul 2003 16:58:18 -0500

Karla, which article in Reading Research Quarterly are you speaking about?
I have read K2K and I guess the biggest thing I got out of it was the need
to teach kids to converse. Families don't sit down the way they used to
portray on Leave it to Beaver, etc, etc, and kids just really don't know how
to converse. I have to pry conversation out of my Reading Recovery students
and am still oftentimes not successful. I must say that I could have used
the instruction in conversation. Maybe then I could have spoken up in class
way before high school. I think it was the quote in the first chapter of
K2K which said something like "conversation make us visible". I was
invisible all the way through grade school and junior high and most of high
school. I got straight A's but never had to put my thoughts in order or
even think, for that matter. All I had to do was regurgitate what I heard
from others or from a book and I was able to do it. Learning to think,
converse, and give a reason for their thoughts will put these learners at a
great advantage. I think it's a great way to teach. I enjoyed reading the
book. I hope to go back and join the conversation on Mosaic. It's been a
long time since I've been back to that book. Good suggestion.
++++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] K2K
Date: Thu, 24 Jul 2003 19:20:11 -0500

Barbara said: > Karla, which article in Reading Research Quarterly are you
speaking about?

The article stemmed from a previous post by Carol. You can find it in:

Reading Research Quarterly, Oct 2001
"Patterns of discourse in two kinds of literature discussions" by Chinn

I totally agree with your analysis of the changing times. My schooling
followed the regurgitation method as well. I have learned more from reading
books like K2K than I ever thought possible. Think of the advantages
students will have when teachers utilize MOT, K2K, STW, and the like in
their classrooms! Thanks for your thoughts.

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

From: Gm1114@aol.com
Date: Thu, 24 Jul 2003 21:11:13 EDT
Subject: Re: [mosaic] Math Essentials

In a message dated 7/24/03 4:41:30 PM Eastern Daylight Time,
MissWalsh1@aol.com writes:

> So, my question is, are you expected to teach this in addition to your
math
> series, or do you not have a math series? I thought the Math Essentials
was
> just a daily math problem, but this is so much more.

Leah,

I taught first grade in NC for the past 8 years. Until last year, I never
had a math series or any specific program to follow except these Math
Essentials
(which were previously called Math Strategies), our pacing guide, and
standard course of study.
Once I got the hang of what was in the strategies, I felt we were very
successful with the students. I also used Math their Way tasks to
supplement Math
Essentials.

Yes, there is lots of materials in the Essentials and it's difficult to
complete all material each week. My kids always enjoy the games which I
tended to
use on Fridays. Hope you enjoy all the activities.

Gail - K/NC
++++++++++++++++++++++++++++++

Date: Thu, 24 Jul 2003 20:33:51 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] K2K

Hayley - You are not out there alone let me assure you. I have been
thinking of your comments for about an hour. I seem to get your postings
several hours late. I think you have raised very valid wonderings
and hope Ardith has a chance to respond. I know she appreciates our
comments
I spend most of my time helping teachers with struggling readers and
state assessments and I think you have some thought provoking questions.
I do think there needs to be much scaffolding for some of our most
struggling
comprehenders and Chris VanAllsburg's books should be part of their
repertoire
of read aloud books but maybe not be the starting point for direct
comprehension
instruction. I do think that they need every opportunity to be part
of group conversations where as Ardith says questions are "heartfelt,
pondered,
rich, and real." But they need more.
In fact, I think my favorite chapter of the book is chapter 2 and I
have been disappointed that we haven't had more conversation here.
I think Ardith brings up some incredible points to contemplate. The
part about "adding evidence to substantiate my conjectures" is critical
and must be modeled again and again and again for struggling readers.
Ardith says - "Eventually I move back into the book." I am constantly
moving back into the book with struggling readers. Karen Evans both
in her IRA book "Literature Discussion Groups in the Intermediate Grades"
and
in her 2002 RRQ article in vol 37 - 1 has pointed out the many challenges
of great book discussions. This is not easy work. I also have
to within several months of test time make sure I am modeling and observing
conversations that are relevant to the text and extend students'
understanding
of the text. I know this flies in the face of some advocated of literature
group discussions but with AYP in front of us we better measure up or we
will all be doing scripted lessons. Multiple choice tests can give
struggling comprehenders who have just had rich conversations well beyond
the test real struggles. We have to balance discussion beyond the
text with very strong evidence from the text. I get a bit concerned
about questions like should Little Red's mother sent her with wine (it
will come up - okay a quick discussion), but I don't have trouble with
the questions did Little Red act wisely in the story and why or why not???
There is enough text evidence here. I probably talk a different view
point than Ardith here, but my job depends on students do well. The catch
is they will not do well and become life time readers if they don't spend
the majority of their time having K2K conversations and so ultimately it
is Ardith that is right.
I am still struggling with Ardith's statement that "Passive, nonresponsive
listeners will become a concern of the past." I still have a ways
to go here. When I am asked to intervene and make a difference in
children's comprehension in a short period of time, I am front and center
leading discussions with small groups - not over 6 - of struggling readers
with lots of time for them to talk. I find they will talk and think
alot in this more secure setting with very focused attention. It
becomes a small community of struggling learners who I know can do it and
plan as soon as possible to move back into the mainstream.
I agree with you we need some focused questions ourselves to keep the
K2K discussion going. I think we also need to keep the discussion
going as we are working with children in classrooms in a few weeks.
Maybe we could get some video footage. I don't believe K2K group
are guided reading groups. I think they have a very different purpose.
The question is how do you fit it all in? Some students need the
support of a guided reading group as the third/fourth grade slump becomes
a reality in their literacy lives.
JGasser
+++++++++++++++++++++++++++

Date: Thu, 24 Jul 2003 22:09:58 -0400
From: "KAREN VOLK" <volkk@bcschools.net>
Subject: Re: [mosaic] Mosaic - Chapter 1 thoughts

I totally agree with peoples misunderstanding of what whole language
truly is. I have found this to be especially true at the university
level. I had an experience very similar to yours in your district.
However mine was in a masters degree class titled "Whole Language". It
was obvious the instructor knew nothing about whole language because she
referred to it as a simple way to teach because there wasn't a whole lot
of work involved. It's been my experience that if you are meeting the
needs of all students in your room there is a lot of work involved both
during the school day and after.

What really scares me about this whole experience is that this person is
also teaching undergraduate courses in reading. She is sending the
wrong message to these undergraduate students who will go out into the
future teaching experiences with this misunderstanding of what whole
language really is.
+++++++++++++++++++++++++++

From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: [mosaic] MOT Planning question
Date: Thu, 24 Jul 2003 22:13:21 -0500

Hi all! I have a question that's frustrating me at the moment. I hope
many of you may be able to help. I'm working on a specific plan of how
I'll sequence my strategy lessons for the year. (I'll share with the
group when I'm done with this.) I know that when we do strategy
studies, I'll have to model for the first two weeks, the kids will "have
at it" (Debbie Miller) the next few weeks, and I'll have to "let go"
(also Miller) for the last few weeks.

My question is this: In which ways do you "let go" and have the kids
work independently on the strategies? I guess what I mean is how are
your lessons different in this final phase than the lessons of the first
two phases? I feel pretty good about how I teach the first couple
phases, but that independent phase is what I need to work on. Is this
where K2K will really come into play? What are some effective ways that
you have released responsibility?

I hope my questions aren't vague. Thanks for adding to my schema on
this!
Kelley/2/IN
+++++++++++++++++++++++++++

From: cllc@comcast.net
Subject: Re: [mosaic] K2K
Date: Fri, 25 Jul 2003 04:16:34 +0000

I have only dabbled in stategy instruction since I have never really figured
out
how to do basal,shared, guided, independent, AR reading plus spelling and
interactive and process writing along with interactive read-alouds.

When I read K2K, it seemed so doable compared to the 6-week per strategy,
gradual release model recommended by Keene. Maybe if I start with K2K, then
I
will be able to move into strategy instruction units later. How did you
start
out? Carol/2/CA
+++++++++++++++++++++++++++++

From: deborah a devine <debthereb@lightfirst.com>
Date: Fri, 25 Jul 2003 00:04:10 -0500
Subject: [mosaic] Math reading or reasoning

Now I wish to pose a question. Which most effects a student's ability
to solve written problems? Ability to comprehend printed material or
ability to reason?

My limited experience makes me believe that they are both important.
If you don't take time to give instruction in vocabulary development,
the students don't understand what you are asking them to do. For
example, if you have the old story problem question about "Which fence
would cost the least and yet fence in the most area?" If the student
don't know what area and perimeter mean, can they attack the question?
If the student doesn't think of a strategy to make REASON out of the
data they have by making a chart to organize their data after the
calculation of area and perimeter, or making a model to help them "see
their answer", can they attack the question and DEFEND their answer?In
all probability, if you give most students a 2 or 3 part questions
loaded with math vocabulary, they can't complete the problem. Most
students want to be able to pull the numbers out of the problem,
calculate, and give you the Correct answer in one simple step. Think
about how many of your students dislike "word problems". They would
rather have 1000 mutiplication problems.

I actually found myself teaching a testing strategy to my low readers
to look for the math vocabulary words, think about prior knowledge, and
make a guess about what the question was about. For example, the
question is: Which of the following figures have 2 lines of symmetry?
I took a large copy of the question and used masking tape to block out
all the words but: Which 2 li symmetry

Then I taught them that if you see the word, Which, you usually don't
have to calculate, just choose between different answers.

Next, the word symmetry was one of their spelling words when we studied
geometry. We also did multiple manipulative activities about symmetry,
so they understood the meaning of the word, and they could recognize it
in print.

Lastly, we used our cloze skills to make a guess that 2 li meant 2
lines, because we activated our prior knowledge about symmetry.

So that's how a student that is reading at level 18 can have a chance
at showing what he knows about math even though he can't read at the
level of most 3rd Grade students.

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

From: deborah a devine <debthereb@lightfirst.com>
Date: Thu, 24 Jul 2003 23:18:30 -0500
Subject: [mosaic] Math served up with a twist of MOT

. So, my question is, are you expected to teach this in addition to
your math series, or do you not have a math series? I thought the Math
Essentials was just a daily math problem, but this is so much more.

My main objective with Math essentials is to use these great questions
to stimulate thinking skills and the chance to express that thinking
through writing. I've answered this question personally to some
individuals that have e-mailed me, but I now wanted to share my
thoughts with those individuals that plan to use the system.
If you have a regular series, like Everyday Math, use it during your
regular math time. Be sure to use the manipulatives EVERY CHANCE you
can. I know they are "messy", but the study of mathematics requires a
lot of DOING as well as thinking and calculating. Since you use Math
Essentials in the morning to begin your day, you will find that you can
eliminate some of the lessons, like multiple experiences with graphs,
since Math Essentials also covers that skill. I think a graph , for
example, has a lot more meaning when YOU CREATE it. More than just
answering questions about a pre-made graph. Also, remember that I some
time give little mini-lesson on Math concepts like,"Graphs that aren't
Bar Graphs." Don't forget that I also use a spelling list once a month
that is rich in math vocabulary, ie all about fractions.
Therefore, I don't use all of the Math Essentials items. I only use
the questions and the game of the week. We all are concerned about
having time for shared reading and writing,independent reading and
writing, and word study. YOU DON'T HAVE TIME TO DO ALL THE MATH
ESSENTIALS MATERIALS. Don't worry about them.
I actually believe that North Carolina never used the Math
Essential materials in combination with a Math Journal. Yet, everything
that I read from the National Council of Teachers of Mathematics
reinforces that student need time to think about their thinking. That
is so MOT! I need to model my thinking out loud because children are
not use to explaining their thought process. They think you JUST WANT
THE RIGHT ANSWER. In my experience, hearing students come up with
multiple strategies is so much more exciting and meaningful. I now
have some student examples of 3rd grade writing at my house. Two of my
former students mailed me copies of some of their journal pages.
Unfortunately, I am technology challenged, and can't figure out how to
skan them and send them to Ginger. I even bought a skanner, and used
the instruction booklet to figure out how to hook it up, and can skan
an item, but can't figure out how to send it to the e-mail . (I'll keep
working on that) My daughter checked out a book for me titled, "For
Grandmas Who Do Windows". I didn't know whether to laugh, or be
insulted.
Deborah Devine
+++++++++++++++++++++++++++++++

From: "Gordon and Patricia Gould" <gpgould@kingcon.com>
Subject: Re: [mosaic] Mosaic
Date: Fri, 25 Jul 2003 07:55:31 -0400

I also attended the Lesley College Institute last week and was struck by
a statement by Irene Fountas said in passing and did not elaborate on:
she implied that we should not teach the strategies in isolation. I
think I picked up on that because, in my reading of MOT I have also
wondered about that too--a six week unit focusing just on connections?
I don't know. In my experiences working with the strategies there just
seem to be so many "teachable moments" when, suddenly, it's time to talk
about a strategy that I may not yet have introduced in the MOT way
Pat G.
+++++++++++++++++++++++++++++++

From: MissWalsh1@aol.com
Date: Fri, 25 Jul 2003 08:42:12 EDT
Subject: Re: [mosaic] Math served up with a twist of MOT

In a message dated 7/25/2003 3:14:05 AM Central Standard Time,
debthereb@lightfirst.com writes:

> I actually believe that North Carolina never used the Math
> Essential materials in combination with a Math Journal. Yet, everything
> that I read from the National Council of Teachers of Mathematics
> reinforces that student need time to think about their thinking. That
> is so MOT! I

Deb,

I think the math journals are what is making me so interested in the math
essesntials. There are tons of books out there with daily math problems. I
know
that in addition to DOM, I have at least 3 other books that contain daily
problems. However, my kids were really missing that thinking and writing
piece,
and that is what your model provides. I know that Cathy has also shared
with
us her T-chart way of writing a math problem (What do I have to know?/ What
do
I know about myself as a mathematician?-Plan) Thank you both for sharing
your ideas with us, because I am looking to improve myself in this area.

Leah 2nd
++++++++++++++++++++++++=

From: JATShaw@aol.com
Date: Fri, 25 Jul 2003 10:50:46 EDT
Subject: Re: [mosaic] Math served up with a twist of MOT

In a message dated 7/25/2003 1:14:07 AM Pacific Daylight Time,
debthereb@lightfirst.com writes:

> My daughter checked out a book for me titled, "For
> Grandmas Who Do Windows." I didn't know whether to laugh, or be
> insulted.
>

Who's the author? I'm not yet a Grandma (sigh) but think it sounds useful
unless it explains how to clean them... Don't feel bad, our son gave me
HTML 4
Dummies. (And even that's too hard!) :) JS
+++++++++++++++++++++++++++++++++

From: JATShaw@aol.com
Date: Fri, 25 Jul 2003 11:19:03 EDT
Subject: Re: [mosaic] Math reading or reasoning

In a message dated 7/25/2003 1:09:17 AM Pacific Daylight Time,
debthereb@lightfirst.com writes:

> My limited experience makes me believe that they are both important.
>

I agree. It's interesting to me that on the math section of the GED (high
school equivalency) exam, all of the questions are word problems. A
struggling
reader (I love Janet Allen's "tangled reader" description) is challenged by
the text even before trying to figure out how to solve the problem. In the
2002
revision of the above math part of the exam, the answer sheet is also
challenging. Not all answers are multiple choice; the student has to enter
some of
their own answers in a very bizarre format that resembles filling in your
social security # and is replete with ways to mess up and includes graphing
coordinates. (modeled after tests given in the K-12 system we are told ?)

For a number of years I worked in an adult learning center, and it was
amazing how many folks needed help with math, and how many were absolutely
terrorized by that four letter word. Strategies such as the ones we've been
discussing
help make math approachable for these students. You should see my
collection
of books on Math Anxiety! Has anyone read The Math Curse by Jon Scieska and
Lane Smith?

Our agency used to partner with some of our local schools to sponsor a
Family
Math Night using the activities in Family Math by Jean Kerr Stenmark,
Virginia Thompson, and Ruth Cossey. University of California, 1986. Our
intent was
to encourage family involvement in the area of math and also promote the
idea
that math can actually be fun!

Again, hats off to you all....maybe this kind of instruction will make math
solutions and the necessary thinking accessible to everyone, young and old.
JS
+++++++++++++++++++++++++++++

From: JATShaw@aol.com
Date: Fri, 25 Jul 2003 11:43:44 EDT
Subject: [mosaic] Struggling Readers?

Dear All,

OK, I've been pondering this for weeks now and just have to finally ask.
What do you do with the kids who can't even figure out the words needed to
comprehend? Back in the olden days I used to teach 6th grade and was
continually
blown away by the huge range in my classroom....some kids were still at very
low
levels, and these are the very ones we see as adults in our agency years
later...when they finally get up the nerve to seek help. Did anyone see the
old
movie Stanley and Iris? (Or maybe it was the other way around, Iris and
Stanley?)

Currently I am helping a man in the workplace (employed there 27 years and
is
very good at what he does) who could only write his name when we began,
didn't know his address and guessed at most all the words on work orders,
etc.
(This fellow is not unique, believe me.) I don't suppose in today's world he
would
have fallen through the cracks, but surely you all encounter kids for whom
learning is difficult?

I guess what I am asking is what you do to help a child who is stuck at the
word recognition level to get them "over the hump"? I know there are
specialists available now, but I also know that there are kids who don't
"qualify" for
help who still need it.

Please be assured that I am in no way knocking these strategies; I think
they
are wonderful. I am just honestly curious. Judy S
++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] CH.1
Date: Thu, 24 Jul 2003 08:49:29 -0500

Hi Nancy,
Actually, I probably don't actually entirely understand "whole
language" - I was just referring to the author's words in the prologue
of the book. My point is that I don't label myself as entirely any
philosophy.....
Shelly
+++++++++++++++++++++++++++

From: RFiskNORCO@aol.com
Date: Fri, 25 Jul 2003 18:09:33 EDT
Subject: [mosaic] MOT chapter one

Today I finally had time toreread chapter one...just in the nick of time
before we move to ch.2.

" I remember feeling utterly ill-prepared for this level of discussion,
concluding that I wasnt intellectually capable of participating"

While sitting at the beach this morning my daughter who is entering 9th
grade
expressed apprehension at taking honors classes. She is doubting herself as
a
"smart" person. She has always done well at school so this came as a
surprise....So then I read ch 1. and came to the passage about Ellin's own
time in
12th grade honors English. I wanted to cry. The first time I read this I saw
myself as being ill prepared, (esp for college) and now I see my daughter
having
the same doubts. What a moment when I reread that passage.

"four key elements-time, ownership,response and community"

I am really struggling with the time portion...how can I find enought time
to
satisfy the state mandates and the children's need for time?
June
Ca 1/2
+++++++++++++++++++++++++

From: SIMMONS@aol.com
Date: Fri, 25 Jul 2003 21:15:45 EDT
Subject: Re: [mosaic] Struggling Readers?

I always have one or two students that just don't catch on. You work on
alphabet, sounds, sight words, predictable patterns.You repeat, repeat,
repeat and
they still don't get it. Maybe they get sounds but have to sound out every
word because they can't remember words by sight. Maybe they learn a handful
of
words by sight but they can't figure out new words. These are the ones
getting
extra reading support nearly everyday as well as regular classroom
instruction. They get sent to building team meeting (principal and all
support staff) to
determine if they should be tested. In my district the answer is often no,
because the testing isn't accurate on a first grader.
I just read an article in TIME magazine mentioning that dyslexia is a
biological problem with the brain. It suggests that the Orton-Gillingham
teaching
methods are the best for these students. The Special ED support staff at my
building have been trained in this method (not regular staff) and it is used
once
the child has a special ed certification. The TIME article also mentioned
that laws may be changing to allow special ed help earlier and with less of
a gap
in ability and achievement on tests so that these students can get help
sooner. As a first grade teacher, I still feel my first responsibility is
to get
kids decoding words, recognizing words, remembering words. If they can't
read
them they aren't going to have any idea of what they mean. The discussion
and
understanding of the reading subject comes along with the decoding.
+++++++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] struggling readers
Date: Fri, 25 Jul 2003 21:01:55 -0500

Hi....I have been fortunate that in 10 years of teaching fourth/fifth, I =
have had low readers (low - low -low comprehension but could attack the =
words) and any non-readers have always had a special ed label and so I =
have had help. I have also heard good things about Orton Gillingham =
(sp?) .....Way back when there was a discussion about "Tricky Word =
strategies" and that might address your question. Try the beginning =
archives.
+++++++++++++++++++++++++++

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Mosaic
Date: Sat, 26 Jul 2003 08:15:35 -0400

passing and did not elaborate on: she implied that we should not teach =
the strategies in isolation.=20

I think that the ultimate goal of strategy instruction should be using =
multiple strategies. Research is pretty clear that this is the most =
effective. But the groundwork must be laid somewhere. If an entire =
school is teaching the MOT way, then the younger grades (K until early =
2) should be where that groundwork is laid.
Teachable moments should be taken advantage of, but it is important that =
kids really understand each strategy. So, probably as in most =
educational issues, balance is probably the key. A balance between =
teaching each strategy well, and teaching multiple strategy use.=20
I heard Dr. Peter Dewitz speak this week, and he said it was late 2nd =
grade before kids could use these strategies independently (without any =
prompting from the teacher). So much of our early work in strategies is =
through read-alouds. It would seem that sometime after that we should =
begin modeling multiple strategy use in read-alouds so that kids =
understand that is the ultimate goal... using all the strategies to aid =
comprehension.
Cece/LC/GA
++++++++++++++++++++++++++

From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Struggling Readers?
Date: Sat, 26 Jul 2003 08:33:15 -0400

OK, I've been pondering this for weeks now and just have to finally =
ask. What do you do with the kids who can't even figure out the words =
needed to comprehend?=20

Judy,
The first thing you have to do with a struggling reader is figure out =
where the process is breaking down. So you do some initial assessments =
to find out where he is along the road to reading.
I would begin with Phonological and Phonemic Awareness. In an oral =
test, I would ask him to listen to various words and tell me if they =
rhyme or not. Can he do that?
Then give him rhymes orally to complete: I really LIKE to ride my.... =
Can he generate rhymes?
Can he break words into syllables? Give him words and show him how to =
clap the syllables. Is he able to do this?
Can he break words into onset-rime? (like br-other, f-ast, tr-ip)
Can he blend phonemes when you say them to make words? If you say c-a-t =
(sounds only) can he put them together to make /cat/?
Can he segment phonemes when you give him the word? You say dog, can he =
say /d/ /o/ /g/?
If any of these are unsuccessful, then he needs remedial work along the =
phonological continuum.
Phonics doesn't "stick" very well in kids who don't have these skills. =
There's a pretty cheap curriculum out there (a book that is about $20) =
that can teach the blending and segmenting, but it's only good for the =
last level. It's called Road to the Code . You have to start with =
whichever they need before segmenting and work up the continuum.
Does that make sense?
A good way to do phonics for older kids is by giving a developmental =
spelling assessment (found in Words Their Way or Word Journeys) and =
finding out where their phonics knowledge breaks down. These two books =
recommend word sorts to teach phonics knowledge, and it would be very =
effective for strugglers, because you can have several levels going on =
at the same time, but the kids don't seem to mind being in different =
groups. Try to find books that practice the phonics you are teaching for =
them to read. (We use the Pearson Ready Readers) Email me privately at =
btillman@farmerstel.com if you want some more info on dev. spelling.
If fluency is the problem, (they can decode, but are just very slow), =
then repeated readings can help there. Check out the Quickreads books. =
They have some good practice passages, or Read Naturally, which is a =
fluency program.
But meanwhile, continue to model the comprehension strategies in =
read-alouds, and continue to find ways they can apply the strategies.
One thing that amazes me in literature circles or book clubs, is that =
the kids who are struggling so hard with reading often have the best =
insights into the passages and talk at a much higher level than the more =
fluent readers. I think it may be that they have learned coping =
strategies or something. It's puzzling, and I've seen it many times. So =
include them in the discussions, because they will give you food for =
thought.
Cece/LC/GA
++++++++++++++++++++++++++

From: JATShaw@aol.com
Date: Sat, 26 Jul 2003 11:55:08 EDT
Subject: Re: [mosaic] Struggling Readers?

In a message dated 7/26/2003 5:43:43 AM Pacific Daylight Time,
btillman@farmerstel.com writes:

> the kids who are struggling so hard with reading often have the best
> insights into the passages and talk at a much higher level than the more
fluent
> readers. I think it may be that they have learned coping strategies or
something

This is so true of adults also! Even though they struggle with the written
word, they can, of course, still think, and like you said, often at a very
high
level. We as fluent adult readers find it very difficult to
imagine/remember
not being able to read such things as a medicine label, street sign or
recipe...but there are adults out there that struggle this way on a daily
basis.
(The book The Teacher Who Couldn't Read provides many insights.) And they
are
very good at coping; in fact most of our students are gainfully employed
which
is contrary to what people may believe. And to me the scariest part of all
is
that children of these students of ours are at a huge disadvantage. There's
research out there that indicates that literacy issues are
intergenerational.
(And true of drop-outs as well. Although most folks who drop out of the
system whom we see are pretty good readers; they have other issues.)

Thanks for your great reply...your suggestions are right-on! It is hard
though to find adult-appropriate materials.

You folks are THE best! JS
++++++++++++++++++++++++++

From: Mayread@aol.com
Date: Sat, 26 Jul 2003 12:13:37 EDT
Subject: Re: [mosaic] Struggling Readers?

In my school we have been very successful with our students who struggle to
decode, and it has been the result of a combination of Orton Gilligham and
the
MOT strategies. Our special ed teacher has agreed not to ever pull our kids
out of for remedial services during reading workshop time and I, as reading
specialist push into their class and see them for guided reading as part of
the
reading workshop. I agree with Cece that these little ones have amazing
coping
strategies and are very articulate about their thinking even if their brain
processes print in a different way.
Maria
+++++++++++++++++++++++++++++

From: deborah a devine <debthereb@lightfirst.com>
Date: Sat, 26 Jul 2003 21:01:31 -0500
Subject: [mosaic] rubric maker web site

A great site for making rubrics. You can even see the one I created at:
http://pblchecklist.4teachers.org/view.php3?id=73658

http://www.4teachers.org/projectbased/
The purpose of the site is:
To help you start using PBL, we've created age-appropriate,
customizable project checklists for written reports, multimedia
projects, oral presentations, and science projects. The use of these
checklists keeps students on track and allows them to take
responsibility for their own learning through peer- and self-
evaluation.

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

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] k2k book
Date: Sat, 26 Jul 2003 23:31:15 -0500

The question ask:

"Many people have been mentioning the book k2k. Does anyone know the
author's name? Also, would someone please explain to me what the book
is about? Is k2k a strategy?"

The Author of Knee to Knee, Eye to Eye: Circling in on Comprehension is
Ardith Davis Cole. The book is about literature conversations. Ardith
walks you through the process of establishing conversations in the
classroom. It is good resource and reader-friendly. Hope this helps.

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

Date: Sat, 26 Jul 2003 21:35:07 -0700
From: "Debbie Rondeau" <drondeau@de.dvusd.org>
Subject: Re: [mosaic] Struggling Readers?

I would also like to suggest the Word Study materials that Fountas and
Pinnell have developed...lots of research went into these, and are easily
and quickly integrated in a balanced literacy classroom-suggestions are
there for this, too. The materials go from K-2 at this point, but
essentially all the word solving frameworks are inside...I'm guessing the
GL3 and beyond will focus more on word meanings for vocab development...Can
't wait to try this out.
Debbie
++++++++++++++++++++++++++

From: DnnllySs@aol.com
Date: Sun, 27 Jul 2003 01:53:10 EDT
Subject: Re: [mosaic] K2K

In a message dated 7/24/2003 7:19:25 PM Central Standard Time,
jlmcadam3@ameritech.net writes:

> Barbara said: > Karla, which article in Reading Research Quarterly are
you
> speaking about?
>
>
> The article stemmed from a previous post by Carol. You can find it in:
>
> Reading Research Quarterly, Oct 2001
> "Patterns of discourse in two kinds of literature discussions" by Chinn
>

Good Morning Karla and et al
The conversations re: K2K have are really sparking a time for reflection as
I planned for the new school year my a newest interest. I finally have the
book and I have followed the posts endlessly. I was wondering, if the above
article can be read online? If so where?
Keep talking please>>> I will catch up, Im sure of it .
Tho, summer school is in session for me another 2 weeks
yeeks:)
Thank you for contributing to a beautiful summer of professional development
and dialogue,wow!!
Truly,
Happiness is Summer
Susan Donnelly
++++++++++++++++++++++++

From: "Iris" <pyt14@coqui.net>
Subject: Re: [mosaic] from Judy/K2K
Date: Sun, 27 Jul 2003 13:02:39 -0400

Hi,
Alexa, please explain what clock partners are. This is the first time I
hear this term. By the way I am a new teacher
just fresh out of college. I teach English as a second language and most
of the things mentioned here I have never heard about.I am lost with MOT
and STW and K2K. I do read your messages on this listserver but I am
not from the states, so please any information you can give me will help
a lot.

Gianitza
++++++++++++++++++++++++++

From: CoyoteWalk@aol.com
Date: Sun, 27 Jul 2003 15:29:26 EDT
Subject: Re: [mosaic] Struggling Readers?

In a message dated 7/25/03 6:22:10 PM Pacific Daylight Time, SIMMONS@aol.com
writes:

> If they can't read them they aren't going to have any idea of what they
> mean. The discussion and understanding of the reading subject comes along
with
> the decoding.

I do think that the Reading Comprehension Strategies can be worked on during
read alouds, so they actually become Listening Comprehension Strategies,
too.
BA
++++++++++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] K2K
Date: Sun, 27 Jul 2003 15:37:09 -0500

Susan,

Reading Research Quarterly is a journal publication of International
Reading Association. It is available online at:

http://www.reading.org/publications/rrq/

You will note, however, that it is not free, but available for a hefty
fee, if a nonmember. Check at a nearby university for a copy. I would
copy and paste it to you, but I think that violates copyright laws. Let
me know if I am wrong about that. I don't know if you can find the
article on ERIC...just guessing now.

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

From: Abcde1142@aol.com
Date: Sun, 27 Jul 2003 16:38:08 EDT
Subject: Re: [mosaic] from Judy/K2K

Gianitza,

Congratulations on joining the world of education!
Several books that you should read are Strategies That Work, Mosaic
of
Thought, and Reading with Meaning. To be honest, I am jealous that you are
finding out about the strategies at the beginning of your career. If you
follow what is suggested in these three books, you will be a terrific
teacher!
Start small with something you can use easily and then add as you feel more
comfortable with the strategies.
Clock partners is a method of kids choosing partners so they will
have
someone with whom to work without going through the painful process of
selecting a partner. You give each child a template of a clock with lines
extending
from the hours. Have each child select a partner and decide on an hour,
then
they write their names on each other's paper on the decided hour. For
example, if we were partners and decided to choose the two o'clock slot. I
would
write my name on your paper at two and you would write your name on my paper
at
two. You would do the same thing until all your hours are completed. Then
when the teacher called two o'clock, you and I would work together. It
saves
those students who have a hard time finding a partner the embarrassment of
selecting one. Plus the kids who might have several friends and don't want
to hurt
feelings.
You didn't say what grade you will be teaching.
Good luck!
Alexa
++++++++++++++++++++++++++++

From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] from Judy/K2K
Date: Sun, 27 Jul 2003 18:13:46 -0400

Alexa is absolutely right. I agree with all that she had to say. If you
have time, I would also look at "Guided Reading" by Fountas and Pinnell
for some practical advice on setting up your room etc.
Welcome to teaching! After 26 years, I still love it!
Dottie
+++++++++++++++++++++++++++++

From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] from Judy/K2K
Date: Sun, 27 Jul 2003 17:21:08 -0500

You should be able to find it at readingquest.org. Click on strategies
and scroll down. I think there is a printable form and directions for
the strategy. :)
+++++++++++++++++++++++++++++++

From: "Iris" <pyt14@coqui.net>
Subject: Re: [mosaic] from Judy/K2K
Date: Sun, 27 Jul 2003 18:24:59 -0400

Thanks. I will be teaching first to sixth . All fifty minute periods.
Kind of difficult since periods are so short. The books you mentioned
will also work with these short periods.
Gianitza
++++++++++++++++++++++++++++++

Date: Sun, 27 Jul 2003 17:41:23 -0700
From: "Hayley Dupuy" <dupuyh@cambrian.k12.ca.us>
Subject: Re: [mosaic] K2K

Hi,

I am (finally) responding to an e-mail from Judy sent last week. I've
tried to pick out specific parts to keep this somewhat manageable to
read and archive.

<I do think there needs to be much scaffolding for some of our most
struggling comprehenders and Chris VanAllsburg's books should be part of
their repertoire of read aloud books but maybe not be the starting point
for direct comprehension instruction. I do think that they need every
opportunity to be part of group conversations where as Ardith says
questions are "heartfelt, pondered, rich, and real." But they need
more. >

With all the talk of different learning styles, I have trouble with the
quantity of read-alouds K2K depends on. Personally, I am terrible at
listening to stories read aloud. My mind wanders to everything else
going on in my life. How do kids do who are not auditory learners? How
about kids who don't have the background knowledge to understand a
specific story? What about our English learners who just don't have the
necessary vocabulary? What about kids who just don't like listening to
books but would rather get reading? Although Ardith emphasizes student
ownership of conversations and acceptance of all types of responses as
long as they have textual proof, I can't stop thinking that K2K takes a
"one size fits all" approach in some respects.

<I am still struggling with Ardith's statement that "Passive,
nonresponsive listeners will become a concern of the past.">

I agree. Ardith repeats many times that things will just fall into
place given enough modeling and time. That may be true, and maybe it
takes a leap of faith, but I definitely think that all the other
interventions that people have been talking about this week must be in
place for these conversations to be truly rich for each and every
student. As I mentioned before, I want my students deep comments to be
based on accurate understanding. I don't know how helpful it is to have
students converse about something they haven't understood, even if it's
something they might be able to fake to a certain degree. And,
sometimes struggling students think they've understood but they're
totally off.

<I get a bit concerned about questions like should Little Red's mother
sent her with wine (it will come up - okay a quick discussion), but I
don't have trouble with the questions did Little Red act wisely in the
story and why or why not??? >

I believe that one question that comes up in Mosaic that should be
incorporated in a K2K approach is, "What types of questions or
connections lead to deeper understanding of characters, plot, author's
craft, etc.?" I've struggled with some of Ardith's examples of student
dialogue several times as I don't see all of them leading to deeper
understanding (like the example used twice about the meaning of tellie
in Matilda).

<I don't believe K2K groups are guided reading groups. I think they
have a very different purpose. The question is how do you fit it all
in?>

Only in the last step of Ardith's book is there mention of kids reading
independently. I'm having trouble imagining a timeline for this process
in conjunction with all the rest. It seems that it would take at least
a month, if not more, to go thoroughly through the first steps (through
Chapter 4) of K2K if I were doing it every day. I have a 90 minute
period with my students but they would never get a chance to read if I
did this every day. There's spelling, writing, grammar, testing,
independent reading (reader's workshop for many of you)....So, what are
the options? Has anyone at the middle school level thought of a way
this might work? We can't wait until October to ask students to read
independently, but we can't wait until October to teach them to talk
about their reading? I'm excited about implementing K2K conversation
strategies yet it's difficult to imagine them in a middle school setting
with all the other material to be covered.

Test scores are still in charge of my District and will be for a long
time, I'm afraid! I tell myself that if I can fit the following sixth
grade standard into literature conversations, I can do anything: "Follow
multiple step instructions for preparing applications." Any
suggestions?

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

Date: Sun, 27 Jul 2003 21:51:41 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] K2K

Great comments Hayley - I think it does make a difference whether you
are teaching primary or intermediate and middle school. I have worked
a 90minute block project in an intermediate sixth grade for several
years that has great discussion groups going, but they have worked very
hard to get where they are and I am hearing really enjoying Ardith's
book. I think it is a matter of development over time.

In this setting we have done much more shared reading than read alouds
during the first six weeks of school to set the climate etc. It is
usually mid year before we get to Ardith level of discussions. We use
Janet Allen's work in "Yellow Brick Road" and now "On the
Same Page" to learn how to use text for instructional purposes.
Usually two days a week are devoted to Shared Reading. With Shared
Reading teacher reads a but students read a lot to of a common
text. These schools are very test oriented and have done well with
discussion groups and lots of structure. We have also needed to make
sure we are including discussion questions that model the thinking
required on the state assessments. That doesn't means this is all that
is discussed, but close to the test we make sure all students can
handle questions such as these.

I think it takes getting started. If you are in middle school I would
really suggest Janet Allen's work as a starting place.

Judy Gasser
+++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Mon, 28 Jul 2003 01:48:32 EDT
Subject: Re: [mosaic] Struggling Readers?

Hi Judy,
I teach a k/1 loop, and often tutor older strugglers. I have found that any
child will struggle with material that is too hard. So I find out what is a
"just right" level for that child and begin there, with an emphasis on
making
meaning first and decoding second. Even my kdgers begin with real books and
real reading, even if they don't yet know all of the letters and sounds.
They
start with predictable books that have two or three words on a page to
several
sentences per page.

I consider myself a whole language teacher, meaning that I teach a child
first that reading is meaning making, and that they must be thinkers as they
read
because if they try to decode something and do it wrong, they must know to
stop themselves and think about the message. I teach phonics during
writing. My
children write in varied genres, using phonics to put meaning on paper.
They
choose their own topics and learn to stretch out the sounds in words to say
what they want. Lots of phonemic awareness activities find their way into
my
mini-lessons and individual writing conferences.

With reading an writing conferences I have learned to zero in on just what
and how a child is making sense of texts, where and why meaning is breaking
down, and then I figure out what the child needs to be a better reader or
writer.
Some children need help with one to one matching, left to right and return
sweep, thinking about what makes sense, knowing that authors don't usually
make
up words so they have to use another strategy if their decoding resulted in
a
nonsense word.

I use to be a phonics first teacher, making sure all the kids knew letters
and sounds and could blend short words before I taught them to read books,
but I
always had a few that just didn't get it. But this past year, I lost no
child. All my k's were reading something, most of them were reading books
like
Are You My Mother, Green Eggs and Ham, and Level D and E of the Wright books
which are beginning first grade. I was also initially worried if kids could
really read the words out of context, but each nine weeks I would pull out
the
list of 100 high frequency words and found they just kept increasing the
number
of words they knew instantly, without my having to drill them. And each
report
period also saw an increase in the number of letters and sounds they knew.

My philosophy is to start from where they are, and each day teach them
something that will make them a better reader, while using wonderful "just
right"
books, that are of interest to the reader. Not too hard and not too easy.
Success really does breed success. They thrive and achieve on it.
Ruby
+++++++++++++++++++++++

From: "KSM Samse" <ksmsamse@yahoo.com>
Subject: [mosaic] Alexa, question about "clock partners"
Date: Mon, 28 Jul 2003 04:41:14 -0700

Hi Alexa, I'm really intrigued by your description of clock partners
and I know I'm not quite getting it! Here's my confusion: Have each
child select a partner and decide on an hour, then they write their
names on each other's paper on the decided hour.
At this point haven't they just selected their own partner? I'm unclear
as to how this method resolves the problem of children choosing the same
partner or leaving others out. I'm sure I'm missing something! Thanks
for your help!
Ellen
+++++++++++++++++++++++++

From: "Iris" <pyt14@coqui.net>
Subject: [mosaic] Any ideas
Date: Mon, 28 Jul 2003 10:55:41 -0400

Hi,
Gianitza let me read some of the discussion on this list server. Like
her I am teaching English as a second language but in Jr. High School.
I am interested in getting ideas, suggestions or web sights dealing with
the use of Big Books at this level to improve comprehension,
communication, reading and writing. My students' reading level in
English as well as speaking level is below average so I thought of using
big books to reinforce speaking in the classroom as well as teaching
reading skills with really simple material. Something teacher and
students can do together with some hands-on activities. I will
appreciate any idea you can give me.
Please share I really want to try new ideas in the classroom to motivate
my students in learning English in a fun way.
++++++++++++++++++++++++++

From: Creecher12@aol.com
Date: Mon, 28 Jul 2003 12:11:04 EDT
Subject: Re: [mosaic] Whole Language

In a message dated 7/27/03 5:21:09 PM Eastern Daylight Time, pyt14@coqui.net
writes:

> As a new teacher I was taught that Whole Language had no phonics involved
> and so people switched to Balanced Literacy because it dealt with
phonemic
> awareness. Am I wrong?

Sorry it took so long to get back to you, and if someone else answered this
please forgive me. I just got back from the WLU conference and got behind
several hundred messages.
Whole language teachers teach phonics. It is based on three cueing systems,
graphophonemics, syntax and semantics. How could you teach reading without
phonics?

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

From: MissWalsh1@aol.com
Date: Mon, 28 Jul 2003 12:56:47 EDT
Subject: Re: [mosaic] Whole Language

In a message dated 7/28/2003 11:18:12 AM Central Standard Time,
Creecher12@aol.com writes:

> Whole language teachers teach phonics. It is based on three cueing
systems,
> graphophonemics, syntax and semantics. How could you teach reading without
> phonics?
>

These are the same cueing systems that Sharon Taberski uses in her book On
Solid Ground. She never mentions whole language, though. Don't most
reading
programs (whole language, balanced literacy, 4 block, guided reading,
reading
workshop, etc) have these cueing systems at the heart of their system? If
students don't understand meaning, structure, or graphophonics, are they
truly
reading? They need all three combined to be indepedent readers. Or is it
me? I
have been reading professional books all summer, and it seems as if they all
blend together in many aspects, but also have their differences. I have
also
noticed how many authors credit other educators in their books. That's
great!
It means that they take ideas that work for them, and then adapt to fit
their
own methids. Although my school has adopted the 4 Block method, I really
don't consider myself as being only a 4 Block teacher becuase I use so many
components and ideas from other "programs".
+++++++++++++++++++++++++

Subject: RE: [mosaic] Mosaic - Chapter 1 thoughts
Date: Mon, 28 Jul 2003 14:44:16 -0500
From: "Agocs, Laura" <laura.agocs@dmps.k12.ia.us>

There is often much confusion regarding the difference between phonemic =
awareness and phonics. These two terms should not be used =
interchangeably. Phonemic awareness focuses on the sound units =
(phonemes) used to form spoken words. Phonics instruction associates the =
sounds (phonemes) to the written symbol (alphabet). Before phonics can =
be taught, phonemic awareness is critical. Kids must be able to hear =
and manipulate oral sound patterns before they can effectively relate =
them to print. This is why phonemic awareness instruction is critical =
for children in preschool and kindergarten. It is also why so many =
students with poorly developed phonemic awareness skills have difficulty =
learning to read. There is a direct correlation.

Laura Agocs
Speech-Language Pathologist
Moulton Elementary, Des Moines Public Schools
(515) 242-8427 ext.1049
++++++++++++++++++++++++++

From: Creecher12@aol.com
Date: Mon, 28 Jul 2003 16:26:23 EDT
Subject: Re: [mosaic] Struggling Readers?
What do you do for students who have had Ortin Gillingham and still can't
read?
What if they just can't hear the sounds in words?

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

From: Creecher12@aol.com
Date: Mon, 28 Jul 2003 16:33:27 EDT
Subject: Re: [mosaic] CH.1

In a message dated 7/25/03 5:21:47 PM Eastern Daylight Time,
pristine@aclass.com writes:

> My point is that I don't label myself as entirely any philosophy.....

All teachers should operate from a theory that is hopefully strong. Not
labeling it doesn't make it less of a theory.

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

From: RKCTEC5@aol.com
Date: Mon, 28 Jul 2003 17:02:28 EDT
Subject: Re: [mosaic] Whole Language

In a message dated 7/28/03 12:10:06 PM, MissWalsh1@aol.com writes:

<< These are the same cueing systems that Sharon Taberski uses in her book
On
Solid Ground. She never mentions whole language, though. Don't most
reading
programs (whole language, balanced literacy, 4 block, guided reading,
reading
workshop, etc) have these cueing systems at the heart of their system? >>

Hi Mosaic'ers,
Sharon may never mention Whole Language, but I can tell you that the type of
reading and writing workshop that she runs is very whole language based.
She
gave a great presentation at NCTE Atlanta's Nov, 2002 conference. She
teaches
at The Manhatten New School in NYC where Shelley Harwayne, author of many
great books, and attendee at every whole language conference I've been to,
was
the principal, but is now Superintendent of one of the districts in NYC (WAS
GOING TO BE. I JUST READ AN ANNOUNCEMENT THAT SHELLEY IS RETIRING!). They
are
affiliated with Teacher College Reading and Writing Project which has
produced
some of the best teachers of holistic reading and writing that I know. Lucy
Caulkins, Randy Bomer, Joanne Hindley, Katie Wood Ray, Isoke Nia and Carl
Anderson are a few.

I think a distinction to be made here is that whole language is not a
program
but is a philosphy based on beliefs about how children learn to read and
write. If one believes that children must learn letters, sounds, blending,
and be
phonemically aware BEFORE ever being given a book to read or paper to write,
then one sets up a very different kind of emergent literacy environment than
one who believes that children come to school with some type of literate
learning already, and that one finds out what the child knows and moves the
child
from there.

With the first belief, one will find programs such as Open Court, Direct
Instruction, heavy use of basal manuels to teach reading and writing, and
heavy
use of error control or belief in rightness and wrongness. In the latter,
one
would find whole language reading and writing workshop teaching with an
emphasis on children as inquirers, text participants and text analysts.
Mosaic of
Thought Strategies come in neatly with the part about child as text
participant
and text analyst. There is also the whole language belief that children
should be risk takers, allowed to try, make mistakes, get help with
understanding
the difficulty, and approximation is valued. Working in a child's Zone of
Proximal Development (Vigotsky) is evident in these classrooms, where a
teacher
can be seen helping an supporting a child in whatever way is necessary until
the
child can do the work alone. This is very much in keeping with the gradual
release of responsibility model we've been talking about on this list.

Somewhere in the middle would be balanced literacy, Four Blocks, and guided
reading. Guided reading because it's only part of the whole, and balanced
literacy and four blocks because they each operate within a paradigm that
essentially says "If I teach a little of this and a little of that and a
little of
that for x amount of time, the child will get what needs to be gotten."

What happens is that some teachers get so caught up in making sure they are
teaching the parts, that sometimes paying attention to the child's specific
needs, gets lost in the effort to balance out what is taught or to get
through
all of the blocks. From a whole language stance, the teacher is the doctor
in
that classroom, and thus tailors frequency, consistency, duration, and kind
of
instruction, to the needs of each and every child. S/he does not let
manuals
and programs do that. Sometimes that means one-on-one teaching during a
conference, sometimes it means whole group, sometimes it means small groups
like in
guided reading, and sometimes it is a mini-lesson. But whatever the
teaching, the teacher is always thinking what can I teach this child(ren)
this day
that will make him/her a better reader, writer, mathematician, scientist,
historian, musician, artist, citizen, student, classmate, tomorrow.
Thinking about
the child's metacognition it at the front of a whole language teacher's
mind.

Basically, I think most teachers are doing a great job getting children to
read the words. Phonics and phonemic awareness doesn't seem to be the
issue.
It's kids hitting fourth grade that can't even begin to comprehend texts
that
are the main problem. I say, start them out comprehending. That's why I
joined this list.

So, do most reading programs have these same cueing systems. I think yes,
but . . .
What happens if a teachers believes all first graders should read book
X?
What happens if the teacher thinks all kids learn to read by being
phonemically aware first?
What happens if a teacher believes kids who don't know their alphabet
and
most letter sounds can't learn to read?
What happens if a teacher believes that kids who can't hear differences
in sounds can't get a book to read until they do hear differences in sounds?
Ahhhh. I remember clearly my second grade spelling test word, bath. I
laughed
when the teacher gave it. Thought it was such a funny word to be spelled
b-a-t-h, when EVERYONE knew it was pronounce BAF!

The main thing I've learned as I start my 30th year of teaching is to
question my beliefs. I've worked to clarify mine, and think it is good
practice to
examine belief systems on a regular basis.
Ruby
+++++++++++++++++++++++++++

From: Creecher12@aol.com
Date: Mon, 28 Jul 2003 17:56:32 EDT
Subject: Re: [mosaic] Whole Language

In a message dated 7/28/03 5:12:42 PM Eastern Daylight Time, RKCTEC5@aol.com
writes:

> "If I teach a little of this and a little of that and a little of
> that for x amount of time, the child will get what needs to be gotten."

Which leaves out the whole idea of reading as a process!

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

From: "lois driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] Mosaic - Chapter 1 thoughts
Date: Tue, 29 Jul 2003 00:38:42 -0700

You sstated this extremely well, Laura. I give Literacy workshops and this
is one area teachers in grades 4-6 don't feel as comfortable in their base.
One of the best assessments (and quick) to give for phonemic awareness is
the Yopp-Singer. You may be able to find it on line.

Lois
+++++++++++++++++++++++++++++

From: Creecher12@aol.com
Date: Mon, 28 Jul 2003 18:55:20 EDT
Subject: Re: [mosaic] Mosaic - Chapter 1 thoughts

In a message dated 7/28/03 6:50:49 PM Eastern Daylight Time,
loiso@dbtech.net
writes:

> I give Literacy workshops and this
> is one area teachers in grades 4-6 don't feel as comfortable in their
base.
> One of the best assessments (and quick) to give for phonemic awareness is
> the Yopp-Singer.

Why would you give a phonemic awareness test to 4-6 graders when according
to
the NRP report, phonemic awareness training doesn't help children beyond
first grade?

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

Date: Mon, 28 Jul 2003 18:05:05 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Contests for Reading (long)

I just purchased and started No More Dead Dogs, which so far is a hoot
and I would recommend to any older anti-dog story reader I know. After
Winn Dixie, try Love That Dog by Sharon Creech. Pretty cool.

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

Date: Mon, 28 Jul 2003 18:17:07 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Mosaic

To be honest, that statement from Fountas seems somewhat ironic as she
seems to leaning more and more towards formulaic teaching. I am
thinking of the recent round of phonics materials for grade levels K-3.

I had that same reaction when reading Mosaic first time through, but I
have come to believe that I do need to put my primary focus on one
strategy at a time. That doesn't mean that other strategies aren't
named and celebrated in the context of authentic teaching experiences.
And see them as cummulative, so that I truly think I am only teaching
towards one strategy early on in the year--I see it as laddered or
cummulative.

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

Date: Mon, 28 Jul 2003 18:27:26 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Struggling Readers?

Again, I am going to express my sincere misgivings with these materials. I
met a teacher at a conference recently who gushed about them, say, "For
years I have been looking for something to tell me what to do today,
tomorrow and the next day..." Our reading recovery teacher leader and I
have been reviewing these and have the same fears that teachers will loose
sight of the need to be responsive, contextualized AND individualized in
their teaching.

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

From: Abcde1142@aol.com
Date: Mon, 28 Jul 2003 19:59:10 EDT
Subject: Re: [mosaic] Any ideas

Suggestions for using big books
- cover relevant words to have the students figure out the appropriate or
similar words.
- cover the description and have the students write a description of what is
shown on the page.
- have the students find the nouns or verbs
- design their own big book.
Alexa
+++++++++++++++++++++++++++

From: "lois driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] Mosaic - Chapter 1 thoughts
Date: Tue, 29 Jul 2003 01:59:41 -0700

It is an assessment to find out if they already have phonemic awareness. =
If not, then one must provide instruction (such as Reading Recovery =
does for 1st graders) so they may begin hearing sounds they are missing. =
Believe me, I'm as constructivist as you can get, but I do believe in =
the "balance".
Lois
Reading Specialist/AL
++++++++++++++++++++++++++

From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: Re: [mosaic] K2K and...
Date: Mon, 28 Jul 2003 19:00:42 -0500

I am home from vacation and recharged. I have abandoned K2K. I tried to read
the book, really I did and even got to Chapter 4. But I could not get much
meat from the book. I did connect to the fact that conversation must be
taught and modeled. I agree. Oral language dvelopment is very important to
all. I also know that I cannot assume the students know how to converse. I
also understand that I should try a new activity with duos first and then
move onto triads. I even buy into the small circle activities, but then I
could not read on. Maybe its because I teach 8th graders. I don't know. I
really did try to finish the book. Maybe after school starts I'll try again.
BUT while on vacation I found Classrooms That Work They can All Read and
Write by Patricia M. Cunningham and Richard L.Allington. Fantastic read! I
couldn't put the book down. They had chapters on struggling readers and word
study step by step, but best of all assessment. It is loaded with
information boxes such as how to do a
think aloud, why modeling and demonstrations are critical for struggling
readers and more. The book is a new edition with three new chapters added.
Its good to be back.
Mary/gr.8
+++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Mon, 28 Jul 2003 20:01:37 EDT
Subject: Re: [mosaic] Mosaic

MOT and STW are the New York version of Guided Reading that Fountas and
Pinnell have suggested.
They are both talking about strategies that will build student reading,
comprehension, etc.
++++++++++++++++++++++++++++++++

From: Creecher12@aol.com
Date: Mon, 28 Jul 2003 20:52:41 EDT
Subject: Re: [mosaic] Mosaic - Chapter 1 thoughts

In a message dated 7/28/03 8:06:56 PM Eastern Daylight Time,
loiso@dbtech.net
writes:

> It is an assessment to find out if they already have phonemic awareness.
> If not, then one must provide instruction (such as Reading Recovery does
for
> 1st graders) so they may begin hearing sounds they are missing. Believe
me,
> I'm as constructivist as you can get, but I do believe in the "balance".
> Lois
>

Even if according to "scientific research" it doesn't help?

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

From: Creecher12@aol.com
Date: Mon, 28 Jul 2003 20:56:26 EDT
Subject: Re: [mosaic] Whole Language

In a message dated 7/28/03 1:07:45 PM Eastern Daylight Time,
MissWalsh1@aol.com writes:

> She never mentions whole language, though.

Yeah, well no one does. Why do you suppose that is?
Look in Taberski's references and see who she gives credit.

Goodman, K. 1965." A lingustic study of cues and miscues in reading,"
Elementary English 42: 639-643.

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

From: Annette201@aol.com
Date: Mon, 28 Jul 2003 21:35:51 EDT
Subject: Re: [mosaic] Mosaic

Lori:

I noticed how the material is laid out as well..I think in a way Fountas and
Pinnell are probably in a "survival" mode and giving in to a demand rather
than analysis of what each student needs.
+++++++++++++++++++++++++

Date: Mon, 28 Jul 2003 21:04:56 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Mosaic

Agreed, and it is scary. Can't help but think that Calkins is also in
someway feeling this influence.

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

Date: Mon, 28 Jul 2003 21:28:05 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] K2K and...

Mary - I understand where you are coming from, but I would encourage
you to reconsider the ideas about questioning and use of text evidence
to support thinking found in Chapter 2. I think Ardith has articulated
this extremely well. As you get students discussing when school
starts, this might make sense. Allington and Cunningham are great -
have you read What Really Matters for Struggling Reading - this
is a must. I think Ardith is talking in Chapter 2 about what Dick
calls thoughtful literacy. JG
++++++++++++++++++++++++++

From: Annette201@aol.com
Date: Mon, 28 Jul 2003 22:37:41 EDT
Subject: Re: [mosaic] Mosaic

Lori:

I haven't noticed it with Calkins, but I did notice the influence of the
"back to basics" movement when I went to National IRA this year. I will
have to
pay more attention and see what is up. Frightening, and makes me feel
somehow
that my "gurues" are selling out somehow.
+++++++++++++++++++++++++++

From: H1Edwards@aol.com
Date: Tue, 29 Jul 2003 08:28:16 EDT
Subject: Re: [mosaic] "clock partners"

Ellen,
I went to a workshop this summer where we used this strategy to get
partners.
Maybe this will help to clear it up.
1. You have a clock with 12 lines at each hour mark. This allows the
students to have 12 different partners.
2. The students go around the room and place each other's name at the same
hour mark. Ex: Tom writes Joe at his 1:00 position and Joe writes Tom at
his
1:00 position.
3. The students then keep going around the room until their clocks are
full,
therefore giving each child 12 different partners, rather than them choosing
the same partners each time like usually happens.
4. At the end, hav ethe students meet at your meeting place. You will have
students that don't have partners for a certain hour spot so you will match
two people up that have the same blacnk hour or you may need to make sets of
three.
5. When an activity starts, all you have to say is," For this activity you
will need to find your 3:00 partner." This also helps alleviate wasted
instructional time trying to find partners.
Hope this helps!

Holly/OH/2nd
+++++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] whole language
Date: Tue, 29 Jul 2003 19:55:10 -0500

Hey everyone,=20
Please don't attack me, but this discussion is intriguing. I didn't =
get into it the other day, but since someone else brought it up - I too =
was taught in college with what they called a "whole language" approach =
and there was not any phonics instruction or word attack skills, etc. =
It included things like LEA (Language Experience Stories). The teacher =
wrote the story on the chart paper as the kids told it and then you read =
it, sang it, dissected it etc. (I know there was more, but I remember =
the instructors kept saying that the phonics and spelling would =
naturally emerge in the process. My greatest fear for years was getting =
a primary teaching position. I think that like anything people throw =
around terms (that are used in a variety of programs and philosophies) =
and they all mean something slightly different to everyone. I am sure =
that there is a BEST definition out there by the leaders in reading, but =
I do think some of us have been led to believe that whole language meant =
no phonics instruction. I certainly don't think it's best or meets needs =
- just a conversation piece! :) Shelly
+++++++++++++++++++++++++++=

From: deborah a devine <debthereb@lightfirst.com>
Date: Tue, 29 Jul 2003 20:18:57 -0500
Subject: [mosaic] Math Essentials and slugs

In a recent e-mail, I was asked:

Why do you use the term "slugs"? It sounds derogatory for the slower
students. A friend of mine reads this listserv and was impressed with
your suggestions until he read slugs. That took away from what you had
explained. I didn't think much about it until my friend said something
about how insulting it was to those children with disabilities. You
have such good ideas that I hate to see people disregarding what you
say because of one term.

My answer to the group: (I hope no one else has this impression)
I'm glad that you asked me about my use of the word "slugs", since I
can now see the possible misconception that term could cause. To me
the word 'slug' means slow of body, not slow of mind. I'm afraid the
word slug came from my childhood. My sister who shared the
respoonsibility of cleaning the kitchen and dishes after dinner with me
for our family of 7 was so slow finishing her meal, helping to clear
the dishes, and drying the dishes, that I usually did 85% of the work
while she was a "slug".
My "slugs" in class would take 5 MINUTES to hang up their coat in
the morning, 5 MINUTES to obtain their math question,and 5 MINUTES to
find their glue and paste their question in their math journals.
Lastly, they would then use the ideas and work of their classmates to
complete their journals since we were talking as a group about the
solution. Yeap, slow in body, not in mind. Did you notice that I solved
the problem by having them come in early before the other students, so
I could get their bodies MOVING and actually be writing by the time the
other students came in. I also had my Math Mom pre-glue in their
questions. In the beginning, she would also write, First I know that
and The answer is , for them on the page. After a month, they no longer
needed any writing in their journals, but I had their questions glued
in their books for most of the year. They could do it, and my actions
showed them that I expected them to use their thinking skills.
The seven students in my class that received special services were
never called slugs. They tried their best, and I rewarded them for
their effort and celebrated their original ideas.
Perhaps, I should have said, "students that use their time like the
class has all day to solve this one problem." I'm sure all of you can
relate to that as we weigh and measure our classroom minutes like
they're Godiva chocolate.

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

Date: Tue, 29 Jul 2003 20:33:11 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] whole language

Jan Turbill discussed this issue in an article about the ages of reading
and it has also been addressed by Brian Cambourne. Jan spoke in this
article about the differences between teachers in the field who came to
whole language after teaching and those being educated to whole language
in the early 1980's. She said that those WL teachers with experience
had the knowledge and understanding of how phonics work. Some teachers
new to the field were not receiving this in their undergraduate
training. The assumptions on both end, she argued, led to this
misinterpretation of WL. Interestingly enough, I was new to teaching at
this time and will admit that my undergraduate training failed to really
prepare me to teach phonics in ANY context. There was no serious
lingustic component at all but my program was not Whole Language, and I
wonder if this missing piece was missing for many of us. When I came to
Whole Language, I realized this deficit and understood to teach
wholistically to all cueing systems, I would have to address it. My
deficit would never have been so obvious if I had been relying on
commercial materials to take this up for me. Whole Language never
intended the neglect of phonics, but perhaps, in some way, it was
neglected by SOME teachers. Those who grew into the philosophy, rather
than abanoning it, I suspect were those who sought to address personal
deficiencies. Unfortunately, the myth that whole language neglects or
refutes the important role phonics plays in reading and especially in
writing seems to live on. I appreciate any discussion which takes this
to task.

Lori
Happily Whole!
+++++++++++++++++++++++++++++

Date: Tue, 29 Jul 2003 18:51:09 -0700
From: "T. Henriksen" <henriksent@shaw.ca>
Subject: Re: [mosaic] Math Essentials and slugs

Hi Deborah,

I have been a lurker here for a little while now, but I felt the need to
respond to your email. I totally took your term "slugs" as what you meant -
slow in body (not necessarily mind). We seem to get so many of these
students who take FOREVER to do anything - hang up their coat in the morning
etc... I just wanted to let you know that I did not take the term as being
derogatory to students who are struggling academically!

Take care,
Tia
http://fc.sd36.bc.ca/~henriksen_t
+++++++++++++++++++++++

From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] "clock partners"
Date: Tue, 29 Jul 2003 21:08:13 -0500

Re: [mosaic] "clock partners"There is a blackline master you can print =
of the clock partners idea at readingquest.org. Click on strategies and =
scroll down.
++++++++++++++++++++++++

From: Creecher12@aol.com
Date: Tue, 29 Jul 2003 22:14:04 EDT
Subject: Re: [mosaic] whole language, Long and a plea!

Hi Shelly,
I agree there are a lot of misconceptions about whole language. "Whole"
means
just that, whole. Many of the people you are reading books by on this list
are grounded in Whole Language theory. For instance, Shelley Harwayne often
states proudly she is a Whole Language teacher. All the teachers at her
former
school, Manhattan New School, that have written books such as Sharon
Taberski are
grounded in Whole Language Theory.

When the state of California's reading scores dropped to the lowest in the
nation, they had to have a fall guy. They couldn't blame it on the lack of
support for English Language Learners, or the rise in the poverty rate, or
the
neglect of attention to social issues. Whole Language was an easy target. If
you
read Stephen Krashen's latest article, you will see that whole language can
no
longer take the blame, because California's scores are still low in spite of
dropping whole language and banning/censoring its supporters from speaking
in
their state 5 years ago.

The reason I am so passionate about this is because of the debt I feel to
whole language research and researchers; Ken and Yetta Goodman, Brian
Cambourne,
Denny Taylor, Donald Graves, Dorothy Watson, Robert Tierney...the list could
go on and on. Get out the book Distinguished Educators in Reading published
by
IRA and you will see their names among the distinguished. Attend an NCTE
conference and on the Day of Whole Language you will see Regie Routman,
Debbie
Miller, Sharon Taberksi, Ann Goudvis, David and Phyliss Whitin and Stephanie
Harvey presenting. Not all teachers and authors, unlike Lori and Ruby have
the
courage to come to WLU's defense. I guess you would have to ask those
teachers and
authors why.

If any of the people on this list, feel that same debt to whole language
that
I do, now would be a good time to show it, as we are in a financial crises.
With the passage of NCLB and now the Head Start changes, Whole Language is
an
organization that is at the forefront of trying to defend the choice of the
teacher to determine what is right for the child sitting in front of
him/her.

There are some things you can do to help. One is to go to <A
HREF="www.ncte.org/wlu">www.ncte.org/wlu</A>
and become a member of WLU by subscribing to Talking Points. If you are
already
a member of WLU, or if you can't afford to join, please slip any kind of a
donation you can make in an envelope and address it to,

WLU, c/o Kathy Egawa, NCTE
1111 West Kenyon Road,
Urbana IL 61801-1096

You could also come to our sponsored workshop at NCTE in San Francisco this
fall (http://www.NCTE.org/convention/2003/preview/workshops.pdf).
Thanks in advance for your support.

WL needs U,

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

From: JATShaw@aol.com
Date: Tue, 29 Jul 2003 22:54:48 EDT
Subject: Re: [mos