I played with this a little bit with some high school students...enough to
think it would work well. I made slips of paper with "roles" I created from
the strategies (visualizer, summarizer, connector, etc.) I put them in a
basket and had each student draw one. I had given them an overview of the
strategies the day before.

We used a chapter from Ken Follet's Code to Zero, a spy thriller that has to
do with mind control, identity theft, etc. I picked it because it lent
itself to lots of the strategies. Then we used shared reading, stopping at
pre-selected points. I asked for them to concentrate on the strategy they'd
drawn and we'd share. It worked well and I think after they'd done this with
a few more stories they'd be able to do this with literature groups. My main
goal that day was to demonstrate to some doubting teachers that this kind of
metacognitive discussion really could be done with their students. Some of
the students who shared the most were later identified as the least
participatory students in the class. I think it really helped them to have
something specific to focus on.

It all goes back to the idea that we can't just expect students to
comprehend...we have to give them vehicles for understanding what proficient
readers do...what it feels like to comprehend.
I was pleased to learn when I went back a month or so later that some of the
students had gotten the librarian to order the book and had read it in the
meantime.

pat

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

From: PhilSharonElder@aol.com
Date: Sun, 18 Aug 2002 21:54:08 EDT
Subject: Re: [mosaic] three levels of connections

In a message dated 8/18/2002 2:30:57 PM Eastern Daylight Time,
elephant@foxvalley.net writes:

<< 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. >>

Couldn't they still possibly have a connection? a lost cat, a lost toy,
etc.? And wouldn't that still be just as powerful a connection?

Sharon
1st/AL

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

From: "Donna Baker" <baker@sprint.ca>
Subject: [mosaic] Literature Circle Job Sheets
Date: Mon, 19 Aug 2002 06:50:05 -0400

Ginger, thanks so much for keeping the conversations going. I have
developed a lot of materials to go with the strategies, but I must confess,
I have not been in the classroom for 4 years. I have tried many strategy
lessons with individual classes I have visited (as a resource teacher and
then in my role as a vice principal). This year, I am really looking
forward to trying a whole year strategy study with my grade 5 classroom, as
I am returning to the classroom full time. Any tips from middle level
teachers would be appreciated.

I do have role sheets, which basically follow the traditional roles
suggested by Harvey Daniels. I just named them according to the strategies
we are teaching students. They are large files however, because they have
graphics. I will send them out if people email me separately.
Donna

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

Date: Mon, 19 Aug 2002 08:10:16 -0500
Subject: [mosaic] grades
From: stringham_s/sh@dns.u46.k12.il.us

I teach first grade at a continuous learning calendar school, so we
started our new year July 24.

We are trying for the first time a "Thinking Journal". This is a spiral
notebook where they keep their post-its. They write at the top of the
page the name of the book, then they put their post-its on that page.
Since it is still early in the year, what they are looking for now are
when they do something a good reader does and when they make a T-S
connection. They love doing this.

My plan is that we keep the journal (s) throughout the year and I would
have evidence of growth as we move through the strategies. I don't give
grades (A,B,C), but I have to mark Beginning, Developing, Secure on a
standards based report card. This "should!" make it easier for me to
organize and review, as well as my own observations, etc.

Sandi

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

From: MEHitzel@aol.com
Date: Mon, 19 Aug 2002 09:13:07 EDT
Subject: Re: [mosaic] lit. circle role sheets

Donna,
I would be interested in having a copy of your role sheets. Maybe we can
compare notes over the year as I will be implementing a study of the
strategies this year in my 4/5 class. I have a few questions. When do you
plan to start lit. circles. I was thinking I probably wouldn't start them
until at least November (I'd like to try and coincide with my study of the
Civil War). I'm also really going to try and take it slow and teach each
strategy in depth. I have my kids for two years so I can space things out a
little. Will you have the students do reading response logs in addition to
the role sheets? Do you see yourself using the role sheets permanently or as
a temporary crutch? I'd love to hear how you are thinking of setting up your
reading/meeting schedule.

Martha
4/5
Arizona

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

From: MAMASWIRLZ@aol.com
Date: Mon, 19 Aug 2002 10:01:09 EDT
Subject: Re: [mosaic] three levels of connections

In a message dated 8/18/02 6:56:38 PM, PhilSharonElder@aol.com writes:

<< Couldn't they still possibly have a connection? a lost cat, a lost toy,
etc.? And wouldn't that still be just as powerful a connection? >>

I agree with Sharon. Connections are personal. I have heard kids make
connections that really blew me away. Connections that at first I thought,
where is this kid going. But they were definately right on target. Loss is
loss...be it a person, a pet, a contest. The feeling is there.

Naomi

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

From: "Julie" <t.julief@verizon.net>
Subject: Re: [mosaic] grades
Date: Mon, 19 Aug 2002 07:22:22 -0700

Sandi,
What a wonderful idea!
I struggled last year with what to do with all those post-its.
I keep a sheet of paper for anecdotal notes that has boxes that the little
post-its fit in. I use it for jotting notes of observation when I
conference. So, I tried attaching the kids larger post-its to a sheet of
paper to keep in my anecdotal notebook. What a mess! The problems were (as
everyone can probably guess):
*post-its of various sizes made them difficult to organize (kids bring their
own as part of their supplies),
*no names (which meant I had to guess through process of elimination),
*not all post-its were turned in ("yes I did them. I turned that in, I don't
know where it went?" . . . They *magically* appeared out of books at the end
of the year),
*trying to organize them in some way so I could access the info with out
having to search through a sea of stickies.
Needless to say I gave up on that method after the second try! Yep, I did
try twice thinking that there was something I was missing the first time and
because I was so determined to make it work. :)
Then I tried collecting them and attaching them to the backs of written
responses the kids had done for certain books, and I tried having the kids
attach them to their own responses.
None of these methods worked very well. It was difficult to look over the
notes (especially once the written responses went home. . .duh!) Live and
learn. (Which is why I am sticking out my neck and sharing all of these
*mistakes* in hopes it helps someone else with what pitfalls these methods
brought, so please don't be laughing too hard out there.)
I just knew I wanted somehow to keep those responses because they told me so
much about that child's thinking during reading.
Your "Thinking Journals" are the perfect solution. It's one of those ideas
that makes me wonder "whoa, why didn't I think of that? what an easy and
perfect thing to do that puts the kids in charge . . . ."

Thank you so much. It would be great to hear from you in a couple of weeks
about how this is going or maybe closer to reporting how this method helped
you with evaluations.
Thank you for sharing and helping me learn.
Julie/1/WA

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

From: JLabar1026@aol.com
Date: Mon, 19 Aug 2002 17:16:43 EDT
Subject: Re: [mosaic] lit. circle role sheets

In a message dated 8/19/02 9:15:28 AM Eastern Daylight Time, MEHitzel@aol.com
writes:

> (I'd like to try and coincide with my study of the
> Civil War).

Martha-

Civil War. I am new to the list. However, there are several interesting books
out that portray letters written by soldiers during the Civil War.

Also, I picked up two terrific videos at Gettysburg Battle field that showed
the reunions of the old Vets of the civil war and the battle. It was
wonderful to see the old guys who had fought in the civil war (There was a
50th reunion).

BG

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

From: MEHitzel@aol.com
Date: Mon, 19 Aug 2002 20:10:00 EDT
Subject: [mosaic] civil war books

BG,

This is my first time teaching this curriculum so I'd love to know the
names of the books if you come across them.

Thanks!
Martha/4/5/AZ

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

From: MEHitzel@aol.com
Date: Mon, 19 Aug 2002 20:18:43 EDT
Subject: [mosaic] role sheets

BG,

I haven't used role sheets before but have read about them in Harvery
Daniels Literature Circles book. They assign each reader in a book club a
role such as Questioner, Connector, Illustrator, and Summarizer, etc. They
fit well with the strategies. In his book, Daniels suggests that they be
used temporarily, if at all, as a means of introducing the students to the
roles. They seem like they could be very beneficial but I'm trying to decide
if these take the place of reading response journals and if they do, doesn't
this limit the scope of their response? When the students bring them to
meetings do they feel as if they only need to share on what they've prepared?
I like the idea of the roles but I'm still trying to figure out how to
actually implement everything.

Martha/4/5/AZ

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

From: "David Fife" <fife_9@sympatico.ca>
Subject: [mosaic] Literature Circles
Date: Mon, 19 Aug 2002 10:10:44 -0400

I have been using Literature Circles in my room for close to 5 years now, so
I thought I would share my experiences with their use.

First off the role sheets are excellent for modelling the roles, getting
kids comfortable with the process and for the teacher to gage growth. I
agree with Harvey Daniels that these should be used minimally. I think of
it as "weaning" them off the role sheets gradually into more of response
journal.

The real benefit of using Literature Circles in your program is the
discussion that evolves between students after reading sections of the book.
I still can't believe some of the conversations that my grade 3's have.

In my mind the most important point is choice. I have a selection of books
for the kids to select from at the beginning of any round. I give a book
talk on each, or have kids do it if they have read the book. Then I give
the class time to sample each book and make a list of their 1st, 2nd and 3rd
choices. It never ceases to amaze me how the kids level themselves. They
choose books that aren't too difficult for their ability. So by giving them
choice you are placing the decision making process in their hands which they
really respond to. They think of themselves as "adult" readers in a book
club, just like many of their parents.

So any teacher that is considering using them in their classroom, my message
is : GO FOR IT! you can't go wrong. Plus it's so fun!

Happy Reading!
Dave

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

From: MEHitzel@aol.com
Date: Mon, 19 Aug 2002 22:42:00 EDT
Subject: Re: [mosaic] lit circles

Dave,
Could you share a couple of more things? Do your students decide when
to read and when to meet? How many groups do you have meeting and/or reading
each day? Are your groups student led or do you sit in on all meetings? How
do you manage noise level and space? What do you do with students that don't
keep up with their reading/response with the rest of their group? Do you
wait until you've taught one or two strategies before starting groups?

As you can tell, I have lots of questions, mostly as a result of my
initiation of book clubs/lit. circles last year. Although everything didn't
go as smoothly as I would have liked, positive things did happen and I'm
committed to keeping this a part of my reading program.

Martha/4/5/AZ

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

From: "David Fife" <fife_9@sympatico.ca>
Subject: Re: [mosaic] lit circles - beware long!
Date: Mon, 19 Aug 2002 11:40:45 -0400

Martha, first let me start by sharing my Reading Block time. I have =
about 75 minutes from entry until morning recess. This is how it breaks =
down for me:

1) Bell work 10 minutes - usually vocabulary related work. Word =
Sandwiches, Word detective, comparing and contrasting, analogies, =
deduction junction, word soup, using opposites, etc...

2) Whole group 15- 20 minutes - read aloud, strategy discussion, anchor =
lessons all from MOT, RWM, STW

3) Reading Workshop 35 - 40 minutes. This is where I have groups of =
kids working on different tasks. They are:

a) Super Readers (Readers Theatre)
b) Literature Circles
c) Guided Comprehension (Strategy work with me!)
d) Individual reading
e) Comprehension activities

Depending on the size of the class, the groups usually aren't any bigger =
than 5 kids per group.
With this set up I can see all kids in a "guided comprehension" group =
each week, and all the kids get to each of the activities in a week.

I set the number of pages the Literature Circle groups will read each =
day so that kids don't get too far ahead of each other which I found =
really hurts their discussion. This is what I do to keep the kids =
together. They really get it done because they don't want to miss out =
on the talk. If you have slow readers pair them up with a stronger =
reader to help share the reading. But a good guide is about 1/5 of the =
book each time they read. This also helps in your planning in that all =
the Literature Circle groups will finish around the same time. Then =
you're ready for new groups and new books! =20

I usually get to listen (and really that's all you should do) to all =
groups. This is how. When I am working with my small guided =
comprehension group, we will work away and then they will have a task to =
complete based on the strategy that we are working on. I usually let =
them go on the task and I can do my "observing" of all the other groups =
in the room. By this time the Literature Circle groups should be done =
reading and at the very least working on their response journal to =
prepare for the discussion.

I start modelling the process of Literature Circles right away because =
it lends itself so well to strategy work. The key is to model and train =
right from the begin as you would your classroom routines.

As for noise...it comes with the territory. When kids talk it is going =
to be a little noisy. But the whole idea of a "circle" lets the kids =
speak softer. However, if you are as lucky as me then you have tons of =
room with a small work room in the back. If not let the kids use the =
hall for their discussion.

Hope this helps.

Sorry for the spouting, but I had the topic on the brain today as I ran =
a summer institute on this very topic today for my board.

Dave

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

From: "Donna Baker" <baker@sprint.ca>
Subject: Re: [mosaic] Literature Circle Role Sheets
Date: Tue, 20 Aug 2002 04:23:54 -0400

Let me know how they work out. I haven't used them either yet, but am
planning to use them this year. Any suggestions for revisions would be
appreciated as well.
Donna

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

From: "David Fife" <fife_9@sympatico.ca>
Subject: Re: [mosaic] lit circles - beware long!
Date: Mon, 19 Aug 2002 20:10:04 -0400

Word Sandwiches are where you give the students two words that are =
totally unrelated like please and grind. They must then write one =
sentence that contains these two words in a meaningful way. This =
develops vocabulary, grammar, logical reasoning and creativity.

Word Detective activities are a little harder. Give the students a =
sentence containing a difficult word for their level of reading. For =
example: The man with the polka-dot jacket, boots and a skirt looked =
absurd.
Their job is the figure out what the word means by using the information =
in the sentence. The key is having the students explain what clues from =
the sentence helped them determine the meaning of the word. =20

These are both activties from a book called "How to Increase Your =
Child's Verbal Intelligence. The Language Wise Method" by Carmen and =
GeoffreyMcGuinness. Lots of great activities that my kids loved.

Dave=20

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

Date: Tue, 20 Aug 2002 15:18:38 -0400
Subject: [mosaic] Teaching Middle School special education students
From: Mary Phillips <mpinga@ix.netcom.com>

I have been asked to do workshops with middle school special education
teachers. I feel that the strategies that are used in 3rd, 4th and 5th
would work well with these students. Most are in self-contained classrooms.
My experience has been mainly regular students K-5, but I welcome this
chance to stretch my thinking and assist these teachers. If you are
teaching middle school, please send any tip you use that works really well.
Today's postings had a lot of good ideas. I really appreciate all the great
discussion that goes on on this listserve. Thank you in advance for any
help you may send.

Mary

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

From: "David Fife" <fife_9@sympatico.ca>
Subject: [mosaic] Ezra Jack Keats
Date: Tue, 20 Aug 2002 06:21:34 -0400

I have just been given 4 books by Ezra Jack Keats - The Little Drummer Boy,
Louie's Search, Whistle for Willie and The Snowy Day. If anyone out there
knows these books and has an idea of which, if any, strategy they would work
well with let me know!

Thanks
David

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

From: MEHitzel@aol.com
Date: Tue, 20 Aug 2002 19:22:25 EDT
Subject: [mosaic] re: Debbie Millers book

Hi! I was just wondering if people thought that the book by Debbie Miller is
helpful for intermediate grade teachers or if it is directed more towards
primary students. Thanks!

Martha/4/5/AZ

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

Date: Tue, 20 Aug 2002 20:41:18 -0400
From: "Pam Reifsneider" <preifsneider@newtownfriends.org>
Subject: [mosaic] Ezra Jack Keats books

I am familiar with The Snowy Day and Whistle For
Willie, both are great for Text to Self
connections. I know I remember trying (and
failing) to whistle as a child and haven't we
all tried to save snowballs?

Pam Reifsneider
Developmental Studies
Newtown Friends School
Pennsylvania

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] repost: authorSchema(EJKeats)pt.1
Date: Tue, 20 Aug 2002 20:19:38 -0500

Here is something from the fall I posted on author schema. Ginger
==============================
Can't wait to share what we've been doing for author schema!!

When I first read MOT, I just clung to the three types of connections and
thought that was all there was to teaching the activating of SCHEMA. In
fact, most of our building did the same. We got real good at teaching how
to make the three connections. On my second reading of MOT I was surprised
to find that SCHEMA actually has 4 parts. 1. text connections 2. author
schema 3. text type 4. developing schema when there is none. So back
to the drawing board we went.

In our building we have a reading support teacher who works IN OUR ROOMS
with THE TEACHERS to model and support our changing teaching. Our reading
support teacher was the one who did the initial author schema lesson in my
room last year and I carried it on further after collaborating with her on
where to take it. This year I pushed my students a bit more. Here's what
we did this week!

My teaching partner and I got about 5-6 copies of different books by 8
authors. Here are the authors we used: Jack Prelutsky (we didn't just
want fiction/picture books), Tomie de Paola, Jan Brett, Ezra Jack Keats,
Tana Hoban (nonfiction), Ann Schweninger, James Marshall, Alexandra Day. We
tried to just pull the books that had things in common, knowing full well
that a lot of these authors vary in their style and topic etc. We wanted
our kids to be able to spot similarities among the books.

I took Stan and Jan Berenstain as the authors I was going to use to MODEL
what I wanted them to do. I put up a piece of chart paper on the board. I
held up about 6 different Berenstain Bears books and told the kids I wanted
to become an "expert" on the authors of these books. I said I was going to
study the books, not actually read them, and write what I found on the chart
paper. I told them that the authors were husband and wife and had the same
name as the titles of the books. That was something I didn't much find in
other books. So after heading the chart paper with the authors names, I
wrote that down. I started flipping the pages and talked about how the
characters were bears who wore clothes and did "people" things. I noticed
they talked, drove cars, had pets, and went on adventures. Some of the
books were about regular family situations, others were mysteries, etc. I
noticed what the illustrations were created from- mostly colored drawings,
the colors used, etc. I noticed WHERE the text was placed on the page- was
it on the illustrations or in white space, at the top of the page or at the
bottom of the page, etc. I noticed the settings, talked about what ages
might like reading these books. Anything else that stuck out from all of
these books. (I admit I am NOT an avid Berenstain Bears book reader so I
mostly punted on this!) As I noticed things I wrote them down on the chart
paper.

I THEN talked to them about Author Schema. How if I become an "expert" about
certain authors, by noticing these types of things (and eventually spending
some time reading some of the books as well) the next time I pick up a book
by the author I've studied, my "schema for that author will start popping
off in my head" and my background knowledge will be activated and I will
PROBABLY understand the book more.

I then asked them to tell me back the kinds of things they SAW and HEARD me
noticing about the books. I then wrote those on the chalkboard next to my
chart paper. Things like: the characters, the colors, the text placement,
settings, type of illustrations, what they might be about, anything else
that jumps out at them, etc. I told them I had 8 other authors books I
wanted them to become experts on. That they would be writing a chart paper
and presenting their chart paper and showing the books to the class.

I could have stopped there for the day but I was on a roll and they were
very excited.

I put them into groups of three and handed them a pile of books by one of
the authors. I told them to keep looking up at the board for my example and
to look for the things I was looking for with my authors. I didn't give
them the chart paper at this point. I let them spend about 20 minutes
exploring the books and discussing what they were finding and then I stopped
them for the day.

The next day was parent visitation day and I was hoping I would have some
parents attending class during our reading workshop time to assist in the
chart paper part but only three showed up. So I sent them off with their
books again and gave them a marker and a piece of chart paper. I told them
refresh their memories on what they talked about the day before and decide
what they wanted to write down to share with the class. I just walked
around listening and found ALL OF THEM engaged TOTALLY!!!! After about 20
minutes, I did notice that some of them were missing some crucial elements
and I prompted them and guided them to discover what I was hoping they would
find on their own.

Jan and I actually use this EXACT same activity with the teachers in our
graduate course. We end up typing up their findings so they walk away with
a base of knowledge about several authors to take back and do in their
classrooms. Doing it with third graders was a bit of a gamble because I
didn't know if they would spot the similarities as easily as adults would.

Some of the ways I prompted them were- for Jan Brett: "You noticed she puts
borders around the pages, but look closely and see what you find going on in
her borders. That is an important part of her books. Be sure to tell us
what you find." For James Marshall: "Flip through one of his books and see
what you find. Is this book only one story or more?" I wondered if I was
spoon feeding them too much but since the whole point is to learn the style
or intent of the authors I wanted to have some of the more obvious stuff
included. After all they are just 8 and 9 years old!!!!

The parents were very impressed. They participated with their children and
helped guide what was put on the chart papers.

We had time that day to share 2 groups work. I gave them all a ruler to use
for pointing on the chart paper and they hung up their chart paper like I
had and stood there and sounded just like the teachers who had done it in
our graduate course!!!!!!!!!!!!!!!!! I had one of the group members hold up
the books with the pages open to show the class. That was something one
group of teachers started on their own in one class and it really added to
the sharing. So when they talked about the illustrations of Ezra Jack Keats
being very colorful and made in an unusual way, I had them show several of
the pages. It was so adorable!!!!!!

Today we shared the rest of the authors. My kids were amazing me!! I tried
to find the reading support teacher but she wasn't available. I know she
would have been blown away at their maturity. Monday I reserved the
commons/lunchroom and I plan on taping up each chart paper spread out away
from each other and I will put each pile of books in a basket under each
author's info for them to read. Kind of like a gallery walk with time to
get their hands on the author's books and actually read and solidify what
they learned about from their classmates presentations.

I am then going to take Ezra Jack Keats further. But I need to do that part
before I can tell you about it.

I know this is REALLY LONG but this is how I learn- from hearing what others
are doing.

Anyone else doing author schema?

I'd love to hear feedback.

Ginger
grade 3

++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] repost:author schema pt 2
Date: Tue, 20 Aug 2002 20:20:42 -0500

Here is the follow up. Ginger
=============================
Well, I'm here to tell you that our author schema study is finally over!!!
We studied 8 authors and took Ezra Jack Keats further. We charted all the
components of his stories that are similar. I used the categories of
Characters, Settings, Problems, LIFESKILLS, and I purposely JUST showed/read
them stories that were about Peter, Archie, Willie (dog) etc. I pulled all
his other type of books that DIDN'T fit THAT schema for later. We watched a
video about EJK and learned how he made his illustrations and where Peter
came from. I had used a video compilation of several of his stories last
year that put voice to his book pages, but this year that video was "out
being mended". Darn! Probably won't see that again!

Then I played an audio tape of one of his other books I had saved WITH
Peter, etc. I had them write on a post it if this story FIT their author
schema for EJK or not and why (their proof). Then I had them do a
pair/share with their findings.

Next I had pulled a story on tape from a box of tapes that was NOT written
by EJK. I must admit that I just grabbed the first tape/book set that
looked VERY different from his Peter stories. This was a story about an old
man who complained out too much noise. He went to a wise man who had him
bring various animals one at a time into his home. Each animal made their
animal sounds very dramatically on the tape. Well, wouldn't you know it:
the old man's name was PETER!!!!!!!!! Almost immediately they all got
excited and thought it WAS written by EJK because of that name!!!!!! My
heart sank! DUH!!!!!!!! I really blew that one! Well, I let them write
their opinion and proof. We did another pair/share and then a whole class
discussion. We debated if the characters name was the ONLY reason they
thought EJK wrote the book. I even asked if the character in the second
story wasn't named Peter, would that story have matched our schema for EJK.
Wouldn't you know it- the entire class said NO!!!!!!!!!

So back to the drawing board I went. The next day I did two stories on
tape, both by EJK but that were completely different types of stories. We
did the same process. I let them debate their opinions. For and against
them being his books. Most were on target that these books did NOT match
our schema for EJK. I purposely did these two books to show them that
authors do not ONLY write about the same characters and in the same
settings, etc.

Later after lunch I showed them the stories that differed but WERE by EJK.
They were amazed! I also had about 7 other books by him that didn't match
the schema we had developed. I guess my point is two fold. Peter will
always jump out in their minds then they see/hear EJK. I truly believe
that. But if they see EJK's name on ANY book they will now know to explore
that book to "check" if it matches the "first" schema we built for ourselves
as readers. They can't wait to get their hands on ALL of these books,
especially the ones that I kept back from them until the end. We noticed
the similarities/differences in his illustrations throughout all of his
books and talked about WHY he might have chosen to write such a wide variety
of books but still have many with Peter and his friends, etc.

It seems like this took FOREVER, but I feel it was well worth it. It didn't
go totally as I had hoped. I learned I need to be more careful choosing the
audio stories I use to check their understanding. I certainly admit I
ALWAYS have room for improvement.

My kids know SCHEMA for authors will help them understand how to read those
certain authors we studied because their SCHEMA will be "popping off" in
their heads when they come across those authors again. The authors will be
familiar to them.

Ginger
grade 3

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From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Debbie Miller's book/intermediate
Date: Tue, 20 Aug 2002 20:30:43 -0500

I teach third grade. I also co-teach two graduate courses for teachers
using MOT and STW as our texts. Both my teaching partner and I feel that
Debbie's book (as well as Cris Tovani's book: "I Read It But I Don't Get
It") is VERY informative, helpful, and SUPPORTIVE in this teaching!!!! Yes,
Debbie is a first grade teacher, but the way she speaks to the reader about
her teaching can definitely touches us as teachers of ALL grade levels. We
often say to the teachers in our courses: "The strategy work is the same at
all grade levels, it is the text level that changes." (with obvious age
appropriate activities) Reading Debbie's book gave me TONS more WONDERFUL
ideas! Ideas that can be adjusted to all grade levels. I HIGHLY recommend
it! (Cris' book as well! She writes from a High School perspective, so all
MS/HS teachers should own it!

Ginger
grade 3

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Date: Tue, 20 Aug 2002 18:31:57 -0700 (PDT)
From: Nancy Gallagher <stedsmom@yahoo.com>
Subject: Re: [mosaic] Ezra Jack Keats

--- The Snowy
> Day.

David,

Most kids can make a text to self connection to this
book if they have ever experienced snow. If you are
from the south then this statment won't hold true.
They will relate to Peter and his full of of
activities out side.
Nancy

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Date: Tue, 20 Aug 2002 21:03:08 -0600
Subject: Re: [mosaic] Ezra Jack Keats
From: Datsauer <datsauer@chartermi.net>

The Snowy Day is also good for Inferring,because Peter brings a snowball
into his house in his jacket pocket, and finds only a wet spot later! DEbbie
in Duluth, busy planning science for 5th grade

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

From: JLabar1026@aol.com
Date: Tue, 20 Aug 2002 22:23:49 EDT
Subject: Re: [mosaic] civil war books

In a message dated 8/19/02 8:11:02 PM Eastern Daylight Time, MEHitzel@aol.com
writes:

> Martha/4/5/AZ

Sorry if I mislead you- I was referring to videos. . . I think that videos of
90-100 year old civil war vets could prompt some wonderful discussion with
inference and critical thinking.

The letters- well- there is a popular book out now that looks a letters
written by folks in the war. You might be able to develop a letter writing
project with soldiers overseas.

BG

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Date: Tue, 20 Aug 2002 21:41:48 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: Re: [mosaic] lit. circle role sheets

I am not Donna but I teach 5th grade and will share what I am doing. We
have been in school since last Tuesday. Beginning Monday I added
Reading. I am beginning with the Fountas and Pinnell "First 20 days"
mini-lessons for how to set up Reading & Writing Workshop and
specifically independent reading (IR). I have given a placement test and
will pull small guided reading groups during IR as well as do book
clubs later on. After getting the IR time set up I plan to start
teaching the mosaic strategies during the mini-lessons. (I only made it
through the 3 types of connections last year.) We have also started
reading a class novel - The Great Brain. I focus on different genre
elements within different novels. For this first book - The Great Brain-
I focus on Characterization. I struggled as I planned today because
technically I suppose that I am teaching two mini-lessons at a time -
the Fountas and Pinnell ones and the Characterization ones (which could
be argued is building Schema about Fiction - Characterization). I
decided that the more I think about it the more mind-boggling it becomes
and if I wait until it all becomes clear I'll never get started. I am
having my first literature circle on Thursday. It will be whole class
circle to teach and model good lit. circle strategies. I found a good
website last year for teaching students how to discuss in lit circles.
Hope it still works.
http://fac-staff.seattleu.edu/kschlnoc/LitCircles/Discussion/teaching.html
We will discuss some character questions. We also established REading
Logs today. Sometimes I will have them write summaries and/or reactions
to what they are reading. Sometimes I ask them specific questions. Later
I think I'll have them add their post-its here too.
Still thinking out loud..... Shelly :)
P.S. I hope that everyone is having a fantastic start to the year.

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

Date: Tue, 20 Aug 2002 21:46:25 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: Re: [mosaic] role sheets

When I used the roles, I pulled all the Connectors and trained them
together, then the summarizers, then the Discussion Directors, etc.
After training them extensively in their role and setting them to work,
I then stopped them and had them train the next person to take over
their roles. They took ownership and pride in this responsibility and I
hardly had to step in to "fix" anything. I did have them keep their
responses and different things they did in these roles for book clubs in
their response journals.

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

From: "Donna Baker" <baker@sprint.ca>
Subject: Re: [mosaic] Literature Circle Role Sheets
Date: Wed, 21 Aug 2002 04:42:18 -0400

If you want a copy of the literature circle role sheets, send an email
privately to baker@sprint.ca

Donna

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

From: "Julie" <t.julief@verizon.net>
Subject: Re: [mosaic] lit. circle role sheets
Date: Wed, 21 Aug 2002 06:03:49 -0700

Shelly wrote:
I am beginning with the Fountas and Pinnell "First 20 days"
> mini-lessons for how to set up Reading & Writing Workshop

Shelly,
Could you please post the resource for the First 20 days? Which F & P book
is that from?
Thanks so much.
Julie

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

From: "Leonard, Wanda L." <leonardw@mail.davenport.k12.ia.us>
Subject: RE: [mosaic] re: Debbie Millers book
Date: Wed, 21 Aug 2002 11:28:02 -0500

Better( I think) for older students is Chris Tovani's book, I Read it, But I
don't Get It she uses the same strategies but from the view of a teacher
of older students. It's is interesting and fun to read....

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

Date: Wed, 21 Aug 2002 14:53:42 -0400
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
From: Mary Phillips <mpinga@ix.netcom.com>

I will be teaching workshops for middle school special education teachers
working in self-contained classrooms. My thinking is that upper elementary
strategies will work well with these students as long as the standards for
their grade levels, their IEPs, and their content areas in other subjects
are addressed. The middle school teachers I have taught loved the
strategies from Strategies That Work as well as the Balanced Literacy
Approach of Patricia Cunningham. I would like input from middle school
teachers about special needs of middle school students and strategies they
have found particularly helpful.

Thank you in advance.

Mary

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

From: "Ted and Lee Johnson" <tlmkjohnson@attbi.com>
Subject: Re: [mosaic] lit circles - beware long!
Date: Wed, 21 Aug 2002 20:26:34 -0700

Two other word activities that you can do that were a hit with my kids =
were
1. Spelling Cheerleading (and it's QUIET)
2. Go to PUzzzlemaker.com and select the missing letters. Create a =
sentence or statement that relates to something they are reading in =
literature or from a content area and let the students with partners use =
decoding skills to decode. I also used Daily Language Review which is =
five fast sentences and when we skipped it, my students questioned why.

Lee=20
grade 6

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

Date: Wed, 21 Aug 2002 21:26:39 -0400
Subject: [mosaic] Debbie's book
From: Mary Phillips <mpinga@ix.netcom.com>

Please state the titles of Debbie's book and Chris's book. I must have
missed something.

Mary

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

From: Jean247727@cs.com
Date: Wed, 21 Aug 2002 21:42:10 EDT
Subject: [mosaic] Author Schema

Ginger, I hesitate to put this idea on the MOT server because I cannot seem
to verify the source. I recently read ( I thought it was in Debbie Miller's
book) about an authors FINGERPRINTS. My understanding of "fingerprinting" is
pretty much the same strategy that you use to teach author schema. I totally
agree with the validity of teaching author schema. Without realizing it I
have been doing that for years as I introduce my class to various authors
each month. We do a thorough "author study" sharing information about the
author and looking for similarities and differences between his/her titles.
This also works when studying illustrators.This summer a colleague and I
taught a reading clinic for 5 weeks and introduced fingerprinting. It worked
great. The kids immediately understood the idea of how an author or an
illustrator leaves a special mark in many of their works such as characters,
settings, etc. I am planning to continue teaching author schema when school
begins in a couple of weeks. I am starting out with Kevin Henkes books and
Norman Bridwell books. (this is grade 2) This year I am going to call it
fingerprinting!
By the way, I will begin by having the class take their own unofficial
fingerprints and examine them for differences.
Thanks for all the great ideas and encouragement. You always make me feel
like I can't wait to get to school and teach language arts!
Jean

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

From: Jean247727@cs.com
Date: Wed, 21 Aug 2002 21:48:33 EDT
Subject: Re: [mosaic] Korean resources

In Debbie Miller's book she mentions a title THE ROYAL BEE by Parks. This
book, although difficult to find, is the story of a young Korean boy who
wants desperately to learn how to read and write. I have located a copy at a
nearby town library but it took some investigative work to find it.
Good luck.
Jean (also grade 2)

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

From: Jean247727@cs.com
Date: Wed, 21 Aug 2002 21:52:26 EDT
Subject: Re: [mosaic] Debbie's book

Debbie Miller's book is Reading with Meaning
Teaching Reading in the Primary Grades
Stenhouse Publishers

I teach grade 2 ans I am on my second reading . It's wonderful!!

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

Date: Wed, 21 Aug 2002 21:55:33 -0400
From: Deb & Dave Smith <d-smith@cybersol.com>
Subject: Re: [mosaic] Author Schema

The book is On Their Way ( a book written by Second Grade teachers for
second grade teachers. We discussed it on the yahoo Mosaic group.

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

From: JLabar1026@aol.com
Date: Wed, 21 Aug 2002 22:01:33 EDT
Subject: Re: [mosaic] Author Schema

In a message dated 8/21/02 9:43:38 PM Eastern Daylight Time,
Jean247727@cs.com writes:

> to teach author schema.

Help me out here-when you all talk about schema- I guess Vygotski or Jean
Piaget would receive credit for the origin of the term -- right. Well, . . .
how are you using the term?

So-How do we define schema and then how do we teach it? I do have an idea in
my head, but I thought I would defer to all of you first.

Now-what about this fingerprinting- I like the idea and it does evoke images
. . . but what is this, thing called fingerprinting and who coined the term???

BG

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

From: TrossTEACH@aol.com
Date: Thu, 22 Aug 2002 03:58:07 EDT
Subject: [mosaic] Fountas & Pinnell 3-6 the best

<PRE>I also found that the F&P guided reading for 3-6 beats out all the
competitors. It would be too hard to try to write out anything from this
book... it is thick, but can be read easily in parts you find important. Not
necessarily sequencial. I liked how they broke down the rdg. in 2 pts.:
Sustaining reading and expanding reading. Sustaining reading was all about
solving words, predicting, adjusting your reading, fluency, etc. to be able
to read independently. Expanding reading was on comprehension... connections,
questioning, synthesizing, etc. The lessons for each area are very good GET
IT! YOu will love all the lessons, prompts, etc. to make you the best reading
teacher for upper grades. helen tross

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

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] posting guidelines
Date: Sat, 24 Aug 2002 00:40:03 -0500

Without meaning to sound unsympathetic to other critical issues, I would
like to ask us all to refrain from posting email that is unrelated to the
teaching of the reading comprehension strategies. All of us, as members,
have subscribed to this listserve for that specific purpose. This is not the
venue for mass emails on other unrelated topics. Thank you for respecting
this request. Let's keep our list on topic.

Ginger
moderator
grade 3

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

From: JLabar1026@aol.com
Date: Sat, 24 Aug 2002 16:15:30 EDT
Subject: Re: [mosaic] Author Schema

> Help me out here-when you all talk about schema- I guess Vygotski or Jean
> Piaget would receive credit for the origin of the term -- right. Well, . .
.
>
> how are you using the term?

"Reading is more than decoding phonics. The reader brings a lifetime of
schema to the text - experience or academic knowledge that connects to what's
being read. Schema allows the reader to hang new information on already
existing knowledge"

In order to visualize the concept of schema I would submit my own metaphors-

1. The Dewey Decimal system and the old wooden library files with cards.

2. Ebay and its wonderful index.

3. The Yellow Pages.

4. Classifieds.

5. Hannibal Lector, Silence of the Lambs and his Memory Vault (found in his
mind).

All of the above are compartments where experience might be tapped and
classified and placed.

I believe Piaget and Vygotski were the pioneers of these terms.

Now what about fingerprinting?

BG

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

From: JLabar1026@aol.com
Date: Sun, 25 Aug 2002 09:23:29 EDT
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]

In a message dated 8/24/02 8:19:44 PM Eastern Daylight Time,
mosaic-owner@u46teachers.org writes:

Ginger,

> Without meaning to sound unsympathetic to other critical issues, I would
> like to ask us all to refrain from posting email that is unrelated to the
> teaching of the reading comprehension strategies. All of us, as members,
> have subscribed to this listserve for that specific purpose. This is not
the
> venue for mass emails on other unrelated topics. Thank you for respecting
> this request. Let's keep our list on topic.

Ah-We just talk about schema and fingerprinting. We don't consider their
development and how such concepts may differ.

So-in order to stay on topic, I explain how I teach both ideas, but do not
refer to definition or experience. Isn't this a contradiction of schema?

See Chapter Six (MOT)- Delving Deeper with Questions

"We smother the avocado with salsa, eating avocados with sharp silver blades.
. ."

I respectfully submit that adding a little salsa can spice up the discussion.
I have got to think that Keene and Zimmerman would agree.

BG

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

Date: Sun, 25 Aug 2002 14:11:57 -0400
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
From: Mary Phillips <mpinga@ix.netcom.com>

I accidentally deleted the next to last mosaic posting. Don't ask me how.
I just hit the wrong key, and it disappeared. I had asked for a source for
the best Middle School strategies. I'm doing a workshop for middle school
special education teachers (self-contained classes). My comment was that I
thought many of the upper elementary strategies would work well. The
special ed teachers in a course I taught this summer really liked them. Any
tips from middle school teachers? Would love to hear from you.

Mary

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

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