Has anyone used Write Time for Kids, a non-fiction writing and reading
program
by Teacher Created Materials, grades K-8. A sales rep came to our district
writing assessment committee to make a quick presentation and left up
samples to
try out. It looks good. The lessons are cards that are pages from Time
Magazine for Kids and then focus on a writing strategy, convention skill, or
writers' craft lesson. Some of the cards are also on transparencies.
Anyone
using it?
Carol/CA/2
+++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] 3 column note taking/Lori
Date: Wed, 30 Jul 2003 19:56:08 -0500
Hi Lori. Could you talk to us about your 3 column note sheet? I see.... I
read.... I think...
Would the students always fill in all three columns or just I see.... I
think.... if it is a picture response only? And I read.... I think.... if
it a text response only?
Thanks
Ginger
+++++++++++++++++++++
Date: Wed, 30 Jul 2003 20:36:43 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] 3 column note taking/Lori
I see...
A column for information drawn from the photo. In the picture of what turns
out to
be the eye of a rabbit and the habbitat on the accompanying page I imagine a
child
might write.
I see fur, so I know it is a mammal.
It doesn't look like Africa or Asia, maybe it is North Americal.
I read...
long ears poking into the sky
The tnoisey tractor has frightened him.
hops away
giant leap
warren
I think...
It might be a rabbit because leaping is like jumping and it says "hop"
and
rabbits
hop. Rabbits have fur, so that works. I wonder if a warren is like a
burrow.
What I am envisioning is a way for children to integrate visual literacy,
print and
their own experiences.
Lori
++++++++++++++++++++
From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] non-fiction
Date: Wed, 30 Jul 2003 20:36:08 -0500
Carrie - Russell Freedman has great Non-Fiction books. Won't you be
teaching SS too - Buffalo Hunt and Immigrant Kids are two that I use. :)
SHELLY
++++++++++++++++++++
From: H1Edwards@aol.com
Date: Wed, 30 Jul 2003 21:49:37 EDT
Subject: Re: [mosaic] Reading with Meaning
I am currently reading this book and thoroughly enjoying it. It really
pushes you to reflect on what you believe about various aspects of teaching.
She
tells you that when you are able to explain the philosophy behind the things
you do in your classroom and can back it up with research--people will
listen!
++++++++++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] Nonfiction
Date: Wed, 30 Jul 2003 21:22:07 -0500
I have not seen the book, In The Blink of an Eye, except when I pulled it up
on amazon.com. Wow! I love the cover! From your description, Lori, I can
see possibilities for 6th grade. It sounds like we could use it in science
when we discuss and look at issues like camouflage, biomes, habitats, and
adaptations.
Do you think little ones could use a loupe or a small magnifying glass to
take a closer look at the animals and their eyes? I could see using one to
have 6th graders take a closer look at color combinations and blending.
Then I might have them "reproduce" a small section. Just random thoughts.
~karla
++++++++++++++++++++++++
Date: Wed, 30 Jul 2003 21:37:43 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Nonfiction
You don't see the animals, jsut the eyes and on the opposite page a picture
of the
habitat which includes people. The ending has a very telling painting,
showing a
window looking upon all the animals crowded together.
"Wherever you go, remember you are not alone. Learn to see the creatures
that
share your world."
Isn't that lovely? Can you see encouraging a naturalist study of a
photograph of a
favorite animal eye and the writing of the poetic, factual riddle to
accompany
it? I love this book...
Lori
++++++++++++++++++++++++++
From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] Ch. 2 Mosaic Book Talk and Mosaic FILES
Date: Wed, 30 Jul 2003 21:28:32 -0500
Ch. 2: Mind Journeys
The first thing that hit me reading Mosaic a second time is when Debbie
Miller discusses how Reading had always been a mystery to her. "How
can we ever know what goes on in their minds when they're reading" she
asked. Well, I think I mentioned earlier my fear of teaching primary. I
used to think (in very naive fashion) that it was the primary teachers'
responsibility to teach kids how to read. I KNOW THAT WAS SOOOO WRONG.
Then intermediate teachers would use those reading skills to get into
that Science and SS content. I REALIZE NOW HOW MUCH RESPONSIBILITY WE
ALL HAVE to teach them to read. We need to teach them not what to think
but how to think and to model the strategies and teach them how to use
them to become proficient readers
P. 15 Debbie pushed her point. "I remember Tip and
Mitten. I remember SRA. I remember 'read the chapter and answer the
comprehension questions' and, you know what?" she challenged, "I learned
to read just fine with all those methods we now consider obsolete. I
don't really know what to say when parents or my principal ask my why
I'm doing things differently now. I have a hard time answering their
questions. I can't very well tell them I'm having much more fun
teaching a new way, though that is very true!"
Certainly I learned to read well at a literal level but never at a deep
level like I see my fifth graders getting to now. I am so jealous that
I didn't learn with these strategies! :) I am having so much fun with
this too. Fountas and Pinnell - Guiding REaders and WRiters has really
helped me with the workshop format as well!
P. 24 quote - "Is it too simplistic to think that if
proficient readers use the same strategies to :construct meaning when
they read in virtually any kind of text, that it might be possible to
help kids become more aware of their own reading processes and then to
reach them to improve their comprehension?"
I am just awed by the think-aloud strategy and the use of it related to
the strategies.
The Math Essentials Assignments helped me so much. I thought I would
share with you all what I did over the last year. I created files with
the following titles. In the beginning (and hopefully when school
starts again) people shared their lessons on the list tied to differet
tradebooks. I created file folders for each of the strategeis and
sub-parts and have tons of resources printed from this list and other
sites.
Here are the folders you can create if you like:
-Mosaic General Info
-Metacognition
-Schema with the following subfolders - Connections, -Text to Self
Connections, -Text to Text Connections, -Text to World Connections,
-Genre Schema (with subfolders on the each of the genres), -Author
Schema
-Determining Importance - subfolders on Symbolism and Themes
-Questioning
-Visual and Sensory Imagery
-Drawing inferences
-Synthesizing
-Fix-Up Strategies
For awhile I printed everything. Now I am more selective to print the
lessons that I really see myself using in the future with a strategy.
P. 27 ...text-to-self connections, text-to-world connections, and
text-to-text connections
The first reading I glazed right past this - scary - I was in a book
talk at school and they talked about connections. This was all so new
that I didn't even remember reading it. It is such a part of my everyday
vocabulary now (in and out of school.)
+++++++++++++++++++++++
From: Bethany220@aol.com
Date: Wed, 30 Jul 2003 22:43:54 EDT
Subject: Re: [mosaic] non-fiction books
I agree...The Mondo Big Books are great., I also found the Newbridge
Non-fiction to be great as well......
++++++++++++++++++++++++
Date: Wed, 30 Jul 2003 19:26:41 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] non-fiction books
I have a book called, "Is That a Fact? Teaching Nonfiction (sic)
writing K-3" by Tony Stead.
I saw him speak once and he was phenominal. But I haven't even
cracked this book yet. I went and dug it out due to this non-fiction
thread.
So, I guess I'll start reading it. Has anyone else?
Katharine/1st/N.California
+++++++++++++++++++++++++
From: "Lisa Repaskey" <chesna03@hotmail.com>
Subject: Re: [mosaic] non-fiction books
Date: Wed, 30 Jul 2003 23:01:05 -0400
Tony Stead is a wonderful speaker.....he was part of a group that was
training teachers in Oakland, California about 6 years ago. He's been
working in the New York City Public Schools for several years, through the
MONDO publishing company. I loved his Australian accent!
Lisa/NC/1
http://www.myschoolonline.com/NC/Tiggerkyds
++++++++++++++++++++++++++
Date: Wed, 30 Jul 2003 22:40:31 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] non-fiction books
Katherine,
Crack it immediately! It is a wonderful book. I leanred so much from it
and found
it hard to put down.
Lori
+++++++++++++++++++++
From: JATShaw@aol.com
Date: Thu, 31 Jul 2003 00:35:09 EDT
Subject: Re: [mosaic] Inference & Nonfiction
In a message dated 7/30/2003 4:25:12 PM Pacific Daylight Time,
ljackson@gwtc.net writes:
> a striking new nonfiction book
The Water Hole by Graeme Base was new in 2001 and has fascinating pictures
with lots to discover in each one and a subtle environmental message as
well.
Our whole staff enjoyed it as did some of our adult students!
+++++++++++++++++++++++++++++++
From: "Joan Matuga" <joan3teach@hotmail.com>
Subject: [mosaic] Dyslexia
Date: Wed, 30 Jul 2003 22:31:07 -0700
Reply-To: mosaic@u46teachers.org
++++++++++++++++++++++++++
Date: Wed, 30 Jul 2003 22:40:14 -0700
Subject: Re: [mosaic] Dyslexia
From: "Janet Holbrook" <jmholbrook@earthlink.net>
Joan--
I have not read the book but I did read the Time Magazine article. I've
been both a reading specialist and a classroom teacher. I always worry when
what's good for those who are struggling is generalized to the whole
classroom. As a reading specialist, I can understand why Dr. Shawyitz might
recommend Open Court and HM for some children. As a classroom teacher, I
hate to see all children limited to just these programs.
Janet
++++++++++++++++++++++++++
From: "Joan Matuga" <joan3teach@hotmail.com>
To: mosaic@u46teachers.org
Subject: [mosaic] Dyslexia
Date: Wed, Jul 30, 2003, 10:31 PM
I read Overcoming Dyslexia by Sally Shawyitz this summer. She is a
well-known expert on dyslexia. The cover story in Time Magazine was on this
subject and her book was really featured in this article.
She is a strong proponent on phonics (ad was a member of the National
Reading Panel. She has some interesting points especially as to some
misconceptions about dyslexia. For example, boys are identified about 5
times more frequently than girls but the ratio is about the same. Students
are identified way too late. They don't "grow out of it" without extensive
help. Most RSP program are not successful with these students -- in-class
or pull-out The brains of students with dyslexia are different from the
brains of students without it. Even though some students learn the phonics
rules, their brain doesn't have an automatic "express route" that
aids in
speedy reading. There is a particular area in the back of the brain that is
developed in a nonimpaired reader. The dyslexic reader, on the other hand,
overactivates an area in the front of the brain. They are often very slow
readers, have poor handwriting, and are poor spellers.
At the close of her book, she provides success stories of people who have
overcome dyslexia. Her last words are, "Today, each dyslexic child is free
to devop his talents and to pursue his dreams -- and to know he will
suceed. Dyslexia can be overcome." (366)
Dr. Shaywitz is an advocate for Open Court and the 2003 HM California Legacy
edition.
We all have students who word call but can't comprehend.
Has anyone else read this book? Any comments on how this fits into our
discussions?
Have a wonderful day! Joan
++++++++++++++++++++++++++++++++
Date: Thu, 31 Jul 2003 07:06:51 -0400
From: Dave & Deb Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] non-fiction books
I found it very good. I took the animal report idea and the nonfiction
conventions from Debbie Miller and combined them into a couple of week
lesson.
++++++++++++++++++++++++++++++
From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] Dyslexia
Date: Thu, 31 Jul 2003 07:12:01 -0400
Re: [mosaic] DyslexiaI saw Jack Fletcher at the IRA conference in =
Orlando. He is from Texas and has been doing brain research with a new =
fMRI machine that can actually show what parts of the brain are working =
while you do different things (like reading, singing, identifying =
pictures, writing, etc.)
They used this machine to do before/after brain scans of kids who =
were identified as struggling readers in K. The study was conducted in =
first grade. What was amazing was that they actually changed how these =
kids' brains worked by using systematic phonics instruction and =
intervention.
They also did scans of struggling adult readers. Their brain =
patterns were the same as the struggling children's...which led them to =
believe that kids don't "mature" or "grow out of " difficulties
when =
they are young.=20
There is a large percentage of our kids who will learn no matter =
what we do. They have the background & experiences to have success. But
=
for those little strugglers, there must be some systematic instruction =
to help their brains get "wired right" for reading. It would be a
shame =
to have what we need to help them and not do it.=20
Cece/LC/GA
++++++++++++++++++++++++
From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] Nonfiction
Date: Thu, 31 Jul 2003 07:22:02 -0400
I have used In the Blink of an Eye with second graders during their animal
habitat study. It generating a great deal of discussion.
Dottie
+++++++++++++++++++++++++++
From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: Re: [mosaic] non-fiction books
Date: Thu, 31 Jul 2003 07:40:13 -0400
Deborah--
I forget, what grade do you teach? I teach fifth and am wondering about s=
ome of the students' reactions to Big Books. I'm sure some of them would =
think they were cool, but others might consider them quite primary. They =
sounds wonderful, though! =20
Is there a website I can look at them online?
Does anyone else use them?
Thanks!
--Carrie :)
+++++++++++++++++++++++++++
From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: Re: [mosaic] 7 Keys to Comprehension
Date: Thu, 31 Jul 2003 08:31:11 -0400
I agree. It's a really quick read and reinforces what we do in schools. =
I liked how at the end of each chapter, it gave suggestions for Preschool=
, Emergent and Advanced Readers, books, and classroom applications. It's =
a great companion to Mosaic and Strategies!
--Carrie :)
+++++++++++++++++++++++++++
From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] Non-Fiction Matters
Date: Thu, 31 Jul 2003 07:19:54 -0400
The 4th and 5th grade teachers at my school love the Write Time Series.
Dottie
++++++++++++++++++++++++++++
Date: Thu, 31 Jul 2003 08:56:48 -0400
From: Bethany220@aol.com
Subject: Re: [mosaic] 7 Keys to Comprehension
I just got it in the mail yesterday and I can't wait to start
it...especially after hearing all of these wonderful reviews,thank you
Bethany
+++++++++++++++++++++++++
From: Abcde1142@aol.com
Date: Thu, 31 Jul 2003 09:00:45 EDT
Subject: Re: [mosaic] non-fiction
I did an author study last year using Russell Freedman. He has written a
number of books on the old west on topics from Children in the Old West to
Buffalo Hunt. What interested me was the topics he did that wasn't
connected to the
old west such as Eleanor Roosevelt. I didn't use an entire book for the
read-a-loud, but sections that pertained to each other. I was amazed by the
boys
being interested in Eleanor Roosevelt especially when the girls should no
interest in her.
I agree that we have to do more with non-fiction because students see
reading
non-fiction as boring.
Alexa
+++++++++++++++++++++++++++++
Date: Thu, 31 Jul 2003 08:16:48 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] non-fiction
Another reason to focus on nonfiction is the degree to which nonfiction
plays a role in our reading lives. So far this morning, I read the NY
Times online, reviewed a map for directions to the camping spot we are
heading to in the morning, read a recipe for blueberry muffins,
corresponded with several listserv members and friends via email, and
read two chapters in a professional book. When I pause to inventory my
reading life, I am overwhelmed with the amount of nonfiction reading I
do. I consider myself an avid reader--my family might call it
addict!--and I read lots of fiction as well. One starting point might
be to help children define nonfiction in broad terms. If they limit
that definition to textbooks, it is no real wonder that they dismiss it
as boring.
Lori
++++++++++++++++++++++++
From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] big books and other bizarre things with fifth graders
Date: Thu, 31 Jul 2003 09:12:29 -0500
Hi Carrie and others, =20
I have found that anything (like big books, community circle, =
picture books etc.) that we approach with fifth graders might seem odd =
to them at first. But if we approach it with excitement and talk about =
it with them, I find over time they are begging me for those things. I =
just talk about the elephant in the room - "I know you probably think it
=
seems odd to sit in the floor in a circle for community circle but just =
give me a chance and I think you'll come to love community circle." Sure
=
enough over time, they love it!
Here is another thing we do in my classroom - back massages during read =
aloud. I know some of you are dying out there! :) WE set up a procedure =
- talk about it thoroughly - model an appropriate shoulder massage =
sitting up in a row - and do it. THEY LOVE IT! Students don't have to =
at all! I find the boys and girls form separate lines, but they have a =
little routine - tap the shoulder and that person moves to the end of =
the line. It's funny to watch! Occasionally people lose the privilege =
but not too often! My principal even jumped in one day and sat down =
with the kids. :) At first he looked at me like I was nuts, then a =
student invited him down, and now he's a believer!!! :) I just go with =
the idea of loosening those tense muscles - the power of touch, etc. =
It's all above board and I even usually get a shoulder massage. Talk =
about a de-stresser. TRY IT!!!
++++++++++++++++++++++
Date: Thu, 31 Jul 2003 10:25:36 -0400
From: Bethany220@aol.com
Subject: Re: [mosaic] non-fiction
That was so well put! We need to model the readerly life along with our
writerly life. Speaking of the New York Times, there was an interesting
article last week on Dyslexia research at Yale. Bethany
+++++++++++++++++++++++
Date: Thu, 31 Jul 2003 11:32:21 -0400
From: Karen B <kbaird@optonline.net>
Subject: [mosaic] re: digest
Hi All,
I am new to the list & find the info. intriguing....but wondering if
there is a digest version...can anyone pls. advise how to get on the digest
version?
thanks,
karen
+++++++++++++++++++++++
From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: [mosaic] Elvis the REader
Date: Thu, 31 Jul 2003 11:03:35 -0500
I know someone need this. Here's the original message:
My husband (also a MOT teacher) just showed me this paragraph from the =
book
he is currently reading entitled: Careless Love: The Unmaking of Elvis
Presley by Peter Guralnick.
"[He] (Elvis) was requesting a new book almost every other day....It was
never enough for him to simply read a book; he had to absorb it, think =
about
it, question it, link its thoughts and ideas with all he had read before =
and
things he had heard people say. Elvis dog-eared pages, highlighted
passages, and jotted notes and questions on the endpapers and throughout =
the
margins. For Elvis, reading wasn't a passive activity; each book =
promised a
new adventure, a new way of viewing things." p.178
Just another example of a real life reader.
Ginger
moderator
+++++++++++++++++++++++
Date: Thu, 31 Jul 2003 12:06:46 -0700
Subject: Re: [mosaic] Dyslexia
From: Diane M Shadwick <dshadwick@juno.com>
Joan:
Thank you for sharing your information about Overcoming Dyslexia by
Sally Shawyitz.
My youngest son is dyslexic. Dyslexics don't "grow out" of dyslexia,
they learn to compensate. He is currently attending a community college
and is doing very well with his courses. He does struggle with his
spelling.
It is because of him that I have gone on to get my teaching degree and
M.Ed. in Reading and Literacy (just finished last week). (Teaching is my
'second career' after raising my two sons and having a desire to continue
to work at something I enjoy since my husband is disabled.) My research
paper (both years) was on dyslexia. I found out there are many
misconceptions among teachers and this last year I worked with a 4th
grader on spelling (a single case study), I am still hoping for my own
classroom. I am working on learning everything I can to help young
students to learn to read and write, so that hopefully they won't fall
through the cracks.
Dee
++++++++++++++++++++++
From: DnnllySs@aol.com
Date: Thu, 31 Jul 2003 15:32:06 EDT
Subject: Re: [mosaic] Elvis the REader
Good Morning
I am so glad you re-posted this
I believe my 11yrs old !!!! reads our posts on MOT
She asked me about Elvis' reading during dinner last evening
so
We are reaching into the future
Im printing this out so we can read and share it's entirety tonight
Thanks so much :)
Have a Breezeey Summer's Day
Susan Donnelly
++++++++++++++++++++++++++
From: Micteachme@aol.com
Date: Thu, 31 Jul 2003 16:18:29 EDT
Subject: Re: [mosaic] Non-Fiction Matters
I have seen the Write Time for Kids. I liked what I saw. Our intermediate
coach purchased it. I will look more closely at it and let you know. For
Illinois teachers it addresses the types of writing the kids need to be able
to do
with some pretty good short pieces.
Becky/IL/ Literacy Coach
++++++++++++++++++++++++++
Date: Thu, 31 Jul 2003 13:18:17 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] Dyslexia
Hi Dee,
I wish I had time and energy to do enough research on my own to learn
how to better teach kids with the various forms of dyslexia. As well
as all the other needs a room full of kids has.
I wish my district offered classes -- I don't even really know which
books I should buy to read.
That's a main reason I spend hours on the web reading posts at
education sites and mailring like this. There is so much to learn,
so much I don't know. And during the school year I am swamped and
overwhelmed just by the day to day activities -- summer is for
learning.
Anyway... congratulations on your degree and masters. That is very
exciting! Congratulations on raising your children well. I hope you
stay with the mosaic ring and share tons of the information you have
learned with us.
Katharine/1st/N.California
+++++++++++++++++++++
From: Micteachme@aol.com
Date: Thu, 31 Jul 2003 16:23:32 EDT
Subject: Re: [mosaic] non-fiction books
i HAVE READ PIECES OF Tony's Book It's a Fact. It is very readable. If you
liked him in person you will recall some of the stories. I think it has
some
real value. (I guess I need to go pull it out.
Becky/IL/Lit Coach
+++++++++++++++++++++++
From: deborah a devine <debthereb@lightfirst.com>
Date: Thu, 31 Jul 2003 15:59:50 -0500
Subject: [mosaic] non-fiction use of Big Books
(A reply especially to Carrie)
I have taught both 4th and 3rd Grade. The Mondo Book on Beavers has so
many features of non-fiction that I don't believe that students see it
as a primary Big Book...but as a learning tool that everyone can see.
I don't see a problem with Big Books and 5th Graders. I believe that
something that helps them see the large books as a teaching tool is
that I explictly state "what my purpose is for the lesson." For
example, "Today we are going to be looking at a cross section diagram
of the beaver's lodge. You will find this type of diagram in non-
fiction books and in your Social Studies and Science textbooks."
The next day we drew our own cross section diagrams of the inside of
an apple that had been cut in half...then we ate them.
+++++++++++++++++++++++
Date: Thu, 31 Jul 2003 16:17:01 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] non-fiction use of Big Books
My son is in a school which services only fourth and fifth graders. Rather
than an
extension of primary, it seems to be more of a pre-step to middle school.
It fails
to do either well. I really do believe that 4th and 5th grade kids are
still kids
and that as a society, we are somewhat responsible for growing them up too
fast. I
think of a fifth grade teacher who sponsors dances throughout the year,
including
"King and Queen" sorts of things and then wonders at the boy/girl
conflicts
and the
race to early sexuality. Umm... I think that by introducing this book to
older
students the way you describe you are giving them permission to be little
kids and
way to save face when it isn't quite cool to do so. Kind of like taking a
kid to a
Disney movie when you would love to have seen it anyway...
Lori
+++++++++++++++++++++++++
From: deborah a devine <debthereb@lightfirst.com>
Date: Thu, 31 Jul 2003 18:13:03 -0500
Subject: [mosaic] Beavers and onward to the platypus
After the beaver book, I use another set of Mondo books about the
platypus. This is not a big book, as I used a set of 8 small books that
I had available. Why is that significant? CONNECTIONS! No one knows
anything about the platypus, including me originally. The platypus is
somewhat similar to the beaver, yet quite different. This jolly little
creature can be understood because you use your prior knowledge of the
beaver to understand the platypus. As we talked about this in my class
last year, several students as last could see what we mean when you
teach that you can learn sometime new to you by connecting to what you
already know.
I also made some transparencies of some of the diagrams, so we could
enjoy them as a whole class.
Deborah Devine
+++++++++++++++++++++++++++++
From: cllc@comcast.net
Subject: Re: [mosaic] Dyslexia
Date: Fri, 01 Aug 2003 03:15:52 +0000
I read this article on dyslexia as well. I was interested in the brain
imaging
that shows that dyslexics only activate the frontal area that uses context,
but
do not activate areas in the back of the brain that facilitate visual word
recognition and auditory sounds within words.
I have seen this struggle in action as I have prompted readers who just
guess at
words, sometimes using the first letter of the word. When their attention
is
directed to letters or clusters of letters that conflict with the miscue
word
they called, they can, with deliberation, correct the miscue. But they go
on,
time after time, making similar errors , or even the very same error in the
next
line of text. Reading, for them, is very labor-intensive and it does seem
obvious that they are not integrating the cueing systems with any
automaticity.
I'm sure their brain imaging would confirm what I'm seeing in the
classroom.
We do provide Title I or RSP assistance to these students in gaining word
recognition and word attack skills. However, it is usually too little too
late.
I'm not sure brain stimulation or phonemic awareness activities or phonics
programs are the complete answer. These students are often sentenced to a
school career of remediation in phonics/skills instruction. Special
education
programs in general are prime examples of these skill/drill non-success
stories.
Reading Recovery works successfully with the lowest 1st graders by
encouraging
the integration of all the cueing systems, building on what the student
knows,
not what he doesn't know.
I guess what I'm musing about is a suspicion about "hard science"
diagnosing
readers as deficient or different-brained. A similar over-simplification
of
eye movement studies in a laboratory, not authentic reading situations, is
what
got us into this direct instruction/systematic phonics tornado we're in
right
now.
Keene has studied extensive research from many fields, including
linguistics,
cognitive psychology, reading, speech pathology, etc. and has based the
strategy-instruction approach on a broad range of findings that look at how
successful readers/learners read/learn. Teaching students to take on the
strategies and habits of successful readers is a paradigm that builds
students' cognitive abilities, rather than focusing on a deficiency model.
I am interested in what neurologists and cognitive scientists are
discovering
through brain studies, but it can not usually be applied directly to
classroom
instruction. Qualitative studies done IN schools must also be considered.
I understood the term dyslexic meant "one who can't read" for whatever
reason.
Many of us have cringed when hearing parents or news media toss this
"diagnosis"
around freely over the last decade because it is so general, it is hard to
know
what is meant by it. Parents who watched their 5-year-old write a backwards
"b"
became worried their child was dyslexic.
At this point, I realize some students are struggling readers in spite of
good
teaching and I don't always know why --or when, or if, they might become
fluentn readers. But I do know that no student should be a struggling reader
because of poor teaching and that still happens!
Carol/2/CA
+++++++++++++++++++++++++++
From: JATShaw@aol.com
Date: Fri, 1 Aug 2003 01:39:05 EDT
Subject: Re: [mosaic] Dyslexia
In a message dated 7/31/2003 8:29:13 PM Pacific Daylight Time,
cllc@comcast.net writes:
> I have seen this struggle in action as I have prompted readers who just
> guess at
> words, sometimes using the first letter of the word
And this seems to be the very strategy that adult struggling readers have
become stuck on; they have totally lost sight of the idea that a word should
make
sense in the context of the sentence, indeed that they should engage with
the
text at all. Working from their strengths and their interests also seems
key; many come to us with much bitterness and feelings of inadequacy...many
were
in school when learning disabilities weren't well understood.
Personally, I don't think there is AN answer because each individual's needs
are so unique. As teachers we have to have a great big bag of tricks,
filled
with different options. And if we don't have access to specialists for one
reason or another, it's critical to be well versed in STW and MOT and
anything
else we think might help make the difference. One text I especially like in
addition to the many mentioned in these discussions is Multisensory Teaching
of
Basic Language Skills by Judith Birsh. We also use the "sound tapping"
that
is part of the Wilson method...and for some reason that helps unlock the
mysteries of decoding for our adults. Once they connect spoken words with
written
sounds, everything seems to fall into place.
Many of our struggling adults come to us because they want to be able to
help
their kids. (The statistics are pretty scary concerning intergenerational
literacy problems.) It's hard to believe there are folks out there who
can't
read a recipe, map, or medicine label let alone a book to their child.
That's
why I am so very thrilled with the level of commitment in the participants
of
this LISTSERV. It gives me hope, and that's a very good thing. You folks
aren't going to let this happen, and this is GREAT. We would love to see
this
issue disappear!
++++++++++++++++++++++
From: Creecher12@aol.com
Date: Fri, 1 Aug 2003 07:05:01 EDT
Subject: Re: [mosaic] Dyslexia
Carol,
This is a very thoughtful reflection. I agree that when students are
struggling most assistance is given in phonics. And if that doesn't work,
they
give them more phonics.
Dr. Stephen Strauss has a book coming out in October titled, Silent E Speaks
Out. In it he talks about how the phonics rules aren't really rules at all,
and really confuse children. He is a linguist and a neurologist. He also
talks
about brain scans and that you can't change a person's brain. What they do
is
use flash cards while readers are getting neuro-imaged. They never do these
tests on children actually reading. There is so much we don't know about the
reading process and I worry about the kinds of statements Shaywitz is saying
that
will send thousands of parents to the doctor with their children thinking
they have something wrong with them and giving that message to their child.
I'm not sure how I feel about the statement about "poor instruction."
I worry with all the teacher bashing going on, that the last thing we need
to
do is bash each other. We all have those teachers in our building that we
think aren't doing their job the way we would, but I think we should be
supportive
and helpful rather than bash one another.
Nancy Creech
+++++++++++++++++++
Date: Fri, 01 Aug 2003 06:40:46 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Dyslexia
Carol,
You spoke beautifully to my concerns with the article. A friend and expert
in the
field of special education on another list felt this author tended to over
generalize
the term dyslexia to include most learning disabilities. I, too, see my
special needs
students sentenced to the kind of drill and kill exercise stories.
As the mother of a child with severe cognitive delays, I struggled for years
with the
dogmatic determination to limit his IEP reading goals to 'X' monthes growth
in
reading. It seemed to me it was time to celebrate his ability to read at a
second
grade level (where he seems to have sort of topped out) and concentrate on
helping
using that knowledge functionally. I felt so blessed to meet up with an
incredible
special ed teacher who helped me get his goals rewritten so that they are
functional..
Now I see him becoming functionally literate in ways that will allow him to
live in a
supported situation with a sense of real independence. I want to cry tears
of joy
everytime my son proudly serves up a meal to the family he has prepared
himself and I
am ready to dance on the ceiling because he can read medication directions
and safely
self-medicate. I think we sometimes do children a disservice with our
narrow,
text-o-centric (my new word) approach to instruction. It is hard to accept
that some
children will not enter every door to literacy. Or that they all will
access these
doors with prescisely the same key.
Lori
Would you mind if I shared your response with others?
+++++++++++++++++++++++
Date: Fri, 1 Aug 2003 05:05:48 -0700
Subject: Re: [mosaic] Dyslexia
From: Diane M Shadwick <dshadwick@juno.com>
Dyslexia "to the clinical psychologist or neurologist, means a condition
reflective of 'minimal brain damage' or 'minimal brain dysfunction,' a
condition also called word blindness.
To the educator, it implies a specific reading disability exhibited by a
child with normal or above-normal intelligence and normal vision and
hearing who receives the same instruction as other children.
Having dyslexia does not mean that the person is not intelligent; on the
contrary there are many dyslexic people who are gifted in such areas as
art (my son is one of these -- he does quite a few mediums and is very
good in all of them -- it's his gifting), computer science, design,
drama, electronics, math, mechanics, music, physics, sales, and sports.
The Greek root "dys" means trouble and "lexia" means word,
so dyslexia
literally means trouble with words. The history of dyslexia dates back
into the late 1800's when two English physicians, Kerr and Morgan
recognized dyslexia as a learning disability, called 'word blindness.'
This launched the confusing and erratic history of at least 35
definitions for this disorder as well as a lengthy list of descriptive
diagnoses recorded in the literature.
In 1925 Orton planned to conduct research in cerebral physiology for his
patients who had trouble learning to read, but he was unable to due to
lack of funding. He did present a paper on word blindness to the 51st
annual meeting of the American Neurological Association in Washington
D.C. This paper presented the theory that reading disorders were due to
a lack of dominance in one hemisphere of the brain. Orton also refuted
the notion that children with reading disabilities had a defect in their
intelligence and thereby should be classified as disabled rather than
defective.
In 1975 Galaburda validated Orton's original theory, "the localized
section of the brain that directs all aspects of reading skill is
different in dyslexics. The anomaly or altered development exists in the
formation of the cortex on the left side of the brain and is considered a
significant cause of dyslexia."
On October 1994, Dr. William Kimberling and Dr. Shelly smith "traced a
genetic basis for dyslexia to a small region in chromosome 6." (Hence
the connection with dyslexia running through generations of families.)
This research validates the supposition in the last 75 years that
dyslexia is a real biological disorder with a genetic component.
Public Law 94-142 (1972) guarantees handicap children the right to a
better education and the right to receive services to meet their special
needs. Section 504 of the Rehabilitation act of 1973 was amended in 1975
to be consistent with PL 94-142.
The Individuals with Disabilities Education Act (IDEA) of 1990 is a
federally funded regulation that appropriates money to states for special
services for the special needs of a disabled student. This regulation
helped schools fund their floundering mandated programs. In 1990 the
Americans with Disabilities Act (ADA) was designed to protect the civil
rights of individuals with disabilities. Why am I telling you this?
Because approximately 15% of the United States population is affected by
learning disabilities. Of this 15% population, approximately 80-85% has
some difficulty in language or reading. (IDA, 2000).
Dyslexic students have trouble both in reading and spelling since reading
and spelling are inversely related through the student’s ability to use
phonological coding. (Oakland, Black, & Stanford, 1998). Reading moves
from letter symbols to phonological representations and spelling is the
reverse, where the student moves from phonological representations to the
letter symbol. (Oakland, et al., 1998). The root cause is a lack of
phonemic awareness which makes it difficult for the dyslexic student to
learn the relationship “between letters and the sounds they represent in
words, as well as applying those letter/sound correspondences to help
them ‘sound out’ unknown words.” (Reilly, 2001). Additionally,
many of
the studies have shown that Kindergarten students who have poor phonemic
skills are more likely to “experience difficulties acquiring the early
word reading skills that provide the foundation for growth of reading
ability throughout elementary school.” (Reilly, 2001).
So this brings us to the question, "What can we as regular classroom
teachers do to help these students?" Well, I've attached to this e-mail
a handout I've created while I was working on two different action
research papers for my M.Ed. program. I hope this will help. If you
want an attachment of my action research paper(s), I'd gladly share
either both or one of them. During my core year I surveyed teachers in
one school in the district I substitute teach in and last year's research
was a single case study, I worked with a 4th grade student on using
several interventions that I thought would be easy to implement within a
regular classroom.
Sorry I'm so long about this, but this is my "soap box," so I'll
get down
off of it now!
Dee
+++++++++++++++++++++
Date: Fri, 1 Aug 2003 05:20:06 -0700
Subject: Re: [mosaic] Dyslexia
From: Diane M Shadwick <dshadwick@juno.com>
Reply-To: mosaic@u46teachers.org
Thank you for sharing the Time Magazine article. It touches on a few
points I didn't. I'm also attaching the interview I completed with my
son so that you can see first hand how I dyslexic student feels.
Dee
++++++++++++++++++++++
From: Creecher12@aol.com
Date: Fri, 1 Aug 2003 08:54:57 EDT
Subject: Re: [mosaic] Dyslexia
In a message dated 8/1/03 8:23:02 AM Eastern Daylight Time,=20
dshadwick@juno.com writes:
> The root cause is a lack of phonemic awareness which makes it difficult
for
> the dyslexic student to learn the relationship between letters and
the sounds they represent in words, as well as applying those letter/sound
> correspondences to help them sound out unknown words.
Dee,
Could you point me to the research on this? Everything I have seen on
this is correlational. Is there research that shows reverse causality?
Nancy Creech
++++++++++++++++++++
From: "Loyd or Gayla King" <lgking@netdot.com>
Subject: [mosaic] Beginning of year...any thoughts, any thoughts...
Date: Fri, 1 Aug 2003 09:22:07 -0500
Hey guys,
I am sending this email to several of my chatboards, so you may see it =
more than once...my apologies.
Our first day of in-service in August 11, and our students will start =
August 17...just right around the corner...and I can't believe the =
summer is over...
Any way, I have been trying to get "jazzed" about it all, and have
=
started to think about what we will do that first week or two. I thought =
I might ask you-all..."what are you doing the first weeks of school."
=
Our theme will be building community.
Many thanks,
gayla in texas/2nd
++++++++++++++++++++
From: "Loyd or Gayla King" <lgking@netdot.com>
Subject: Re: [mosaic] Dyslexia
Date: Fri, 1 Aug 2003 09:42:05 -0500
In our school district, a child cannot be tested for dyslexia until an =
intelligience test is given. They have to show high intelligience before =
they will be tested for dyslexia. Something about this just doesn't seem =
right to me. Do ya'll have any thoughts on this?
gayla in texas/2nd
+++++++++++++++++++++
From: "Umm Muadth" <umumuadth@awtechnologies.com>
Subject: [mosaic] The third element of fluency: prosody
Date: Fri, 1 Aug 2003 09:57:03 -0400
Hi all,
I wanted to give this quick 'tip' for helping readers with prosody (Fast and
accurate decoding are two elements of fluent reading. A third is prosody, or
reading with appropriate rhythm, intonation, and expression (National
Reading Panel (NRP), 2000b, p. 3-1). Books on tape are a wonderful way to
help children learn this skill. Listening to books on tape can double
children's experience with the spoken word increasing their exposure to it.
Struggling readers need more explicit experience with all aspects of the
reading process. Books on tape is one way that children can get the
experience.
FYI, I didn't like Sally Shaywitz's book Overcoming Dyslexia. Her flat out
proposal that parents are not the ones to teach their children was quite a
put off and her 'program' was lacking. I prefered the book 'Your Child can
be a Greater Reader:Improving Skills and Developing a Lifetime Love of
Books' by Ricki Linksman. She empowered parents and gave a wonderful
straight forward breakdown of the skills needed in reading, save
syllibication which would have been helpful. She also discussed learning
styles which I think is very important.
Melissa
++++++++++++++++++++
From: Soswes@aol.com
Date: Fri, 1 Aug 2003 11:21:10 EDT
Subject: Re: [mosaic] Beginning of year...any thoughts, any thoughts...
I did this last year and it worked well...so I'm doing it again. Credit
goes
to Harvey Daniels (I believe) but, I heard about it at Walloon University
last summer. It's called a "ME" box.
This is a simplified version, as I teach 1st grade: The teacher models the
first day. You decorate a box with things that are important to you:
family,
pets, books, writing, etc. Then, on the inside, you have have momento's of
those things. You pull them out one at a time and talk about them. Thus,
introducing yourself to the class. The kids then, with their families do
the same
thing. They decorate a box with things that are important to them. They
can
draw, paint, use the computer, whatever they want. Then on the inside, they
include their momento's. They write on index cards what they want to say
about
the momento. They bring it to class, and talk about them, using their
notes.
In first grade, I usually have to read the card for them...but not always.
They still are able to talk about it, which is what is important...lots of
conversation. You can learn a lot about the child, the class can learn a
lot,
and it helps build community. The older grades can do a lot more with
this...but it extends into writing for obvious reasons.
Hope this helps.
Sandi
++++++++++++++++++++++
From: "TJ" <bishjt@earthlink.net>
Subject: Re: [mosaic] Beginning of year...any thoughts, any thoughts...
Date: Fri, 1 Aug 2003 12:05:37 -0400
A fun activity to do at the beginning of school is to use Shel =
Silverstein's poem What's in the Sack? page 111 of Where the Sidewalk =
Ends . I had a sack with things about me and my family and we recited =
the poem then I shared what I had in the sack. The students were =
assigned days to bring in a sack with things about them. Each day we =
recited the poem and had 3-4 students share what they had in the sack. =
By the time we finished, the entire class could recite the poem.
Another activity is to have the students make a flower about themselves. =
The center of the flower is a round 3-4 inch circle where they glue =
their picture. I then made large flower pedals--6-8 and wrote questions =
or sentence stems on each pedal. The students answered the questions =
and glued them onto the circle. We hung these in the hall and they were =
great for open house. You can dress this up by adding a flower pot on =
which the students can draw pictures about themselves.
Some of the questions were:
1. What do you like to do on Saturday?
2. What is your favorite book?
3. Who is your favorite author?
4. Who reads to you at home?
5. Tell something you do very well.
6. What kind of books do you like to read?
7. Do you like to read alone or in a group?
As you can see the list can go on and on. I used this activity with =
second graders.
These two activities come from Constance Weaver's book---
Reading Process and Practice
Jenny
++++++++++++++++++++++
From: CoyoteWalk@aol.com
Date: Fri, 1 Aug 2003 12:09:55 EDT
Subject: Re: [mosaic] Elvis the REader
In a message dated 7/31/03 9:11:21 AM Pacific Daylight Time,
kelleyken@msn.com writes:
> Elvis dog-eared pages, highlighted
> passages, and jotted notes and questions on the endpapers and throughout
the
> margins. For Elvis, reading wasn't a passive activity; each book promised
a
> new adventure, a new way of viewing things." p.178
Wow, do I love that information. I am almost embarrassed about the
condition
of the books I read. Unfortunately, I don't get throught that many because
I
take the process very slowly and don't seem to chose sitting down to read as
often as I might. The pages I do read definitely look read. Comments,
underlines, dog ears, etc. I have heard people say that they feel that it
is
sac-religious to mark in books.
I hope those people don't come to my house. I do borrow books from
libraries, but I also do control myself with their books. Thanks for
sharing that
information. Barbara
++++++++++++++++++++++++++
From: CoyoteWalk@aol.com
Date: Fri, 1 Aug 2003 12:21:06 EDT
Subject: [mosaic] Analogies and private eye
Hi all, I just wanted to let you know that I received my copy of Private
Eye
and jewelers loupes yesterday. I can't wait to use them myself and then
introduce them to my students. Thanks for the recommendation.
Barbara
+++++++++++++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] Analogies and private eye
Date: Fri, 1 Aug 2003 11:50:05 -0500
Reply-To: mosaic@u46teachers.org
Barbara,
Did you purchase the loupes from Private Eye, or did you find a good deal
elsewhere?
~Karla
++++++++++++++++++++++++
From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: [mosaic]
Date: Fri, 1 Aug 2003 12:05:36 -0500
Sorry for cross-posting this to my two lists. I really need some help! =
I'm trying to think of stories to help kids learn hard to spell words. =
Below is what I've come up with (except for they and the being best =
friends. Got this from 4 blocks list :). I'm having a problem with the =
word "who." I have so many students mix up the letters in "who,"
so I =
wanted a story or mnemonic device to help kids remember the correct =
letter order for this word. At the end of this e-mail are some possible =
ideas I have, but it's just not coming together. Maybe some of you =
better storytellers out there can help me out! Thanks!
Kelley/2/IN
They used to be "a's" best friend. A was mean to They, so They became
=
best friend's with The.
Very came along one day because A was mean to him too. They and The =
told Very that he could have an E in his name and be their friend.
By and By were identical twins. By was always the one who told people =
who their story was by, and the one who told people that something was =
by something. The other twin, By, was the one who told people to buy =
something. They were tired of always being mixed up, so By went to buy =
a U. When he bought the U, he became Buy. Now everyone knows that Buy =
helps us buy things because he's the one who bought a U.
Many is a MAN who loves lots of things. He has many dogs, many shoes, =
many cars, many apple, etc.
Who Will Hide Oatmeal?
Who Helps Owls?
Who Hides Owls?
W___ Horned Owls
Willie the Owl hides oatmeal. He's an owl because he says "who" "who."
++++++++++++++++++++++
From: Abcde1142@aol.com
Date: Fri, 1 Aug 2003 13:08:24 EDT
Subject: Re: [mosaic] Dyslexia
Dee,
I have received material about dyslexia which wasn't as consise as
your handout. If you have any other material, I would like to have it as
this is
clearer than anything else I have read.
Thank you for sharing.
Alexa
++++++++++++++++++++++
From: "lois driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] Beginning of year...any thoughts, any thoughts...
Date: Sat, 2 Aug 2003 19:33:28 -0700
While we are on this thread--I saw something this summer at a workshop =
that "I had to have". =20
It's a storage binder for books to hang on the wall or children's work. =
I will try to explain it.
Get a box of gallon sized Ziplocks (20 to a pack). Lie each of the =
baggies out in rows of 4 colums of 5 (or vice versa) to form a large =
rectangle. Using red (or other color) Duck tape, tape the bags together, =
form a border around all the edges. To finish it off, use the velcro =
loops at the top to hang.
Lois
++++++++++++++++++++++++
From: Creecher12@aol.com
Date: Fri, 1 Aug 2003 14:57:37 EDT
Subject: Re: [mosaic] Dyslexia
In a message dated 8/1/03 10:40:40 AM Eastern Daylight Time,
lgking@netdot.com writes:
> In our school district, a child cannot be tested for dyslexia until an
> intelligience test is given. They have to show high intelligience before
they
> will be tested for dyslexia. Something about this just doesn't seem right
to me.
> Do ya'll have any thoughts on this?
Gayla,
If it is determined that the child has dyslexia, how does the teaching
change
and what does the instruction look like?
Nancy Creech
+++++++++++++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: [mosaic] K2K/Response Assessment
Date: Fri, 1 Aug 2003 15:39:13 -0500
Fellow MOTers,
I would like to pose some questions to the group. In chapter three, =
page 60-63, Cole talks about the four-finger assessment rubric. Has =
anyone created an assessment such as this and if so, is it like/unlike =
the example shown?
Cole strongly states that the students should coauthor the rubric. I =
would agree, as I have noted tremendous results when students have =
ownership in the process. What are your thoughts on this?
I often struggle with rubrics because I am never sure how to fairly =
convert them into letter grades...or do you? Does this tool become an =
assessment whose purpose is strictly reflective? If so, is there any =
form of assessment given to literature conversations? Let me know what =
you do.
I appreciate the input that is received on this listserv. It is a place =
where one can think out loud and someone will respond. What more can =
you ask for?
~Karla
++++++++++++++++++++
From: "Loyd or Gayla King" <lgking@netdot.com>
Subject: Re: [mosaic] Dyslexia
Date: Fri, 1 Aug 2003 16:44:20 -0500
The only thing I know for sure that happens is a Title teacher, who was =
trained at Scott and White (here in Texas) does some sort of pull out =
program for them. I think they are also using a new computer program =
with these students.
We only have about 3 children identified in our school, and I think =
there are probably several more not identified. I don't think we =
"attack" it as aggressively as we should. It seems to me, that if
a =
child is dyslexic, everyone (teacher, special teachers, and parents) are =
going to have to work really hard, and really together...
As a classroom teacher, I would love to know exactly what I can do in =
the classroom to help these children.=20
gayla in texas/2nd
+++++++++++++++++++++++
From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: Re: [mosaic] Beginning of year...any thoughts, any thoughts...
Date: Fri, 1 Aug 2003 17:50:08 -0400
I have used the "Me Box" to help the students get to know each other
bett=
er and share some things about themselves, but now I've borrowed and modi=
fied "Artifact Presentations" from a wonderful graduate reading professor=
who had us do one of these for each class we had with him. These are the=
"artifacts" guidelines I give them.
Bring in these artifacts:
A favorite book (It can be one that you are reading or that yo=
u have read.)
Two UNBREAKABLE things that represent a part of who you are or=
what you value (If you cannot bring in the actual item or person, you ca=
n always bring in pictures.)
One piece of your own writing (It can be anything you=E2=80=99=
ve written ie. story, poem, email, letter, etc. If you don=E2=80=99t have=
a piece of writing you need to write something for homework before you p=
resentation.)
Picture of your family (If you don=E2=80=99t have one of every=
one, you can bring in a few different pictures. Pets may be included if y=
ou consider them family!)
Depending on your subject area/focus, you could tailor this to your needs=
. If anyone is interested in the description sheet with a simple rubric t=
hat I give the students when I assign this presentation. It's been great!=
:)
--Carrie :)
++++++++++++++++++++++
From: ArdieCole@aol.com
Date: Fri, 1 Aug 2003 18:25:45 EDT
Subject: [mosaic] K2K response
Dear Teachers,
My life has been exceedingly crazy what with moving cross country (still not
unpacked), speaking engagements and a book that is supposed to be finished
(Yikes!!) in the very near future. However, I have been saving your emails
marked
K2K so that I might try to address some of your questions.
The most recent question involved that first rubric in the book: << Does
this
tool become an assessment whose purpose is strictly reflective? >> The
answer
to this question is: Yes, it is merely a way to make the process a little
more concrete---a way to develop metacognition---a way to have responders
stand
outside themselves and consider the process reflectively. You hit the nail
on
the head!
In regard to conversation rubrics in general, I, myself, don't like to use
them for "school purposes" UNTIL the kids are fairly expert in the
conversation
process. Even adults are intimidated when, at a novice stage, they are
formally "tested." Therefore, once kids get good at small-group K2Ks,
I'll
ask the
them if they think they are ready for a serious rubric. (I would equate
their
level of performance with "ready to be video taped." There's more
on this
and
rubrics later in the book.
I want to now address a few questions related to middle school. K2K was
steeped in elementary school, Grades K-5. I have used the protocol with
middle
schoolers, and even HS, when I was Teacher on Special Assignment for two
years. I
can therefore understand some of the comments related to time restrictions.
However, it did not take the kids all year to learn the protocol (maybe a
month), and once they learned it, the teachers used it in a variety of ways.
The
read-aloud is an important vehicle because it eliminates the reading ability
variable AND it gives everyone access to similar grist for discussion.
Obviously,
kids' backgrounds differ (I've implemented this in inner-city Buffalo and in
the affluent suburbs, as well as middle-America Lockport), but diversity
adds
spice to the conversations. Furthermore, kids who do not understand a piece
that the teacher reads will certainly not understand it, if they must read
it
independently. Listening comprehension is usually dubbed to be about two (or
more) grade levels above reading comprehension. We do them a favor when WE
do the
reading; then, they can concentrate on the process---for it is process we
are
learning here.
Although most elementary teachers read something aloud to their students
every day, once this process is learned, it can be used after a listening,
reading
or viewing (video, presentation, etc.) experience. The book teaches how to
grow kids into autonomous, small- group, topic-centered conversations. This
means that once kids move through the steps, they will be able to transact
interdependently WITHOUT THE TEACHER'S PRESENCE in their group. I have been
doing
this with classes since the late 80s. It works if you follow the protocol.
Honest.
In regard to the manner in which the book unfolds: After chapter 3 most
students have the nuts and bolts of it. Chapters 4 and 5 get into the
nitty-gritty
aspects of connections (which Mosaic teachers know about), assessment, and
critical analysis of text, which is probably the most difficult aspect. I
find
that even most adults are critical of what they read or view on TV. I've had
graduate students tell me that because the reports from the gov't oversight
committees are in print, they assumed they were all grounded in "truth."
This is
one of the most important aspects of teaching reading, as far as I'm
concerned,
that is, reading for analytical, critical and evaluative response. My
favorite
approach to this involves authentic text: book reviews (last chapter of
book). Chinaberry allowed me to use some of their examples. If you go to
www.chinaberry.com, you can find a ton of them. But another reason I love
book reviews,
is because by using them you are also enticing kids to read the books
reviewed---and you are presenting a model for writing book reviews. Probably
the final
chapter of the book leans more toward upper el. and middle school.
It is difficult to write a book that accommodates every level. My Stenhouse
book, Better Answers:Written Performance that Looks Good and Sounds Smart
grew
out of my work with third, fourth, fifth and eighth graders who were
struggling to compose brief and extended written responses for the NYS
assessments.
That book is therefore focused on Grades 3-8. However, first and second
grade
teachers have told me that they use it, too. And a college prof, who teaches
preservice teachers struggling with English, said she has them follow the
guidelines in BA to construct their written applications and essays. So go
figure. I
guess, if the shoe fits we just put it on---wherever we are.
I'm pleased to see so many are putting on the K2K shoes. I thank you for
your
kind responses and your reflections, and wish you the best of luck (and fun)
in the upcoming school year.
>>>From this point I am going to ask Ginger to remove my name from
the email
list, although I will surely miss your insightful chats about so many of
teachi
ng's important facets. What a group you are! I ask that if you do have any
further questions (especially in the fall when you implement), please send
them to
me personally at this email address, and I will eventually get back to you.
I
do enjoy our written conversations---God knows, I always enjoy talking about
teaching! Don't we all!
Thanks again,
Ardie
++++++++++++++++++++++
From: cllc@comcast.net
Subject: Re: [mosaic] Dyslexia
Date: Fri, 01 Aug 2003 23:35:51 +0000
I don't mean to bash teachers; I feel we are all somewhere on the learning
curve. I just hate to see students assessed as below-grade level,
deficient,
struggling, learning disabled, or any other terms of inadequacies when often
the
testing measures gaps in our instructional programs more than inherent
learning
deficits on the part of the student. I have been on our School Study Team
for
years and although I hate to admit it, I see this as a challenge our
profession
needs to stand up to.
/carol/2/CA
++++++++++++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] K2K response/Ardie
Date: Fri, 1 Aug 2003 18:58:15 -0500
Ardie,
I truly appreciate (and feel I speak for others as well) your input on our
K2K discussions. What a treat it has been for us. I am in total agreement
with your thoughts on reading aloud vs. independent reading when the
objective is to concentrate on the process. I teach 6th grade, in an
elementary building, and most would think 11-12 year olds to be beyond
picture books and read alouds. Nothing could be further from the truth! My
students love it when I read picture books for reading strategy work,
illustration viewing and analysis for art, and author's craft/writing styles
(to name a few). When I read novels aloud, they hang on my every word and
beg me not to stop. It is a wonderful experience!
Ardith said:
"This is one of the most important aspects of teaching reading, as far
as
I'm concerned, that is, reading for analytical, critical and evaluative
response. "
One of my goals in reading is to make the students critical readers.
Countless times students have claimed something to be "the truth,"
just
because it was stated on TV, radio, or in print. Or, just because "so and
so" said it. They need to be taught to analyze the information and
determine whether it can be substantiated with evidence. Critical thinkers
read critically.
Thank you for the link to Chinaberry. I am not familiar with it and will
enjoy checking it out. When I order books for my classroom library, I
always give the students a book review before I shelf each book. In fact,
typically the books do not make it to the shelf as the students try to be
the first to get their hands on it following the review. Often we have a
waiting list for newly received books. This is most rewarding.
Thanks again Ardie!!!!
~Karla
+++++++++++++++++++
From: "Debbie Lacy" <dklacy@usmo.com>
Subject: [mosaic] beginning of school
Date: Fri, 1 Aug 2003 22:04:37 -0500
I concentrate on names with my first graders, we play name games, word =
work them, add them to the word wall. The most rewarding part for me is =
when I ask each parent to write me the story of the naming of their =
child--how it was chosen, if they are named after someone, was there an =
"alternative" name that wasn't chosen and why that name reflects the
=
specialness of their child, I ask them to send the story back with a =
baby picture ( I share the story of my naming as well and a baby =
picture). I read them as they bring them back and the kids just glow! =
Then I photocopy the pictures, type up the stories and it becomes a =
classbook--I also make enough copies to send home--a good way to =
introduce the other kids to the parents---and it reminds me that each =
little person is someone's 'baby' that I need to take good care of!
Debbie
++++++++++++++++
Date: Fri, 1 Aug 2003 20:12:29 -0700
Subject: Re: [mosaic] Dyslexia
From: Diane M Shadwick <dshadwick@juno.com>
Nancy:
Here is the article under my reference section. I'm going to a family
reunion (just packing now) early in the morning to Seattle (from
Vancouver, WA -- a 3 hr. trip), so I am not able to find the actual
article, but I will certainly do that for you on Tuesday after I'm back.
(My den's a mess, which I'm trying to organize so I've misplaced my file
on the actual articles.
Reilly, R. (2001). Dyslexia: Some background, some technology tools.
Multimedia Schools, 8(6), 70-72. Retrieved January 31, 2002 from
ProQuest Education Complete database.
Hope this helps:-)
Dee
+++++++++++++++++
Date: Fri, 1 Aug 2003 20:29:39 -0700
Subject: Re: [mosaic] Dyslexia
From: Diane M Shadwick <dshadwick@juno.com>
This is why I worked on a single case study as I tried to find a way that
we regular classroom teachers could incorporate these strategies no
matter what grade level (so it's non-threatening to the struggling
student) and be very multisensory.
Results of the first intervention (I used Cynthia M. Stowe's book,
Spelling Smart!) in my study was somewhat inconclusive in that I was not
able to re-administer the pre-assessment (diagnostic screening) at the
end of the year because the student was taken out of school for a summer
vacation the family was taking. This 15 min spelling routine I believe
would work if it were implemented at the beginning of the year. The
trouble is, all of the districts have their own spelling program. My
thought would be taking a group of struggling students and creating a
mini-lesson just for them during Writer's Workshop. I did notice an
improvement in the student's spelling when the student used Wikki Sticks
(U.S. Patent No. 4273537, 1981) which allowed the student to physically
form letters to create individual spelling words from the student’s
weekly spelling list. The third intervention was using magnetic foam
letters on a small white board. There was no real difference between the
use of the Wikki Sticks and the foam letters. The Wikki Sticks are
smaller and take up less room however.
Dee
++++++++++++++++=
Date: Fri, 1 Aug 2003 20:49:21 -0700
Subject: Re: [mosaic] Dyslexia
From: Diane M Shadwick <dshadwick@juno.com>
The way I understand it and the way I wrote it in my research paper is:
Age appropriate tests need to “measure expressive oral language,
expressive written language, receptive oral language, receptive written
language, intellectual functioning, cognitive processing and educational
achievement.” (IDA, 2000). Tests may be administered by a team of
professionals or an individual who is qualified to make a diagnosis of
dyslexia. Once the tests have been administered, a written report needs
to be given to the parents and teachers containing test scores and an
explanation of test results. (IDA, 2000). A recommendation with
specific suggestions for remediation also needs to be included.
So, wouldn't it be the professional team's call as to start with an
intelligence test? I imagine different districts would administer
different tests.
Dee
+++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] a place to start?
Date: Fri, 1 Aug 2003 23:12:31 -0500
Hi everybody! The talk about "beginning of the year" activities has
me
thinking......
How about we push it to another level?? Let's specifically share how we are
planning to start our strategy instruction this school year. Members who
are already back in school can share what they've done so far.
I know I could use more "touchstone text" titles and authors (the
picture
books/text pieces specially chosen for a purpose). I am hoping to adventure
into uncharted territory and start my instruction a different way this fall.
I have been reading Wondrous Words (I am almost finished and HIGHLY
recommend it to everyone who teaches writing workshop if you don't already
have it!!!) and hope to follow Katie Wood Ray's suggested line of study to
first "teach kids to read as a reader". I plan on doing this by following
Ardie Cole's study of conversation from K2K. The books I select will also
be "revisited" during writing workshop where I will teach them to
"read like
a writer". Katie says to bring out the books used in reading workshop after
the students have come to "know" the story and can be more available
to look
at the writing of the text.
I am still very sketchy on exactly how to do this because I am still in
process with it all myself. But that is the fun of it for me. This summer
I got myself very stressed out about how I was going to change my teaching
for the fall. You know me, I can never just go back and do it the same way.
No I have to read a TON of professional books and take on new and "better"
instructional practices. (Can anyone relate to this??) Last weekend my
husband and I took a three day trip to a secluded cottage in the woods with
no phone and NO COMPUTER and I did NOT bring ANY SCHOOL STUFF. Only
magazines and novels. When my thoughts turned to school I forced them out
of my mind. It was hard but well worth it. I was able to get back some
peace and serenity that I had let go due to my frantic learning and reading
and panicking about school. So...... I promised myself that I would work
REAL HARD to not get stressed out when we got back. And I am happy to say
that I am doing pretty well. Sure, I really don't have a clear picture on
how it will look, sound, feel YET. But I plan on doing a lot of talking
with the AMAZING teachers at the school I transferred to and it will get
more firmed up just in time. I know that!
Some of the members on the list are VERY new at the strategy teaching. I
know it would be very helpful if some of the "veteran" strategy teachers
could walk us all through your ideas/plans for starting out your studies.
Just think out loud to the group. Who cares if it is long. We can all
absorb the sharing and put it to good use in our teaching.
As I get clearer on the titles I will be trying out this fall I will post my
thoughts. I know Eve Bunting is a favorite of mine but I need to really
study her writing to see what "craft" I can identify. I am glad that
Wondrous Words has a list of what I should be looking for to help my
students "find" it in their inquiry studies on writing.
Oh- I am also going to try the Math Essentials stuff from North Carolina in
the fall. I have Deborah's directions all printed out and will be
organizing my "stuff" soon. I see nothing but great "connections"
to my
reading instruction. How can it not connect when it is all cognitive
strategy work?????
So everyone take the plunge and jump right into this thread! Anyone have a
clever way to name these responses in the subject line????? Since beginning
of the year is already going with community building ideas???
It's been good to write in again. I've missed doing that.
Ginger
moderator
++++++++++++++++++++
From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: Re: [mosaic] Dyslexia and sped
Date: Fri, 01 Aug 2003 23:53:40 -0500
I see that we have started to move on to another thread, but I wanted to put
in my two cents regarding this reading problem. I have been a learning
disabilities teacher for the past thirty years. Before that I taught 4th
grade for three years. I ,also, read the TIME article about dyslexia. I'm
always checking out the new research. I was disappointed after reading
the article. It was the same old information except for the sensory imaging
(Yeah. technology!). There has always been two camps regarding dyslexia. Is
dyslexia is a learning disability or a reading problem? Most LD programs do
not recognize dyslexia as a learning disability. Most sped teachers are not
specially trained to work with dyslexic students. I do not know too many
school districts who embrace the Orton-Gillingham method. But I have seen it
used in private schools. When a child is evaluated for a special program,
sped or something different, a routine battery of tests are
used.
Usually it consists of an intelligence test, achievement testing an
d possibly some projectives to determine emotional problems. The child must
have average to above average intelligence, processing deficits and a
discrepancy between achievement and performance to qualify for sped. Most
schools have their own guidelines based within the federal
guidelines.My district never labels a child dyslexic, but that they
have a reading problem. Then we serve that child in our sped program if they
meet the other criteria</DIV>
<DIV>From my experience and education in learning disabilities, the sped
teachers focus on strengths not weaknesses. The child is taught to learn
compensation strategies.So if a child has not been able to internalize
phonics when reading, a visual approach is used. I have found that a
multisensory approach is best for me. I have also found that a very
structured program well too. Plus you model, model, model and practice,
practice, practice. I have even used a strictly linguistic approach with
great success when I taught sped in elementary school. Now that I am in
middle school the challenge is unbelievable. I now deal with many other
factors: poor self esteem, reading negativity, poor teaching and emotional
problems. I always ask myself what can I do different that someone else
hasn't already tried. How can I present strategies so its fun and
motivating? How can a reach the student?</DIV>
<DIV>Dyslexia has been a topic for discussion for many years. Research
continues and some new teaching methods are tried. I have not found any new
magic over the years. I have found that teachers, students and parents must
work together with a definite plan. Students <U>must </U>read outside
of
school with parental supervision. Dyslexia does not get outgrown and will be
a struggle for many years. I have also found that many students do learn to
read. They do learn to function in the world and can become a
successful member of a community.<
The end of my two cents!
Mary/gr.8
++++++++++++++++++++
Date: Fri, 01 Aug 2003 22:08:04 -0700
Subject: Re: [mosaic] Dyslexia
From: "Janet Holbrook" <jmholbrook@earthlink.net>
Is it because they're looking for a discrepancy between ability and
achievement in order to qualify for special education? Federal law says
there must be a discrepancy in order to qualify for special education. If a
child's IQ is low, it's harder to find a discrepancy. Could that be the
reason behind what your school district does?
Janet in CA
+++++++++++++++++++++
From: MissWalsh1@aol.com
Date: Sat, 2 Aug 2003 01:18:05 EDT
Subject: [mosaic] MOT ? for the experts
In a message dated 8/1/2003 11:30:48 PM Central Standard Time,
elephant@foxvalley.net writes:
> Some of the members on the list are VERY new at the strategy teaching.
I
> know it would be very helpful if some of the "veteran" strategy
teachers
> could walk us all through your ideas/plans for starting out your studies.
>
Ginger,
This is an excellent idea. I have read Mosaic twice, Strategies that Work
once, and I'm about to crack open Reading with Meaning. I also skimmed 7
Keys
to Comprehension. I was lucky enough to visit your classroom, as well as
Sandi's, in the spring, and after I returned to my own room I did a few
little
things here and there. But, this fall will be my first time really trying
to
teach the strategies, and I could use the help of the experts!
I have some questions for you experts out there... First, what order of
strategies do you use? Strategies that Work explains them in this order:
Making
Connections, Questioning, Visualizing, Inferring, Determining Importance,
and
Synthesizing. The book doesn't mention fix up strategies, but I would add
that
to the list, and begin with those as I do every year with my second graders.
Do you find that this order works, or would you switch it up a little? I
know Mosaic of Thought writes about them in a different order, which I found
interesting.
Do most of you use the term schema or background knowledge, and why? These
books tend to alternate between the terms.
Also, when you have your students code text (t-t, t-w, t-s, A, ?, BK, I,
etc...) do you have them write these on post-its, or have you found another
way?
I know STW mentions a lot of charts for the teacher to record on, and I was
wondering if anyone out there uses those for the children to record on
instead
of the post-its. If you do have them use post-its, do they just stick them
in
their reading notebook each day?
I think I had some more questions, but I can't remember them at the moment.
Thanks to those experts out there!
Leah 2nd
+++++++++++++++++++
From: "Folster" <jfolster@sbcglobal.net>
Subject: Re: [mosaic] Beginning of year...any thoughts, any thoughts...
Date: Fri, 1 Aug 2003 23:35:40 -0700
Hi
An activity I really enjoy is to break the kids into groups according to =
birth order. Oldest, Youngest, middle, only
One can alter the groups a bit to keep them small. My "middle" group
was =
large so I broke them up further into only girl; only boy.=20
I had the kids discuss the things they liked about their position in the =
family and those they didn't. It really fostered comraderie and gave the =
kids a very different way to identify with each other.
I had one person in each group be the spokesperson for them and share =
their insights with the class.
Judy
++++++++++++++++++
From: RKCTEC5@aol.com
Date: Sat, 2 Aug 2003 08:27:19 EDT
Subject: Re: [mosaic] beginning/writing
Ginger,
One of the first things I want to set up in my writing workshop is a
consistent time, and procedures for what we are going to do. I need to look
at my
schedule and carve out at least 45 minutes to an hour that can be devoted
everyday to writing.
I need to begin with a writerly life study, helping my children know what
writers do, and the office work of writing. Specific procedures need to be
modeled and rituals need to be put in place. In 2nd grade and above,
writers
notebooks need to be introduced, and a big deal must be made of how
important
notebooks are to writers. It's a place for keeping ideas, thoughts, seeds,
topics
. . . These could be pictures, sketches, wondrous words we want to
remember
that we read in a text, try-its from a mini-lesson, ideas that jump into our
head when we are at home (notebooks go home and come back everyday), seed
ideas, ways with words . . .
Because k/1 children are developmentally less able to look back, they
usually
begin new pieces most everyday and keep them in a folder. When it comes
time
to publish, they look in their folders (as opposed to a notebook) and find a
piece that they want to develop more through revision, or a piece they can
use
as an idea (seed) for a new piece. Or they might look for one small
important idea that is common in most of their writing, and develop that.
Or if in a
genre study, they will sift their folder writings to look for ideas or
pieces
that already fit the genre they are learning, and use one of them as an idea
for the genred piece they will take to publishing.
Where will the students get paper? Where will I store it for easy access?
Does my paper limit what they will write? How?
In k/1, do I have some paper that is blank, some with all lines large enough
for their kind of printing, some with boxes for pictures and lines above or
below, some with four sheets folded and stapled once to make a book, some
with
lines drawn to show the form of a letter, some with numbered lines for
making
lists?
Do I have folders set up for writing in progress (used daily), folders for
published work, and a cumulative folder for keeping all writing through the
year?
DO I HAVE A DATE STAMPER AND PAD? Essential for looking at work over time.
And I need to model for my children how to use it properly and how to select
paper and put a date on it everytime they begin a piece.
What writing instruments will I use? I use black felt tip pens in k/1
because it keeps the kids from erasing, it makes coping their work for
documentation
easier, and we are able to see changes and thus remember our thinking that
led to those changes. I model putting the caps on and listening for the
click
when finished with the pens.
How will my students be during the workshop? What structures will be
predictable and will happen each day? I will use a group/write/group
structure that
contains a group mini-lesson, then everyone is sent off to write while I do
one-on-one conferring, and then the group will come back for a sharing of
some
kind that can vary each day. This structure can be varied. Sometimes I
will
want to start my kids right out writing with me conferring. This allows me
to
find out how my kids are making sense of what has been taught previously,
then I will pull them together in the middle of the workshop for a
mini-lesson
because of something I have noticed in their writing that day. I may then
have
certain children share because something in their writing demonstrated the
point of my mini-lesson, and then send them back to write. So that would be
a
write/group mini-lesson, share/write structure.
Am I going to use a word wall for high frequency words, and other topic
related mini-word walls for colors, numbers, people, children's names,
thematic
word lists etc? Will my word walls be at eye level for the k/1's, and
contain
large enough print that it can be easily read and accessed?
Have I looked at my school calendar, mapped out the weeks with vacations X'd
out, and written out my curriculum calendar for the year? After a couple
weeks of writerly life, then what? Will I vary my craft and genre studies
so
children have choices about genre during a craft study, and choices about
crafting
techniques during a genre study? What genre studies are most important at
my
grade level? Which ones, like fiction, are better suited for third grade
and
above when children can differentiate between real, realistic, and
make-believe?
What other procedures need to be modeled? How we will listen to each other
during sharing? What kinds of questions are helpful to help one think
through
what has been shared? What will our voices be like during writing? How
will
we know we have found a good place to write? When I send my children from
the
mini-lesson on the carpet to write, I send them one at a time or a few at a
time, after I know they fully understand what they are going to do and how,
and
after I know they have some idea of what they are going to write.
Most of my mini-lessons the first couple of weeks will be on the office work
of writers, procedures, how to get and use supplies, how to find a good spot
to write that will allow us to take care of our friends and ourselves, and
modeling each day how to respectfully pass the date stamper and get those
papers
stamped once, and not ourselves. In short, I will be setting up rituals.
Ruby
+++++++++++++++++++++
From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] writing strategies
Date: Sat, 2 Aug 2003 08:28:09 -0400
Ginger,
As Literacy Coach at my school, I am heading our Professional Development in
the writing area this year. I want our school to begin a systematic writing
curriculum from Preschool to 5th grade. Our literacy coach training focused
some on this during the summer, and I thought I would share with you about
that.
Katie Wood Ray's books will be a centerpiece of our PD this year. I have
Wondrous Words, and recently got _What you Know by Heart_, which goes
somewhat into depth about how teachers design writing curriculum.
The first thing she says is to really teach kids about writing, you have to
write yourself. If there are things you expect the kids to write, you have
to write those same pieces yourself, so that you will know them "by heart"
and be able to relate to the writing process the kids are going through. She
mentions that you don't have to do it every year, once you have gone through
that particular type of writing you have it forever, and you can explain it
to children.
Our trainer this summer, Dr. Sharon Walpole, did a neat thing with us about
writing, and this is how I'd like to encourage my teachers to do it.
She first asked us to write for 15 minutes. She said that since funding for
our REA grant would be gone, we needed to begin to make a case for what we
felt were the most important aspects in our local paper. She said these
editorials would help encourage the local school board to continue funding
for these programs. (AUTHENTIC PURPOSE FOR WRITING THE GENRE)
So, we each spent 15 minutes just writing. ( I can tell you I wrote
everything I knew about REA and it was as dull as dirt!)
She then pulled out a graphic organizer (2 column, with genre on the left,
and craft on the right) She said she considered the genre to be things you
would put about the writing type (editorial) on a graphic organizer. So we
took some time to list all the things we thought should be in
editorials, --facts, opinions, pleading your case, etc.
Then we looked at craft--what makes an editorial style unique? What ways do
writers make editorials more interesting to read? I must admit this column
was pretty bare.
Then we got out 2 editorials by William Raspberry (I think he writes for the
Washington Post??) We looked at his two editorials, and made notes of the
craft he used-- in one he used a musical metaphor for poking fun at his own
harping on the subject of parent education.
In another, he stated facts about an AFT proposal for education. The craft
section of our Graphic Organizer quickly filled up with all the things he
did.
Next, she encouraged us to go back to our writing and "tune it up"
with some
of the strategies that we saw Raspberry use. It was amazing how we could go
back and tweak our writing!!!
At the same time, we used the poem/story "If you're Not From the Prairie"
and each person wrote a poem If you're not from...
Over the 4 day training, different people shared their poetry, and it
brought tears to our eyes!
It was a wonderful way to introduce the 'how to' of Katie Wood Ray's books.
We then broke into grade level groups, and had a copy of many genres that
she gave us. She encouraged us to try and decide which ones were most
important at different grade levels. She said to divide the year into 4
sections, and in K, cover 1 genre the first 9 weeks, then 2, 2, and 2 for a
total of 7.
1st grade- 2,2,3,3, for a total of 10
2nd grade 2,3,3,3 for a total of 11
same at 3rd & up.
We had some overlap of genres, but that was okay, because we felt that they
would be more sophisticated at higher levels.
Once you know the specific genres you are going to cover, align them with
your teaching of reading, so that you are reading/writing in the same genre.
So...
If in 1st grade, you begin with autobiographies, (a ME book), you can then
read some 'autobiographical stories' like Tomie de Paola's _The Art Lesson_
Cynthia Rylant's _When I was Young in the Mountains_ and anything by
Patricia Polacco.
Does this make sense? It really fired me up!
Cece/LC/GA
+++++++++++++++++++
From: RKCTEC5@aol.com
Date: Sat, 2 Aug 2003 09:17:52 EDT
Subject: Re: [mosaic] writing strategies
Cece,
This was such a great reminder of how we need to immerse the children in a
genre before we can expect them to write well in that genre. You guys
really
learned the attributes of editorials by picking apart good editorials, and
you
then were able to write better ones yourselves. That is the beauty of
choosing
good touchstones.
I would be a little cautious about doing so many genre studies in the same
year. Most genre studies take about three weeks to do well. If one does 11
in
one year, it leaves little time for studying craft, and the published
writing
that the children do becomes more like an assignment because there is never
time for the child to choose a genre. During craft studies one can find out
how
much children have internalized about previoulsy studied genres by how well
they can use that knowledge to write. This allows for continuous review,
during conferring, of genres learned, and more opportunities for kids to
remember
what has been taught. But I can easily see 11 or so units of study being
taught during the year.
You've made lots of sense to me, and yes, it fires me up to see the
excitement your teachers experienced, the way your teachers were allowed to
discover
more about editorials, then write, tweak, and rewrite them themselves, and
the
amount of learning that took place with the model of professional
development
they experienced.
I wish you wondrous days of coaching writing!
Ruby
+++++++++++++++++++++
From: Creecher12@aol.com
Date: Sat, 2 Aug 2003 09:41:26 EDT
Subject: Re: [mosaic] writing strategies
In a message dated 8/2/03 8:37:21 AM Eastern Daylight Time,
btillman@farmerstel.com writes:
> At the same time, we used the poem/story "If you're Not From the
Prairie"
> and each person wrote a poem If you're not from...
>
The author of "If you're Not From the Prairie" David Bouchard, was
a keynote
speaker at the Whole Language Umbrella conference last week. Incredible man
and speaker. If you ever get the chance to see him, don't pass it up.
We have to teach about Roseville, where my school is, as part of our third
grade curriculum.
This is a great idea for a culminating activity. Maybe even and pre and
post!
Thanks.
Nancy Creech
++++++++++++++++++++
From: RKCTEC5@aol.com
Date: Sat, 2 Aug 2003 09:54:49 EDT
Subject: Re: [mosaic] writing strategies
One more thing about setting up your curriculum. As the children move into
higher grades, Isoke Nia suggests doing fewer genre studies, about four a
year,
and focusing more and more on craft studies. In fourth grade and up, genre
studies might take five weeks each. In between, much work is dedicated to
all
the other aspects of writing.
More genre studies are done in primary because most children know little
about genre, and the attributes of each. But still, they are best not done
back
to back.
It is also a good idea to know which genres have been taught in which
grades,
so one can adjust accordingly. That is not to say that once taught, a genre
should never be taught again. Expectations for levels of sophistication
must
be considered. A kindergarten list book might contain two words, or one
sentence on a page, but a third grade listbook could be as sophisticated as
When I
Was Young in the Mountains, with a paragraph per page, plus it's written in
the memoir genre.
Ruby
+++++++++++++++++++
From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] MOT ? for the experts
Date: Sat, 2 Aug 2003 10:19:23 -0500
I'm starting with fix up strategies (doing a "say something," doing
a =
"1-2") just so kids get used to thinking about their thinking. I'm
=
doing this for the first three weeks. Then I'm jumping in to schema. =
I've been working really hard on specific plans for how to do this, as =
well as a list of texts for each strategy. I'll share with the group =
soon. :)
Leah, I love the questions you raise. I use the term "schema" just
=
because my kids think it's a cool word. I even have it printed in fancy =
word art and it hangs on the wall so we can always point to it during =
discussions.
I'm going to be doing more charting this year, but I still want to use =
post its. I'm also interested in how you "experts" organize these.
Any =
easy and effective ways?
Kelley/2/IN
+++++++++++++++++++++
From: Soswes@aol.com
Date: Sat, 2 Aug 2003 11:29:05 EDT
Subject: Re: [mosaic] MOT ? for the experts:long answer
Hi, Leah!
I'm certainly not an expert, but I will try and answer some of your
questions
based on my experience. And I would also be interested in hearing others,
because I am continually growing and changing....thus, even some of my
answers
may not be complete, but just reflections based on the previous year.
This was how I started the year with first graders:
Now, remember, these are the comprehension strategies, and at the same time
I
am teaching them decoding strategies. It's important for them to remember
that decoding and comprehension go hand in hand, or as one of my students
last
year said, "it's like building blocks...one on top of the other."
Yes...a 6
year old said that!
I spend 6-8 weeks on a strategy, but I am constantly tying them together. I
will specifically model one strategy at a time, but I think it's important
that they understand that you are using all of them or a few of them at a
time...what ever helps them understand the book.
Metacognition: I wanted them to think about their thinking. I wanted them
to know that they have a little voice in their head as they read/write...and
to
listen to it. I think I spent a week on this last year, but constant
brought
it up. It always depends on the kids exactly how long anything really
lasts.
Schema: I use the term schema, but it's important they know what that
means,
so I am constantly saying the word and the meaning...using what you know.
We
begin with "this book reminds me of..." and move it up to T-S; T-T;
T-W and
then into author schema.
I use a Thinking Journal to record their post its. They have a Thinking
journal with them as they read, but they record on the post it and then put
it in
the Thinking Journal (a spiral notebook). This helps me keep track of their
post its as I review them, a record of growth. Some kids forgo the postits
and
will just write in the journal, which I do not have a problem with; it's the
thinking I'm looking at.
I also have strategy forms that I use and have available for the kids to use
as well after I have modeled them. They can use these instead of post its
if
they want or they can use both....I just want them thinking....it's not the
form that matters, its the thinking process. And not all forms work for all
children.
We are also starting our anchor charts. Our first one is comparing
comprehension strategies and decoding strategies. We have also created
various schema
anchor charts.
After Schema, I move into visualizing. Same thing....we are still talking
about decoding strategies, and we include schema, but the focus is
visualizing.
We are creating anchor charts at the same time and adding to our
decoding/comprehension anchor chart.
After visualizing, I move into inferring. I had never taught inferring to
first graders before, other than predicting, so this was new and scary
territory
for me last year. However, don't let anyone say that first graders can't
infer...they sure can! I did question why inferring before questioning, but
it
worked. To answer questions, they have to be able to infer in some cases,
so
I'm keeping to this order.
We made anchor charts; I gave them various strategy sheets they could use to
help them; added to our comprehension/decording anchor chart. We ended the
8
week study with a lesson based on Lewis Carrolls Jabberwocky. I wanted them
to understand that reading was about making meaning...and they got it.
I think the key is constantly tying the strategies together, yet
specifically
teaching and modeling only one.
After visualizing, I went into questioning. They love this, but I was
getting frustrated with them just asking questions and not working towards
the
answer.....but by the end of the year....they were doing it...so I guess it
takes
time and patience.
After questioning, I went into Determining Importance. This is where I have
questions. I cut the focus time short, because we had done so much with non
fiction reading through out the year, and with fiction, determining themes,
etc., that they didn't need it....they were doing this already. Or was I
missing
the point? I have to work on this one.
Last, we went into synthesizing. At first, I didn't think they would get
it...but they did! I posted some of the responses I was getting from kids
earlier in the year...it was amazing.
I didn't specifically teach fix up strategies, because I was constantly
tying
decoding and comprehension together. They know what to do if they couldn't
decode the word, and if they didn't understand, we had strategies to use,
because we had tied them together as we went. Is that the right
way....don't
know....but they were getting it.
One of my students was reading a Junie B Jones book (this is while we were
doing synthesizing) and he was having trouble understanding a particular
part.
He shared his questions about, but them, he remembered reading about this
particular character in another book, and it helped him understand why that
same
character did what he did in the current book. Sorry...can't give the
titles
and exact details, because it blew me away that a 6 year was doing this! I
was
amazed....yet it was "fixing up" his understanding.
So, Leah...I hope this helps....I''m still working on it myself...but I will
say one thing...teaching like this made each and every day exciting....I
couldn't wait to get to school and I can't wait to get back now!
Can't wait to hear how others do it!
Sandi
+++++++++++++++++++
Date: Sat, 02 Aug 2003 11:31:46 -0400
From: "KAREN VOLK" <volkk@bcschools.net>
Subject: [mosaic] Another book recommendation or two
This summer I am reading The Writing Workshop; Working through the Hard
Parts (and They're All Hard Parts) by Katie Wood Ray. I highly
recommend it. I'll be new to third grade this year and it has really
influenced my thought pattern on how to approach writing workshop this
fall.
I also highly recommend the books in the Responsive Classroom (The First
Six Weeks of School, The Morning Meeting Book, and Classroom Spaces that
Work). They are absolutely fantastic and available through Stenhouse or
www.responsiveclassroom.org. They discuss the importance of
establishing community in your classroom and making your classroom user
friendly. Which are all things that have to be in place before we can
run any type of workshop approach successfully.
Karen
(3rd grade)
++++++++++++++++++++
Date: Sat, 02 Aug 2003 11:47:49 -0400
Subject: Re: [mosaic] Another book recommendation or two
From: Peggy Bahr <pbahr@mac.com>
I agree with you, Karen. The Responsive Classroom books have really helped
me set up a non-threatening, supportive environment. The First Six Weeks of
School has wonderful non-competitive games to help pull everyone together.
Also, I can't remember whether this idea is in one of the books, or if I
heard it from Chip Wood, who visited our school a couple of years ago. But
for the first couple of weeks, I have the kids do their homework at school.
This allows me to help establish standards for work, clear up misconceptions
about assignments, and understand how long it takes children to complete
different types of assignments. The completed assignments go home that night
so that parents can see what is expected, and then the assignments are
returned to school the next day to help establish the routine (and to get
credit).
It's kind of frustrating to give up "instructional" time to do homework,
but
it is really some of the most valuable instruction the children get all
year. And in the long run, it's well worth the time.
Peggy 5/KY
++++++++++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] MOT ? for the experts
Date: Sat, 2 Aug 2003 11:07:58 -0500
Where to begin is always a big question and one that most still ponder =
over year after year. I certainly do not have a sure fire formula for =
where to begin. Probably the first question you should ask yourself is, =
"Do I want to teach strategies in isolation?" For my purposes, 6th
=
grade, I am thinking "no...and then yes." I feel like time will be
=
better spent introducing various strategies and revisiting them on a =
regular basis, however, to introduce the strategies, they are typically =
taught in isolation. Another question to ask yourself is, "Have the =
students been exposed to strategy work in the past?" Mine have little =
exposure, some none. =20
I think I will begin by explaining the umbrella of metacognition. I =
will provide them with a visual which shows how all of the strategies =
fit under this umbrella. I want them to think about their thinking. =
Then, I will move ahead with schema and questioning. I am a heavy user =
of questioning in other content areas, so I feel this is important to =
establish at the start. I also feel it necessary to make students aware =
of how their schema will change throughout the year...and that it is =
okay for this process to happen. Many aren't aware of how schema works =
(or that it even exists) and sometimes feel as if their previous schema =
was incorrect.=20
I am not sure where I will go from there. If anyone has a successful =
order of strategies for 6th grade, I would love to hear your thoughts. =20
One last thing to Leah...I would highly recommend that you contact Sandi =
(who frequently posts here-- Soswes@aol.com). She is an awesome first =
grade teacher. I observed her classroom this past spring and was totally =
blown away by the abilities and strategy knowledge that her AT RISK =
first grade students had. They would beat the pants off of our students =
any day. She was an inspiration!
~Karla
+++++++++++++++++++++
From: JATShaw@aol.com
Date: Sat, 2 Aug 2003 12:04:00 EDT
Subject: Re: [mosaic] beginning/writing
In a message dated 8/2/2003 5:32:51 AM Pacific Daylight Time,
RKCTEC5@aol.com
writes:
> writing workshop
This description plus the book Wondrous Words (fabulous) almost make me want
to start school over again! My writing memories include a teacher who said,
"Why can't you write like.....?" and papers returned dripping with
red ink
but
no suggestions on what to do next and a time a paper was returned with the
comment "Well written, no grade 1 spelling error (dissect)! Thank goodness
writing instruction has improved!!! And of course, reading instruction has
too
(HURRAH!) as those memories include 3 groups and round-robin reading. (And
believe it or not, this was a supposedly progressive, well-thought-of school
district.) Now, many years later I can remember observing in a classroom
early in
the year (late 60s) where a little girl was reading; her pre-primer was
propped
up to hide The Wizard of Oz. Thankfully with the methods discussed (and
actually used!) by you all, these scenes won't be repeated. (At least not
by the
members of this LISTSERV.)
+++++++++++++++++++++
From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] Another book recommendation or two
Date: Sat, 2 Aug 2003 11:15:51 -0500
Awesome idea Peggy. Mind if I use it? I think it sounds like a great way
to establish guidelines and expectations so you don't battle those down the
road. I also like the idea of sending completed work home for parents to
view so they, too, know what the expectations and guidelines are. It
provides an excellent two-way communication opportunity. Thanks!
~Karla
+++++++++++++++++++++
From: "Joan Matuga" <joan3teach@hotmail.com>
Subject: Re: [mosaic] Dyslexia
Date: Sat, 02 Aug 2003 09:17:23 -0700
I started the discussion on Dyslexia. Several participants had
questions/comments that were addressed in the book. I'll try to
</P></DIV>
Dr. Shaywitz does not believe that intelligence tests should be used to
determine a diagnosis of dyslexia. She prefers other things like,
reading a list of nonsense words, inability to distinguish rhyming words, a
naming test, slow fluency, delayed spoken language, difficulty in
reading little words (in, on, the...), poor spelling, poor handwriting,
memorizing words rather than sounding out, low self-esteem because he/she
can't "get it" even though they are successful in many other areas,
difficulty in repeating (remembering nursery rhymes in pre-school), history
of reading problems in family, lack of a strategy in learning new words,
fear of reading aloud, reliance on context in learning new words, .
She goes on and on (pages 122-126 in her book) Another list
is
shown on page 161.
A big point in her book is <EM>"A child who reads accurately but
not
fluently is dyslexic."( page 133)
Dyslexic students also have comprehension difficulties. I'm
paraphrasing what she says on page 246. They don't get much from their
reading and can't answer questions such as "What is this book about?".
They don't enjoy reading and spend the same amount of time reading easy and
difficult content. They don't draw inferences, can't distinguish
important ideas from details, don't check their reading, don't make
predictions, don't finish books, avoid reading...
<P>Successful students and adults with dyslexia have developed strong
higher
level thinking skills to compensate for this. They often
are
excellent writers in content areas (if spelling is not a consideraton) and
do extremely well in highly specialized areas such as medicine, law,
finance, architecture. They are articulate
in expressing ideas and feelings are empathetic with others.
They are great thinkers outside the box.....((pages 126-7)
When reading, they take extra time.
Things that have helped are developing a passionate interest in other areas
and focus the reading on that interest, repeated readings to improve
fluencey, using lap top computer for word processing, following text with
ruler, taking notes on what is read and reviewing notes, quiet area for
reading and studying, repeatedly questioning self. For young children,
phonics instructions on a systematic basis 4-5 days a week for 1
hour in individual or small group (no more than 3 children).
Most importantly for children: strong supportive parents who are
advocates and champions for the children. It is preferable to have
early diagnois and treatment.</P>
She is a strong advocate for phonics. I won't discuss this.</P>
However, what she says about reading sounds like what we do:
"establish a purpose for reading, identify the title and author, comment
on
the cover illustration, scan the pages, establish the W's, relate the story
and events to child's existing knowledge and interests, predict future
events, summarize main ideas, generate questions as you read, make
inferences, clarify words or confusing concepts, use imagery or
visualization, organize ideas, perhaps graphically on paper, retell the
sequence, enjoy the story." (page 245) These are part
of her
recommendations for parents.<BR><BR></P>
Successful adults with dyslexia include: John Irving, Wendy
Wasserstein, Stepen Cannell, Charles Schwab, Surgeon Graeme Hammond,
...<BR><BR>
I hope this extremely long e-mail helps answer a few questions raised in
this discussion. I am not an expert in this subject. I wanted
to
read more about this because I was concerned because I have many
students who read but don't understand. If the facts, as she states,
that 1 in 5 students are dyslexic are true, the problem is enormous.
Reading is a new skill (50,000 years old) and the brain is not naturally
wired for it. The brain is pre-wired for speaking.</DIV>
Joan Matuga
+++++++++++++++++++++
From: "Ed Asselin" <sharoned@charter.net>
Subject: Re: [mosaic] Another book recommendation or two
Date: Sat, 2 Aug 2003 11:29:35 -0500
If you are reading the responsive classroom books (Morning Meeting Book,
First Six Weeks, etc.) add Rules in Schools to your list. It's the latest
book and illustrates how to develop goals (hopes and dreams) and rules with
your students. It's excellent!
Sharon in WI
+++++++++++++++++++++
From: "Loyd or Gayla King" <lgking@netdot.com>
Subject: Re: [mosaic] Dyslexia
Date: Sat, 2 Aug 2003 11:37:17 -0500
Reply-To: mosaic@u46teachers.org
Re: [mosaic] DyslexiaMy question is....can a child with adverage to low
IQ be dyslexic? Do all dyslexic people have high IQs?
+++++++++++++++++++++
From: JATShaw@aol.com
Date: Sat, 2 Aug 2003 12:32:10 EDT
Subject: Re: [mosaic] Dyslexia and spelling
In a message dated 8/1/2003 9:23:04 PM Pacific Daylight Time,
dshadwick@juno.com writes:
> spelling program
There is a computer program called Wordsort (available through
http://www.hendersonedsoft.com/ ) that helps build word recognition fluency
by focusing on spelling patterns. It was featured in an article in the
IRA's
JAAL a few years back. That particular study noted that students working on
this program for reading fluency also improved their spelling. (The program
can
be individualized and keeps track of the user's progress. And it's
relatively
cheap.) I'm not a huge fan of CAI but this is one program that seems to
provide individualized practice to someone who needs it. BTW how are you
folks
using technology? We are state-mandated to make sure our adults complete
reading, writing, math, and computer competencies. And now we are
scrambling to meet
the federally mandated assessment expectations. (Our state fought long and
hard for authentic assessments only to be judged out of compliance in a
recent
audit. We'll now be using CASAS pre and post, which will probably scare our
adults half to death....it takes them so long to tip toe across our
threshold
only to be greeted by multiple required assessments that with native
speakers
are individually administered. Funding=compliance unfortunately.)
Dee, where do you get these Wikki sticks?
++++++++++++++++++
From: JLabar1026@aol.com
Date: Sat, 2 Aug 2003 12:48:55 EDT
Subject: Re: [mosaic] Dyslexia
In a message dated 8/2/03 12:36:47 PM Eastern Daylight Time,
lgking@netdot.com writes:
> My question is....can a child with average to low IQ be dyslexic? Do all
> dyslexic people have high IQs?
>
>
In my teaching experience-absolutely.
A couple things . . . early on with my teaching of reading I was struck when
a young lady- 20 years of age- mildly limited IQ full scale 55. . . Reading
Grade Level- around 3.5. This young lady had word attacks firmly in place
and
did not demonstrate confusion with letter sound relationships. On the other
hand- comprhension represented serious needs.
On the other hand, RP High average IQ- GE 2.0- (classic profile for
Dyslexia)
had much confusion with blending letters, recognizing words, and confusion
with sounds and symbols. He was one of my favorite students . . . taught me
so
much about Reading LD.
Now-to your question IQ below 70 and Dyslexia- I have seen it . . . but the
cognitive functioning and limitations have to be teased out from the LD.
Depends on how you feel about multiple disabilities. I would like to read a
thoughtful study on borderline IQ and dyslexia.
Moreover, you don't have to have a high average IQ in order to have
dyslexia.
Remember - Dr. Sam Orton began his studies in a hospital for mental health
issues in the early 1900's.
BG
++++++++++++++++++++++
From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] technology
Date: Sat, 2 Aug 2003 11:59:58 -0500
This year I'm planning on having my kids go to computer lab and =
highlight word chunks in Microsoft Word. I have poems made up for each =
month. We'll also use them to find nouns, word endings, etc. Hey, =
maybe I should have them highlight words that give them strong mental =
images. . .
I hope some of you will visit. I worked pretty hard, and I'm pretty =
proud of it. :)Anyway, here's the address for any interested. =20
http://fcsc.k12.in.us/staff/kennedyk/Word%20Chunk%20Finds.htm
Kelley/2/IN
++++++++++++++++++++++++
From: "Loyd or Gayla King" <lgking@netdot.com>
Subject: Re: [mosaic] MOT ? for the experts
Date: Sat, 2 Aug 2003 12:08:10 -0500
I'm still wondering if Determining Importance shouldn't come early in =
the year. Here's why...we read lots of nonfiction (starting at the =
beginning of the year) and the whole story language of fiction =
(characters, plot, setting, etc., etc.) needs to be discussed early on. =
Help me out here...does schema have to be taught in isolation at the =
beginning of the year, or can you introduce these important aspects for =
different kinds of reading as you go along. I'm new at this...I want to =
do it right...
While we at it...how do you incorporate those pesky state standards that =
are tested every three weeks with benchmark testing (i.e. main idea, =
fact/opinion, etc.)? I want to do it all "right" and just am not sure
=
how to juggle it all.
gayla in texas/2nd
++++++++++++++++++++++++
From: H1Edwards@aol.com
Date: Sat, 2 Aug 2003 13:47:59 EDT
Subject: Re: [mosaic] Another book recommendation or two
The Morning Meeting Book from the Responsive Classroom series is also a good
resource for games.
Holly/OH/2nd
+++++++++++++++++++++++++
From: H1Edwards@aol.com
Date: Sat, 2 Aug 2003 13:54:08 EDT
Subject: Re: [mosaic] Another book recommendation or two
Classrooms Spaces That Work is also a great resource. It discusses:
arranging
furniture; selecting & organizing materials; eliminating clutter; storing
supplies; creating displays that are meaningful; setting up a meeting area;
accomodating special needs; making the space healthy; and keeping the
classroom
clean.
+++++++++++++++++++++++
From: JATShaw@aol.com
Date: Sat, 2 Aug 2003 13:03:08 EDT
Subject: Re: [mosaic] Struggling Readers?
In a message dated 7/25/2003 6:21:37 PM Pacific Daylight Time,
SIMMONS@aol.com writes:
> You repeat, repeat, repeat and they still don't get it.
My guess is that we all have had that experience. Time to try a new
approach, right? Although I've learned that sometimes my idea of adequate
repetition
doesn't begin to cut it. These same strugglers we see as adults who were
left
in the dust when the class moved on. This is really true with math. For
some
reason, you can almost bet on the fact that IF they understand long
division,
they probably quit making any progress when the class did fractions and gave
up shortly thereafter. It's been very refreshing to read the many math
postings! A new day is coming, hurrah.
+++++++++++++++++++++++
From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] MOT ? for the experts
Date: Sat, 2 Aug 2003 13:36:15 -0500
I consider story elements like characters and setting to be part of =
schema because whenever you read a fictional story, you should always be =
thinking about these elements. It's like telling kids that there is a =
certain "story schema," which is all the elements on a story map.
Hope =
that makes sense. :)
++++++++++++++++++++++++