9-06-03

From: "Janice Baker" <jbaker2404@cablelynx.com>
Subject: Re: [mosaic] schema connections with math and reading
Date: Sun, 31 Aug 2003 19:49:04 -0700

Deborah,

I am very interested in the Week by Week Essential Math Journals. Are these
for sale or available for download somewhere?

I tried last year to incorporate writing into my math lessons but found it
extremely time consuming to come up with problems and lessons. These are
exactly what I was trying to create!!!

I teach a second grade gifted/talented class so these are just right for my
class, but I would also like to look at the second grade lessons if those
are available.

Thanks for your reply,
Janice Baker
www.geocities.com/jbaker2404
++++++++++++++

From: RKCTEC5@aol.com
Date: Mon, 1 Sep 2003 01:05:58 EDT
Subject: Re: [mosaic] familiar text/Barbara

Lori,
These are great ideas. We are having our k/1 parent curriculum coffee in a
couple weeks. I love the video taping idea as well as the audio to get
books
on tape.
Thanks!
Ruby
+++++++++++++++

Date: Sun, 31 Aug 2003 23:36:44 -0700
From: Carol Lau <cllc@comcast.net>
Subject: Re: [mosaic] songs about metacognition

Lori, I usually can do this musical innovations, but I can't put this
together with the tune. Do some lines repeat? Please type the lyrics,
side-by-side with
lines of Three Blind Mice. Thanks, Carol
++++++++++++++++++

Date: Mon, 01 Sep 2003 08:05:40 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] songs about metacognition

Oh, no wonder, I just mentally reordered a bit and didn't tell you!
Sorry. Hope this heps.

Lori

>> > I started playing around with this idea and here is my version of
>> > the
>> > song:
>> >
>> > Metacognition (Three Blind Mice)
>> >
>> > Cognition is thinking She cut off their tails
>> > But I can do more! With a carving knife
>> > I know what I'm thinking Have you ever seen
>> > and what my brain's for! such a sight in your life
>> >
>> > Metacognition Three Blind Mice
>> > Metacogntiion Three Blind Mice
>> >
>> > I think while I'm reading.
>> > I know what I've read.
>> > I make connections
>> > inside of my head.
>> >
>> > Metacognition
>> > Metacogntiion
>> >
>> > I link my reading
>> > To all that I know
>> > And when I do this,
>> > Comprehension does grow!
>> >
>> > Metacognition
>> > Metacogntiion
>> >
>> >
>> > What do you think?
>> > Lori
+++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] Petey
Date: Mon, 1 Sep 2003 10:46:00 -0500

I am a fan of Ben Mikaelson stories. I have not read Petey aloud to my
class, but I am toying with the idea for this year. I just haven't been
able to let go of Touching Spirit Bear. It is an awesome story for
intermediate and above levels. Though graphic at times, the kids are
engrossed in the story and beg for more. Touching Spirit Bear combinations
survival with moral issues as Cole (the main character) struggles with his
abusive past, his inability to accept responsibility for his actions, and
his unwillingness to change. Mikaelson incorporates foreshadowing, great
visualizations, symbolisms, and all the classic literary elements, to name a
few. Potential strategy work abounds in this book.

Mikaelson has many books available. Check out this website for more
information on the books and on Ben. His bio sheds light on his writings.
http://www.benmikaelsen.com/
I recently acquired a set of his books (just last week) from a nearby
librarian who brought Ben to her library several years ago (Where was I? I
missed it!). I was excited! I wrote a grant to establish a book club that
will involve parents, children, teachers, and librarians. The genre focus
is survival. Mikaelson books will certainly make an appearance. We hope to
have an author visit and I am currently seeking to contract Mikaelson. Keep
you fingers crossed. His calendar is heavily filled and our window is
somewhat narrow. I will let you know if I succeed.

If you haven't checked out a Mikaelson story yet, what are you waiting
for?????? Get to your library or nearest bookstore and pick one out today.
Then be sure to let us know what you think about Ben Mikaelson!

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

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: [mosaic] Off Topic/Suggestions needed
Date: Mon, 1 Sep 2003 12:08:38 -0500

For the first time in many years, I have several parents who volunteered to
become a mentor/tutor in the classroom. I am not sure how to make the most
of this. I have 6th graders. Should I just stick to reading help? Has
anyone on the intermediate level utilized mentors/tutors before? I would
love to hear your suggestions. I am looking for more than a tutoring
situation. I would like the parents invovled to become just
that...involved. I think I would have them come in once a week at the most
(I would hate to ask them to do more). What do you guys think? I am open
to any suggestions.

Suggest away! :-)

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

From: Creecher12@aol.com
Date: Mon, 1 Sep 2003 13:55:06 EDT
Subject: Re: [mosaic] Off Topic/Suggestions needed

One of my loves is adolescent literature. I'm sure there are many parents
who
love it too.
Why not have them be part of the literature circle? They could bring in the
adult perspective on the adolescent issues brought up in the books.

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

Date: Mon, 01 Sep 2003 13:53:08 -0500
Subject: Re: [mosaic] Petey
From: Datsauer <datsauer@chartermi.net>

If you are looking for survival stories your kids might not know, check out
"The Birchbark House by Louise Erdrich. Here's the Amazon link:
http://www.amazon.com/exec/obidos/tg/detail/-/0786814543/qid=1062442253/sr=8
-1/ref=sr_8_1/102-2987014-5664950?v=glance&s=books&n=507846

It's a wonderfully written story of Native Americans from the area where I
live (northern Minnesota and Wisconsin), and my fifth graders loved it last
year. It made our visit to the Native American area of the MN History Center
much more meaningful. Debbie in Duluth
++++++++++++++++++

From: "Norma Glock" <nglock@mcn.net>
Subject: Re: [mosaic] Petey
Date: Mon, 1 Sep 2003 13:32:53 -0600

Dear members,
I am a new member who wrote a short introduction when I joined the group but
it was rejected. I teach Title I in the Middle School in Columbus, Montana
so am looking for ideas for that age group. Ben Mikaelson lives "up the
road" from us and I was so happy to hear his books discussed on this
listserv. He told us the story about "Petey" at a Librarian's meeting (I am
also the Middle School librarian) and he had everyone in tears. Petey is
based on a real person whom Ben met in a nursing home in Bozeman. I imagine
the story is on his web site. I read the book to a 6th grade class when it
first came out and they enjoyed it. If you can get Ben to visit your
classroom, you are in for a treat. I have not attended his writing
workshops for kids so I don't know how he does there.
Back to Title I---does anyone use ALS for assessment or study skills in
their schools? It is the big thing with our administration at this time.
This is my first year teaching Title I (I was hs and mid.sch. librarian last
year.) and I am to use ALS plus my own ideas. At least I hope I get to use
some other ideas that I am sure I will glean from you people. I haven't
looked at the archives to see what has been discussed for middle school.
Norma Glock, Title I/Library
Columbus, Montana
nglock@mcn.net
++++++++++++++++++

Date: Mon, 01 Sep 2003 12:49:49 -0700
Subject: Re: [mosaic] Birchbark House
From: Veronica <pisces1975@earthlink.net>

This book (The Birchbark House) is available in either the September Lucky
or September Arrow catalog by Scholastic for a reasonable price. I believe
it's offered for $2.95

I was thinking of getting it for my fourth graders but wasn't sure how good
it was because I had never heard of it.

Veronica
Las Vegas, NV
4th Grade
+++++++++++++++

From: "Mary Jo Wentz" <wingspan@powerweb.net>
Subject: RE: [mosaic] Off Topic/Suggestions needed
Date: Mon, 1 Sep 2003 16:09:03 -0500

I ditto Nancy's suggestion. Students need connections to
adults, and I suspect their participation will improve when
they are trying to impress a new adult. This has been done
with success matching middle school students and university
students one-on-one. I remember hearing about a school
nurse who participated in the discussion of Make Lemonade
with high school students. It was rewarding for all.

Mary Jo Wentz
++++++++++++++++

From: "Ted and Lee Johnson" <tlmkjohnson@comcast.net>
Subject: Re: [mosaic] familiar text/Barbara
Date: Mon, 1 Sep 2003 17:41:00 -0700

How about using a creation myth to model? All most all students have
familiarity with a creation story, whether native American, Greek, or
biblical. And depending on the grade level the story/book can be used again
in a content area such as social studies.

Lee/5
++++++++++++++++

From: Abcde1142@aol.com
Date: Mon, 1 Sep 2003 17:47:16 EDT
Subject: Re: [mosaic] Off Topic/Suggestions needed

Karla,

I have used parents in a variety of ways. One year I used them to
help certain students with their writing. Another time I used parents to
help
with research, looking up material and how to organize it. I would suggest
figure out what your class needs and then recruit parents to help. They can
be a
great help!
When the patents come in I make sure they have explicit instructions
as to what procedure to follow and what the end result should be. That way
everyone's time is put to advantage.
Alexa
+++++++++++++++

From: "Reading" <reading@cfl.rr.com>
Subject: [mosaic] invitation
Date: Mon, 1 Sep 2003 18:22:35 -0400

Hi Everyone! I just wanted to let you know that our site =
www.educationoasis.com
will launch on September 29, 2003. (P.S. Sandi will be moderating our =
Pre-K to Early Elementary forum.)

For the launch, we will highlight one or more lesson plans on the front =
page from the best submitted. The teacher(s) whose lesson plan appears =
there receives a cash award of $50. (We thought that great ideas should =
be shared...and also rewarded.)=20

There are so many wonderful teachers on this list...I encourage you to =
submit your ideas!=20

The site is independent, teacher-created, and not-for-profit. One of our =
goals is to collect and organize as many terrific lesson plans as =
possible. =20

Kindest Regards,
Kim
+++++++++++++++++

Date: Mon, 01 Sep 2003 17:49:26 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] familiar text/Barbara

Please be careful with the use of the word myth. As a teacher of native
American
children, I can tell you that this is no more myth to some than Adam and
Eve. I
use the word 'story' as it is respectful to all versions.

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

From: "Carol Carlson" <carlsonca@dist102.k12.il.us>
Subject: Re: [mosaic] Petey
Date: Mon, 01 Sep 2003 18:12:44 -0500

Sorry, but I'm not sure what ALS is. If you are a middle school teacher
working with struggling readers, a must read is Kyleen Beer's book When Kids
Can't Read, What Teachers Can Do. She takes us through explicitly teaching
strategies to struggling readers and notes her experiences with her long ago
student, George. We discussed this title on the ncte middle school list this
summer.
I always found that the struggling readers needed more "strategy"
instruction on text they can read and text they like, rather than some
canned program. But sometimes what we have to teach is beyond our control.
Good luck.
Carol
+++++++++++++++++++

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] Birchbark House/Caution
Date: Mon, 1 Sep 2003 19:05:43 -0500

Veronica,

Two words...get it! Absolutely! I have used Birchbark House for many years
in fifth and sixth grade. It has been well received. I don't believe that
it would be too difficult for your fourth graders, as it comes complete with
a glossary of terms in the back. One word of caution, however, is to always
be mindful of stories that portray a particular culture. Teach your
children to be critical readers (a great skill to have). The last thing you
want them to walk away with is a stereotyped impression of a cultural group.
For Native American stories, check with Oyate. They are a great resource
and will quickly respond to your questions about specific children's
literature. They have a website at:
http://www.oyate.org/
They not only give you a listing of recommended books that accurately
portray the specific tribe, but give you a listing of ones to avoid due to
stereotyping or romanticizing. Here is their summary on The Birchbark
House:

Erdrich, Louise (Ojibwe), The Birchbark House. 1999, b/w illustrations.
Told from the point of view of Omakayas, this is a lovely story of a little
girl and her extended family, living in 1847 on the land called the Island
of the Golden-Breasted Woodpecker. There is tragedy here, as well as joy and
healing, and the singular importance of place and family in a child's life:
"Omakayas rose on her elbow and threw back her head, closed her eyes and
smiled as the white-throated sparrow sank again and again through the air
like a shining needle, and sewed up her broken heart."

I would recommend that you acquire this book ASAP and then let us know how
your students received the book. It also makes a great book for a literature
circle.

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

From: "Joe & Karla McAdam" <jlmcadam3@ameritech.net>
Subject: Re: [mosaic] familiar text/Lori
Date: Mon, 1 Sep 2003 19:09:41 -0500

Excellent point Lori. This ties right in with my recent posting on critical
reading for children. Great advice that was well received. Thanks!

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

From: "Cathy Semkin" <cathy@iland.net>
Subject: [mosaic] Math/MOT
Date: Mon, 1 Sep 2003 19:09:01 -0500

Janice,
I too teach young gifted. I would recommend Thomas Carpenter's book, =
Thinking Mathematically. It seems to be just right for teaching =
children to reason.
Cathy
++++++++++++++++

Date: Mon, 1 Sep 2003 19:41:18 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] Off Topic/Suggestions needed

Nancy,
If you get an adult group reading Adole/ Lit, I would love to know their
take on
"The Giver" Same author of Number the Stars. I'll be lurking and curious.

Creecher12@aol.com wrote:
One of my loves is adolescent literature. I'm sure there are many parents
who love it too.
Why not have them be part of the literature circle? They could bring in the
adult perspective on the adolescent issues brought up in the books.

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

Date: Mon, 01 Sep 2003 19:50:55 -0700
Subject: Re: [mosaic] Birchbark House/Caution
From: Veronica <pisces1975@earthlink.net>

Thanks for the information Karla. I like choosing books like this for my
literature circles because they are books that my children would almost
never choose for themselves.

Veronica
Las Vegas, NV
4th Grade
++++++++++++++++++

From: "Smith, Deborah" <DeborahSM@Lee.K12.FL.US>
Subject: [mosaic] need ideas
Date: Tue, 2 Sep 2003 13:04:58 -0400

Hello

Although I have been teaching for the past five years, this is my first year
teaching reading. I teach at a high school alternative learning center
where the students are "placed" for 45- 90 days. The classes I teach are
intensive reading classes. I am using a computer program called PLATO
learning systems. Although this program seems OK, I need other materials to
use most of my students are in 10th or 11th grade and read at about the 5th
grade level. I am looking for any ideas to use with these students. I do
have newspapers available to me twice a week but I'm not sure what the most
useful way to use them is. Any ideas are welcome.

Thank you

Debbie Smith
+++++++++++++++++

Date: Tue, 2 Sep 2003 13:59:46 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] need ideas

Deborah.
I really like the FQR chart that was introduced first to me in the
Strategies That Work,STW, Video Tape series that goes along with the book
STW by Stephanie Harvey and Ann G.

It is a three column handout that you might first put on the overhead and
model
Turn you paper landscape and name the first column "facts", next column name
"Questions", and the last column, "Response".

Choose a newspaper article or better than that have the students pick three
non-fiction artlicles they are most interested in. For the model, each
student should be on the same storie or article.

Tell the kids that reading Non-Fiction is different then reading Fiction in
that while you read Non-Fiction it should be read like a slide. Read a
fact, stop, list it in the F column, decide then if that fact leads you to a
question, if so write it, if not, what if any response does this fact
register with you. Maybe it'll be "Wow, I can't believe that's true" or
"Wow" or "that's the coolest thing I've ever read" ---you get the picture.
Then show the next slide, which means read on to the next fact and repeat
the process.

When you are finished, you should have some new learning, some questions,
and some responses. A great way to synthesize non-fiction text.

The next step is to take the FQR chart you have made and get together with a
peer and talk about what you learned, share questions you still have and
responses. Then go to their desk and write a summary of what you learned.

I like the FQR chart so much better than the KWL because it is very
difficult asking questions about something that you know little about. Now
after a few sessions using FQR the KWL chart may work well, since you have
synthesized all of that new learning and you are "wondering".

I hope this makes some sense. If someone in your district has purchased the
videos from Stenhouse then look at tape three on Non-Fiction and it will be
much clearer.

Hope this helps! It certainly would utilize your newspaper and is
multi-level and fits into reading any Non-Fiction text.
Nelle
++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: Re: [mosaic] metacognition
Date: Tue, 2 Sep 2003 03:36:49 -0500

Carrie....I have spent a few days on metacognition and I am moving =
on....yes...it has been a natural lead into schema.
Shelly
++++++++++++++

Date: Tue, 02 Sep 2003 19:00:16 -0600
From: Brenda Sproule <brenda.sproule@shaw.ca>
Subject: RE: [mosaic] need ideas

I've had success with similar students using the drivers' manual. Learning
to drive and get a license is something they all were interested in, and
they were eager to read it.
++++++++++++++++

From: "Randy Kraynak" <r.kraynak@worldnet.att.net>
Subject: [mosaic] re: first day read-aloud
Date: Tue, 2 Sep 2003 20:34:44 -0700

Hi, Everyone!

Today was my first day of school. I have 26 fifth-graders, 20 considered
academically talented in reading/LA (CAT scores of 85 or above and IQs above
120). The first thing I did today was read Mrs. Spitzer's Garden. The
story is about a teacher, the principal gives her a packet of seeds at the
end of the summer, she tends her garden, the seeds grow... I showed the
kids the illustrations as I read, not explaining at all, just reading.
Well, the story ends with the "seeds" growing and moving on, and Mrs.
Spitzer looking forward to next year's garden. A very cute story and I
thought a great first-day read.

Not one child got that the seeds were students. They thought Mrs. Spitzer
was a gardener, even though the author shows her in her classroom. I was
thrown for a loop. Not one child went away from the literal interpretation
of the story.

After we discussed it, they had an AH-HA! moment collectively. We then made
large sun flowers with very big petals. They wrote something different on
each petal... My favorite author is ____. _________ is my favorite subject
in school. This year, I am looking forward to learning about _______. Then
I took their pictures with a digital camera and tomorrow they will cut their
face into a circle for the head of the sun flower. They really loved this
activity. I thought it might be too schmaltzy for them, but they really
enjoyed it.

I thought I would share this with you. You have all been so wonderful to
read and learn from all summer. Thank you so much for all your sharing!

Karen Kraynak
++++++++++++++++++

From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] metacognition
Date: Tue, 2 Sep 2003 20:41:06 -0500

I think teaching kids how to not distract themselves with other thoughts =
is HUGE for primary kids. it's crucial to emphasize this over and over =
with first and second graders. the house analogy is seems to really be =
a concrete way to relate this. Turning off the lights in the other =
rooms is a great visual to help them "get back on track." Without this =
ability to focus, kids can't comprehend. This focus is one important =
piece to help kids think about their thinking.

Great discussion!
Kelley
++++++++++++++++++

From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] metacognition
Date: Tue, 2 Sep 2003 20:48:21 -0500

Love this, Olivia! You've made me think that maybe I could tell me kids =
that their brain is like a mansion ( or a zoo, or an amusement park). =
Not only do they have their kitchen, but their brain has a room where =
they store all of their information about animals; a playroom for what =
they know about having fun, etc. Maybe I'm rambling (it is almost my =
bedtime), but you've got me thinking!
Kelley
++++++++++++++++++

Date: Tue, 02 Sep 2003 15:48:46 -0500
From: "Marla Barrick" <MARLA@ccisd.com>
Subject: Re: RE: [mosaic] Off Topic/Suggestions needed

I love this book! It is a great read.... especially if you are thinking
aloud as you read it. Gathering Blue is another good one by Lois
Lowry.... very similar in setting.... a very organized society.

Marla Barrick
TARGET Reading Teacher
C. R. Clements Intermediate
254-547-2235
+++++++++++++++++++

From: "Joan Matuga" <joan3teach@hotmail.com>
Subject: [mosaic] Non-fiction Reading: A success story!!!
Date: Tue, 02 Sep 2003 20:30:02 -0700

I want to share a succes that I had that turned out to be unbelievably easy.
I decided to use a "frog theme" to introduce my year. I have about 30
non-fiction books on frogs. Ten are the same "rookie readers" that are
really easy reading. I told my second and third graders that we would be
learning about frogs and that I wanted them to preview the books on frogs
before I started teaching the unit.

In 3 minutes, the class had "looked" at the books. This wasn't exactly what
I had in mind as far as the time so I quickly decided to come up with a way
to focus their attention for a longer time. I passed out 5 Post-its to each
child and told them to put the post-it on anything that they found new or
interesting. They quickly asked for more post-its. (They didn't have to
write anything at this point, just use the post-it to mark the interesting
spot.) At the end of 30 minutes, I told them to stop. They groaned because
they wanted more time. I gave them a few more minutes. Then I told them to
share their interesting information with two others in the class.
Everyone was really involved in looking at the pictures.
After that, I told each student to write down 2 facts they learned -- each
one on a separate half sheet of unlined paper. I told them to write big.
Since they were getting the information directly from a book, I told them I
expected the spelling to be correct (for the most part, it was) (At this
time in the year, I wasn't concerned about copying directly.) We grouped the
information by categories. Many wrote down more than 2 facts.

I was amazed at how well this worked. Most of the key information on frogs
was discovered by the students. I encouraged every child to look at a
"rookie reader" and one other book. I had to add very little to the
discussion. The kids took real ownership in what they learned. They were
excited to explain to others what words like "amphibian" and "hibernate"
meant.

Each child worked individually in researching their information. Some
information was gathered by more than one child because in many cases the
same book was read by more than one child. The "rookie" readers helped
assure that all key information was covered. I helped the few children who
couldn't read. There was 100% participation. Most children had more than one
entry. Every child had at least one entry.

I put all the information together and typed it into a book. I've attached
the book to this e-mail. The kids all got a copy. We will be using it as
Reader's Theater this week. The kids loved it that I typed it up using their
names to show who found each piece of information.. This whole project took
one afternoon of class time. (Plus my time typing.) We gave copies to the
other second and third grades at our school. Several copies were sent to the
library.

The next day, the kids re-explored the books. They especially looked for the
post-it notes that their classmates put in. Then we went on to a lesson on
verbs. We came up with 30 verbs that concern frogs. (We'll use this to write
sentences in a subsequent lesson.)

The kids want to re-explore the books a third day. They told me they were
excited because they were authors the third day of school. Talk about
motivation! They will be adding some illustrations to the books in the days
ahead. Even my "non-readers" are excited. The other kids are helping them
read the entries.

Future plans for the unit:
We will be reading some information from enchanted learning.com on frogs,
and doing some venn diagrams comparing frogs and toads. I will be reading
some of the more difficult books to the kids, specifically highlighting the
areas where the post-its were used.
I have many fiction books on frogs. We will be comparing fiction and
non-fiction books.

In conclusion, think about using post-its in exploratory sessions. I was
amazed at how well it worked. It really helped the kids focus their thinking
and become responsible readers. Also, another reason for the success was the
fact that I had a wide variety of reading material at different reading
levels. The pictures were extremely interesting, even if the words were hard
for some to read.

We also did a graph on how many kids have ever touched a frog (4) out of 20.
I teach at a Title 1 school. This was a 2/3 class. I hope this gives you
some ideas of a quick way to jump-start your year or your introduction to
non-fiction books.

I will, of course, have to do lots more modeling on reading non-fiction
books. I wanted an initial "shock and awe" experience for the children to
build confidence. It worked!
Have a wonderful day! Joan Matuga
++++++++++++++++++

From: Creecher12@aol.com
Date: Wed, 3 Sep 2003 06:33:06 EDT
Subject: Re: [mosaic] Non-fiction Reading: A success story!!!

In a message dated 9/3/03 4:29:20 AM Eastern Daylight Time,
joan3teach@hotmail.com writes:

> I have many fiction books on frogs. We will be comparing fiction and
> non-fiction books.
>
My absolute favorite fiction about frogs is Prince of the Pond. It also
includes many facts about frog life. A terrific book!

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

From: "Cathy Semkin" <cathy@iland.net>
Subject: [mosaic] Math/MOT
Date: Mon, 1 Sep 2003 19:09:01 -0500

Janice,
I too teach young gifted. I would recommend Thomas Carpenter's book, =
Thinking Mathematically. It seems to be just right for teaching =
children to reason.
Cathy
+++++++++++++++

Date: Mon, 1 Sep 2003 19:41:18 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] Off Topic/Suggestions needed

Nancy,
If you get an adult group reading Adole/ Lit, I would love to know their
take on
"The Giver" Same author of Number the Stars. I'll be lurking and curious.

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

Date: Mon, 1 Sep 2003 19:47:42 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] Off Topic/Suggestions needed

If your parents knew Knee to Knee and Eye to Eye, a little insight on what
great book conversations are like, or they read the proficient readers
research, just two pages--p.22 and 23 of Mosaic of Thought and could reflect
on how those strategies effect them as Adult readers that seems it would be
powerful in whole class or small group discussions or even one to one. I
think I'd do a parent workshop on the above and let these great things
happen. Most Adult readers have never had this kind of "explicit
comprehension instruction and the extra modeling could work wonders for
kids.
Nelle
+++++++++++++++++++

Subject: RE: [mosaic] Off Topic/Suggestions needed
Date: Tue, 2 Sep 2003 15:37:20 -0500
From: "Zuffante, Dawn" <dzuffante@cassd63.org>

When I taught Gifted Classes, I used "The Giver" with my sixth graders.
It is definitely a "deep read", as it gets people to think about what it
would be like to live in what is perceived to be a "Utopian Society",
where everyone is the same, no one has choices, etc. Some of the
parents complained, however, because it brings up mercy killing and
other topics which might be considered undesirable by some. Definitely
an excellent book in my opinion...

Dawn/ Literacy Specialist for 3rd and 4th graders
++++++++++++++++++

Date: Tue, 2 Sep 2003 13:59:46 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] need ideas

Deborah.
I really like the FQR chart that was introduced first to me in the
Strategies That Work,STW, Video Tape series that goes along with the book
STW by Stephanie Harvey and Ann G.

Choose a newspaper article or better than that have the students pick three
non-fiction artlicles they are most interested in. For the model, each
student should be on the same storie or article.

When you are finished, you should have some new learning, some questions,
and some responses. A great way to synthesize non-fiction text.

I hope this makes some sense. If someone in your district has purchased the
videos from Stenhouse then look at tape three on Non-Fiction and it will be
much clearer.

Hope this helps! It certainly would utilize your newspaper and is
multi-level and fits into reading any Non-Fiction text.
Nelle
++++++++++++++++

Date: Wed, 3 Sep 2003 08:32:00 -0700 (PDT)
From: Kim Sheffield <snowlc@yahoo.com>
Subject: [mosaic]

Deborah,

1st and foremost get "I Read It, But I Don't Get It"
BY Cris Tovani. She teaches high school and in a
placement that sounds like yours...although being a
2nd grade teacher I got an amazing amount of learning
from it too.

Kim Sheffield
Literacy Coordinator
Newark, CA
++++++++++++++++++++

From: <jean247@cox.net>
Subject: Re: [mosaic] Non-fiction Reading: A success story!!!
Date: Wed, 3 Sep 2003 18:26:46 -0400

Nancy,
Driving home from school today I thought of a way to combine a bit of =
literacy with non-fiction and your frog study fits in nicely. I plan to =
demonstrate this format with my 2nd graders tomorrow on the topic of =
Raccoons prior to reading the Kissing Hand.=20

Step1 Brainstorm what you know about your non-fiction topic onto a chart =
pad.
Step 2 Using the information on the chart create this "free-form" poem =
format.
I LOVE FROGS
I love their__________
I like their __________
Another thing about FROGS_________________
I LOVE FROGS
Depending on the amout of info the students know on your subject, the =
poem can end here or continue on with the same pattern repeating itself.

I am going to try it in lieu of the What I Know graphic organizer. If it =
works, it will be a nice variation on having kids=20
list what they know on our non-fiction topics.

Jean
++++++++++++++++++

From: CAAstle@aol.com
Date: Wed, 3 Sep 2003 19:05:19 EDT
Subject: [mosaic] A Flow Chart to Review 'What Good Readers' Do'

Hi, I have been reading about all of the neat ideas, especially Ginger's
idea of teaching metacognition (thinking about our thinking as we read) for
a few
days before introducing a strategy. So...as a result...I have changed my
thinking about how I begin and am finding myself talking more to the
students
about their 'thinking' in addition to reading text.
One of the things that I did last year and just today with second grade
classes was to review what good readers do. First I asked them to tell me
what
they thought good readers do and wrote down on chart paper their responses.
I
listed all of the fix-up strategies on the left and the other comprehension
strategies on the right. I explained to them that the fix-up strategies
helped
them to figure out words (surface structure) and the other strategies which
were
the connections (t-s, t-t, t-w,) visualization (sensory image), and asking
questions were comprehension strategies (deep structure). These strategies
(ones they are familiar with) were the strategies that we use to help us
understand what the text is saying.
Then...on another piece of paper I wrote at the top 'What Happens When We
Read'. I then begin a flow chart with numbers and arrows. ( I tell the
students that now we are going to pretend that we are reading a book.) I
ask... what
do we do first when we read? They eventually say get a book. So, I write
number 1 and get a book on the chart paper and then draw a little picture of
a
book. Then I draw a line with an arrow at the end and say, what do we do
next?
They might say - open the page or read the title. I write number 2 and draw
a
picture of the book and write Read the Title of the Book on the chart paper.
Then I draw an arrow to number 3. Now what happens? The students say
'Start
to Read'. I write Read the Page, draw a picture a person reading a book,
draw a line and an arrow to number 4. Then what happens??? They will need
proding..what happens when you are reading? what are you thinking? Then
they might
say I get a picture in my head, so I write that down and draw a stick figure
with a picture coming from his/her head. Then I continue with the flow
chart
drawing a line with an arrow to number 5. What happens now. Read again.
then what happens? I made a connection..etc. until they have used up all of
the
ideas they can think of and you are at the end of the chart. Then they
close
the book. The End. After this, ask them if they knew they were doing all
of
these things while reading? They are so amazed.... It is an eye opener.
It
is hard to explain this without giving you a visual to look at, but hope
that
I explained it enough so that you can get the general idea.
A book that I modeled with is "The New Kid" by Katie Couric It is great
for
I wonder.... and for Text to Self Connections. It is about a boy (Lazlo)
who
is in a new school and he is in the second grade. (The structure of the
book
is story form but every sentence rhymes.) It is a good book for showing
feelings and character - demonstrating compassion and empathy.
Carolyn
+++++++++++++++++

From: "Reading" <reading@cfl.rr.com>
Subject: [mosaic] re Giver and...
Date: Wed, 3 Sep 2003 20:34:33 -0400

I didn't read the prior post about the Giver so please forgive me if this is
off-topic.
This was the first whole length book I had my students read the first year I
tried out the strategies in MOT.

After we finished reading the book, I had my students (for a literary fair
project) create their own "Utopias." I had guidelines such as, they had to
give it a name, come up with some kind of governance, form of money, laws,
leaders, etc. but mostly I left them to their own devices. (This was 8th
grade.)

It was truly amazing what they created! They put their information,
pictures, etc. on one of those three-fold science board type things and we
displayed them at the fair.

Most of the students agreed that it was the "best" thing we did during the
year. All seemed to enjoy it. I know I did.

Kim
++++++++++++++++++

From: MEHitzel@aol.com
Date: Thu, 4 Sep 2003 00:30:40 EDT
Subject: [mosaic] (mosaic) metacognition bookmarks

Hi everyone! I'm at home reading tonight and came across an idea that I
think will help with my metacognition unit. I am so anxious to move on to
schema/connections, but I'm trying to keep myself focused on going slow and
gradually
releasing responsibility. Many, many of my students struggle with
comprehension. If I can just begin to get them to become aware of their
thinking and of
when comprehension breaks down, it will be a huge step. I know I am laying
the groundwork for later sucessful strategy work. Well, here is the
bookmark
idea and it's not mine, but something I just read in Supporting Struggling
Readers by Dorothy Strickland. I've made two-sided bookmarks. Each side is
divided into half. The four prompts are "Words that are new to me . . ."
(We've
been working on unknown word strategies), "I stopped reading to think about
. .
.", "I was confused when . . ." and "I reread when . . ." (We just got to
rereading as a fix-up strategy today). Anyway, this idea might not be new
to you
guys, but it seemed like a great way for me to get a peek into their
thinking/self-monitoring as they read. I plan to keep these in their
literature logs
as documentation.
Martha/4/5/az

P.S. I know everyone is really busy with the beginning of school, but don't
forget to share what's going on in your classrooms. We learned so much from
each other this summer, let's not let it stop!
++++++++++++++++

Date: Wed, 03 Sep 2003 22:14:36 -0700
From: Carol Lau <cllc@comcast.net>
Subject: Re: [mosaic] Non-fiction Reading: A success story!!!

I enjoyed reading about your class project and reading their booklet.
How did you avoid duplicating information? Carol
+++++++++++++++++++

Subject: [mosaic] (mosaic) All School Gradual release
Date: Thu, 4 Sep 2003 10:26:29 -0500
From: "WOLCOTT, GREG" <WOLCOTTG@woodridge68.org>

I am an elementary school principal who is trying to increase reading =
comprehension throughout the building by implementing the strategies =
from Mosaic of Thought. I will be using the gradual release method and =
would appreciate any input from others who have taken part in similar =
initiatives.
THANKS!

Greg Wolcott
Principal
Edgewood Elementary School
7900 Woodridge Drive
Woodridge, IL 60517
630-985-3603
++++++++++++++++++++++

Date: Thu, 04 Sep 2003 11:15:00 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] A Flow Chart to Review 'What Good Readers' Do'

Carolyn,
This is fantastic. I'm saving it for reference. I just had one
thought: maybe you could
take them a step further. What do they do after they close their
book?? This would
elicit (maybe with a little help from you) that good readers recommend a
book, look for
another book by the same author, think about the ending, etc.
Elisa
++++++++++++++++++++

Date: Thu, 04 Sep 2003 11:24:35 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] (mosaic) All School Gradual release

Welcome, Greg! It's always good when principals take an active interest
and involvement in curriculum issues.
Elisa
+++++++++++++++++++

Date: Thu, 4 Sep 2003 11:31:43 -0500
Subject: Re: [mosaic] (mosaic) All School Gradual release
From: carol carlson <carlsonca@dist102.k12.il.us>

It's wonderful that this initiative is supported by a principal!
Do you have any time for staff development? A time when all the
teachers can receive training or read the text.
When a former district implemented the Strategies that work, we
introduced a strategy per month. The literacy coaches created and
provided teachers with a binder explaining the strategy, a graphic
organizer, and a bookmark. There was more in it, but this was before
Strategies that Work was published. The biggest hurdle was that the
literacy coach only had 1/2 hour per week to meet with teams and this
was done before school. We were available to model strategies in
teacher's classes, but little was done if teachers didn't use the
strategies.
It was too much a top down decision. Do your teachers understand why
they should be using the strategies?
This will be a growing year for you , and teachers have to know they
will be allowed to fail in this risk taking. We teachers hate to fail,
but are more willing to take risks if we know we will be supported.
Good luck,
Carol
++++++++++++++++++

From: "Tena Flanagan" <tflanagan@colbertcountyschools.org>
Subject: [mosaic] Stretegy notebook question
Date: Thu, 4 Sep 2003 14:17:48 -0500

Carolyn,
I hate to post this to the MOT ring, but my computer is blocked by aol =
for some reason and I have a question. I want to use school money to =
purchase your comprehension strategy notebook and the only way they can =
release funds is through a purchase order. Will you accept POs? You may =
reply in private at tflanagan@colbertcountyschools.org
Thanks,
Tena
+++++++++++++++++

From: "Wave Stonerock" <wavelee9@pacbell.net>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Thu, 4 Sep 2003 17:00:47 -0700

Have you read When Kids Can't Read What Teachers Can Do by Kylene Beers? =
( A
Guide for Teachers 6 -12)
+++++++++++++++++++

From: Abcde1142@aol.com
Date: Thu, 4 Sep 2003 20:46:40 EDT
Subject: [mosaic] Gradual Release

Good Evening,

You don't say if this is your idea or some of your staff. If it is
your idea, you have a big sell job ahead of you.
My District mandated that the first and second grades were going to
be
trained at Lesley for Guided Reading. In two of the schools, everyone, but
one went for the training and are using it. The third school's principal
doesn't buy into it so her school hasn't been trained.
I am a fifth grade teacher who loves the guided reading/comprehension
program. Personally, I think it is important to use with fifth graders due
to
the wide range of reading level. I pursued it and asked for the training.
Another teacher at my level has been following sort of the four blocks
method.
Between the two of us, we have been talking about how well the students are
doing. Now the fourth grade teachers are coming to us asking about the
program
and what to do. We are sharing ideas.
When I talk about it to other teachers, I ask them when was the last
time that someone gave them questions to answer when they finished reading a
book. That really gives food for thought. Then I tell them what I have
been
doing with my students and the success the students had last year. The
other
fifth grade teacher adds her feelings about the program.
What someone else suggested about doing a strategy a month is a good
idea. Except for the diehards, the rest of the staff will start buying into
it.
A couple of good books to read besides MOT are 7 Keys to
Comprehension
and Reading Essentials. 7 Keys will give parents and teachers an
explanation
of Guided Reading and the strategies. 7 Keys is user friendly. It not only
has ideas for the parents but for teachers to use with the students.
Reading
for Meaning is more for lower grades but is excellent. STW has the tendency
to confuse people unless they are really into the program. I found Guided
Reading for Grades 3 - 6 by Anthony Fredericks. It has materials that can
be used
to do a form of running records and related questions that follow Bloom's
Taxonomy.
When I work with the kids, I use the Bloom's questioning areas to
build their skills. Right now I will have six groups working. I wanted the
groups small as I have the SPED kids this year. Tomorrow I will decide on
what
books I will use with each group.
For the minilessons, I use strategies from STW, plus two books Guided
Comprehension. Again these two books are better for upper elementary. My
lower elementary colleagues tell me that the strategies are watered down and
lose
their effectiveness.
I purchased the books myself, but have been telling everyone to feel
free to use them.
If you meet resistance, start with those teachers who will listen.
Word will spread. Then people will be ready to adapt.
I had thought about retiring until I found this program. I feel as
though I am teaching reading/language arts for the first time in 39 years.
It
is exciting seeing the kids enjoying reading and making the connections
while
they are reading. I am sorry to be at the end of my career so that I won't
see
the progress and success of the program.
Have fun!
Alexa
++++++++++++++++++

From: "Andy & Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] great site
Date: Thu, 4 Sep 2003 22:18:17 -0500

CHECK THIS OUT!!!!
http://www.reynlow.com/Tide/MainEnglish/main_english.aspx
+++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] new addition to the TOOLS page
Date: Fri, 5 Sep 2003 20:33:13 -0500

I have just added Martha's photo of her "Robert the Reader". Go to:
www.u46teachers.org/mosaic/tools/tools.htm

and look under lesson plans. You'll have to skim down to the lesson
contributed earlier about "Robert the Reader" by Kimberly and Marcia. Under
that, you will find Martha's photo.

Enjoy!!

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

From: RKCTEC5@aol.com
Date: Fri, 5 Sep 2003 21:56:28 EDT
Subject: Re: [mosaic] A Flow Chart to Review 'What Good Readers' Do'

Hi Carolyn,
One more step that I have now begun to add is a picture walk, to come
between
your steps 2 and 3. The children go through the book, page by page, trying
to understand as much as possible about the book from the pictures prior to
reading. It really helps with predicting. Once we have talked about what's
going on in the pictures, we then read. I just started doing this, and it
really
seems to draw the kids into the text better, helping them to be better
listeners and attenders.
Ruby
+++++++++++++++++++++

From: Creecher12@aol.com
Date: Sat, 6 Sep 2003 02:43:05 EDT
Subject: Re: [mosaic] A Flow Chart to Review 'What Good Readers' Do'

In a message dated 9/5/03 9:58:18 PM Eastern Daylight Time, RKCTEC5@aol.com
writes:

> One more step that I have now begun to add is a picture walk, to come
> between
> your steps 2 and 3

Hi Ruby,
I do picture walks too, but not all the way to the end. You don't want the
kids to find out how the book ends before they read it and spoil the ending!

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

From: RKCTEC5@aol.com
Date: Sat, 6 Sep 2003 10:12:10 EDT
Subject: Re: [mosaic] A Flow Chart to Review 'What Good Readers' Do'

I had been wondering about that very question, and about the time it takes
to
do each page, so I kind of naturally fell into not doing the whole book
because of time, but you've given me another reason. Thanks Nancy.

Now I'm thinking about what most adults do. Some of us are probably last
page
readers first, and some like me, dare not because we don't want to know.
Probably a preference thing, and probably best to leave it up to kids to
decide
that rather than model our own preference.
Ruby
++++++++++++++++++

From: Creecher12@aol.com
Date: Sat, 6 Sep 2003 12:29:35 EDT
Subject: Re: [mosaic] Robert the Reader

I normally wouldn't send this to the whole list, but I can't find Martha's
email address.
This is terrific and very creative. I don't have the bulletin board space to
put up something similar, so I just printed a great big picture of Martha's
Robert and I'm going to show it to the class.
Thanks Martha! And Thank you Ginger for putting it on the website.

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

Date: Sat, 6 Sep 2003 10:31:46 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] Robert the Reader

I love it too! I will take a copy to our art teacher on Monday and ask him
to work up a Robert the Reader for our school bulletin board since STW is
our schoolwide instructional goal this year. Thanks a lot.

I also love Ms. Fix-It and will take this to our kinders, first and second
grade teachers. I think they'll love it.
Nelle
++++++++++++++++++

From: deborah a devine <debthereb@lightfirst.com>
Date: Sat, 06 Sep 2003 14:25:20 -0500
Subject: [mosaic] Robert the Reader Meets Patti the Math Problem Solver

After reading about Robert the Reader, and looking at the tools page
photograph of him, I MUST CREATE Mary the Mathematician. I believe we
must model to children learning powerful mathematical thinking rather
than a collection of procedures for carrying out calculations.
If anyone has any suggestions for Mary, let me know either on the
listserve or at debthereb@lightfirst.com I'm putting on my thinking
cap this weekend. Can't you just see both Robert and Mary in your
classrooms?
Deborah the Mathematician
+++++++++++++++++++

Date: Sat, 06 Sep 2003 15:20:21 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Robert the Reader Meets Patti the Math Problem Solver

Words like analyze, apply, process, understand, communicate come to mind.

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

From: "Mark and Ronda Elam" <rjelam@mchsi.com>
Subject: Re: [mosaic] Robert the Reader Meets Patti the Math Problem Solver
Date: Sat, 6 Sep 2003 15:51:37 -0500

I think it's REALLY great that "Robert" and "Mary" will be ANTI-sterotypes..
with "boys to reading as girls to math" gaps are usually such the
sterotype..
++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Learning Along the Way
Date: Sat, 6 Sep 2003 17:36:39 -0500

Marilyn sent this to me to post.
Ginger
+++++++++++++++++++

I know that there are literacy coaches, staff developers, mentors, etc. who
read the listserve and are always looking for new approaches to help
teachers. I just read a great book, Learning Along the Way by Diane Sweeney
(available from Stenhouse Publishers). Diane worked along with Ellin Keene
and the PEBC so the book has very familiar “voice.” We have so often
discussed observing other teachers as a way of learning. Diane suggests
that the leader lead a discussion beforehand and a debriefing afterward.
The observer should take notes using a two-column note format with
observations on one side and questions/reflections on the other. Here is
the part that was new to me: observations should take place over a 4 day
span of time to be effective! She contends that on the first day, it is
hard for the observer to get past the organization of the classroom and
focus on the instruction. I had such a “ah-ha!” moment when I read that.
Last spring several teachers and I went to observe Sandi and Ginger in U46.
When we debriefed, it didn’t seem as if the teachers’ questions were so
focused on the instruction, but rather on the organization of the
classrooms. If we had come back at least one more day, they would have
focused on the instruction. Now I am going to center my efforts at having
teachers in my district who need help with literacy skills and strategy
instruction observe teachers that are accomplished in those areas for at
least two days. I hope those of you who are in a position to effect change
in teachers consider reading this book and using some of her ideas.

Marilyn Williams
+++++++++++++++++++

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