"We did a workshop with two teachers in Spokane washington who are
connecting author craft through six traits to schema.
They model a comprehension reading strategy and then with gradual release
model, continue with a matching writing strategy as they introduce a new
comprehension strategy."
I would love to hear more details about this - what were the matching
writing strategies? Is there a website to visit?
Donna
++++++++++++++++++++++++++++++++++++++
From: Jean247727@cs.com
Date: Mon, 2 Sep 2002 10:22:55 EDT
Subject: Re: [mosaic] Mosaic and Six Traits Writing
Melanie and Donna,
I am also combining my MOT strategies and my 6 Trait strategies. I began
teaching both last year and found they often are intertwined. My plan is to
begin Shared reading with connections and my Writing focus is going to be
Ideas. While I am involved in Shared reading and discussing "schema"
the
autors ability to develop ideas is discussed. Modeling, modeling, modeling
is
the key! I plan to use Norman Bridwell and Kevin Henkes for my beginning
Author Studies. I am looking for a good chapter read-aloud if you have any
suggestions. Last year I read the Magic Tree House Mysteries and I do have
the whole set available but I was looking for something a little different.
Jean
Grade 2
Melanie and Donna.
What grade level do you teach?
+++++++++++++++++++++++++++++++++++++
From: Jean247727@cs.com
Date: Mon, 2 Sep 2002 10:27:07 EDT
Subject: Re: [mosaic] Let's start talking!
Ginger Wrote: nWhat do you all think? I am SO CURIOUS as to how you all
start
off your
school years with your comprehension work. Some of you have been in school
for a while. Some are just getting started.
I read Debbie's book this summer and still review it daily. The book and
your
inspirational reports are really revving me up to get started this coming
Tuesday. Last year was my first year teaching the strategies so I am still
very new at it. My fear is that my enthusiasm for teaching might cause me to
go to fast so I was happy to hear you remind me to slow down. I will begin
the year using the term schema. I teach 2nd grade and last year the kids
caught on to the meaning of the term and used it comfortably. I am hoping
that will take place again. Making connections to self will be my first
focus. Author schema and finding the author's "fingerprints" will
also be a
focus. We are doing an Author Study of Kevin Henkes to begin the year.
I copied the Lit. Cir. jobs that were on the list and I want to enlarge and
laminate them to poster size so they can be used as visuals as I
s-l-o-w-l-y-
introduce each of the strategies throughout the year. I will model, model,
model how to use them whole group hoping this will allow the students to use
them more comfortably and effectively when asked to do so independently or
in
groups. (Don't worry. I will only introduce the students to the job/strategy
that we are practicing.) These are my thoughts but I always welcoming any
positive ideas from the wealth of experience we have on this list.
Happy first day to those of you starting this coming week!
Jean
+++++++++++++++++++++++++++++++++++++++
From: JLabar1026@aol.com
Date: Mon, 2 Sep 2002 10:34:43 EDT
Subject: Re: [mosaic] schema
I am going to check schema right now on Google. I see schema as relating=20
directly to prior experience. I see schema as largely categorical. I=20
visualize schema like a cabinet or a hardware store with a storage system=20
that has many, many drawers for little screws and nails.
For example-my schema (education)- social science -- reading -- special=20
education-would contain three main drawers for learning. Within each
drawer=20=
I=20
have sub drawers. I see background knowledge as very much a part of
schema=20
that helps us to make predicitions and comprehend.
I have seen countless films. Therefore my ability to predict the outcome
is=20
very high. Plus I have quite a few years on my side, as well.
Let me check Google -=20
Piaget:
For example, an infant knows how to grab his favorite rattle and thrust
it=20
into his mouth. He has got that schema down pat. When he comes across
some=
=20
other object -- say daddy=E2=80=99s expensive watch, he easily learns to
tra=
nsfer his=20
=E2=80=9Cgrab and thrust=E2=80=9D schema to the new object. This Piaget
cal=
led=20
assimilation, specifically assimilating a new object into an old schema.=20
When our infant comes across another object again -- say a beach ball --
he=20
will try his old schema of grab and thrust. This of course works poorly
wit=
h=20
the new object. So the schema will adapt to the new object: Perhaps, in=20
this example, =E2=80=9Csqueeze and drool=E2=80=9D would be an appropriate
ti=
tle for the new=20
schema. This is called accommodation, specifically accommodating an old=20
schema to a new object.=20
There are two other key Piagetian concepts: schema and equilibration.
Schema=
=20
refers to organized knowledge used to guide action.=20
All human beings possess categorical rules or scripts that they use to=20
interpret the world. New information is processed according to how it
fits=20
into these rules, called schema. These schema can be used not only to=20
interpret but also to predict situation occurring in our environment.
Think,=
=20
for example, of a situation where you were able to finish another person=E2=
=80=99s=20
thoughts, or when someone asked you to pass that "thingamabob." Schema=20
Theorists suggest that you used your schema to predict what you
conversation=
=20
partner was going to say and to correctly interpret "thingamabob"
as the=20
hammer needed to nail something into the wall.
Information that does not fit into these schema may not be comprehended,
or=20
may not be comprehended correctly. This is the reason why readers have a=20
difficult time comprehending a text on a subject they are not familiar
with=20
even if the person comprehends the meaning of the individual words in the=20
passage. - Sharon Widmayer
Vygotsky believed that this life long process of development was dependent
o=
n=20
social interaction and that social learning actually leads to cognitive=20
development. This phenomena is called the Zone of Proximal Development.=20
Vygotsky describes it as "the distance between the actual development
level=20
as determined by independent problem solving and the level of potential=20
development as determined through problem solving under adult guidance or
in=
=20
collaboration with more capable peers" (Vygotsky, 1978). In other words,
a=20
student can perform a task under adult guidance or with peer
collaboration=20
that could not be achieved alone. The Zone of Proximal Development
bridges=20
that gap between what is known and what can be known. Vygotsky claimed
that=20
learning occurred in this zone.
Anyway- I think that Piaget and Vygotsky really lay out the schema thing.=20
Vygotsky really helps us understand when schema is fragmented or needs=20
support or scaffolding. I really think the question that needs to be
teased=
=20
out is how to understand or assess the schema of a student related to a=20
particular topic and then how to build it or expand it.
Once again. . . I see EBAy-yellowpages, Dewey decimal system, or Hannibal=20
Lector's memory palace as good examples of the set of drawers that
illustrat=
e=20
schema. Vygotsky really illustrates how a lot of conversation and social=20
interaction affects learning.
Thanks Kendra.
BG
+++++++++++++++++++++++++++++++++++++++++++
From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] Mosaic and Six Traits Writing
Date: Mon, 2 Sep 2002 08:26:10 -0700
Hi, Donna and Jean,
First, I am teaching fourth grade this year. I am also beginning with
Schema and Ideas. I am merging discussions of read-alouds, integrating
strategy discussion with the writing trait. We read Gila Monsters Meet You
At The Airport the first day, and discussed schema and the ideas the author
wanted to convey. We then read The Red Ribbon, and did the same thing. My
students are finishing their first writing assignment next week, a personal
narrative about what they consider to be the most important thing about
themselves, with a focus on ideas in the prewrite and revision portions of
the writing process. I am feeling pretty good about it, and it sounds like
you are both beginning with the same two strategies/traits. I am eager to
hear where you go from here!
Ginger, The six traits of writing are Ideas, Organization, Voice, Word
Choice, Sentence Fluency, and Conventions. As good readers use the reading
comprehension strategies to improve their reading comprehension, good
writers use the six traits to improve their writing. The traits are taught
and modeled through good literature, much the same as the reading
comprehension strategies are, and applied and practiced within the context
of the writing process. You can find more detail by searching the Internet.
Materials are available from Write Source.
Melanie Perkins
++++++++++++++++++++++++++++++++++++
Date: Mon, 2 Sep 2002 08:29:01 -0700 (PDT)
From: Rachel Miller <millerr0809@yahoo.com>
Subject: [mosaic] Reading & Writing Wkshps
Thank you for the suggestions on the R & W workshops.
I was thinking everyday for both would be more
beneficial also. I just purchased the book you
mentioned, but haven't had a chance to dive in yet! I
actually have been reading Fletcher's book on the
Writing Workshop and I like the way he lays it out.
I'm thinking of starting with schema and working my
way into questioning and then determining importance.
What do you other people start with?
Rachel
Grade 4
+++++++++++++++++++++++++++++++++++
Date: Sun, 1 Sep 2002 21:10:12 -0700
From: ~~~Katharine~~~ <katha@syix.com>
Subject: Re: [mosaic] R & W Workshop
I do a reading and writing workshop every day in 1st grade. At the
beginning of the year they might work for only 5 minutes. The
lessons are a 5 minute mini lesson, about 5 minutes of reading or
writing and about 10 mins for sharing.
By the end of the year I had to struggle to keep both workshops down
to 30 minutes a day.
Katharine/1st/N.California
+++++++++++++++++++++++++++++++++++
Date: Mon, 2 Sep 2002 10:33:20 -0700 (PDT)
From: Beth B <bethkbos@yahoo.com>
Subject: Re: [mosaic] Reading & Writing Wkshps
HI Rachel.....I teach fourth grade, too. Although I am a newbie at MOT/STW,
I will be starting with Schema/Connections, then working my way to
Questioning, Visualizing, Inferring, Determining Importance, and
Synthesizing. WOW.....it seems like so many strategies to teach in a year.
Do y'all get to all of them in one year?
Beth/4th
++++++++++++++++++++++++++++++++
From: "Pat Watson" <pwatson@sfasu.edu>
Subject: RE: [mosaic] Mosaic and Six Traits Writing
Date: Mon, 2 Sep 2002 13:35:40 -0500
Reply-To: mosaic@u46teachers.org
BG,
I'd love to hear how others think the strategies, etc. are best taught in
secondary. I've just moved from an elementary department to secondary. I
have a whole lot of kinesiology, ag, and music majors. I know it will be
worthwhile for them to learn to teach strategically, but it's kind of a
constant stretch for me at this point.
pat
++++++++++++++++++++++++++++++++++++
From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] DIBELS?
Date: Mon, 2 Sep 2002 16:06:44 -0400
http://dibels.uoregon.edu
++++++++++++++++++++++++++++++++++++
From: "Kathy" <teach@willinet.net>
Subject: Re: [mosaic] DIBELS?
Date: Mon, 2 Sep 2002 15:51:17 -0500
A few DIBELS questions:
Does anyone know of where I can locate the validity and reliability of the
DIBELS assessment? I took a two day workshop on DIBELS two years ago. I
asked the instructor (Roland Good, himself - the professor associated with
DIBELS) and he really couldn't give me a complete answer.
Does anyone know much about the new 3rd grade reading comprehension piece?
Does it assess higher than 3rd grade? Or just stop at the 3rd grade reading
level? If that is the case, wouldn't another diagonstic measure (such as the
BRI, DRA, Burns/Row, etc...) be a better use of a teachers time?
Thank you.
+++++++++++++++++++++++++++++++++++
From: "Lois Driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] DIBELS?
Date: Mon, 2 Sep 2002 17:52:43 -0700
I've just been with a team of reading specialists in the city schools
who have "dibeled their brains out" in 11 schools grades k-3, so I'm
feeling like the authority--ha!
Go to http://dibels.uoregon.edu/
Download the 6th edition. We only tested the 3rd graders for fluency,
however their is a retell test on there now. This year only our Reading
Initiative schools were asked to "dibel", next year it will be state
mandated.
Lois
rs/Al
+++++++++++++++++++++++++++++++++++++++++
From: "btillman" <btillman@farmerstel.com>
Subject: Re: [mosaic] DIBELS?
Date: Mon, 2 Sep 2002 18:43:53 -0400
Although the Dibels only goes to third grade, Dr. Carrie Hancock, who
trained us this summer, sent me additional passages through the eighth
grade.
To me, Dibels is a good measure to benchmark, with additional testing given
to those who fall below the benchmark into areas of concern. The fact that
the assessments only take 1 minute makes it a quick assessment for everyone.
I would definitely use other measures for students at risk.
Although I don't know about the validity and reliability, I know that the
test is on the list of approved assessments (IDEA).
Cece/LC/GA
++++++++++++++++++++++++++++++++++++++
From: Frer2@aol.com
Date: Tue, 3 Sep 2002 19:33:49 EDT
Subject: Re: [mosaic] The Great Brain
Just got in on the tail end of this but if you are talking about The Great
Brain books I know they are still being published because we had some title
money and I ordered some and got them. They came highly recommended.
+++++++++++++++++++++++++++++++++++++
From: "andrea smith" <ars49@attbi.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Wed, 4 Sep 2002 01:06:24 -0700
Donna,
An example is "Determining importance which is followed by supporting
details, ideas and content in 6 traits...They did writing with a character
study and developed their own strong characters in their writing.. Another
is questioning using questions to do research reports....connected to
organization -6 traits. Visual images painting a picture - word choice 6
traits..anyway it's a large document if you will send me an address I will
mail it to you
Andrea
++++++++++++++++++++++++++++++++++++++
From: MEHitzel@aol.com
Date: Wed, 4 Sep 2002 08:39:43 EDT
Subject: [mosaic] re: six traits/strategies
Andrea,
What is the document you will be mailing to Donna? I think I missed that
part. I also teach 6 traits in my classroom and am very interested in the
idea of cooridinating my teaching of them with that of the comprehension
strategies. I've just begun modelling text to self connections. I read
Something to Remember Me By and shared my personal connections. Today, I am
going to read A Cabin Up North (my family spends a week every summer at a
cabin on a lake in Canada). In writing, we spent time yesterday
brainstorming what we think the traits of good writing are. Today, I am
going to read If You Were A Writer by Joan Lowery Nixon - a story I came
across in our school library while I was pulling picture books for our
strategy lessons. From there we'll begin a more formal study of Ideas. I
know this site is for the reading strategies but I'd love to hear more about
connecting them with my writing instruction.
Martha4/5/AZ
++++++++++++++++++++++++++++++++++++++
From: Beth B
> Reply To: mosaic@u46teachers.org
> Sent: Wednesday, September 4, 2002 3:49 PM
> To: MOT Listserve
> Subject: [mosaic] Novel & Story Map Question
>
> Hi! Hope everyone's year is off to a positive start!
>
> Need your help.....Can you tell me what your thoughts are about having
> students complete a story map each time they read a classroom novel (whole
> class or lit circle novel only...not SSR)? The story map I use includes
> brief sentences about characters, setting, problem, 8-10 main events, and
> solution. In the past, I have had students complete this form after
> reading a few chapters (for example, they would fill in a few main events
> after reading every few chapters). Now, I am rethinking that it is not
> worthwhile, and also it's VERY time consuming. Please give me your
> thoughts/opinions about this and whether or not you use this type of form
> with your students!!
>
> Thanks so much!!
>
> ~Beth/4th
+++++++++++++++++++++++++++++++++++++
From: "Sheila Felber" <sfelber@cox.net>
Subject: Re: [mosaic] Novel & Story Map Question
Date: Wed, 4 Sep 2002 21:29:51 -0700
HI,
I think Story Maps have their place, as all organizers do. But, I =
think you are on the right track this year with not requiring them after =
every book. In essence, they are an updated version of an outline-which =
I recall wasn't always that helpful in remembering the story, though I =
did learn the terms plot, scene, etc. One of the most important parts =
of literacy we can teach our children is to love reading. Perhaps a =
discussion or a jigsaw about the literature will suffice for your =
accountability needs after some readings.
Not a very MOA answer, but nevertheless, it makes sense to me to include =
here.
Sheila
+++++++++++++++++++++++++++++++++++
From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] Novel & Story Map Question
Date: Fri, 6 Sep 2002 09:45:18 -0700
Whenever I assign work to students, I ask myself if I would be willing to do
it. If the answer is "no," then there had better be a very good reason
to
ask them to do it, or I toss it. I would certainly not like to do a story
map for every book I read. Would you? Why not create a whole-class story
map to teach the elements of story, and do it every once and a while to
reinforce? It would accomplish the same thing, be less time consuming, and
for sure be less tedious.
Melanie Perkins
++++++++++++++++++++++++++++++++++
From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Fri, 6 Sep 2002 09:47:17 -0700
I totally agree that determining importance and the trait of ideas are a
good match. We are starting our first research project next week, and I
will be blending ideas and importance of text in the course of that study.
Melanie
+++++++++++++++++++++++++++++++++++
Date: Fri, 06 Sep 2002 22:00:19 -0400
Subject: [mosaic] Using Story Maps
From: Mary Phillips <mpinga@ix.netcom.com>
I think story maps are very useful tools, and that students should learn to
use them well. However, there are so many other things you could be
teaching them about story narratives. How does the writer use dialogue?
Descriptions? Similes? Metaphors? Why does he or she choose to use
certain words rather than others? What are we learning about the major
character or characters as the story progresses? Do they change? How? How
does the writer handle the passage of time? These are just a few things I
think about when I read. We should help students be aware of the literary
tools writers use and how they use them. That will help our students become
better writers. I would teach the story map thoroughly and then begin to
introduce other elements. I would certainly return to the story map from
time to time. It is important to continually reinforce what we've already
taught, but we have to use judgment based on our students' responses.
Hope this is helpful.
Mary
++++++++++++++++++++++++++++++++++++++++
From: "Ellin Keene" <ellinkeene@earthlink.net>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Mon, 9 Sep 2002 22:18:29 -0600
Greetings, all. I'm going to step into the conversation for a brief
moment -- I do enjoy reading your comments and am so sorry I have the chance
to step in only rarely. I have done a couple things that might be helpful
to you in terms of writing connections to Mosaic and am happy to share them
via attachment. My great friends in Newark, CA may have already seen some
of this stuff as have others. . . but just in case . . . My colleagues at
the PEBC in Denver and I generated a list of learning outcomes for each
strategy for reading and writing so that people can provide simultaneous
instruction in reading and writing strategies. I've attached those.
I've also done a quick review of the research in writing to try to make
theoretical links between strategy instruction and writing strategy
instruction. There isn't too much out there, but a brief overview of the
linkages is attached as well. I hope these are helpful and I hope everyone
is off to a great start to the school year. My very best to all,
ellin keene
***Ellin's ATTACHMENTS are now located on our "Teaching Tools" webpage at http://www.u46teachers.org/mosaic/tools/tools.htm*****
++++++++++++++++++++++++++++++++++
Date: Mon, 9 Sep 2002 08:49:52 -0700 (PDT)
From: Kim Sheffield <snowlc@yahoo.com>
Subject: [mosaic]
Andrea Smith,
I would love to look at what you have in regards to
6+1 Traits and MOT strategies. Would you mind
emailing them to me also? snowlc@yahoo.com
I am a literacy coordinator and our staff is beginning
to look deeply at writing using these thinking
strategies. I would appreciate it very much.
Thank you,
Kim Sheffield
Literacy Coordinator
Snow Elementary
Newark, CA
++++++++++++++++++++++++++++++++++
From: "Sheila Felber" <sfelber@cox.net>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Tue, 10 Sep 2002 19:12:52 -0700
Hi,
I appreciated reading "The Connections Between Reading and Writing",
however, I'm not familiar with the 6 language systems. Can you please
elaborate.
Thanks,
Sheila
++++++++++++++++++++++++++++++++++++++++
From: "Donna Baker" <baker@sprint.ca>
Subject: [mosaic] Thank you Mr. Falker
Date: Wed, 11 Sep 2002 05:11:45 -0400
I have started my strategy study of Making Connections (schema) in my grade
5 class and just finished reading a powerful book - Thank You Mr. Falker --
for those of you who are unfamiliar with the story, it is based on the
author, Patricia Polacco's real struggle with reading and how a certain
teacher helped her. One of my struggling students really connected to this
book, and the students in my class were starting to get the idea. Early
days yet, but if you have not read this book - you have to get it.
Donna
++++++++++++++++++++++++++++++++++++++++++++
Date: Wed, 11 Sep 2002 05:56:44 -0400
From: "Joan Anderson" <andersonj@bcschools.net>
Subject: Re: [mosaic]
Andrea,
I am interested in your 6+1 Traits and MOT strategies. Please email
them to me also. Thanks.
>>> snowlc@yahoo.com 09/09/02 11:52 AM >>>
Andrea Smith,
I would love to look at what you have in regards to
6+1 Traits and MOT strategies. Would you mind
emailing them to me also? snowlc@yahoo.com
I am a literacy coordinator and our staff is beginning
to look deeply at writing using these thinking
strategies. I would appreciate it very much.
Thank you,
Kim Sheffield
Literacy Coordinator
Snow Elementary
Newark, CA
+++++++++++++++++++++++++++++++++++++++++++
Date: Wed, 11 Sep 2002 09:57:55 -0500
Subject: [mosaic] additional webpage info
From: weincek_g/vc@dns.u46.k12.il.us
Hi everybody! I have some GREAT news!!!!! Brian and I are ready to
launch the new web page that will gather documents that relate to our
teaching of the comprehension strategies!! You will be able to download
and print whatever is added there. You can access this new page from the
main web site: www.u46teachers.org/mosaic or directly at:
www.u46teachers.org/mosaic/tools/tools.htm Be sure to add the address
to your favorites/bookmarks so you can visit there often as more is
added.
To submit a document all you need to do is send ME and email with an
attachment. (mail to: elephant@foxvalley.net) I am the one who will
upload things to the web page.
So far we have the following categories: Assessment, Lesson Plans,
Worksheets/Reporting Forms (for students to complete to hold their
thinking and graphic organizers, etc.), and Other. I am thinking we may
need a Staff Development category as well. I will be finished adding
what I have so far tonight.
This will be a great opportunity to share what we are creating to use in
our classrooms, with parents, with staff, etc. We won't have to do it
all alone. So start sending me what you want me to add.
Happy Reading!
Ginger
modertor
grade 3
p.s. Don't forget about our online book database
(http://u46teachers.org/mosaic/stratagies.htm) where titles can be added
along with comments about how you use the book in your teaching. Let's
keep adding books as we progress in our teaching this year.
++++++++++++++++++++++++++++++++++++++++++++++++++++++
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