Martha,
What is the Heinemann U self paced course? I visit their web site often
(waiting for Lucy Calkins writing units to be released).

I teach first grade and I too will be starting my second year of teaching
strategies the "Mosaic" way. Did the course help you keep on track? I'm
feeling anxious about getting started this year. It just seemed that my
think alouds and mini-lessons took up to 1/2 hour and I felt that if I spent
that much time on a "mini" lesson that I didn't get to much individual and
small gruop instruction. I'm also having trouble figuring out how much
reader's workshop time to start with at this age. In Debbie Miller's book,
I believe she starts strategy instruction in Oct. I guess I'll go back and
reread her book before school starts. If any of you all out there have
suggestions, PLEASE share them with me. I need all the help I can get!

Julie
++++++++++++++++++++++++++++

From: "Julie" <t.julief@verizon.net>
Subject: RE: [mosaic] Re:The Private Eye
Date: Tue, 5 Aug 2003 07:57:52 -0700

I love the Private Eye!
Here’s the website:
http://www.the-private-eye.com/html/home.htm
Julie/1/WA
++++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Tue, 5 Aug 2003 11:16:57 EDT
Subject: Re: [mosaic] Belated clock partner question

LJ,
Let's say I sign up with one partner for one o'clock, another partner
for two o'clock, the next partner for three o'clock, possibly a friend for
four o'clock. The teacher says work with your 2 o'clock partner: another
partner and I work together. The teacher then says work with your 4 o'clock
partner: possibly a friend and I would work together.
I am going to have 21 students this coming year. We probably will
use
only numbers 1 - 10. One group will have three partners due to the odd
number.
Johnny- Susie; 1 o'clock
Johnny - Frankie; 2 o'clock
Johnny - Harry; 3 o'clock Susie - Frankie; 3 o'clock
Johnny - Mary; 4 o'clock Susie - Harry; 4 o'clock
Mary - Joey 4 o'clock
Johnny - Joey; 5 o'clock Susie - Mary; 5 o'clock
Frankie - Harry; 5 o'clock
etc.
Alexa
++++++++++++++++++++++

From: ADeWald40@aol.com
Date: Tue, 5 Aug 2003 12:15:40 EDT
Subject: Re: [mosaic] Questions about getting started

Julie,
I feel your frustration. Me too! I taught 3rd grade last year and it was
the first time I was trying to implement the "mosaic strategies". it
seemed
to take me forever to model it. I'm thinking part of it was that I was new
at it and anytime I'm new at something I go slow and want to be "perfect" at
it
therefore I don't move along on the continuum of releasing the
responsiblity.
Perhaps, Iwas trying to do too much in one sitting
++++++++++++++++++++++++

From: ADeWald40@aol.com
Date: Tue, 5 Aug 2003 12:37:49 EDT
Subject: Re: [mosaic] MOT/MATH/Vocabulary

YES! this is exactly what the kids need to understand and use the language
that is on the ISAT test! I need to digest everything you noted in your
letter. Now for several months I've been reading about MOT and Math
essentials....
I finally have to stop and monitor my own metacognition. What is MOT?
and
IS Math Essentials a book like Reading Essentials or ist it a program?
I'll be teaching or rather reteaching and supporting Bilingual Third and
Fifth grade students in Math and Reading in an after school literacy
program in
an effort to help boost test scores. This gives me fuel for what to do.
thanks! Keep sharing! I'll keep you posted as the year goes on.
++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Tue, 5 Aug 2003 12:43:36 EDT
Subject: Re: [mosaic] Questions about getting started

In a message dated 8/5/2003 9:25:48 AM US Mountain Standard Time,
ADeWald40@aol.com writes:

> it seemed to take me forever to model it.

I think, probably, many of us struggle with this. I'm thinking it is
because
I'm teaching the strategies with picture books the students haven't heard
before. Appropriate intermediate grade picture books tend to have quite a
bit of
text. I use chapter books for my daily read alouds. It takes time to read
the story through and then go back and model the thinking. Even with the
gradual release and increased participation of the students, it takes a
while to
have them share and chart their responses. My school ordered the Debbie
Miller
tapes and I will be viewing them. I will watch how Debbie does her mini
lessons. I'm thinking possibly she has read the books to her students
during read
aloud previous to the lesson. It would be interesting to hear how others
are
keeping their mini lessons mini.

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

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: [mosaic] K2K
Date: Tue, 5 Aug 2003 14:08:45 -0400

Hi everyone--

I finally received my copy of K2K and was wondering if there was anyone o=
ut there who still wanted to discuss it.

I'm up to chapter 3 and already so excited about implementing Literature =
Conversations this year, but also concerned about the time factor. The ch=
apter I just read about wondering really fits in well with the questionin=
g strategy. It's great to see the connection between the strategies and L=
iterature Conversations. :)

I love the idea of the kindergarten detectives and think my fifth graders=
would get a kick out of doing that, too. I liked that the focused on dif=
ferent elements of conversation, not just conversation in general. I was =
even thinking of observing conversations in different settings--in lunch,=
P.E., art, chorus, another classroom, etc. and talking about commonaliti=
es/differences between them.

One thing I still need to work through is the piggybacking vs. interrupti=
on. In the examples Cole gives on pg. 11 I feel like it's still interrupt=
ing. I understand that piggybacking is considered extending or clarifying=
the previous person's comment, but if the previous person doesn't get to=
finish their comment, wouldn't that be interrupting?

I know there is more I was thinking of, but I can't remember! I'm sure I'=
ll post again soon.
--Carrie :)
++++++++++++++++++++++++=

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: [mosaic] 7 Keys to Comprehension
Date: Tue, 5 Aug 2003 14:13:01 -0400

Hello again--

Has anyone considered using 7 Keys to Comprehension by Susan Zimmerman an=
d Chryse Hutchins this year with the parents of their students? I would l=
ike to, but am not sure how to approach it. I was considering putting in =
a plug for it at the Open House we have a couple of weeks after school be=
gins. Since middle school is a time when parents are often not as involve=
d in their child's academics as in elementary school, I thought this woul=
d be good. Any thoughts?

--Carrie/5th
+++++++++++++++++++++

Date: Tue, 5 Aug 2003 13:25:37 -0500
Subject: Re: [mosaic] Questions about getting started
From: carol carlson <carlsonca@dist102.k12.il.us>

I, too, have wondered about thinking aloud, using a book twice. When I

modeled in other teacher's classes, I only read once. But I wasn't able

to track long term benefits or deficits. This year, I'm hoping to
relate the MOT picture book texts with Six Trait writing. That way,
when a teacher uses a picture book for one strategy, the text, or
portions of it, can be re read looking through a different lens.
What about the rest of you? Do you read text twice when thinking aloud?

Compromise? Or does it depend on the level of your students?
Carol
+++++++++++++++++++++

Date: Tue, 5 Aug 2003 13:26:51 -0500
Subject: Re: [mosaic] 7 Keys to Comprehension
From: carol carlson <carlsonca@dist102.k12.il.us>

Is this book only for parents?
I have used both MOT and Strategies that Work with teachers and wonder

if this would be a replacement.
I know this was discussed briefly, but I'd like to hear thoughts before

I order this.
Carol
+++++++++++++++++++++++

From: "Alise Manley" <mamanley@charter.net>
Subject: [mosaic] organizational nightmare ....
Date: Tue, 5 Aug 2003 14:35:16 -0400

I have also been lurking on this listserve for some time now and thought
maybe it was time to join in!

I'm a second year teacher, with one grad class in Balanced Literacy, "I Read
It, But I Don't Get It", and 3/4 of "MOT" behind me. I am also the only
teacher in my grade (5th) trying anything new with Reading and Writing! I'm
really, really struggling with how to get myself organized to start off the
year, since last year I did very little of this.

My initial thoughts are focusing on 1st: choosing just right books and then
2nd: directing our reading focus on schema. I'd also really love to start
off with a genre study on memoirs, because that would keep us in line with
what the other classrooms are doing in the basal. Any suggestions?

I read through a lot of the downloads under "Teaching Tools" yesterday and I
was very interested in "Brad's First Week of School". If Brad is still part
of this listserve and doesn't mind answering some questions, I'd love to
know more about ... homework logs, reading interest list, and some of the
texts he ended up modeling with.

Alise
Grade 5
++++++++++++++++++++++++++++

Date: Tue, 5 Aug 2003 11:25:07 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] Questions about getting started

I know what you mean. Last year I didn't get too far past t-t, t-s
and t-w connections. I had a very hard time getting them past
connections that were just coincidences. (The "I have a dog." kind)
I figure this year will be much simpler for me.

I also found, last year, that I spent so much time on non-fiction
that my kids left still unable to write fiction with a thought out
system of plot, characters and action.

I know we can't do it all, but, like I said, I know I'll do a more
through job this year.

Katharine/1st/N.California

Oh, I have a suggestion for the question about making mini-lessons
quicker. Use a Timer. I know that sounds flippant, but I'm serious.
Keep it short, only say the most important thing, make it very clear
and send the kids off to work on their own. You'll have more
mini-lessons; you might not have their attention.
+++++++++++++++++++++++

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: Re: [mosaic] 7 Keys to Comprehension
Date: Tue, 5 Aug 2003 15:04:22 -0400

Carol--
This book is geared to both teachers and parents. I would not replace MOT=
and STW with it, it's more of a companion book I'd say. I was thinking a=
bout using it to keep parents afloat of our study of reading comprehensio=
n strategies, give them examples of the kinds of discussions they can hav=
e with their children about reading, and books to use for reading with th=
eir children.
--Carrie :)
++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Tue, 5 Aug 2003 15:37:18 EDT
Subject: Re: [mosaic] Questions about getting started

I think reading books during read aloud is probably a good practice before
studying them for strategies. It's what I do for writing. I won't use a
book
to teach genre writing that the children have not already heard many times
before.
Ruby
++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Tue, 5 Aug 2003 15:33:37 EDT
Subject: Re: [mosaic] Questions about getting started

In a message dated 8/5/03 11:24:20 AM, ADeWald40@aol.com writes:

<< the continuum of releasing the responsiblity. >>

I was stuggling with the term "gradual release of responsibility," largely
because it's new to me and I haven't yet read it in the books you guys are
discussing. (If I read it in MOT, it zipped by me.) And I guess I was
thinking of
it as my having to know when and how to give the child more responsibility.
That I'd have to know when to release. And then I thought of it in
Vigotskian
language, working in a child's zone of proximal development, and helping the
child in whatever way is necessary until the child no longer needs help.
"What
I do today with help I can do tomorrow by myself." And I thought, that's
it! I will know when to release because the child will inform me by what
s/he
is able to do. Like a baby learning to walk. I hold her hand until she no
longer needs me to, for she walks by herself. I think it will be much the
same
with strategies. I model, and demonstrate, and think aloud, and help my
kids
try it until one day they are giving responses like Ginger's kids!

I think this is going to be fun!
Ruby
++++++++++++++++++++++

Date: Tue, 05 Aug 2003 15:11:59 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] Questions about getting started

Ruby - Your thinking is right on. The term gradual release comes also
from the work of PDavid Pearson and his comprehension work of the '80s.
If you remember that work was a result of finding out from Durkin that
all we were doing was questioning and assessing but not teaching. Often
times we do all the teaching and then don't scaffold in Vygotsky's terms
enough during the guided part of what we expect kids to do. K2K is a
good gradual release model with teach - pairs - groups - individuals.
This is the hard work of teaching. We have lots to learn from parents
who teach a child how to ride a bike. JGasser
+++++++++++++++++++++++++++

Date: Tue, 05 Aug 2003 14:19:52 -0700
From: Carol Lau <cllc@comcast.net>
Subject: Re: [mosaic] Questions about getting started

I have another not-so-mini problem: there are always some students who
tire of sitting on the rug during this process, sometimes even during a
read-aloud story. Am I torturing them or am I just too long-winded?
Carol/2/CA
++++++++++++++++++++++

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: [mosaic] gradual release of responsibility
Date: Tue, 5 Aug 2003 18:11:44 -0400

Ruby--
Ardie Cole's K2K is in the format of gradual release of responsibility. E=
ach chapter is a step in releasing the responsibility of literature conve=
rsations to the students. I think you're right on target with your connec=
tions to Vigotsky. When teaching the strategies, or just about anything f=
or that matter, the gradual release is of utmost importance...although fr=
ustrating at times and time consuming it can seem.
--Carrie :)
+++++++++++++++++++++++++

Date: Tue, 5 Aug 2003 19:12:22 -0400
Subject: Re: [mosaic] Questions about getting started
From: Martha Butler <mpbutler00@earthlink.net>

On Tuesday, August 5, 2003, at 09:25 AM, Julie Beebe wrote:

>
> What is the Heinemann U self paced course? I visit their web site
> often (waiting for Lucy Calkins writing units to be released).
>
If you go to the Heinemann web site, look for HeinemannU under
professional development in the sidebar on the left side about half way
down. hey offer self-paced courses based on some of the books that they
publish. The MOT course costs $125 plus the price of the book. If a
selfpaced online course suits your learning style, it's great. I have
gotten much more out of it than if I had just read the book thanks to
the additional info, questions, tasks and online discussion. I have to
say that it's more work than I thought it would be!! My principal asked
me if I would investigate a couple of online courses for him this
summer, and this looked like the best Reading one for my current
practice. Doing the works if you're self-disciplined, which I am some
of the time! : )
+++++++++++++++++++++++

From: Soswes@aol.com
Date: Tue, 5 Aug 2003 19:37:22 EDT
Subject: Re: [mosaic] Questions about getting started

In a message dated 8/5/03 2:54:46 PM Central Daylight Time, RKCTEC5@aol.com
writes:

> I think reading books during read aloud is probably a good practice before
> studying them for strategies. It's what I do for writing. I won't use a
> book
> to teach genre writing that the children have not already heard many times
> before.
>

Prior to a study, I use my read aloud time to think aloud. If I am
beginning
questioning mini lessons next week....this week I will just think aloud my
questions during my read aloud. I will ask them what they notice me doing.
It's not as in depth as I will eventually go, but it gets them started.

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

From: "Randy Kraynak" <r.kraynak@worldnet.att.net>
Subject: Re: [mosaic] K2K
Date: Tue, 5 Aug 2003 20:29:51 -0700

Hi, Carrie!

I am a new teacher (this is my third year) so take what I say with a =
grain of salt!

I read your post today and reread page 11 in K2K. I have been thinking =
about it most of the day to see if I have the difference between =
piggybacking and interrupting straight in my own mind before I became =
egotistical enough to think I could help you with the concept. Well, it =
came to me tonight as I watched The O'Reilly Factor on FoxNews channel =
(my husband is a Republican... I love him anyway). =20
I believe that piggybacking is the action of listening first to someone =
else's ideas and integrating some of those ideas into your own schema, =
thereby changing how you think. Interrupting (here is where O'Reilly =
comes in) is when listening has stopped and ego makes the speaker =
attempt to force his preconceived ideas on the listener (who no longer =
has the status of conversation partner). =20

I hope that made sense. I am really just a listener on the listserve =
and assume those that are writing know more than I do. Your message got =
me thinking today and I wanted to reply to you with my thoughts. Thanks =
for listening.

Karen Kraynak
Homer Glen, IL 5th grade
+++++++++++++++++++++++++++

Date: Tue, 05 Aug 2003 21:47:32 -0400
Subject: Re: [mosaic] K2K
From: Peggy Bahr <pbahr@mac.com>

Karen,

I think you are right on track! Piggybacking is done with respect for the
speaker's thoughts, and either responding to or extending what has been
said. Interrupting (a.k.a. "butting in") shows disrespect for the first
speaker.

When working initially with kids who speak impulsively, or who have never
even thought about how to converse with others, I've taught my kids to
mentally count to 2 before speaking. They rarely get to 2, but it doesn't
matter. The point is that they are THINKING about how to respond.

Peggy 5/KY
(Democrat)
++++++++++++++++++++++

From: "Barrick" <barrick@vvm.com>
Subject: Re: [mosaic] K2K
Date: Tue, 5 Aug 2003 21:08:31 -0500

I'm just about to finish my summer school courses and then I am going to =
start on K2K. The discussions looked so good that I bought it... =
knowing it would be into Aug. before I could sit and read. I've kept =
all the postings so I can re-read them as I read the book.

:-) Marla, TX
+++++++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] organizational nightmare ....
Date: Tue, 5 Aug 2003 21:51:51 -0500

Alise,

I would recommend that you get your hands on someone's copy of Fountas and
Pinnell, Guided Readers and Writers (Grades 3-6).

http://www.amazon.com/exec/obidos/ASIN/0325003106/qid=1060137463/sr=2-1/ref=
sr_2_1/002-0384213-2171237

Within this fat book (some in my building call it their bible) there is a
section about the first 20 days. It is a great model to use when you are
not sure where and how to begin. It incorporates the concepts you refer to,
so I think it would be a good fit. My only caution or suggestion is the
time frame. I felt that some areas needed more than one day, while others
could be combined. I think you will be able to easily do this once you read
through the section.

Secondly, I haven't seen Brad pipe up on this listserv in ages. I would
recommend that you catch him on teachers.net, chatboards, Professional
Reading. He is on there daily, as well as the Primary chatboard. I am sure
he will answer your call.

I hope this helps. If you do not know of anyone who has the Fountas and
Pinnell book, let me know. I may be able to scan it into a document and
send it as an attachment (though it is quite lengthy).

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

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] Questions about getting started
Date: Tue, 5 Aug 2003 22:15:03 -0500

Ruby,

You are right on the target! The end goal is to "release" the
responsibility of strategy work from teacher to student. The teacher
lessens their modeling of the strategy while the student assumes
"responsibility" for displaying its use. This may vary from student to
student as they learn at different speeds. Your explanation provided me with
a great visualization. Thanks!

You might want to pull out your MOT book again. Check out Appendix Three (p.
225) for a brief explanation and diagram of The Gradual Release of
Responsibility Model. Also, check out Chapter Five, The Essence of Text:
Determining Importance. A sample can be found within the chapter on page
95.

I hope this helps.

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

Date: Tue, 05 Aug 2003 22:07:07 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] K2K

Karen - what a wonderful definition of piggybacking - one I am sure
Ardie would agree with. These concepts are so important&nbsp; to the&nbsp;
entire idea of conversation.&nbsp; As you describe piggybacking it is also
leading to synthesis. If more adults were able to do this, we wouldn't
be where we are in the world today. JGasser
++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Wed, 6 Aug 2003 00:07:01 EDT
Subject: Re: [mosaic] organizational nightmare ....

Karla,
I agree with you about the First 20 Days by Fountas and Pinnell.
That
is what I plan on using to start my third graders. I used it last year with
my fifth graders with some modifications like you wrote. It set the tone
for
the year. Plus it gives you time to know and understand your students. You
can do informal testing, meet with each child, and make decisions about how
you
are going to proceed.
Alexa
+++++++++++++++++++

From: "Krista Yoder" <krista_yoder@hotmail.com>
Subject: Re: [mosaic] organizational nightmare ....
Date: Wed, 06 Aug 2003 07:22:35 -0400

Alexa,
I am new to this listserv. What modifications did you implement when you
use the First 20 Days by Fountas and Pinnell? I teach third grade also and
was planning on using that format. Thank you.
Krista
Third Grade
++++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Wed, 6 Aug 2003 10:29:03 EDT
Subject: Re: [mosaic] organizational nightmare ....

Krista,
This will be my first year in third grade so I can't answer your
question yet. I will have to see what the students know and what I need to
spend
more time doing. So I guess my answer to you will be that my choices will
be
student driven.

If I were still in fifth grade I would do exactly the same thing,
make
choices according to what the students need and don't need.

I'm sorry that I am not more help.
Alexa
+++++++++++++++++++++++++

From: ADeWald40@aol.com
Date: Wed, 6 Aug 2003 12:59:04 EDT
Subject: Re: [mosaic] Questions about getting started

Dear Ruby,
I agree the gradual release of responsibility is analogous to Vygotsky's
theory. But remember in a large group you are going to have various levels
of
student competencies and some students will need more modeling and some
students
can start to do what you are askng with some support while othes will be
able
to take it on independently. I'm thinking that I need more support in the
middle of gradual release......how and what to do to get them gradually
released! My thinking is that those who need a lot of support will get it
through
small group guided reading so I can guide them through.. How will I know
when I'm there! What kind of responses were Ginger's kids giving? Food
for
thought.
from Ann/RR&3rd&5th/il
++++++++++++++++++++

From: "Vicky Luther" <vickyluther@msn.com>
Subject: [mosaic] interesting but I need more info..
Date: Wed, 6 Aug 2003 11:19:25 -0600

Hi.. group.. I just joined.. My name is Vicky Luther. I teach 8th grade =
in Pueblo, Co. Reading/Language Arts.. Level ONE.. kinda like a gifted =
class.. sorta...
Please help me with the lingo MOT? I am not familiar.. but would love =
more info..
Sounds so far like a great group..
Vicky
Where the temperature has been in the 100+ since July.. we did have 4 =
days with out it.. felt like we needed a coat.. lol..
++++++++++++++++++++

From: ADeWald40@aol.com
Date: Wed, 6 Aug 2003 13:32:18 EDT
Subject: Re: [mosaic] Questions about getting started

Last year in 3rd grade, I chose Amelia's Road to use for questioning. I
had a substitute the day i was introducing it.....I had already done some
modeling of guestioning before and talked about different kind of questions
and
their purposes. The students wrote down teir questions on post-its and put
them up on a chart under Before (questions before reading), During, and
After. When I got back, they had elicited lots of questions. the
substitute
said in his note that they didn't discuss much bout the book and didn't
really
understand it. Hmmmm. So my task was to help them puzzle out their
questions and go back through the text to gather evidence and discuss with
one
another what the author and/or character was meaning. Was the book too
hard?
I'm not sure... It did get a good convrsation going and the sutdents were
using evidence from the text and test-to-text connections. This was what I
considered sharing the task with them,...the next step in gradual release.
I have
kept it too easy in the past and I didn't feel like I got much meat of
discussion out of it. Am I on the right track to gradual release???
>From there,
in small group-guided reading, I guided the students to write their
questions on post-its and put them in their Reading Response . After reading
a
section, we discussed their evidence to ansering their questions. I
invited the
rest of the students during independent reading to write down their
questions as
they read. Again, was I on the right track of gradual release? I only
saw one child take on this task independently. Maybe they needed to get
the
feel for asking questions before asking them to use their questions for
comprehension.

from Ann/RR,3rd,5th/il
++++++++++++++++++

From: CAAstle@aol.com
Date: Wed, 6 Aug 2003 13:27:57 EDT
Subject: Re: [mosaic] Reading Coordinator Job Descriptions

Beth, The comprehension book that I developed is a large three ring
notebook
so that teachers can always add things. The tabs are done professionally as
well as the front cover. The first part of the book is divided into all of
the comprehension strategies. I use the gradual release of responsibility
and
each strategy is presented in a consistent way. After the explaination, I
go
through teacher directives (teacher talk) as to exactly what a teacher could
say as she/he introduces the strategy. This whole process is done in a
gradual
release way over a long period of time. For example, the first time, then
how
to go into groups, then on an individual basis. Then I show examples and
samples (lesson plans) of things do to with that strategy. At the end of
each
strategy I have Ellen Keene's oral/written assessment with a rubric. Then
second part of the book is based on research I did on best practices. After
taking
a class at the University I decided we needed to know what was most commonly
used successfully. I read dozens of books and compiled to top activities
that
professionals consider important to class instruction. I divided these
activities into background knowledge, vocabulary, fiction and non fiction
comprehension and application/extension. These categories have forms for
teachers to
use that are higher level thinking activities. I have copyrighted the
notebook
and sell it for $65. Other schools are interested and I am thinking of
developing a model to use to inservice teachers with. I have also developed
a
flipchart for the teacher to use during independent conferences which will
be
advertised on the web soon (I hope). As time goes on and I learn more I
continually add to this notebook. Hope that this information helps you.
Carolyn
+++++++++++++++++++++++

From: ADeWald40@aol.com
Date: Wed, 6 Aug 2003 14:00:26 EDT
Subject: Re: [mosaic] interesting but I need more info..

Welcome,
MOT is an acronym for the book called MOSAIC OF THOUGHTS by Ellin Oliver
Keene and Susan Zimmerman. The book discusses seven cognitive
comprehension
strategies that good readers use when reading. The strategies are:
Making
Connections (using your Schema), Determing Importance, Questioning,
Creating
sensory images, Inferring, synthesizing, and Fix-up strategies.
>>>From Ann Dewald
+++++++++++++++++++++++++

Date: Wed, 6 Aug 2003 13:23:11 -0500
From: elephant@foxvalley.net
Subject: [mosaic] questioning/ann/long

Hi Ann! It's great to hear your voice on the list.
Remember me from Sheridan? BD??

I read your post about the questioning lesson/Amelia's Road.
I am wondering how long you yourself modeled your own
questions in think alouds BEFORE you invited the students
to wonder. For myself, I take it VERY SLOWLY. I model my
own "I wonders" for days in my read alouds and in general
in my teaching. Even before I have started the official
questioning strategy study. Then for my anchor lesson (the
very first official explicit lesson of the study where I am
modeling) I tell the kids to watch and listen to me as I do
the work. I ask them for what they heard me saying and saw
me doing after reading one picture book (my
anchor/touchstone text). I would start my anchor chart
after this lesson. (See Debbie Miller's Reading With
Meaning for picture example of her anchor chart.)

When I was peer coaching with younger students I always made
a point to tell them ahead of time what it would look like
when I stopped to share MY thinking. I personally hold the
book in front of me when reading (I have a bad neck and
can't turn and read the text while also showing the
pictures) and then I show the pictures. But when I am
sharing MY thinking, I set the book on my lap with the
text/pictures facing THEM and that's the SIGN that I am
about to share what it going on in MY head. Little kids
can't always tell the difference and it can get confusing
to them. "Is she reading or telling me her thinking now?"
So I figure out how I can make those to look different.
That's the first thing.

Then, even though they start getting the urge to share THEIR
"I wonders" I hold them off for a few more days. I tell
them that I KNOW they have a lot of "I wonders" popping up
in their brains but for NOW I am the one doing the work and
their job is to just watch and listen to me. If they want
to "hear" their own "I wonders" in their heads that is
great!!!

After about 4-5 days of reading VERY powerful texts where I
am wondering aloud, I choose a book where I invite them to
share their "I wonders" verbally. I do not move to written
"I wonders for 4-5 more days. Not if the students have
never had this type of instruction before. If they have, I
would move sooner. So we share "I wonders" verbally for a
few days on different texts of different genres. Remember
to vary the genre!!! That was something I didn't do enough
of in the beginning years. Having them turn to a partner to
share what they are wondering is a great way to let
everyone share quicker than just calling on raised hands.
I then call on two or three to share one "I wonder" they
heard in their partner group. So for the unsure students
they can even share what their partner wondered. It is
very supportive for them at this early stage.

THEN I use Charlie Anderson by Abercrombie for my first
written "I wonder" lesson. I read the story and stop at
crucial points and the students write down their "I
wonders" on a worksheet divided into three parts. BEFORE I
Wonders, DURING I Wonders (remember to make more of these),
and AFTER I Wonders. I type up a sheet that looks like
this:

BEFORE
I wonder......
I wonder.....
I wonder.....

DURING
I wonder.....
I wonder.....
(I make about 8 of these)

AFTER
I wonder.....
I wonder.....
I wonder....

They write when I stop. No discussion at this point. Just
me reading to a point. Stopping and then silence while
they write. I've done this book with first graders the
second part of the year and they were VERY able to do the
writing. Using invented spelling. Which is fine because I
just want to hold their THINKING at this point.

Then the NEXT DAY I may chart some of them on three chart
papers labeled BEFORE, DURING, AFTER to save for our later
work on the types of questions. I don't do that NOW. I
don't even deal with the ANSWERS to the questions either.
Nor have I along the way so far.
**Some people have a hard time with not answering the
questions but FOR ME I have found it much more powerful and
conducive to further deeper work ifI just allow the
students to wonder freely without worrying what the answer
is or what kind of wonder it is. We almost have to UNDO
the belief that asking questions is a sign of "not getting
it" or "I'm stupid" or "I don't want to ask the wrong
thing". Especially in the older students. So to just let
them wonder away is very freeing. You will be amazed at
all the questions you will get. And tell them to word it
"I WONDER......" For some reason that also frees them up.

I may do several stories in the shared setting where they
are just wondering now on paper and sharing back whole
group so there is the good modeling for the relucant or
surface level thinkers. During this time I DO send them
off during independent reading with the purpose to listen
for their "I wonders" to come bubbling up and have their
"little me" catch what they are wondering. I suggest they
can write 3-5 post its if they want to. After a few days I
require 3-5 post its. I collect them periodically(I always
tell them when I will be collecting them for assessment and
they write their initials on the back) and put into three
piles, my strongest effort/understanding post its (get an A
in the grade book that day for questioning), the acceptable
effort/understanding post its (get a B), and the weak and
not getting it (get a C/D. This group gets pulled for a
guided reading group for reteaching/support.

You can have a sharing time after independent reading where
kids form triads to share one interesting "I wonder" that
heard themselves thinking. Even if they are all reading
different texts.

There is so much more to write and I think I have my
questioning study written up in an email that I can resend
when I get back in town. I am out of town until Friday.

Keep writing in your questions. How have others done their
gradual release with questioning? I find questioning to be
my FAVORITE study.

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

From: RKCTEC5@aol.com
Date: Wed, 6 Aug 2003 15:38:31 EDT
Subject: Re: [mosaic] Questions about getting started

Hi Ann,
I am thinking that it's going to be no harder to know when individuals are
ready for more responsibility with reading strategies than it is to know
when
individuals are ready for more responsibility with writing, or walking or
talking. I think the evidence will shine forth. At least that's what I'm
hoping.
Ruby
+++++++++++++++++++++++++++

From: "Barrick" <barrick@vvm.com>
Subject: Re: [mosaic] interesting but I need more info..
Date: Wed, 6 Aug 2003 21:47:23 -0500

MOT =3D Mosaic of Thought. An AMAZING book full of wonderful =
strategies. Available from Barnes & Noble as well as Amazon. Buy it, =
read it, love it! Welcome!

Marla, TX, 5th-6th
++++++++++++++++++++++++++++

Date: Wed, 6 Aug 2003 21:51:23 -0500
From: "Tonya Cogan" <tcogan@eldoradoschools.org>
Subject: Re: [mosaic] MOT ? for the experts

So where do you think k2k fits in? Where do they put in the "I wonders"? I
would say that it would go with building background, scheme, or whatever
term is used? Or would you put it with "Questioning" and teach that strat.
first?

Tonya
+++++++++++++++++++++++++++

Date: Wed, 6 Aug 2003 21:45:37 -0500
From: "Tonya Cogan" <tcogan@eldoradoschools.org>
Subject: Re: [mosaic] a place to start?

Ginger, you wrote exactly what I have been thinking all summer as I have
read the books from the list and rad the e-mails. I hope all will post how
they are going to put this all together.
Tonya
+++++++++++++++++++++++

Date: Wed, 6 Aug 2003 23:30:28 -0500
From: elephant@foxvalley.net
Subject: [mosaic] TEACHING TOOLS link

Here is the link to our TEACHING TOOLS web page:

http://www.u46teachers.org/mosaic/tools/tools.htm

You will find great stuff there.

Be sure to look for Ellin Keene's new Gradual Release of
Responsibility. It is under Staff Development.

I also have the "version" we use in the graduate course I
co-teach. (Ginger and Jan's Gradual Release of
Responsibility)

And for assessment be sure to print out (21 pages) Ellin
Keene's new version of the MPIR Assessemnt (both verbal and
written with rubrics). It is similar to the one at the
back of Mosaic of Thought but she has updated it and it is
very good. You will find it under Assessment at the top.

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

From: DnnllySs@aol.com
Date: Thu, 7 Aug 2003 00:37:42 EDT
Subject: Re: [mosaic] Reading Coordinator Job Descriptions

Good Morning

Carolyn and Everyone

Fantastic I say :)

Congraulations

I have read your comprehension 3-Ring Binder and again ,as a secret pal, I
intend to place a flipchart of MOT strats in each of my colleagues mailboxes
this fall .I have used this flipchart during the spring semester. As a
Reading
Resource Teacher for 3-8th grades It's had been a blessing along with my
book
MOT:)
again congratulations
Carolyn I cant wait for the dialogue with everyone here about the binder too
Have Bountiful Planning and Professional Development sessions
as I plan to :)
Some one said here "Summer is for learning "
Truly, Ginger
Karla,
and
everyone
I am having a wonderful time reaching for" the rung of responsible" using
researched planning teaching successfully

Thank you
Susan
+++++++++++++++++++++++

From: MissWalsh1@aol.com
Date: Thu, 7 Aug 2003 01:33:12 EDT
Subject: Re: [mosaic] MOT ? for the experts

Funny that you mention where K2K fits in, when I just read in Debbie
Miller's
book (Reading with Meaning) that she does knee to knee, eye to eye (in those
terms) when she is teaching the kids text to self connections and they all
want to share. If she uses it anywhere else in the book you will have to
forgive
me, because I am only on page 72. But, I am really enjoying it! She writes
from a very teacher friendly perspective, and I can really "visualize" her
lessons because of her writing style. Sandi, when I was reading this book I
also
pictured your classroom (I visited in the spring with Marilyn). This is a
must for primary teachers (in my opinion, of course).

It is really interesting to see how well these authors (Miller, Harvey,
Goudvis, Keene, Cole, Taberski, etc.) collaborate and share ideas. It
really comes
across in their writing that they work together to create, and they aren't
afraid to give credit to their friends and mentors. They even write the book
intros for each other! Some teachers can be so inspiring...

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

From: "Maureen Jones" <mjones@blackfoot.net>
Subject: RE: [mosaic] Questions about getting started
Date: Thu, 7 Aug 2003 10:24:17 -0600

I'm new to this list and appreciate all the great information. I'm the
only Writing/ Reading teacher in my school and this list serve has
already given me encouragement. I have 52 students total in 7th and
8th grade, with 48 minute class. I have two classes of seventh graders
in the morning for Six-Trait Writing, with 17 in each class, and one
class of eighth graders with 18 students. Every other day I have the
same students in the afternoon for reading for an hour. I started MOT
last year and I'm with you who said you could barely get the students
through t-t, t-s and t-w. My students also made very limited
connections, so it seems to be the same problem regardless of what grade
the students are in.

I'm going to change my strategy this year. The 6th grade teacher just
passed on her student's portfolios to me and I was impressed with how
her students commented on all the MOT strategies. It is incredible.
What she did was use the Day Books from Great Source, Inc. She had them
practice the strategies from the Day Book and then apply those
strategies to their own books of choice. She then got detailed
responses with very high level thinking. Although we practiced,
practiced, practiced, I still didn't get the results she did.

Maureen
Superior, Montana
++++++++++++++++++++++++++

From: "Krista Yoder" <krista_yoder@hotmail.com>
Subject: [mosaic] New at the strategies
Date: Thu, 07 Aug 2003 13:09:43 -0400

Thank you, Ginger, for asking strategy "experts" to share how they are
planning to start the year teaching the strategies. I just finished a class
where we read and discussed MOT. I would appreciate any advice!
Krista
Grade 3
+++++++++++++++++++++++++++

From: "Julie" <t.julief@verizon.net>
Subject: RE: [mosaic] a place to start?
Date: Thu, 7 Aug 2003 10:37:30 -0700

>Ginger
>moderator writes:
> 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.
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???

Hi Ginger,
Thanks for the great description about Wondrous Words and how one of your
focuses this year will be to blend the strategy instruction into writing and
math. I am also eager to try the Math Essentials stuff with my class this
year.
I have not seen any suggestions about the subject line for a writing thread,
so here's mine: Wondrous Writing

I am still gathering things and reading and thinking about how I'm beginning
the year in reading.
I do have something I am wondering, so I'm going to take the plunge into
that arena called "risk" and ask you and the rest of these wonderful
teachers on this mailring. If this has already been discussed as a place to
start the year, I apologize for missing those threads (I unsubscribed while
on vacation and I have not caught up by reading the archives).

I am in the process of reading the 7 Keys to Comprehension (and realize that
this book targets parents even though it has tips for teachers)
(also, some of my wonders may be addressed further into the book, as I am
not finished with reading).

The first key discussed in the 7 Keys to Comprehension is Creating Mental
Images.
In Reading With Meaning and Strategies That Work the first key is schema and
making connections, with which I was planning on beginning the year.
I know that there is no "set" order to teaching the strategies.
I understand that readers use the strategies fluently and flexibly and not
in isolation. I also understand that as you discuss the strategies with
children, you synthesize them as you go. (Eg: when moving to questioning
you continue to discuss connections and how they have helped with the
thinking for questioning).

Here's what I wonder: I teach first grade and I know how literal and
concrete their thinking is, especially at the beginning of the year.
As I read the 7 Keys, I found myself wondering, "Hmmm, what would happen if
I started the year with Creating Mental Images?"
We seem to begin math with patterns and pictures, reading response with
pictures, writing with drawings as a form of prewrite, "driting" (4 Blocks
drawing + writing) as a way of emergent writing, social studies with
drawings about themselves and families, science observations with drawings
(especially with the Private Eye), and of course art is pictorial with
painting and sculpting and drawing and coloring.

I'm thinking that as I do my read alouds and shared readings, I would first
talk about the images in my head, rather than launch into a discussion of
schema and the connections that I am making.
First graders love to draw or act out stories as a response to reading. We
could talk about what their minds see, details that are not already in the
pictures, why they would add those details, and what it would look like if
they added to the pictures. We could act out the stories or poems and talk
about the new images this kinesthetic response has created for some. As
they shared what they "saw," the mental images for some would help create
new mental images for others.
As the strategy of creating mental images developed, we could talk about
where those images have come from: their 5 senses and their schema.
Their mental images then become a bridge into schema, which may be a more
understandable approach for them.
(I remember last year when I discussed schema, that big university word that
meant what they had stored in their heads: the blank faces were priceless.
It was a difficult concept for many of them to grasp. Teaching them to be
metacognitive was very hard work!)

If I start with Creating Mental Images, I could model how my mental images
trigger memories to other things that I have done, read, heard, watched, . .
. .my schema already stored in my brain files.
Then I could teach them about schema, the concept of their brains storing
information, and the concept of thinking about thinking.
Then I could model how, with the help of mental images, I make the
connections to what is already there.
Then I could teach the kinds of connections (from self, text/author study,
world) that readers make.
I could ask: "What images are you making? What have you done, read, or
heard that helped you make the images (what is your schema)? How are you
connecting to your schema to help you understand your reading? OR What
connections are you making and how do they help you understand?"

The passage on pg 35 of 7 Keys to Comprehension is what prompted my thinking
about this for first graders:
"As I waited for the fourth-grade wiggles to subside, we talked about
what we'd learned about sensory images. The biggest discovery so far had to
do with where sensory images come from. The class wholeheartedly agreed
that their prior knowledge launched many of the mind movies they create as
they read."

So I thought, why not reverse that for first grade: talk about the movies
launched and then talk about where those movies have come from. Grab onto
the concept of pictures and then help them see how their brains created
those images.

This could be a question of what comes first the chicken or the egg. I know
from last year's experience in modeling schema and making connections there
were still kiddos at the end of the year who didn't understand that reading
was thinking. I kept worrying about them and wondering what would help. I
admit that I didn't get very far in my teaching of the strategies; we spent
most of our time on schema, making connections, and questioning. I think I
missed a huge piece by not "getting to" creating mental images and I ran out
of time. I did have one child who I truly knew "got it." We were
discussing a story that we had read and she raised her hand and said, "I
know I know about this, but I just can't seem to get that file in my brain
open right now!" :)

Given all of this, I would love to know what you think about beginning with
Creating Mental Images.

If you made it to the end of this message, thanks for reading my long
thoughts.
Julie/1/WA
+++++++++++++++++++++++++++

From: deborah a devine <debthereb@lightfirst.com>
Date: Thu, 07 Aug 2003 14:38:43 -0500
Subject: [mosaic] MATH/MOT/ISAT results

Yesterday, I attended a district meeeting with my wonderful teaching
partners from my old school. The ISAT scores are in and unfortunately
our school is still a 'School of Choice.' What's sad is that our school
had some wonderful growth, and yet we will still have that "label".

I promised you that I would tell you how the area of Math did...well
here it is....the 3rd graders met or exceeded state standards by 96%.
We did quite well on the Writing about Math section of our test too. I
believe that is a direct reflection of the writing done on math
everyday, modeling and MOT type teaching to activate our thinking
skills,and the use of manipulatives, during our math time. Secondly, we
worked on a 15 minute a day testing genre lesson right after lunch
called Brain Power, and incorporated math vocabulary instruction during
spelling or word work time. Lastly, of course, are the students who
gave "their best effort." I worked hard to make my students believe in
themselves, and told them when they made my "heart sing!". They
followed through with three perfect scores of 200, and one score of
193.
In Reading, 57% of our students met or exceeded standards, which if
you relect on that, only makes the 96% in Math even more incredible.
Could it be the math vocabulary work or the testing genre that allowed
students to fight through the reading of the math questions and still
be able to shine?
Though I'm leaving this school and transferring to another school
in my district, I hope the staff at my old school will still welcome me
back ever so often. Together we have faced the label of a "School of
Choice", and they all work so hard. (I have a visual picture in my head
of Josie...as she taught a lesson on 2-diget addition, with base ten
blocks at every childs desk.) I WONDER if this is the kind of school
George Bush had in mind when he helped to create the No Child Left
Behind Law? His law worked for me, in a way, because I'll not let
anyone think of my kids as second class citizens! So remember if you
are in the same situation that I found our school in....you can do it,
just as our school became the highest scoring ISAT Math score for 3rd
Grade in 41 elementary schools...or so they tell me!

Let's have an awesome school year!!!!
Deborah D
+++++++++++++++++++++++++

Date: Thu, 07 Aug 2003 17:37:21 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] MATH/MOT/ISAT results

Deborah - I am confused 96% in math and 56% in reading???? What is
happening in reading and how do you explain the discrepancy? JGasser
+++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Thu, 7 Aug 2003 20:10:13 EDT
Subject: Re: [mosaic] Questions about getting started

In a message dated 8/7/2003 9:30:53 AM US Mountain Standard Time,
mjones@blackfoot.net writes:

> I'm with you who said you could barely get the students through t-
t, t-s
> and t-w. My students also made very limited connections

It is my belief that it is better to go slow, be very thorough and explict i
n
our modelling, and not be in too much of a rush to get through the gradual
release of responsibility and all of the strategies. Even if you only get
through teaching connections, if you've done this well and your students mak
e it
part of what they do when they read, you've accomplished much. Another thin
g
that I think it is important to keep reminding ourselves of is how vital it
is
to not only teach our students to make connections, or sensory images, or to

ask questions, etc., but to go the next step which is to use these strategie
s to
deepen their comprehension. I will be really focusing on this this year in
my modelling and in my expectations for my students.

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

Date: Thu, 7 Aug 2003 20:33:56 -0500
From: "Tonya Cogan" <tcogan@eldoradoschools.org>
Subject: Re: [mosaic] resend on metacognition study

Ginger, could you share some of your beginning days in class with the list.
What books are you using, how mush are you trying to get in the first days?
+++++++++++++++++++++++

From: "Ellin Oliver Keene" <ellinkeene@earthlink.net>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Thu, 7 Aug 2003 20:30:18 -0600

Greetings to everyone;
I still have a chance to monitor your conversations from time to time and
find your conversations fascinating. I wanted to hop in to the conversation
with respect to a question someone posed about the order in which
comprehension strategies are taught. She pointed out that Mosaic of Thought
introduces them in one order and Strategies That Work does so in a different
order. One of the reasons is that there is no research-based order in which
strategies are most effectively taught. Different teachers have fooled
around with different orders and have not come to any conclusions that would
inform everyone's choices. In other words, it's best to begin with a
strategy YOU feel most comfortable teaching.

What I have noticed is this -- the more a teacher understands the strategy
him/herself, the better the instruction and the more effectively she/he is
able to sustain instruction long enough for children to really apply the
strategy independently. The more a teacher has actually monitored his/her
use of the strategy in adult text, the better the instruction. Therefore, I
recommend that teachers use study groups or other professional learning
opportunities to talk about the definition of each strategy and how they use
it in their own reading prior to beginning instruction. The most up to date
strategy definitions are part of the tool kit associated with this website,
if anyone is interested. Until we have research that clarifies a particular
order for strategy instruction, monitor your kids' needs, know what you're
most comfortable with and go for it!!

ellin keene
++++++++++++++++++++++++++

From: "Mark Sturdevant" <sturdy8@mit.midco.net>
Subject: [mosaic] metacognition study
Date: Fri, 8 Aug 2003 11:01:38 -0500

"When I changed my teaching I just jumped into the schema study and taught
the three connections (remember that schema has four parts: text
connections, schema for authors, schema for text types, and
building/revising/developing schema when it is missing) it seemed that my
kids were missing the point. I hadn't done the work prior to the schema
study with them about even HEARING their voice inside."

Ginger,
Thank you for sending your metacognition study, I have read it over a few
times and would like to do something similar with my students to get started
with the strategies. I am wondering what grade you teach? I teach 7/8
grade language arts, relatively new to teaching the strategies and would
like to start with something similar. This will also be my first year
teaching this age group (I'm coming from sixth grade and before that
younger). For those of you who have used the strategies for a while with
older kids how did you go about starting? These kids have not been exposed
to these strategies much at all. Here is what I am thinking:

I will start with a read aloud the first day-undecided yet on which one-as I
introduce and read the book I will model thinking aloud as I go-I thought I
would do this for a few days before I even introduce the word metacognition.
I also thought that when I do introduce the word it will be at the beginning
of a read aloud session with the students telling me what they've noticed as
I've read aloud and hopefully leading them into talking about the thinking
they do as they read. I'm not sure what to do after that I guess-more
modeling- maybe I could do some small groups and have students practice it
over a few days. And then some individual practice. After they are
recognizing that they are thinking as they read (which will probably come as
a shock for some of them...) then I thought I would move on to introducing
t-s, t-t, t-w, connections. Am I on the right track?

What would you do for assessment? I know assessment can be made through
discussing, observation, and the verbal answers they provide but it's hard
to give a "grade" for those. Knowing my situation I know that I will need
to have a more formal type assessment.

Thanks for any and all help you all can give.

Deb Sturdevant
7/8 language arts
++++++++++++++++++++++++++

From: Jonnaeb@aol.com
Date: Fri, 8 Aug 2003 17:37:31 EDT
Subject: Re: [mosaic] questioning/ann/long

I teach Reading Recovery half the day and literacy groups the other half. I
am interested in your after school Literacy Clubs. I've been toying with
the
idea of starting a book club or literacy club.
++++++++++++++++++++++++

Date: Fri, 8 Aug 2003 17:02:43 -0700 (PDT)
From: Brynn Dawson <brynnadean@yahoo.com>
Subject: [mosaic] Tribes: community building

I am new to the group and have gained so much already.
Thank you to the generous teacher who are so willing
to share ideas. I have been reading Tribes by Jeanne
Gibbs this summer and I was wondering if anyone else
out there has tried this curriculum. I am interested
in beginning this fall, but I am curious if it will
work without the rest of the school involved. If
anyone is a veteran in this curriculum and could share
some insight I would be grateful. I am very intrigued
by the ideas in this book and see a lot of potential
for my multi-age classroom. The community building
games in the back are fantastic.
Brynn
++++++++++++++++++++++++++++

Date: Fri, 08 Aug 2003 20:18:57 -0400
Subject: Re: [mosaic] Tribes: community building
From: Peggy Bahr <pbahr@mac.com>

Brynn,

I have been the only teacher in 3 different schools using the Tribes
curriculum. It is very powerful, and best of all...IT WORKS! It is
definitely worth any class time you devote to it. It helps builds community
and helps children really feel like they belong.

I've used Tribes to set up my classroom in the beginning of the school year,
and also as we progress through the year. Tribes has also published a set of
cards called Tribes Energizers. These are great 2-5 minute activities you
use to stop your work routine and give the brain (and body) a break. My
students LOVE these activities, and ask for them if I forget.

I can't speak highly enough about Tribes! Please feel free to e-mail me
privately with any questions you might have.

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

From: Ltandy1211@aol.com
Date: Fri, 8 Aug 2003 20:42:58 EDT
Subject: Re: [mosaic] Tribes: community building

Hi Everyone,
Tribes is the greatest thing since sliced bread. I have been using it in
my classroom for over 15 years. Long ago, my district offered inservice
training on the program.
I couldn't teach without it. I use about two activities a day during the
first two weeks of school and I have a community meeting every day.
Throughout the year we use Tribes when forming new groups, changing tables,
and
whenever we need an energizer or inclusion activity. I have some favorites
that I
use every year and each year I try a few new activities. It is a great
program
to use with Susan Kovalik's Lifelong Guidelines and Lifeskills. I shouldn't
even call if a "program;" it's more a philosophy.

Laurie
3rd Grade
California
+++++++++++++++++++++++++

From: "Education Oasis" <reading@cfl.rr.com>
Subject: [mosaic] stuff
Date: Sat, 9 Aug 2003 00:17:15 -0400

Hey Gang!
I've been putting together a list of ways to publish my student's writing
(and research) for the past oh, mumble mumble years, (let's just say I used
to have the word typewriter on there!). Anyway, I put it in a PDF file
because I was putting it on my website for our teachers here. It is in a PDF
format. So if you have Acrobat Reader, you can view it here:
http://www.educationoasis.com/pdf/list_ways_to_publish_students.pdf

I'll try to figure out where I put the original (not in PDF format) to send
to Ginger for the database.
I teach reading in middle school and I find (after beginning to implement
MOT and STW) that my kids are doing a lot more writing now. Which, of
course, is wonderful.

BTW, we had to change our site name because we didn't want to infringe on
anyone's trademark Teacher's Planet), so now we're www.educationoasis.com

We are going to be putting lots of book reviews up (also lesson plans etc.)
If anyone would like to do a review of MOT or STW, I can put it up on the
site and then we could link to Ginger's site for them to buy the book. (If
Ginger says O.K. of course.) Just let me know.

Take Care! I start school Monday. I'm so excited and hyped I can't sleep at
night! I work at a Title I (kids from poverty) school and it is SO high
energy! BTW, if anyone else works with kids from poverty or "at risk" kids
and you haven't read the book by Ruby Payne I highly recommend it. I *think*
it's called Framework of Poverty or something like that. Darn, I can't
remember now. It's at school. Well, anyway, it's a slim red book and really
helped me.

Take Care,
Kim
++++++++++++++++++++++++++++

From: CAAstle@aol.com
Date: Sat, 9 Aug 2003 08:06:47 EDT
Subject: Re: [mosaic] Questions about getting started

Pat, The flip chart is used by teachers for independent conferences. It is
$11.
You can order it and send a check to:
Reading Journeys, LLC
811 challenger Drive
Woodville, Ohio 43469

(Carolyn Damschroder)
++++++++++++++++++++++++++++++

Date: Sat, 9 Aug 2003 08:40:46 -0400
From: "Julie Beebe" <jbeebe@irsd.k12.de.us>
Subject: Re: [mosaic] Tribes: community building

Brynn,

About 3 years ago at the end of the school year I was not pleased at how my
students had gotten along. I was talking to our gifted and talented teacher
about it and she lent me this book called "Tribes" to read over the summer.
It has made the biggest difference in the cooperation of my students these
past 3 years. I would recommend this highly. It teaches the children to
respect each other and to look at them when they're talking. It makes
teaching so much more enjoyable! Good Luck and have a great year!

Julie
++++++++++++++++++++++

From: "Michelle Hulke" <shelltchr@wowway.com>
Subject: [mosaic] "Assigned" seats or not
Date: Sat, 9 Aug 2003 08:06:53 -0500

Hi. I am a 4th year teacher and have spent the past three years =
teaching a specialized extended-day Kindergarten class in my district. =
This year, due to budget cuts, I was laid off and now have a great job =
in a new district teaching a 1/2 multiage.

In watching my new coworkers (also 1/2 multiage teachers) and other =
teachers who teach 1st or 2nd grade, most of them have the kids at =
chairs with seat pockets. The chairs are "assigned" but flexible (they =
can be moved into other cooperative groups and other kids sit there =
during reading workshop, etc.). Here is my dilemna...

I am reading On Solid Ground by Sharon Taberski and she mentions not =
having enough room in her classroom so she removed half the chairs and =
lowered half the tables so that the kids could sit at them with cushions =
(Debbie Miller does that at some of her tables). This way she has more =
room and less chairs blocking the way. There is still enough space for =
each child to find a place to read or write during workshop times and =
she still has her small group area (with chairs, of course) and that way =
some kids can sit at a chair, if they want. She also has other places =
in her room for the kids to sit. She has the kids' reading folders, =
writing folders, book baggies, book baskets, pencils, scissors, and =
other things in baskets around the room (i.e., all the kids' reading =
folders are in 1 basket, the writing in another, etc.). Now, I did this =
exact thing in Kindergarten for three years, but I have never seen it =
firsthand in a 1 or 2 or 1/2 class (Sharon was teaching a 1/2 class at =
the time she wrote this book, too). Sooooooo, all night I have been =
thinking....what is the real purpose of having the kids each have their =
own chair and "assigned" place to sit? For math, reading, writing, etc. =
as long as the kids have somewhere comfortable to sit, what is the =
issue? Do they need their own "assigned" chair with (or without) a seat =
pocket? Not having certain chairs worked well for me in Kinder...

Now, before my mom makes chair pockets for me (we are supposed to get =
the material Monday), maybe the 1st or 2nd grade teachers out there can =
share their thoughts on this for me. If I do something similar to =
Sharon, I know my new collegues will think I am crazy, but that has =
never stopped me before. LOL Am I missing something developmentally or =
some multiage theory about having their "own" chair at a table?

Thanks in advance for your thoughts.
Michelle Hulke
1/2 multiage/IL
++++++++++++++++++++++++++++

From: "Barrick" <barrick@vvm.com>
Subject: Re: [mosaic] Tribes: community building
Date: Sat, 9 Aug 2003 08:25:23 -0500

Brynn,

I personally have not used the Tribes curriculum.. however, the PE teacher
at my school incorporated it into his instruction. He really likes the team
building aspects.

What ages are in your multi-age class? What state are you in? I've been
doing some research on multi-age groupings and presented a paper on it in
one of my mid-management classes this summer. TX does not use multi-age
within public schools as often as other schools seem to....

Marla
+++++++++++++++++++++++++++++

From: "lois driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] "Assigned" seats or not
Date: Sun, 10 Aug 2003 07:06:43 -0700

Ok, just my thoughts:
I say, get out there and be a risk taker. Probably, the only
reason all the other 1/2 teachers are doing this is for conformity. You
have to live in your room many hours and you have to be comfortable with
what you are doing in it. Besides that, you have a real reason for
changing the norm, not just because "it looks cute".

Lois
RC/AL
++++++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Sat, 9 Aug 2003 10:47:16 EDT
Subject: Re: [mosaic] "Assigned" seats or not

Hi Michelle,
I loop with kdg and first. My kids have an assigned seat at a table (not
desk), and time to sit wherever they want. During the independent part of
the
workshop, the children are free to choose a quiet place to read or write --
at
any table, on the carpet, couch, or other good spot. They keep personal
materials in the six-drawer plastic cubbies I bought from Office Depot. I
have
four. I go to Target and collect their pretty laminated empty pocket
folder
boxes to use for storage of reading and writing folders around the room --
free
and sturdy. This way, when children are getting or returning writing pieces
to folders, they don't all converge at one point at the same time.

The only time I find it helpful to have children sit in an assigned seat is
when all children in the room are expected to be sitting down, and learning
the
exact same thing, which is not too often, and never for the vast majority of
a day. I think the main advantage of assigned desks is so kids have a place
to keep personal books and materials, and for control. But I try to control
kids as little as possible, seeking to have them develop self-control.
Ruby
+++++++++++++++++++++++++++++++++

Date: Sat, 09 Aug 2003 08:02:04 -0700
From: "Patricia Browder" <pbrowder@woodburn.k12.or.us>
Subject: [mosaic] introduction(resend)

Hi,

I am a long-time bilingual teacher in Woodburn, Oregon and will be =
teaching 4th grade next year. Our school serves an interesting population,=
which includes many Spanish and Russian-speaking students. =20

I have been involved in strategy study(adult level) and instruction for =
approximately four years. My language arts instruction is in Spanish, so =
it is always a challenge to find good quality picture books to use for =
modeling, connections, and practice for the students. (Esp. for nonfiction=
!) Any ideas will be much appreciated.
++++++++++++++++++++++++++

Date: Sat, 09 Aug 2003 10:13:06 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] "Assigned" seats or not

I did away with assigned seats last year, largely due to large class
size. I began the previous year to experiment with lower tables. I had
read the same books but it took the observations of a friend from
another list. She had the opportunity to visit the Manhatten New School
and spoke with enthusiasm about the experience. She commented in
particular how comfortable the children who choose the lower tables
seemed to be. I began that year by removing the legs (the adustable
part at the bottom) of one table and immediately we noticed that the
children in the library are had changed in their interaction with one
another. Conversations were more prodcutive, more conjenial. I decided
that in the fall (this was a May experiment), I would lower several more
tables. I was tired, literally, of tripping over chairs and wondered to
myself if the first grade wigglers would delegate themselves to the
floor. Giving up assigned seats was far more of leap for me--old habits
are hard to break. But my class size was quite large by our standards
and so--what the heck! It was the best decision I made. Guess what?
Those children, especially those boys, who simply struggled to keep
still--the chair rockers, scrapers, sliders (we have tile and our room
can get LOUD) really loved the low tables. As always, they were the
wiggly shifters but shift and wiggly on a carpet square or a vinyl
covered pillow makes no noise. They got their wiggle quot met and still
managed to be very productive and seemed very happy with the set up. As
the year progressed, some of the wigglers grew into stillness a bit and
they shifted back and forth from the chairs to floor. A few children
always picked chairs and we had two that needed to sit in the same
spots. So we talked about it meeting and very wise first grader said
that if it didn't matter to the rest of us, we could just leave them
those seats! End of the only real conflict associated with it.

Now, about outside reaction. Parents loved it--who hasn't seen a kid
(or been a kid) who preferred homework and puzzles at the coffee table
rather than the dining room table. My principal was a bit skeptical,
and in fact the first time I lowered a table she sincerely offered to
have the table repaired or replaced. Eventually she became very
comfortable with the set up. Other teachers were far harder sells and
to some, the set up is entirely too 'unschool'. That said, I know of
three who are lowering some tables and two--working in very small
trailers and sick of chair to chair layouts-- are storing all the chairs
in the first year of their own experiment. Our principal agreed to this
because our chairs are pretty sad, and she was thinking of replacing
them so should anyone change their minds, no big deal.

Hope this helps with your decision process!

Lori
1,2 Looper
+++++++++++++++++++++++++

Date: Sat, 09 Aug 2003 08:33:28 -0700
From: "Patricia Browder" <pbrowder@woodburn.k12.or.us>
Subject: [mosaic] MOT guidelines

Hi Ginger,

Sorry that last one got by me.

I am very interested in focusing on strategies, MOT, and metacognition. =
However I am somewhat frustrated by the variety and NUMBER of emails that =
are focused on other things. Is there some way to organize this so that =
other topics can be addressed but perhaps not thru "mosaic"? Or a =
separate address... I'm don't have the tech. background, but it seems =
necessary to me. This is not to say that the other topics aren't =
important!

Resending the original guidelines/grade level info. might be a start.

Would love to participate in some discussions related to MOT, however!!
Thanks!

Patti Browder/4th grade
++++++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Sat, 9 Aug 2003 12:44:33 EDT
Subject: Re: [mosaic] "Assigned" seats or not

How high off the ground are the cut off tables?
Ruby
+++++++++++++++++++

Date: Sat, 09 Aug 2003 12:34:26 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] "Assigned" seats or not

Like a coffee table--but it depends on the tables. Typically they adjust by
raising or lowering on an insert into the primary leg, the one attached to
the
table itself. I just removed that lower portion, carefully taped the bolt
or screw
to the legs with tape and taped them together. That way if I change my
mind, the
parts are all there. I tried the tennis ball idea on the legs, but it is a
ROYAL
PAIN in the keister to cut holes--ended up using my husband drill press. The
hardware store sells rubber caps in various diameters and for about $2.50 or
so,
job done. The tennis balls were free (flat ones from the middle school
coach) but
it was too much effort, in my opinion. I asked Sharon about her tables last
summer
at Hamline and she said she just left them bare. I wasn't happy with this
as our
tiles floors are very new and I didn't want to be responsible for damaging
them.

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

From: "Michelle Hulke" <shelltchr@wowway.com>
Subject: Re: [mosaic] "Assigned" seats or not
Date: Sat, 9 Aug 2003 12:46:06 -0500

HI. I don't recall the dimensions of my tables in K and Sharon's book
doesn't say, but the legs are not cut off...they are just lowered to the
lowest point possible (they are adjustable tables). The kids have room to
put their legs under and stuff. There is a good picture of one in Reading
With Meaning.
++++++++++++++++++++++++++++++

Date: Sat, 09 Aug 2003 10:43:07 -0700
Subject: Re: [mosaic] "Assigned" seats or not
From: "Janet Holbrook" <jmholbrook@earthlink.net>

The main reason I give children an assigned seat is so that they have a
place to keep their stuff. I don't like to take the time to distribute
writing folders, etc. It's just a personal choice.

Despite the fact that children do have assigned seats, they sit in many
different places throughout the day--floor, teaching table, other kid's
seats, etc.
+++++++++++++++++++++++++++++

From: tracker482@aol.com
Date: Sat, 9 Aug 2003 13:46:54 EDT
Subject: Re: [mosaic] "Assigned" seats or not

Michelle,
I teach first, and I quit assigning seats about 5 years ago. I love
it! At first the kids always go to the same seat (just like teachers at a 3
day workshop), but after a while they start moving around and sitting with
other kids. I have the right to move anybody who can't work or behave in
any
situation, so they're pretty motivated to behave. Last year I had to miss a
lot
due to my husband's illness, and my principal thought I should assign seats
to
make things easier for the sub. I hated it! I became the one responsible for
finding arrangements that "worked", and it seemed like I was always moving
someone. When they choose where to sit, it becomes their responsibility.
Also I
loved watching the social dynamics. Those years were much more cohesive
groups, last year's group fought constantly. I felt more like a referee than
a
teacher.
I too have read OSG and have toyed with lowered tables. However,
we
have individual desks, and I'm kind of stuck. I may look at things again
this year and see if I can do it somehow. I don't let the kids keep
anything in
their desks. Supplies are communal mostly, what they have they keep in
their
supply box on a shelf. Folders all have separate baskets in different
places
around the room. Kids can be such pack rats, and this solves the problem.
It
takes a little more time at first to pass out folders for writing, etc, but
it soon becomes their job, and they learn to read each other's names.
You've got me thinking about those chairs. I'd love to get rid of
them, but my principal will take some convincing. Good luck, let us know
what
you decide to do.

Joan
+++++++++++++++++++++++

From: "Michelle Hulke" <shelltchr@wowway.com>
Subject: Re: [mosaic] "Assigned" seats or not
Date: Sat, 9 Aug 2003 12:51:43 -0500

Oh my goodness, Lois, that was the confidence booster I needed! Thanks =
so much!

Michelle
1-2/IL
++++++++++++++++++++++++++

From: "Loyd or Gayla King" <lgking@netdot.com>
Subject: [mosaic] 2nd grade question
Date: Sat, 9 Aug 2003 14:14:37 -0500

To second grade teachers (or other primary):

Do any of you use short passages for strategy instruction, instead of =
whole books? If so, can you give me some examples.

Also, what sorts of passages do you use to teach the Fix-Up strategy? =
Can I achieve this through read-alouds?

gayla in texas/2nd
++++++++++++++++++++++

From: "Cathy" <cgage@gwi.net>
Subject: Re: [mosaic] questioning/ann/long
Date: Sat, 9 Aug 2003 08:56:41 -0400

Thanks, Ginger, for this explicit modeling! Could you more fully explain or
give examples from the different gradings? Would this be like thick versus
thin questions? Inferential vs literal? Is there some subjectivity here?
Cathy/Title I
+++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Sat, 9 Aug 2003 18:49:52 EDT
Subject: [mosaic] K2K response/long

Hi everyone! I know I'm way behind the conversational ball here, but was
gone most of July and only recieved my k2k book a few days ago. I've just
read
the first four chapters and have gone back and read the booktalk posts. I
know
some of you didn't find the book "meaty" enough, but for myself it is
provoking a lot of thought. As a new teacher, I still am a long way from
actually
creating the learning environment/classroom community in my room that I
envision
in my mind. More thoughtful conversations in all areas of curriculum and
less teacher direction are two things that I am working toward. This book
has
given me explicit ways I can help make this come about. The partner share
or
dyad, k2k thing might be old hat for some of you, but for me it has not been
much of a reality. I will be working on this this year. (How many things
does
that make that I've said I'll be working on?!!) I've reworked my room and
have
created a large carpeted meeting area in the back. The room already feels
different because of this.

The idea of starting with questioning is creating some dissonance for me.
Up
to two days ago I was planning on starting with metacognition followed by
schema. I will still start with metacognition, but am now wondering if
questioning doesn't make a better starting place for strategy instruction.
Using our
schema is one way we substantiate or give evidence for our thinking in
response
to our or other's questions. So, I'm wondering, would placing schema
(connections) after questioning make a better flow between studies?

elephant@foxvalley.net writes:

> instead of theme, use the word MESSAGE. What is the author
> trying to tell us in that story. What is the MESSAGE. So that next fall,
I
> started with DI in fiction as a way to also teach story elements at the
same
> time as the text connections. I don't know why but asking the kids what
the
> message is in the story really helped them. So I think that is very
> important and I need to remember to do that. It will help the text
> connections be more meaningful.
>
Ginger - I'm confused! Could you explain this a little more? I thought the
message of the book, what we think the author's purpose was in writing it -
what we're they trying to get us to think about, feel, etc. was synthesis.
I'd
also really like to hear more about your connection between DI and teaching
story elements. I've struggled with where to fit in this instruction with
strategy instruction. Although Ardith seemed to not support much written
response
this is where I have incorporated having the students identify story
elements
in a written letter to me each week ala Fountas and Pinnel. We spend time
at
the beginning of the year summarizing read aloud stories as a class, then
with partners, and eventually independently. Trying for gradual release.
This
is obviously not the only thing in the letter, but I have them start the
letter
out this way before responding to what they've read.

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

Date: Sat, 09 Aug 2003 18:38:35 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] "Assigned" seats or not

Actually, according to Sharon, she just removed the bottom half of the legs.

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

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] K2K response/long
Date: Sat, 9 Aug 2003 19:19:08 -0500

Martha,

Last year I wasn't quite sure where to put schema, or any of the other =
strategies for that matter. After doing some deep thinking this summer, =
I concluded: If schema is what you know (prior knowledge), then schema =
is constantly changing with the processing of new information =
(synthesis). It makes sense to talk about schema up front so that =
students can monitor their ever-changing schema as the year goes by. I =
plan to heavily use it in the other content areas (science, social =
studies, math) so that the students can start out talking about what =
they know or what they believe to be true (their schema) and then look =
at what they have learned and how that has changed their schema. Am I =
as clear as mud?

Questioning will be right in there, as I plan to hit the ground running =
with "I wonders" in all content areas.

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

From: Readinglady1@aol.com
Date: Sun, 10 Aug 2003 20:16:59 EDT
Subject: Re: [mosaic] Upper elem suggestions

In a message dated 8/10/03 8:13:01 PM Eastern Daylight Time,
mereadmore@yahoo.com writes:

> My best argument in favor of formal comprehension instruction is the
> results I have with my students.
>
> Laura, by this do you mean explicitly teaching STW or short story, "Find
the
> main idea."
>

I mean explicity teaching STW.

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

Date: Sun, 10 Aug 2003 17:18:05 -0700
Subject: Re: [mosaic] books and room arrangement
From: "Janet Holbrook" <jmholbrook@earthlink.net>

Chris--

I would NOT get rid of the books. There's just too much research that shows
children need access to a wide variety of reading material. One thing I've
changed is to put baskets of books all over the room--wherever they happen
to fit. For example, on top of the shelves where I have the math
manipulatives are two baskets of books about math (e.g., counting, shapes,
etc.).

Have you thought about using rain gutters for books? You can see photos on
Jim Trelease's website.

www.trelease-on-reading.com

Good luck!
Janet
++++++++++++++++++

Date: Sun, 10 Aug 2003 17:56:37 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] www.readinglady.com

A testimonial for www.readinglady.com. I found the strategy posters
available free and downloaded them four years ago, before I ever heard of
STW or MOT. She had credited making these posters after reading STW, but I
thought they looked like the missing factor in my teaching and began to use
them with my students before I read the book.

I credit the published sharing of Laura's work for my finding my way to
"real" comprehension instruction.
mereadmore
Nelle
++++++++++++++++++++

Date: Sun, 10 Aug 2003 20:09:35 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: [mosaic] Allen on Strategy Instruction

I am reading On The Same Page, Janet Allen's book on the use of shared
reading as instructional practice with older students. I found this
quote pertinent to our discussion of the need for strategy instruction.

"However, knowing the strategy and actually using the stratey are two
different problems. Paris, Wasik and Turner cite Raphael and McKinney's
1983 research in which they reported that "eighth graders were
unmotivated to use the strategy over the ten weeks of instruction and
appeared to need only a ten-minute orientation in order to undersand the
strategy" (613). Their lack of strategy use did not result from lack of
understanding, the strategy won't be employed anyway because the
strategy has no purpose for them." pg 57

Incidentally, Allen continually stresses the importance of responsive
text selection for strategy instruction and for shared reading. Our
'best' texts may not be the 'best' texts of our students.

I think our discussion, reading vs strategy instruction, is a sort of a
chicken and egg issue. If children aren't interested in reading, they
won't apply strategies independently and read for meaning.
If we don't teach strategies, children run the risk of barking at the
text and missing meaningful connections. If reading isn't meaningful,
then aren't children unlikely to read? All in all, I think we need to
balance instruction with opportunity--which is what I think we are
saying we do.

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

Date: Sun, 10 Aug 2003 20:02:56 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] books and room arrangement

Martha - This sounds so inviting. Sometimes I also put a white plastic
gutter from Home Depot at the front or under a chalk board on the floor
to stand featured book from read alouds or writing for kids to revisit
at their reading times and enjoy the cover illustrations at others.
JG
++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] resend from Ellin Keene/low socio-economic kids
Date: Sun, 10 Aug 2003 20:04:18 -0500

I just remembered that Ellin wrote us about this issue Jan. 2002.
Ginger
moderator

-----Original Message-----
From: mosaic-owner@u46teachers.org
[mailto:mosaic-owner@u46teachers.org]On Behalf Of Ellin Keene
Sent: Saturday, January 19, 2002 11:09 PM
To: mosaic@u46teachers.org
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

Greetings to everyone. I caught the message today about strategies working
with low socio-economic kids and wanted to respond. At this time I'm
working with seven of this country's lowest income schools and with two very
low income schools within each of those school districts. I'm finding that
kids in these schools are so responsive to strategy instruction -- in some
cases even more responsive than kids I've worked with in more affluent
schools. I've been so intrigued by this and have been trying to study it.

The hypothesis I'm working on now is that literacy experiences really
represent some of the first intellectually engaging experiences that
children have -- they find that those experiences are so internally
gratifying that they crave more. Strategies are the tools we teach kids to
leverage those experiences -- they provide the language kids use to remember
and reapply a particular kind of thinking to subsequent experiences. In a
sense, the strategies help them experience and reexperience those
intellectual experiences. Needless to say, children come to us with a wide
variety of literacy background and current performance, but the strategies
give ALL kids the tools they need to share their thinking. They're all
superb thinkers, the only difference is whether or not they have the verbal
tools to share that thinking with us. It's our (precious) responsibility to
teach those tools.

Just some thoughts . . . .
best to you all,
ellin keene
+++++++++++++++++++++

From: PhilSharonElder@aol.com
Date: Sun, 10 Aug 2003 21:24:09 EDT
Subject: Re: [mosaic] resend/three levels of connections

In a message dated 8/10/2003 1:26:56 AM Eastern Daylight Time,
elephant@foxvalley.net writes:

> He was reading over my shoulder as I was
> typing this and he made a good point. These connections are fine but what
> if a student does NOT have a dog. I guess for me, I do not penalize them
> for NOT making a connection.

BUT, they can still make a connection, right? Maybe they don't have a dog,
but they may have lost something that was important to them. I think I
remember responding to this post before. I used the example of Brod
Baggert's
Learning to Ride poem...about learning to ride a bicycle...the apprehension,
the
fear, then the feeling of I DID IT. My kids connected in ways that blew me
away
with that one and really helped ME learn to be more aware about those
connections. Some shared about learning to swim, their first time on a
roller
coaster, learning to ski and a few more other things. Very few shared
learning to
ride bicycles (maybe they were all still using training wheels or
something!)
The experience doesn't have to mirror the book in order for them to connect.
Or am I missing something here?

Sharon
1st/AL
+++++++++++++++++++

From: "lois driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] mosaic- Literacy Action plan
Date: Mon, 11 Aug 2003 18:27:41 -0700

Does anyone have a Literacy Action Plan document format I could use?

Lois
RC/AL
+++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] ETA
Date: Sun, 10 Aug 2003 20:33:13 -0500

I don't know if you all realize this or not. This listserve and the web
pages we have are only in existence because of my district teacher's union.
The Elgin Teachers Association funds our list and pays for the web
pages/site.

Last week I was told by the company that provides the mechanism for the
listserve, (Advances.net) that our listserve has been generating way too
much outgoing batch mail for their server. That our emails were jamming up
their server and interrupting service to their other clients. I was told
that unless the ETA purchases a dedicated server (just for u46teachers.org
and their listserves) they would be DISCONTINUING our service!!!!!! I was
told this on 8/1.

As you can imagine I was horrified. Thinking that we would SHUT DOWN
completely. I contacted our union president, Dave Alexander, and he assured
me that they would do whatever it took to continue providing the Mosaic list
without interruption. So while I was out of town M-F, they worked out the
details and we were switched over and now have our own server. Just for
u46teachers.org. There is an increased cost for the ETA because of the
Mosaic site/list, but our union leadership is very much concerned with
facilitating improved teaching and learning and Mosaic is great example of
this interest and commitment.

The idea for this listserve came out of our first graduate course. The
teachers wanted a place to get support and share book titles. One of the
teachers told me our union has the capability to set up listserves. I met
with Brian and ETA bought the graphics on the main page and he designed the
web pages.

Little did you all know that I was holding my breath all week in hopes that
we would prevail and be able to continue. I personally would shrivel up and
die if they took the list away.

Thank you ETA for continuing to fund our list.

Ginger
moderator
(who is breathing a sigh of relief!!)
++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] you're right Sharon
Date: Sun, 10 Aug 2003 20:36:36 -0500

Hi Sharon. Great to hear from you! You are certainly correct! I do
remember you responding to that post the first time around. Yes, of course
their connections do not have to mirror the book exactly. I was just trying
to give examples of different levels. There are so many possibilities for
connections. It's the essence of the text that we are trying to encourage
connections to. Not the details specifically.

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

Date: Sun, 10 Aug 2003 18:44:34 -0700 (PDT)
From: Sharon Gault <foxylady19452003@yahoo.com>
Subject: Re: [mosaic] ETA

AMEN! I am glad that we will continue on!!!!!! : - )

Sharon 8th grade
++++++++++++++++++++++

From: "Cheri Reed" <cheri@novocon.net>
Subject: Re: [mosaic] ETA
Date: Sun, 10 Aug 2003 22:13:01 -0400

Ginger,
thanks to both you and the ETA for all the work and $$$. You provide a
valuable service that benefits many of us. Imagine the lives touched by your
generosity.
Cheri2/3NY
++++++++++++++++++++++++

Date: Sun, 10 Aug 2003 21:14:04 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] ETA

Something to think about at some point it time may be grant funding... but
in the
meantime, thanks to you, Ginger, and to President Dave. At least we know
one
president who has his educational priorities in order.

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

From: Soswes@aol.com
Date: Sun, 10 Aug 2003 22:14:22 EDT
Subject: Re: [mosaic] books and room arrangement

In a message dated 8/10/2003 8:07:57 PM Central Standard Time,
jggasser@swbell.net writes:

> They make the room look so messy. Maybe I have too many books?

I've been out of the loop because of computer problems and well...life in
general. I have been setting up my first grade room and I just wanted to
comment
on books and room arrangement.

I'm trying to think outside of the box, which usually means I "steal"
someone
else's idea. This year, my room is now a library, not the usually classroom
with a library center, a writing center, etc. I have three reading
"corners"
plus the big meeting area where I do my mini lessons. The meeting area has
an
easel a few book cases, big book stand and two big book holders. It has a
rocker and two bean bag chairs. I also have a pocket chart stand there.
This
all sits around a 5x8 brightly colored rug. I also have baskets of books
around the carpet (it meets up with the blackboard). These are books we
will be
using early in the year and some of my favorite authors: Mem Fox, Cynthia
Rylant, Eve Bunting, folk tales, etc.

I have one reading corner with two chairs and a table for books on tape. It
is surrounded by bookcases filled with baskets of books and baskets of books
in cartons or the floor. It has a tree with lighting. I also have a
brightly
colored area rug to make it more inviting. The books are in baskets labeled
by author. These books are fiction.

I have another reader corner with the same area rug, but this section has
all
the non fiction books. I have two benches that kids can sit on plus a bean
bag. I have two book cases filled with books. The books are in baskets
labeled by category.

A third area is my poetry corner. Obviously, I have poetry here. I also
have some of the higher level books for 1st grade: Junie B. Jones, Cam
Jansen,
Frog and Toad, etc.

I have another section of the room segregated out where I will meet with
kids
in small groups for guided reading and conferencing. I have my leveled
books
here. I also took leveled books that I had only 1 or 2 copies or, and
segregated these out into leveled baskets....ALA Sharon Taberski. These are
the
books that when I am conferencing I will let the kids choose from. Yes,
they can
still choose books from the "library corners" or all the books in the room,
but I want to insure that they have books that are at their instructional
level.

I have tables for the kids and chairs for them that I made chair pockets
for.
But, I like how I have my room and when the tables arrive I believe that I
will do away with the chairs and lower the table legs...just like many of
you
were discussing. On the tables I will have baskets of books: songbooks and
books to develop background knowledge for the social studies and science
units
that we will be doing throughout the year.

The main point I want to make after this long dissertation is : DON"T GET
RID OF THE BOOKS>>>>you probably need more! I don't know how many I have,
but
I always need more. If you want your kids to develop their reading skills,
their stamina to read for long periods, you need books! I used to have a
bin of
books that I would not let the kids have...I needed them for mini lessons.
No more....those are all out on the floor for them to read.

And as a parent, I was always disappointed to go into my child's classroom
and find a limited number of books...and that was before I was in education.

Thanks for letting me vent! We need more books!

Sandi

PS.....I was at a Sharon Toberski workshop this summer and she was asked how
she got the money to buy all her books (she has about 1500). She mentioned
a
couple of ideas of how to get money, but then she stopped and said how this
was so outrageous that we have to spend our personal money to buy the things
we
need to do our jobs. She said it was outrageous that we have to have bake
sales to get money to buy books. Her son is an emergency room doctor and
"you
can bet he's not having bake sales to raise money for equipment!"

AMEN!!!
++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Sun, 10 Aug 2003 22:20:08 EDT
Subject: Re: [mosaic] books and room arrangement

I have been dying to use that rain gutter idea. I'm going to start by
putting one along the floor under my chalk ledge. But I need to put in a
work order
to hang them on the cement block walls.
Ruby
++++++++++++++++++++

From: DnnllySs@aol.com
Date: Sun, 10 Aug 2003 22:21:45 EDT
Subject: Re: [mosaic] ETA

Ginger

Thank you for your professional diligence and compassion.

You are "an angel on many shoulders...."

Thanks to the Elgin Teachers Association and Pres Dave :)
for the pleasure of allowing pure dialogue and learning;"professional
responsibilty"using MOT and advancing our (my) professional skills among the
very
best colleagues here and around the nation.
Bravo
Susan
++++++++++++++++++++

Date: Sun, 10 Aug 2003 21:29:01 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] books and room arrangement

Stephen Krashen spoke at Hamline this summer. In making his argument
for bookrich classrooms he talked about how often the teacher is the
major funding agent in creating rich libraries. He said this was like
expecting soldier to buy their own bullets. I rather liked this
analogy, as I think it may become a real battle to teach children
according to conscientious in our current political climate.

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

From: Soswes@aol.com
Date: Sun, 10 Aug 2003 22:26:50 EDT
Subject: Re: [mosaic] DI/theme/synthesis

In a message dated 8/10/2003 1:02:09 AM Central Standard Time,
elephant@foxvalley.net writes:

> Leah and Martha- I am NO EXPERT on synthesis. I am going to hope that
> Sandi
> will be reading this and will check in with her thoughts. And anyone
else.
> Ellin????????
>

I'm certainly not an expert on synthesis either, but I think my students
from
last year are! They blew me away with some of their ideas of what synthesis
meant.

I had on my curriculum map for the year, that the last strategy prior to
synthesis would be Determining Importance. We would study non fiction in
both
reading and writing. I did not have a very good handle on this and I cut it
short, because I felt I was wasting my time with the students.

Like Ginger, I had done work on retelling (same district, same
assessments).
So this was combined with text connections, story elements, theme, and
author schema. We worked a lot during schema study, visualizing, inferring,
and
questioning studies, on what was the BIG IDEA. What was the author really
trying to say in the book. We had done a lot with Non fiction during all
these
strategies also. So when I got to Determining Importance....I really had
taught
it during the other strategy studies, I just didn't realize it. I think.

We still studied Non Fiction in writing and made our own "Non Fiction
Conventions" book, wrote a report on ants as a class, and then they wrote
their own.
I also felt I had wasted instructional time, because they had it down from
reading non fiction throughout the year. They knew they needed headings, as
an
example, because the non fiction books they read had headings. So I cut
that
section short also. They have always had choice in writing, so I was seeing
non fiction writing from the beginning of the year that only improved
throughout the year....and primarily because they had an abundant amount of
books to
read.

Synthesis, to me, and as my kids taught me, is more than just the Big Idea
or
the theme of the book. It is how we believe one thing at the beginning and
then as we read, we pull from our schema, our mental images, our discussions
with other, our questions, etc. to change and develope our thinking. In the
end, we have the one BIG IDEA....but it's how we got there and how we grew
as a
reader as we read the book.

And I end it all by saying....I think.

Sometimes I feel like I'm teaching by the seat of my pants. But if I listen
to my kids, then I'm moving in the direction they need to go. I think!

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

Date: Sun, 10 Aug 2003 21:33:45 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] books and room arrangement

Ruby,

I also have sement walls but my husband had build plywood room dividers for
me years
ago and with carefull arranging I could put gutters on both sides! Putting
anything on
the cinder block properly is a real pain and can get troublesome. My
husband does lots
of these little chores for me, and when we discussed installing them on
cinderblock his
suggestion was to install a piece of plywood OR 1x4 strips. I may
eventually do this,
but using the dividers has worked nicely for me.

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

From: "Kathleen Hurd" <hurd@foxvalley.net>
Subject: [mosaic] Books to start 7-8th graders
Date: Sun, 10 Aug 2003 22:30:56 -0500

I love Eve Bunting's picture books. She has a number of picture books =
that could be read aloud, that go across the spectrum of social issues =
which your students will talk/learn about in Social Studies. My =
favorite is _The Wall_, which I used last year with a third grade class =
for questioning. owever, I think it would be appropriate for your own =
think-aloud. =20

The Wall is the story about a Latino man who takes his very young son =
to see his grandfather's name on the Viet Nam Memorial wall. Reading it =
aloud evoked so many feelings about people whom the children knew who =
were going off to Iraq, or about relatives who served in the Gulf War. =
The great part about reading a picture book, is that you can usually get =
through it in one middle school class period. It's also easy to get =
back to a particular part of the book, the next class period, if you =
need to clarify something for them. You could even have them jot down =
some things that they 'wonder' about as you read. Save their, "I =
wonders.." for a later time when you do questioning.

Having taught 8th grade Lang. Arts before, I wonder, is it possible for =
you to find out what the Social Studies teachers will be working on in =
the next couple of months? It surely helped both sets of teachers for =
the children to read a book like Anne Frank, while they were studying =
about WW II in history. Without some personal experiences/schema about =
things like rations, it was easier for the children to see how rationing =
affected families like Anne Frank. Her family would not have survived =
for as long as they did without Miep Gies, who was able to supply them =
with food through her own sacrifices in rationing. One of my treasures =
is a letter written to me by Miep Gies, whose boss was Anne Frank's =
father, Otto. After the family was taken from the annex, where they =
hid, it was Miep who gathered up Anne's papers, and presented them to =
Otto when he returned after the war. He then lived with the Gies, and =
published Anne's diary 2 years after the war.

Kathy
U-46 Elgin
++++++++++++++++++++++

From: RKCTEC5@aol.com
Date: Sun, 10 Aug 2003 23:30:06 EDT
Subject: Re: [mosaic] books and room arrangement

I had thought about that idea. Perhaps using two boards that stand freely,
triangle like, with a chain connecting them near the bottom so they don't
open
up. It would be a long sandwich type board, maybe ten feet long and three
feet high. Then I could attach one or two gutters on each side for one row
of
big or two rows of little books. It would stand freely at the edge of the
carpet. It would be wonderful to see the fronts of more books.
Ruby
++++++++++++++++++++

Date: Sun, 10 Aug 2003 23:32:13 -0400
Subject: Re: [mosaic] ETA
From: Peggy Bahr <pbahr@mac.com>

Thank you, Ginger, for telling us about ETA's dedication to this listserve.
Please pass on my gratitude to the Elgin Teachers Association. I have
learned much this past summer from the discussions posted by the many
teachers who are passionate about teaching kids to read!

And thanks to you for being our advocate and mentor.

Peggy (in Kentucky)
++++++++++++++++++++++++

From: Abcde1142@aol.com
Date: Sun, 10 Aug 2003 23:43:12 EDT
Subject: Re: [mosaic] ETA

Thank you to you Ginger and the Elgin Teachers Association!
+++++++++++++++++++++++

From: "Kathleen Hurd" <hurd@foxvalley.net>
Subject: [mosaic] Math vs. Reading Test Scores
Date: Sun, 10 Aug 2003 22:46:59 -0500

> In Reading, 57% of our students met or exceeded standards, which if
> you reflect on that, only makes the 96% in Math even more incredible.
> Could it be the math vocabulary work or the testing genre that allowed
> students to fight through the reading of the math questions and still
> be able to shine?

I WONDER, could it be that the scores in reading are actually correct? =
It wouldn't be the first time that test scores were incorrect. Does =
your school have any way of actually gaining access to the appropriate =
information regarding the Reading Scores? I find it incredulous that =
the children could perform so well in math by reading, but not as well =
in the actual Reading part of the test.

Kathy=20
U-46, Elgin, IL=20
Home of the Mosaic web site
Thanks! Ginger
+++++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] Tribes
Date: Sun, 10 Aug 2003 22:41:09 -0500

Tribes is wonderful for building community and inclusion in your
classroom. It has tons of great activities (especially for the
beginning of the year) but certainly for the rest as well.
++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] 2 more additions to the TEACHING TOOLS web page
Date: Sun, 10 Aug 2003 22:54:14 -0500

I have just added the following documents to the TEACHING TOOLS web page at:
http://www.u46teachers.org/mosaic/tools/tools.htm

1. Schema Study plans by Kelley
(look under Lesson Plans at the bottom)

2. Fix Up Strategy plans by Kelley
(also under Lesson Plans at the bottom)

I'd like to thank Kelley for her recent contributions. She has
"synthesized" from the best and put together some great plans. Her
willingness to share is commendable and so appreciated!!!!!!

Ginger
moderator

If you have something to share, mail it to me at home
(elephant@foxvalley.net) in an attachment and I will add it to the TOOLS
page.
++++++++++++++++++++++

Date: Mon, 11 Aug 2003 00:04:04 -0400
From: Carroll Hockman <johcar79@comcast.net>
Subject: Re: [mosaic] Books to start 7-8th graders

I have used <u>The Wall</u> for Veteran's Day with both
first and third graders. It is excellent.
<br>&nbsp;&nbsp;&nbsp; Two additional books that could be used that would
fit with WWII would be Patricia Polacco's <u>The Butterfly</u> and
<u>Christmas
Tapestry</u>. Both of them are quite moving.
<br>&nbsp;&nbsp;&nbsp; Most of Patricia Polacco's books could be used with
middle school. <u>Thank-you Mr. Falker</u> might make them stop and think.
It is her story of trying to learn to read with severe learning
disabilities.
I heard her speak about this book and she tells that she had the little
girl finally get help in late elementary school because it would be too
unbelievable for kids to have her not get help until high school, which
is when she did indeed finally get help. If you ever have the opportunity
to hear her DO NOT pass it up. She is a gifted speaker as well as
storyteller.
<br>Carroll/3/MD
+++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] MOT Guidelines and Posts - AN IDEA
Date: Sun, 10 Aug 2003 23:23:41 -0500

Hi all....I contribute regularly and am probably part of the problem why =
there are so many posts. I have tried recently to respond with personal =
comments or acknowledgements directly to the sender rather than the =
list. If everyone could try, that would help. I believe Ginger asked =
for feedback and I would like to see this list get back to more MOT =
strategy related talk as well (which is why I tried to start the MOT =
book talk). =20

Anyway, my idea: Yahoogoups.com is SOOOO easy to start a list. I =
moderate a couple myself. Since so many on this list like to talk about =
reading related things a list could be started titled MOSAIC AND OTHER =
READING STUFF. You would have to get a Yahoo ID - easy. Yahoo even has =
the ability to allow anyone to join (meaning you would not be as tied to =
the list as Ginger has to be for this one. You set the parameters such =
as anyone that wants to join can, rather than you personally =
subscribing/unsubscribing each individual. Then perhaps this list could =
return more to its original purposes. I wish that I had the time and =
energy to do it, but I start school OFFICALLY tomorrow and the kiddies =
come Tuesday. I have been off the computer for a couple of days and =
came in to 126 messages tonight. I'll have to unsubscribe if it keeps up =
(which is certainly my problem and not yours) but I would be so bummed =
to miss great strategy talk. Even delete - delete takes too much time. =
Just my thoughts..............
++++++++++++++++++++

Date: Mon, 11 Aug 2003 01:50:39 -0700
From: Carol Lau <cllc@comcast.net>
Subject: Re: [mosaic] Strategy Instruction

Just would like to piggyback 2 things I remember Keene saying

You can't expect strategy instruction to work at all if you don't select
challenging, thougt-provoking texts. This is especially important in
high school. She remarked that the students will just laugh or roll
their eyes if the texts doesn't require a stretch of their strategy use
to understand it.

Also, I also remember her saying, if the students aren't using the
strategies well, it almost always because the teacher needs to model,
model, model MORE!!! Be sure to read the definition of the focus
strategy just before your think-aloud, and keep your thinking on that
focus strategy.
Just two points that stuck with me.
Carol/2/CA
+++++++++++++++++

From: Creecher12@aol.com
Date: Mon, 11 Aug 2003 07:56:46 EDT
Subject: Re: [mosaic] MOT Guidelines and Posts - AN IDEA

I agree that the birdwalking on the list can sometimes get overwhelming and
it is a good idea to respond with your "great idea" comments off list. Just
let
me extend a caution to starting another list. The first list I ever signed
on
to was the multiage list about 7 years ago. It had a great feeling of
community and it was an excellent source of staff development for those in
multiage
classrooms. Then someone said, I'm going to start a K-1 multiage list.
Someone
else said, I'm going to start a 4 blocks multiage list, and someone else
said,
I'm going to start an upper elementary multiage list. Guess what happened?
The multiage list is basically dead. I think I've gotten 2 posts all summer.
So
be careful about starting new lists off this one.

The other comment is that just like most things, listservs ebb and flow.
Right now this one is in the flow mode. My bet is in a couple of weeks it
will be
ebbing. Think twice before you mess with a good thing.

And Ginger, thanks for making sure we do stay up and running.

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

Date: Mon, 11 Aug 2003 07:27:08 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Math vs. Reading Test Scores

I am having difficulty with the idea that 57% is being bandied about as
poor. In a standardized testing, 50% is the point at which half the
kids who took the test did better and half did worse. Kathy is right,
knowing the range of scores would be better, but it is a sad, sad, sad
world when children are expected to out one another by 90 points or more
in order to be determined successful. If all children scored this well,
everyone's scores would drop. Test items would be dropped. That is how
these tests work. Ugly stuff.

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

From: MEHitzel@aol.com
Date: Mon, 11 Aug 2003 08:33:37 EDT
Subject: Re: [mosaic] MOT Guidelines and Posts - AN IDEA

In a message dated 8/11/2003 4:57:34 AM US Mountain Standard Time,
Creecher12@aol.com writes:

> Think twice before you mess with a good thing.
>

I really agree with this! I really think the volume of posts is related in
a
large way to it being summer, people having more time to post, and our
thoughts being in a wide direction as we anticipate and plan for the year
ahead. I
agree with Nancy, in a couple of weeks when we're all busy back in the
classroom, we'll be begging people to share what they're doing with the
strategies.
I am a frequent poster. I love this listserve and the knowledge and
comraderie shared. I will make sure I'm more careful to only make pertinent
posts. At
least I'll try! :>)

Martha/4/5/az - off to my first official day back and really excited to be!
+++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Mon, 11 Aug 2003 08:53:35 EDT
Subject: Re: [mosaic] 2 more additions to the TEACHING TOOLS web page

In a message dated 8/10/2003 9:01:29 PM US Mountain Standard Time,
elephant@foxvalley.net writes:

> I'd like to thank Kelley for her recent contributions

OK. Here I am, again, already! Kelley, I looked at these briefly last
night
and they look great! I'm envious of someone being so organized! Thank you
for sharing your hard work with us! I really liked the math connections. I
couldn't for the life of me figure out what rrr stood for. It seemed like
it
was a book like mot or stw.

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

Date: Mon, 11 Aug 2003 08:04:13 -0500
From: Judy Gasser <jggasser@swbell.net>
Subject: Re: [mosaic] Math vs. Reading Test Scores

We have to be careful here when we are talking about test scores.&nbsp; If
the test is a norm referenced bell curve test you are right Lori - The
bell curve makes 50% of the students fall at the 50th percentile. That
is how norming works - However, if you have a criterion referenced test
based on standards that require mastery at grade level, as most of the
state assessments now are as required by NCLB, this is a whole
different issue.&nbsp; Remember by 2014 under NCLB 100% of the students must
meet the state standards.&nbsp; I am not saying this is right ---- be very
clear!&nbsp; This is the federal law that is mandated by the federal
government or rather drastic things will start to occur and in fact are
right as I write.&nbsp;
JGasser
++++++++++++++++++++++

Date: Mon, 11 Aug 2003 09:56:34 -0400
From: "Julie Beebe" <jbeebe@irsd.k12.de.us>
Subject: Re: [mosaic] metacognition??

I am new at this so please bear/bare (?) with me.....I have been reading
where a lot of you are going to be working on metacognition before you get
into the actual strategies. I know that metacogniton means thinking about
your thinking (correct?). Schema is using what you know to make connections
to what you are thinking. I am rereading Debbie Miller's book to get ready
for September. She starts right off with reader's workshop and sends the
students off read, "thinking about what you are learning as you read". When
they come back to share they tell about the different things they have done.
One boy used sticky notes to mark certain places in his non-fiction book,
three girls read to the group a songbook they have practiced and practiced
to learn and the last boy wrote all the words he knew from his text on a
sticky. Understand that this is September in a first grade class. Of
course Debbie had them explain how this helped them read. Is this
metacognition...thinking about how you are reading? What types of
mini-lessons wo
uld you do? I'm thinking that I'll be starting off with some decoding
strategies, picture clues, procedur