> 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.
Karla,
This excitement over "On Solid Ground" started after
we'd already started a book study group. We read
Brian Jensen's "Teaching With the Brain in Mind"
first, as I mentioned in my earlier email. A few
months later, as talk turned to the following school
year, it became apparent that there were going to be
quite a few voluntary shifts as teachers changed grade
levels. Since I was the Reading Specialist, I had a
lot of teachers coming to me asking me about the grade
level they were moving to, what books I would
recommend, etc. I suggested OSG to a K teacher moving
to 2nd. She began reading it and mentioned it to a
1st gr. teacher moving to 2nd also. By the time the
following year began, enough people had heard about
the book (and those who read it had so many questions
about implementing it), that it just made sense to
continue the previous year's book study with this
book. So, really, it came about through need, because
of the shifts in grade levels, and because the book
itself is meaty enough, and "paradigm shifting"
enough, to create ongoing questions.
I suppose what can be learned from this is to find
books that will be answers to questions your teachers
have. If they feel students aren't doing well enough
on writing tests, then perhaps a book addressing that
would be good. Or, at my new school for instance, I
feel there's not enough differentiated instruction
going on, so perhaps we could address that through a
book. Also, you might try finding out if any teachers
at your school are currently or have just read
professional books that they feel others would benefit
from. Books somehow gain credence when the
recommendation comes from a fellow teacher, somehow.
I hope this helps you. If you have any other
questions, feel free to ask!
Heather
++++++++++++++++++
From: Soswes@aol.com
Date: Sat, 13 Sep 2003 21:38:25 EDT
Subject: Re: [mosaic] metacognition
In a message dated 9/10/2003 7:05:38 PM Central Standard Time,
reading@cfl.rr.com writes:
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:
Kim...I taught at an at risk school for the last three years. I think the
biggest and the best thing you can do is to model, model, model and give
them
unlimited choices of books to read and opportunities to read. Model the
thinking....model the thinking...model the thinking. I also think you have
to do
some vocabulary work...read WORDS, WORDS, WORDS as a start...but again,
model the
thinking and give them unlimited opportunities to read.
Sandi
++++++++++++++++
From: "Carol Carlson" <carlsonca@dist102.k12.il.us>
Subject: Re: [mosaic] Guided Reading
Date: Sun, 14 Sep 2003 10:50:24 -0500
Hi, all,
I am going to be facilitating a group of 1 and 2 teachers from our district
who will eventually make recommendations on guided reading. We are
refocusing teachers on our curriculum guide which is the balanced literary,
ie, think alouds, explicit comprehension instruction, guided reading and
independent reading. Our teachers at different buildings have created their
own "guided reading" to meet their kids' needs, but some are spending
45
minutes to an hour and therefore can't get in independent reading. So, I
would like the teachers to read some research and/or Cunningham, Fountas &
Pinnell, Routman to come up with a guided reading recommended schedule and
parameters for all teachers in the district. But I don't expect them to read
parts of the whole books.
Do anyone of you know of a place where I could go to compile articles,
samples and etc? Any recommendations of how to facilitate this group to make
sure all voices are heard and we recommend the very best? We will probbly
pull from several models. Sorry this is so long winded, but I want to start
soon.
Carol C.
LA Content specialist, La Grange Park, Il
+++++++++++++++
From: SKosmoski@aol.com
Date: Sun, 14 Sep 2003 12:03:34 EDT
Subject: Re: [mosaic] Guided Reading
Check out Janet Allen's "There is Room For Me Here" pgs 95-97. It's
short
and
concise and gives a student sample as well. There is also a chapter in
"Yellow Brick Roads" on guided reading. I believe it is chapter 7--but
my
book is at
school! Best of Luck!
Mary Anne
+++++++++++++++
From: "bonniesponseller" <fiat76@earthlink.net>
Subject: [mosaic] Book
Date: Sun, 14 Sep 2003 12:15:53 -0400
Anyone familiar with Shaping Literate Minds (Linda Dorn, I think)? A
must-read???
Thanks,
Bonnie
++++++++++++++
Date: Sun, 14 Sep 2003 13:14:49 -0400
From: "Julie Beebe" <jbeebe@irsd.k12.de.us>
Subject: Re: [mosaic] Book study ideas??
We read MOT lst year as a book club. We read a chapter a month and then
discusssed. The idea of dividing a book up into chapters and have each one
read a chapt to present...Does this work? Don't you need the information in
the beginning chapters to build upon? Just thinking out loud...
+++++++++++++++
Date: Sun, 14 Sep 2003 13:45:21 -0400
From: "Julie Beebe" <jbeebe@irsd.k12.de.us>
Subject: RE: [mosaic] for SIMMONS@aol/first grade teacher tells all!
OK, I'm a first grade teacher that teaches beginning reading and uses very
=
few worksheets. Here is my "reading workshop" format. We come back
from s=
pecials at 10am. At 10 The kids come right in the room and go straight to =
the carpet for a read aloud mini-lesson. I have this planned from 10-10:30=
. I read a predetermined book and model the strategy we're working on. Ri=
ght now we're are thinking about our reading so I model my thoughts as I re=
ad aloud. Sometimes I ask children to share what they are thinking as I re=
ad and one time last week I asked the kids to get knee to knee and eye to e=
ye to tell their partner what they were thinking about that particular pass=
age. (on reflection, I decided I should not have done that because I never=
modeled it. I also have not read the book so I'm playing that by ear!) A=
fter the mini-lesson I hand out a 2 sticky notes and tell the kids to read =
or VIEW a book and mark the place where they realized they were thinking ab=
out the story. My plan is to be finished my mini-lesson by 10:15 and spend=
15 minutes conferencing before guided reading. By 10:30 everyone has a bo=
ok and sticky notes and are reading. Then I start my guided reading groups=
. I have an assistant that comes in form 10:30-11:30 between us we can me=
et with 4 groups. THE KEY HERE IS... WHAT ARE THE OTHER KIDS DOING WHILE W=
E MEET WITH GROUPS. Some of the group that is left is playing a voc. game,=
reading in the beanbag or comfy chair because they will be ACCOUNTABLE for=
sharing something in their reading. Last week we had and ABC big book pro=
ject going on and a couple of times a week I have a parent helper come in t=
o do an activity with part of the kids. Then we switch, the kids in the gr=
oup work on a project, READ or work with a parent. Everything I have read =
so far, MOT, RWM, STW and now Reading Essentials, stresses that kids need t=
ime to READ.
After nine days of school, we have our procedure going pretty well. No, my=
kids can't read the books in their book baskets and the books with 3-4 wor=
ds on the page that they can read have no meat. They can still think about=
the book and be AWARE of what they are thinking. Then we share from 11:30=
-11:45. It's a big part of my day. We've been asked to have at least 90 m=
inutes of math as well. Science is being integrated with reading and math =
and so is Social Studies. I do skill and strategy work in the small guided=
reading groups.
After lunch, I=92ve set aside =BD hour for phonics and =BD hour for writing=
. Right now, afternoons are soooooo long. The mornings are great! I love=
this plan and hope it works out.
Like I said, I'm nine days into this. It seems to be working. I'll check =
in at the end of the month!
++++++++++++++++
From: "Teresa /AR" <Kidruler@hotmail.com>
Subject: Re: [mosaic] Book
Date: Sun, 14 Sep 2003 12:59:06 -0500
Yes and yes....shaping literate minds pulls her other books =
together...it has a focus on word study strategies....but primarily =
tells the focus/behavior for the emergent-transitional =
readers/writers....
"Anyone familiar with Shaping Literate Minds (Linda Dorn, I think)? =
A must-read???"
++++++++++++++
Date: Sun, 14 Sep 2003 14:26:25 -0400
From: "Julie Beebe" <jbeebe@irsd.k12.de.us>
Subject: Re: [mosaic] Just Sharing
The Flaming Ship of Ocracoke by Charles Whidbee is a collection of tales of
the Outer Banks of NC. What a great text to text connection!!
+++++++++++++++
Date: Sun, 14 Sep 2003 14:49:46 -0400
From: "Julie Beebe" <jbeebe@irsd.k12.de.us>
Subject: [mosaic] MOSAIC more sharing
I haven't been on-line all week and just took a couple of hours to catch
up. I love this ring. Everyone is so enthusiastic and so willing to share
their ideas.
I am so excited! I started in last week with metacognition. We talked about
what a big word it was and what it meant. Then we read and shared all week.
The really cool part is the kids. As I'm reading, some of them are already
making connections. They are setting themselves up for schema. It is so
natural to go right into schema.
I still am the only one in my school teaching comprehension the MOT way.
BUT guess what...Ellin Keene is coming to DE Oct. 16th. I've talked my new
principal into going with me and we're taking one person from each grade
level with us. How great is that! I just know that she is going to turn
each one of them onto this great way of teaching. Life is wonderful! I
won't mention the hurricane coming our way.
+++++++++++++++
From: SIMMONS@aol.com
Date: Sun, 14 Sep 2003 15:00:48 EDT
Subject: [mosaic] Questions for First Grade Teachers
Hi Jbeebe, jdpettry,philsharoelder, mereadmore, ljackson, mwalshct,
Thanks for taking the time to reply and trying to give me some insight.
Perhaps you or some of the other first grade teachers can tell me how you
handle
these times? Maybe your sharing of ideas on line will help someone else who
has
been "lurking" besides me. (or feel free to email me separately)
Opening ?
I use a worksheet (easy, review skill) as students arrive in the room in the
morning. What do you have your kids do first thing while you are doing lunch
count and sorting notes, money etc.?
Self Selected Reading Time ?
How often do the books in their tubs get changed? Or are they in personal
bags, how often changed? Are they new books they've not read with you or
review
books? How many books do you have for each to keep them busy reading or
looking for 15 to 30 minutes? Is self-selected reading always during GR
group
time?
Guided Reading Homework?
Do you send home GR books that you've read in group? What do you do if they
are not returned?
Phonics?
If you have a specific time, do you include a work sheet as follow-up
practice or is it all oral or embedded in what you are reading together? Is
it some
sort of class game or is it an activity during a center time?
Written Work ?
Do you use a math book students have to write in? How do you teach
printing
skills? (Just copying on paper? or as part of conferencing during writing?)
Writing (journal) ?
I'm sure many students are not writing right now, but how do you move them
from a picture to writing? I always have kids that can write but prefer to
draw. I know drawing can lead to more details in writing but I have kids
that
don't draw much and are finished in 5 minutes. What about them?
Metacognition and Strategies Comment
I haven't read the books but feel I have used think aloud strategies for a
long time, we compare to other similar stories and I always give the kids
time
to share when they make a connection. I just haven't been teaching the
specific
terminology and the awareness of what they are doing and I think that is
maybe where I need to start. One of you mentioned using post it notes to
mark when
you realize you are connecting with the story - even in the little first
level stories. I can try that. Someone else gives out hard hats to those
making
connections and they share that day. Good idea!
Guided Reading?
Have you already started groups? If not, what are you doing? Our reading
support teacher wants us to hold off for about a month.
Centers?
Are you using centers in your classrooms? Are they during GR time? Are
they open ended or some type of product that is handed in? For example if
they
are sorting letters or word chunks or making sentences with letter cubes,
How
do you know they are really doing that if you are in a GR group?
Classroom aides and parents?
Do you have classroom aides? If so for how long during the day? Do you have
parents in to help during GR time for those not in a group?
I know this is a lot of questions. Maybe sharing of answers will be
beneficial to all of us. I guess I'm just trying to rethink what I'm doing.
I am also
going to post these questions on the first grade list I am on.
Thanks for your kindness and help.
Karen simmons@aol.com
+++++++++++++++
From: "jnf" <fishtale@beachlink.com>
Subject: [mosaic] Julie-Not MOT related
Date: Sun, 14 Sep 2003 15:05:48 -0400
Julie-
Funny you should mention The Flaming Ship of Ocracoke and the approach =
of Isabel. I live on Ocracoke Island and use MOT strategies with my 3rd =
and 4th graders. This year I may try some strategies with my 8th =
graders, too.=20
We have been busily preparing for the storm today. Where are you?
Is there a way to post an email address here without having it in the =
archives? We could email rather than tie up the list.
Parker
++++++++++++++
Date: Sun, 14 Sep 2003 15:48:11 -0500
From: Jim & Jan Pettry <jdpettry@erinet.com>
Subject: [mosaic] Questions for First Grade Teachers
Hi Karen and everyone,
What great questions! I don't have time to answer many, and I'm a Title
I teacher working with first grade and not a first grade teacher, but I
love how our team teaches reading. Regarding guided reading homework,
we do send books home that we've read in guided reading, and we know
some of them are going to get lost, and some do. The funny thing is, a
lot of them eventually turn up! Lots of our kids have no books at home,
or ones they can't read yet, and they need lots of practice.
We work on specific phonics skills both within the guided reading lesson
and for 15-20 minutes outside the guided reading lesson, in addition to
doing Making Words. We don't follow up with worksheets. We let the
kids know we expect them to use what they've learned about letters and
sounds in their reading and in their writing, then we look for evidence
of that in our running records, during guided reading lessons, and in
their writing.
I love how one of our first grade teachers does journal writing. She's
been giving the kids a prompt which is tied into something they've been
studying or working on in class. They write to the prompt and
illustrate, and then she takes 15-20 minutes every afternoon to have
some children share. She creates minilessons around this sharing. Kids
who wrote strings of letters or scribbles at the beginning of the year
are now trying to say words slowly and are using our phonics minilessons
to try to write lots of the sounds in words. The kids are writing more
sentences, leaving spaces between words, using punctuation, using words
from the word wall, rereading their sentences to make sure they make
sense, all because of her great modeling during the minilessons.
Actually, she uses the kids' writing as models whenever she sees
someone doing one of the above things well. They won't always write to
a prompt, but this has helped them learn how you write, and one of our
district assessments is a quarterly writing prompt, so the kids need to
know how to do that.
This week will be our fifth week in school. We started guided reading
groups a couple of weeks ago, as soon as the teachers had some idea
where the kids are, and as soon as they had modeled what was happening
during guided reading time. We do 20 minute guided reading groups. I go
into the classroom to do guided reading as well. The Title kids get
one lesson with the classroom teacher and one with me. The other 20
minute slots are filled with independent reading, reading response
journal, buddy reading, or in one class, the listening center. They are
always reading or writing. No worksheets or skills centers.Why does the
reading support teacher want to wait a month?
Happy reading!
Jan/Title/1st/OH
+++++++++++++++++
From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: [mosaic] Need help asap
Date: Sun, 14 Sep 2003 14:47:34 -0500
I have been really pleased with my reading classes this year. I feel the
kids are getting into the strategies. The gradual release of responsiblity
is really taking long time. But now I have two new problems. How do you
access grades for the report cards, and what do I do when I am absent?
I hate to go back to worksheets, but how do I manage the class when I am not
in school. This is only my second year doing MOT.
Mary/gr8
+++++++++++++++++++
Date: Sun, 14 Sep 2003 13:42:30 -0700 (PDT)
From: Mary Smith <mereadmore@yahoo.com>
Subject: Re: [mosaic] Ellin Keene
You wrote:
Ellin Keene is coming to DE Oct. 16th
Please take a tape recorder with you so that you can transcribe a little of
this to us in the poor South who don't have a chance to hear her.
Nelle,
mereadmore
Julie Beebe <jbeebe@irsd.k12.de.us> wrote:
I haven't been on-line all week and just took a couple of hours to catch up.
I love this ring. Everyone is so enthusiastic and so willing to share their
ideas.
I am so excited! I started in last week with metacognition. We talked about
what a big word it was and what it meant. Then we read and shared all week.
The really cool part is the kids. As I'm reading, some of them are already
making connections. They are setting themselves up for schema. It is so
natural to go right into schema.
I still am the only one in my school teaching comprehension the MOT way. BUT
guess what...Ellin Keene is coming to DE Oct. 16th. I've talked my new
principal into going with me and we're taking one person from each grade
level with us. How great is that! I just know that she is going to turn each
one of them onto this great way of teaching. Life is wonderful! I won't
mention the hurricane coming our way.
-To send an email to the Mosaic List write to:
mosaic@u46teachers.org
+++++++++++++++
Date: Sun, 14 Sep 2003 13:40:16 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] Questions for First Grade Teachers
>Opening ?
>I use a worksheet (easy, review skill) as students arrive in the
>room in the morning. What do you have your kids do first thing while
>you are doing lunch count and sorting notes, money etc.?
>
My kids put their chairs by their desks, put their homework folders
on top of their desks, and hang their backpacks. Then they put
papers "in the box" and gather on the rug to 'do' the calendar. The
morning calendar is a routine that is pretty much set in stone and
already (the 9th day) they can do a lot of it without me. I get my
organizational duties done in plenty of time to join them and start
my first lesson while they are all together on the rug.
>Self Selected Reading Time ?
>How often do the books in their tubs get changed? Or are they in
>personal bags, how often changed? Are they new books they've not
>read with you or review books? How many books do you have for each
>to keep them busy reading or looking for 15 to 30 minutes? Is
>self-selected reading always during GR group time?
When the timer goes off, I give the kids 3-4 minutes to (1) change
the books in your baggie or (2) talk to your friend about the books
you read. When they change their books, they are to go to the two
large boxes I have of books that are at about their level. I am
fortunate to have a lot of old Wright & Rigby books, plus Open Court
books, plus Waterford books --- lots that are at their beginning
levels.
I also go into their baggies after school and put books I think they
should be reading. And I offer them books to trade for during
conferences.
I am constantly upgrading and changing the levels of books in the two
large boxes as the year goes on so there are new books and a variety
of levels.
>Phonics?
>If you have a specific time, do you include a work sheet as
>follow-up practice or is it all oral or embedded in what you are
>reading together? Is it some sort of class game or is it an activity
>during a center time?
All of the above. As a whole language teacher, I know how to embed
phonics into games, oral activities, whole class reading and writing
and worksheets that are demanded by Open Court. (I'm not sure how to
spell embed, tho. imbed?) I don't do centers.
>Written Work ?
> How do you teach printing skills?
Mostly during word wall work. I use an overhead and have them print
out the words along with me. Then I run rapidly all around the room
attempting to help each one individually.
>Writing (journal) ?
>I'm sure many students are not writing right now, but how do you
>move them from a picture to writing? I always have kids that can
>write but prefer to draw. I know drawing can lead to more details in
>writing but I have kids that don't draw much and are finished in 5
>minutes. What about them?
I teach them all to draw a story at the beginning. They tend to
start writing and labeling before I do in my mini lessons. I figure
the kids all know they are at school to learn to write and spell --
that's their goal. During sharing time, it's natural to have kids
read what they wrote and make a big deal out of it (just as I make a
big deal out of a drawing) but the kids all know we're striving
towards that goal.
I have word wall sentences and (I like ____. & I like to ____.) That
they take to their desks so they can write.
I stand at the white board and write for them any words they want to
copy to their writing. Personally I couldn't care less if they spell
everything correctly (other than word wall words) but they know that
is the goal, their families expect it, and .... it's fun for them.
As for the ones who finish early, use a timer and insist they write
the entire time. Mine are never allowed to utter the words, "I'm
done.".
>Guided Reading?
>Have you already started groups? If not, what are you doing? Our
>reading support teacher wants us to hold off for about a month.
I still believe it takes about 6 weeks to train a class. Sadly, we
no longer have that kind of time. The longer you work on routine,
expectations and group learning the better it will be in the long run.
Well, I'm in a chatty mood this morning, huh? We've been going for
9 days and (I hope this doesn't jinx the whole thing) but I have a
class full of charming and polite children. No one has hit anyone so
far. Maybe it's all a dream.
Katharine/1st/N.California
++++++++++++++
From: PhilSharonElder@aol.com
Date: Sun, 14 Sep 2003 17:12:19 EDT
Subject: [mosaic] to Karen...questions for first grade teachers
I commend you for questioning and searching, Karen. I think it's one of the
most important traits of a good teacher. I'll share with you what I do, but
be aware that I do not consider my way to be the only way to teach. I'm
constantly questioning and searching, too.
You asked: Opening ? I use a worksheet (easy, review skill) as students
arrive in the room in the morning. What do you have your kids do first thing
while you are doing lunch count and sorting notes, money etc.?
Me: As for me, the kids come to my room before school starts, whenever they
arrive. They place their name on a lunch graph, and in doing so, also
tracks
attendance for the day. I do not sort notes or look through money once
school
starts. I start teaching. I may go through some early arriver's M.O.O.S.E.
notebooks and take care of notes and money prior to the starting of the
school
day. I go through the remainder during P.E. time when the children are out
of the room. Children arriving before school starts know that they can
choose
to read, write, observe our science focus (right now it's silkworms and
mealworms), or work on their Write Your Number Club books. The WYNC books
are just
a cover stapled on top of a blank hundred grid. When the students have
written correctly to 100, they sign a banner that says, "I wrote my numbers
to 100!"
and get another blank grid added to their book to begin writing to 200. My
banners go to 1000. This is a popular activity in the mornings, but they
can
also choose to work on these during any extra minutes (fast finisher stuff)
they may have during the day.
You asked: Self Selected Reading Time ? How often do the books in their
tubs get changed? Or are they in personal bags, how often changed? Are
they new
books they've not read with you or review books? How many books do you have
for each to keep them busy reading or looking for 15 to 30 minutes? Is
self-selected reading always during GR group time?
Me: My books are on raingutter shelves. I will also be adding baskets of
books as the need arises. They read books that they have not read before
usually, although I certainly allow them to go back and re-read old
favorites...it's
great for building fluency. My selection right now features books from
preprimer level to beginning second grade level...about 150 books. I do
have one
little girl who is currently reading at end of 2nd grade/beginning 3rd grade
level. I have two baskets of books pulled for her to choose from. As the
kids'
reading levels increase, I will remove some of the lowest level books on the
raingutter shelves and add higher levels. I will also be adding baskets of
books that sit on the floor in front of the raingutter shelves.
Self-selected
reading time in our classroom is separate from guided reading time.
You asked: Guided Reading Homework? Do you send home GR books that you've
read in group? What do you do if they are not returned?
Me: I send home books so that the kids can practice reading at home. A
phone call almost always gets the books back in if the kids forget. I don't
have
a serious problem with forgetting books.
You asked: Phonics? If you have a specific time, do you include a work
sheet as follow-up practice or is it all oral or embedded in what you are
reading
together? Is it some sort of class game or is it an activity during a center
time?
Me: Phonics is addressed heavily during Working With Words block. But I
hit
phonics and phonemic awareness all day long in short spurts, too. I also
have a writing time, which is a great place to hit phonics hard again. I
don't
use worksheets as follow up practice. That's my least favorite worksheet of
all! I do things like Make-a-word, where the kids have magnetic boards and
letter tiles and manipulate letter tiles to form words.
You asked: Written Work ? Do you use a math book students have to write
in?
How do you teach printing skills? (Just copying on paper? or as part of
conferencing during writing?)
Me: We have consumable math books, yes. Again, I pick and choose from
these. I have plenty of manipulatives for the kids during math. Printing
skills
are usually quickly addressed during my Writing With Words block as we write
the word wall words. Mini-lessons in writing have addressed spacing between
words, l-r progression, and line sweeps because it was shown to be needed by
several students. They are improving though.
You asked: Writing (journal) ? I'm sure many students are not writing
right
now, but how do you move them from a picture to writing? I always have kids
that can write but prefer to draw. I know drawing can lead to more details
in
writing but I have kids that don't draw much and are finished in 5 minutes.
What about them?
Me: I am using Writer's Workshop approach this year. All of my kids are
doing some writing...some more than others naturally. Could you have them
label
a picture they draw? That would at least get them into writing something.
You said: Metacognition and Strategies Comment-- Someone else gives out
hard
hats to those making connections and they share that day.
Me: That was me. We have a theme of sorts this year with our reading--
Good
readers under construction. It grew out of Marcia's (she is on this
listserve, I think, but is also on another one with me) idea. She dressed
up as Ms.
Fix-It...yellow hardhat, tool belt, and tools...each tool represents one of
the
strategies. Her plan was to have Ms. Fix-It introduce new strategies
periodically. I used her idea and then added the little yellow plastic
hardhats
(from Party City). As I said, I pass them out to kids during SSR time who
are
using the strategies and then have them share after our SSR time during a
"good
readers under construction" sharing circle.
You asked: Guided Reading? Have you already started groups? If not, what
are you doing? Our reading support teacher wants us to hold off for about a
month.
Me: I use 4-Blocks.
You asked: Centers? Are you using centers in your classrooms? Are they
during GR time? Are they open ended or some type of product that is handed
in?
For example if they are sorting letters or word chunks or making sentences
with letter cubes, How do you know they are really doing that if you are in
a
GR group?
Me: I don't have centers.
You asked: Classroom aides and parents? Do you have classroom aides? If so
for how long during the day? Do you have parents in to help during GR time
for
those not in a group?
Me: No aides. I do have parent volunteers occasionally. I keep a "Here's
how you can help" box for them. I also have them listen to readers during
SSR
time if they come during that time.
You said: I know this is a lot of questions. Maybe sharing of answers will
be beneficial to all of us. I guess I'm just trying to rethink what I'm
doing.
Me: I'm a learner, too. May it never change!
Sharon
1st/AL
+++++++++++++++++
From: BilsCntsa@aol.com
Date: Sun, 14 Sep 2003 17:39:29 EDT
Subject: Re: [mosaic] MOSAIC more sharing
In a message dated 9/14/03 2:52:59 PM Eastern Daylight Time,
jbeebe@irsd.k12.de.us writes:
<<
I still am the only one in my school teaching comprehension the MOT way.
BUT guess what...Ellin Keene is coming to DE Oct. 16th. I've talked my new
principal into going with me and we're taking one person from each grade
level
with us. How great is that! I just know that she is going to turn each one
of
them onto this great way of teaching. Life is wonderful! I won't mention
the
hurricane coming our way. >>
I know how you feel...last year I was truly the only one at school. I talked
about it all the time, generated some interest, but no one seemed to bite.
This summer one coworker went to a conference with me and she loved it. She
is trying it this year also, I think. We are at different ends of the
school.
But one of my partners on my team is using the strategies. What a difference
that has made for me...we share things enthusiastically day by day, share
books, discuss the progress of our students, and I am loving it.
Also, in October I will facilitate a book study of Mosaic of Thought, my
curriculum specialist said many are excited about it. So, maybe I generated
more
interest then I thought. There are also plans to do another book study this
spring, K-2(3) Reading with Meaning and (3)4-5 will do Strategies that Work.
If that is not enough, we also have a team of 5 of us going to see Ellin
Keene in Orlando this November.
So I encourage those who feel you are alone....keep talking and sharing with
your coworkers, you might not think they are listening but they are. It is
the
results that speak louder then anything....so share what your kids are
doing.
I know that is how I got their attention!
Terry/2/FL
++++++++++++++++
From: Soswes@aol.com
Date: Sun, 14 Sep 2003 18:56:34 EDT
Subject: Re: [mosaic] Questions for First Grade Teachers
In a message dated 9/14/2003 2:01:49 PM Central Standard Time,
SIMMONS@aol.com writes:
Opening ?
I use a worksheet (easy, review skill) as students arrive in the room in the
morning. What do you have your kids do first thing while you are doing lunch
count and sorting notes, money etc.?
I start the kids with a "Daily Double": 2 math review type questions
and 2
language arts types of questions. The math review I pull from Everyday Math
and Math Essentials...open ended types of questions. When they finish, they
read from their book baskets on the table. These are primarily songbooks
right
now but I also have NF books that relate to our science and social studies
themes. I really don't change these....except adding NF. The kids the know
the
early verses...but they don't know the later verses in the songs, so as they
gain reading strategies, they will be able to read the whole book.
While they are doing this, I can take attendance, check in homework, parents
notes, etc.
We then move into our Morning Meeting. We start with a brief discussion of
what we are reading. I make sure I included Non Fiction in the books I am
reading. We then go over the morning message. This is where I do a LOT of
Concepts About Print Work. Then we move into the shared reading. I use the
same
book or poem for the entire week which guarantees that I have done decoding
work
as well as comprehension work.
The kids then move into Independent Reading. I did a lesson on choosing
Just
Right Books, so the kids have a fiction, NF and a poetry book in their book
bags. Are they Just Right, no, but as they develop as readers, they will be
able to pick JR books....we just keep at it. When I begin Guided Reading,
they
will have books in their book baggies that I know are at their instructional
levels. I hope to start this week or early next week. I have to finish
testing first. They do take their Guided Reading Book home to read to
parents.
When they bring it back the next day, it goes in their bag. I want them
reading
books or being read to at least 20 minutes a day, and the GR book can be
part
of this.
PHONICS:
I have a Working With Words time where we do Making Words, Vocabulary Work,
Word Wall work. I assess the children using Words Their Way, and this is
what
drives my instruction here. I also will include phonics during the morning
message.
Written Work:
The kids do have a Math Log that I use. I incorporate Math Essentials here
as well as Mountain Math. I have a book from Marilyn Burns about writing in
math and it gives me a lot of good ideas regarding what questions to have
them
respond to.
I do teach handwriting at the beginning of the year and it is part of my
writing workshop. By October, we should be done with formalized handwriting
instruction. When we are doing our Word Wall Work, when I write the word on
the
board, I will give instructions: down, around, stop, as an example, of how
they
write the letters. That will continue throughout the year. That is usually
pretty much it unless it is a serious problem, then I might do handwriting
packets to take home or individual instruction.
Writing:
I choose not to do writing journals this year. I think it confuses them
between journal writing and writing during writing class. Or,
truthfully....I
don't get it. I have a mini lesson for the beginning of Writers Workshop,
then
they write independently, then we share. At the beginning I stress there
are 2
rules for Writers Workshop: 1. No talking (good writers need quiet) and 2.
You can't say I'm done. You can write more or start another story. Drawing
is the beginning of writing so for those kids I encourage them to tell me
about their story, then ask them to write it. I may write what they say and
have
them add to it; I might label their picture, then ask them to write. We
also
do a lot of interactive writing early in the year to help those kids move
from
picture to writing. This week I am testing using the DWA and then I am
going
to begin my editing checklist: 1. spaces between words! We will build our
list as we go and I will hold everyone accountable for the checklist.
However, some kids may have a longer checklist than others that I will hold
them
accountable for...trying to keep it at their level and what they are able to
do...not what they should be doing.
Metacognition and Strategies:
I begin with metacognition and move into schema. We have started our 1st
anchor chart comparing decoding strategies with comprehension strategies and
how
they work together.
The kids use post its and put these in their thinking journals. That way, I
can keep track of the post its and a record of growth.
Centers: I no longer use centers. HOWEVER>>>>>there are kids
that need
some
center type work: So I have an I predict Center and a Listening Center.
I'm
honest with the kids: I don't care if you do these or not, but you HAVE to
be reading. You cannot just walk around the room. If you have read the
books
from the book baggie and want a break...you can do I Predict (write what you
think my read aloud book for the day will be about) or the listening center
(then tell me what happened in the beginning, middle, end) Otherwise, you
have
to read from your book baggie or other books in the room and I have a lot.
Usually I find that the kids think that the "centers" are work and
the
reading
is fun, so they just naturally prefer to read. I want them reading, so we
both
win. If they truly need "center type" work, such as magnetic
letters....then
that's my guided reading group with them.
Classroom Aides and Parents:
I have one Instructional Aide, but she is with an autistic child. She can
help me monitor though, but her first responsibility is her student. This
will
be first year I will have parent help as I'm no longer at an at risk school,
so this will be interesting. They all want to come into the room, so I'm
going
to have a volunteer training "class": I don't want to hear "sound
it out!"
Sorry this is so long.....but it's what I do in first grade. Thanks for
sharing....this is where I've gotten a LOT of ideas, from everyone on the
list!
Sandi
+++++++++++++++
Date: Sun, 14 Sep 2003 18:22:17 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Questions for First Grade Teachers
SIMMONS@aol.com wrote:
> Hi Jbeebe, jdpettry,philsharoelder, mereadmore, ljackson, mwalshct,
>
> Thanks for taking the time to reply and trying to give me some
> insight. Perhaps you or some of the other first grade teachers can
> tell me how you handle these times? Maybe your sharing of ideas on
> line will help someone else who has been "lurking" besides me.
(or
> feel free to email me separately)
>
> Opening ?
> I use a worksheet (easy, review skill) as students arrive in the room
> in the morning. What do you have your kids do first thing while you
> are doing lunch count and sorting notes, money etc.?
They sign in, first and last names and this year use a model clock to
support them in recording their time of arrival (we are now second
graders--it's that looping thing). Before our morning meeting, there is
fifteen minutes for independent reading.
>
>
> Self Selected Reading Time ?
> How often do the books in their tubs get changed? Or are they in
> personal bags, how often changed? Are they new books they've not read
> with you or review books? How many books do you have for each to keep
> them busy reading or looking for 15 to 30 minutes? Is self-selected
> reading always during GR group time?
My kids last year kept three library books, two they could read and one
to 'dream on' plus their guided reading books. Last year we had 20
minutes in addition to the morning independent reading--this year I
have returned to workshop--they read and write while I do guided
reading. They also have an independent math assignment, so acutal
reading time is 20 to 40 minutes.
>
>
> Guided Reading Homework?
> Do you send home GR books that you've read in group? What do you do
> if they are not returned?
Nope--I'd never see them again. Homework is not something that works.
I encourage reading at home and many students bring in books from home
to record in their reading logs after reading them at home.
>
>
> Phonics?
> If you have a specific time, do you include a work sheet as follow-up
> practice or is it all oral or embedded in what you are reading
> together? Is it some sort of class game or is it an activity during a
> center time?
In first grade, I planned for 20 minutes of explicit phonics daily
modeled on The Phonics They Use and Month by Month Phonics). This year,
I am focusing more on contextualized phonics and then, of course, in a
50 minute Writer's Workshop there is lots of time to address phonics.
>
>
> Written Work ?
> Do you use a math book students have to write in? How do you teach
> printing skills? (Just copying on paper? or as part of conferencing
> during writing?)
I am a CGI teacher--no workbooks. My kids have math journals and I do
use worksheets (sparingly) so that children can be successful with text
driven programs as they progress through school
Handwriting! I model, confer with students during writing workshop and
assign homework for kids really sturggling. My kinder feeder teacher
(?? most my kids come from one teacher ??) places such a emphasis on
letter formation that I can relax and hit the trouble spots.
>
>
> Writing (journal) ?
> I'm sure many students are not writing right now, but how do you move
> them from a picture to writing? I always have kids that can write but
> prefer to draw. I know drawing can lead to more details in writing but
> I have kids that don't draw much and are finished in 5 minutes. What
> about them?
This summer I attended a workshop with Jill Eggleton from New Zealand
and am combining her ideas with four blocks, fitting them into my own
workshop format. Here is what I expect kids to do:
Using a sketchbook type notebook, on the left they may use words or
drawings to QUICKLY plan their writing. They know I am not a bad
artist, so I model drawing fast and sloppy A LOT--this is planning, not
illustrating. We have been asked to teach four blocks this year, so I
begin with a word in the center (after telling them my oral story) and
then box off four squares and quick draw/plan. Then I model (everyday)
how to use my plan to help me get started with my writing. This has
been working soooo well this year. And as to the rabbits, last year I
spent time with The Tortoise and The Hare, talking about how being fast
doesn't make you best. Writing is done when writing time is over, so if
one piece is done, I expect them to begin another. Doesn't take long
before they get it. You could start with less time, and stretch it as
they go. Just a thought.
>
>
> Metacognition and Strategies Comment
> I haven't read the books but feel I have used think aloud strategies
> for a long time, we compare to other similar stories and I always give
> the kids time to share when they make a connection. I just haven't
> been teaching the specific terminology and the awareness of what they
> are doing and I think that is maybe where I need to start. One of you
> mentioned using post it notes to mark when you realize you are
> connecting with the story - even in the little first level stories. I
> can try that. Someone else gives out hard hats to those making
> connections and they share that day. Good idea!
>
> Guided Reading?
> Have you already started groups? If not, what are you doing? Our
> reading support teacher wants us to hold off for about a month.
Still trying to get my required assessments done, but I pull 5 kids to
my table and have them read independently (getting used to the
rotations) while I work on DRA with one at a time. I have another
teacher in my room during this time and she is doing the same.
>
>
> Centers?
> Are you using centers in your classrooms? Are they during GR time?
> Are they open ended or some type of product that is handed in? For
> example if they are sorting letters or word chunks or making sentences
> with letter cubes, How do you know they are really doing that if you
> are in a GR group?
Not a center person, me. But after their responsibilities are done
(read, record/respond, independent math) they can use the listening
post, the overhead (sits on the floor, with a notebook of poetry we ALL
know), library or work on publishing stories from writer's workshop.
>
>
> Classroom aides and parents?
> Do you have classroom aides? If so for how long during the day? Do
> you have parents in to help during GR time for those not in a group?
I have one all day. During this time she is listening to kids read,
monitoring the room, that sort of thing. I expect her to be more
actively instructionally as things settle into normalized routines.
>
>
> I know this is a lot of questions. Maybe sharing of answers will be
> beneficial to all of us. I guess I'm just trying to rethink what I'm
> doing. I am also going to post these questions on the first grade
> list I am on.
> Thanks for your kindness and help.
> Karen simmons@aol.com
+++++++++++++++++
From: Thegreensub@aol.com
Date: Sun, 14 Sep 2003 19:28:36 EDT
Subject: Re: [mosaic] Questions for First Grade Teachers
Sandi,
You mentioned that you have a Marilyn Burns book that you use for writing in
math. Can you share the name of the book?
Kathy - OH
++++++++++++++++
Date: Sun, 14 Sep 2003 19:59:59 -0400
Subject: Re: {SPAM?} [mosaic] Need help asap
From: Bill Ivey <bivey@k12s.phast.umass.edu>
On Sunday, Sep 14, 2003, at 15:47 America/New_York, Mary Kaleta wrote:
> what do I do when I am absent?
Hi!
I am brand new to MOT, which I am using in a high school ESL class. I
have jury duty in about a month, and so was thinking about the sub
issue. What I think I will do is assign them a full period of silent
reading and readers log journaling, and take less time than I normally
would for SSR during my other classes that week. How does that sound?
Take care,
Bill Ivey
Director of the International Program, Stoneleigh-Burnham School
Trustee, Pine Cobble School
+++++++++++++++
Date: Sun, 14 Sep 2003 19:13:23 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: {SPAM?} [mosaic] Need help asap
Not bad--subs can be more trouble than they are worth. Maybe you can come
up with
some note taking device so that they will have something to get them
thinking as
well. Might be a good time to send them out to practice some strategy
work...
making lists of questions, and noting their attempts to answer them.
Keeping track
of connections. You may need something more than independent reading if you
get
really nailed for jury duty. Doing any read alouds that could be followed
with
movie versions? Maybe compare and contrast...
Lori
+++++++++++++++
From: "Lisa Repaskey" <chesna03@hotmail.com>
Subject: Re: [mosaic] Questions for First Grade Teachers
Date: Sun, 14 Sep 2003 23:17:04 -0400
>>Opening ?
>>I use a worksheet (easy, review skill) as students arrive in the room
in
>>the morning. What do you have your kids do first thing while you are
doing
>>lunch count and sorting notes, money etc.?
When my students come out to our classroom in the morning (I was "gifted"
this year with the only trailer being used as a regular classroom), they
unpack their backpacks, put their EAGLES notebooks (like the MOOSE ones, but
Everything a Great Learner Expects for Success) on my assistant's table and
heads into our classroom library to chose their books for the day. They
are a very immature and chatty bunch, but they love to share their books
with their friends....look at pictures together or read from the source of
blackline sight word books that we've been using during Guided Reading.
We have a computer program called Waterford Early Learning program, which
every child must spend 15 minutes a day on (my principal spent $150,000 on a
program that was never agreed upon...but my county just loves to say they're
using technology all the time)....so one by one, when their name pops up
onto the screen, they go to the computer.
>>Self Selected Reading Time ?
>>How often do the books in their tubs get changed? Or are they in personal
>>bags, how often changed? Are they new books they've not read with you
or
>>review books? How many books do you have for each to keep them busy
>>reading or looking for 15 to 30 minutes? Is self-selected reading always
>>during GR group time?
I use both tubs and ziploc bags. The tubs at their tables contain a wide
variety of books (not leveled). Each morning, when they come in, they go to
the library to select some new books for their ziploc bags from my leveled
tubs. Besides the monies I've spent over the years purchasing emergent
readers and nonfiction, I now have a huge Waterford library as well.....10
copies of each title. I'm not thrilled with the 1st grade books since they
all seem to be "forced" phonics readers. But those are supposedly
for use
as homework/take-home readers.
>>Phonics?
>>If you have a specific time, do you include a work sheet as follow-up
>>practice or is it all oral or embedded in what you are reading together?
>>Is it some sort of class game or is it an activity during a center time?
I have a block of time for Working With Words...I started adding words to
our word wall earlier than usual just because I have a class full of
students who have no confidence that they might actually be able to sound
out words on their own. We have about 25-30 words (besides names) on the
wall....and almost everyone can locate and read those words.
The only real worksheets that I use come from http://www.starfall.com -- I
ordered Reading and Writing Journals for my grade level. They are all sent
free of charge from Starfall....all you have to do is go to their website to
officially thank them for the materials. I use these materials during my
After Lunch Bunch when a couple of my students go to Title One Reading Lab
for assistance....my assistant takes a group of 5 and I take the other group
of 5 (currently I have only 12 students). She has to do Early Success with
them.....so I take my higest group and we do a variety of things.
>>Written Work ?
>> How do you teach printing skills?
I embedd it right into my Working With Words and any other time I can do it.
Unfortunately, all four of our Kindergarten teachers don't teach ANY
letter formation skills.....they believe that these skills are either
"caught" or that doing 11-15 worksheets a day will FORCE them into
doing it
the right way. What has happened is that I have a group of students who
have practiced their letter formations the wrong way for a year that I am
having a terrible time trying to break bad habits.
>>Writing (journal) ?
>>I'm sure many students are not writing right now, but how do you move
them
>>from a picture to writing? I always have kids that can write but prefer
>>to draw. I know drawing can lead to more details in writing but I have
>>kids that don't draw much and are finished in 5 minutes. What about
them?
I have Word Wall sentence starters (like Katharine).....and they are getting
really good at these terrible "I like" stories. And I'm still trying
to
break the bad habits of the "I'm done" chorus. I have two boys who
are the
laziest little boys I have ever met......all of their work is done without
thought....just get it over with so they can talk or goof around or bother
others. My goal for them is to just not say a word to the rest of the
bunch, who think that if Justin doesn't have to do anything more, than why
should they. The other 10 are sweet and hard-working and I'm trying to get
them to just ignore and to write....which some are starting to (this is
after almost 9 weeks of school!)
>>Guided Reading?
>>Have you already started groups? If not, what are you doing? Our reading
>>support teacher wants us to hold off for about a month.
I use the Four Blocks model....but I pull small groups whenever necessary.
My After Lunch Bunch is a group that can't be as free-forming as I'd like it
to be because I have kids going out during this time.
During Guided Reading, I go back and forth between the 1.2 basal and my book
of blackline little sight word books. In the "just about" 9 weeks
of
school, they've read 20 of the blackline little sight word books....and keep
them in a separate ziploc bag to practice over and over again. Their
high-frequency sight words are coming along.....the other 1st grade teachers
(who I see once a day during our 1st grade recess period the last 30 minutes
of the day) are all complaining that their students aren't remembering any
of their sight words from one day to the next. But, then again, they are
all "flying through" the basal regardless of if the students can actually
read the stories or not.
I'm not quite sure if you had asked about math....but I use a variety of
materials since our math workbook is fairly worthless. I've been using
Saxon math on my own for two years...and my previous class of 3rd graders
scored the highest math scores on the EOG in our school....getting high 3's
and 4's on their End-of-Grade test.
I also use materials from the North Carolina Department of Public
Instruction....the Strategies materials that people have talked about on the
mosaic ring. I have a link to the materials on my class website
http://www.myschoolonline.com/NC/Tiggerkyds -- click on Math Strategies.
The countdown begins.....one more week until our Intersession break for 3
weeks! My assistant and I pray every day that our kiddos will come back
from the break more mature and much less tallkative! I have one child who
seriously believes that there is no one in the class other than
himself....and another who believes that everyone in the class waits with
baited breath for every utterance out of his mouth. He thinks that he MUST
make a comment on everything that is said or taught in the classroom.
Lisa/1/NC
http://www.myschoolonline.com/NC/Tiggerkyds
+++++++++++
Date: Mon, 15 Sep 2003 04:05:21 GMT
Subject: Re: {SPAM?} [mosaic] Need help asap
From: dshadwick@juno.com
Lori:
As a teacher, I'm sure you're are excellent, but making this remark --"Not
bad--subs can be more trouble than they are worth." I take offense. This
is because I am a sub and I take my job very seriously. When I go into a
new classroom I like to know the routine, the rules, where the students sit,
have all of the materials on hand, and at the very least, the teacher's
planning book. (Many teachers type/write out what is to be taught when.) I
also like to know who the teacher's buddy teacher is in case I have any
questions. Another plus is to know who goes to specialists and when.
Since I only teach elementary school, I'm not much help for the upper
grades. I also try to leave the classroom cleaner than what it looked like
when I came and I give a picture of how the day went when I leave my sub
form.
Dee
++++++++++++++
Date: Mon, 15 Sep 2003 07:08:58 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: {SPAM?} [mosaic] Need help asap
Let me qualify that with letting you all know that in my state , subs are
rarely teachers. They are high school graduates, young, old, and some are
not awful but when you have no standards for the folks you let take over
classes, you get trouble. I, too, have subbed and I did not mean to insullt
anyone, so my apologies all around. In our elementary system, we use our
aides and they get a bonus stuppend. We are the lucky ones. It is entirely
possible for a senior english teacher to face a sub only a bit older than
they are, someone linked soccially, perhaps sexually to the students.
If you face this kind of sub, it is batten down the hatches, lock up
everything and leave a movie. Cross your fingers that you get the movie
back.
Lori
+++++++++++++++++
Date: Mon, 15 Sep 2003 08:04:53 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] Cynics and Reluctant Teachers
Hi Mary,
I think the best proof that these teaching strategies are worth the time
and effort would be to try
them out in your own classroom, then talk to other teachers who are also
using these strategies (this
list is a perfect place for that) and finally, tweaking things as you go
along. If we always waited to get
proof from other people of what works and doesn't work before trying
something new, our students
would be the worse for it. There are a lot of professional books out
there that describe strategy
instruction in real classrooms (including the professional descriptions
on this list) so there really is no
excuse for not doing things differently in your classroom if you think
there migh be something to this
MOT/STW stuff.
Elisa
++++++++++++++++
Date: Mon, 15 Sep 2003 06:53:34 -0700
Subject: Re: [mosaic] Need help asap
From: Veronica <pisces1975@earthlink.net>
Speaking from experience, subbing is a very difficult job - especially when
you walk into a room that the classroom teacher has not prepared for you (no
or vague lesson plans, worksheets are missing, procedures are not detailed,
etc.) This is why I always leave very detailed plans for the substitute.
Writing these plans is the part that is "more trouble than it's worth"
for
me, but it has to be done to be fair to the sub. When you are sick as a dog
and have to stay at school for an extra couple hours prepping for a sub or
when you have to spend a few extra hours writing plans so you can take your
personal day, you wonder if you shouldn't just drag your sick self out of
bed and come to school or blow off the personal day altogether. I'm sure no
harm was meant by the sub comment. Maybe this is what the poster was
referring to?
Veronica
+++++++++++++++++
Date: Mon, 15 Sep 2003 16:04:00 GMT
Subject: Re: {SPAM?} [mosaic] Need help asap
From: dshadwick@juno.com
Lori:
Apology accepted.
It amazes me how a different state can run their districts. Here, like
classroom teachers, you must be certified. My graduating class ('99) was
the first that had to have their M.Ed. before recertification. (Hince the
reason this 49 yr. old went back to school (2 yrs. ago) and finished her
M.Ed. in Reading & Literacy this summer. I still have no job prospects,
but
am hoping for my own K-3 class somewhere in the district next year.
Dee
+++++++++++++++++
Date: Mon, 15 Sep 2003 16:13:15 GMT
Subject: Re: [mosaic] Need help asap
From: dshadwick@juno.com
Veronica:
You're right. There's nothing more frustrating than to have no sub plans or
sketchy sub plans when you walk into an unfamiliar room. I commend you for
making detailed plans:-)
What peives me is that there are classroom teachers out there that believe
we're worse than scum on the earth. If it weren't for us, they'd have to
come in sick or not! We hold down the fort. I worked mostly in one
building last year and the teachers wanted me on staff this year,
unfortunately, the principal is picking the young things with little
exeperience. Because I know these teachers, some of them just left their
schedule and planner book with the materials. They knew they didn't need to
make long involved plans as they knew I knew what I was doing.
Another thought I've had, and I hope to be able to institute, once I have my
own class is to make a sub box that will have folders in the box along with
several detailed sub plans (so I can pull the one the sub uses and still
have others available)so that I won't have to come in if I'm sick. I can
leave the box in plain view by my desk. This is just an idea to make life
easier. (Yes, it'll take some planning once a month, especially if you use
themes, as you'd want to incorporate the lessons into your theme, but I
think this would work.
Dee
++++++++++++++++
Date: Mon, 15 Sep 2003 13:50:33 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] Questions for First Grade Teachers
Hi Karen and everyone!
I hope you keep this discussion on line. I think we can all benefit
from the responses.
Karen, it's great to read your thinking and wonderings. It all feels
very exciting.
Elisa
+++++++++++++++++++
From: Abcde1142@aol.com
Date: Mon, 15 Sep 2003 19:33:43 EDT
Subject: Re: [mosaic] Need help asap
Subs have a very difficult job. That's why I too do explicit plans and then
remember something I should have said that I didn't.
I had a very close friend that filled in for me for a week. We thought
alike
and taught alike so I knew the class would be taught what was expected. I
never told her, but I had to reteach most of what she taught. The kids
didn't
listen because I wasn't the one teaching it.
Since then, my experience has been better. The kids know they are going to
be responsible for the information taught by the sub. That is why I go into
such detail for the sub.
On the other hand, I agree that by the time you get ready for the sub, run
off all the papers, and organize the material - you wonder if it is all
worth
it. It is worth it, but at the time I would question it.
Please also remember that sometimes after doing all this work and the sub
doesn't follow the plans, you really wonder why you went through all the
work.
Alexa
+++++++++++++++++
From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: [mosaic] what do I do when I am absent?
Date: Mon, 15 Sep 2003 19:05:59 -0500
Thanks Lori for the great suggestions. For once I'm glad I only have 43
minute reading periods. I decided to have a read aloud from a multicultural
book and a short period of self selected reading. I plan to get some
activities prepared for when I am absent again. My students are only now
starting to think while they are reading. We've been practicing to
think before,during, and after reading. I wasn't sure if they were ready to
fly alone especially with a sub.
Thanks again Lori,
Mary/gr.8
+++++++++++++++
From: Thegreensub@aol.com
Date: Mon, 15 Sep 2003 20:10:30 EDT
Subject: Re: [mosaic] Need help asap
I subbed for nine years before going back into the classroom. It was
an awesome experience for me. I could fill books with all the fantastic
creative ideas I picked up in the various classrooms I "taught" for
a day or
week
or month. Yes, I taught. I taught because only once in the nine years and
two different school districts did I go into a classroom with no plans.
Both
districts are considered among the top in the state and those good teacher,
who
spent time on plans, are the reason why. I have to admit that I was
considered a good sub and I had a lot to do with that. I arrived early to
make sure I
was prepared. The person who called the subs and I had a long talk and I
told
her my strengths (primary grades) and weeknesses(any grade above 4th).
While
it is not easy for some young teachers, I limited myself to working in just
one district at a time so that I could learn the system and the staff.
There
are some wonderful subs working in our schools who really look at their job
as
a job. Please remember that many of them are doing your job for a small
percentage of what you make--sometimes less than what they would make at
McDonald's.
Kathy
++++++++++++++
From: "Mary Kaleta" <mekaleta@hotmail.com>
Subject: Re: [mosaic] Need help asap
Date: Mon, 15 Sep 2003 20:04:00 -0500
Since I am the person who originally sent this message my apologies to all.
My apologies especially to Lori who found herself in hot water. But I agree
with Lori. You never know who is going to walk into your classroom
experienced or not. Subs may not be trained in MOT so will my plans be
followed as I want? That's why I asked the question "what to do when
absent". How do you handle it when you are teaching strategies and not
leaving a basal or a teacher's edition as a back up? In most cases you can
request a particular sub, but what do you do in an emergency like mine was?
You want the situation positive for the students, but also for the sub.
Mary/gr.8
++++++++++++++++++
From: deborah a devine <debthereb@lightfirst.com>
Date: Mon, 15 Sep 2003 23:04:21 -0500
Subject: [mosaic] Venn Diagrams and Math/MOT
Mathematicians add to schema by trying more challenging problems and
hearing from others.
THIS WILL GET THEM INVOLVED!!!!
Question: How are rectangles and squares alike and different.
Use of Venn Diagram and pre-written sentence strips with these words
written on the strips:
(Note: some of the choices will not be correct and the children should
DECIDE that they do not belong on the Venn Diagram.)
4 sides
3 sides
Can be different sizes
Squares are congruent to rectangles
Have parallel lines
curved lines
easy to draw
rectangles are congruent to squares
have vertices
closed figures
polygon
sides are all the same length
have sides
quadrilateral
parallelogram
4 vertices
sides do not have to be the same length
4 right angles (square corners)
Students may use their Everyday Math Student Resource Book as a
resource. Teacher will not tell the meaning of the words.
Then, some pink sentence strips with these words: different,
different, same, rectangle, square. These are used to set up the Venn
Diagram Headings.
Teacher hands out pre-written sentence strips after discussing the
question of the day. Students will decide where the sentence strip
should be placed. Students do not write in their journal until all the
sentence strips have been placed on the diagram. Then, they will be
asked to only set up the Venn Diagram and it's headings in their
journal.
In journal write: First, I know that a Venn Diagram helps me organize
my thoughts about my thinking.
++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Learning Along the Way/author
Date: Tue, 16 Sep 2003 06:33:40 -0500
I just wanted to pass along to you all that Diane Sweeney, author of
Learning Along the Way, has joined our listserv. Ellin had mentioned to
Diane that some of us were sharing our LOVE for her book and how it has
impacted our own learning.
Here is the link to her book.
http://www.stenhouse.com/storefront/scripts/product/ProductView.asp?prodID=0
343
I know for me, the book clearly explained learner centered staff
development. I participated in a book study on this book over the summer
and think it is the best out there for moving a building forward. Diane is
from the PEBC Denver group and her book follows the gradual release model we
have come to know for our teaching.
If you've read the book and can share more about it, Diane will be listening
in for the feedback.
Welcome Diane!!
Ginger
mosaic
++++++++++++++
Subject: [mosaic] Learning Along The Way
From: "ljackson@gwtc.net" <ljackson@gwtc.net>
Date: Tue, 16 Sep 2003 07:59:01 -0400
Ginger's link may not work as the numbers 343 appear on the line below,
rath=
er than at the end. Try this for the Sweeney book.
Lori
http://www.stenhouse.com/storefront/detail.asp?product_id=3D0343
++++++++++++
From: "Nicholson, Kristin Leigh" <nicholsok@ramnet.k12.ny.us>
Subject: [mosaic] time spent on each strategy
Date: Tue, 16 Sep 2003 11:45:17 -0400
Hi
I have a question regarding the length of time that should be spent
teaching each strategy using the gradual release model. In a class I took,
the instructor encouraged teachers to spend between 6 to 9 weeks on each
strategy. She believed children need this length of time to feel
comfortable using a strategy indepentently. My principlal feels that each
strategy can be taught in 3 to 5 weeks.. What do people in the listserve
think? I would love to hear your thoughts.
Kristin-Leigh
++++++++++++++
From: "Molly Moran" <mamoran@greencastle.k12.pa.us>
Date: Tue, 16 Sep 2003 12:34:15 -0400
Subject: Re: [mosaic] time spent on each strategy
I had the privilege of hearing Ellin speak last month. She said to
plan on spending up to 9 weeks on each strategy. I certainly think it
would depend on the children, and how much strategy work they
have had previously. There wouldn't seem to be such a cut and dry
answer to this question.
Molly
+++++++++++++++
Date: Tue, 16 Sep 2003 09:55:02 -0700 (PDT)
From: Kim Sheffield <snowlc@yahoo.com>
Subject: [mosaic] writing
Katharine,
With respect to writing, have you ever read "The Art
of Teaching Writing" by Lucy Calkins? Every quesiton
you have is answered in that book. This book and her
Art of Teaching Reading are my top 10 books that have
deepened my understanding of process and instruction.
Check them out!!
Kim Sheffield
Literacy Coordniator
Newark, CA
+++++++++++++++
From: "Tena Flanagan" <tflanagan@colbertcountyschools.org>
Subject: Re: [mosaic] Fluency
Date: Tue, 16 Sep 2003 15:28:07 -0500
I went to google and typed in reading fluency. I sat and went through tons
of sites and gathered a lot of information. You might try that approach.
There was even a power point that someone put together.
+++++++++++++++
From: Teach1Holloway@aol.com
Date: Tue, 16 Sep 2003 19:33:38 EDT
Subject: [mosaic] Videos from Bureau of Education & Research
Sorry for posting to this group, but I value the opinions of the members.
Our school is in the process of applying for a Reading First Grant. We have
been analyzing our strengths and weaknesses. We already know that most of
our
staff needs to learn more about phonemic awareness.
Our literacy committee is considering purchasing some videos from BER and
would like some input before we spend the money. We are looking at
Strengthening
Students' Phonemic Awareness Grades K-1 by Kristin Schlosser and Hallie Kay
Yopp. I know Hallie Yopp is one of the developers of the Yopp Singer
Phonemic
Awareness test.
The other videos are Using the "MAKING WORDS" STRATEGY to Strengthen
Your
Students' Phonemic Awareness and Phonics Skills, K-2 and Using ONSETS AND
RIMES
AND MANIPULATION OF TEXT to Strengthen Your Students' Phonemic Awareness and
Phonics Skills, Grades 1-2 by Judy Lynch.
We really would like to hear if anyone has watched the videos and if they
are
worth the amount ($335 each). It is a large amount of money that we might
be
better spending in other areas. Please share your experiences with us.
Thanks!
Barbara(KY)
++++++++++++
Date: Tue, 16 Sep 2003 19:48:38 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] time spent on each strategy
Me, too. Does this mean teaching only targeted strategies during the
school year?
Lori
+++++++++++++++
From: "Reading" <reading@cfl.rr.com>
Subject: [mosaic] bookmarks
Date: Tue, 16 Sep 2003 20:45:30 -0400
Hi Everyone,
A big thanks to everyone who replied to my latest musings (on building
background knowledge). I am constantly amazed at the level of discourse
on this list!
Here are some bookmarks I made using Photoshop and wanted to share.
The first is "What Good Readers Do" I laminated these and gave one
to each student.
http://www.educationoasis.com/classres/PDF%20Files/BKM_good%20readers.doc
(It's a word document.)
Here's one titled "Poetry Terms" (This is for elementary grades,
although I
am using it for my at-risk eighth graders.)
http://www.educationoasis.com/classres/PDF%20Files/BM%20poetry%20terms%20ele
mentary.doc
And here is one for the "Five Finger Method of Finding Just the Right Book."
(After learning about it on this list.)
http://www.educationoasis.com/pdf/ex_bookmark_fivefinger.pdf
This one is a PDF file and needs Acrobat Reader to read.
In my class we have discussed "Connecting" and "Questioning."
(Also
metacognition.)
Next week we are moving into "Visualizing." I have a nagging feeling
I'm
moving too fast (although the kids seem to be "getting it.") Any thoughts?
Thanks for sharing!
Kim
8/Reading
Latest Read: *Reading Don't Fix No Chevys*
++++++++++++++
From: Soswes@aol.com
Date: Tue, 16 Sep 2003 21:05:39 EDT
Subject: Re: [mosaic] Questions for First Grade Teachers
In a message dated 9/14/2003 6:29:14 PM Central Standard Time,
Thegreensub@aol.com writes:
Sandi,
You mentioned that you have a Marilyn Burns book that you use for writing in
math. Can you share the name of the book
Kathy,
The names of the books are Writing in Math Class, Resource Guide 2-8 by
Marilyn Burns and Good Math Questions for Math Teaching: Why Ask Them and
What to
Ask, K-6 by Peter Sullivan. I picked both of them up at a Marilyn Burns
Math
Solutions Workshop.
Sandi
++++++++++++++++
From: cking [mailto:cking@mail.d300.kane.k12.il.us]
Sent: Tuesday, September 16, 2003 7:35 PM
To: mosaic-owner@u46teachers.org
Subject:
Kristin-Leigh,
I disagree that strategies can be taught and mastered over just a few weeks.
Perhaps this is because I am a primary teacher, but I spend 4-5 weeks on 1
strategy and may introduce another after that, but I am continually going
back and reteaching and my students are continually practicing each strategy
until they have learned all and are able to use more than one at the same
time. Perhaps she is thinking that by telling teachers the number of weeks
to spend on a strategy, it will ensure that all strategies are taught. I
know last year some teachers in our building only got to one or two because
they spent all of their time on them.
Colleen
+++++++++++++++
From: Thegreensub@aol.com
Date: Tue, 16 Sep 2003 21:32:55 EDT
Subject: Re: [mosaic] Questions for First Grade Teachers
Sandi,
Thank you for the titles of the Marilyn Burns Books. I too have attended
the
Marilyn Burns workshop and they are great. I'll check with Math Solutions
and see if I can get at least one of the books.
Kathy
+++++++++++++++
From: MEHitzel@aol.com
Date: Tue, 16 Sep 2003 22:00:07 EDT
Subject: [mosaic] (mosaic) What's been going on in my room/time for
strategies/really long
Hi everyone. I'm into my 5th week back to school and thought I would share
what I've been up to in the hopes that some of you might share more in depth
what you're doing and experiencing in your classrooms. Right now, I am the
only
one at my school doing explicit strategy instruction and I really depend on
the sharing that happens on this list.
Well, this week, I decided to start schema and making connections. Not all
of my students are thinking about their reading and self-monitoring for
understanding like I would like, but most of them are moving forward with
this. So,
while we'll need to continue to work at this, I felt it was time to add
another layer. Yesterday, I introduced the term schema. We talked about
schema
being all the things we've done, all the people we've known, the places
we've
been, things we've read or seen on T.V., and our background knowledge (for
instance, if we've studied spiders, that knowledge is part of our schema).
I will
be putting this up on a chart. We will begin our unit with a study of
text-to-self connections, but I thought starting with this chart would
create the
basis for eventually expanding the study to t-t and t-w connections. Then
I
read My Rotten, Red-headed, Older Brother by Patricia Polacco (one of my
absolute
favorite authors!) and shared all of my connections. The kids thought it
was
funny that I connected to the older brother, Richie, more than the younger
sister, Trisha. I didn't have red hair when I was young, although I now dye
it
a reddish brown, but I could be a really rotten older sister at times! The
kids were champing at the bit to share. I told them they could write about
their
connections in their writer's notebooks and that they would have a chance to
share tomorrow. Today, I read, The Two of Them by Aliki. I put up a
T-chart
labeled on one side with Words . . . and Reminds Me of . . . on the other.
As
I read, I had the children put a thumbs up if the text reminded them of
something in their schema. I focused on having them tell me the exact words
from
the text that triggered their connection. I think Debbie Miller talks about
this and I'm not sure I emphasized it enough last year. I really want to
try
and keep the connection with the text strong. Well, if you've read this
book
before, you can well imagine that the kids were overflowing with things in
their
own schema that it reminded them of. It was impossible to have all of them
share, so once again I told them these were perfect things to write about in
their writer's notebook. Once they were dismissed from the carpeted area, I
still had about six kids gathered around me that just had to tell me their
connection. I love when there is that kind of energy! I wish I had thought
to do
an eye to eye, knee to knee. We did talk about a couple of the connections
and
how that connection helped the person making it understand the character
better, but there wasn't a strong emphasis on this yet. I'm not sure if I
should
have emphasized this from the start, but right now I am just focusing on
having them become aware of their connections. Tomorrow's half day, so
we're doing
a read-a-thon. Thursday, I'm thinking of partner reading with student
copies
of the T-chart and then will evaluate from there. I have a really hard time
planning more than a day in advance. I like to see how today went, reflect,
and then plan the next. So, that's where I'm at in my strategy instruction.
Not anything new or earth shattering, but I know almost every time someone
else
on the list shares I gain something.
Another note. I am doing writer's workshop for the first time this year. I
also started a memoir genre study this week. I'm hoping that most of the
texts we use as models for this study will also spark connections. I
haven't
introduced this thought yet to my students, but am waiting to see if it
comes up.
One student today, did note that my read aloud book for strategy instruction
fit the characteristics of a memoir that we've come up with.
Finally! I would be careful of rushing the teaching of each strategy too
much. I've not been at it too long myself, but I have a tendency to rush
things
and have really, really, focused on slowing down this year, even more than
last. Some of my kids will need the extra time and immersion in the
teaching. I
will try to challenge those who seem to have it with more complex text. I
teach multiage so half my class was taught the strategies last year. One of
my
goals this year is also to incorporate a wider variety of genres into each
strategy study. Last year, I mostly stuck to fiction.
Well, that's it for now! I would love to hear more specifically (?) what
some of you are doing.
Martha/4/5/az
++++++++++++++++
Date: Tue, 16 Sep 2003 19:57:52 -0700 (PDT)
From: roberta berglund <bberglund@rocketmail.com>
Subject: Re: [mosaic] Videos from Bureau of Education & Research
I have used the first video set extensively and have
found it to be very useful. Teacher feedback has been
great! I have used the second set, and, although it is
good, the first is better. I have not used the third
set.
R.B.
+++++++++++++++
From: "Christine Pilger" <kellyannchristine@hotmail.com>
Subject: Re: [mosaic] (mosaic) What's been going on in my room/time for
Date: Tue, 16 Sep 2003 20:25:15 -0700
Thanks for sharing. I am new to the MOT strategies, in terms of explicitly
teaching them in my class (third grade). How do you justify the strategies?
We are standards-driven to the maximum and I can't seem to find standards
which address the strategies.
Please help,
Christine 3rd grade/California
++++++++++++++++
From: MEHitzel@aol.com
Date: Tue, 16 Sep 2003 23:54:30 EDT
Subject: Re: [mosaic] (mosaic) What's been going on in my room/time for
strategies/rea...
In a message dated 9/16/2003 8:27:21 PM US Mountain Standard Time,
kellyannchristine@hotmail.com writes:
> I can't seem to find standards which address the strategies.
Christine - I'm not familiar with what the reading standards are in
California, but I can't imagine they are too much different from those we
have in
Arizona. Here, we have six different strands in our reading standards. One
of the
strands addresses comprehension strategies.
-Predict text content using prior knowledge and text features
-Confirm predictions about text for accuracy
-Generate clarifying questions in order to comprehend text
-Use graphic organizers in order to comprehend text
-Connect information and events in text to experiences and to related
text and sources
-Use reading strategies (draw conclusions, determine cause and
effect,
making inferences, sequencing) in order to comprehend text
So, explicitly teaching the comprehension strategies is addressing this
strand very directly. I also do many other things throughout the day to
address
the other strands. We use Time For Kids magazine every week to study
current
events and non-fiction text, we use a poem every week for word study and
fluency, we read articles related to our science unit, we have a daily 20
minute word
study,and we use texts in writer's workshop to generate ideas and to study
author's craft. I also pull guided reading groups to address specific needs
of
groups of students. I'm not sure if this is what you were asking, but I
hope
it is helpful.
Martha/4/5/az
+++++++++++++++
Date: Tue, 16 Sep 2003 21:39:09 -0700 (PDT)
From: Denise Ross <deniseross4@yahoo.com>
Subject: [mosaic] Interesting Research
Found this intriguing.
Aoccdrnig to rscheearch at an Elingsh uinervtisy, it deosn't mttaer in
waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is that
the frist and lsat ltteer is at the rghit pclae. The rset can be a
toatl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae we
do
not raed ervey lteter by it slef but the wrod as a wlohe.
Enjoy!
Denise
+++++++++++++++++++
Date: Wed, 17 Sep 2003 02:29:32 -0800
Subject: Re: [mosaic] (mosaic) What's been going on in my room/time for
From: Patricia Kimathi <pkimathi@earthlink.net>
If you use Open Court (I notice you are in California) these are the same
strategies that Open Court. If not let me know I will match them for you
this weekend. I also teach 3rd in California. Where are you
Pat 3rd/California
+++++++++++++++++
Date: Wed, 17 Sep 2003 06:20:32 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] (mosaic) What's been going on in my room/time
We have a standard that says, to the effect, that children will discus
and compare 'worthy' pieces of literature. I can get a lot out of
that. Another says children will use prior experience and knowledge
and I think knowledge is broad enough to umbrella the strategies.
Our standards are becoming very itemy--with an emphasis on decoding and
a lesser appreciation for comprehension. The reading standards are
being rewrittten again at the state level--both math and reading--so ask
me again in 6 months and I am guessing will have a different answer.
Lori
++++++++++++++
Date: Wed, 17 Sep 2003 06:53:12 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: [mosaic] What's going on...
In my class, we are moving slowly from metacognition to schema. We
started an Author Study ongoing anchor chart that I intended to be more
meaningful from the standpoint of writing and I am seeing its value in
discussing author schema. I bought this book from Scholastic that
feature 75 author bios--I know I mentioned it earlier and it is at
school, so that is as specific as I can be about the title right now.
Each week I decided to feature, casually, the books of a popular
children's author. I read two or three books by the author and make
other available to the kids for reading. On Fridays, I give every child
a 2-sided copy of the bio and also have the copies on overheads. Now,
the reading is largely above the heads of my second graders BUT...we
review the selected texts list and I read it aloud to them. As we do, I
stop and reflect on things that might be important to us as writers and
I highlight them. The kids just love it! Then we bullet things that
might help us as writers. For Mem Fox, it includeed never giving up,
the importance or rewriting, and a couple of others--I am limiting it to
three-four. They seem to be getting a view of themselves as authors and
are beginning to use quotes from the anchor charts to encourage each
other. Yesterday I had a conference with a child who had done some
simple revision on her own and when I complimented her on it she replied
that Mem Fox (not me, mind you) says that rewriting is the most
important thing a writer does.
So where is the connection? I started talking about author schema this
week and it really seems to be clicking. My shared reading this week is
"What's The Time, Grandma Wolf?" (Ken Brown) and yesterday one of
my
boys muttered, "I have no schema for this author. I have never heard of
him." Incidentally, me neither, but I fell in love with this story when
Lester Laminack read it at a conference this summer.
Most of the kids are still watching these ideas whizz by over their
heads, so I am reflecting on the discussion related to timing and
stratgy instruction. Should I try to concentrate on just a few
strategies for the school year and, if so, which should I pick for
second grade?
Our study group began this week, just a handful of mutually interested
teachers reading Mosaic and Miller. We agreed to begin with a bit of
time spent on teachers as writers, practicing the strategies. We agreed
to work with SHORT stories, poetry and essays, as we want to practice
and still have time for discussion. Our agenda framework is looking
like this: fifteen minutes as readers--using the strategies and sharing
through discussion; 30 minutes spent reviewing our week in practice,
discussing assigned reading and talking about how to teach the targeted
strategy (to stretch towards 45 minutes); and this first time, aligning
the strategy reading to Miller's book so that we can read Miller then
Keene on each strategy and signing up to facilitate strategy
discussions. I am the ringleader, getting this organized, and I
suggested that if they felt--as they did--somewhat confused by Keene at
first reading, that reading Miller and then Keene on each strategy and
supplementing with STW might raise their comfort level. I think, from
my personal experience, that the discussions (the think alouds, if you
will) related to the literature are kind of intimidating if you aren't
used to this kind of thinking. That's why I suggested we include, at
least in small focus, an effort to practice the strategies.
This is a rather rambling snapshot of the action in my room...
Lori
++++++++++++++
From: MEHitzel@aol.com
Date: Wed, 17 Sep 2003 08:42:58 EDT
Subject: Re: [mosaic] What's going on...
Lori - your sharing is exactly the kind of thing I need! I love the idea of
looking at schema for authors. Like I said this is my first year doing
writer's workshop and I haven't done a very good job in looking at the
writerly life
with my students beyond reasons to keep a notebook. If you get the title of
the book could you post it again? Otherwise I'll search the archives. This
is also an example of how much can be done with just one strategy!
Please continue to tell us how your book study group goes. I gave out the
information sheets yesterday to the staff at my school asking for interest
in a
study of RWM and the Happy Reading videos. I really like the format of your
meetings and am going to try to add in a teacher practice peice.
Thanks!
Martha/4/5/az
++++++++++++++++
Date: Wed, 17 Sep 2003 14:21:11 -0500
From: Elisa Waingort <elisawi@fcaq.k12.ec>
Subject: Re: [mosaic] strategies vs. standards
Hi Christine,
I'm glad you brought this up. The primary coordinator was wondering
just the same thing the other
day. I didn't have an answer for her except to say that we might want
to change/revise/add to the
standards as they are right now. Since we are a private international
school, we can certainly do that!
Elisa
+++++++++++++++++
From: HProcida@aol.com
Date: Wed, 17 Sep 2003 18:09:46 EDT
Subject: Re: [mosaic] What's going on...
Hi -
I've never shared with the list, but I teach grade 5 language arts in NJ and
have been following along with discussions all summer. I have not yet had a
chance to read MOT so I might be underqualified to share but I have been
teaching the strategies based on websites and resources I have been referred
to
through the list. Juli's is particularly incredible.
Anyway I introduced schema today after spending just a few weeks modeling
metacognition and I had a brilliant comment made by a student in class today
that
I just have to share.
I made the analogy that our heads are like a giant computer and we hold
files
on every topic that we have encountered. We are reading aloud Loser by Jerry
Spinelli. In chapter 8 Zinkoff gets a baby sister, welcomes a new neighbor
and
throws up into his father's mailbag (his father is a mailman) So to model
the
analogy I mentioned that during the reading of the chapter I had to
reference
the "new sibling" file of my head . Either remembering the birth of
siblings
or hearing stories about escapades of older children when the new ones are
brought in. I also had to access the "welcoming a new neighbor" file
and
finally
the never forgotten "vomiting stories and experiences". Naturally
I am NOT
looking forward to reading the writers' notebook entries that came during
this
readers'/ writers' workshop.
But the comment I want to share is that a student said " If schema means
that
our brains are a computer, then metacognition is like we are "IM"-ing
ourselves all the time. And connections means that we can send messages to
other
people to put in their files for later too. " (We use a connector as a
Lit.
circle role) Whether or not we are completely on the right track, I am just
impressed at all of the higher level thinking and conversations happening in
my
classroom. Thank you so much to everyone who shares on this list. I love it
! It
makes teaching so interesting and rewarding.
Holly
Old Tappan NJ
Grade 5
+++++++++++++++++
From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] What's going on. . . Success with story maps!
Date: Wed, 17 Sep 2003 18:23:03 -0500
Reply-To: mosaic@u46teachers.org
Neat, Holly! Thanks for sharing.
I too have used the computer analogy with my second graders to intro the =
concept of schema. Out of no where today, Jacob said, "I used my schema
=
last night. . ." I was impressed because I only introduced this term =
yesterday! I think he said this because his schema "woke up" during
our =
frog discussion, so maybe it wasn't out of nowhere! :) Today I also =
had conferences with some of my kids. I started the conference with, =
"What are you thinking about right now as you read your book?" Each
=
child started with a connection they had made without any prompting from =
me. :)=20
Anyway, we've been working a lot on story maps. I told the kids that =
the story maps are like a skeleton in a person. Every story has those =
elements on the story map, just like a person always has a skeleton. =
That was fine, but I felt like their story map entries were kind of =
shallow. So I wrote down some things I noticed about some of the kids =
who I felt like did a good job. I showed some of the "good ones" on
the =
overhead and highlighted what made them good/complete.
Here is some of what I talked about:
1.. Try to use the word BECAUSE. (A lot of the kids told what the =
characters did, but didn't tell why they did it. Using the word BECAUSE =
or SO helps get these thoughts out.)=20
2.. I also told them to include an action of all the main characters =
in the beginning, middle, and the end. For example, in Frog and Toad =
Are Friends, many kids wrote just what Frog did in the beginning of the =
story and didn't say anything about what Toad did. I wanted them to see =
that it's important to connect characters' actions to each other.
I wrote down some other things, but I can't think of them right now. =
After I showed them the important features, I had them discuss with =
their partners what they would do to make today's story map better. =
Then they had to tell an adult in the room what they were going to do =
to improve. The kids seemed really into it and were quite articulate =
about their improvements. I will show more story maps on the overhead =
so we can hopefully discuss the improvements we made. =20
I just love teaching this way. These little successes keep me motivated =
to do the best I can for my munchkins. :) =20
One more thought. . . I'd love to hear any other ideas any of you have =
for story maps too. Thanks for listening to me ramble!
Kelley
+++++++++++++++
From: Abcde1142@aol.com
Date: Wed, 17 Sep 2003 19:24:47 EDT
Subject: Re: [mosaic] Interesting Research
What is even more interesting is how 5th graders reacted to it. I gave it
for the kids to pass around to read. Some were able to read it immediately.
Others were able to read it once I had read it to them. I used it as a
jumping
off point to talk about learning styles. Some people are able to read it
because of their ability. Others may need some help reading it. We
discussed
figure ground and how some can see the pictures within pictures and others
can't.
This is a thumbnail sketch, but it achieved its purpose because no one
remembered who could read it and who couldn't. They do remember that
everyone has
different learning styles.
Alexa
+++++++++++++++
From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] Interesting Research
Date: Wed, 17 Sep 2003 18:25:31 -0500
Very intriguing! Does anyone else think this would be good to show kids =
(maybe later in the year)?
+++++++++++++++++
From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] What's going on...
Date: Wed, 17 Sep 2003 18:32:43 -0500
Lori,
Your study group sounds great. I'm going on to my third year with my =
study group, and we love it! It's such a great support system. You may =
not need this for yourself because you sound pretty adept at strategy =
instruction, but you may want to check out my plans for Schema and Fix =
Up Strategies (really it's monitoring comp.). I've referenced specific =
lesson plans according to Mosaic, Reading with Meaning, and Strategies =
that Work. I've also grouped these lessons for which phase of the =
study. It might be a nice tool to use for planning purposes if you'd =
like. I also have questioning and imaging plans halfway done. . . =
Anyway, use if you'd like! :)
Kelley
+++++++++++++++++++++
From: "Kelley Kennedy" <kelleyken@msn.com>
Subject: Re: [mosaic] What's going on...
Date: Wed, 17 Sep 2003 20:02:58 -0500
Oops, forgot to say that the plans are located on the Mosaic Teaching =
Tools page.
++++++++++++++++
Date: Wed, 17 Sep 2003 18:45:33 -0700
Subject: Re: [mosaic] Interesting Research
From: Veronica <pisces1975@earthlink.net>
I showed my kids this (Well, not this one but a similar one from Cambridge
University.). After they looked at it for a minute or two, I heard many of
them simply say, "COOL!" In that way that only kids can do. They enjoyed
it :-)
+++++++++++++++++
Date: Wed, 17 Sep 2003 22:27:10 -0400
Subject: Re: [mosaic] strategies vs. standards
From: Bill Ivey <bivey@k12s.phast.umass.edu>
On Wednesday, Sep 17, 2003, at 15:21 America/New_York, Elisa Waingort=20
wrote:
> How do you justify the strategies?=A0 We are standards-driven to the=20=
> maximum and I can't seem to find standards which address the=20
> strategies.
> Please help,
>
Hi!
Do the strategies help students meet the standards? Presuming they do,=20=
that is justification enough, to my way of thinking. However, I would=20
still strongly support Elisa's suggestion that standards should be=20
written that specifically address the strategies.
Good luck!
Take care,
Bill Ivey
Director of the International Program, Stoneleigh-Burnham School
Trustee, Pine Cobble School
++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] book selection
Date: Wed, 17 Sep 2003 21:43:36 -0500
It's been great to hear from more of you about what you have been doing in
your classroom.
I have been laying the foundation and working on procedures STILL. It
seemed like forever before we even got to unpacking the boxes of books for
our classroom library and "getting to know them". We spent several
days
doing that and making decisions about for our classroom library- how to
organize our books. Spreading out a couple boxes on the tables, taking 8
minutes to view them and then rotating to the next table.
They decided to group them: nonfiction (into a few categories like animals,
science, biographies, space/weather, jobs, history), picture books,
brochures, mysteries, books about math, poetry, and easy books. We have yet
to unpack and get to know our chapter books. I am holding them off and BOY
are they chomping at the bit. I just wanted them to get their hands on
shorter text while we are focusing on tricky word strategies and
metacognitive thinking. They can bring a chapter book from home or from the
school library and read that in between working times. Just not during
independent reading quite yet.
Once most of our classroom library was in place we started to discuss
(review) the whole book selection issue. Most of my kids are well versed in
the "just right book" talk. But I wanted to create an anchor chart
with
their thinking from past learning. I have 8 round tables of 4 kids (except
two tables just have 3 kids- I have 30 kids total). I had them activate
their schema (what they already know) about EASY books first. Then we
charted it.
EASY
*you can read the words fluently (smooth and with an interesting voice)
*there often are not a lot of words on a page
*you know how to say all the words
*there are not a lot of pages in the book
*you have a lot of schema for the subject
*sometimes the book has a larger font
*you totally understand the story
*your reading rate may be quicker
*your thinking comes easy as you read the words
I wanted them to learn the word fluency (fluent, fluently) because to me
that is important so I modeled disfluent reading vs. fluent reading. I told
them we will be working on building our fluency throughout the year. I
asked them what they like about easy books and how reading easy books can
help them as a reader. I save the easy book boxes for last when we unpack
and tell them that the easy books are my favorite. Setting the tone that it
is acceptable to choose easy books with no stigma attached. I tell them
that even if they are not where they would like to be as a reader (or as
compared to others in the class) it is just their starting point. That each
of them WILL GROW as a reader IF they can be honest and choose books that
are not too hard. And IF they do NOT PRETEND to be reading. If a book is
not just right at the MOMENT it doesn't mean they will NEVER be ready to
read that book. But if they hide the truth and continue to choose books
that are too hard, it won't help them get where they want to be. We talked
a lot about that.
Then we talked about CHALLENGING books next. How everyone wants to be
reading the latest favorite books. That even if they can read the words-
that is NOT reading. Reading is making meaning and UNDERSTANDING what you
are reading. Even the idea of having a conversation in your head AS you are
reading is as important as the word level you are reading. I asked them to
relax about the rush to just read chapter books (although I DO have very
strong word readers) and to concentrate more on the enjoyment and meaning
making parts of reading. I said, "You are only 8 years old. There is plenty
of time for HARD books. Don't rush it!" Here is our CHALLENGING books
category:
CHALLENGING
*many of the words are too hard to decode (failed a five finger test)
*you don't know what the tricky words MEAN
*your reading becomes choppy more than it is fluent
*you don't have any schema for the subject
*there are often a lot of words on the page
*often the font is small
*you lose focus as you are reading
*you are not enjoying the book because you have to do too much word work
*your thinking is confused
*your reading rate slows way down
THEN we charted JUST RIGHT. I save that for last as this is the category I
want them to strive for. We talk about how a just right book is just on the
EDGE of your comfort zone. You know it's got a taste of challenging but not
too much. Either a couple challenging words or the subject of the book is
new for you or you are just about ready for the text level in the book. But
I stress over and over that if you are not paying attention to your thinking
as you are reading and if you don't KNOW you are or are not understanding
the story then the book may be too hard. I really want the thinking to be
almost hand in hand with the decoding/word reading.
JUST RIGHT
*you can read most of the words
*you can understand what you are reading
*you enjoy the book
*you may have some schema for the subject
*you can read the book with smooth fluency but there are some choppy
places
*your reading rate is just right- not too slow and not too fast
*you can figure out the tricky words and still get the meaning of the story
Before they choose books for independent reading I remind them to be honest
and choose either easy or just right books. A few of each is best. Also
different genre is important to choose We use the Sharon Taberski reading
log to record the title, author, genre, (and we added the difficulty- easy,
just right, challenging) for each day of the week. I need to start them
with a "books read" list as well. The Taberski form has room for just
one
book each day.
I LOVE THIS TIME OF YEAR. The slower I go NOW (although it seems like we've
not accomplished much yet) the better our entire year will be. I have had
years where I rush through this basic procedure stuff. But I pay for it in
the long run. My kids are now able to read independently almost 40 minutes
and come right in from lunch and get themselves going. My afternoon
11:45-2:00 is reading workshop. I am trying independent reading BEFORE my
shared lesson (or whatever stage I am at in the gradual release model) and
so far that is working out fine. Today I modeled how to capture their use
of the tricky word strategies on a post it note after we have done several
days of work on those. They know that tomorrow they are to come right in
and be watching for tricky words in their independent reading and they need
to have at least 2 post its completed by the end of the time. I'll see how
this goes doing it before the bulk of the lesson. Probably it will work out
fine as they will be told the day before what their focus is for the next
day. I will write it on the board during lunch that next day to remind them
as they come in to the room.
I agree with Martha. KEEP SHARING!!!!!!!!!! That's how we all learn and
grow.
Ginger
moderator
++++++++++++++
Date: Wed, 17 Sep 2003 19:42:23 -0700
From: Katharine Klevinskas <katha@syix.com>
Subject: Re: [mosaic] What's going on...
>Holly wrote:
> a student said " If schema means that our brains are a computer,
>then metacognition is like we are "IM"-ing ourselves all the time.
>And connections means that we can send messages to other people to
>put in their files for later too. "
I love this. What a great way to think of it.
Katharine ===> who had to think for a second, "IM????"
+++++++++++++
From: "mary bettez" <rid23598@ride.ri.net>
Subject: Re: [mosaic] strategies vs. standards
Date: Thu, 18 Sep 2003 03:38:40 -0400
Strategies are easily justified. In RI we use New Standards. The standards
speak to students being able to comprehend text, understand author's
purpose, etc. The strategies are the means to attaining the standard.
Mary Lou
+++++++++++++++
Date: Thu, 18 Sep 2003 09:18:34 -0700 (PDT)
From: Kim Sheffield <snowlc@yahoo.com>
Subject: [mosaic] Ca standards
Christine,
A couple of year ago, two colleagues and I aligned all
the Mosaic strategies with the CA ELA standards K-6.
Not every strategy was covered (almost everyone in
every grade level)...BUT every standard was addressed
multiple times. If you'd like a copy of the grid,
email me at snowlc@yahoo.com. I'd be happy to send it
to you. good luck!
Kim Sheffield
Literacy Coordinator
Newark, CA
++++++++++++++++++
Date: Thu, 18 Sep 2003 13:34:36 -0400
From: "JANET SOPCZYNSKI" <sopczynskij@bcschools.net>
Subject: [mosaic] spelling
We are having a debate in our district about what is best practice for
teaching spelling.
Does anyone have any great thoughts on this?
Thanks
+++++++++++++++++
From: "Donna Hovater" <dhovater@colbertcountyschools.org>
Subject: [mosaic]
Date: Thu, 18 Sep 2003 12:49:08 -0500
As a kindergarten teacher I was amazed that the children could learn to =
spell, write and recognize any word that I taught them. We made up =
"spelling cheers" for each word. Each word had a different hand =
movement with it and a child would hold the word up as we spelled it. =
That method taught to every learning style. They even learned words =
like, because, by singing the spelling to the tune of "Campton Races".
=
Try it.
Donna
++++++++++++++++
From: "gina nunley" <gina_nunley@hotmail.com>
Subject: Re: [mosaic] spelling
Date: Thu, 18 Sep 2003 21:30:34 +0000
I don't know that we arrived at the best plan but we sure went down that
road. We decided on Rebecca Sitton's program in 1st-5th, with a few tweaks
of our own. Hers is only most frequently used words which not everyone was
happy with. What was interesting is that though the words seemed simple
kids were misspelling them in every day writing. So we went away from
Friday tests and use a weekly writing sample and a dictation assessment from
Sitton's books. We also created a grade level "No Excuse" list. All
students have a copy on their desks and we encourage putting them on a word
wall in 2nd-5th. A teacher decides how she will assess this and what points
will be taken off. The idea is all writing in all subjects should at least
have those words spelled correctly.
Along the way primary wasn't satisfied with the results and we now have many
campuses using Johnny Can Spell or Fountas and Pinnel's phonics program in
K-2, sometimes 3.
Richard Gentry's books were a resource for us as well.
Good luck........it is a subject that stirs everyone's emotions and it can
get heated. Gina Medlyn
++++++++++++++
Date: Thu, 18 Sep 2003 18:29:37 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: [mosaic] Text to Text Connections for Primary Kids
I would like to suggest a text for encourage Text To Text connections
with primary students. It is called Mr. Wolf's Pancakes. The story
line is basically a parody on The Little Red Hen. The wolf wants to
make pancakes, only he cannot read and asks for help, is denied and does
it himself. The same pattern follows with writing the list, counting
the money, preparing the pancakes. Each time he asks a character from
literature for help--Wee Willie Winkle, the Three Little Pigs and so
on. Of course, he makes them himself and then they all come a
knockin'. Great ending. My kids were making connections all over the
place, really bringing a different level of reasoning to their
thinking. They reasoned, through shared discussion, that lots of the
characters in the story had a reason to be wary about giving help to a
big, bad wolf. Another student said, "What about Wee Willie Winkle, he
doesn't have a history with a wolf?" And at the end, the wolf takes his
rude, demanding neighbors into the kitchen and eats them up. My ace
comprehender (if that is not a word, it should be) said that he thought
the wolf was scheming all along to trick them into coming into the
house. He said they all should have just closed their windows when the
smells came drifting in! Incidentally, lots of the kids predicted the
wolf was going to gobble up SOMEBODY, because their schema for wolves in
animal fantasy supported the idea.
I have nearly finished DRA scores and am seeing some patterns.
Comprehension scores seem to be better for children who are returning
students in our looping room. Granted, they are comfortable with me and
might do more detailed retellings due to this. New to my room children
seem to have more difficulty with retellings. An especially bright boy
who is new to our school had an especially difficult time. He equates
good reading with chapter books, and though he is orally fluent with
Goosebumps (he loves them), he cannot talk about them at all. Inspite
of his oral proficiency, he had minimal success in terms of
comprehension with level 20. He is so used to being 'smart' that he
doesn't think he needs to think--the concept is foreign to him. Seeing
the same issues mathematically, as he knows the hoops for standard
procedures but when asked to model situated story problems, he cannot
demonstrate understanding related to regrouping. This is hard for him,
he is so used to being first and smartest that the idea of knowing what
you know has him resisting heavily. Interesting stuff.
Lori
+++++++++++++++
From: tracker482@aol.com
Date: Thu, 18 Sep 2003 20:23:52 EDT
Subject: Re: [mosaic] Book Study ideas????
In a message dated 9/11/2003 10:47:59 PM Eastern Daylight Time,
jlmcadam3@ameritech.net writes:
Joan,
Do tell us more
Karla,
Sorry it took so long to get back...busy week. I think Heather's ideas are
good. I think the staff needs input into the book choice. Ours was sort of
foisted upon us, and we went like lambs to slaughter. It has to be
something
they really want to know about. Voluntary, definitely. Let the teachers
have
a voice. I love the idea of reading, discussing, then trying things out in
the classroom and bringing back experiences to share and debrief. The
atmosphere has to really be non-threatening, so that opinions and majors
goofs can be
shared without fear. Oh, and food. Always have food.....
I envision food, laughter, sharing of ideas, sharing of fears and
frustrations, all without worry of being ridiculed or talked about later. I
guess a sense
of trust is necessary. A well prepared leader would be essential, I suppose,
but one who is willing to relinquish the floor for the majority of the time.
A
skilled facilitator, not someone enthralled with the sound of her own voice.
Does this help at all?
Joan
++++++++++++++++
From: "Lois Driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] Fluency
Date: Thu, 18 Sep 2003 19:51:13 -0500
Go to Nan's site and download my 64 page fluency booklet she put on her site
to share. It used to also be on the MOT site, but haven't seen it for
awhile. If you go to Google, you can type in Lois' fluency packet and
probably pull it up on some different sites.
It contains lesson plans, research, activities, and charts for graphing.
Hope you find it helpful.
Lois
+++++++++++++
From: Teach1Holloway@aol.com
Date: Thu, 18 Sep 2003 21:15:18 EDT
Subject: [mosaic] Connections question
We just started our schema study and used The Relatives Came for text to
self
connections. This was a great book for me to use because of my
connections...I had to explain that an ice chest is a cooler for my
firsties. I am doing
all the modeling now and haven't even started the gradual release yet. I
had
so many students that wanted to make connections today. How do you handle
this
situation? Do you just remind them nicely that today it is your turn or
allow the eager beavers a go at it? Last year the students weren't offering
to
make connections the first day or even the first week for that matter. I
want
them to be eager but not start with connections that are weak.
Another question...later in the day we read a book about the lifecycle of a
mouse. When we were reading the book it said that the opening to a mouse's
burrow is about the size of a big grapefruit. I commented that helped me
understand the size of the opening because I knew the size of a grapefruit.
I didn't
tell what kind of connection that was because I was uncertain...would it be
a
text to world? I thought it was and then started second guessing myself.
Since I'm the lone ranger at my school, I couldn't call someone and
ask....so
please give me your thoughts and explain why.
Barbara
++++++++++++++
Date: Thu, 18 Sep 2003 21:09:40 -0700
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Connections question
I think it is a nonfiction convention.
Lori
++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] connection question reply
Date: Thu, 18 Sep 2003 21:55:07 -0500
Hi Barbara.
1. How exciting that your students are chomping at the bit to join in with
their thinking!!! That IS a hard one when you are just getting started and
you are doing the modeling. What I have done is tell them directly: "I
know
you will probably have some connections of your own "popping up" in
your
heads as I read and share my connections, BUT.... today I (emphasize the I)
am the one doing the work and YOUR "job" is to watch and listen to
what you
hear me saying and see me doing. You can certainly catch your connections
in your head as they "bubble up" but hold them inside for today."
"When I
am done sharing MY thinking, I want you to be ready to tell me what you saw
me doing and heard me saying as I was reading."
When I was out peer coaching in first grade and kindergarten, it WAS amazing
how quickly some of the kids wanted to share. I just kept reminding them
from the start and during my sharing that today was MY DAY to do the
talking. But I always reinforced how wonderful it was that they were
thinking along with me. "But do it in your heads- for today." "On
another
day you will be able to share YOUR thinking with the class and I can't wait
to hear it."
Be sure to teach them what it will look like (how you will be holding the
book for example- out to the side as you read or up chest high in front of
you) when you are reading the words versus how it will look when you are
sharing your THINKING (putting the book on your lap facing out towards them
so they can still see the illustrations or closing the book). The younger
students benefit when they can tell the difference easily. So they don't
think you are still reading the text when you are actually sharing your
thinking. Make it obvious. (I was actually doing this myself today as I
was reading snippets from a non fiction book to model my thinking in
general. I told my class that when I am sharing my thinking I will put the
book closed on my lap. But when I started to do it I found I needed the
book open so I could point to the pictures I was "thinking" about
out loud
for them. So on the spot I told them I had to change my "signals"
to them.
I needed that book open do have it make sense to ME.)
2. Lori is right about your example of how the opening to a mouse's burrow
is like the size of a grapefruit being a nonfiction convention. In Debbie
Miller's book she calls that: comparison. SAVE that piece of text!!!! Make
an overhead of it and store it away for when you teach nonfiction
conventions. Those real life examples are hard to come by. I found a big
book full of them at my previous school a