Pam,
Thanks for the encouragement and advice. I did realize that I had left out
fix-up strategies/self-monitoring about a day after I posted my outline. I
guess I was thinking it would just happen, but you are right. Especially in
first grade, that is a crucial strategy to zero in on. I will modify my
plan of action with gratitude. :)

Ginger is right, too. She says she started this ring so that she, herself,
could learn. It is true that as we share with one another, we grow from the
comments and thoughts of others. We teach the children that they can learn
from one another. It is great to practice it ourselves. I was terrified to
send that post, but now I am so glad I did. I am learning!

Jama/1

++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] link to Debbie Miller videos
Date: Thu, 8 Aug 2002 20:24:11 -0500

Here is the link to the info about Debbie Miller's new video series coming
out in November:

HAPPY READING! Creating a Predictable Structure for Joyful Teaching and
Learning
Debbie Miller * 3 30-minute VHS tapes * $295.00
Available in November
<http://www.stenhouse.com/0357.htm?s=n23>
See how the author of the popular book READING WITH MEANING carefully
organizes her classroom environment and designs effective instruction, with
many examples of teaching comprehension.

Can't wait to see them!
Ginger

+++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] more upcoming good titles
Date: Sat, 10 Aug 2002 19:43:24 -0500

Stenhouse will be releasing several titles that might be of interest to many
of us. Here are the links to their future books:

ON THE SAME PAGE: Shared Reading Beyond the Primary Grades
Janet Allen * 320 pp(est)/paper * $22.50
Available in October
<http://www.stenhouse.com/0332.htm?s=n23>
This comprehensive book offers support for using shared reading as a
foundation for learning across all content areas.

KNOWING HOW: Researching and Writing Nonfiction 3-8
Mary C. McMackin and Barbara S. Siegel * 176 pp/paper * $18.50
Available in October
<http://www.stenhouse.com/0340.htm?s=n23>
Learn how to enliven research reports with this practical resource.
Includes 50 exemplary leads, transitions, and conclusions with an analysis
of each.

RECONSIDERING READ-ALOUD
Mary Lee Hahn * 168 pp/paper * $16.00 * an In Practice book
Available in October
<http://www.stenhouse.com/0351.htm?s=n23>
Examine the spontaneous and planned conversations that take place around
read-aloud, and discover how to make this a time of teaching that doesn't
need a script or lesson plan to validate it.

WRITING FOR REAL: Strategies for Engaging Adolescent Writers
Ross M. Burkhardt * 256 pp(est)/paper * $21.00
Available in October
<http://www.stenhouse.com/0358.htm?s=n23>
A wealth of strategies from a master teacher that give students a
compelling reason to write. Use it as a rich source of teaching tools or a
guide for a complete school year curriculum.

SOUND SYSTEMS: Explicit, Systematic Phonics in Early Literacy Contexts
Anna Lyon and Paula Moore * 152 pp(est)/paper * $17.50
Available in November
<http://www.stenhouse.com/0346.htm?s=n23>
This book bridges the gap between the national battle cry for systematic
phonics instruction and development research that supports individualized
instruction geared to student needs.

Ginger
grade 3

+++++++++++++++++++++++++++++++++++++++

From: PMurphyNAM@aol.com
Date: Sun, 11 Aug 2002 09:03:40 EDT
Subject: [mosaic] Intro

Thanks for the opportunity of being a part of this MOT listserve. My name is
Patricia Murphy. I work with K.-4th grade Special Ed. students at the Native
American Magnet School- P.S.#19 in the Buffalo/Niagara region of NY. It's a
PreK-8 grade inner-city school that has a special program that "attracts" the
Haundenosaunee (Iroquois) students that live in the area. We are one of the
three schools in the district that has America's Choice School Reform Model
in place. My whole district has just adopted the Harcourt Brace Trophies
Reading series- I understand there are many connections to the 6 Traits
Writing Approach in it, I don't know much else about it at this point.
I read MOT during the past school year, and just reread it now. I'm hoping
to implement more of its ideas this coming school year. I figured joining
this listserve would help.

+++++++++++++++++++++++++++++++++++++++++

From: "Carrie Becker" <pigsrock@hotmail.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING] on Reading Workshop
Date: Tue, 13 Aug 2002 21:06:08 -0400

In the book, The Reading Workshop by Frank Serafini he has students meet
in pairs to discuss the reading logs they took the night before for homework
about their reading. I liked the idea, it gets all the kids involved
right away and gives meaning to the homework.
--Carrie/CT
+++++++++++++++++++++++++++++++++++++++++

Date: Tue, 13 Aug 2002 21:13:11 -0500
From: motthebug <maps@resourceroom.net>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

I have some vocabulary stuff on my site at http://www.resourceroom.net
under "reading comprehension" -- or look at the "ways to teach
vocabulary" for some ideas.
I always like to begin a class with a quick review of some kind - open
book, since I want it to be a confidence builder and practice of the
*right* answers, not guessing :-) In geography class it would be things
like "find 5 *capes* in the Atlas in South America" or for vocabulary a
typical question would be " what are three things that could be
projectiles - and just write them down, don't demonstrate!"

Sue, webmastress
http://www.resourceroom.net

++++++++++++++++++++++++++++++++++++++++++++++++

List Server wrote:
From: "David Fife"
Subject: [mosaic] suggestions
Date: Tue, 13 Aug 2002 02:41:38 -0400

I was wondering if there are any suggestions for entry time before the
Reading Workshop begins. You know that 10 to 15 minutes at the beginning of
the day when you have to collect notes, do attendence, talk to kids
etc...Any quick tasks to get them ready for the Workshop. I was thinking
along the lines of some kind of vocabulary work. Any suggestions would be
great

Dave

+++++++++++++++++++++++++++++++++++++++++++++++

Date: Wed, 14 Aug 2002 18:56:02 -0700
From: "Mary Phillips"<mpinga@ix.netcom.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

For writing or vocabulary ideas, go to www.readinglady.com. The Four Blocks
approach to teaching reading and writing is a balanced literacy program and is
featured on this site. The Four Block s developed by Pat Cunnningham at Wake
Forest includes the following: Guided Reading, Writing, Working with Words,
and Self-Selected Reading. It was designed originally for first grade but
extends now through 5th. This summer I taught a reading course at the
University of Georgia and introduced the approach to teachers teaching reading
from Pre-K through the college level. They all felt they could adapt the
ideas to their levels. We also used Strategies That Work. The teachers said
they couldn't wait to get back to school to try the new strategies they had
learned. I had used the approach in the primary grades with great success.
Good luck to you.
Mary

+++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 16 Aug 2002 10:16:00 -0700 (PDT)
From: Kim Sheffield <snowlc@yahoo.com>
Subject: [mosaic] Morning Activity
Reply-To: mosaic@u46teachers.org
David,

My mornings look like this:

1: The students enter with, "Let's Get Together," (or
any song you'd like). They turn in their homework, do
lunch count (I have a system with cards), and join me
at the carpet all by the time the song ends. Because
of the procedures I have set up and the practice
during the 1st weeks of school (e.g., the little cues
in the song for the kids to hurry up), every student
is ready, on the carpet ready for the story.
2: There I start reading a book (an old favorite,
poem, journal, books my lower reading groups are
reading). If a student still needs time, the can take
that time, join us on the carpet when ready. Since
the story is short and for pleasure, the student can
miss it (but you know they're listening :>)).
3: After the story, we have a quick check in to see
how the night went, how they're feeling today, etc.
(later on we'll have a community circle).
4: Attendance, lunch count, and other discussions
come during Reader's Workshop (after I have read
myself and the students are engaged).

That's just one perspective. I like getting the
morning going right away and put the focus on reading
from the very beginning. But many teachers use
journals, quickwrites, sharing of their journals from
the night before, etc. Gook luck!

Kim Sheffield
Literacy Coordinator
Newark, CA

++++++++++++++++++++++++++++++++++++++++++++

Date: Fri, 16 Aug 2002 17:44:54 -0400
From: "S. Sharp" <sharpfam@esper.com>
Subject: [mosaic] Grades

Ginger and others,
I have learned so much in the past few weeks since I began reading the list
serve messages. However, I can lurk no longer.I need suggestions. Our
school is taking baby steps toward establishing a reading program based on
the strategies taught in MOT. My cohorts are wondering how do we get
grades? I would appreciate suggestions for all grades 1-8.

Looking forward to learning more,
Stacy
sharpfam@esper.com

+++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] grades (long)
Date: Sat, 17 Aug 2002 23:21:18 -0500

Hi Stacy and all the many new subscribers! Great to have you join us! Have
you had a chance to read the archives of all of our past conversations at:
http://www.u46teachers.org/mosaic/archive/archive.htm? There you will find
great support.

Stacy, you asked about grades. Well, I will take the plunge and by NO MEANS
do I feel comfortable putting this on the listserve because I am NOT
confident in my grading system. But here goes:

Since I teach third grade, and the previous grades do not have a letter
grade report card, we have some leeway. I guess for me, I tend to think of
different reporting methods/forms for my students to complete along the way
as we are studying a strategy. I use post its a LOT and collect them on
various days. I tell my kids that I will be collecting their post its today
and they write their names on the backs, then stack them up in a tall stack.
At the end of the day I sort them into three piles: those who seem to
respond/code at the level I expect at that point in the strategy study,
those who are advanced, and those who are struggling or below my
expectations. (Remember that I always model many different times what I am
looking for before asking my students to do the written work) The struggling
kids then form a guided reading group for reteaching and support. My
advanced pile kids get an A, the "just right" kids get a B, and the
struggling kids get a C or D depending on their responses. (pure science,
huh???? And I'm not proud of this either!)

I do record the grades I take in my grade book under the task being
assessed. Like: text to self connections, questioning, sensory imagery,
etc. If we are studying text connections, I try and create reporting forms
that will hold the tracks of their thinking so I can "listen in" and
monitor/assess their understanding. I don't "grade" each sheet every time.
But when I do I always let them know I will be collecting it for a grade.
We have put examples of excellent work, acceptable, and poor work on
overheads and talked about them as a class. (Save copies of these types of
work along the way to use in the future years!) As the year progresses I
make a combination reporting sheet with all the strategies studied so far.
Like after we have done Schema and Sensory Imagery I'll make a form to show
both in use. And so on until at the end of the year we have a sheet with
all we've gotten to that year. (After my fourth year trying this teaching I
FINALLY got through 5 strategies!!! YipEE!!) I find that many of my
students will choose to use a reporting sheet even when it is not required
by me.

There are also rubrics already developed out there for each of the
strategies. In the back of Mosaic Of Thought there are rubrics. Plus Donna
Baker in Canada has put the rubrics created by Melanie Perkins' school
district into text boxes. You can email her at baker@sprint.ca and she will
send you it in an attachment.

I also took a standards course two years ago where we had to create a unit
and a group of us used Schema as our unit topic. We wrote a test that had
some short answers, multiple choice, and matching questions. There was a
short passage from a text that the kids had to write/draw connections to.
It wasn't my favorite, but it served a purpose for parents.

I think this year I will have each of my students make a hanging file folder
where we will submit dated samples of their strategy use throughout the
year. A quasi reading portfolio if you will. I will have them reflect on
their growth over time and then do some writing about their understanding of
the strategies studied so far at each grading period. I've also heard
teachers talk of their students keeping a journal throughout the strategy
studies where they write reflective pieces and glue in samples of their
strategy use. I can also keep their running records there as well as guided
reading group observations/notes I take.

You can build in retellings both verbal and written at times. Plus the DRA
and QRI both assess comprehension.

I tell parents what I am assessing at each grading period. That I am NOT
just assessing their reading level/ability. I am also concerned with their
understanding/use of the comprehension strategies. And because of how my
teaching has changed since finding MOT, I feel I TOTALLY KNOW MY STUDENTS
BETTER than EVER before. I know who is applying the learning we do
together, who is struggling, and I can answer to parents better THAN EVER!!!
I think teaching this way, while new and uncomfortable to parents at first,
makes so much more sense to parents in the long run. Our state standards and
their performance indicators clearly require comprehension teaching. Once
we understand the teaching, it all comes together. We are moving away from
letter grades in my district. Something I am both thrilled with and nervous
about. But until that happens for us, I will just have to keep learning
more about assessing this work.

The Chicago Public School District has a GREAT link to rubrics for all
content areas. I use many of these in my teaching.
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/rubr
ic_bank.html

Well, there you have it. I am certainly not the expert in this area. But
so far my parents have been more informed and clear about their children as
readers than in the past, because I know what to do in my teaching now. I
have almost NO "worksheets" to grade now because I gave up most everything I
used to do. I call it giving up the fluff. I don't have time to do cutesy
dittos any longer. Nor do I want to. Whole group novel packets/units don't
work for me anymore. This teaching is so much more rewarding and
meaningful- to me and my students.

With over 500 members on this listserve now, I KNOW there are many of you
out there who have discovered ways to take grades. Don't be shy. SHARE!
Remember that we all can learn and grow in this teaching TOGETHER!

Ginger
grade 3

+++++++++++++++++++++++++++++++++++++++++++

From: "David Fife" <fife_9@sympatico.ca>
Subject: Re: [mosaic] grades (long)
Date: Sat, 17 Aug 2002 19:16:20 -0400

Ginger, I think the link for the rubrics is a dead one! I believe this is
where you will now find info on rubrics.

http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/ideas_and_rubric
s.html

Dave

+++++++++++++++++++++++++++++++++++++++++

Date: Sun, 18 Aug 2002 04:57:32 -0700 (PDT)
From: Marci KB <marcibk@yahoo.com>
Subject: Re: [mosaic] grades (long)

Ginger,

WOW.....Thank you SO very much for sharing your grading system for all the Strategy Newbies out there (including myself)!! You explained explicitly so all of us can understand!! Thanks so much. I think most teachers are grading similarly to what you posted. It seems logical and it works. Being a new to strategies, I have one question for you. Can you possibly give an example of what "advanced", "just right", and "struggling" post its look like for a TS connection? This would be so helpful for me, so I know what to look for with my students.

Again, thanks so much for sharing. Your grading method is wonderful!

~Marci/4th

++++++++++++++++++++++++++++++++++++++++++

From: Ilove4th@aol.com
Date: Sun, 18 Aug 2002 10:10:18 EDT
Subject: [mosaic] Help! Confused

Hi all,
I just the list and I'm trying the strategies and coding. We have started
with text to self connections. I modeled with an anchor lesson. Now, each
time my students read I should expect them to code any t-s connections they
have, right?

Second, do you do any text strategy lessons such as sequence or cause and
effect?

Here's what I did. We read a selection once for cognition. I explained we
had to make sure we knew all the words and such. We discussed difficult
words and concepts we encountered. The second time we read I ask them to
code connections. We then shared and discussed those. Then we read a third
time and sequenced the events. Am I on the right track?

Told you I was confused!
Ella/4th

+++++++++++++++++++++++++++++++++++++++++

Date: Sun, 18 Aug 2002 10:16:10 -0700
From: Judy Mazur <jvmazur@attbi.com>
Subject: Re: [mosaic] grades

Ginger, I like what you posted about grades. I was just rereading
about assessment. I like the way Harvey/Goudvis list ways to find out if
readers are using comprehension strategies (each one has an explanation
in the book, pp. 189-190):
*listening to the kids
*listening in on conversations
*observing expressions and body language
*charting responses and conversations in group discussions
*conferring with children
*keeping anecdotal records of conferences and conversations
*scripting what kids say, recording their comments and questions
*examining and evaluating written work samples to determine if kids are
making meaning
I love this because it's not a separate assessment piece--it's part of
our day!
judy3ca

++++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] three levels of connections
Date: Sun, 18 Aug 2002 13:25:01 -0500

Marci here is an example of what I would consider the three "levels" of text
to self connections:

Struggling- "I have a dog too."
This is not a connection. It is JUST a coincidence. After two years of
getting connections like this I decided to explicitly teach about the
difference between a coincidence and a connection. I modeled both many
times in many different texts. We then made group decisions on connections
shared as to whether they were TRUE connections or just a coincidence. It
REALLY helped deepen the connections I got from my students. Not all, of
course, but most got the difference. These responses warrant further small
group/individual instruction.

Just Right- "When my dog ran away I was sad and worried just like the girl
in the story. I am glad she found her dog."
This is what I might expect from a third grader. Of course I would like
more details but as long as they are showing understanding of either a
characters feelings/situation or the main theme/problem I feel this is fine.
The connections need to be to the bigger picture not to just a small detail.

Advanced- "I know how Sarah feels because my dog Pepper ran away last
summer. We looked all over for her. We finally found her running around at
the park 8 blocks away. I remember how sad I was. Just like Sarah in the
story."
This one obviously had the details I want. (I think I will be stressing this
MORE this year and try and boost THIS type of connection up to what I will
be expecting!! See, each year you get more clear and better at this! I
DOES take TIME!!!!)

My husband is also a teacher. 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. Because if they truly do not have one that is
o.k. That is why I try and choose books that I believe most kids will be
able to connect to.

I use themes when choosing my books for our text to self study: friendship,
family issues, pets, sports, moving, school, feelings, etc. I also usually
just require 2-4 post at a session when we are in the stage of the gradual
release of responsibility model where they are doing the strategy work
independently. I spend a LONG time modeling connections FIRST. I break
down the three types and study them separately. Always choosing titles
during text to self that I know I can then later find books to connect to
during text to text and even for author schema. (Remember- one of my pet
peeves is that we spend a long time on text connections and not enough time
on the OTHER 3 parts of Schema: author schema (different from author
study!), text type schema (HOW to read different genres), and the MAIN and
MOST IMPORTANT one: developing, activating, and revising Schema. (See
Debbie Miller's book, Reading With Meaning, for that great idea of the
mental files!!!!!) Then we spend a LONG TIME doing the connections TOGETHER
with ME doing the reading of the text. Then I release more responsibility to
them with a SHORT whole group text at an easier reading level (often a piece
from Spider Magazine or a poem) where they work in partners. Then come back
whole group. Then FINALLY they get a short whole group piece and do the
connections independently.

Hope this helps.
Ginger
grade 3

++++++++++++++++++++++++++++++++++++++++++++

From: MEHitzel@aol.com
Date: Sun, 18 Aug 2002 15:42:42 EDT
Subject: [mosaic] new member with lots of questions

Hi! My name is Martha and I teach 4/5 in Arizona. This site was recommended
to me from another listserve (Reading Teacher). I have read back through
many of the archives and am so excited at the sharing of expertise. Not
something I will be able to do too soon but hope to benefit from! I have
just started my third year of teaching, my second in a multiage setting. I
have read Mosaic of Thought and have ordered Strategies That Work. I've also
read Harvery Daniels' book on literature circles. Is Debbie Millers book
helpful to intermediate grade teachers?

What most of my questions center around are incorporating the strategies into
literature circles/book clubs. This will be long but with the hopes that
people may be able to give me better advice I will tell you what I did last
year. This is kind of going out on a limb for me because I feel like I
struggled with many things in my program last year and although many positive
things did occur I know I fell far short of giving my students the reading
instruction they deserve. The people on this listserve sound sooo amazing!

I had read Literature Circles and Response by Hill/Johnson/Noe and used many
of the ideas from that book in setting up my reading program. I set each
student up with a reading response log. Inside the front cover they pasted a
list of response options. These included things such as write a letter to
the author or a friend, interview a character, summarize and respond, etc.
We started the year with a whole class novel that fit with our science unit.
We read a portion and then the kids tried a specific response option. We
talked about different comprehension strategies as we went. For example
summarize and respond would be a place to write about connections to the
story/character, a letter to the author would be a good place to write about
questions the student had about the story. By the time we finished the book
the students were really tired of the read and respond routine and not very
enthusiastic about reading time! Next, we did a genre study of Tall Tales.
The students really enjoyed this unit a lot. After that, we started book
clubs. The students were in heterogeneous groups of about 5 and had say in
the book choice. I had two low readers that would not have been able to read
any of the choices independently so I taped the portions their group had
decided to read each evening (very time consuming!). I let the groups decide
how much to read between meetings. The schedule was to read and respond one
day and meet the next. I had six groups so each day three were meeting. I
would check on each group and then spend a more extended time listening to
one group and taking anectdotal notes. I tried as much as possible to stay
out of the conversations but would try to provide scaffolding to groups when
they struggled. The students were required to do 4 reading responses over
the span of the book. Eventually, some groups moved to reading more and
meeting less (once a week). The students had bookmarks and sticky notes to
mark things to discuss in their groups (tough words, a part I didn't
understand, a part I liked, etc.). Problems I had were pretty superficial
journal entries although I did get some excellent ones. Also, some students
knowing they had do four entries wanted to get them done and did all four
during the first half of the book. Space and noise were also a management
problem. My classroom opens to the outside so I would try to have two groups
that were meeting meet outside and one remain in the classroom. The three
groups reading were in the classroom. It wasn't too bad until I started to
give the groups more independence in choosing when they would meet. Four
groups meeting and two trying to read was a disaster!

Help!!

I did learn a lot from last year's experience. Being referred to this
listserve and reading through the archives has also refocused me on the need
to slow down my initial instruction and focus on one strategy at a time and
model/teach it more explicitly. I'm going to try and implement the gradual
release of responsibility. I'm envisioning the whole first half of my year
differently. I'd love to hear some practical advice on how other
intermediate grade teachers who base their instruction on Mosaic of Thought
implement literature circles. I'm very specifically interested in what you
require for reading response logs not only during literature circles but
earlier in the year when you're introducing the strategies. In one of the
archive entries I heard them referred to as Reading Reflection Journals. Is
it better to not give the students all kinds of response options and just
have them write about their response to the story and the strategies they're
using? Do you grade the responses? I'd also love to hear how others handle
having six or seven different groups going (I have 31 students this year).
Do many of you do literature circles/book clubs? I'm wondering if it might
be better to stick with independent reading and have students just meet to
discuss how they're using the strategies in their books.

Anyway, I guess that's more than enough for now! I'm sorry this is long and
I hope it's appropriate for this site. I really want to give my students the
best reading instruction I can and I know I'm a ways from doing that.

Martha

+++++++++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] response to Martha
Date: Sun, 18 Aug 2002 18:18:54 -0500

Martha! I LOVED your thoughts on ways to refine your teaching! You seem so
clear on what worked well and what you feel you need/want to do differently.
I know there are a LOT of intermediate teachers out there on this listserve
and I hope they will check in and respond to you.

I know that Donna Baker in Canada has created "literature circle job sheets"
based on the strategies. I hope Donna will chime in here and share! Plus
everyone else who has adapted the job sheets and/or book club expectations
to better fit this teaching.

I know Jan (who I co teach the graduate courses with) moved her kids from
traditional lit circles to book clubs in her fifth grade class. Jan! Tell
us about it!

I guess my take on this is just what you mentioned. Take it slower and
follow the gradual release of responsibility model. You will find their
responses will be more connected to the strategy being studied and
discussions can revolve around that work.

Can't wait to hear from you upper grade teachers!

Ginger
grade 3

+++++++++++++++++++++++++++++++++++++++++

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