Dear Martha,
Loved that idea of the bookmarks! Do you have the kids write on the
bookmarks themselves or are they writing in a journal?
Kim
8/Reading
+++++++++++++++++++++++
From: MEHitzel@aol.com
Date: Sat, 6 Sep 2003 21:58:16 EDT
Subject: Re: [mosaic] bookmarks
In a message dated 9/6/2003 5:51:18 PM US Mountain Standard Time,
reading@cfl.rr.com writes:
> Do you have the kids write on the
> bookmarks themselves or are they writing in a journal?
>
Right on the bookmark. We had some higher quality white paper donated last
year. Heavier than computer paper, but not as thick as cardstock, plus it
was
free. I'm having them write on the bookmark and then we'll tape it at the
top, so we can flip it up to read both sides, into their lit. log. Not
everyone
did very good using them for the first time on Thursday, and we did
something
different on Friday, but I did have a couple of kids share good examples of
times when they needed to reread or new words. Hopefully, with more of this
type of modelling everyone will start to be more metacognitive. :>)
Martha
+++++++++++++++++
From: Soswes@aol.com
Date: Sun, 7 Sep 2003 11:10:14 EDT
Subject: Re: [mosaic] Learning Along the Way
Marilyn.....thanks for this posting.
I remember the visit to my classroom and you are right....it was questions
on
how did I get started, all about organization....
Although important, the how to of teaching is what is critical...the
conversation! I may have been modeling, but I need the conversation too!
There's
another "aha!" : if its the conversation that helps kids....it's the
conversation that helps teachers!
This year I am in a new district and I am helping a first year teacher. I
am
going to order this book and see if I can get some ideas of how to help her
in her instruction.
Sandi
++++++++++++++++++++++
Date: Sun, 7 Sep 2003 09:01:18 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] A Flow Chart to Review 'What Good Readers' Do'
I've found picture walks before reading the words to be highly
effective. I'd like to add that the teacher needs to be selective
about the words used during the picture walk -- you want to 'feed'
them vocabulary.
For instance, should the words in the story be, "The girl goes to the
store. The girl goes to the bank. The girl goes...." be sure to use
the same words, don't catch yourself saying, "See the girl is going
to the store. And now she is going to the bank." The kids will
often 'read' the words they heard the teacher say.
Just a thought,
Katharine
++++++++++++++++++++++++
Date: Sun, 7 Sep 2003 09:57:12 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] metacognition bookmarks
The bookmarks are a great idea. My first graders are going to meet
these ideas as questions on a chart or the board, so we can
brainstorm answers and have discussions as a whole group.
Thank you for the focus,
Katharine
+++++++++++++++++++++
From: MEHitzel@aol.com
Date: Sun, 7 Sep 2003 14:11:40 EDT
Subject: Re: [mosaic] metacognition bookmarks
In a message dated 9/7/2003 10:39:16 AM US Mountain Standard Time,
katha@syix.com writes:
> My first graders are going to meet
> these ideas as questions on a chart or the board, so we can
> brainstorm answers and have discussions as a whole group.
>
Yes! This is a great idea! I constantly have to be reminded about
gradually
releasing responsibility. I am going to do a read aloud story tomorrow and
have students share their responses and post them on charts with the
headings
listed on the bookmarks. Once again, I've sent them off on their own
without
enough modeling and support first. Thanks!
Martha/4/5/az
++++++++++++++++++++=
Date: Sun, 7 Sep 2003 16:50:34 -0400
From: "Julie Beebe" <jbeebe@irsd.k12.de.us>
Subject: [mosaic] how much time do you all block in for teaching strategies?
Hi Y'all,
I have just finished the first four days of first grade and I am really
looking forward to working with my new students. They have adapted pretty
quickly to our routine so far...
Unfortunatly, I think I'm going to have to change my schedule.
Do you all teach reading in a reader's workshop format? I tried to last
year. I would have a mini-lesson and then send the kids to read while I did
small group guided reading. I didn't feel that the small group instruction
was top quality. I spent too much time on the mini-lessons and then I would
hardly have enough time to meet with guided reading group. I tried to meet
with one group a day and my para met with one. So this year I asked to have
her for a solid hour, thinking we could both meet with 2 groups a day. So I
made my schedule so that I had 1/2 hour for a mini-lesson and conferencing
then 1 hour for groups and 15 minutes for sharing. This is great for the
reading workshop block but now I have to fit in 90 min of math and still
have my phonics and writing blocks and then there is soc. studies and
science. It's not all fitting in.
To top it off, my observation evaluation is scheduled for Sept. 30th. (my
last name starts with B, this happens every year!) I have a new principal
that is really interested in the mosaic strategies and I wanted to have her
come in for my reader's workshop. Later on in the year, she could really
see the kids' thinking but the end of Sept for first grade...I just don't
know. I guess I'm putting pressure on myself about this, but I'm the only
one in my district teaching this way and want others to "come on board".
HELP! please. I know you all will have great advice for me.
Julie
++++++++++++++++++++++
Subject: RE: [mosaic] how much time do you all block in for teaching
strategies?
Date: Sun, 7 Sep 2003 16:21:28 -0500
From: <Deb.Sturdevant@k12.sd.us>
Julie,
I teach in the middle school so I don't know if I can help too much but =
have you thought about making your mini lessons shorter? Maybe not try =
to cover so much in a mini lesson, then you could meet with more small =
groups, kids could also be working in centers while you are working with =
guided reading groups. My mini lessons usually only last about 10-15 =
minutes-sometimes longer but not too often. Just a thought. Deb
++++++++++++++++++
Date: Sun, 07 Sep 2003 16:29:41 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] how much time do you all block in for teaching
strategies?
I spent last week (four days--September) introducing the term Metacognition
and talking about thinking while you read. This week I am moving to Schema,
beginning with connections. My second graders have to keep reading logs,
where they report VERY BRIEFLY on what they are reading. Tomorrow I will
read a big book that is a twist on the turnip story (they pulled and they
pulled...), a story my kids will hopefully connect to having read lots of
versions last year. Tomorrow I will ask them to respond using this prompt:
While I was reading, I was thinking. . .
Maybe with younger kids, you could have them draw a picture. When we meet
to close workshop, we'll share.
Lori
+++++++++++++++++++
From: Soswes@aol.com
Date: Sun, 7 Sep 2003 18:01:30 EDT
Subject: Re: [mosaic] how much time do you all block in for teaching
strategies?
In a message dated 9/7/2003 4:21:44 PM Central Standard Time,
Deb.Sturdevant@k12.sd.us writes:
Julie,
I teach in the middle school so I don't know if I can help too much but have
you thought about making your mini lessons shorter?
I agree....a Mini lesson is just that...mini! It's hard sometimes to keep
it
short and I'm guilty of going over too, but focus on one thing and keep it
short. Remember to use your Read Aloud time for modeling strategies, also.
Sandi
+++++++++++++++++++++++++++
Date: Sun, 7 Sep 2003 15:54:40 -0700 (PDT)
From: Heather Wall <heather_wall_2000@yahoo.com>
Subject: Re: [mosaic] how much time do you all block in for teaching
strategies?
Julie,
I sympathize! It sounds (from your reference to
"blocks") that perhaps you're teaching via the Four
Block method - is that correct? Whether you are or
not, here's what I'm doing in my 1st grade classroom,
which is a 4 blocks class:
I start the day with 30 min. group meeting, when we do
calendar, poem of the week, special person of the day
interactive writing and (if I have time) a read-aloud.
We then have 30 minutes of SSR.
The next 30 minutes is my Guided reading block. I
struggled about this block because I prefer Fountas
and Pinnell's approach to Guided Reading, and not 4
blocks, which teaches reading whole group. So I
compromised. I teach Monday through Wednesday in a
whole group format, and we do big book activities and
mosaic activities here. On Thursday and Friday I have
the kids rotate through stations during this 30
minutes. There are four stations: math, rug reading
(free choice books), seatwork and teacher's group.
The kids go to 2 stations on Thurs and 2 on Friday (15
min. per station). That way I meet with each kid in a
small group during that time.
I didn't feel that was enough time to meet each week
in small groups with my first graders, so at the end
of each day I have 30 minutes for literacy centers.
During this time I pull groups also, every day. I'm
working up to pulling 2 groups per day during this
time. I have 4 groups of students leveled by similar
reading levels. The lowest group I meet with every
day. The second lowest group I meet with 4 days a
week. The third lowest group meets 3 times and the
highest group meets with me 2 times a week.
Of course, I also have a writing block (40 min),
working with words block (30 min), a math block (45
min), specials, lunch and recess.
If you have any questions, feel free to email me. I
know I felt much better once I had my schedule worked
out. Good luck finding the one that works best for
you!
Heather Wall
+++++++++++++++++++
From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: [mosaic] how much time do you all block in for teaching strategies?
Date: Sun, 07 Sep 2003 20:26:16 -0500
My mini lessons last about 10-15minutes. My real teaching is done in my
guided reading groups which last about 15-20 minutes. Most students
need activities changed about every 14 minutes so I try to plan that way. I
try vary my activities each day. You do not need to teach word block
everyday nor writing. You have incorporate writing and words into your
reading activities too. When I do read aloud at the beginning of class, its
just that reading aloud. I want the class to enjoy the text. Later I may
come back and do a think aloud. Some students can only concentrate one
strategy at a time. This seems to work for me. I teach middle school, but my
students are special education. Also I have 43 minute reading periods so I
have to stay focused.
Mary/gr.8
+++++++++++++++++++++
Date: Sun, 7 Sep 2003 18:35:35 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: RE: [mosaic] Learning Along the Way
Everyone who aspires to work with teachers helping them reflect on their
practice, set goals for instruction and demonstrate "best practices"
such as
STW, MOT, WW, should read Learning Along the Way. The book helped me
understand that colleagues can work side by side in a collaberation where
all are "learning together recognizing each others strengths and no one
has
to be the "expert." It also has a great chapter for administrators.
"Byrom, Cherie" <cbyrom@hcbe.net> wrote:I agree with you on
this book being
great. As a literacy coach, it is helping me in my views of observing and
professional development. In my county, we have instructional coordiantors
in all schools. They are reading this book as a book study this year. I am
anxious to hear what they think!
Please tell me how I can post a lesson plan on the site.
Thanks,
Cherie
+++++++++++++++++++
Date: Sun, 7 Sep 2003 19:04:58 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] Robert the Reader
Sherry,
I found it after someone posted this address
www.u46teachers.org/mosaic/tools/tools.htm
scroll down and click on Robert the Reader, you'll see the visual and
Marcia's explanation is there under a link as well.
I saved it all. Let me know if you can't find it and I'll try to send your
personal mail an attachment.
Nelle
SDCTeacher@aol.com wrote:
I don't know how I missed it, but I can't find any mail about Robert the
Reader. Can someone resend this to the site for those of us who might have
missed it? Thanks.
Sherry
++++++++++++++++++
From: CAAstle@aol.com
Date: Mon, 8 Sep 2003 19:15:21 EDT
Subject: Re: [mosaic] A Flow Chart to Review 'What Good Readers' Do'
Elisa, Thanks for the great idea. I will try and get students to think of
that when I do my next flow chart. I also use the chart as an assessment to
see
how much the students know, where they are, and where to go next. Thanks
again for the idea! Carolyn
++++++++++++++++++++
From: CNJPALMER@aol.com
Date: Mon, 8 Sep 2003 19:48:33 EDT
Subject: [mosaic] Introduction
Hi
I just wanted to introduce myself to this wonderful group. I am a reading
specialist and a former first grade teacher in Harford County Maryland and
have
been working with my staff in teaching comprehension strategies. We have had
study groups with Strategies That Work, Mosaic of Thought and Reading With
Meaning. I plug into classrooms to team teach struggling readers and have
had some
success with these students using the strategies discussed in Mosaic of
Thought. I look forward to sharing ideas with teachers from all over the
country.
I am thrilled with what I have already read!
Thanks!
Jennifer
Maryland
++++++++++++++++++++++++
From: JATShaw@aol.com
Date: Mon, 8 Sep 2003 20:52:55 EDT
Subject: [mosaic] Technology Website
Hello! Just thought I'd share this website in case you've not discovered
it.
It is a service of the National Institute of Literacy (NIFL) and has many
great resources for teachers and students. The focus is adult learners but
many
of the sites are pertinent to all ages. All sites posted have gone through
a
selection process, and if you look under "collections" you'll find
many
other
resources on such topics as science and numeracy, learning disabilities, and
technology. Each region of the US has its own special website also : <A
HREF="http://www.allamericareads.org/program/project.htm">
http://www.nifl.gov/lincs/
http://www.allamericareads.org/program/project.htm</A> I found the All
America
Reads site through Northwest LINCS this morning. There you will find an
interesting commentary on reading theory by Kylene Beers, author of When
Kids Can't
Read: What Teachers Can Do which is written especially for teachers of
grades
6-12.
Are any of you using technology to assist in teaching these MOT strategies?
Judy S.
+++++++++++++++++++
From: "Ellin Keene" <ellinkeene@earthlink.net>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Tue, 9 Sep 2003 21:13:49 -0600
I'm so delighted that you are reading Learning Along the Way by Diane =
Sweeny. It's a wonderful glimpse into a part of literacy learning we =
often take for granted -- our colleagues' professional development. =20
I find it ironic that we all express a sincere belief in all children to =
learn at high levels, but frequently, those high expectations don't =
extend to our colleagues. Do we really believe in all of our colleagues =
in the same way we believe in all children? I've caught myself and =
countless others engaged in a blame game of frustration and anger toward =
colleagues at a different stage of growth and development than we. Do =
we really believe that other teachers -- including those who haven't =
sought the same level of professional learning as we may have -- can go =
beyond being mediocre teachers to being superb given the right =
professional development circumstances? =20
Diane's book is a great place to start that conversation.
Best to you all,
ellin keene
++++++++++++++++++
From: MEHitzel@aol.com
Date: Tue, 9 Sep 2003 09:22:39 EDT
Subject: Re: [mosaic] metacognition bookmarks - where?
In a message dated 9/8/2003 9:17:52 PM US Mountain Standard Time,=20
jtd@san.rr.com writes:
> Am still hoping someone might be able to tell me where I can find the=20
> metacognition bookmarks...thank you.
>=20
Hi! I am the one who posted the idea about the bookmarks as one way to
get=20=
a=20
glimpse into my students' thought processes as they read. I'm copying
and=20
pasting that message below for those of you who want to see it again. I
fou=
nd=20
that I expected too much too quickly and have slowed down and retraced a=20
little. Yesterday, I put the four headings on chart paper and did a read
al=
oud=20
story "The Table Where Rich People Sit" by Bryd Baylor and modeled
what
type=
s of=20
things could be put under each heading with some student participation,
too.=
=20
Today, I will give each student their own bookmark again and have them
mark=20=
on=20
it as I do another read aloud. Then, I will have them read with partners
an=
d=20
do a bookmark. Then, based on assessment, I will release them to use the=20
bookmarks individually and do small group work with those who need more=20
instruction. Wouldn't it be boring if we weren't learning right along
with=20=
our=20
students! :>)
Martha/4/5/az
+++++++++++++++++++
From: <john8244@bellsouth.net>
Subject: Re: [mosaic] Fluency
Date: Tue, 9 Sep 2003 18:26:18 -0400
>
> I am presenting a day long workshop in fluency in the classroom. Does
anyone have any sites I might could reference? or pull handouts to give the
teachers?
Thanks in advance
Phyllis 4th grade
+++++++++++++++++++
Date: Tue, 09 Sep 2003 20:17:42 -0400
From: Maureen Morrissey <mobility@optonline.net>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Elin,
thanks for bringing up an issue I've been dealing with off and on for over
20 years in the classroom. Other teachers who do not seem to have the
drive, desire, dedication to improve, whatever it is that I have, cause me
serious anxiety. It seems to me that when one takes on such a serious and
important job, one should be self-reflective, self-critcal and
self-motivated; this has not been the case in many educators I've been
around. In order to not just sit and "kvetch" I have started book
studies,
led inservices and workshops, always keep my classroom open and share ideas
constantly. In return I have had responses ranging from appreciative and
supportive to downright nasty.
Do I believe that others can go from being mediocre to being superb?
Absolutely, if they want to, and absolutely not if they don't. These "nots"
are those who sleep or doodle through workshops no matter the subject, call
everything "another fad" and just keep doing whatever comes easiest.
It's
frustrating! But my door stays open and just like when working in a
building with very needy students, it's always a huge plus when someone does
show signs of positive movement...
Maureen
+++++++++++++++++
Date: Tue, 09 Sep 2003 19:57:22 -0500
From: "Leah Magruder" <Leah.Magruder@gpisd.org>
Subject: Re: [mosaic] Fluency
Hi Phyllis,
My name is Leah and I am new to this group. I am a Reading Support
teacher in Grand Prairie, TX. We have been studying under a woman named
Dr. Judy Gasser and she is phenomenal. Anyway, one of the books we are
studying with her is Supporting Struggling Readers and Writers by
Dorothy S. Strickland, Kathy Ganske and Joanne K. Monroe. Chapter 7 is
on fluency and it is great. I am also doing a staff development for my
school on fluency as I think it is greatly overlooked in the classroom.
I am currently working on a PowerPoint for my presentation and will
share that with you when it is completed.
Check out the book. I think you will like it.
Leah M.
Grand Prairie, TX
Reading Support
++++++++++++++++++++
From: "TJ" <twestmor@bigpond.net.au>
Subject: Re: [mosaic] Fluency
Date: Wed, 10 Sep 2003 11:04:04 +1000
Scholastic has an article on fluency:
http://teacher.scholastic.com/reading/bestpractices/fluency.htm
Also the journal Theory Into Practice (volume xxx no.3) has an entire issue
devoted to fluency.
++++++++++++++++++++
From: "Barbara" <baguzman@mchsi.com>
Subject: Re: [mosaic] Fluency
Date: Tue, 9 Sep 2003 20:38:33 -0500
I would like to know about fluency sites also or handouts as in P. Johnson's
request.
+++++++++++++++++++
From: "bonniesponseller" <fiat76@earthlink.net>
Subject: RE: [mosaic] Fluency
Date: Tue, 9 Sep 2003 21:49:13 -0400
Check the IRA website...handouts from the 48th Annual Convention in
Orlando...Dr.Timothy Rasinski was either the presenter or authored
"Principles of Effective Fluency Instruction."
Bonnie
++++++++++++++++++++
Date: Tue, 09 Sep 2003 22:16:29 -0500
From: Jim & Jan Pettry <jdpettry@erinet.com>
Subject: [mosaic] Fluency
>I am presenting a day long workshop in fluency in the classroom. Does
anyone have any sites I might could reference? or pull handouts to give the
teachers?
>
>
>Thanks in advance
>Phyllis 4th grade
>
Hi,
The International Reading Association has a publication called
Evidence-Based Reading Instruction: Putting the National Reading Panel
Report into Practice, which has four articles on fluency in it.
Teachers in a class I taught this summer "jigsawed" these articles
and
said they really learned a lot about fluency. Here is the link from
reading.org:
Jan in OH
http://newbookstore.reading.org/cgi-bin/OnlineBookstore.storefront/3f5e878c0
34aa3c327171868063e0645/Product/View/460&2D553
<http://newbookstore.reading.org/cgi-bin/OnlineBookstore.storefront/3f5e878c
034aa3c327171868063e0645/Product/View/460&2D553>
++++++++++++++++++
Date: Tue, 9 Sep 2003 19:44:44 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: [mosaic] Maureen and Elin keeping the faith
Maureen,
I hear your "voice" loud and clear! I have a strong T-S connection!
Remember what a spark can do on dry ground. That is my visual... and my
hope and it keeps me highlighting journal articles and hanging them up on
workroom bulletin boards, and copying great handouts and ever so
quietly and suggestively hanging them on the wall behind the copy machine.
Even a little difference is a difference. Keep the faith. It really helps
to be on this site and mosaicteachers yahoo group with dedicated,
reflective, professionals.
This year our administrator is interested. I'll let you know by the end of
the year the impact that can make.
Nelle
++++++++++++++++++++
From: "Reading" <reading@cfl.rr.com>
Subject: [mosaic] metacognition
Date: Tue, 9 Sep 2003 23:29:57 -0400
Hi Everyone!
I too would be quite interested in knowing if anyone is using "technology"
with MOT strategies. I just bought a copy of Inspiration Software and I'm
trying to figure out some clever ways to do just that.
Just wanted to share this: Since the beginning of school I've been
discussing metacognition on and off. (I teach reading to at-risk 8th
graders.) The other day, we were having an exciting conversation about what
we knew and didn't know about black holes, what we thought, etc. One of the
students piped up, "Hey! We're "meta-cog-knitting!" I had to
suppress a
laugh and just said, "Why we sure are, aren't we! Fabulous!" There
were nods
all around.
I live for moments like that. :)
Kim
www.educationoasis.com
+++++++++++++++++++++
Date: Tue, 9 Sep 2003 21:22:21 -0700 (PDT)
From: Peggy Darling <peggy_darling@yahoo.com>
Subject: Re: [mosaic] Fluency
Hello, I have been lurking for a week and I am
enjoying and learning so much from all the smart and
clever folks on this list! I just read RWM and am
halway through MOT. Our whole school is beginning a
partnership with University of Vermont to improve our
students' comprehension. I think this will be a big
year for students getting smarter with reading, for
personal growth, and for professional-collegial growth
at our school!
Re: Fluency
Re-reading can be an important technique for fluency
development. Sometimes my first graders resist
re-reading and need some outside motivation. Two of
my favorite ways to get students to happily re-read:
1) Readers' Theatre can be a great motivator for my
first graders to practice many re-readings 'til fluent
and ready to perform.
Use short poems or scripts with 2-5 parts . . .
No props or costumes, but a few body movements and
facial expressions can be practiced where appropriate
as students get more fluent with the piece. Students
get to perform their read for other students in small
or larger REAL audiences. In most cases, working with
at least one other partner has given the support the
more reluctant performer needs.
2) Use my Ironman wristwatch. Time and record the
students' 1st, 2nd, and 3rd re-reads. Many (not all)
students are motivated by this and really like to
"Beat their best time."
=====
Peggy_darling@nospam.yahoo.com
+++++++++++++++++++
From: "bonniesponseller" <fiat76@earthlink.net>
Subject: RE: [mosaic] Maureen and Elin keeping the faith
Date: Wed, 10 Sep 2003 05:15:16 -0400
The copier idea came to me last year and was a great way to 'share.'
Several teachers asked me to continue posting articles this year...if
they are interested, they can duplicate it, if not......
Bonnie
+++++++++++++++++++++
From: Creecher12@aol.com
Date: Wed, 10 Sep 2003 06:42:16 EDT
Subject: Re: [mosaic] Maureen and Elin keeping the faith *The Cynic
In a message dated 9/10/03 5:14:29 AM Eastern Daylight Time,
fiat76@earthlink.net writes:
> Remember what a spark can do on dry ground. That is my visual... and my
> hope and it keeps me highlighting journal articles and hanging them up
on
> workroom bulletin boards, and copying great handouts and ever so
> quietly and suggestively hanging them on the wall behind the copy
machine.
> Even a little difference is a difference. Keep the faith. It really helps
> to be on this site and mosaicteachers yahoo group with dedicated,
reflective,
> professionals.
>
Okay ladies, I need your words of encouragement here because I am becoming
more and more cynical. I'm just getting tired of seeing lousy teaching. I
feel
the pain of every child in those classrooms, and I'm getting where I just
close
my door and close my eyes because I can't stand the pain of seeing it
anymore.
I was once the same way, the smiling encourager who gently tried to
demonstrate by what I was doing in my own room, suggesting books, leaving
articles
around, but I'm tired of it always being me. There are so many of those out
the
door at the bell, with nothing in their hands but excuses, that I see and
hear
everywhere.
Not just in my building, but did anyone go to IRA last year? Did you see the
mindset of many of those in the exhibition hall?
If teachers were doctors and they were killing patients, we wouldn't be
putting up articles on bulletin boards for our colleagues to hopefully take
down
and read and waiting for a "little difference." I want to be proud
of my
profession again.
Nancy
++++++++++++++++++
Date: Wed, 10 Sep 2003 06:28:21 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Maureen and Elin keeping the faith *The Cynic
For the most part, I feel the teachers in my building are genuinely
interested in doing what is best for children. Our newly contracted
literacy coach---Jackie Robinson, she's from New Jersey or New York, if
anybody knows her--is the right kind of mixture of tolerance and
enthusiasm. Many teachers responded with real enthusiasm to new methods
presented in a year long training last year and ALL were held
accountable to change, regardless of their real opinions. Our coach is
intended to inspire, support and also to ensure that there is no
'backsliding'. By mandate--no worksheets and my principal is ready to
take plan of assistance intervention with resisters. She has been
moving teachers in this direction for three years and figures by
now--you get it or you don't. I look for a retirement or two this
year. The faith is easier to keep when it extends to the level of
administration. Don't get me wrong, some implementation is done without
a belief system or philosophy but is getting harder to cling to
nonproductive methods of teaching.
Nancy, I have been in your position in terms of just feeling discouraged
and ready to give up on my colleagues. What happened? I changed
schools and found that the climate in a building really impacts any
learning and I mean ANY learning. Positive climate can allow for more
learning from kindergarten to the oldest teacher on staff. The climate
in our building fosters a belief in teacher growth, professionalism,
collegiality and friendship. I list friendship last, it happens in
plenty of buildings where teaching is stagnate. But there are buildings
where relationships, working or otherwise, or discouraged and even
attacked! Been there, done that.
My district is not perfect. Our test scores are horrible, our kids live
in abominable conditions, attendance is terrible, parent apathy high,
teacher apathy at the district level is rampant but the level of support
for the kind of teaching I know you wish you were seeing is
overwhelming. In my building, my colleagues make me proud of my
profession every day.
Lori
++++++++++++++++
From: Creecher12@aol.com
Date: Wed, 10 Sep 2003 07:47:51 EDT
Subject: Re: [mosaic] Maureen and Elin keeping the faith *The Cynic
In a message dated 9/10/03 7:25:48 AM Eastern Daylight Time,
ljackson@gwtc.net writes:
> In my building, my colleagues make me proud of my
> profession every day.
Lori,
I wish I were talking building wide. If that was my only concern, I wouldn't
be getting cynical.
Nancy
+++++++++++++++++++
Date: Wed, 10 Sep 2003 06:48:10 -0500 (CDT)
Subject: Re: [mosaic] Maureen and Elin keeping the faith *The Cynic
From: "BILLY TILLMAN" <btillman@farmerstel.com>
It is hard not to get cynical, that is true, and I think each of us as
professionals go through cycles of pessimism and enthusiasm. I think that
if we are to guard against becoming one of those doing harm to children
that we have to continue to grow as professionals. Mailrings like this are
so wonderful for that reason. I can't imagine how teachers did it when
they were the Lone Ranger in the building with no support. It helps to
collaborate with colleagues who share dedication to the profession.
For some we are in a profession, and for others it is just a job. It is
very difficult not to get angry with those who don't seem to care and may
be doing harm to kids. For my part, I decided to become more involved and
educate myself, and now as literacy coach at my school I have a chance to
influence the policy in both my school and the county. I think if you can
bide your time and keep growing, opportunities may arise to have more
influence.
With that comes some frustration both from trying to encourage teacher
change and fighting outdated policies at the central office level that
hamper change and growth. Sometimes "We've never done it this way before"
becomes an excuse and may make the changes slower. But when you see
teachers begin to embrace the changes and see those specific children who
benefit from the growth, your commitment is renewed!
We are in a thankless profession, but looking into the eyes of those
children every day is such a reward. Changing one of their lives affects
many more as they grow to have families of their own. I think we often
want to "fix" (as we southerners say) things for others, and it is
difficult when people don't take responsibility and you can't make them
care if they don't. But my goal is to bloom where I am planted. I can
only be accountable for myself, and I try to always walk the talk by
reading and keeping current. Thanks to all of you for helping me in that
endeavor with your words and ideas.
It is both the best and worst of times to be an educator, but I take pride
in my profession knowing that there are teachers out there striving every
day to make a difference for kids.
Thanks to you all,
Cece
+++++++++++++++
Date: Wed, 10 Sep 2003 06:03:37 -0700 (PDT)
From: roberta berglund <bberglund@rocketmail.com>
Subject: Re: [mosaic] Fluency
You might take a look at the book Fluency: Questions,
Answers, and Evidence-Based Strategies available from
Kendall/Hunt publishers. It has many useful strategies
for use in a workshop setting as well as good
background information. Contact droth@kendallhunt.com
for more information.
++++++++++++++++
Subject: RE: [mosaic] Fluency
Date: Wed, 10 Sep 2003 10:37:25 -0400
From: "Byrom, Cherie" <cbyrom@hcbe.net>
Phyllis,
I've also worked with Judy here in Georgia and I must say she is great!
I did my master's thesis on fluency and have some info. I have hand
outs but I would need to mail those to you. Please send your address.
Also, some other good books are : From Phonics to Fluency-- Tim Rasinski
& Nancy Padak(the man in fluency) & The Fluent Reader (Rasinski). In
the
Reading Teacher- Solving the Case of Oral Reading Fluency(Volume 53, No.
7, April 2000.). Scholastic has a new book out called Building Fluency:
Lessons and Strategies for Reading Success.
=20
<http://click.scholastic.com/teacherstore/catalog/product/product.jhtml?
skuid=3Dsku2571327&catid=3D&catType=3D> =20
<http://click.scholastic.com/teacherstore/catalog/product/product.jhtml?
skuid=3Dsku3430571&catid=3D&catType=3D> =20
<http://www-fp.ablongman.com/bigcovers/0321049039.jpg>=20
-
=20
http://www.auburn.edu/~murraba/fluency.html
+++++++++++++++++
From: "gina nunley" <gina_nunley@hotmail.com>
Subject: Re: [mosaic] Fluency
Date: Wed, 10 Sep 2003 20:48:33 +0000
The Kendall/Hunt is by Jerry Johns I believe and our teachers have loved it.
Covers all the basics in a manageable length. Gina Medlyn
+++++++++++++++++
From: "mary bettez" <rid23598@ride.ri.net>
Subject: Re: [mosaic] Maureen and Elin keeping the faith *The Cynic
Date: Wed, 10 Sep 2003 17:33:01 -0400
Your e-mail is inspiring, Lori.
Mary Lou
++++++++++++++++
From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] Maureen and Elin keeping the faith *The Cynic
Date: Wed, 10 Sep 2003 18:08:51 -0500
Wow, Cece. I don't think you could have more eloquently stated this. =
It really is the best and worst of times. As a still "young" teacher,
I =
feel so fortunate to have started my career with strategies like those =
stated in MOT. I love what you said about blooming where you are =
planted, because I think we always try to tell kids they are only =
responsible for themselves (especially with tattling, right? :) This =
is a great reminder to adults as well. =20
I'd like to give a special thank you to you too, Cece, for guiding me =
with your always wise advice and ideas (starting with the four blocks =
mailring) for about 4 or so years now. =20
I look forward to how we can all grow by continuing our support for each =
other. To quote "The Jeffersons," thanks to everyone for the help
in =
"moving on up!" in my teaching. =20
Kelley
++++++++++++++++++
From: "Reading" <reading@cfl.rr.com>
Subject: [mosaic] metacognition
Date: Wed, 10 Sep 2003 20:04:41 -0400
Hello Everyone! Here is a question I've been thinking about lately after
reading (once again!!) parts of MOT:
What interferes with my students' ability to think metacognitvely?
I was wondering what you folks would say about your own students. I teach
"at risk" readers. For mine, I think the two main things that interfere
with
them thinking metacognitively is:
-serious lack of background knowledge (I'm constantly amazed at how little
they know about the "world" or things that children in "middle
class
neighborhoods" take for granted)
-lack of reading strategies
We're working on the latter. However, what about the former? And here is why
I'm asking: When my kids take the FCAT (Florida Comprehensive Assessment
Test) one reason they don't as well as those in other schools is that they
are missing some very basic ideas or knowledge. (Knowledge I am assuming was
acquired through being read to, reading, conversations with parents, adults,
etc.)
For example, they're not familiar with certain idioms. ("catch 22"
"adding
fuel to the fire" "It's Greek to me" "falling to pieces")
A lot of times
they will take these literally.
One student, for example, thought that falling to pieces meant the woman
actually did fall apart--arms here, legs there. I can only imagine the
visualization on that one!
Without this background knowledge (or maybe I should say "background
reading") they have an extremely difficult time inferring.
How does one compensate for this?
Thanks in advance for your thoughts!
Kim
8/Reading
+++++++++++++++++
Date: Wed, 10 Sep 2003 17:17:24 -0700 (PDT)
From: Denise Ross <deniseross4@yahoo.com>
Subject: [mosaic] Reluctant Teachers
I'd like to throw this out to everyone, but particularly those of you with
experience as literacy coaches/coordinators. How do you respond to teachers
who say, "I've been doing it this way for years and it has worked for me,"
or "I know that what I do works," etc.--especially when there is no
surface
evidence that what they have been doing isn't working. I am working with a
first grade teacher who is very traditional (excessively skills-driven) and
whose quality of teaching is questionable. However, because she teaches in a
fairly affluent private school, most of her students come to her
fully-prepared. I feel they almost learn in spite of her. She is not
interested in learning to teach strategies via MOT, STW or RWM. In fact,
she feels comprehension instruction interferes with teaching students to
read words. Yet because of her population, there isn't the glaring deficits
that you might find elsewhere. I am having a difficult time trying to
convince her that there is a need
for change. Any suggestions?
Denise
+++++++++++++++++
Date: Wed, 10 Sep 2003 19:40:23 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] metacognition
Reading lots and lots of nonfiction aloud would help. Read aloud again and
again
and again and again!
And I know it is not enough and I don't know what else to do either.
Lori
+++++++++++++++++
Date: Wed, 10 Sep 2003 19:42:02 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Reluctant Teachers
We have a similar situation in our school. Testing (Reading Recovery)
has shown a a real pattern and there will be an 'intervention;, if you
get my drift.
Lori
+++++++++++++++
From: CNJPALMER@aol.com
Date: Wed, 10 Sep 2003 20:51:04 EDT
Subject: Re: [mosaic] Reluctant Teachers
Denise and everyone
Can you bring this outdated teacher some work samples from classes where
these strategies WERE implemented? I have found that for many teachers,
seeing is
believing. You can't deny the evidence of your own eyes when you see how the
kids actually THINK! They can decode and THINK too!
I also share my own story of my growth as a teacher...how much fun and how
exciting it is to teach this way! Can you take her to see students at work
in
another teacher's room who uses these strategies?...Student's engagement and
excitement for learning could be convincing.
There are some teachers who resist because they are afraid...afraid of
something new...afraid they don't have the skills. While many of these
teachers see
teaching as a job not a calling, most still really want to be successful and
have people think highly of them as a teacher. When you ask someone to
change,
it is viewed as finding fault with what they currently do. As I work
coaching
teachers, the new ones are always the easiest...the most open to new things.
The older ones, more set in their ways often need more time to change than
the
new ones. I am relatively new to the coaching role, but I think it is all
about relationships...building trust,it is about finding something of value
you
can learn from this teacher and thanking them for sharing it, then watching
and
waiting for an opening to share what you want to share.
Just as some students are hard to teach, so are adult learners. I too, get
immensely frustrated at times...just as you all do with these teachers who
lack
the same drive to help kids that I have. Last year was particularly tough
for
me...then I found a Donald Graves book called The Energy to Teach.
Wonderfully inspiring... and it really helped me to find and concentrate on
the parts of
my job that were satisfying. His advice included finding time to network
with
like-minded colleagues...such as those that are on this list.
Anyway, I do think we all become disappointed in our colleagues at
times...and I do think there are some that you cannot win over. It is the
reality of our
profession. You ARE however, making a difference. Just find ways to get what
you need to keep the Energy to Teach!
Jennifer
Reading Specialist
Maryland
+++++++++++++++++
From: deborah a devine <debthereb@lightfirst.com>
Date: Wed, 10 Sep 2003 21:24:41 -0500
Subject: [mosaic] Math/Mot/ Mary the Mathematician
After putting on my thinking cap this weekend and talking to another
member of the listserve, Julie, I believe I have my answer as to what
Mary will be thinking. EXACTLY THE SAME THING AS ROBERT THE READER!
Why? Well, I read the Thinking Startegies for Mathematicians on the
PEBC site and I agree wholeheartedly with their thoughts. They took
each of the cognitive thinking strategies, that we love so well from
Mosaic of Thought, and described them in terms of the problem-solving
processes that mathematicians employ.
If you want to read them yourself, go to:
http://www.pebc.org/publications/strategies.html
and download the document. Then scroll down to page 32 and 33 and read
their findings.
Here's two examples
Fix-up strategies help mathematicians to:
-use strategies (e.g.,guess and check, look for a pattern) to solve
problems
-Listen to others' strategies and adjust their thinking
-use trial and error to build thinking
-use tools (e.g., models, drawing, graphs, calculators) to enhance
meaning
Asking questions allows mathematicians to:
-check for understanding before, during, and after doing a math problem.
-test hypotheses, conjectures, and answers by using different
approaches to problem solving
-question others to understand different methods and to clarify their
own thinking
-extend their own thinking by asking themselves questions for which they
don't have answers
So, I'm now feeling that Robert and Mary will be thinking the same
strategies for both reading and math comprehension.
Next, I'll work on that bulletin board that shows Robert and Mary
thinking the same thing and keep you posted.
Deborah
PS. The atmosphere is starting to happen in my class....one of my girls
in class today responded to the question,"How did you know that?"
by
answering..."Because I'm a mathematician and my schema is telling me
what to do!"
+++++++++++++++++
Date: Wed, 10 Sep 2003 19:51:42 -0700 (PDT)
From: Denise Ross <deniseross4@yahoo.com>
Subject: Re: [mosaic] Reluctant Teachers
Jennifer, I think the key to what you've said (for my situation) is watching
and waiting for the right opportunities. We have a good relationship--she
just doesn't agree with me philosophically. However, I think patience is
the key and chipping away little by little through sharing and modeling will
ultimately prevail. I think my instinct was a desire to respond to her
comment about how her way has worked for her. However, that is not the
issue and no response is really needed. Thanks for helping me to think this
through.
Denise
++++++++++++++++++
Date: Wed, 10 Sep 2003 20:22:59 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] Reluctant Teachers
Denise,
Just some food for thought that you might drop around, as something you read
on line: These rhetorical questions comes to mind:
I've been teaching reading for years, but have I been teaching the reader?
I have taught children how to read for years, but are they proficient
readers are just functional readers?
Are the readers I've taught with this traditional skill and drill method,
able to meet the challenges of the information explosion of technology in
the 21st century proficiently or even adequately?
Most of my young adult life I read adequately and functionally. I did not
have any idea what I was missing out on until I learned how to be a
proficient reader. I think the problem with, yes, even some teachers is that
they don't love reading because they were taught the skill and drill method
and its not pleasure, just work. The sad thing: They don't even know what
their missing. Being a thoughtful reader/writer, a reflective
reader/writer an engaged reader connects so with your own passions and needs
that it's like your favorite dessert, Yum, I want more!
Keep the faith! Those who don't stay green and growing--die. I am thankful
for this and mosaicteachers, yahoo mailring. Yum, I want more!
Nelle
mereadmore
++++++++++++++++++
From: "Umm Muadth" <umumuadth@awtechnologies.com>
Subject: RE: [mosaic] Reluctant Teachers
Date: Wed, 10 Sep 2003 23:49:36 -0400
" Most of my young adult life I read adequately and functionally. I did
not
have any idea what I was missing out on until I learned how to be a
proficient reader. I think the problem with, yes, even some teachers is that
they don't love reading because they were taught the skill and drill method
and its not pleasure, just work."
I don't think it was the method of teaching reading but the lack of relevant
subject matter presented in older grades. I think it is a travesty that
'educated' people don't like to read (my sister who has a Master's degree in
Political Science is among them).
People feel that reading, like voting, is not relevant to them. Read about
your passions and then reading will become part of the adventure. The scary
thing is the implications of such a situation with educators.
Melissa
++++++++++++++++
Date: Wed, 10 Sep 2003 23:21:52 -0700
From: Carol Lau <cllc@comcast.net>
Subject: Re: [mosaic] Reluctant Teachers
I had been a Literacy Coordinator at my site for 4 years, but I decided
to move to another site this year and just be "one of the teachers."
Some of the frustration you expressed were reasons I chose to not
continue coaching at this time. It can be very exhausting, changing the
world! Anyway, when I announced my decision to move, many teachers
expressed appreciation and regrets and much love and friendship. But
those tough "skill-based" teachers still used that back-handed
compliment: "I like you so much as a person, but we just don't agree in
our teaching styles. We all do things differently." In some ways, I
would have rather heard: "We may not be personal friends, but
professionally I have learned so much from sharing a common philosophy
and supporting each other in the best research-based instruction possible!"
Some of the staff members understood what I was getting at. One of them
sent me this note, which brought tears to my eyes:
"Over the summer I saw this quote. . . you came to mind, so I thought
I'd share it with you:
Tis the good reader that makes the good book; in every book he finds
passages which seem confidences or asides hidden from all else and
unmistakenly meant for his ear; the profit of books is according to the
sensibility of the reader; the profoundest thought or passion sleeps as
in a mine, until it is discovered by an equeal mind and heart. Ralph
Waldo Emerson She added: "Isn't his wording awesome; it makes me want
to teach!"
I just loved getting that note! To think she copied it down at a museum
and kept it tucked away to slip into the school mail for me... Yours in
literacy, Carol
++++++++++++++++
From: SKosmoski@aol.com
Date: Thu, 11 Sep 2003 05:12:44 EDT
Subject: Re: [mosaic] Fluency
> Cathy--
> I'm doing some research this evening and stumbled on these two I thought
you
might be able to use--
Scholastic has an article on fluency:
http://teacher.scholastic.com/reading/bestpractices/fluency.htm
This is not exceptional research but there is lots of interesting stuff in
it.
Also the journal Theory Into Practice (volume xxx no. 3) has an entire issue
devoted to fluency.
Better research--but not altogether practical.
Mary Anne
+++++++++++++++++++
From: "gina nunley" <gina_nunley@hotmail.com>
Subject: [mosaic] Book Study ideas????
Date: Thu, 11 Sep 2003 11:59:19 +0000
I am a Language Arts Facilitator at elementary campuses and am beginning
another book study. I have done several, but have not hit on a method that
truly worked. Have any of you found a successful format and plan for
leading teachers through a book study. Thank you for your help, Gina Medlyn
+++++++++++++++++
From: Abcde1142@aol.com
Date: Thu, 11 Sep 2003 08:20:38 EDT
Subject: Re: [mosaic] Reluctant Teachers
Please feel free to share this email with your "older" teacher.
I
have been where that teacher presently is. You get comfortable and wonder
if
you can do this new material and is it really necessary. Believe it or not,
I
am a teacher who has finished teaching for 39 years who feels as though I am
finally learning how to teach reading. When people of my age are thinking
of
retiring, I am still learning and excited. In fact, I am inspiring the
younger
teachers. I know this is different from most people's experience, but I
have
always been out of step with everyone else.
I LOVE what I am doing. I feel as though I can ACCURATELY tell
parents what problems their child is having. Instead of saying, "Your child
is
having problems with difficulty" (which I read on an IEP written by an
expert in
their field), I can pinpoint an area on which we need to work. I can give
them
strategies that they can do at home besides reading with their child.
I find it exciting to watch students who hate to read, being angry
that they have to stop reading. I had one third of my class last year tell
me
how much they enjoyed reading. Not only did they enjoy it, but their skills
improved. Their reasoning ability improved.
This is the reason I became a teacher. I regret that I am at the
end
of my career instead of the beginning. I would have loved to use these
techniques for more than a few years. My goal for my district is to get the
intermediate teachers to realize how much they will gain for their students
if they
use the Guided Reading / Mosaic of Thought suggestions.
My next statement may be strong, but I think necessary. If you
became
a teacher to help children, then you should be ready to try a process that
will help. Otherwise, you became a teacher as a job. Please think about
the
children!
Alexa
+++++++++++++++
Date: Thu, 11 Sep 2003 09:59:05 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] metacognition
Hi Kim,
And, you can use this visual imagery to help them understand that this is
clearly not a literal "falling to pieces" but that, in essesnce, you
"fall
apart",
"come loose at the seams" etc when something goes wrong. I try to
use what
they might know to help them learn something new. Case in point: today
during
my 6th grade math class, I wanted to show the kids what we were working
on in a unit called Prime Time, from Connected Math Project (CMP). The
paper was headed "Mathematical Highlights". Since I have all second
language learners (Spanish is their first language in all cases except one
student
who speaks Portugese), I wanted to make sure they all knew what "highlights"
meant--I never take anything for granted anymore!--and one girl said that
she
was going to give it a try and started talking about highlighting material
on a
page. They obviously learned that in social studies or language arts and
from
there we talked about what highlighting text does for us. To make a long
story
short,
we came up with a working definition of "mathematical highlights"
as being
those things that stand out, are important, you want to remember, etc. I
think
they all learned something new today.
Idioms are hard for second language learners and for kids who don't hear
them
used in context. There's a fun scholastic book called Scholastic Dictionary
of
Idioms that has the idiom, a picture showing the idiom, a history of the
idiom or
where it probably originated, and used in a sentence. My ESL kids loved to
try
to draw what they thought the idiom meant and then we would discuss it.
Elisa
++++++++++++++++++
Date: Thu, 11 Sep 2003 10:02:47 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] Reluctant Teachers
Hi Denise,
I find that one of the best ways to convince people who are resistant is
for them to
see/observe other teachers who are being successful using a particular
innovation.
If you could find another teacher who is trying strategy instruction and
is excited
about it, maybe a conversation with the two of them might help. Having
said all of
this, I am a strong believer in the old saying: you can lead a horse to
water but you
can't make him drink. Forgive me if I go the saying all wrong, it
sounds funny to
me, but you get the idea.
Elisa
+++++++++++++++++
Subject: RE: [mosaic] metacognition
Date: Thu, 11 Sep 2003 10:43:13 -0500
From: "Zuffante, Dawn" <dzuffante@cassd63.org>
Having taught "at risk" middle school students for 12 years, I can
agree
that this is a definite problem. Most of them had never even heard the
common nursery rhymes that we all grew up with...
To help them overcome these deficits, I bought a set of double-sided
Bill Keane "Family Circus" posters from Current, Inc. that had these
types of phrases on them and posted a different one each week. On
Monday morning, we would talk about each one and the differences between
the literal and implied meanings.=20
Also, whenever I came across the use of an idiom in my own reading, I
would Post-It note it, and read it aloud to the class and discuss it. =20
Believe it or not, I even shared my son's copy of "My Very First Mother
Goose" by Iona Opie with my classes. Every so often, I would provide
the students with a copy of a nursery rhyme from the book, and I would
ask them to create a short picture book with illustrations. We then
shared the books with the kindergartners in our school, so even more
kids were getting the exposure... =20
These are not really "novel" ideas, but I hope they help!
Dawn Z.
Literacy Specialist
+++++++++++++++++
Date: Thu, 11 Sep 2003 12:51:10 -0700 (PDT)
From: Denise Ross <deniseross4@yahoo.com>
Subject: Re: [mosaic] Reluctant Teachers
Carol,
That was a great quote! In fact, I plan to use it to open my
meeting with the teachers next Friday. This is the rationale for why we
have chosen to teach the way we do. I understand why it meant so much for
you to receive it. Thank you for sharing.
Denise
Carol Lau <cllc@comcast.net> wrote:
I had been a Literacy Coordinator at my site for 4 years, but I decided to
move to another site this year and just be "one of the teachers."
Some of
the frustration you expressed were reasons I chose to not continue coaching
at this time. It can be very exhausting, changing the world! Anyway, when
I announced my decision to move, many teachers expressed appreciation and
regrets and much love and friendship. But those tough "skill-based"
teachers still used that back-handed compliment: "I like you so much as
a
person, but we just don't agree in our teaching styles. We all do things
differently." In some ways, I would have rather heard: "We may not
be
personal friends, but professionally I have learned so much from sharing a
common philosophy and supporting each other in the best research-based
instruction possible!"
Some of the staff members understood what I was getting at. One of them
sent me this note, which brought tears to my eyes:
"Over the summer I saw this quote. . . you came to mind, so I thought I'd
share it with you:
Tis the good reader that makes the good book; in every book he finds
passages which seem confidences or asides hidden from all else and
unmistakenly meant for his ear; the profit of books is according to the
sensibility of the reader; the profoundest thought or passion sleeps as in a
mine, until it is discovered by an equeal mind and heart. Ralph Waldo
Emerson She added: "Isn't his wording awesome; it makes me want to teach!"
I just loved getting that note! To think she copied it down at a museum and
kept it tucked away to slip into the school mail for me... Yours in
literacy, Carol
+++++++++++++++++
From: BilsCntsa@aol.com
Date: Thu, 11 Sep 2003 17:33:30 EDT
Subject: [mosaic] The difference between 2 and 3 for me
Hi All,
Last year was my first attempting to muddle through strategy instruction. I
was attempting it with 3rd grade and I saw great success. In fact, my
curriculum specialist mentioned in a Language Arts meeting this week my
class' scores
on the state test and her belief that this was due partly to the strategy
instruction. (This was especially nice to hear because you're never positive
of
what she is thinking.)
Well, I have started it this year of course with my brand new 2nd graders.
They are great during group time, but it is taking so much longer to hear
them
carrying into independent time. Last year at this point I had quite a few
doing
it. Next week I am going to do the lesson in Debbie Miller's book with Ira
sleeps over and the group thing. I am going to try as she did and just walk
around and listen and see what is happening.
We have had great text to self connections with: Chrysanthemum, Wemberly
Worried, Nana Upstairs and Nana Downstairs, Alexander Who Use to be Rich
Last
Sunday, The Pain and the Great One. I have to share my little Nik's
connection in
Alexander Who Use to Be Rich...he is my lowest reader, almost a non reader,
but once he takes off, he will be something. He loves to learn, he puts
forth
effort like you wouldn't believe. Well, I am reading and he says he has a
connection to the president. Well, I of course had to hear this. His
connection was,
"Well you know, when he becomes president he gets a billion dollars. When
he
has to leave and the new one comes he has to leave that billion dollars for
him." Too cute. He also loves Writers Workshop.
One question I have, when you are letting them have at it with what your
reading, how many times do you stop for connections, or do you wait until
the end?
Also, are any of you reading some great books for connections?
I again want to reiterate my love for the Writers Workshop. I have song
writers, poets, joke writers, story writers, and nonfiction writers. It is a
busy
time, and they all want to share. Every quarter we have to do a timed demand
writing test with a prompt. Well, I have been working on Ideas with this
group.
I am only looking at that for my assessment, and they are excellent. I am so
excited. One of my boys will be singing a song he wrote on the morning show.
So, can you tell I am LOVING this group and this year? Sorry to write so
much, but I had to share.
Terry
+++++++++++++++++++
From: "Dorothy Ridge" <dorridge@cox.net>
Subject: Re: [mosaic] Reluctant Teachers
Date: Thu, 11 Sep 2003 18:12:51 -0400
I have 27 years as a teacher, but recently became a Literacy Coach. I =
agree with you 100%. I love what I do, and I wish I had been trained in =
the strategies when I first started teaching. There is no way that I =
would retire at the present time. There is too much to learn and do.
Dottie
++++++++++++++++
From: Abcde1142@aol.com
Date: Thu, 11 Sep 2003 20:10:41 EDT
Subject: Re: [mosaic] Reluctant Teachers
When I got to school and thought about how I must have sounded to some
of you, I decided that I needed to say something else about older teachers.
First, I have a good friend who has taught one year longer than I.
She is just as excited about what she is doing. We both look at the
retirees
and wonder why they are leaving. We decided last year we needed to go to a
retirees conference last year, not to get ready to retire but to find out
about
retiring in the future.
Here is something else you can share with your reluctant teachers.
When we started teaching, did groups, skill work, and then gave the workbook
pages. I have been told that guided reading is just like we used to do.
WELL,
it isn't and I proceed to tell them why.
Today may have been a one shot for this student but I am excited!!!
I
have a boy, who has no real affect. He is always daydreaming never on task.
This is something that has been constant for years. I was working with his
group discussing the book. Because there was only three of them in the
group,
I gave the students the question I wanted them to think about while they
were
reading. He was the first to answer, was totally appropriate, and excited
about the book. He talked about the sketches that were in the book! It may
not
happen tomorrow, but I was thrilled!!!
I was working with another group on finding meaning through context.
The other day, the progress was very slow. This is a low group. Today, we
had a list to work through. All of a sudden one of the kids said, we are
getting pretty good at this and he was right. Talk about being excited.
This is only the beginning of the year and today may have been an
aberration but it is a start! From my experience last year, I think we may
have
our ups and downs. There will eventually be more ups.
We have gone into this profession to help children learn. Today,
made
everything worthwhile!
Alexa
++++++++++++++++
From: tracker482@aol.com
Date: Thu, 11 Sep 2003 20:17:28 EDT
Subject: Re: [mosaic] Book Study ideas????
In a message dated 9/11/2003 7:59:50 AM Eastern Daylight Time,
gina_nunley@hotmail.com writes:
> Have any of you found a successful format and plan for
> leading teachers through a book study.
Hi Gina,
I can tell you from experience what NOT to do. Our district did a book
study a couple of years ago and we were really excited, until we realized it
was
being conducted like a university course. We had presenters every month,
with
overheads and stupid activities, and every one had to do a presentation when
the "course" was over. We were not happy. We hardly got a chance to
talk at
all.
I would love a good book study, but I'll be very suspicious of any our
district puts on
(although the ring leader in that fiasco has moved on)
Joan
+++++++++++++++
Date: Thu, 11 Sep 2003 17:51:49 -0700
Subject: Re: [mosaic] metacognition - Idioms
From: Veronica <pisces1975@earthlink.net>
There is also an idiom book by Scholastic that has fun projects for kids in
grades 4-8, I believe. The idioms are taught in categories like number
idioms, color idioms, animal idioms, etc. My fourth graders (several of
which are second language learners) love making the minibooks and playing
the games in this book.
Veronica
+++++++++++++++
Date: Thu, 11 Sep 2003 17:55:21 -0700
Subject: Re: [mosaic] Book Study ideas????
From: Veronica <pisces1975@earthlink.net>
At my school, we do our book studies like literature circles. Our literacy
cadre members are facilitators but the staff discusses the books together in
grade level circles. Right now we are doing Bringing Words to Life and
Words, Words, Words - two great vocabulary books.
Veronica
+++++++++++++++++
Date: Thu, 11 Sep 2003 21:46:21 -0400
From: Marjory Forbes <forbesjam@prodigy.net>
Subject: Re: [mosaic] Math/Mot/ Mary the Mathematician
Thanks, Deborah, for this great site! I also checked out the information
technology section. It is exciting to see the same strategies used
across so amny areas. I need to go back and check out the writing
section next.
Margie, who has Robert the Reader on my bb, with Mary the mathematician
getting ready to join him.
deborah a devine wrote:
>http://www.pebc.org/publications/strategies.html
>and download the document. Then scroll down to page 32 and 33 and read
>their findings.
++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] technology and reading
Date: Thu, 11 Sep 2003 20:27:27 -0500
Marilyn asked me to post this for her.
Ginger
++++++++++++++
Through the course of preparing a PowerPoint presentation, I realized that
in order to put together a PowerPoint, I needed to read a lot, and then
determine what was important as well as to synthesize what I was reading. I
think PowerPoint has the potential to be a great addition to what children
are doing with their reading. Quite often teachers have their students give
an oral report as well as a written one. Why not do a PowerPoint? That
would certainly be in line with multiple intelligence theory. I am planning
a series of workshops on non-fiction reading strategies that I will be
presenting along with our technology director. I’m sure that the teachers
will go way beyond where I’m imagining. I’ll let you all know.
Marilyn Williams
+++++++++++++++
From: "Debbie Lacy" <dklacy@usmo.com>
Subject: [mosaic] sparks
Date: Thu, 11 Sep 2003 21:24:59 -0500
In response to the strand on dealing with teachers who aren't ready or =
willing to move into trying new ideas....these folks have always been =
with us and always will be. I think we must continue to be examples of =
good practice and find things they are doing that we can praise. The =
reality is that kids will survive these people--and perhaps learn some =
valuable coping skills in the process. And my feeling is that it is the =
administrations job to weed these folks out or push them to change--our =
job is to be the best teacher (and example) I know how to be. This may =
sound complacent, but I used to just drive myself up the wall ranting =
and raving about the teaching I saw and pissing off a lot of people in =
the process--which was totally counterproductive. I want to have fun =
with my teaching and kids--As I have learned from other experiences in =
my life--the only person you can control is yourself.
Debbie Lacy
+++++++++++++++++++
From: Abcde1142@aol.com
Date: Thu, 11 Sep 2003 22:46:06 EDT
Subject: Re: [mosaic] sparks
The other thing you do is share the fun you are having!
++++++++++++++++
From: "Joseph McAdam" <jlmcadam3@ameritech.net>
Subject: [mosaic] Book Study ideas????
Date: Thu, 11 Sep 2003 21:47:30 -0500
Joan,
Do tell us more. I understand what transpired last year with your study
group, but I would like to hear more about what pathway you had hoped
for. I facilitated a group last year (with MOT as the focus) and I
wasn't completely satisfied with how it progressed. I am currently
preparing to launch another study group, focusing on nonfiction
strategies. I want this group to be collaborative (not a workshop
atmosphere) that values and welcomes all ideas and comments. I want
everyone talking, sharing, brainstorming, bouncing ideas, and seeking
input from their fellow colleagues. Tell me what YOU would like to see
in a study group. How would you facilitate one? How often would you
like to meet? Should the facilitation be shared amongst all members? I
am assuming that my group will be small (round table format). I am
truly interested in hearing from you and anyone else about this form of
professional development. I believe that it has so much potential and
would like the input of all the great posters/lurkers from this
listserv. I learn SO much from all of you. Let me know your thoughts.
~Karla
++++++++++++++++
Date: Fri, 12 Sep 2003 12:56:50 +1000
From: TJ <twestmor@bigpond.net.au>
Subject: Re: [mosaic] Book Study ideas????
When I ran study groups, one thing that I did was have everyone pick out =
two quotes from the reading we did each week that were significant to =
them. This served as a discussion jump off point and the teachers got =
to discuss what was important to them...=20
I also found that not all teachers will do the reading (lack of time, =
whatever..) But they were always drawn into the conversation....
+++++++++++++++
Date: Thu, 11 Sep 2003 20:53:04 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] Book Study ideas????
Karla,
I facilitated a study group last year on STW. Approximately ten people
started out. We met every two weeks, decided as a group what
chapter/chapters we'd read and be ready to discuss. I tried to have a
triple response column ready, fact/question/response and a lifted text ready
so that we could first hand experience the impact of STW on our own reading.
I had drinks, crackers, debbie cakes, and pretzels etc. for a snack as we
discussed. Problem was we didn't get the funds for the books until January
and the study didn't start until the middle of Feb. and of course the last
month of school we did not meet because of the stresses of end of the year
evaluations and state testing.
So we only got through six chapters. But for the most part it was
productive and we learned a lot together. Two of our members moved away,
and the other eight of us are faciliating demonstrations, powerpoints
presentations and disiminating handouts from the mosaic files that we think
our teachers would most benefit from in the schoolwide exploration year.
Our principal in on board and has relenquished once a week faculty meeting
for STW support.
Our newly formed Language Arts Committee has agreed to read Mosaic of
Thought together so that we as a committee will have a better understanding
of this strategy instruction. So for the meager beginning we had last
year, I'm delighted with the progress we are making. I think the agreed upon
assigned reading, the three column reponse for discussion, and giving each
person in the group the opportunity to faciliate worked well.
But of course you always need that person in the background who is well
"Prepared" to share as plan B, when plan A is interrupted by whatever,
if
you know what I Mean. Some do come to the group and haven't read, but when
others read their fact, question, or response they learn and can have
imjput too.
Hope this helps!
Nelle
mereadmore
++++++++++++++++
Date: Thu, 11 Sep 2003 22:28:05 -0700
From: Carol Lau <cllc@comcast.net>
Subject: Re: [mosaic] Book Study ideas????
I forgot whose book I read it in, but at that professional study group,
everyone was welcome, but only those who had read the reading could
participate in this week's discussion. (Couldn't do this at my school
since that might leave only me talking sometimes.-hee, hee) But I do
see the point, as those who have not read it often pull the conversation
off-topic or require lots of explantion which keeps the discussion at a
low level. Carol
++++++++++++++++++
From: "Shorkey, Karen" <KarenS3@lee.k12.fl.us>
Subject: RE: [mosaic] Reluctant Teachers
Date: Fri, 12 Sep 2003 13:17:02 -0400
I'm not far behind either of you. At 19 years of teaching under my belt, I
think that teaching is so much more exciting than when we were first let out
of the University. There is no way kids can't learn now. It used to be
that teachers just told kids to do a project and not tell them how. Like
the art teacher that gave you some paints and said, " OK, paint."
For the
past 4 years, I have felt the pressure to direct instruct according to the
Florida FCAT and I have been bored and miserable in my job. This year,
after completing the National Board Certification requirements, I vowed that
I would go back to teaching through reading and writing workshop. I am
thrilled that so much research has been done, and I have come back reading
all of the relatively new books on the subjects that not only remind me of
what I did, but also answer questions that I had developed over the years.
I began workshop in 1991 after reading Atwell's first edition of In the
Middle. Alll of the teachers at my school back in Illinois thought that I
was crazy and criticized me severely because I didn't follow the book. My
students loved my classes and really increased their reading and writing
abilities as well as fell in love with the subjects. Now that I am in
Florida, I have decided to integrate the FCAT type questions into my
response journals, which I call Lit Letters, instead of having FCAT
practice tests which the kids hate anyway.
I am anxiously awaiting the arrival of Mosaic and have delved into other
books such as Guiding Readers and Writers by Fountas and Pinnell, I read it,
but I don't get it by Tovani, Literature Circles by Harvey Daniels and
Thinking Through Genre by Heather Lattimer.
So glad to have found you all and enjoy your teacher talk. It gets pretty
lonely when you are the only one with this philosophy, but I have gotten
used to it so that it seems like the norm. When I wasn't following my
passion, teaching was just a way of paying the bills. Not any more... I too
love being at school or home, communicating with my students.
Warmly, Karen Shorkey
+++++++++++++++
Date: Fri, 12 Sep 2003 13:06:50 -0500
Subject: Re: [mosaic] Book Study ideas????
From: carol carlson <carlsonca@dist102.k12.il.us>
I facilitated a group last year. Teachers read the chapter; then=20
discussed it in small groups. I modeled a sample lesson, shared graphic=20=
organizers and etc. Then, teachers shared their experiences in the=20
classroom. Each class lasted one and one half hours and the teachers=20
told me there wasn't enough time. I got great evaluations of the class.
Carol C.
++++++++++++++
Date: Fri, 12 Sep 2003 13:09:26 -0500
Subject: Re: [mosaic] Book Study ideas????
From: carol carlson <carlsonca@dist102.k12.il.us>
Isn't that interesting. Isn't that what we tell students who want to=20
participate in literature circles. Usually those same teachers who=20
don't read are the ones who are hardest on the kids who don't complete=20=
their reading.
Carol
+++++++++++++++
From: msgulick@mail.volusia.k12.fl.us
Subject: RE: [mosaic] sparks
Date: Fri, 12 Sep 2003 16:00:13 -0400
I agree with Debbie. From what Ellin said, I don't want to put words
in her mouth, but I took it to mean that she wishes we would let it be -
that those people are where they are along the teaching continuum, maybe
moving slower than we'd like, just like some of our kids. It's hard when
you're passionate about teaching to watch someone else who's not doing what
we think they should, but as Debbie said, we can only control ourselves. I
hope we can move on with the listserve to more ideas and good books for
teaching the strategies! (I love the thread on idioms!)
MarySue
++++++++++++++++
Date: Fri, 12 Sep 2003 15:40:54 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
I don't have problems with teachers being at different places on the
teaching continuum. What
I do have a problem with is those teachers who are apathetic, look at
the clock every five
minutes, don't do any professional reading, complain about everything,
never have a solution
for anything and somehow stay on and on and on.
Elisa
++++++++++++++++++
Date: Fri, 12 Sep 2003 20:34:33 -0500
From: Jim & Jan Pettry <jdpettry@erinet.com>
Subject: [mosaic] Book study ideas??
In a message dated 9/11, Gina wrote:
>
> I am a Language Arts Facilitator at elementary campuses and am
> beginning another book study. I have done several, but have not hit
> on a method that truly worked. Have any of you found a successful
> format and plan for leading teachers through a book study. Thank you
> for your help, Gina Medlyn
Gina,
Our K-5 staff members have done two book studies in the past two years.
The first was on Lucy Calkins' The Art of Teaching Writing, and last
year's was on Debbie Miller's Reading with Meaning. We really learned a
lot in both studies. We divided up the chapters in each book and met
twice a month. Each teacher in the group took a turn as facilitator.
It was the facilitator's job to keep the discussion going, but we
didn't seem to have any problem doing that. I think the fact that it
was strictly voluntary was a big factor in getting people on board.
Last year 13 of 16 staff members participated in the study. The other
3 were involved in another study we had going on at the same time.
The Calkins book demanded more reading than the Debbie Miller book, and
we had the videos that go with Debbie's book, so I think it was easier
for us to envision trying some of the strategies we saw Debbie doing.
However, this year we decided not to do a study, but to work on the
strategies we learned last year. We're not going to do them all; we're
going to try what we can and support each other by reading that chapter
(and we now have copies of Mosaic, so we may read that chapter if we
want to!) and then meeting twice a month to see how it's going as we
implement the strategies in our classrooms. Even when we've gotten off
topic, it seems like we've helped someone out who just had to talk about
something that wasn't working during reading time. What I like about
this listserv is that sometimes we do get off topic, but discussions
like Ellin and Maureen generated have really helped me feel good about
being a teacher!
Thanks to everyone. I've got quite a helpful file of emails from this
listserv!
Jan/Title Reading/1st/OH
+++++++++++++++=
From: SIMMONS@aol.com
Date: Fri, 12 Sep 2003 20:29:55 EDT
Subject: RE: [mosaic] Cynics and Reluctant Teachers
"By mandate--no worksheets and my principal is ready to
take plan of assistance intervention with resisters.=A0 She has been
moving teachers in this direction for three years and figures by
now--you get it=A0 or you don't."
Okay, I must be one of your reluctant teachers. I've been teaching for 33=20
years and I still enjoy teaching but I use worksheets (they provide
practi=
ce=20
which all first graders need) and I don't think a first grade teacher's
goal=
is=20
for great reading discussions (the books students read just don't lend=20
themselves to this). I certainly believe all of my students can think!!!
whi=
ch seems=20
to me what you all are discussing in your strategies. But if the child can
n=
ot=20
figure out how to read the words on his own, he isn't reading!! I do
believ=
e=20
in making sense of what you are reading and using strategies to make sure=20
your reading does make sense. My reading a story and discussing it to
make=20
connections is not helping a child decode on his own. Maybe that is where
I'=
m=20
confused-decoding and comprehension. I would love it if one of you who
teach=
first=20
grade would send me your weekly lesson plan so I can see what you do, if
you=
=20
are not using worksheets and how your strategy lessons fit in with your
lear=
ning=20
to read-decode instruction.
To add to another comment about book study groups "you must read
it=20
before you discuss it"; I haven't read the books you are discussing. I've=20
started RWM. Maybe I don't get it cause I haven't read them. I've been
readi=
ng the=20
posts on this list most of the summer and feel your passion but I need to=20
hear/see what a first grade teacher is doing in a step by step, minute by
mi=
nute=20
fashion. I guess I'm a very slow learner.
I feel like my kids are learning to read. Last year my lowest was
at=20
level 12 at the end of the year. He started not knowing the
alphabet -couldn=
't=20
even tell you the letters in his name! I had 4 kids GR level 12-16, the
oth=
er=20
18 over level 18, with about 8 able to read (decode) QRI -3 with 50%+=20
comprehension. And for them, much of the problem understanding was lack
of=20=
prior=20
vocabulary knowledge.
So to all of you wanting to convert someone, I'm asking to be=20
converted, I think.
But Iike someone mentioned, I have to see with some actual samples or=20
experiences how my kids are going to be better off.
So please if you are a first grade teacher passionate about using
MOT=
,=20
RWM send me some lesson plans and samples of student work.
Simmons@aol.com
++++++++++++++++++
From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: [mosaic] grading ideas for mot
Date: Fri, 12 Sep 2003 19:43:47 -0500
Midterms are coming up soon in my middle school. I don't have any formal
grades. What can I use as a formal written assignment to assess a grade? I
have had the kids informally use post-its as I am introducing the
strategies. Any ideas would be appreciated.</DIV>
Mary/gr8
++++++++++++++++++
From: PhilSharonElder@aol.com
Date: Fri, 12 Sep 2003 21:09:13 EDT
Subject: Re: [mosaic] first grade teacher
In a message dated 9/12/2003 8:31:51 PM Eastern Daylight Time,
SIMMONS@aol.com writes:
> I would love it if one of you who teach first grade would send me your
> weekly lesson plan so I can see what you do, if you are not using
worksheets and
> how your strategy lessons fit in with your learning to read-decode
> instruction.
I'm a first grade teacher who teaches decoding and comprehension strategy
use. This is part of a post I made on another listserve that might show you
what
my kids can do with text on their level:
I also have a SSR time (we're up to 30 minutes). This SSR time is right
after my whole group meeting where I do the think-alouds. I always end this
time
with, "Today during your reading time, I want you to...." Today, it
was,
"Today during your reading time, I want you to think about how the book
reminds
you of yourself. Maybe the book will remind you of something you've done
before
or of a way you've felt. If you make a text-to-self connection (very
explicitly holding up book and pointing to self while saying this), please
let me
know. It's very exciting! Happy reading everyone!"
During their SSR time, I circulate in the room, helping with decoding
problems and listening to their t-s connections. As I listen, I give out
those
plastic hard hats (I give out only 4) to kids that have hit the target, so
to
speak, with their t-s connection. These are the four kids who will share
during
our sharing time after reading. I help them "flesh out" these tentative
connections with these three questions: 1) What is your connection? 2)
What did
the author say that made you think of your connection? 3) How did this
connection help you to better understand this book? Now, at this point in
the year,
they're weak on # 3...so I lead them to what I want them to discover. First
I
listen, then I try to put it into clear "sharing" language. Now in
first
grade, most of their reading material is emergent/early books, which means
dry and
boring to me! But days like today make me shake my head in wonder at just
how far they can go with these books. Just today, Caroline shared with one
of
those Wright Group books. It's titled Getting Dressed and the dialogue goes
like this: pg 1- My pants pg 2- my shirt. Well, Caroline told me that
she
gets dressed every morning, too. She showed me the text on page 1 and 2 in
response to my # 2 question. She floundered on question # 3, but I was able
to
pick up on something she said. She said, "Well, I get dressed and put on
pants
and a shirt and then I put on shoes and socks." "Oooooh," I said,
"So
you're
telling me that because you have had this experience of getting dressed like
the character in this book, that you're thinking maybe she'll put on shoes
and
socks next?" "Yeah," Caroline nodded. So I add, "Wow, Caroline,
your
text-to-self connection is helping you predict what might happen next in
this story.
Good job! Let's see what does happen." Sure enough, the next page was "my
socks" followed by "my boots." Caroline was beaming! Simple text...simple
connection...BIG teaching moment! Tyler was reading a Margaret Hillert Dear
Dragon book. These books are composed entirely of high frequency sight
words and
can be quite boring. Tyler shared a page with me. The text went something
like this: What is this? I can not guess. Oh my, oh my! The picture had
a
little boy shaking a birthday present. Tyler shared his connection with me.
"I
do this at Christmas," he said, "I feel the presents and shake them
to try
and find out what's inside." He read the words in the text that made him
think
of his connection and added that the picture also helped him to make his
connection. When asked about question # 3, Tyler said, "Well, I know how
he's
feeling. He's excited and happy." "Wow," I said, "So your
text-to-self
connection helps you to understand how the character is feeling. AND, you
told me how
you shake the presents at Christmas and feel the packages, so you probably
know why the little boy is shaking this present." "Yeah," said
Tyler, "He's
trying to figure out what his present is." "So," I added, "Your
text-to-self
connection is helping you to figure out WHY the character is doing what he's
doing. Good job, Tyler!" I moved onto Kelsey, who is reading a simple text
about
a girl and her dog. Kelsey shares, "My dog likes to ride in the car,
too...just like this dog in this book." When asked question # 2, Kelsey
read, "My dog
likes to ride." When asked question # 3, Kelsey hesitates, then she says,
"I
don't know...I just keep thinking about my dog...riding in the car, his head
hanging out the window with the wind blowing his ears and lips back. He
looks
funny." "Oh," I said, "So your text-to-self connection helps
you to imagine
what this dog might look like when he's riding in that car. Good readers do
imagine what things look like when they read." Kelsey nods and I move on
to
Gracie. Gracie is reading another simple text and shares that her dog wakes
her
up in the morning just like the dog in the book she's reading. When asked
question # 2, Gracie reads, "My dog wakes me up in the morning." When
asked
question # 3, Gracie is silent. I ask her about her dog...how does he wake
you
up? She says, "He pulls on the covers and licks my face." I say, "How
do
you
think this dog wakes up this little girl?" She looks back to the book and
says, "Well...he's got the covers in his mouth. Maybe he's pulling at
them."
"Wow," I tell Gracie, "Your text-to-self connection helps you
to imagine
what
the author doesn't tell you. Your connection helped you to add to the
story...now you understand HOW the dog probably wakes her up."
So those were my four "Good readers under construction" sharers/modelers
today when we came back into a whole group sharing format. Just look what
they
did...they used t-s connections to understand emotion in a book, to predict
what
might happen next, to understand motivation of a character, to visualize,
and
to infer. And they did it all with that boring, dry text! Pretty
impressive, huh? Now, as we gain experience with this, I won't lead as much
in
answering # 3. But for now, the leading is just another scaffold for my
fledgling
readers as they learn how t-s connections are helping them and as they are
learning how to share their t-s connections with others.
And maybe seeing my schedule will help:
8:30 - 8:50 Morning Meeting- this is where I use a read-aloud for strateg
y
instruction (think-alouds are done during this time)
8:50 - 9:30 SSR- this is when the kids read books of their choosing (but
I
do have them read at their level) A typical day is detailed in the above
post. We come together in a "Good readers under construction" sharing
circle to
share our connections. The kids share much like this: When the author said
(the child reads part of text), it made me think of (child shares
connection)
and that helped me to understand the book because (child shares how
connection
heightened comprehension)
9:30 - 9:45 Calendar (math skills)
9:45 - 10:15 Working with words (phonics, word parts, etc)
10:15 - 10:30 Daily Letter (grammar skills)
10:30 - 11:10 Guided Reading Block
11:10 - 11:40 Lunch
11:40 - 12:30 Writer's Workshop
12:30 - 1:00 PE
1:00 - 2:00 Math
2:00 - 3:00 Science/Social Studies
I very rarely use a worksheet. I'm very picky with the ones I choose to
use.
Sharon
1st/AL
++++++++++++++++++
From: PhilSharonElder@aol.com
Date: Fri, 12 Sep 2003 21:13:00 EDT
Subject: Re: [mosaic] first grade teacher again
In a message dated 9/12/2003 8:31:51 PM Eastern Daylight Time,
SIMMONS@aol.com writes:
> I have to see with some actual samples or experiences how my kids are
going
> to be better off.
>
I do have a few samples of last year's firsties using the questioning
strategy that I can scan for you. Can I attach to the listserve or would I
send it
to Ginger?
Sharon
1st/AL
+++++++++++++++++
From: Mwalshct@aol.com
Date: Fri, 12 Sep 2003 21:52:27 EDT
Subject: Re: [mosaic] Cynics and Reluctant Teachers
Hi,
I mostly lurk, but I need to comment on reluctant teachers. Be careful not
to make reluctance equal to a lack of interest in being a good teacher.
Most
of us older um veteran teachers have been through the gamut of all manner of
teaching fads. Although I use MOT in teaching 6th grade social studies, I
understand where these teachers are coming from. They need proof that
these
are effective teaching strategies worth the time and effort of retooling
they're
whole mindset. Be patient. Be willing yourselves to take advantage of
teachable moments. Be careful about disrespecting their experience and
love of
teaching.
Mary
++++++++++++++++++
Date: Fri, 12 Sep 2003 19:18:53 -0700 (PDT)
From: Heather Wall <heather_wall_2000@yahoo.com>
Subject: Re: [mosaic] Book Study ideas????
Karla,
I'm a lurker - I confess! Here's an email I sent to
the Reading Teacher listserv a few months back (sorry
for the cross posting) about teacher book groups:
>>I just finished doing a presentation for our
county's
principals on how our school implemented teacher book
groups. Here are a few things we found:
* Make it optional. This ensures that motivated
teachers will participate. Word will eventually
spread and you'll have more participation down the
road.
* Choose books with meat to them. We tried reading
Marilyn Burns' "Writing in Math Class", and though I
love Marilyn Burns, that book wasn't a good choice.
It would've made a good article, but was too filled
with student samples to make a meaty read.
Incidentally, her book "Math: An American Phobia"
would have been a better math choice. [other "meaty"
books include MOT, RWM, Teaching with the Brain in
mind, Differentiated Instruction, Gardner's books on
Multiple Intelligences, Mel Levine's books on differnt
kinds of minds, etc.]
* Choose books that appeal to a variety of staff
members. Our very first book ever was Eric Jensen's
"Teaching With the Brain In Mind", and it was a great
success. It was meaty and appealed to a neat variety
of teachers - we had gifted teachers, speech teachers,
classroom teachers, etc. participating.
* Now that we've done this for a couple of years,
we've thought about changing it up a little, by having
a group on a certain topic (writing, for instance) and
having teachers read different books, then meet to
discuss them. Then we might get some very interesting
discussions if teachers were comparing Donald Graves
to Lucy Calkins to Ralph Fletcher. We've also tossed
around the idea of reading Newbery award winners, with
the hope that we'd get more insight into how students
participate in literature circles and what issues
could/should be highlighted from each book.
* Have a motivated group leader. One reason the
groups worked for us so well this year is that,
because lots of teachers were changing grade levels
this past summer, we began recommending professional
book titles to each other. A grassroots book group
was formed that our administrators were insightful
enough to support with SDU credit and book purchases.
Because so many of us were excited (the book, by the
way, was Sharon Taberski's "On SOlid Ground"), we all
shared the job of leader, but it began because we were
motivated. The same excitement can happen with a book
if the group leader has "bought into" the worth of the
book, and his/her excitement is contagious.
Incidentally, there are good book group study guides
to many books on the ASCD or Stenhouse websites.<<
Hope this helps!
Heather Wall
++++++++++++++++++
Date: Fri, 12 Sep 2003 21:35:22 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Cynics and Reluctant Teachers/Simmons
I teach in a 1-2 loop. I agree that decoding is a large part of what is
done in first grade. I teach phonics in context and in my first grade
year with students, I find that Making Words (Cunningham and Hall) is
very effective in establishing letter/sound and spelling patterns.
Activities like those described in The Phonics They Use and the Month by
Month series help. Beyond anything, writing allows students to develop
the awareness of letter sound, patterns and irregular spellings. I have
been at teaching for over 14 years, I am no newcomer, and it is very
possible to use hands on activities such as working with letter tiles,
word sorts and the like to teach spelling patterns. In guided reading
groups, I focus primarily on using letter sound, picture support and
syntax (sentence structure). I agree COMPLETELY that, for the most
part, the guided reading books EARL ON are not really rich enough to
teach comprehension strategies. However, it is not long before
comprehension strategies can be used and applied. So, our initial work
in becoming familiar with the strategies is done with shared reading or
read alouds. I can, with these materials, model the strategies from
MOT. We are finding that without explicit comprehension strategy
instruction, our children are learning to read if we define reading only
by perecentage scores with leveled materials. When we administer DRA's,
we find that oral reading ability may exceed comprehension levels by as
much as 6-10 levels. Granted, we are dealing with a severely at risk
population--many of whom are children who have never held a book in
their hands until they reach school, and our oral language scores are
also of concern. It seems that focusing on comprehension and vocabulary
is a natural intervention. But it does not mean that I am not teaching
everything you value, honest, just in different ways. We have four
kindergartens and in one room, there is tremendous reluctance (and that
is the euphamism of the century) to move away from letter of the week
mindset. Writing in the room is model/copy--exclusively. Data compiled
by Reading Recovery teachers is showing an alarming pattern among these
children. A hugely disproportionate number of them are qualifying for
Reading Recovery.
Lori
+++++++++++++++++
From: "Joseph McAdam" <jlmcadam3@ameritech.net>
Subject: RE: [mosaic] Book Study ideas????
Date: Fri, 12 Sep 2003 21:41:13 -0500
Heather,
Do tell us more about the shared leadership with On Solid Ground. That
is what I would like to see happen with this upcoming book study. I am
by no means an expert on any of this...just a lifelong learner who
enjoys conversation. My fears, however, are that a mention of shared
responsibility will keep some from attending. It is a voluntary book
study. The district is willing to purchase the Harvey's video tape
(Thinking Nonfiction), but that is it. We are on our own to purchase
texts and there won't be a stipend (which is fine with me because a
previous group attracted some participants who were strictly there to
collect the stipend). I am hoping to reach a broad group of teachers at
various levels. The videotape is geared toward primary, while the book
is noted for grades 3-8 (Nonfiction Matters). For those who have read
the book, it is easy to see that it can be utilized at any grade level.
Let us know how the leadership was shared among your group.
~Karla
+++++++++++++++++
Date: Sat, 13 Sep 2003 09:15:15 -0400
From: Maureen Morrissey <mobility@optonline.net>
Subject: Re: [mosaic] Cynics and Reluctant Teachers
Mary,
I have all the respect in the world for teachers who have a different =
philosophy and teacher style than I do, as long as they have the =
children's best interest in the center of their decisions. I have no =
patience for lazy teachers who for selfish reasons decide to take the =
easy way out instead of pushing themselves to learn how to do things =
better. I truly feel that trying new things in order to find more =
effective teaching strategies is one of the most important things about =
our jobs and is worth the time and effort. "Green and growing or ripe =
and rotting" is a phrase I've heard from the Ozzies time and again, and
=
personally I think it's the only acceptable way to be in this =
profession. Disrespectful I'm not, but frustrated, disappointed, and =
even sometimes resentful, yes. These burnouts and selfish people (some =
of whom are relatively new to the professions and relatively young) not =
only make the rest of us look bad, they make our jobs harder. Kids =
coming to me from these classes need to be re-introduced to working to =
high expectations and being treated with respect. This takes time and =
energy out of my year that should be dedicated to continuing with the =
kids on a learning continuum. I am a veteran teacher myself, 21 years =
in the classroom, so I feel the need to speak out...there is NO excuse =
for not working your hardest. We expect that from our students, so we =
must live it ourselves...
Sorry to go on so long, but this is a sore point of mine.
Maureen=
+++++++++++++
From: <jean247@cox.net>
Subject: Re: [mosaic] how much time do you all block in for teaching
strategies?
Date: Sat, 13 Sep 2003 11:18:46 -0400
Lori,
In my second grade, I created the flow chart that was recommended earlier
on. I added in clip art &the picture walk into the original post. The last
step on the chart (by the way, the chart is titled Independent Reading) is
for the kids to respond to their "just right" book in their Thinking
Notebook (AKA Reading Response Journal) I duplicated small strips for them
to glue into their notebooks that say:
When I was reading __________________ this is what I was thinking.
Needless to say I have been talking about Metacognition and modeling my
thinking. My plan for Readers Workshop on Monday starts off with me modeling
my thinking again using the book When Clay Sings by Byrd Baylor and then
teaching them the song about Metacognition. What do you think? Am I on the
right track?
+++++++++++++++++++++
From: "Julie" <t.julief@verizon.net>
Subject: [mosaic] flow chart
Date: Sat, 13 Sep 2003 08:41:49 -0700
Jean wrote:
I created the flow chart that was recommended earlier on
Hi everyone,
I missed this flow chart.
Can anyone tell me where I might find it?
Has it been added to the Tools?
I appreciate your help!
Thank you.
Julie/1/WA
+++++++++++++++++++++++++++
From: "Lezlie Waltz" <teacher@mrswaltz.com>
Subject: RE: [mosaic] technology and reading
Date: Sat, 13 Sep 2003 12:23:17 -0500
Hi!
This is my first post. I have to respond regarding the PowerPoint
comment.
Intel has a seminar that is called Teach to the Future (which is backed
by Microsoft). It is a part of their Innovations in Education program.
Your idea of utilizing Microsoft PowerPoint n this way is one of the
examples that they give teachers for Integrating Technology into the
curriculum.
There are others as well, such as using Microsoft Publisher and having
the students create a brochure/pamphlet or a webpage dedicated to the
book/unit etc. You might consider those as well.
Lezlie Waltz
4th Grade
+++++++++++++++++
From: "Barbara" <baguzman@mchsi.com>
Subject: Re: [mosaic] technology and reading
Date: Sat, 13 Sep 2003 12:36:20 -0500
Marilyn, I would sure like to hear more about your nonfiction strategies.
+++++++++++++++++
Date: Sat, 13 Sep 2003 12:52:06 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] how much time do you all block in for teaching
strategies?
I am not sure any one track is the 'right' track, but we are definately
going in
the same direction. I am beginning to talk with my kids about making text
to text
connections. My big book for shared reading was a version of the "turnip
story'
(they pulled and they tugged and they tugged and they pulled and IT still
would
not...). Since I had most my class last year, I know they have read lots of
'turnip stories' and, as I hoped, they did quickly make connections to some
of
them. One very low reader timidly brought a Halloween story to carpet on
Thursday,
The Big Pumpkin, and explained how it was connected to The Enormous
Watermelon. As
a group we sketched out some generalities--there is a problem with something
big
that can't be picked, one person tries and fails and more and more people
are
called to help, eventually with the help of something small and weak they
all
succeed in pulling or picking. At the end, there is sharing. They gathered
a
series of texts they felt fit our pattern...The Turnip (Tolstoy), Samuel and
The
Sprout, Jamie O'Rourke and the Giant Potatoe (or Pratie, can't remember) and
a
student author text called the The Rabbit Family and the Enormous Carrot.
Every
element was there--the connections were obvious. As we have been reading
The
Summer of Riley, we have been making connections between the stories. Both
children got a dog when they really needed someone in their life due to loss
(grandpa, mother). Both of the characters were feeling mixed up becasue
someone
they loved was gone. They were both lonely. Thunderstorms made Winn Dixe
go nuts
and horses made Riley go nuts... I am hoping this discussion will continue.
I
have been waiting for someone to bring Love That Dog into the discussion, as
they
loved that one last year as well.
Lori
++++++++++++++++
Date: Sat, 13 Sep 2003 13:06:17 -0700
Subject: [mosaic] Just Sharing
From: Veronica <pisces1975@earthlink.net>
I'm usually just a lurker but I have to share this with someone!
Even though my current student can tell you exactly what text-text
connections, text-self connections, and text-world connections ARE, I
haven't been able to get any of them to share any, which led me to believe
they weren't making many. I have been sharing a lot of the books that are
named in Strategies That Work but still haven't been able to get anyone to
share anything. I modeled a lot but ... nothing.
Well last week, a boy in my class (grade 4) asked if I could read a book to
the class that he had found on my "teacher bookshelf". I have a pretty
low
group this year - vocabulary is very low - so I was worried about sharing
this particular book because it has a lot of difficult vocabulary words in
it that are specific to ships and sailing. I am unfamiliar with a few of
the words myself. The book, by the way, is The Mary Celeste: An Unsolved
Mystery From History, by Jane Yolen.
I decided to read the book because the boy was very insistent and I figured,
what they heck?! The kids absolutely loved the book. They hung on every
word! Sure, some of the vocabulary was difficult but the book has little
sticky notes that define the vocabulary right in the illustrations. We
learned some sailing vocabulary together AND they made a ton of connections.
They connected the story to the movie, The Pirates of the Caribbean and to
Ghostship. I was surprised that they had seen that - I found it to be
awfully scary - but their connections made sense. They also connected the
author to another book I had read to them - Sleeping Ugly.
Not only did they make connections, but they were asking a lot of questions
and really thinking. One of my girls made an observation that in one
illustration, the sails were all up but the story had said earlier that they
were in disrepair. We talked a little bit about it. One boy said that
maybe it was a mistake by the illustrator and another girl said we should
read on because they were "fixing to salvage the boat" and maybe the
already
fixed the sails. So we read on and she was correct. She was so proud of
herself.
I just can't tell you how much the kids loved the book. They asked if they
could write their thoughts and questions in their reading response spiral as
well as in their writing ideas spiral because writing an ending to the story
would be fun for writer's workshop.
One of my girls said her mom boughth her the book from Amazon and several
are asking me to find other books like it to share with them.
I am sorry to have gone on and on but this was a real breakthrough for my
class. I had been reading to them for weeks and seeing nothing but blank
stares until I read this book.
Veronica
Oh yeah, if any of you know of any similar books, let me know. So far I
have found one called Roanoke. Thanks!
++++++++++++++++
From: "Don or Wendy Howk" <dhowk@satx.rr.com>
Subject: Re: [mosaic] Just Sharing
Date: Sat, 13 Sep 2003 15:23:40 -0500
Seymour Simon has a wonderful book of strange but true mysteries that fit
very well with the Mary Celeste - in fact, I think that mystery is included.
I read aloud the Mary Celeste book and the kids followed up with the chapter
that connected to it. I think the title is "Strange Mysteries from around
the World". Amazon says it is out of print, but I purchased it through
Scholastic just last spring. You can find the book in paperback and
hardback. It has about 9 or 10 chapters. My 3rd graders ate it up last
year, even though it is probably a higher reading level. The interest was
incredibly high and led to great application of MOT strategies!
Wendy
++++++++++++++++++
From: Micteachme@aol.com
Date: Sat, 13 Sep 2003 16:30:06 EDT
Subject: Re: [mosaic] Just Sharing
It is amazing what our students can do when we follow their lead. The book
you shared proved not too hard after all because of the students interest.
It
is a lesson we all have to keep reminding ourselves of. Congratulations!!!
Becky/IL/lit coach
+++++++++++++++++++
From: MEHitzel@aol.com
Date: Sat, 13 Sep 2003 16:39:25 EDT
Subject: Re: [mosaic] Just Sharing
In a message dated 9/13/2003 1:04:50 PM US Mountain Standard Time,
pisces1975@earthlink.net writes:
> Oh yeah, if any of you know of any similar books, let me know.
Congratulations on you success! Last year I read The True Confessions of
Charlotte Doyle to my class as a read aloud and they absolutely loved it.
It,
too, has quite a bit of higher voacbulary that we would discuss as we went
along, but it was a very successful read aloud.
Martha/4/5/az
++++++++++++++++++++
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