From: "SusanChambers" <schambers@centurytel.net>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Wed, 11 Sep 2002 20:42:02 -0400
I would also be very interested in seeing what you have connecting 6 Traits
and Mosiac of Thought. I would very much appreciate what you have. I am an
elementary principal, former literacy coach, and Reading Recovery teacher.
Thank you very much. My staff would appreciate your information. My e-mail
is: schambers@centurytel.net
+++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] apology and resend of info on new web page!
Date: Wed, 11 Sep 2002 20:07:06 -0500
For those of you on the digest mode, remember you can always switch to the
standard mode by writing to me at home (elephant@foxvalley.net). The digest
that came out Wednesday night was a nightmare due to several people using
the reply button and RESENDING the MESS that some computers made of Ellin
Keene's attachments. I feel HORRIBLE about the Wed. night digest! There is
NOTHING we can do at our end!! Some computers won't read certain language
from other computers and thus it gets transcribed to those never ending
letters and codes. Most of us were able to read the attachments with no
problem. Brian, our webmaster, says you can set your email program to NOT
RESEND the email you are responding to when you hit REPLY. Write to him at:
webmaster@u46teachers.org for help. I am resending this message as it was at
the VERY END of the gobblty gook (spelling?) on the Wed. digest. I am so
excited about this addition to our website that I just HAD to make sure you
all get the info. Sorry for the repeat for the standard members! (Oh-
Ellin's attachments are now on the new web page!)
---------
Hi everybody! I have some GREAT news!!!!! Brian and I are ready to
launch the new web page that will gather documents that relate to our
teaching of the comprehension strategies!! You will be able to download
and print whatever is added there. You can access this new page from the
main web site: www.u46teachers.org/mosaic or directly at:
www.u46teachers.org/mosaic/tools/tools.htm Be sure to add the address
to your favorites/bookmarks so you can visit there often as more is
added.
To submit a document all you need to do is send ME and email with an
attachment. (mail to: elephant@foxvalley.net) I am the one who will
upload things to the web page.
So far we have the following categories: Assessment, Lesson Plans,
Worksheets/Reporting Forms (for students to complete to hold their
thinking and graphic organizers, etc.), and Other. I am thinking we may
need a Staff Development category as well. I will be finished adding
what I have so far tonight.
This will be a great opportunity to share what we are creating to use in
our classrooms, with parents, with staff, etc. We won't have to do it
all alone. So start sending me what you want me to add.
Happy Reading!
Ginger
moderator
grade 3
p.s. Don't forget about our online book database
(http://u46teachers.org/mosaic/stratagies.htm) where titles can be added
along with comments about how you use the book in your teaching. Let's
keep adding books as we progress in our teaching this year.
++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] send files to ME at HOME
Date: Thu, 12 Sep 2002 06:32:30 -0500
If you have any black line masters or handouts or lesson plans or whatever,
that you want added to the new TEACHING TOOLS webpage:
http://www.u46teachers.org/mosaic/tools/tools.htm DO NOT send them to the
Mosaic list. PLEASE send them to ME at HOME at: elephant@foxvalley.net
Due to the recent problems with the digest related to attachments, let's NOT
send attachments through the list anymore. If you have something to share,
just mention it in an email and those interested can go to the TEACHING
TOOLS web page and view it there. Thanks! I hope this helps!!!
Ginger
moderator
++++++++++++++++++++++++++++++++++++
Subject: [mosaic] forward/6 language systems
Date: Thu, 12 Sep 2002 20:03:41 -0500
Ted and Lee,
I believe you are the second people to ask about the six language
systems. They are 1. The grapho-phonemic (or letter/sound knowledge)system
2.
The Lexical system (or the system that depends on word knowledge) 3. The
Syntactic (or the system that uses the structure of language to help us
determine
meaning) 4. The Semantic (concerned with word meanings and associations
5. Schematic (prior knowledge) and 6. Pragmatic (dealing with the
knowledge of the audience and purpose). The first 3 are Surface
structure systems and #4-6 are deep structure systems. They are listed in
Appendix One
of Mosaic of Thought. Basically there are many ways in which we use our
knowlege to gain meaning from print.
C. Scheving
+++++++++++++++++++++++++++++++++++++++++
From: TrossTEACH@aol.com
Date: Fri, 13 Sep 2002 01:01:10 EDT
Subject: [mosaic] More ON Patricia Polacco
Thank you, Mr. Falker is a wonderful book and I too have used it... Patricia
Pollaco wrote it when her teacher, Mr. Falker's, died. She read it at his
funeral. Another GREAT book by her for visualization is Uncle Vova's Tree.
Her book, The Tree of the Dancing Goats, is by far my other favorite which
promotes tolerance and respect of other's religions... Exceptional! Finally,
I think that Mr. Lincoln's Way, about a troubled student and a principal's
way to get through to him, his anger and prejudice is exceptional. No one
does it like Patricia. I have all of her books and each one is a jewel.
Helen Tross
++++++++++++++++++++++++++++++++++++++++++++
From: MEHitzel@aol.com
Date: Fri, 13 Sep 2002 08:24:59 EDT
Subject: Re: [mosaic] Patricia Polacco
My Rotten Red-Headed Older Brother is also an excellent choice for making
connections.
Martha/4/5/AZ
++++++++++++++++++++++++++++++++++++++++++
From: MAMASWIRLZ@aol.com
Date: Fri, 13 Sep 2002 18:31:44 EDT
Subject: Re: [mosaic] Patricia Polacco
Don't forget The Keeping Quilt. I had the privelage of meeting her at the
Jane Adams Book Award ceremony. This award is given for books that promote
Peace and Social Justice. She won it for Mrs. Katz and Tush.
Naomi
+++++++++++++++++++++++++++++++++++++++
From: "monica lang" <monicalang2@hotmail.com>
Subject: [mosaic] mosaic
Date: Fri, 13 Sep 2002 21:14:38 -0400
> > I would love to look at what you have in regards to
> > 6+1 Traits and MOT strategies. Would you mind
> > emailing them to me also? monicalang2@hotmail.com
+++++++++++++++++++++++++++++++++++++
From: "Julie Firestone" <jfirestone@si.rr.com>
Subject: Re: [mosaic] Patricia Polacco
Date: Fri, 13 Sep 2002 23:02:02 -0400
Her website has great stuff. www.patriciapolacco.com
+++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] feedback from a teacher
Date: Fri, 13 Sep 2002 23:28:53 -0500
Here is an email I received today from a teacher we had in our graduate
courses. I have her permission to share it with you all. THIS is the stuff
that I want us to share on the list!!!!! Let us hear what is happening in
your classrooms along the way!!!!
Ginger
grade 3
----------------------------
Hi! Remember in the strategies class how you said we would as adults,
read differently? Well, I knew when I read my own personal books I was
thinking differently, but I didn't realize how different I was reading
in class - and I don't mean the modeling of the differently strategies.
We've already worked on T-S and T-W and this week I was modeling T-W.
Today, I read Sunshine Home by Eve Bunting. (it's about a Grandmother
in a nursing home.) I wanted the kids to realize that we don't go and
pick out a T-W book, we pick out a book to read, then using our schema,
that determines the connection. So, I had some T-S and T-W. On my T-S,
I was starting to cry...can you believe it! I had some of the kids
starting to cry as they made their connections and listened to mine.
When I was done, one of the kids said, Boy, you were really sad.
I can laugh now, but, it at least showed the kids that these are real
connections that we make in helping us understand a book.
I just wanted to share with you...
Sandi
++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] strategy posters
Date: Fri, 13 Sep 2002 23:35:11 -0500
Reply-To: mosaic@u46teachers.org
Donna has submitted examples of her wonderful strategy posters she has for
sale. Go to our new "Teaching Tools" page
www.u46teachers.org/mosaic/tools/tools.htm to view them and get the details.
You will find them under the OTHER category (Strategy Posters by Donna).
Ginger
grade 3
++++++++++++++++++++++++++++++++++++++++
From: JScott3335@aol.com
Date: Sat, 14 Sep 2002 12:52:21 EDT
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
<PRE>I really need some expert advice. I am an 8th grade resource room
teacher of
LD students. I would like to begin using Reader's/Writer's Workshops in my
program. I am having trouble setting it up and coordinating it all with
IEPs. Where and how do I begin? I've read MOT, Strategies That Work, etc.
But, I just can't seem to get the confidence or know how to begin. I'd really
appreciate any suggestions. Thanks.
++++++++++++++++++++++++++++++++++++++++
Date: Sat, 14 Sep 2002 12:53:34 -0700 (PDT)
From: Cassie Lahmann <cassie_lahmann@yahoo.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Guiding Readers and Writers 3-6, Fountas and Pinnell, has a whole chapter for
reader's workshop that is called the "First Twenty Days". I would
do it no other way. This is my 2nd year implementing it, and the results are
amazing. It is just a framework, and then you slip in all the great Mosaic of
Thought stuff!
+++++++++++++++++++++++++++++++++++++++++
Date: Sat, 14 Sep 2002 13:41:38 -0700 (PDT)
From: Melinda Alford <minda45@yahoo.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
This is the perfect place to use a R&W Workshop format because each student
will be using their own books and writing their own story. As you go around
to
work with each reader or writer you can respond the the things that are most
important for that student. Mini lessons could be from things you see that
most student seem to need - descriptive language, complete sentences, or
proofreading.
Your first priority is to get the students into the routines of the workshop
model and it will pay off down the line.
I haven't worked with 8th grade but I first heard about the workshops from
reading Nanci Atwell's books. She works with 6-8 graders. I think she has a
new one put out recently.
Good luck,
Melinda/reading specialist
+++++++++++++++++++++++++++++++++++++
From: Noahandlea@aol.com
Date: Sun, 15 Sep 2002 20:57:06 EDT
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
I read MOT this summer as part of an inservice requirement and loved it. My
only difficulty is that I work with 115 sixth grademiddle schoolers divided
into 5 classes. I would like to start using the strategies with the entire
group but would like suggestions of the order of teaching and whether to
model with the trade books we will be using or whether I should use shorter
books to model the techniques. Would it be possible to use trade books that
relate to the themes we are working on as a cluster or should I use something
else? Any help or suggestions will be greatly appreciated. Susan
+++++++++++++++++++++++++++++++++++++++++
Date: Sun, 15 Sep 2002 21:28:05 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] Fix-UP Strategies
Hi...can anyone remember if there have been any example lessons posted
to the list on fix-up strategies?
I checked the archives (A new concept for me on any list-serve) and saw
they are by date. Is there a way (and certainly I am not suggesting that
you Ginger put anymore time into this because I already don't know how
you do what you do) to search by key phrase in the archives?
Thanks, Shelly
+++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] fix it up strategies
Date: Sun, 15 Sep 2002 22:11:22 -0500
Shelly- what exactly are you wondering about the fix it up strategy? Let us
hear your thinking or your needs and maybe we can respond. I don't recall
any lessons being posted. I will ask Brian, our webmaster, if we can search
our archives. Right now I know we can't.
Ginger
grade 3
moderator
++++++++++++++++++++++++++++++++++++++++
From: TrossTEACH@aol.com
Date: Mon, 16 Sep 2002 02:23:52 EDT
Subject: Re: [mosaic] Fix-UP Strategies
Yes, I recall some things on this. It was with the fix up strategy poster
given out about a year or so. It explained the whole thing. I am not on my
other computer, but when I do tomorrow night, I will send it to you. Helen
Tross
+++++++++++++++++++++++++++++++++++++++
From: "Donna Baker" <baker@sprint.ca>
Subject: Re: [mosaic] fix it up strategies
Date: Mon, 16 Sep 2002 05:16:08 -0400
I think one really good strategy to use for fix up is to do "Guess the
covered word" It shows students how you can make an educated guess by
reading on, making a good guess of a word that fits, looking at the first
few letters and revising your guess.
I would also suggest doing a lot of modelling of the strategies through
shared reading, posting each strategy as you do it on a chart and reviewing
the strategies every time students begin to read.
All of these worked well when I had a grade 2 class of non readers.
Donna
++++++++++++++++++++++++++++++++++++
From: Readinglady1@aol.com
Date: Mon, 16 Sep 2002 07:37:14 EDT
Subject: Re: [mosaic] Fix-UP Strategies
I have a fixup poster on my site for downloading. It is in the Comprehension
section and/or the Download area at readinglady.com .
I will check my archives as well for lessons.
Laura
readinglady.com
+++++++++++++++++++++++++++++++++++++++
Date: Mon, 16 Sep 2002 10:46:25 -0400
From: "KAREN VOLK" <volkk@bcschools.net>
Subject: Re: [mosaic] More ON Patricia Polacco
Meteorite by Patricia Polacco is another excellent book for
visualization.
++++++++++++++++++++++++++++++++++++++
>>> TrossTEACH@aol.com 09/13/02 01:01AM >>>
Thank you, Mr. Falker is a wonderful book and I too have used it...
Patricia
Pollaco wrote it when her teacher, Mr. Falker's, died. She read it at
his
funeral. Another GREAT book by her for visualization is Uncle Vova's
Tree.
Her book, The Tree of the Dancing Goats, is by far my other favorite
which
promotes tolerance and respect of other's religions... Exceptional!
Finally,
I think that Mr. Lincoln's Way, about a troubled student and a
principal's
way to get through to him, his anger and prejudice is exceptional. No
one
does it like Patricia. I have all of her books and each one is a
jewel.
Helen Tross
+++++++++++++++++++++++++++++++++++
From: Noahandlea@aol.com
Date: Sun, 15 Sep 2002 20:57:06 EDT
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
I read MOT this summer as part of an inservice requirement and loved it. My
only difficulty is that I work with 115 sixth grademiddle schoolers divided
into 5 classes. I would like to start using the strategies with the entire
group but would like suggestions of the order of teaching and whether to
model with the trade books we will be using or whether I should use shorter
books to model the techniques. Would it be possible to use trade books that
relate to the themes we are working on as a cluster or should I use something
else? Any help or suggestions will be greatly appreciated. Susan
+++++++++++++++++++++++++++++++++++++++++
From: "Barbara Punchak" <punchak@intnet.net>
Subject: RE: [mosaic] MOT in Jr. High Reading
Date: Tue, 17 Sep 2002 22:01:02 -0400
Rosemary,
Are the weekly vocabulary words taken from the reading? If not, where do
they come from?
~Barbara/5th ---who knows NOT to end a sentence with a preposition, but
"from where do they come?" sounds uppity! *grins*
-----Original Message-----
Hi,
My school system in Maryland requires 9 grades per quarter. I hand
out a vocabulary page every Monday. It lists the word, the part of speech,
definition, and a sentence. They then write their own sentence. In
addition, I give them six sentences with lots of errors. We correct them in
class and they are tested on Friday. Finally, the students are required to
demonstrate whatever reading strategy we were working on that week, by
answering a stance question. Thus, I have objective grades for the report
card, but can do reading workshop the rest of the week. Also you might want
to look into the Daybook of Critical Reading and Writing at Great
Source.com.
Rosemary
+++++++++++++++++++++++++++++++++++++
Date: Wed, 18 Sep 2002 09:46:38 -0500
From: "hope seider" <hseider@clinton.k12.mo.us>
Subject: [mosaic] MOT in Middle School Math
I have a friend who is this year, for the first time, teaching math in
7th and 8th grade. She is familiar with MOT and _I Read It_, and used
the strategies with great success last year (she taught language arts to
several groups of special ed students -- some with a great resistance to
reading anything, and some of whom made a dramatic turn-around).
I told her I would ask if anyone had experience integrating MOT into
math classes.
Hope in Missouri
hseider@clinton.k12.mo.us
+++++++++++++++++++++++++++++++++++++
Date: Wed, 18 Sep 2002 18:50:38 -0500
From: motthebug <maps@resourceroom.net>
Subject: [mosaic] objective comrehension activities
There are some ideas for independent work (vocabulary, comprehension)
that can be graded objectively -- but still leave some room for creative
thought -- in the "Reading Comprehension" section of
http://www.resourceroom.net.
Sue, webmastress :)
++++++++++++++++++++++++++++++++++++
From: Jsrr02@aol.com
Date: Wed, 18 Sep 2002 21:32:51 EDT
Subject: Re: [mosaic] MOT in Jr. High Reading
Hi, Yes, the words come from the readings. I also use words from
Lexile.com. The students are tested by the county twice per year by
Scholastic Reading Inventory. That gives me a lexile level for each student.
At the web site they have a database of 29,000 books, many of them with a
list of power vocabulary words.
Rosemary
+++++++++++++++++++++++++++++++++++
Date: Wed, 18 Sep 2002 21:09:26 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] Vocab
Hi...I teach a weekly Vocab also. This idea was developed by another
teacher so I can take no credit, but it's a fantastic was to develop
writing I have found. The students have a weekly LA SHEET. Students also
keep a three-ring spiral notebook. The three sections are as follows:
1. Quotes - Students write a quote (provided to them) in their neatest
cursive (for meaningful handwriting practice) and then respond to the
quote - what does it mean? How does it make them feel? etc.
2. Vocab - See examples attached.
3. Daily Exploration - Writing Journal response.
The thing about the spiral is that it continally shows growth and
progess in their writing. I love the quotes as it builds free writing
skills and the ability to interpret symbolism. There is often not "one"
right answer. We discuss the quotes as well. The vocab is the best way
that I have found to help students truly build their vocabulary. I hear
them use the words in their conversation as well as use it in their
writing. And the last section is those themed journal topic questions.
All three sections usually correlate to our current theme. I find quotes
on the internet or books. I have included a couple of the vocab
examples. Use your state standards for dictionary skills to help you
decide what skills to include. Ours also sometimes have personal
response questions.
++++++++++++++++++++++++++++++++++++
From: "Kevin & Jennifer Puckett" <kjp@samlink.com>
Subject: [mosaic] MOT in Jr. High Reading
Date: Mon, 16 Sep 2002 20:31:32 -0500
I teach reading for 7th and 8th graders. We have 50 minute classes. My =
8th graders are with me for only a semester. My 7th graders are with me =
all year. I have a total of 137 kids. I live in Texas so TAAS...now =
TAKS...are high priority. Everything must relate to the TEKS we follow. =
I've kindof jumped out on a limb because I do believe this is the way =
I've been searching to teach reading...not just a test. I'm just =
finishing up teaching the text-self; text-text, and text-world =
connections. I'm still not sure how to do the reading workshop without =
a blocked time plus get to so many kids every day. Grades are another =
concern. Subjective grades are very iffy with parents here. So I'm =
looking for some advice from anyone who might have some insight on how =
to do this. I've read MOT and Strategies That Work. The kids are =
loving the smaller books that I use for modeling. I've always said they =
are still 3rd graders in an almost-adult body. Thanks again for any =
help and advice. It will be GREATLY appreciated. =20
=
Jennifer Puckett
++++++++++++++++++++++++++++++++++++++++++++
Date: Mon, 16 Sep 2002 20:47:48 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: Re: [mosaic] MOT in Jr. High Reading
If I were in your setting I think I would set up everyday like a reading
block. Have students come in and teach a mini-lesson and have a book
chat. Then set them off to independently read and pull small groups
based on needed skills. On some days have lit. circles like M, W, F.
Then skill groups and IR on T, TH. Of course, I have never taught
middle school and don't know what all of your responsibilities are but I
think your test-prep skills would fit nicely into your guided reading
groups.
++++++++++++++++++++++++++++++++++++++++++++++++++
Date: Tue, 17 Sep 2002 06:32:21 -0600
Subject: Re: [mosaic] MOT in Jr. High Reading
From: "Cris Tovani" <ctovani@mail.ccsd.k12.co.us>
I teach reading workshop classes that last 49 minutes a day in a high
school. I found that I can't do a traditional workshop because of the
shortness of the period. I try to look at the entire week. On Monday, I
might do a mini lesson where I model and give kids and opportunity for
guided practice. On Tuesday and Wednesday kids have an opportunity to
read and write while I work with small groups and confer. Thursday we
share what we've learned that week and then repeat the cycle.
Cris Tovani
Smoky Hill High School
720-886-5643
++++++++++++++++++++++++++++++++++++++++++++++
From: Jsrr02@aol.com
Date: Wed, 18 Sep 2002 21:32:51 EDT
Subject: Re: [mosaic] MOT in Jr. High Reading
Hi,
Yes, the words come from the readings. I also use words from
Lexile.com. The students are tested by the county twice per year by
Scholastic Reading Inventory. That gives me a lexile level for each
student.
At the web site they have a database of 29,000 books, many of them with a
list of power vocabulary words.
Rosemary
+++++++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] checking in
Here is another email I received today from a teacher out trying the
teaching for the first time. I would LOVE to hear from more of you who are
just giving it a try. How is it going? What questions do you have? Tell
us what went well. Let us hear your thinking about how YOU are doing? And
for those of you who are more seasoned strategy teachers- drop us a note
about what you are working on right now and/or share a lesson you have
recently done. I know I could sure use a boost of energy from the list. I
am quite depressed right now about being a teacher. So talk to us!!!!!!! I
know we are all WAY too busy, but just type up a quick check in, if nothing
else.
I'm reviewing text connections at the same time as strengthening their
understanding of story elements all embedded in a first time strategy study
of Determining Importance (theme) in fiction.
Ginger
grade 3
From: diete_k/rc@dns.u46.k12.il.us
Hello! I have to tell you how well my class is doing. We are finished
with the tricky word strategies. They are using them sometimes. If I
remind them to use them, then I see them using them.
I started metacognition. I am really happy with how it is going. I
don't feel as stupid as I thought I would. The kids really love to
listen to my "Little me"! I am amazed how much thinking goes on in
their heads. It is really cool to hear them! I did have a good laugh
on the second day of introducing the "little me". I have one student
who is very concrete, he does not understand the abstract at all. He
asked me where this "little me" was. He was really seriously looking
for him! It was very cute.
Karen
+++++++++++++++++++++++++++++++++++++++
Date: Sat, 21 Sep 2002 11:06:08 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] Det. Imp. - Connections
Hi Ginger...Please expand on what you are doing withe elements of
fiction? I think I shared a couple of weeks ago that I am setting up my
independent reading. Those are the mini-lessons from Fountas and
Pinnell. Then I was reading a class novel - The Great Brain looking at
the elements of Fiction but focusing on characterization. (So really I
felt like I was focusing on two mini-lessons a day.) I never got any
feedback from anyone out there on your thoughts on this. I know that
none of may have the "right" answer but I would love to hear your
opinions. PLEASE!!! When looking at Characterization, I was looking at
it as developing Schema for text. Ginger you just mentioned -
Determining Importance related to elements of fiction. Please explain. I
need to start connections this week. I am also going to be focusing in
on Setting. We are reading Islands of the Blue Dolphins. I am still
struggling with how to incorporate IR with a class novel and get it all
accomplished. I haven't set up any book clubs yet this year. I loved it
last year. I am trying to stay with my grade level and still do what I
want in this way of teaching. Finally, we are doing explorer reports and
I felt like I needed to branch into Det. Importance in reading
non-fiction. Honestly I am feeling overwhelmed. I know that I am
teaching "reading" better than ever but I guess I am TYPE A - OC -
perfectionist (HA) or something and want it to all go off without a
hitch. FEEDBACK PLEASE...any suggestions on where to go from here.
Shelly
++++++++++++++++++++++++++++++++++++++++++
From: "Thomas Pawloski" <pawloskifam@idirect.com>
Subject: [mosaic] Using Strategies with ESL Learners
Date: Sat, 21 Sep 2002 12:18:44 -0400
Thanks to Chris for the suggestions for ways of using strategies in =
high-school within limited time periods. I have been struggling about =
how to use these with my pull-out groups of 4th and 5th grade English =
language learners. I see the students 5 times a week for 35 minutes =
each day. I'm going to try organizing over the week for each group just =
as Chris suggested, and I'll let you know how this goes. =20
Sharon
+++++++++++++++++++++++++++++++++++++++++
Date: Sat, 21 Sep 2002 11:18:51 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] vocab. sheets AGAIN
I am posting these in the message for those of you that couldn't open
them. :) Shelly
VOCABULARY WORD:RESOURCE
RESOURCES are valuable and useful. Natural resources are things in our
state and country that can be used to our advantage. The soil in
Indiana is good for growing crops. Soil is an important natural
resource. There are other types of resources as well.
ð M - Write the word resource and all its definitions.
ð T - Write the respelling (pronunciation) of resource. What part of
speech is the word resource?
ð W - Use the word resource in a sentence that demonstrates your
understanding of the word. Underline the word resource.
ð TH - Coal and limestone are two valuable mineral resources found in
Indiana. What is a valuable resource found in one of the states that
you are traveling through on your trip across the U.S.?
ð F - Resourceful is an adjective. What does it mean to be resourceful?
VOCABULARY ASSIGNMENT - SIMULATE
Please write in complete sentences. To simulate something is to act or
to pretend to have the characteristics of something. Pilots learn to
fly in airplane simulators. You have been participating in two
simulations in our component, "Main Street U.S.A." They are the Road
Race and the Bridge Building Company activities.
ð M Tell how both the Road Race and the Bridge Building companies are a
simulations.
ð T Do you learn better by participating in a simulation rather than
just memorizing material? Why or why not?
ð W Use a thesaurus in the room and write a synonym for simulate.
ð TH If you could create and participate in any simulation of your
choice, what would it be like?
ð F Can you think of any other jobs besides a pilot that learn their
profession by participating in a simulation?
Shelly
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From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] response to Shelly
Date: Sat, 21 Sep 2002 12:36:59 -0500
Hey Shelly- You always push my thinking! Thanks for always pondering things
for us all to consider. I know for me, I had to start leaving my comfort of
JUST focusing on the comprehension strategies as my reading program. I will
admit that when I first started changing my teaching after reading MOT/STW I
ONLY taught the decoding strategies (of course) and the comprehension
strategies. NOTHING ELSE. No more novel packets, no story element work
sheets/projects, no retelling, nothing else. That's just what I had to do
for ME. Not that I feel proud of that either. But to make such drastic
changes I had to LET THE REST GO. I didn't even get through all the
strategies either. But in my heart I believe that my students will carry
with them their deep understanding of the work we did together those first
years. It was VERY good work. Their reading improved tremendously. Their
talk about books and their comprehension was so grown up for third graders.
Each year I got better with each strategy study. And I tried hard to not
beat myself up about what I WASN'T doing. Now it's been four years and last
year, due to district requirements, I had to struggle to find a way to add
back in some important components like: direct instruction on retelling and
story elements. Now with the state learning standards there are many more
things I am now required to teach. (where to find the time is a whole other
issue!) Last year I was actually feeling resentful under all the external
pressures. I believe the long intense strategy studies following the
gradual release of responsibility model is the way to teach. I try to apply
that in other content areas when I can as well. But the district wants me
to "cram" in many focuses at one time and then assess. Move to a higher
level or different genre and do the same thing. Hit on a combination of
comprehension strategies, decoding, retelling, story elements, and then
assess. It's just not what I believe in. So my personal dilemma continues.
I thought that perhaps since most of my students have had instruction on
connections and story elements in second grade that I could combine a long
term strategy study focusing on Determining Importance in fiction (theme)
with connections (activating schema) and story elements. So that is my
intent with the topic being the elderly. (we are going to do service project
work at the local nursing home eventually) Meaning that I pulled picture
books about the elderly, aging, nursing homes, etc. to use in my modeling
and shared work with my students. I used a story map graphic organizer
(poster size) last week and read the first picture book to them. I thought
out loud sharing my thinking for them. I made connections when I had them.
After I was done reading I listed the setting, characters, events, and
themes I had for the book. Not doing much more than that right now. I had
never done DI in fiction before. DI was the last strategy I got to last
year for the first time and I did DI in nonfiction (and not very well I
admit, but hey, it was my first try!) Debbie Miller's book RWM talks about
DI/fiction themes and when I previewed her new videos for the company
(excellent videos coming out SOON!) I was amazed at the whole idea of
determining theme in fiction. Debbie's first graders, with her support,
were able to come up with amazing themes. Themes that span all of our life
experiences. My focus is on what is the "message" the author is trying
to
convey to us in the story. Then of course my picture books will have the
similar themes using the elderly as a base topic. Some themes we determined
this week were: you can be friends with people who are very different from
you, helping others is good, you can learn from someone who is much older
than you, getting old isn't easy. (my hope is to desensitize them to the
elderly so when we become regular visitors at the nursing home and interact
with the residents there my students will be more open to possible
relationships)
So we'll see how it goes. I have to have ONE focus and do it deeply.
That's just me. I know my nonfiction strategy study will be next. But I
also want to do my author schema study. With that I plan on doing what I've
done in the past but now add the story elements and retelling. So each
group who is focusing on finding the common threads in their authors set of
books will also do retellings using the story elements. I guess that might
get it all in for me.
I just can't see combining too much at once. My independent reading focus
so far has been in self selected just right books (of any topic) where they
are just to focus on the setting and main characters. Even just identifying
them. Then I will build on that with them having to be more descriptive.
Then adding events, and theme down the road. I have NO IDEA if this is
right. Just finding my own way as I seem to have to do these days.
So if anyone out there has some suggestions, please send them to the list.
Shelly- I don't think I ever have it all in place. If the basis for what I
am doing is clear and the kids are focusing on one thing and I am doing
whole group, small group, whole group structure, I can only hope I am on the
right track. I need to start my guided reading groups now. But I still
have to match kids with like needs first.
Hope to hear some responses.
Ginger
grade 3
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From: TrossTEACH@aol.com
Date: Sat, 21 Sep 2002 14:39:03 EDT
Subject: Re: [mosaic] Det. Imp. - Connections
Dear Pristine: I think the elements of fiction would be the characters,
setting, plot, resolution, moral....and then with older students, you get
into genres and literary devices, such as cause/effect, character analysis
(to understand the story), complex sentence structure, flashbacks, dialogue
and the underlying meaning, etc.
Nonfiction elements are facts /what you learned and main ideas / details for
younger students. For older students you get into types of nonfiction:
persuasive, informative, chronilogical, nonfiction narrative,
compare/contrast, cyclical, etc. I found that Linda Hoyt's Retell book
really goes into all these elements so well and how to retell different text
structures. great book! hope this helps... and just do a little each
time... don't overwhelm yourself or your students.... Pick a focus and stick
to it! When you're ready and your students are ready, try another
strategy... I feel that quality is better than quantity (as they say...)
helen tross
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Date: Sat, 21 Sep 2002 19:27:43 -0700
Subject: Re: [mosaic] checking in
From: Kimberly Marchand <labsforus@juno.com>
Ginger,
This is my second year trying to use mosaic and strategies that work. I
have an anthology that I use for part of the week, and I just focus on
one of the skills in the book, but when I do my reading groups, I get
stuck with what strategies to use. For instance I have students reading
Henry Huggins and What's Cooking Jenny Archer. Last week I had students
making connections. I modeled all week long and feel like they have an
okay handle on it. I only had 2 students that couldn't make a connection
with the story. Should I keep up with that strategy with the chapter
books, until they are done with the book? I know I need to model before
each lesson, but I don't want to make it boring to them. How do you help
them to dig deeper with the connections?
I guess what I get stuck on is when I do use trade books. Strategies and
Mosaic offer great examples and books to help us, but I don't have class
sets of those books and I get stuck with the books I do have.
I also feel like I need to give my students a question to focus on after
they are done reading. My thought was to have them do some kind of
strategy work plus one question. I just am not confortable yet.
Grade 3
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From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] response to Kimberly
Date: Sun, 22 Sep 2002 13:26:43 -0500
Kimberly, I think we all struggle with how to put it all in place. I know
for me, I no longer use novels. I used to just use novels before I changed
my teaching. But when I meet with my guided reading groups I prefer to have
the text be a short piece. Something that we can work through together
(whatever the purpose/focus for that session) and be done with it. Our
building has sets of 6 copies of all the different publisher "little books"
like Mondo, Rigby, New bridge, etc. I know the importance of
teaching/supporting kids as they read a longer text, but I never seemed to
get to the end and it went on and on. I use the gradual release model that
Jan and I came up with when we were starting to teach our graduate course.
If you haven't seen it, you can find it on the new web page with
downloadable documents www.u46teachers.org/mosaic/tools/tools.htm. I am
very step by step so if my strategy study is schema (and I DO break it down
into all 4 parts of schema, not just connections) I would do the modeling
and all of the work myself for a couple days. For independent reading
during those days I might send them off to read self selected books but post
it for tricky word strategy use (what we have just completed). I might tell
them to pay attention and listen to when connections bubble up in their
thinking (always focusing on HEARING the metacognitive thoughts/conversation
that should be happening as they are reading). In my guided reading groups
I might be taking those days to meet with kids who are still not decoding
easily. Or just meeting with small groups to hear them report back about
their thinking as they were reading. Having them share what their "little
me" caught them saying in their heads. I teach metacognition before I even
start my strategy work.
I break it down t-s and do the whole release model for JUST t-s first, then
I start over with t-t and do the same. T-w isn't as easy to do as those
connections are often more difficult for younger students so I don't spend
as much time on that one. (This year I won't have to follow the release
model so slowly as they have all had explicit instruction on connections for
two years now)
After me doing the work for several days, I go to the shared step in the
release model. Where we do the work together on a piece of text I read with
them. Something they can see either a big book or something on the
overhead. Where we are reading together in various ways. Sometimes I am
the one doing the reading, though. With picture books but they are joining
in with their connections. (Yes, this is very meticulous and slow) Then
after this shared work together I might give them all a short piece of text
I have lifted from a magazine (I use Spider magazine A LOT for just right
reading level when I need whole group pieces) or a poem. Poetry is
excellent for quick short text. The reason I do not use my anthology
selections is because I find them to be too long and not always at an easy
enough reading level that they can do the strategy work without having to
spend effort decoding. Remember- when the purpose/focus is the strategy
work, the reading level must be at the child's independent level or easier.
It is the thinking we are targeting at this point. For students who are non
readers, I do pair them up with a partner who can read either to them or
they can read together orally for support.
I may even ask them to all work in partners with the whole class reading the
same text. Then the partners will make connections together. Then we come
back together whole group and partners can share connections they made.
Having the common text helps in refining the connections. You know how we
all have surface connections, right? The point is to continue to
instruction on why we make connections: to help us better understand the
story. Not just sharing coincidences. I teach the difference through what
they share back whole group.
The next step would then be either another whole group piece where they work
individually and write connections on post its or some other reporting form
or if I feel they are ready to find connections in self selected texts I
send them off to do that. As they are reading independently I am meeting
with 1-2 groups a day (if I can) and having them share connections in a
small group setting. That is the place I can reteach and reinforce the
purpose again. I might still be pulling my lowest readers for more decoding
work as well.
This is kind of how I do it. So you can see that for me, using a novel
doesn't meet my needs. I can't maintain the focus through the entire book.
But I do know there are teachers who DO use novels. I hope some of them
will share how THEY do it. I know that teachers have adjusted the
literature circle job roles to match the strategies more closely. Donna
Baker has added hers to the web page for you all to download. I did try
book clubs in the past after we have studied several strategies. But I
didn't use novels, I used multiple copies of short text from various
publishers. But each member of the group was responsible for sharing either
their connections, questions, sensory images, inferences, etc. after reading
the book independently. Then we spent time rotating to the different books
and they all got to read and do a "group" on each book. It took some
time
but at least I could see them putting to use their learning.
Keep asking. I hope others will share how they do it!
Ginger
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From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] forgot something
Date: Sun, 22 Sep 2002 13:39:28 -0500
I just reread what I sent. I forgot to say that when I am pulling my guided
reading groups I am choosing the text that we read together and do some sort
of strategy work with that relates to what strategy we are studying. I
might be pulling them at like ability levels and finding text at that
ability level or I might pull kids who are not "getting it" no matter
what
their reading level is and selecting an easier piece and having them do the
strategy work on that. It all depends on my purpose. There are rare times
I just have them bring to group what they are reading independently and have
them share their thinking on that text, but mostly I am choosing the text to
be used in the groups. I am very fortunate to work in a building with TONS
of short texts. In our graduate course we spend some time brainstorming
short text ideas for teachers who do not have such a luxury. I do know that
Spider magazine and Cricket magazine and Stone Soup magazine are all sources
to consider. There are even easier reading level magazines by the same
publisher. Ebay often has some of these up for auction. I bought some last
summer that way. Your public library also has periodicals you can check
out. We used some district money to purchase 6 subscriptions to Spider
magazine for guided reading groups. For older students you can save
newspaper articles and poetry is always great for all ages.
Maybe we could all brainstorm on the listserve ideas for short text?
Ginger
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