> First, please let me apologize for the delay in responding. As you can
see, I
> am a few weeks behind in my mail.
> Secondly, Laura, I have visited your site several times and have found it
> very useful - Thank you.
>
> With regard to struggling readers, I have worked with them in grades K
> through 8. It is very challenging and rewarding work. I have found that
reviewing
> how to select the right text, strategies while reading, etc., can be done
over
> and over with little success without getting the students finding an
interest
> in reading. There are few level high interest books available from
different
> publishers and distributors. For example,
> Pearson Learning has books that would be for upper elementary to middle
> school on a 1st to 3rd grade reading levels.(Novels, classics, etc.)
> Hampton Brown has content books for ELL students but could be used by
others.
> I saw a book geared for 7th grade Holocaust study at an early 1st grade
> reading level.
> I hope this is of some help.
> Karen
++++++++++

> From: "Teresa /AR" <Kidruler@hotmail.com>
> Subject: [mosaic] Inferring using visual info/text
> Date: Wed, 14 Apr 2004 21:39:45 -0500

> I am needing several books where I can model/scaffold students to use =
> visual information and the text to infer the deeper meaning of the text. =
>
>
> So far, I have decided to begin inferencing using comics from the =
> newspaper and making my thinking visible (charting it) while the =
> students watch. I am planning on having my kids talk about what they =
> noticed me doing and making a chart of that to help them understand =
> inferencing. Later this week or early next week I'd like to move into a =
> simple story. I think the story Two Bad Ants will be one of the first =
> books I use. Does anyone know of other books that would be good to teach =
> inferencing using visual information and the text? I'd really =
> appreciate your help.
>
> Teresa
++++++++++

> Date: Tue, 13 Apr 2004 07:07:53 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Inferring using visual info/text

> Dear Mrs. LaRue (dog tells his story of neglect abuse, etc. but the
> picture present an entirely different view)
>
> Lori
++++++++++
>
> Date: 13 Apr 04 07:34:47 -0500
> From: Jen Schoeberl <jen.Schoeberl@sjsd.k12.mo.us>
> Subject: [mosaic] To Teresa

> Reply to: To Teresa
> Try the book The Stranger by Chris Van Allsburg
> Teresa /AR wrote:
> >I am needing several books where I can model/scaffold students to use =
> >visual information and the text to infer=A0the deeper meaning of the
text.=
> =A0 =A0So far, I=A0have =
> >decided to=A0begin inferencing using comics from the newspaper and making
=
> my =
> >thinking visible (charting it) while the students watch.=A0 I am planning
=
> on having =
> >my kids talk about what they=A0noticed me doing and making a chart of =
> that to help =
> >them understand inferencing.=A0 Later this week or early next week I'd =
> like to =
> >move into a simple story.=A0I think the story=A0Two Bad Ants will =
> be=A0one of the first =
> >books I use. Does anyone know of other books that would be good to teach
=
> >inferencing using visual information and the text?=A0 I'd really =
> appreciate your help.=A0Teresa
++++++++++
> >
> From: Vlearnserv@aol.com
> Date: Tue, 13 Apr 2004 09:26:39 EDT
> Subject: [mosaic] Plagiarism detecting software
>
> Plagiarism has become an issue in the writing of my middle school
students.
> Is there software that schools use to detect this? (Something easier/more
> accurate than just doing a Google search of selected text.)
> But, it does make for a good lesson in voice!
>
> V. Blackmore
> PVRS
++++++++++

> Subject: RE: [mosaic] whisper phones
> Date: Tue, 13 Apr 2004 09:52:20 -0500
> From: "Zuffante, Dawn" <dzuffante@cassd63.org>

> The number for Phonic Whisper Phones by the Candl Foundation is:
> 800-633-7212.
>
> Happy reading, and listening!
> Dawn Z.
> Literacy Specialist 3/4
+++++++++++
>
> Date: Tue, 13 Apr 2004 10:16:05 -0500
> Subject: [mosaic] The Princess Test
> From: "Judy L. Felsenthal" <felsenthal@platteville.k12.wi.us>

> Lori, The Princess Test was written by Gail Carson Levine, the author of
> Ella Enchanted. It's short-only 90 pages- and funny. I actually picked
> it up around the time you talked about I Was a Rat. Lorelei is the
> daughter of a blacksmith and his wife Gussie and she is extremely picky.
> Everything needs to be just so. When Gussie dies and Sam has to go to
> another town to work, Sam hires Trudy to take care of Lorelei because
> Lorelei is such a klutz that she can't take care of herself without
> getting injured. For example, when Lorelei tries to wash the dishes, she
> ends up with a severe skin rash that takes Trudy months to heal. Not to
> mention that Lorelei must have only satin bandages, special cream, etc.,
> etc. As I said earlier, it's a takeoff on the Princess and the Pea, so
> there's a test, a prince, and a happy ending.
> This is not the deepest plot in the world, but it's a very pleasurable,
> quick read. There are some great themes that run throughout, the
> characters are typical fairy tale types, so we had a great deal of schema
> for them, could infer and predict with confidence and I loved to read it
> too. We laughed a lot and it's if someone missed school and a chapter or
> two, they begged to be able to read to catach up. That's the best
> recommendation I can give, I guess. -Judy
+++++++++
>
> From: MissWalsh1@aol.com
> Date: Tue, 13 Apr 2004 12:54:51 EDT
> Subject: Re: [mosaic] Sara Holbrook poems/synthesis/REALLY LONG
>
> In a message dated 4/9/2004 5:55:57 PM Central Standard Time,
> mehitzel@cox.net writes:
> Ginger started us off by sharing the poem entitled, The Storm That Was.
She
> did a shared reading with the class and then worked through it with them
line
> by line, talking about our thinking about the poem and recognizing and
> pointing out when our thinking about and understanding of the poem was
changing. All
> of this was documented on the overhead. This is the one piece I didn't
bring
> home with me, so I can't share in more detail right now. After this, we
gave
> out copies of numerous of the other poems to individuals. Three or four
> students had a copy of the same poem, but I wanted them to work
individually at
> first. I kind of went back and forth about how to form these groups. I
thought
> about putting students who were more proficient at thinking strategically
> together with ones who struggled, but eventually decided to form groups
with
> members who were at a similar level of thinking. I did this because I
wanted my
> less proficient students to have to push themselves to work toward an
> understanding rather than let someone else do the thinking for them. The
degree of
> difficulty of the poems varied a bit and so I tried to give each group a
poem
> that would stretch them. Anyway, I first had the students work with their
copy
> of the poem individually, marking their thinking in the margins. Ginger
and I
> moved among the students, asking leading questions and trying to prompt
them
> to go deeper in their thinking. All of the students were on task and
engaged
> with the poems. This was the end of the first part of the lesson. Then,
that
> afternoon, the students met in their groups to share their thinking.
> Last fall, a group of teachers from my district went to observe GInger's
> classroom, and this was the lesson we saw. I was very impressed, and
while I had
> read Mosaic once before, I did not apply the strategies in my own room
until
> after I saw Ginger's kids. She is quite a wonderful teacher.
>
> Leah 2nd
++++++++++
>
> Subject: RE: [mosaic] Inferring using visual info/text
> Date: Tue, 13 Apr 2004 13:46:05 -0400
> From: <semartin@clayton.k12.ga.us>
>
> I used most of the books recommended in Strategies that Work to teach
> inferencing, but the two best lessons I had used Tight Times and See the
> Ocean. Tight Times has more useful visual clues but also equally
> useful text. See the Ocean has more textual clues, and as you read
> it, you will understand why.
>
> Thanks for all the other suggestions sent. I am adding them to my list
> of books to use in minilessons!
>
> Shannon Betts
> +++++++++

> Subject: RE: [mosaic] Plagiarism detecting software
> Date: Tue, 13 Apr 2004 15:14:25 -0500
> From: "Missy Bousley" <mbousley@sevastopol.k12.wi.us>

> This is a recommended plagiarism site.
>
> http://www.2learn.ca/mapset/SafetyNet/plagiarism/plagiarismframes.html
>
> mb
++++++++++
>
> From: "btillman" <btillman@farmerstel.com>
> Subject: Re: [mosaic] Plagiarism detecting software
> Date: Tue, 13 Apr 2004 17:29:22 -0400

> There was a story on ASCD's eletter about software at www.turnitin.com
> You could try that.
> Cece/LC/GA
+++++++++
>
> Date: Tue, 13 Apr 2004 14:35:05 -0700
> From: CArol Lau <cllc@comcast.net>
> Subject: [mosaic] [Fwd: Fw: You should all feel good about yourself]
>
> THESE ARE TOO GOOD NOT TO PASS ON!!!!!!!!!!!!!!:):)
> Subject: Fw: You should all feel good about yourself
>
> > B rain Cramps
> >
> > Question: If you could live forever, would you and why? Answer:"I
would not
> > live forever, because we should not live forever, because if we were
> > supposed to live forever, then we would live forever, but we cannot
> > live forever, which is why I would not live forever,"
> > -- Miss Alabama in the 1994 Miss U.S.A. contest.
> >
> > ``````````````````````````````````
> > "Whenever I watch TV and see those poor starving kids all over the
> > world, I can't help but cry. I mean I'd love to be skinny like
> > that, but not with all those flies and death and stuff."
> > -- Mariah Carey, singer
> > `````````````````````````````````````````
> > "Smoking kills. If you're killed, you've lost a very important
> > part of your life,"
> > -- Brooke Shields, during an interview to become Spokesperson for
> > the Federal Anti-smoking Campaign.
> > `````````````````````````````````````````````````
> > "I've never had major knee surgery on any other part of my body,"
> > -- Winston Bennett, University of Kentucky Basketball Forward.
> > `````````````````````````````````````````````
> > "Outside of the killings, Washington has one of the lowest crime
> > rates in
> > the country,"
> > -- Marion Barry, Mayor of Washington, D.C.
> > `````````````````````````````
> > "I'm not going to have some reporters pawing through our papers.
> > We are the President."
> > -- Hillary Clinton commenting on the release of subpoenaed
documents.
> > ````````````````````````````````````````````````````
> > "That lowdown scoundrel deserves to be kicked to death by a
> > jackass, and I'm just the one to do it,"
> > -- A U.S. congressional candidate in Texas.
> > ````````````````````````````
> > "Half this game is ninety percent mental."
> > -- Danny Ozark, manager of Philadelphia Phillies
> > ``````````````````````````````````
> > "It isn't pollution that's harming the environment. It's the
> > impurities in our air and water that are doing it."
> > -- former U.S. Vice President Al Gore
> > ```````````````````
> >
> > " It's no exaggeration to say that the undecideds could go one way
> > or another"
> > -- George W. Bush, U.S. President
> > ``````````````````````
> > "I love California. I practically grew up in Phoenix."
> > -- former U.S. Vice President Dan Quayle
> > ``````````
> >
> > "We've got to pause and ask ourselves: How much clean air do we
> > need?"
> > -- former president of American Motors, Lee Iacocca
> > ```````````
> > "I was provided with additional input that was radically different
> > from the
> > truth. I assisted in furthering that version."
> > -- Colonel Oliver North, from his Iran-Contra testimony.
> > `````````````````````````````````````````
> > "The word "genius" isn't applicable in football. A genius is a
> > guy like
> > Norman Einstein."
> > -- Joe Theisman, NFL football quarterback & sports analyst.
> > ````````````````````````````````````````````
> > "We don't necessarily discriminate. We simply exclude certain
> > types of
> > people."
> > -- Colonel Gerald Wellman, ROTC Instructor.
> > `````````````````````````````````
> > "If we don't succeed, we run the risk of failure."
> > -- former U.S.. President Bill Clinton,
> > ``````````````````
> > "We are ready for an unforeseen event that may or may not occur."
> > -- former U.S. Vice President Al Gore
> > ``````````
> > "Traditionally, most of Australia's imports come from overseas."
> > -- Keppel Enderbery
> > ```````````````
> > "Your food stamps will be stopped effective March 1992, because we
> > received notice that you passed away. May God bless you. You may
> > reapply if there is a change in your circumstances."
> > -- State Department of Social Services, Greenville, South Carolina
> > ````````````````````````````````````````````
> > "If somebody has a bad heart, they can plug this jack in at night
> > as they go to bed and it will monitor their heart throughout the
> > night. And the next morning, when they wake up dead, there'll be
> > a record."
> > -- Mark S. Fowler, former Federal Communications Commission Chairman
> > ````````````````````````
> >
> > ...Feeling smarter yet? Send it on to your other brilliant
> > friends, as I am doing.
+++++++++++

> From: SuzTeacher@aol.com
> Date: Tue, 13 Apr 2004 18:35:47 EDT
> Subject: [mosaic] Despereaux

> I am just back from spring break. I told the kids about the list serv and
the
> book, The Tale of Despereaux. My kids are really excited! Yesterday,
before I
> began reading, I wrote the book blurb on the board and put the cover up on
> the board too. I asked them to predict, and to think of 3 questions that
they
> had. We read the first three chapters. I told them that someone in my
on-line
> discussion group said to notice darkness and light, so I began a chart
about it.
> One of my students said that the light could be his soul. ( I was so
> excited!) Today, using the excuse of making up for an absent student, I
wrote down the
> names of the first 3 chapters and we took a few review notes. We then read
> the next two chapters. One of my boys wanted to know where he could buy
the
> book!
> Suzanne/NY/3rd
+++++++++++
>
> From: SuzTeacher@aol.com
> Date: Tue, 13 Apr 2004 18:36:40 EDT
> Subject: Re: [mosaic] Inferring using visual info/text to Teresa
> What about wordless books?
++++++++++
>
> From: SuzTeacher@aol.com
> Date: Tue, 13 Apr 2004 18:44:19 EDT
> Subject: Re: [mosaic] Sara Holbrook poems/synthesis
>
> I was so happy to get all of the e-mails about the Sara Holbrook poems!
What
> a great way to start my first week back from vacation. In "The Storm That
> Was," there are quite a few students determined to make the poem be about
an
> actual weather storm. They are so funny -- yet they too are thinking, as
they try
> to refute my attempts at making them see "the emotional storm."
>
> As in Ginger's plans - I distributed the other poems and had the students
> work individually and then in groups. What fascinating conversations! I
haven't
> yet read over their responses but the talk was amazing!
>
> Suzanne/NY/3rd Grade
++++++++++

> Date: Tue, 13 Apr 2004 17:30:25 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: [mosaic] Despereaux Poetry
>
> The format for my poetry project this week is to write a photo poem - two
> lines give the basic description, followed by 3 or more lines expanding
the
> description. I thought you'd be interested in these three poems. They
are
> based on the students' visualizations during my reading, over time.
>
> I was impressed. Remember, they are *2nd* graders. The middle child
spoke
> not one word of English when she entered by class in August of
> 2002. Today, you'd never know she wasn't a native born speaker. The last
> boy has trouble verbalizing in English. His Spanish and English trip over
> each other. The first child is a native English speaker, but she also
> speaks Spanish. I loved their word choices. =)
>
> It's quiet, the only things you'll hear are rats.
> Rats' claws screeching on the walls
> And water dripping on the floor.
> It smells like blood
> And the trash of people's skeletons,
> And rats and little skeletons, too, of mice.
> You hear sounds of people yelling in the dark.
> There's no light,
> Just dark, so get used to it or else.
>
> Crystal
> ----------
> Disgusting place where rats can scratch the walls
> And drag their tails over dust and blood.
> Awful smells being made by rats
> and no place for anyone to be.
> That's the way the awful dungeon smells
> And it never will be a nice place for anyone to be.
>
> Liliana
>
>
> ----------
> Down in the dark dungeon, you will be scared.
> You will hear a scrabbling.
> You will be so frightened,
> And you will be screaming in the dark dungeon.
> A little girl named Miggery Sow is trapped in the dark world.
> She is screaming every place and every thing.
>
> Luis
>
> If you want to read more poems from many classrooms and grade levels, you
> will find the URL after my name. We are about half-way through the
> project, beginning week 4 of 6 this week.
>
> The other thing that was fun for me today was listening behind some of my
> girls who were critiqueing some third grade writing posted in a
> window. The conversation about one piece went something like this:
>
> "Look at this story. It says it's about the mom, but here is Andrew. How
> did Andrew get into this story?" child one
>
> "Yeah, and look at this period. That's not a sentence. Why does it have
a
> period. It doesn't make sense." child two
>
> I was jazzed that they've absorbed so much that I hoped I was teaching
> about writing! Sometimes you *do* learn good things when you are
evesdropping!

> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
+++++++++++
>
> From: "Carrie Becker" <pigsrock@hotmail.com>
> Subject: [mosaic] demonstration lesson-poetry
> Date: Tue, 13 Apr 2004 20:51:40 -0400
=>
> Hi--
>
> Next week I am doing a 40-minute demonstration lesson in a 6th grade Engl=
> ish/Language Arts classroom about poetry as part of an interview process.=
> The students have had no work this year with poetry and I have little ex=
> perience with end of the year 6th graders so I'm wondering if you can hel=
> p me out!
>
> I want to do something interactive with the students to get them discussi=
> ng...I thought about starting with a general discussion about their perce=
> ptions/feelings about poetry--maybe recording those on chart paper. From =
> there I have little direction...found poems, visualizing, I wonder poems,=
> etc. I'll probably start with some modeling and lead into an individual/=
> paired activity. I'd love to bring the strategies into it as well, but I'=
> m not sure what kind of experience they've had with those either.
>
> Do you have any suggestions for poems to use with this age? I teach fifth=
> grade right now, but I know sixth graders are much different!
>
> Any thoughts, suggestions, and comments would be appreciated!
> Thanks!
> --Carrie :)
+++++++++++

> From: "ginger/rob" <elephant@foxvalley.net>
> Subject: [mosaic] a forward from Dave M.
> Date: Tue, 13 Apr 2004 19:56:35 -0500

> Dave was having trouble sending this to the list so he asked me to forward
> it for him.
> Ginger
> moderator
> ----- Original Message -----
> From: "Dave Middlebrook" <dmiddlebrook@comcast.net>
> To: <mosaic@u46teachers.org>;
> Sent: Tuesday, April 13, 2004 5:37 PM
> Subject: Re: [mosaic] Inferring using visual info/text
>
> This is not an answer to Teresa's question. It's more of an offshoot,
> inspired by her question.
>
> Two comments about information and inferencing. One regarding visual
> information. The other regarding other kinds of information which are
often
> overlooked.
>
> I'll start with overlooked information: Books offer a surprising amount of
> information that is neither visual nor text-languaged based. Here's a fun
> game that will get your students thinking more broadly about the
information
> provided by texts, and how that information can be used to draw
inferences:
>
> 1. Have ready, but out of sight of your students, some or all of the
> following: One or more phone books, coffee table books, paperback novels,
> dictionaries, textbooks, encyclopedia volumes, kids' picture books,
> almanacs, magazines, catalogs, CD-ROMs (a blank one, or one of those AOL
> discs you keep getting in the mail will serve just fine. Don't use a
"good"
> disc because it is going to be handled quite a bit), floppy discs, audio
> tapes, and video tapes. You can have more than one of some of these
items.
> Make sure you have one item for every student in the class.
> 2. Have all of the students in your class stand around a large table
(round
> or square; the shape doesn't matter) or a row of desks pushed together.
No
> chairs. You want them lined up around the edge of the table, as if they
> were getting ready to sit down for dinner.
> 3. Blindfold all of the students. Make sure the blindfolds are good
ones --
> not easily slipped askew to allow for peeking. Reinforce the importance
of
> not peeking by explaining to them that the moment they peek, they will
ruin
> the fun for themselves.
> 4. Tell your students to listen and try to figure out what is happening.
> Tell them that until you tell them otherwise, they should not talk.
> 5. Walk around the table, and in front of each blindfolded student, drop a
> text onto the table so that it lands more or less where a placemat for a
> table setting would be. You want the sound of each text hitting the table
> to be clear to the students. Play it up a bit. Let the heavy texts hit
> with a bang! Fan the pages! Spin the CD-ROM like a penny! Shake the
audio
> cassette! If necessary (it will be), remind your students that they are
not
> to talk until you tell them to.
> 6. Stand back and tell your still-blindfolded students to pick up what you
> just put in front of them. Tell them to handle the object and decide what
> it is.
> 7. Give them a minute or so, and then have them pass the object to the
right
> (still blindfolded, still no talking).
> 8. Have them repeat this until the object they first had is back in their
> hands.
> 9. Still blindfolded, have them each explain what it is that they have in
> their hands. Remind them about inferences. Ask them to support their
> inferences with hard evidence.
> 10. Remove the blindfolds. Let them examine their object again, and then
> repeat the process of passing objects to the right. Back to no talking.
> 11. Ask them if it's possible to judge a book from it's cover! Ask them
to
> explain.
> 12. If they need prompting (not likely), ask them what other information
was
> available to them when they had the blindfolds on. Loosen things up a bit
> about the talking -- encourage them to shift to a more conversational
frame
> of mind.
> 13. If they need further prompting (not likely), ask them specifically
about
> the following: The sound they first heard when you dropped each object on
> the table, and what they could feel with their hands: weight, size, shape,
> thickness, paper quality (thickness, smoothness, etc.), binding, page-tabs
> (for some dictionaries), and texture of the cover.
> 14. They may need prompting for this: Ask them about smell. If any of
them
> did smell the objects while they were blindfolded, ask them to talk about
> that. Then have everyone smell the objects and pass them around. This
> sounds weird, but you'll be pleased by the reaction. It never fails.
> You'll see the lightbulbs going off!
> 15. Ask them what this has to do with reading. Don't let this question go
> until you feel you've really beaten the horse dead. This really goes to
the
> question of metacognition: reading as comprehending, rather than reading
as
> decoding.
>
> That's the game. I hope you have as much fun with it as I have had!
>
> Now, about visual information: It isn't limited to pictures. Typography
is
> often a rich source of information. Typography is more than just
> typestyles. It includes structural elements (headings, footnotes, etc.),
> inline cues (bold, italics, underlining, punctuation, etc.), the use of
> space and the arrangement of the elements on the page. Typography is
often
> hard to comprehend in texts presented as paged media (books, computer
> screens) because you can't see it all at one time. It is, in contrast,
easy
> beyond belief to comprehend the typography in texts presented in scroll
> form. So when you're working with your students on visual information,
> please don't forget the typography. There's always more there than meets
> the eye. You'll see it all in a scroll. More information about using
> scrolls and typography can be found on The Textmapping Project web site.
> Here's a link to get you started:
> http://www.textmapping.org/quickTourMOT.html
>
> If you try the blindfold game, let me know how it worked!
>
> Dave Middlebrook
> The Textmapping Project
> A resource for teachers improving reading comprehension skills
instruction.
> http://www.textmapping.org | Please share this site with your
> colleagues!
++++++++++
>
> From: SuzTeacher@aol.com
> Date: Tue, 13 Apr 2004 20:56:52 EDT
> Subject: Re: [mosaic] demonstration lesson-poetry for Carrie
>
> Use Sara Holbrook!!!!! Her poems are on the tools page, and her books are
> listed on her website.
+++++++++
>
> Date: Tue, 13 Apr 2004 19:40:11 -0700 (PDT)
> From: Karrie Marden <tkkmarden03@yahoo.com>
> Subject: Re: [mosaic] demonstration lesson-poetry
>
> Try Regie Routman. She has good books for teaching poetry to all
different ages.
+++++++++
>
> From: "ginger/rob" <elephant@foxvalley.net>
> Subject: [mosaic] an email from Sara Holbrook
> Date: Tue, 13 Apr 2004 21:44:23 -0500

> I wrote to Sara Holbrook and told her we are using her poems in our rooms.
> This is the email I got back from her just now.
>
> Ginger
> moderator
>
> ----- Original Message -----
> From: "sara holbrook" <sara@saraholbrook.com>
> To: "ginger/rob" <elephant@foxvalley.net>
> Sent: Tuesday, April 13, 2004 9:26 PM
> Subject: your poems
>
>
> > Ginger,
> >
> > Hi there! I'm responding from Vancouver and feeling rather far from
> > home. Good to hear from you and that you are putting my poems to good
> > use--AGAIN!
>
> > I so appreciate hearing from you and all your good work with students.
> > It reminds me again how important poetry discussions are with kids so
> > that they learn how to use and perhaps more importantly how to
> > understand figurative language.
> >
> > thanks so much for writing,
> > sara.
+++++++++
>

> Date: Tue, 13 Apr 2004 19:49:00 -0700 (PDT)
> From: Karrie Marden <tkkmarden03@yahoo.com>
> Subject: [mosaic] Class Management and Noise
>
> Hi. I'm a first year 1st grade teacher who is really trying to implement
the whole Mosaic / Debbie Miller philosophy. While I believe that students
truly have to discuss and talk to learn, I struggle with the amount of
noise! Sometimes I feel that I can't get through a story because so many
kids are busy commenting on the story, making ?s, connections, predictions
based on what we are reading, that I forget what we were even reading about!
What is the noise level like in some of your rooms? How do you handle the
class management aspect of encouraging kids to vocalize their thinking, yet
helping 1st graders know when it's appropriate to do so? And when is it
appropriate to do so??? Help!! Karrie
++++++++
>
> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: RE: [mosaic] demonstration lesson-poetry
> Date: Tue, 13 Apr 2004 20:59:53 -0700
>
> Carrie - I'm not sure if you're wanting to model reading and
> interpreting poetry or writing poetry. I did sensory imaging poems with
> my 4th and 5th graders and they came out really excellent. I shared two
> I had written myself, one about Rehoboth, Delaware and the other about
> an island we visit in Canada each summer. I don't have them here, I'm
> pretty sure I posted one of them a few months ago. Anyway, I just wrote
> about the different sensory images I had in my mind when I thought of
> that place. I could share one of mine and maybe one or two of my
> students if you are interested. I'd have to bring them home from school
> tomorrow.
>
> The other sensory imaging type of poem I've done with my class is
> modeled on the poems in Hailstones and Halibut Bones. Are you familiar
> with this book? It is a collection of color poems and incorporates all
> of the different senses. I share the one about the color brown with my
> kids and then we talk about all the sensory images that come to our
> minds when we think of the color brown. We talk about how based on our
> personal schema those images will vary from one person to another.
> Again, if you're interested I could post one or two examples.
>
> Anyway, I'm not sure if this is even what you had in mind, but if it is
> let me know.
>
> What are you interviewing for?
>
> Martha/4/5/az
++++++++
>
> Date: Tue, 13 Apr 2004 21:43:51 -0700
> From: Peggy George <pgeorge@mac.com>
> Subject: [mosaic] Plagiarism sites

> Hi Vicki,
> Here are some of the links I have saved for detecting plagiarism. Maybe
> you'll find something here that will work for you.
> Peggy

> ----------
> FREE DETECTION
> The following are sites which are "free". Some may require
> registration, but there is no charge. They offer tips, instructions,
> and links to sites which either filter or are a source of plagiarism.
> You will also see here several sites offering free software which you
> can download and use to scan your own students' work.
> ------------------------------------------------------------------------
>
> CopyCatch: <www.copycatch.freeserve.co.uk>
> Text analysis service based in the United Kingdom for teachers to
> encourage integrity of student work in a technological environment.
> Students also have access to software which allows them to check their
> own work.
>
> detectaCopias
> <http://www.dcc.uchile.cl/~rmeza/proyectos/detectaCopias/index.html>
> Spanish language service with downloadable software for comparing texts.
>
> Glatt Plagiarism Services, Inc.
<http://www.plagiarism.com/self.detect.htm>
> This site offers a free self-detect test for students to check their own
> material for plagiarism.
>
> Jplag
> <http://www.jplag.de>
> German based service specializing in programming code, but also
> accommodates plain text documents. For teachers only! You must
> register to use.
>
> The Plagiarism Resource Site
> <http://www.plagiarism.phys.virginia.edu/home.html>
> Free software for download developed by Professor Louis A. Bloomfield to
> detect similarities between texts turned in by his physics students.
> Very effective at identifying similar phrases in works being compared.
> Several versions available for download.
>
> Plagiserve
> <http://www.plagiserve.com/>
> A free service (just register) "designed to assist educators in
> detecting academic dishonesty. It is a powerful tool that verifies the
> originality of papers by using the latest Internet-based technology."
> Offers 24-hour turn around.
>
> Turn it In (charge for this service--couldn't find the price
> listed--says to request a quote and provides a link)
>
http://www.turnitin.com/static/products_services/plagiarism_prevention.html
> At the heart of our plagiarism prevention system are our customized
> Originality Reports. Originality Reports are exact duplicates of
> submitted papers, except that any text either copied or paraphrased
> appears underlined, color-coded, and linked to its original source. All
> work submitted to Turnitin is checked against three databases of content:
>
> -----------------------
> Using Search Engines. Using one of these search engines you can enter a
> phrase or short paragraph (in quotes) and search the web. This
> technique is similar to using a free detection service except it
> searches across the web at large.
>
> All The Web http://www.alltheweb.com
>
> Google http://www.google.com
>
> ----------------
> Here are a couple of recent emails on the topic of determining in a
> student's work has been plagiarized.
>
> Actually, you are both right. Some of the time.
> Google, with its larger database and more sophisticated search
> algorithm, is most effective at finding the stuff that is on the open
> net (though of course, if the kid is a jeeves fan, then results might
> popup sooner there).
>
> However, what happens when the kid is plagiarizing from paid
> subscription databases like Ebsco, Gale, ProQuest, Grolier Encyclopedia,
> etc? Unless the paper happens to be online, Google won't catch it.
> However, the chances that an encyclopedia article was plagiarized and
> then sent to turnitin, et al, is pretty high. And even then, it may be
> better to search the library resources (databases) to find the original
> piece.
>
> Of course, we ARE spending time modeling resource evaluation,
> notetaking, citation, and the difference between reciting from a source
> and using a source to develop our own thinking, right?
>
> Robert Eiffert, Media Specialist
> Pacific Middle School
> Evergreen SD, Vancouver Washington
> beiffert@egreen.wednet.edu
> robert@crypticmachinery.net
> -------
> In terms of plagiarism, I've found Google to be the most effective.
> You *know* what student writing is like and if you have the least
> suspicion, all you have to do is type a semi-unique four word string in
> quotation marks and google will find it. Of course, however, students
> must be taught what plagiarism is to begin with ... I'm always amazed at
> how many are amazed that you can't just 'cut and paste' things from the
> internet.
> ----------------
> Plagiarism has become an issue in the writing of my middle school
> students. Is there software that schools use to detect this? (Something
> easier/more accurate than just doing a Google search of selected text.)
> But, it does make for a good lesson in voice!
>
> V. Blackmore
+++++++++
>
> From: "Donna Baker" <baker@sprint.ca>
> Subject: Re: [mosaic] Class Management and Noise
> Date: Wed, 14 Apr 2004 06:17:06 -0400
>
> Thanks to Ginger, I have been trying the "Turn and Talk" technique for =
> the last few weeks with my rowdy and unmanageable class of 5th graders. =
> I team teach 50 kids, so it is sometimes hard to get that homey feeling. =
> Yesterday I read "Barefoot" with 1/2 of the class and used turn and =
> talk for the first time with them. I was amazed at how cooperative they =
> were, and at the complexity of thought, they were asking questions and =
> inferring, and connecting, all without prompting. We are not getting =
> this level in written responses. Bottom line was - they loved it. My =
> only guideline to them at the beginning was that when I said "and stop" =
> they would turn back to me. With few exceptions they did. I also asked =
> them to share their "group thinking". Every group wanted to share. It =
> was wonderful.
>
> Try it....you'll be amazed.
>
> Donna
+++++++++
>
> Date: Wed, 14 Apr 2004 04:47:17 -0700 (PDT)
> From: Yvonne Greene <myvonnegreene@yahoo.com>
> Subject: [mosaic] [MOT] chapter 2 reflections

> Hello everyone,
>
> I feel a bit late, but I wanted to process the chapters slowly. I will add
my initial thoughts then read everyone else's. Forgive me if I repeat.
>
> This is my second journey through MOT. The first time I read it as a
teacher. Now I am trying to read it as a reader and apply what I am learning
to my own reading. I now hear my thinking voice more as I read, I still have
a long way on this journey.
>
> If you compare and contrast her classroom with yours, as a learning
environment, what do you notice?
> My room is a resource room. Students come and go constantly. I do not know
how I would manage a room that is set up like hers, although I think Debbie
Miller does an incredible job of entering the learners world. She sees her
class through her students eyes.
>
> Would her learning environment work for you?
> I am still trying to answer this question. I don't know how to make it
work for me. I do know from seeing a portion of her video that the walls are
so visually stimulating my students with ADD and Autism would never focus on
the learning at hand because they would be distracted by wall decorations.
>
> How important is the physical plant in which our children learn each day?
> I believe equally as important as the physical surroundings is the
atmosphere the teacher creates. Do the children feel safe enough to share
and take risks? If so, then I am helping them learn and think for
themselves.
>
>
> Chapter 2 is basically a history lesson about reading instruction. If it
helped you to have it included in the book, please explain how. Is it
important?
> One of the important things for me was the chart that overviews the
strategies. This served as a checklist for me to review and say, I'm great
on schema, but need to work on themes.
>
> What was the single most important idea in this chapter?
> I like the quote on page 28 "I always like to tell readers after a
conference something that is important to know about becoming a reader."
>
> Why do you find it so important?
> In my rush to work with every student, I often don't reflect on the little
things that may make a difference to the child's self-confidence as a
reader.
>
> The authors indicate that a reading workshop setting is most conducive to
teaching the strategies. Do you agree or disagree? What does the term
"reading workshop" mean to you? What components are needed to set up a
workshop with your students? What is the teachers responsibility, and what
are the students' responsibilities?
> HELP! This concept was the hardest for me! I have 18 students from K-3rd
in the room for an hour of reading instruction in resource daily. I have 18
different needs and I am supposed to help get them all on grade level and
thinking. How can I do this? I can't meet with each group daily and do a
read aloud as well. The read aloud time I do is the most successful time of
the day.
>
>
> Mind Journeys
> I liked the mental image this provokes. If we are teaching students to
visualize and synthesize then each and every thing we read should help us on
a journey. It gives me a peaceful yet powerful idea of what reading really
is. The wisdom of children is amazing!
>
> Thanks for the time you took to read this long and rambling message!
> Yvonne Greene
+++++++++
>
> Subject: RE: [mosaic] a forward from Dave M.
> Date: Wed, 14 Apr 2004 07:51:03 -0400
> From: <semartin@clayton.k12.ga.us>

> Reading about this game reminds me of Charades! We played it in our
> class when I first introduced inferences. I modeled the first few,
> but then the students took over. We either acted out a book title or
> a character. The "audience" of the rest of the students had to guess
> the answer by making inferences based on our actions and mimes. A
> good activity to show them that inferences are combining the use of
> clues with background knowledge to make a conclusion.
+++++++++

> Date: Wed, 14 Apr 2004 08:47:40 -0400
> Subject: [mosaic] Teacher Questions
> From: "Michele Balars" <balarsm@fc.manatee.k12.fl.us>

> I'm currently facilitating a MOT study cadre and this week's discussions
> were responses after reading CHs 3 & 4. However, they wanted to talk more
> about how to schedule reader's workshop into what their reading series has
> them doing (they love the reading series). We went to Appendix 2 and
> looked at the sample formats but they were still frustrated. I'm going to
> share the Reader's Workshop format from Springfield, IL's website so they
> can see how other districts are responding to transitioning into Reader's
> Workshop. I've also told them about this listserve and said I'd ask you
> all for some feedback too.
>
> Soooo.....How are you and/or other teachers you work with scheduling your
> reading time each week? If you use a reading series as a resource, how do
> you select which components to use and which to punt?
>
> They are also interested to know if teachers working at low-socioeconomic
> minority schools have noticed better test scores since they've implemented
> Reader's Workshop. They are, like many other teachers, concerned about
> making sure they cover the standards so students do well on the state test
> and aren't sure at this point how the strategies are used to do this.
>
> I've offered my input to them but they'd like to hear from other teachers
> too..
>
> Thanks!
> Michele Gr 3-5 Reading Coach/FL
++++++++
>
> Date: 14 Apr 04 08:14:25 -0500
> From: Jen Schoeberl <jen.Schoeberl@sjsd.k12.mo.us>
> Subject: [mosaic] Teacher Questions

> Reply to: Teacher Questions
> I use Reader's Workshop in the following format:
> 9:45-11:00 four days a week
> 9:45-10:15 Word Study
> 10:15-10:30 Mini Lesson
> 10:30-10:50 Ind. Reading & I conference individually or I pull a guided =
> reading group based on a few kids struggling with the same concept....or =
> kids reading the same book because of interest....I usually do not pull =
> groups just because they are on the same level. I usually only pull =
> groups one day a week and they change each week
> 10:50-11:00 Share out....share what they read and how they responded, =
> share what they tried in their reading based on the mini lesson, etc.
+++++++++++

> Subject: RE: [mosaic] Reading backgrounds
> Date: Wed, 14 Apr 2004 09:50:38 -0500
> From: "Myers, Vicki L." <MyersVic@missouri.edu>

> This is what I'm talking about! Thank you for saying it much more =
> eloquently. Who is preparing teachers to meet the needs of the kids who =
> don't understand the foundation of reading -- the alphabetic code or =
> whatever all the various reading specialists in the world want to call =
> it?
> Kids have to have this in order to read fluently and they have to read =
> fluently to get meaning. But all I ever see in the way of professional =
> development is the meaning stuff. I understand that it isn't "reading" =
> unless kids understand what the author is trying to say, but as you so =
> profoundly point out "all those 'get the meaning strategies' don't work =
> when your seventh graders don't know how to read yet." And this is =
> where we are failing, in my opinion. Maybe, teachers need to use their =
> "VOICE" to let our teacher prep programs know they are not preparing =
> teachers to meet the needs of kids. When we don't know how to teach =
> reading -- and I mean all of us -- we are failing kids. In this society =
> at this time in history, when we send kids out into the world unable to =
> read proficiently, we are, in large part, sealing their fate. They are =
> very likely going to have a difficult time getting and keeping a job. =
> Their children will probably suffer the same struggles. Teachers face =
> the most difficult of responsibilities. It is too much to ask of =
> someone who may or may not have the skills to deal with it. The other =
> part is this. If colleges and universities are not going to teach us, =
> local school districts need to step up to the plate. Otherwise, we need =
> to learn it on our own and that takes resources we oftentimes do not =
> have.
>
> Vicki Myers
> Special Education Consultant
> College of Education
> 205 London Hall
> Columbia, MO 65211
>
> Phone (573) 882-5104
> Fax (573) 884-5622
> E-Mail myersvic@missouri.edu
+++++++++
>
> From: RR1981@aol.com
> Date: Wed, 14 Apr 2004 11:18:54 EDT
> Subject: Re: [mosaic] Reading backgrounds-Long
>
> In a message dated 4/14/2004 10:53:41 AM Eastern Daylight Time,
> MyersVic@missouri.edu writes:
>
> > When we don't know how to teach reading -- and I mean all of us -- we
are
> > failing kids
>
> Vicki,
>
> I graduated from an undergrad program just two years ago, so my experience
is
> recent. There was basically no preparation for actually teaching a child
how
> to read. We didn't talk about reading strategies, and the fact that they
> need to be taught in an explicit manner. We concentrated on "whole
language" and
> cute culminating activities. (This might be fine if everyone already
knows
> how to read.)
>
> I absolutely love reading, however, I have found this to be the hardest
> subject to teach. I teach fourth grade and my students, except for a few,
all read
> below grade level. Maybe with students who are fluent, it wouldn't be so
> frustrating, but it is to the point where I really dislike teaching
reading.
> Because of this group I have come to understand that I must teach the
students
> the strategies if they are to become successful, this never occurred to
me!
>
> I just taught a great lesson last week and my assistant principal happen
to
> observe me that day. I combined two strategies that I learned at the
Closing
> the Achievement Gap conference, one called probable passage and one called
Link
> It. Both were used with reading selections that were about two pages in
> length. Probable passage involved the teacher preselecting about 7 words
from the
> passage that could fit into the following categories-character, plot,
> setting, problem or unknown words. Before reading the selection students
chose which
> category they thought the words belonged in, and then wrote them on the
> paper-little text boxes were provided for each category. Link it involved
writing
> everything we knew about the topic-in this case whales-prior to reading
the
> story. Students listed everything they knew individually, and then shared
with
> a neighbor. I then asked each std. to tell me one thing they had written
and
> I wrote it on chart paper. Then they talked amongst themselves to find
out
> what each other had written.
> Then we started reading the passage, one paragraph at a time. As we read
we
> stopped to decide if we had read any words that we had placed in
categories,
> if so, we decided if we had put them in the correct category and if not
what
> category should they be in. Additionally as we read we decided on the most
> important information within the passage, and we recorded that on the
chart paper
> and on the students paper. (This is meant to help them understand how to
take
> notes.) After we read the passage, we discussed what a knowledge level
> question was, etc. Each student had a handout with question stems based
on the
> different levels of the taxonomy. As a group they had to choose one
question stem
> and make up a question about the passage, as well as the answer. They
shared
> these with the class, and then we began looking at the questions that came
> with the story.
>
> It was an excellent lesson and something that I will continue to do. The
> students were really engaged, and my assistant principal just loved it.
>
> Rosie
++++++++++
>
> Date: Wed, 14 Apr 2004 11:26:57 -0400
> Subject: Re: [mosaic] Reading backgrounds
> From: "Michele Balars" <balarsm@fc.manatee.k12.fl.us>

> My fellow reading coach here has, until now, been a special ed. teacher.
> She got her master's degree in reading on her own. She and I have
> discussed teacher prep, especially in ESE programs and she says that the
> major emphasis is on behavior management (in her view) since most IEP's
> focus on behaviour issues rather than academics. The ESE teachers I've
> been coaching at gr 3-5 are not interested in learning how to teach
> reading, rather , they'd like me to just come in, assess the students for
> them and tell them what to do that they aren't already doing. Is this the
> prevailing attitude amound ESE teachers, or are the teachers I'm working
> with still living in the dark ages?
>
> Michele Balars
> Reading Coach
+++++++++
>
> Subject: RE: [mosaic] Reading backgrounds
> Date: Wed, 14 Apr 2004 11:01:46 -0500
> From: "Myers, Vicki L." <MyersVic@missouri.edu>

> Your answer surprises me in some ways. In Missouri, IEPs are very =
> academically oriented. Behavior is addressed to some extent, but not in =
> that many IEPs (mostly for Emotionally Disturbed or more challenging MR =
> kids). The bulk of kids here are found eligible as LD in reading, =
> written expression, and/or math so those are the specific areas their =
> IEPs address. Reading issues are the worst because it is difficult to =
> remediate if you don't know how to do that. The best way, of course, is =
> to provide support for those kids early, but schools don't often do it. =
> We have one elementary school in our region in which the principal keeps =
> track of children who come to kindergarten with poor skills in any area. =
> She provides for intensive tutoring in those low areas all the way =
> through until they are up to grade or age level. Their referrals for =
> special ed are way down and their state achievement test scores have =
> risen significantly every year for the past 5 years. It is pretty =
> awesome.
>
> Vicki Myers
> Special Education Consultant
> College of Education
> 205 London Hall
> Columbia, MO 65211
> Phone (573) 882-5104
> Fax (573) 884-5622
> E-Mail myersvic@missouri.edu
+++++++++
>
> Date: Wed, 14 Apr 2004 17:00:55 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] [MOT] 2 teacher preparation

> I agree that teacher preparation is pretty "spotty" out there, but one
> thing I have noticed about the truly quality teacher preparation
> programs - - the professors who are teaching in the effective programs
> are managing to stay connected to real classrooms. They are going into
> classrooms consistently to collect field notes and to practice for
> themselves whatever they plan to teach their undergraduates about. They
> are making videos of themselves teaching, quality teaching that they are
> observing, and themselves "coaching" teachers. In other words, they
> have a feel for what really works well in classrooms because they try
> out the strategies, structures, etc. before they pass them on to their
> preservice teachers. This goes along with the quote on p 21 of MOT - -
> "We reminded ourselves that during the time we had worked together at
> the PEC, everything we felt was worth doing in classrooms we had first
> tested on ourselves..."
>
> PJ
> 4,5,6 & Lit Coach
> P.S. Has anyone else read the article "Coaches, Controversy, Consensus"
> that begins on page 1 of the April/May issue of Reading Today?
++++++++
>
> Date: Wed, 14 Apr 2004 17:44:41 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Reading backgrounds

> As a primary teacher with many special needs students, I do not find my
children
> have behavior goals but goals related to isolated, disconnected skills
without an
> awareness of what the whole picture is or should look like.
>
> Lori
+++++++++
>
> From: SuzTeacher@aol.com
> Date: Wed, 14 Apr 2004 20:08:36 EDT
> Subject: Re: [mosaic] Class Management and Noise Response to Karrie
>
> Karrie,
> You are the boss.
> You decide how many ideas to listen to.
> You decide when it is a talkative/sharing time and when it is a
teacher-talk
> time.
>
> Sometimes I tell the students that I will take only 8 ideas, or I will
only
> ask for volunteers for 1 minute. Also, asking the children to turn and
talk --
> turn to a friend or a partner, and share your idea.
> Also - tell them that if they don't get a chance to share their ideas,
that
> they can write it down. Maybe you could post these responses so everyone
can
> still share.
> Suzanne NY 3rd Grade
+++++++++
>
> From: "Beth Neiderman" <beth.neiderman@verizon.net>
> Subject: Re: [mosaic] Reading backgrounds
> Date: Wed, 14 Apr 2004 20:03:23 -0400

> I teach in an inclusive first/second grade classroom, and 8 out of my 23
> students are classified with special needs. We write goals for guided
> reading and comprehension strategies (along with other scademic goals)
right
> into their IEP's. For some of the children, behavioral goals (such as
> appropriate listening behaviors during read alouds, participation during
> discussion groups, etc.) are also written in, depending on the
> classification and level of support needed for participation.
> Beth in NJ
+++++++++

> Date: Wed, 14 Apr 2004 19:30:40 -0500
> From: Judy's mail <jggasser@swbell.net>
> Subject: Re: [mosaic] [MOT] 2 teacher preparation

> PJ - As one of those university types that is teaching reading classes
> to both undergrads and graduate students, I appreciate the vote of
> confidence in what many of us are trying to do. The university as an
> entity certainly has many of the problems that school districts do with
> sustaining cutting edge effective education for all. However, I know
> many professors who are working continually in schools and supporting
> both preservice and inservice teachers. Sometime the job is quite
> challenging with preservice teachers who have had few experiences with
> teaching and find research and theoretical foundations a bit abstract.
> And yet we know that beginning teachers underlying philosophical view of
> learning will determine how they teach. My university has five reading
> courses that every education major must take. One is titled
> "Phonological and Orthographic Features of Language" which deals in
> depth with word identification problems. I think teachers need to
> choose the university that they attend and the classes they take with
> great care. There are some fine offerings out there. Maybe an
> interview with the Reading Department chair would be advised before
> starting at a university to understand its program and plan for
> preparing teachers for 21st Century classrooms. In some states a
> special education certification is only granted as a master's degree
> after many essentials such as the teaching of reading are learned at the
> undergraduate level. JGasser
++++++++++
>
> From: CuriousNMB@aol.com
> Date: Wed, 14 Apr 2004 20:34:01 EDT
> Subject: Re: [mosaic] Class Management and Noise
>
> Knee to Knee and Eye to Eye By Ardis or Ardith (not sure)Cole is a book on
> conversation. This has helped in teaching kids the rules of conversation.
Try it.
> donna in SC
++++++++++

> Date: Wed, 14 Apr 2004 19:49:14 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Reading backgrounds

> Beth,
>
> Without naming names or violating confidentiality I would love to see some
examples
> of how these goals are written and measured. Would help me present an
arguement
> for changing the focus of our IEP goals.
>
> Lori
++++++++++
>
> From: "Bridget Moylan" <moylanb@hotmail.com>
> Subject: [mosaic] Mystery Unit
> Date: Wed, 14 Apr 2004 20:42:54 -0400

> I am a 7th and 8th grade remedial reading teacher and am planning to start
a
> mystery unit. I have very reluctant readers and teaching anything is a
> challenge. Most of them are in danger of failing the year in many
subjects
> and I wanted to end the year on a high note with something a little more
> fun.
> Any suggestions????
> Thanks,
> Bridget
> 7/8 reading
+++++++++
>
> Date: Wed, 14 Apr 2004 18:26:26 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: [mosaic] mosaic message

> I was reminded today, as I hole-punched and filed in a notebook many
things
> printed out about strategies, that Deb Smith posted a wonderful book list,
> by strategy, or Ginger posted Deb's list, on the Tools page. If you are
> looking for specific book titles to go with strategies, you might want to
> take a look.
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
++++++++++
>
> From: RR1981@aol.com
> Date: Wed, 14 Apr 2004 21:54:27 EDT
> Subject: Re: [mosaic] [MOT] 2 teacher preparation
>
> In a message dated 4/14/2004 8:32:27 PM Eastern Daylight Time,
> jggasser@swbell.net writes:
>
> > In some states a
> > special education certification is only granted as a master's degree
> > after many essentials such as the teaching of reading are learned at the
> > undergraduate level. JGasser
> >
> That is very interesting, I was not aware of this. I do know that the
> University of North Carolina at Charlotte, will not accept you to do their
Master's
> program unless you had two years of teaching completed.
>
> Rosie
++++++++++
>
> From: RR1981@aol.com
> Date: Wed, 14 Apr 2004 21:58:47 EDT
> Subject: Re: [mosaic] Class Management and Noise Response to Karrie
>
> In a message dated 4/14/2004 8:40:23 PM Eastern Daylight Time,
> SuzTeacher@aol.com writes:
>
> > Karrie,
> > You are the boss.
> > You decide how many ideas to listen to.
> > You decide when it is a talkative/sharing time and when it is a
> > teacher-talk time.
> >
> > Sometimes I tell the students that I will take only 8 ideas, or I will
only
> > ask for volunteers for 1 minute. Also, asking the children to turn and
talk
> > -- turn to a friend or a partner, and share your idea.
> > Also - tell them that if they don't get a chance to share their ideas,
> > that they can write it down. Maybe you could post these responses so
everyone
> > can still share.
> > Suzanne NY 3rd Grade
> >
>
> I find this discussion interesting. I am a second year teacher, and at
time
> have felt that I am expected to have a quiet classroom. As I have gained
> confidence, especially in my teaching abilities, I have allowed my
students more
> conversation. I think students need to engage in talk, to help them sort
out
> their ideas, etc., and also because they are children!
>
> I think each teacher needs to decide for themselves how much talking they
can
> handle in their own classroom. I don't mind it as long as it is about the
> subject at hand, and I am able to reel them back in quickly.
>
> I also award them "talk time" after a lesson, this helps keep them focused
> during my presentation.
>
> Rosie
++++++++++
>
> Date: Wed, 14 Apr 2004 18:06:56 -0800
> From: Dan & Nicole <packers@ak.net>
> Subject: Re: [mosaic] Mystery Unit

> *I am a 7th and 8th grade remedial reading teacher and am planning to
start
> a
> > mystery unit.
>
> The Westing Game by Ellen Raskin is a lot of fun--it can be a little
> confusing, but there are plenty of ways to keep things straight. I think
it
> is approx. written at a 5th grade level. I used it at the beginning of
the
> year with my 6th graders and they LOVED it and still talk about how fun it
> was to try and figure things out. The higher level readers were
constantly
> trying to predict and none of them ever figured it out, it was great!
>
> Nicole
> 6th grade, Alaska
+++++++++
>
> From: "ginger/rob" <elephant@foxvalley.net>
> Subject: [mosaic] Retention vs. Social Promotion for PJ
> Date: Wed, 14 Apr 2004 23:05:30 -0500

> Judy S. asked me to forward this to the list.
> Ginger
> moderator
> -----------------------
> > This came as a part of an e-newsletter that comes to my work, and I
> thought was
> > interesting. Please post it if you think it warrants that. Thanks.
Judy
> S
>
> > Here's some info pertinent to the question about retention.
> > appeared in the Spring 2004 Dyslexia E-Newsletter from Bright Solutions
> for
> > Dyslexia
> > Retention
> > Retention Doesn't Help
> > Grade retention does NOT improve academic performance.
> > As Senator Paul Wellstone stated:
> > "The bad effects of retention have been clearly established. Study after
> > study shows that retention leads to poorer academic performance, higher
> dropout
> > rates, increased behavioral problems, low self-esteem, and higher rates
of
> > criminal activity and suicide. Research on high school dropouts
indicates
> that
> > students who do not graduate are more likely to be unemployed or hold
> positions
> > with little or no career advancement, earn lower wages, and be on public
> > assistance."
> > The National Association of School Psychologists says:
> > "Through many years of research, the practice of retaining children has
> been
> > shown to be ineffective in meeting the needs of children who are
> academically
> > delayed."
> > The American Federation of Teachers says:
> > "Social promotion and grade retention are mechanical responses to an
> > educational problem. The scandal is how little attention they give to
> preventing
> > failure in the first place."
> > The U.S. Department of Education says:
> > "Neither social promotion nor retention is appropriate for students who
do
> > not meet high academic standards."
> > The National Joint Committee on Learning Disabilities (NJCLD) says:
> > "The weight of the evidence of literally hundreds of studies shows that
> > retaining children does NOT produce higher achievement."
> > For links to these studies, go to:
> > www.wrightslaw.com/info/retain.index.htm
> > Research shows that these are a few of the devastating effects of
> retention:
> > Most children do NOT catch up when held back
> > Retention is one of the most powerful predictors of high school dropout
> > Sixth grade students ranked grade retention as the most stressful life
> event
> > -- even MORE stressful than losing a parent or going blind!
> > Studies of academic achievement and socio-emotional adjustment between
> > retained students and similarly under-achieving but promoted peers,
> reported in 19
> > studies during the 1990's, yielded significant negative effects of grade
> > retention across all areas of achievement and socio-emotional impact.
> (Jimerson,
> > 2001)
> > For links to these studies, go to:
> > www.cdl.org/resources/reading_room/grade_retention.html
> >
> > Social Promotion Doesn't Work
> > If retention is so harmful, what will happen if you send a struggling
> fourth
> > grader on to fifth grade?
> > That child will struggle even more.
> > As an American Federation of Teachers position paper states:
> > "The harm of social promotion is compounded for children who make a slow
> > start in school. If we promote elementary school students who have not
> learned to
> > read, saying they will "catch up," they are likely to fall more and more
> > behind until, by the time they reach middle school, catching up is
nearly
> > impossible. Will they feel good about themselves when they sit in class,
> as sophomores
> > or juniors, unable to follow what is going on? If they hang around long
> enough
> > to get a high school diploma, have they any hope of getting a permanent
> job
> > that pays a decent wage? We are not doing these students a favor by
> passing
> > them, even if they have not learned the work; we are cheating them."
> > "Social promotion and grade retention are mechanical responses to an
educa
> > tional problem. The scandal is how little attention they give to
> preventing
> > failure in the first place."
> > American Teachers Federation President Sandra Feldman in her article,
Two
> > Wrong Solutions
> > www.aft.org/stand/previous/1997/1097.html
> > "Neither social promotion nor retention is appropriate for students who
do
> > not meet high academic standards."
> > U.S. Department of Education, in a 85-page report entitled Ending Social
> > Promotion
> > www.ed.gov/PDFDocs/socialprom.pdf
> > "Neither repeating a grade nor merely moving on to the next grade
provides
> > students with the supports they need to improve academic and social
> skills."
> > National Association of School Psychologists, Position Statement on
> Retention
> > and Social Promotion
> > www.nasponline.org/information/pospaper_graderetent.html
+++++++++++
>
> From: "Donna Baker" <baker@sprint.ca>
> Subject: [mosaic] April Contest
> Date: Thu, 15 Apr 2004 05:54:17 -0400
>
> The following people are eligible for tomorrow's drawing for a set of =
> full colour strategy posters:
>
> Martha Hitzel
> D. Green
> Kim Sheffield
> Wendy Howk
> Beth
> Deb Smith
> Susan Nixon
> P.J. Morrow
> Deborah Devine
> Lori Jackson
> Kathy/Iowa
>
> There is still time to get your lessons in for this mid month drawing. =
> Winner will be announced on Friday. The final draw will be on April =
> 30th. Get your lesson ideas in!
> Donna Baker
+++++++++++
>>
> Date: Thu, 15 Apr 2004 07:54:38 -0400
> Subject: Re: [mosaic] Class Management and Noise Response to Karrie
> From: "Michele Balars" <balarsm@fc.manatee.k12.fl.us>

> mosaic@u46teachers.org writes:
> >Sometimes I tell the students that I will take only 8 ideas, or I will
> >only ask for volunteers for 1 minute. Also, asking the children to turn
> >and talk -- turn to a friend or a partner, and share your idea.
> > Also - tell them that if they don't get a chance to share their ideas,
> >that they can write it down.
> This same discussion came up with some of my teachers and I suggested they
> use one of the student response sheets (T-chart) posted with the Listserve
> Tools. One student inparticular feels a "burning need" to voice his
> connection with almost every sentence :-)
>
> Michele
> Reading Coach
++++++++++
>
> Date: Thu, 15 Apr 2004 07:58:50 -0400
> Subject: Re: [mosaic] Reading backgrounds
> From: "Michele Balars" <balarsm@fc.manatee.k12.fl.us>

> mosaic@u46teachers.org writes:
> >Beth,
> >
> >Without naming names or violating confidentiality I would love to see
> >some examples
> >of how these goals are written and measured. Would help me present an
> >arguement
> >for changing the focus of our IEP goals.
> >
> >Lori
> Same here... any examples would be a great resource to share on my end
too!
>
> Michele Balars
> Reading Coach
++++++++++
>
> Date: Thu, 15 Apr 2004 08:09:34 -0400
> Subject: Re: [mosaic] Retention vs. Social Promotion for PJ
> From: "Michele Balars" <balarsm@fc.manatee.k12.fl.us>

> I think I need to forward that email to DOE in FL! They've recently
> mandated 3rd gr retention for students not scoring high enough on the
> state test and who don't have a "good cause" for exemption (the "good
> cause" is previous retention K-2 or are ESL and haven't previously used up
> their ESL exemption). The mandate also doesn't keep kids (from what I can
> tell) from repeating 3rd grade more than once!
>
> Michele Balars
> Reading Coach
++++++++++
>
> Date: Thu, 15 Apr 2004 08:36:38 -0400
> Subject: [mosaic] Reading Incentive Programs
> From: "Michele Balars" <balarsm@fc.manatee.k12.fl.us>

> Another topic of heated debate in my district (and elsewhere I'm sure) is
> the focus of the Accellerated Reader program (you all may have even had
> this discussion before I joined the listserve). I'm finding schools here
> who use AR as their core reading program (and thus base grades on
> students' points), as weekly school-wide awards broadcast during the
> school news show, and where teachers are even referring to their
> independent reading time as "AR Time". The literacy committee at my
> school has been trying to find a way to move the total focus away from AR
> and into more of a "Literacy Award" program where students would earn
> "literacy points" for a variety of quality literature response, not just
> the AR points. The problem the teachers on the committee are struggling
> with however, is choosing a system that wouldn't add more work for
> teachers (all they do now is submit a weekly sheet with students' points
> to an aide who organizes the prizes that will be awarded to students that
> week). The teachers seem to feel that too much work on the part of the
> teachers would make teachers resentful and thus more reluctant to
> encourage their students to participate --- and of course that means (to
> them) the students would stop reading...
>
> Anyone out there have a plan that's working and more total literacy
> based????
>
> Michele Balars
> Reading Coach
+++++++++++
>
> Subject: RE: [mosaic] Reading Incentive Programs
> Date: Thu, 15 Apr 2004 08:09:55 -0500
> From: "Myers, Vicki L." <MyersVic@missouri.edu>

> We have found in this state that state-wide achievement test scores are =
> significantly low in schools relying heavily on AR programs. Recalling =
> details of a story or book is at the bottom of Bloom's Taxonomy. If =
> "reading" is getting meaning, I would say you have an argument right =
> there. Why would you be using a "literacy" program that isn't testing =
> reading? It is testing visual memory. We remember books we have =
> discussed and applied to real life and those are the books from which we =
> learn important life lessons. We don't remember fluff books that we =
> took with us on an airplane or to the beach to keep our minds busy for =
> short periods of time. That's what your AR program is basically doing. =
> And, oh yeah, I guess it is helping them (maybe) increase fluency since =
> they are trying to whiz through as many as possible to get more points.
>
> Vicki Myers
> Special Education Consultant
> College of Education
> 205 London Hall
> Columbia, MO 65211
> Phone (573) 882-5104
> Fax (573) 884-5622
> E-Mail myersvic@missouri.edu
++++++++++++
>
> Subject: RE: [mosaic] [MOT] 2 teacher preparation
> Date: Thu, 15 Apr 2004 08:25:03 -0500
> From: "Myers, Vicki L." <MyersVic@missouri.edu>

> JGasser,
>
> Can you tell me where you teach? Your reading program sounds wonderful. =
> I would very much appreciate seeing the syllabi for these reading =
> courses. The "Phonological and Orthographic Features of Language" is =
> exactly the part I think is missing in many teacher prep programs.
> Thanks!
>
> Vicki Myers
> Special Education Consultant
> College of Education
> 205 London Hall
> Columbia, MO 65211
> Phone (573) 882-5104
> Fax (573) 884-5622
> E-Mail myersvic@missouri.edu
++++++++++
>
> Date: Thu, 15 Apr 2004 06:53:18 -0700 (PDT)
> From: DONALD EVANS JR <evansjrdon@sbcglobal.net>
> Subject: Re: [mosaic] Mystery Unit

> Bridgette,
>
> A book I've used several times is Holes. (Before the movie came out.) The
plot is complex, but captivating.
>
> Don Evans
> 8th grade
> Resource Specialist
> Whittier, CA
+++++++++++
>
> Date: Thu, 15 Apr 2004 10:27:09 -0400
> Subject: Re: [mosaic] Reading Incentive Programs
> From: "Michele Balars" <balarsm@fc.manatee.k12.fl.us>

> mosaic@u46teachers.org writes:
> >We have found in this state that state-wide achievement test scores are
> >significantly low in schools relying heavily on AR programs. Recalling
> >details of a story or book is at the bottom of Bloom's Taxonomy. If
> >"reading" is getting meaning, I would say you have an argument right
> >there. Why would you be using a "literacy" program that isn't testing
> >reading? It is testing visual memory. We remember books we have
> >discussed and applied to real life and those are the books from which we
> >learn important life lessons. We don't remember fluff books that we took
> >with us on an airplane or to the beach to keep our minds busy for short
> >periods of time. That's what your AR program is basically doing. And,
> >oh yeah, I guess it is helping them (maybe) increase fluency since they
> >are trying to whiz through as many as possible to get more points.
> You've hit it exactly right Vicki! But no one seems to want to drop it
> anyway. I guess they feel it's easier to manage than adding something
> that would mean more work and less hard data (the reports are easy data,
> albiet not reliable data). It has come up at our reading coach meeting
> numerous times - - trying to get the schools to stop focusing so much on
> it --- but it hasn't helped the problem. That's why I (as chair of our
> literacy committee) have tried to do something that would gradually move
> the incentive program idea into at least including other options for
> earning points for awards than just those AR tests. I'm hoping there are
> other schools out there who have had to address this same issue and have
> found a way to do it more successfully than we have. I might get better
> buy-in if I had some successful alternative programs or ideas to share.
>
> Michele Balars
> Reading Coach
++++++++++
>
> Date: 15 Apr 04 09:36:39 -0500
> From: Jennifer Halter <Jennifer.Halter@sjsd.k12.mo.us>
> Subject: [mosaic]
>
> Hello. My name is Jennifer Halter and I'm an elementary librarian working
=
> at Hall School in Missouri. We serve grades K-6. I have read Mosaic Of =
> Thought, and try to include the comprehension skills in my lessons. If =
> any librarian/teacher has any great ideas for me about incorporating this
> book, or any library matter, please let me know. Thanks!-Jennifer
>
> Jennifer Halter
> Librarian
> Hall Accelerated School
++++++++++
>
> Subject: RE: [mosaic] Mystery Unit
> Date: Thu, 15 Apr 2004 11:31:39 -0400
> From: "Robins Maureen" <MRobins2@nycboe.net>

> A mystery study is fun indeed. One of our seventh grade classes did the =
> "Ramp Up" (part of America's Choice) mystery unit. There all the =
> students read Wanted! by caroline Cooney and an assortment of toher =
> books including the non fiction Finger Prints and Talking Bones. I must =
> confess that my seventh graders didn't care for Wanted! and we are going =
> to use The Westing Game next time. But the seventh graders loved =
> mysteries by Joan Lowry Nixon. If that level is too high, try the =
> mystery series by Lawrence Yep and of course nancy drew and the hardy =
> boys. There are the A to Z mysteries. Oh, yes, the kids loved the Sammy =
> Keys by Wendelin Van Draanen. I also used "Ghostwriter" from the PBS =
> show -- I had both book and video tapes. If you can get your hands on =
> the video tapes that would be superb. They also wrote their own =
> mysteries. In elementary schools here while they are studying the genre =
> of mystery (Cam Jansen, The Boxcar series, Nancy Drew and the Hardy =
> Boys) they are writing "edge of your seat" stories.=20
>
> My stuff is at school but if you need any other resources (and there's a =
> lot!) feel free to e-mail.
>
> Maureen Robins
> Literacy Coach
> NYC
++++++++++
>
> From: RR1981@aol.com
> Date: Thu, 15 Apr 2004 12:48:39 EDT
> Subject: Re: [mosaic] Mystery Unit
>
> In a message dated 4/15/2004 10:12:28 AM Eastern Daylight Time,
> evansjrdon@sbcglobal.net writes:
>
> > Bridgette,
> >
> > A book I've used several times is Holes. (Before the movie came out.)
The
> > plot is complex, but captivating.
> >
>
> Totally agree, this is an awesome book.
>
> Rosie
+++++++++++
>
> From: VRCOOPER@aol.com
> Date: Thu, 15 Apr 2004 12:59:05 EDT
> Subject: Re: [mosaic] Reading Incentive Programs
>
> I totally disagree with AR used as a grade for students. We use Reading
> Certification Levels, as recommended by Renaissance, and it works
beautifully.
> Students are gradually moving to higher level reading, and longer novels,
on their
> own, to reach a new level. This is NOT work for the teacher, but the
students
> want to become the Next Level.
> Vicki
++++++++++
>
> From: RR1981@aol.com
> Date: Thu, 15 Apr 2004 13:18:56 EDT
> Subject: Re: [mosaic] Reading Incentive Programs
>
> In a message dated 4/15/2004 1:00:44 PM Eastern Daylight Time,
> VRCOOPER@aol.com writes:
>
> > I totally disagree with AR used as a grade for students. We use Reading
> > Certification Levels, as recommended by Renaissance, and it works
beautifully.
> > Students are gradually moving to higher level reading, and longer
novels, on
> > their own, to reach a new level. This is NOT work for the teacher, but
the
> > students want to become the Next Level.
> > Vicki
> >
>
> We have AR at our school, and I really dislike it. My students are
> struggling readers, and will only read a book that has an AR test with it.
While I
> sometimes read a book that someone wants to take a test on, I can't do
that for
> every book. Only reading a book that is AR sends the message that we only
read
> to take a test. UGH!
>
> Many of my students choose books based on the number of points, not the
> reading level or even if it is something that might be interested in.
Some
> teachers incorporate AR points into the reading grade and some don't. As
far as I
> know there is no set guidelines for this. Each teacher makes their own
> decision.
>
> I wish I didn't have to use it, but it is required at my school that the
kids
> participate.
>
> Rosie
++++++++++
>
> From: VRCOOPER@aol.com
> Date: Thu, 15 Apr 2004 13:31:22 EDT
> Subject: Re: [mosaic] Reading Incentive Programs
>
> It sounds like these schools and teachers are NOT using the correct
Reading
> Renaissance principals and guidelines, but making up their own. AR is a
> wonderful instrument to encourage students to read, and read on their
level
> successfully, and to maybe find out they LOVE reading if they can be
successful with
> it. At my school, students were making a total mockery of AR until last
year. We
> implemented all the program, correctly, and it is working beautifully.
> Students love it. Parents love it. Teachers love it. Principal loves it.
Teachers
> are the ones that like it the least, because they MIGHT have to do
something
> extra, like see what kids are reading, and making sure they are being
successful.
> NO child will love to read if they can't read the material. It is
> frustrating, and they will soon have the "I Hate to Read" attitude. Eighty
per cent of
> our students are below grade leve, but we have seen huge strides. We are
> fortunate to have ALL of our books on AR.
++++++++++
>
> Date: Thu, 15 Apr 2004 12:48:01 -0500
> Subject: Re: [mosaic] Reading Incentive Programs
> From: carol carlson <carlsonca@dist102.k12.il.us>
>
> I am sorry, but I disagree with you. I think using the strategies asks
> MORE of teachers, not less. If you ask students to respond after
> teaching them the strategies, students are much more likely to be
> engaged and interacting with text. When I took several AR tests, the
> only items tested were literal. AR is actually easier on teachers
> because they don't have to conference individually with students, don't
> have to read lengthly responses and don't have to get to know their
> students. AR helps teachers and students find appropriate levels, but I
> don't know how it helps children choose appropriate books. I much
> prefer to help students choose books, teach them to really "think" and
> interact with text.
> As previously mentioned, using AR teachers kids that reading is test
> taking. What about the enjoyment of reading for it's own sake; what
> about hearing teachers who love reading talking about their own reading?
> Also, one third grade student read Tangerine as an AR book. There was
> no discussion about the dark issues in this book. This is not an
> appropriate book for a third grader to read without some discussion
> with a teacher or parent. But the librarian said it was okay because it
> was at the child's AR level!
> I wish my own children had had teachers like the ones on this list who
> make reading a fun, interactive and thoughtful. We need good reading
> teachers, not AR.
> Carol
+++++++++++
>
> Date: Thu, 15 Apr 2004 14:41:35 -0400
> Subject: Re: [mosaic] Reading Incentive Programs
> From: "Michele Balars" <balarsm@fc.manatee.k12.fl.us>
>
> mosaic@u46teachers.org writes:
> >I totally disagree with AR used as a grade for students. We use Reading
> >Certification Levels, as recommended by Renaissance, and it works
> >beautifully. Students are gradually moving to higher level reading, and
> >longer novels, on their own, to reach a new level. This is NOT work for
> >the teacher, but the students want to become the Next Level.
> >Vicki
> The students are progressing to the next levels too but it seems your
> schools don't pay attention to the points awarded for taking the tests.
> Teachers here don't seem to think the kids would develop enough intrinsic
> motivation with just moving to the next level - - not as prestigious as
> getting points and getting awards on the school news show each week. I'm
> not advocating, just telling you what they say to me.
>
> Michele Balars
> Reading Coach
+++++++++
>
> From: DnnllySs@aol.com
> Date: Thu, 15 Apr 2004 14:51:29 EDT
> Subject: [mosaic] re Mystery Unit
>
> Hello All
> We are on Spring Break there in the Windy City but I've come here to Fort
> Bragg,
> NC The Dogwood trees are in bloom and gorgeous ooh I walked onto my
> families'deck and lo' and behold the tallest trees and others had
beautiful leaves
> just blooming such joy to create an unit and serene ,too
>
> During the day I have finally gotten to really read and enjoy this
listserv.
>
> Thank you so much Ginger,Rosie,Laura your emails keep me reflecting and
> having the courage to work with my children as absolutely no one uses MOT
in my
> building.
> I'm lurking on the MOT Discussion Group /each time I read> its magic for
me
> and my students so thanks :)for this new opportunity and to all who share
> their demonstrations and reflections This is a colorful and powerful site
>
> I read about The Westing Game is the reading level too too high for a
read
> loud with 4th graders? Also, Im asking for colleagues to suggest several
> mystery series I can use my students love videos and it is hard for me to
keep
> their attention for very long therefore I transition frequently within
reading
> workshop
> I cant wait to hear of your choices Thank you in advance
>
> Have a Puurrfect Week:)
>
> Susan Donnelly CPS Rdg ResTchr 3-8
++++++++++++
>
> Date: Thu, 15 Apr 2004 13:11:25 -0700
> Subject: Re: [mosaic] Reading Incentive Programs-long
> From: Carolyn Booth <boothres@mac.com>
>
> Michele ~ In our middle school, sixth-graders participate in the AR
> program, so by the time seventh-grade teachers receive these students
> into their classes, students are ready for a new reading program.
> Language Arts teachers in seventh-grade offer several aspects within
> their reading program: 1) students may read anything they like within
> their reading range (determined the first month of school using the
> STAR program); 2) students booktalk (verb) every book read with their
> teacher during independent reading time in class; 3) students maintain
> an active bookmark during the reading of their book.
>
> The independent reading program within my own classroom consists of
> reading 15-20 minutes three days per week, Monday, Wednesday, and
> Friday. During this time, students independently read a book of their
> own selection, yet one that they have checked in with me. I keep a
> binder for each class, with one page for each student, wherein I record
> the book students have indicated they will read, and wherein students
> may check how many pages they have read so far each trimester.
> Sometimes students start a book, yet decide not to finish it, so they
> need to check in with me the new book they've found. Students are
> responsible to read 600 pages per trimester (12 weeks).
>
> Students sign up for a booktalk by recording their name on a pad of
> paper indicating they are ready for a booktalk. They are ready when
> they have finished reading their book and filled out a booktalk sheet
> created especially with our reading program in mind. While the booktalk
> sheet asks only several questions related to literary elements,
> students' main purpose is to share an excerpt from the book that shows
> excellent writing and growth in the main character. Booktalks take
> several minutes per student, depending on how often the student shares
> and how much time the teacher needs to spend with each student. At the
> beginning of the year, more time is spent with each student, to
> determine strengths and weaknesses within students' reading abilities.
> Some students read so many books (ten per trimester) that I simply have
> them read aloud the chosen excerpt and file the booktalk sheet into the
> binder, perusing it briefly.
>
> While I have not implemented the active bookmark personally, several
> teachers prefer it to the booktalk sheet. Although more time is spent
> with individual students than the AR program, I feel strongly that I
> need to know how well my students read, determined only by hearing them
> read and hearing students respond to specific questions.
>
> As a Language Arts teacher, I feel it would be irresponsible on my part
> to never hear a student read aloud and truly know the reading strengths
> and weaknesses of each student. It is incredibly sad that teachers
> don't feel they have time to listen to their students read. Based upon
> this personal information, I can then guide the reading program to
> address students' needs.
>
> Carolyn Booth ~ WA
> 7th-grade LA/SS/PE/Health
+++++++++++
>
> Date: Thu, 15 Apr 2004 13:25:58 -0700
> Subject: [mosaic] P.S. reading program
> From: Carolyn Booth <boothres@mac.com>

> P.S. Even if a book is within a student's reading range, I discourage
> topics that might be too deep or not deep enough, depending on the
> student. Therefore I frequently require a specific genre during the
> trimester, simply to keep students reading a variety of genres. For
> example, to keep some of the girls away from reading silly realistic
> fiction all the time, I will have them read something different for
> them: historical fiction, classic, fantasy fiction, or science fiction.
> Another example includes having the boys who have read every Brian
> Jacques book to try something new like Orson Scott Card (or some of the
> WWII books available). Last year several girls began reading every Tory
> Hayden (spelling?) book available; an an eighth-grader now, one of
> those young ladies desires to become a special education teacher in
> order to help others!
>
> Carolyn Booth ~ WA
> 7th-grade LA/SS/PE/Health
++++++++++
>
> Date: Thu, 15 Apr 2004 13:26:29 -0700
> Subject: [mosaic] P.S. reading program
> From: Carolyn Booth <boothres@mac.com>

> P.S. Even if a book is within a student's reading range, I discourage
> topics that might be too deep or not deep enough, depending on the
> student. Therefore I frequently require a specific genre during the
> trimester, simply to keep students reading a variety of genres. For
> example, to keep some of the girls away from reading silly realistic
> fiction all the time, I will have them read something different for
> them: historical fiction, classic, fantasy fiction, or science fiction.
> Another example includes having the boys who have read every Brian
> Jacques book to try something new like Orson Scott Card (or some of the
> WWII books available). Last year several girls began reading every Tory
> Hayden (spelling?) book available; an an eighth-grader now, one of
> those young ladies desires to become a special education teacher in
> order to help others!
>
> Carolyn Booth ~ WA
> 7th-grade LA/SS/PE/Health
++++++++++
>
> From: SuzTeacher@aol.com
> Date: Thu, 15 Apr 2004 16:59:54 EDT
> Subject: Re: [mosaic] Reading Incentive Programs AR response to Michele
>
> In my school, we have AR on our networked computers, so one person can
> download the entire school's report. We have established point clubs with
small
> prizes - 10, 20, 30...90, 100, 125, 150, 175, 200 point clubs. Many of our
> teachers don't do anything to promote the program. I encourage the kids to
read 1 or
> 2 AR books per month. I use their scores to support my findings in the
area of
> reading comprehension. I don't take much stock - the questions are basic
> recall questions.
>
> Good Luck to you!
> Suzanne/NY/3rd Grade
+++++++++
>
> From: Mwalshct@aol.com
> Date: Thu, 15 Apr 2004 17:25:43 EDT
> Subject: Re: [mosaic] Mystery Unit
>
> You might try the Mystery Festival put out by Gems. It combines reading,
> writing, and science. you start by setting up a crime scene. At each
session
> the students take on different roles (criminalist, detective, forensic
> scientist, prosecutor). This should stir interest as well as some
background in
> mystery.
>
> Mary
+++++++++++
>
> Date: Thu, 15 Apr 2004 15:06:20 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: [mosaic] Writing Instruction Opportunity with Despereaux

> Writing is actually the first love of my life, so writing instruction is
> high on my list of things to think about when I'm reading. Today we were
> reading chapter 34, I think it is, Down to the Dungeon, or something
similar.
>
> The first paragraph is a run-on sentence! You know all those ands we try
> to keep children from using? They're in there! It occurred to me
> immediately that Kate DiCamillo had a purpose for doing that, so I closed
> the book with my finger to hold the page and asked my students why they
> thought she might have done it. Typically, their answers were things
like,
> "She didn't notice," or "She doesn't know not to do that." I love how
> they equate themselves with published authors. =)
>
> We discussed it for a while, and then I brought the discussion around to
my
> idea. They are going down the steps. Down the golden steps from the
> princess' bedroom, down and down and down. Then down the dungeon steps.
I
> commented that I thought she did it on purpose, since she's an excellent
> writer and I think she has to know what she's doing, to give us a feeling
> of the never-endingness of the steps going down. The best part of the
> discussion was that, while some were willing to come around to my way of
> thinking, others weren't. They felt equal enough in this discussion to
> stick with their own opinions, which had *some* basis. =)
>
> We also discussed the fact that in the Reader-aside, the author says,
> "We've talked about the heart of Despereaux and the heart of Roscuro and
> the heart of Miggery Sow...." In our class, we've *had* that discussion,
> but she didn't come right out and give us too much information in the
> book. I pointed out that this comment was an indication that she had
> written for us as an audience and that she knew the kind of audience her
> book would attract.
>
> Then the discussion of the Princess Pea's heart! In this instance, the
> author actually gives us a lot of information. We talked about what
> dappled meant. A boy had just checked out a book about Dalmatians, so we
> used that as an example of dappled. Then we tried to figure out, from
> author comments, just how much of her heart was light and how much
> dark. If it says her heart is dark with sorrow, is that the same as dark
> with evil? Is it evil to hate someone, when they've actually done you a
> terrible wrong? How can she have empathy for Mig? Great discussion!
>
> So what does this have to do with writing? We discussed the author's use
> of something that is not normally done, the run-on sentence, to produce a
> particular effect. We compared it to some things Cynthia Rylant has done
> in some of her stories. We wondered if an author had a good purpose if it
> is okay to break the rules.
>
> BTW, I have seen *so* many instances of word choice in my students'
writing
> that definitely reflects the vocabulary they are learning in this
> book. However, my favorite was this one.
>
> "The monster trucks were chiaroscuro colored." =)
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
++++++++++
>
> From: RR1981@aol.com
> Date: Thu, 15 Apr 2004 18:14:36 EDT
> Subject: Re: [mosaic] Writing Instruction Opportunity with Despereaux
>
> This was one of the books I tried to buy at the bookstore! None to be
had.
>
> They ordered me one.
>
> Rosie
+++++++++++
>
> Date: Thu, 15 Apr 2004 15:23:40 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: [mosaic] Availability of Despereaux

> At 03:14 PM 4/15/2004, you wrote:
> >This was one of the books I tried to buy at the bookstore! None to be
had.
> >
> >They ordered me one.
>
> Very popular! Students tell me they are lucky to find it at the public
> library, instead of having to wait for a copy. I guess that goes along
> with being a Newberry book, but maybe it also has to do with so many of us
> using it and spreading it like honey before our *ant* children. =)
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
++++++++++++
>
>
> Date: Thu, 15 Apr 2004 17:50:52 -0500
> From: Shannon Winkler <swinkler@mail.nixa.k12.mo.us>
> Subject: [mosaic] question for anyone teaching in a small group (Title
I--remedial

> I am new to the listserve and I am wondering if anyone out there, who is
> working in a Title I Reading classroom (small group--pull out with
> struggling readers), is teaching reading in this way. If so, I am
> wondering if it works as well for you in that setting as it does for
> teachers in the regular classroom. I am assuming that it does, but I
would
> love to hear from anyone about this--are you able plan your instruction in
> ways that are similar to what regular classroom teachers are doing (think
> alouds, modeling, gradually releasing responsibility, etc., etc.)?
>
> My reason for asking is...teaching reading is my passion and I have been
> thinking about moving from the regular classroom to working with children
> in this type of setting (Title I--small group). After reading Debbie
> Miller's book I began teaching reading this way last year in my 1st grade
> classroom and have continued to do so this year as a 3rd grade teacher. I
> LOVE IT! It has been so great to watch my students begin to use the
> thinking strategies on their own that proficient readers use, and become
> engaged in thoughtful conversations with one another about what they are
> reading. I can't imagine teaching reading any other way now! Basically,
> I love the reading "atmosphere" that is created for students of all
> abilities in the regular classroom through this way of teaching. I would
> love to know if there are teachers out there who are also using it just as
> successfully with their struggling readers in "small group" settings,
> before I make a change and leave my classroom!
>
> I would appreciate any of your insights!
>
> Thank you!
> Shannon -- 3rd Grade
++++++++++
>
> Date: Thu, 15 Apr 2004 16:21:16 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] Availability of Despereaux

> At 03:47 PM 4/15/2004, you wrote:
> >I don't even know what the book is about! Just heard everyone talk about
> >it so decided to buy it.
>
> You have a wonderful treat in store for you! It's a 4-part chapter book,
> weaving the lives of a rat, a mouse, a serving girl and a princess
> together. It has all the classics - laughter, tears, cheers and
> boos. I've heard it referred to as a fairy tale, but I think it is much
> more than the usual fairy tale. It's an allegory of good vs. evil. It's
> told in the old Victorian style, where the author has little asides to the
> reader. You could use it to teach any comprehension strategy and any of
> the 6 traits.
>
> Beyond all that, it's a good story and a good read. =) I think those of
> us who have really "done" it with our classes will be living in the book
> for quite a while after the last page has been turned, and so will our
> students. It's one of those books that comes along so rarely and has a
> tremendous impact on our lives and our thinking.
>
> Nah, I don't like it much. =)
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
+++++++++++
>
> Subject: RE: [mosaic] Mystery Unit
> Date: Thu, 15 Apr 2004 19:36:54 -0400
> From: "Robins Maureen" <MRobins2@nycboe.net>
>
> Holes is indeed a marvelous book. But it is really a "Mystery?" I mean =
> it has mysterious elements and it is suspenseful but if you are really =
> exploring the genre of mystery, perhaps other choices that are =
> unequivocally of the genre might be the best books to use as a model.=20
>
> Maureen Robins
++++++++++
>
> Date: Thu, 15 Apr 2004 16:54:29 -0700
> From: "Colleen Mussetter" <cmusset@mlsd.org>
> Subject: Re: [mosaic] Availability of Despereaux

> It is in the Troll/Schlastic book order this month. Colleen
+++++++++++

> Date: Thu, 15 Apr 2004 20:11:22 -0400
> Subject: Re: [mosaic] Reading Incentive Programs AR response to Michele
> From: "Michele Balars" <balarsm@fc.manatee.k12.fl.us>

> Thank all of you for your responses. My responses are starred...
> >In my school, we have AR on our networked computers, so one person can
> >download the entire school's report. We have established point clubs with
> >small prizes - 10, 20, 30...90, 100, 125, 150, 175, 200 point clubs. Many
> >of our teachers don't do anything to promote the program. I encourage the
> >kids to read 1 or 2 AR books per month. I use their scores to support my
> >findings in the area of reading comprehension. I don't take much stock -
> >the questions are basic recall questions.
> ** This is exactly how the program works at my school but the teachers
> here don't use the information for anything at all more than awarding the
> prizes when students have achieved the required points. They keep track of
> the levels only superficially - - one 3rd gr teacher last year had 2
> students who's actual reading achievement had them placed in the
> after-school tutoring program but who managed to have reached a 7th gr AR
> level (the teacher didn't realize this until I pointed it out to her). I
> will say that the levels help guide teachers with their DRA assessments,
> but nothing more. The district hasn't offered the opportunity to attend
> Renaisance training in a long time, but I know there are other components
> that can be of better benefit if used.
>
> I really appreciate the detailed description of your classroom program
> Carol. I will save your information for future personal reference as well
> as share it with my teachers here. I may be moving into teaching reading
> or coaching at a MS next year :-)
>
> Michele Balars
> Reading Coach
+++++++++
>
> From: Lamma55@aol.com
> Date: Thu, 15 Apr 2004 20:43:22 EDT
> Subject: Re: [mosaic] question for anyone teaching in a small group (Title
I--remedial...
>
> I am a former reading recovery teacher, now working as a Title I teacher.
I
> service grades K-3, inclusion model. I have had considerable professional
> development (Reading Recovery, Developing Literacy First, First Steps,
Steps to
> Guided Reading, Mosaic and Strategies that Work Study groups, etc). To
answer
> your question, YES, I do teach for reading strategies utilizing all the
> wonderful things I have learned from Marie Clay, Ellen Keene, Stephanie
Harvey,
> Debbie Miller, Sharan Taberski, etc. This includes lessons that make use
of a
> variety of instructional practices ( shared reading, guided reading, read
alouds,
> interactive writing, etc).We do lots of reading in leveled text ( fiction
and
> nonfiction), lots of reading response, lots of group constructed anchor
> charts, lots of text and strategy mapping, lots of poetry charts,
Instruction is
> carefully planned, scaffolded according to ongoing assessement, and
careful to
> touch upon the five components of reading instruction as described in Put
> Reading First ( phonemic awareness, phonics, fluency, vocabulary, and
> comprehension). This job is not always easy, as you have to remember, that
some classroom
> teachers are not comfortable with another teacher in their room. Turf
issue
> aside, daily Title I small group instruction that is in line with best
> practices enables struggling readers to develop and internalize those
reading
> strategies that often escape them in traditional classroom reading
instruction. I
> cant say enough about the power of small group reading strategy
instruction, and
> if I had my way, all children,not just Title I children would benefit from
> this model. A typical lesson could include reading a familiar book from
their
> book bag, a quick poem on enlarged text or on paper, reading of a new
book,
> and some sort of reading response or writing extension. Phonemic awareness
or
> phonics is addressed in a variety of areas which could include a
minilesson,
> taking words apart in reading, or constructing words while writing. If you
love
> to teach reading utilizing all the wonderful things we have learned from
the
> likes of Marie Clay, Sharon Taberski, Lucy Calkins, Ellin Keene, Stephanie
> Harvey, Irene Fountas, Gay Su Pinnell and Richard Allington, please know
that you
> CAN in the Title I small group model. The best part is that for those
kids
> you dont accelerate in one year, you have them again the following year,
which
> is like looping... only in Title I, so you really get a jump on them.
Also,
> working K-3 keeps you focused on not only short range goals, but long
range as
> well. Its great! Hope this helps!
>
> Title I in MA
++++++++++
>
> Date: Thu, 15 Apr 2004 23:59:17 -0400 (GMT-04:00)
> From: continod@earthlink.net
> Subject: [mosaic] Retention

> Hi, I have been lurking for a while and I am so impressed by the level of
discussion. This is my first year teaching strategies. Last year I as in
2nd grade and we did a study group on Reading With Meaning. I requested to
go back to 1st grade because I was blown away by Debbie Miller. She is
unbelievable and started me on a search to learn as much as possible about
teaching the strategies. I was very fortunate to see and hear Ellin this
fall along with another first grade teacher and our Literacy teacher. I
have much to learn but this has truly energized a teacher of 17 years and
what my students have accomplished with my tentative attempts to teach all
this is just amazing. There is no way to count the AHA moments I have had
this year.
>
> As far as retention goes, I am firmly against it! I retained my own son
(now 26) in K and think it was a mistake. He has turned out fine and is
happy, educated, and employed, but the retention had no effect on his
learning. The problems he experienced and the difficulties he had were
unchanged by the retention. I believe he would have made the same progress
if I had sent him on. We had our grade level retention meeting with our
administrators this week and it is like playing GOD! In Florida, there is
mandatory retention for any third grader who scores Level 1 on FCAT (state
assessment). So if I retain a struggling child in first and he continues to
struggle he would be retained a second time in third. The research on that
says a double retainee has a 85% chance of dropping out.
>
> I taught a multiage 1-2 for three years until we got new administration
and had no support for the program and a lot of professional jealousy. I
believe those struggling first graders made the best improvement of any
students I ever taught. School districts have a way of missing the little
things that make a big difference and they die for lack of support.
>
> Sorry for rambling. I am most impressed by all of you!
>
> Denise Contino
+++++++++++
>
> Date: Thu, 15 Apr 2004 21:20:20 -0700 (PDT)
> From: DONALD EVANS JR <evansjrdon@sbcglobal.net>
> Subject: Re: [mosaic] Reading Incentive Programs
>
> Regarding AR and the measurements (data) it provides:
>
> I was in business for 15 years or so before becoming a teacher, and one
saying that I found very useful and applicable in many disciplines,
including teaching is this: "If you measure me in strange ways, don't be
surprised if I start behaving strangely."
>
> >>From the student's perspective, with AR, and in many other ways, we are
measuring them in strange ways. And should we be surprised if they act
strangely?
>
> Another saying is this, "Be careful what you measure, because it will
improve."
>
> And finally, "Major in the majors."
>
> Fostering creative, growing, life-long learners and thinking people is
difficult work. If our measurements are not helping us measure the factors
that are going to lead us there, maybe we're measuring the wrong things.
>
> As a special educator (8th grade RSP) I often write IEP goals for reading
and writing. I usually only write reading comprehension goals, because I
believe that's my most important measure for reading. But I also keep in the
forefront of my mind that my student's must become lovers of reading or
they'll never catch up or reach their full potential.
>
> The writing goals I write are about more surface things such as
punctuation, capitalization, spelling, and word usage. (Plus number of
paragraphs.) When I talk to parents about the writing goals I tell them, "I
write these goals not because they are the most important parts of writing:
it's just they are the easiest to measure. But what I aim for in my program
is creating students who discover the authentic uses of writing, a sense of
voice, audience, purpose, and the like. Things more important about writing,
but things more to measure." Most parents understand and agree.
>
> Just some thoughts.
>
> Don Evans
> 8th grade RSP
> Whittier, CA
++++++++++
>
> From: SKosmoski@aol.com
> Date: Fri, 16 Apr 2004 05:10:55 EDT
> Subject: Re: [mosaic] Reading Incentive Programs
>
> Rosie--
> The AR program has a blank disc on which you can record tests that have
been
> written by your students. It is time consuming. But, I have found it
creates
> an ownership in the program that does not exist if you only use
ridiculously
> expensive "company made" tests. Every book is an AR book and every student
is an
> author of an AR test.
> Mary Anne
++++++++++++
>
> From: MAMASWIRLZ@aol.com
> Date: Fri, 16 Apr 2004 06:23:39 EDT
> Subject: Re: [mosaic] Retention vs. Social Promotion for PJ
>
> In a message dated 4/15/04 5:09:36 AM, balarsm@fc.manatee.k12.fl.us
writes:
>
> >I think I need to forward that email to DOE in FL! They've recently
> mandated 3rd gr retention for students not scoring high enough on the
state test and
> who don't have a "good cause" for exemption<
>
> This is similar to our situation in New York City. Thanks for the great
> research you have "armed" us with.
>
> Naomi
+++++++++++
>
> From: "Donna Baker" <baker@sprint.ca>
> Subject: Re: [mosaic] April Contest Winner
> Date: Fri, 16 Apr 2004 06:24:55 -0400

> CONGRATULATIONS to Susan Nixon who is the lucky winner of the MOSAIC =
> lesson contest. Susan wins a full color set of strategy posters. One =
> final lucky winner will be announced at the end of the month, so keep =
> posting.
>
> Donna Baker
+++++++++++++
>
> Date: Fri, 16 Apr 2004 08:34:49 -0400
> From: "Belinda Snow" <SNOWBB@spart5.k12.sc.us>
> Subject: Re: [mosaic] question for anyone teaching in a small group

> Does your school also use the inclusion approach in math in Title 1?
> Thank you.
+++++++++++
>
> Date: Fri, 16 Apr 2004 09:20:06 -0400
> From: Joel Hootman <abeljhootman@MDECA.ORG>
> Subject: [mosaic] After Despereaux

> As a frequent reader of this list, but not-so-frequent contributor, I
> have REALLY enjoyed the discussion of "Despereaux," as I have been
> reading it to my fourth graders. The discussion has helped with my
> discussions greatly, and the students have loved the book. My only
> question is this....What is next, after Despereaux? What would be a
> good book to share for the end of the year. I'm looking for
> suggestions that will motivate a very unmotivated group of readers,
> easy to follow, but keeps their interest. Any suggestions?
+++++++++++
>
> From: "Chris Preston" <Christine.Preston@verizon.net>
> Subject: [mosaic] great read alouds
> Date: Fri, 16 Apr 2004 06:55:52 -0700
>
> My favorite read alouds for my 4-5 combo are The True Confessions of =
> Charlotte Doyle, Walk Two Moons, Holes, Because of Winn Dixie, Queen of =
> Sheba. I am reading The Tale of Desperaux when we arrive back from =
> break. My daughter read After Hamelin and I was a Rat and loved them =
> almost as much as Desperaux. Chris
++++++++++++
>
> From: RR1981@aol.com
> Date: Fri, 16 Apr 2004 10:18:20 EDT
> Subject: Re: [mosaic] After Despereaux
>
> In a message dated 4/16/2004 9:22:31 AM Eastern Daylight Time,
> abeljhootman@MDECA.ORG writes:
>
> > Any suggestions

> Have you read Because of Winn Dixie, by the same author?
>
> Rosie
++++++++++
>
> From: RR1981@aol.com
> Date: Fri, 16 Apr 2004 10:19:26 EDT
> Subject: Re: [mosaic] great read alouds
>
> In a message dated 4/16/2004 9:56:52 AM Eastern Daylight Time,
> Christine.Preston@verizon.net writes:
>
> > Walk Two Moons
>
> I really liked this book, however, when I read it last year, my students
had
> a hard time keeping the story straight.
>
> Rosie
++++++++++++
>
> From: "Chris Preston" <Christine.Preston@verizon.net>
> Subject: [mosaic] Walk Two Moons
> Date: Fri, 16 Apr 2004 07:25:46 -0700
>
> One thing we did for this read aloud was to have a U.S. map with the =
> states clearly marked in front of us every time I read. I used a Sharpie =
> to mark all the places they stopped. I do not have well traveled =
> students. Most of my kids have never left southern California. They have =
> been to the beach and they have been to Disneyland. That's it. This =
> helped them see the route that the character traveled with her =
> grandparents.Yes, we read Because of Winn Dixie. Another series that my =
> students have liked in years past is The Orphan Train series. I think =
> the first one is called A Family Apart. Chris
++++++++++++
>
> From: Jane Martellino <jmartellino@cox.net>
> Subject: Re: [mosaic] great read alouds
> Date: Fri, 16 Apr 2004 10:47:29 -0400
>
> I would consider AVI's Crispin or Sharon Creech's Ruby Holler. Some of
our students have also loved Pictures of Hollis Woods by Giff.
> As with all the comments on Depseraux, we have been circulating all of our
copies of it since I first introduced it in Sept. It's so great to see the
enthusiasm!
> Jane
++++++++++
> >
> Date: Fri, 16 Apr 2004 10:44:27 -0500
> From: "Marla Barrick" <MARLA@ccisd.com>
> Subject: Re: [mosaic] question for anyone teaching in a small group

> Yes, I am a Title I reading teacher (Target Reading) for 5th & 6th =
> graders. Mine is a supplemental program for struggling readers who have =
> failed the state (TAKS) test in previous years.
>
> I am new to the position this year, creating my own curriculum using MOT,
=
> STW, RWM, K2K and many suggestions from the website.
>
> I also use TAKS practice from time to time and integrate other content =
> area materials as needed.... based on student or other content area =
> teacher requests.
>
> My students, their parents, my principal and my colleagues are THRILLED =
> with the program I've created. Success level is high and still
increasing.=
> ... state testing in 2 weeks. I am very optimistic. 50% of my kids passed
=
> the benchmark and exited in January. (I monitor, but don't pull them out.)
=
> I got 30 new students to fill those slots. My largest class is 6 kids.=20
>
> In case you can't tell, I love it! This has been the best change I've ever
=
> made. (I used to teach music education Pre-K thru 4th gr.) It is thrilling
=
> to see these middle grade students excelling and gaining confidence.
>
> This listserv is absolutely the best tool I've got! I buy professional =
> books that are recommended or discussed online.... then share w/ everyone
=
> I know!
>
> Hope this info. helps, or at least encourages you.... the small group =
> (pull out) setting makes this evironment even more 'intimate' and safe for
=
> the kids. If you have the chance... I'd go for it!
>
> :-) Marla, TX (gr. 5-6, Target Reading)
> TARGET Reading Teacher, Customer Care Team
> C. R. Clements Intermediate
> 254-547-2235
++++++++++++
>
> Subject: RE: [mosaic] Availability of Despereaux/ appropriate for 1st
graders
> Date: Fri, 16 Apr 2004 12:10:47 -0400
> From: "Mauntler, Margaret" <Mauntler-M@TROY.K12.OH.US>

> I have been following the posts with great interest and I would love to =
> try it with my first graders. How long will it take to read and discuss? =
> ( I would want to be sure I can finish it before June.)
>
> Marge Mauntler
> first grade
> Ohio
+++++++++++++
>
> Date: Fri, 16 Apr 2004 12:19:07 -0400
> From: Margaret Modjeski <mmodjesk@pasco.k12.fl.us>
> Subject: Re: [mosaic] question for anyone teaching in a small group

> Maria,
>
> I have been working with struggling readers for 11 years. I have
> been in the middle school for three years. 80% of my students from
> our last school year made gains on our state assessment. I expect
> that or more this year. It is an amazing and challenging job we
> have, but so rewarding. Many of my students have become hooked on
> reading. My goals of course are to have them successful on our
> assessment, in their content area classes, but most of all I want
> them to be lifelong readers. I try to purchase books that they will
> enjoy and be able to read with success. You have made a great career
> change.
>
> Margaret
>
> P.S.-I read aloud every day to each group. I think this modeling of
> good books has really impacted my students.
++++++++++
>
> Date: 16 Apr 04 11:12:15 -0500
> From: Jen Schoeberl <jen.Schoeberl@sjsd.k12.mo.us>
> Subject: [mosaic] To Margaret Mauntler

> Reply to: To Margaret Mauntler =
> I would think that you should be able to finish it by June, you may have =
> to towards the end read twice a day.... I also think first graders would =
> love it because it is a fairy tale
> Mauntler, Margaret wrote:
> >I have been following the posts with great interest and I would love to =
> try =
> >it with my first graders. How long will it take to read and discuss? ( I
=
> would =
> >want to be sure I can finish it before June.)
> >
> >Marge Mauntler =
> >first grade =
> >Ohio
+++++++++++
> >
> Date: Fri, 16 Apr 2004 13:21:45 -0400
> From: Drmarinaccio@aol.com
> Subject: Re: [mosaic] question for anyone teaching in a small group (Title
I--remedialreading) classroom

> I am a professor who just received notice that their proposal for
providing NCLB supplemental education services was accepted by the state.
The next step in this process is to present our proposal to the schools and
the parents in the schools. Is anyone out there in a school that provides
SES? If so what are the most urgent needs that tutors can supply to your
students? I have my own ideas since I was a Title I teacher for years.
However, I would like to hear from Title I teachers who are currently in the
classroom. From, Dr M.
++++++++++++
>
> Date: Fri, 16 Apr 2004 12:12:38 -0500
> From: "Cammy Goucher" <cgouche@neosho.k12.mo.us>
> Subject: Re: [mosaic] great read alouds
>
> One of my all time favorites is Mrs. Frisby and The Rats of NIMH. Very
> rich in imagery... plot development... text to self...adventure...
> courage... survival... mystery... animal habitat study... discussion on
> animal experimentation... community... fantasy........
>
> Cammy Goucher
> Benton/South ESL
++++++++++

> Date: Fri, 16 Apr 2004 12:56:00 -0500
> From: "Cammy Goucher" <cgouche@neosho.k12.mo.us>
> Subject: Re: [mosaic] great read alouds
>
> Someone mentioned Pictures of Hollis Woods. This is a very deep book.
> I did an activity called "book bits' with it that was very effective as
> a pre-reading activity.
>
> Here is how it went:
> I went through the story and selected sentences that were (I felt)
> important to the telling of the story. I typed these on strips of
> paper. I showed the students the title and cover of the book and told
> them that we would be reading it. I passed out a sentence strip to each
> student for them to read. Then they got into groups of two or three and
> read their strips to each other, discussed them, and tried to make some
> connections. They had a couple of minutes to do this. Then they
> mingled to another group and repeated the process. This continued until
> everyone had heard everyone else sentences. Last, we as a group
> discussed what we had learned and tried to create an idea of what the
> story is about. We were a little off-base, but it gave the students
> great incentive to listen to the story and check their thinking.
>
> Cammy
++++++++++
>
> Date: Fri, 16 Apr 2004 14:32:35 -0400
> Subject: Re: [mosaic] great read alouds
> From: "Michele Balars" <balarsm@fc.manatee.k12.fl.us>

> I love the "book bits" activity! Thanks for sharing!!
>
> Michele
> Reading Coach
++++++++++
>
> From: Lamma55@aol.com
> Date: Fri, 16 Apr 2004 17:12:39 EDT
> Subject: [mosaic] Title I...urgent needs
>
> Most urgent needs:
> - teaching reading strategies on text
> - teaching comprehension strategies (previewing, predicting,
> determining the big idea, inferring, summarizing, questioning, etc)
> -teaching writing strategies
> -teaching word work strategies ( taking words apart in reading,
> writing)
> - reaching for transfer
> Hope this helps...
++++++++++
>
> Date: Fri, 16 Apr 2004 16:20:21 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] April Contest Winner

> At 03:24 AM 4/16/2004, you wrote:
> >CONGRATULATIONS to Susan Nixon who is the lucky winner of the MOSAIC
> >lesson contest. Susan wins a full color set of strategy posters.
>
> And I feel incredibly lucky! I almost never win anything, and, if I do,
it
> isn't something I care to win. This time, I'm super happy to be the
winner!
>
> Thanks, Donna!
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
+++++++++++
>
> Date: Fri, 16 Apr 2004 16:21:31 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: [mosaic] Writing Opportunity with Despereaux, correction

> At 03:06 PM 4/15/2004, you wrote:
> >Writing is actually the first love of my life, so writing instruction is
> >high on my list of things to think about when I'm reading. Today we were
> >reading chapter 34, I think it is, Down to the Dungeon, or something
similar.
>
> Chapter 38, sorry! We are going along so fast, I can't even keep up with
> the chapter numbers!
>
> Of course, they want to go faster!
>
> The next chapter, for Monday, is entitled "Forgiveness." We had quite a
> time predicting who would need forgiveness and who would grant it, and for
> what. I was quite taken with the depth of their thinking! They came up
> with some I hadn't thought of. We decided that anyone in the book,
really,
> could need forgiveness for something. Then they took it a step farther
and
> thought maybe all of us could use it for something. =) I did have quite
a
> few who really do think it's Despereaux, since he's going to the king. Or
> rather, the king who needs it, because he considered D. an enemy, simply
> because he's a relative of the rat.
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
++++++++++
>
> Date: Fri, 16 Apr 2004 16:26:35 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] great read alouds
>
> >I really liked this book, however, when I read it last year, my students
> >had a hard time keeping the story straight.
>
> I haven't read it in a while, but is there a way to chart it, events or
> characters, or some part of the story line, to help them keep it
> straight? Or perhaps map the journey and keep a journal of the events and
> responses to the story?
>
> The timeline we've been doing with D. has really helped us. And that's
our
> final math TERC unit this year - timelines! =)
>
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
++++++++++++
>
> Date: Fri, 16 Apr 2004 16:33:02 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] great read alouds

> At 10:12 AM 4/16/2004, you wrote:
> >One of my all time favorites is Mrs. Frisby and The Rats of NIMH.
>
> Mine, too. I plan to do it next year with my students - might even be our
> first book of the year. They're coming back to me for third grade, and I
> think we can link a lot of things back to our schema developed during
> Despereaux. =) And great Venn diagrams!
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
++++++++++

> Date: Fri, 16 Apr 2004 16:41:36 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] book bits

> >Someone mentioned Pictures of Hollis Woods. This is a very deep book.
> >I did an activity called "book bits' with it that was very effective as
> >a pre-reading activity.
>
> That's a great activity. I did the "ten important sentences" idea a lot
in
> first grade to help my struggling readers with comprehension, and it was
> always helpful. This is a great version for chapter books - I'm thinking
> you had about 25-30 sentences?
>
> Another good pre-reading activity that addresses the same concept is what
I
> call KWL Vocabulary. The inventor of it calls it a Predictogram:
>
> This is called a Predictogram. I believe it was developed by Camille
> Blachowicz of the National-Louis University in Evanston, Illinois
>
============================================================================
=
> _Wanted: Best Friend_ by A. M. Monson
> (Scott Foresman, Grade 2, Volume 1)
>
> Directions: Look at the selection tilte above and the following list of
> words and phrases to write sentences making predictions about who and what
> might be in this story.
>
> sometimes either toward
> across checkers dumped all the
pretzels
> best Otter bumpy
> duffel bag
> Cat munchies steady the
> wobbling lamp
> Mouse disappeared plopped
> into his big stuffed chair
>
> Quote: "If Mouse had a phone, I would call and invite him back."
>
> Characters: _______________________________________________
>
> ________________________________________________________
>
> Problem: _________________________________________________
>
> ________________________________________________________
>
> Events: __________________________________________________
>
> ________________________________________________________
>
> ________________________________________________________
>
> Outcome: _________________________________________________
>
> ________________________________________________________
>
> ________________________________________________________
>
> Mystery Words or Phrases: ____________________________________
>
> ________________________________________________________
>
> ________________________________________________________
>
>
****************************************************************************
***
> When I used this with my early second graders, I did make the questions
> complete sentences, rather than the phrases used on this Predictogram. It
> made it easier for my little ones.
>
> So the questions you could substitute were:
>
> 1. What part do the characters play in the story?
> 2. Where do you think the story takes place?
> 3. What do you think the problem might be in this story?
> 4. What do you think happens in the story?
> 5. What do you think the sentence means?
> 6. What words or phrases did you not use? Why didn't you use them?
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
+++++++++++

> Date: Fri, 16 Apr 2004 19:29:28 -0500
> From: deb.sturdevant@mit.midco.net
> Subject: Re: [mosaic] Reading Incentive Programs-long

> Carolyn,
> I am a 7/8 Language arts teacher. I have some questions about your
program.
> How long are your class periods? Do you meet everyday? I guess I'm
assuming
> you do. Is your class a reading class only? If it includes writing how
does
> that fit in? I'm always looking for ways to make the program better and
could
> use ideas and suggestions.
>
> Thanks
> Deb Sturdevant
> 7/8 LA
> Mitchell SD
+++++++++++

> Date: Fri, 16 Apr 2004 18:34:46 -0700 (PDT)
> From: Heather Wall <heather_wall_2000@yahoo.com>
> Subject: Re: [mosaic] relaxation techniqes?

> My first grade class this year is a particularly
> active, impulsive group as a whole. I've struggled
> with it all year and I'm not sure if it's just the
> combination of kids' personalities, or the fact that
> we're 60% Latino/a and it's a cultural thing, or if
> it's something I'm doing. I've taught for 13 years,
> tho, and this is the "interrupting-est", wiggliest
> class I've ever had.
>
> Anyway, state testing is coming up in a week, and I
> know it's going to be hard for them to sit still in
> desks for 2 straight hours for 3 days. There are some
> breaks built in for stretching, etc., but I wondered
> if any of you have tried any sort of relaxation
> techniques with your kids that really help them focus
> and concentrate and become less wiggly. If so, could
> you please share?
>
> Thanks in advance,
> Heather Wall
++++++++++
>
> From: "Mary Jo Wentz" <wingspan@powerweb.net>
> Subject: RE: [mosaic] question for anyone teaching in a small group (Title
I--remedialreading) classroom
> Date: Fri, 16 Apr 2004 22:16:15 -0500

> Marla writes: "I am very optimistic. 50% of my kids passed the
> benchmark and exited in January. (I monitor, but don't pull them out.)
> I got 30 new students to fill those slots. My largest class is 6 kids.
> . . the small group (pull out) setting makes this environment even
> more 'intimate' and safe for the kids."
>
> I don't understand . . . Do you do pull-outs or not? And if so, are
> the students from self-contained classrooms? What are they missing
> in the classroom when you pull them out (if you do). And if not, what
> and how are you monitoring?
>
> MJ/also Title 1
++++++++++
>
> Date: Fri, 16 Apr 2004 23:58:04 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] To Teresa

> Chris van allsburg seems to be THE AUTHOR for modeling visual
> information and text. My suggestion is another book by this author, BAD
> DAY AT RIVER BEND. I thought I was a noticing person, but it was awhile
> before I caught on. I thought somebody's kid had been scribbling on the
> pages of the library book with a crayon!!!
> PJ
> 4,5,6 & Lit Coach
++++++++++
>
> Date: Sat, 17 Apr 2004 09:32:10 -0700
> Subject: Re: [mosaic] relaxation techniqes?
> From: jane weinstein <janewein@gwi.net>

> > I don't have any links to get more information but our special ed.
> teachers use brain gym activities. These are based on OT principles.
> Any type of physical game will help, something simple like the Hokey
> Pokey
> gets them away from the desks and moving.
+++++++++
>
> From: "Jim and Cindy Dunlap" <jcdunlap1@mchsi.com>
> Subject: Re: [mosaic] relaxation techniqes?
> Date: Sat, 17 Apr 2004 09:03:32 -0500

> I have been using Brain Gym more this year. It does have a calming effect
> on the kids. some even do the hook-ups when hey come in from recess on
> their own :) Look for something that talks about crossing the midline and
> you get an even added brain benefit of using both sides of the brain.
This
> is the site for Brain Gym: http://www.braingym.org/ I am excited that
> our staff is going to be trained in some of the strategies of Jean Blaydes
> Madigan. She talks about action based learning. This is her web site:
> http://www.actionbasedlearning.com/cgi-bin/index.pl She has a similar
> philosophy as Brain Gym.
> Cindy
+++++++++++

> From: "Linda Tompkins" <lbtompkins@worldnet.att.net>
> Subject: [mosaic] Five components of Reading
> Date: Sat, 17 Apr 2004 11:18:11 -0400
>
> I have to do a presentation to our faculty on the five components of =
> reading. My principal wants it to be fun and interesting. Does anyone =
> have any ideas?
>
> Linda Tompkins/3/Fl
++++++++++++

> From: SDCTeacher@aol.com
> Date: Sat, 17 Apr 2004 11:32:38 EDT
> Subject: [mosaic] MOT Chap. 2
>
> Moving on to Chapter 2: Mind Journey
>
> Here are some things to think about.
>
> At the start of the chapter is a visit to Debbie Miller's classroom in
Denver
> in the late 1990's. If you compare and contrast her classroom with yours,
as
> a learning environment, what do you notice? Would her learning
environment
> work for you? How important is the physical plant in which our children
learn
> each day?
> What I notice about Debbie's room is that everything in it makes it
> accessible to the children for the purpose of reading. I am in the
process of
> decluttering my own room, purging files from university days ala those
"reading
> activities" boxes Ellin mentions, getting rid of furniture that's really
not being
> used, etc. I'm also making lists of what I have lacking that is really
needed.
> For example, mystery books, more quality non-fiction, etc. I have loads
of
> fiction. Debbie gets me excited about the possibilities for my own room.
I am
> already making plans for how I can work on my room this summer when I have
a
> little time.
>
> As you read the teacher experiences recorded and descriptions of students
> taught, what seemed familiar, as if an echo of your own experience? What
seemed
> totally foreign?
> What I noticed about the students mentioned in this book is that even at a
> young age they know what they should be looking for, and they are being
> reflective. My students have become fairly proficient in making
connections while
> they read, and it is a joy to hear them open up at different times of the
day to
> share how they are making a connection that is helping them understand
what is
> going on in the classroom. What is still foreign to me is Reader's
Workshop.
> We have four novels a year that we are required to teach. I give the
> students independent reading time as well, but not every day, and not
nearly as much
> time as I would like. Figuring out the entire system of conferencing with
> students, guided reading, shared reading, etc. is still occupying a lot of
my
> thoughts.
>
> Chapter 2 is basically a history lesson about reading instruction. If it
> helped you to have it included in the book, please explain how. Is it
important?
> I wrote myself notes all over the chapter, so I know that it was important
to
> me. It helped me to reflect back, to activate my schema for what used to
be,
> and to recognize a key problem my students often have when they enter my
> room. They often don't know how to take time to think, and even if they
have
> thought about the text deeply, they often don't have confidence in
themselves to
> take risks with that thinking. My students are in the 5th grade, and they
have
> been so used to their teachers and parents feeding them the "correct"
thinking
> for them that they are trained to wait passively until they are told what
to
> think and when to think it. Chris Trovani mentions in her book that older
> students don't read books deeply, they just wait for their teachers to
explain
> them. I want to start making a conscious effort to break this pattern. I
want
> to give the students confidence in their own abilities to think, so that
they
> won't settle for letting others think for them. It doesn't mean that they
> won't listen to others or won't honor the thinking that adults or other
students
> have. It simply means that they will understand how important it is to
honor
> their own thinking as well as the thoughts of others.
>
> As you read the chapter, and the discussion of how concerned teachers were
> about what reading instruction should take the place of what was being
thrown
> out, what was your reaction? As they described their reading and
discussions
> among themselves, what did it parallel in your life?
> I agreed. There was nothing solid enough to inform us of how to teach
reading
> when we threw out the basals. Using strategies makes sense in teaching
> students how to comprehend. Now it's just a matter of getting good at it!
>
> What was the single most important idea in this chapter? Why do you find
it
> so important?
> pg. 26 "Before Debbie had struggled with the question of teaching reading
> comprehension, mini lesson weren't this deliberate. The differences
between only
> talking about books and talking about the thinking processes a proficient
> reader uses to understand them are subtle but key and Debbie had made the
> transition." This is important because this is also the transition that I
need to
> make. I'm on the right path, but I have such a long way to go.
>
> The authors indicate that a reading workshop setting is most conducive to
> teaching the strategies. Do you agree or disagree? What does the term
"reading
> workshop" mean to you? What components are needed to set up a workshop
with
> your students? What is the teachers responsibility, and what are the
students'
> responsibilities?
> This is a hard one for me since I have a required curriculum of four
novels.
> Reading workshop to me means a "mini lesson", which after reading so many
> posts on this website about modeling and gradual release of
responsibility, I no
> longer believe has to be a magical "15 minutes" in length; practice time,
> either in groups or pairs; practice time, alone, with books on the
student's
> independent level; conferencing to hear students "thinking"; and response
time,
> either by way of writing, sharing, etc. Question though, what about the
low
> readers who need extra one on one, or small group time? Should I have
guided
> reading some days, and conferencing on others?
>
> Why is the title of the chapter "Mind Journeys?" What are the mind
journeys
> you are currently taking with your students?
> I feel as if they have a teacher who is trying to figure out the map, key,
> and legend herself! My students and I are learning together. I see the
> importance of being able to take these strategies and apply them to myself
as a
> reader so that I know what I'm talking about when I try to get them to
think about
> their own thinking.
>
> Quote from p. 28:
>
> "If reading is about mind journeys, teaching reading is about
> outfitting the travelers, modeling how to use the map, demonstrating
the key and
> the legend, supporting the travelers as they lose their way and take
> circuitous routes, until, ultimately, it's the child and the map together
and they
> are off on their own."
>
> Reflecting on the discussions on the list recently about metaphors, what
> exactly are the authors saying that reading is?
> I think they are trying to say that reading begins with words, continues
with
> the search to understand those words, and ends when the reader can do
> something with that understanding that he could not do before.
>
> Sherry/5/AR
+++++++++++
>
> From: "Kelley Roberts" <krober15@tampabay.rr.com>
> Subject: Re: [mosaic] Problem with Thinking Alouds
> Date: Sat, 17 Apr 2004 13:24:21 -0400

> Hi
> I teach 8th grade reading and have discovered a "problem" with think
alouds
> that I need help with. I have used think alouds a lot since we've started
> reading Twelfth Night. I figured with the Elizabethan language, they
would
> need the help...but I have had many of my kids complain that I'm
> interrupting the flow and they don't need the help which I thought I was
> giving. Now usually I stop with the thinking alouds after the first 3
acts
> and lessen my "interruptions" (as they are putting it) until I don't say a
> thing during the final act, but I've had so many enjoying the play, they
> want me to stop. Trouble is I still have many who don't get it. When do
I
> release the responsibility? I don't want to interrupt the enjoyment of
> those who get it, but I feel the need to help the ones who don't. Of
> course, this isn't anything new, but any ideas?
> Bill
++++++++++
>
> Date: Sat, 17 Apr 2004 10:36:11 -0700 (PDT)
> From: Michele Hollingsworth <mholli4350@yahoo.com>
> Subject: Re: [mosaic] Walk Two Moons

> I think Walk Two Moons and Because of Winn Dixie are
> two great books to read in a year. YOu can make so
> many connections between the characters and the
> feelings they are both experiencing through
> abandonment of their moms. Each story weaves
> different paths and both end with surprising outcomes.
> When I read Winn Dixie my students were so
> disappointed that her mom never came back. This led
> to a discussion about life and its possibilities and
> the overall theme of the story. Both characters have
> to learn to move on without their moms and come to
> realize how important everyone else around them is
> them!
> Michele
> 4/5 English Language Arts
+++++++++
>
> Date: Sat, 17 Apr 2004 10:50:48 -0700 (PDT)
> From: Nora Abboreno <nabboreno@sbcglobal.net>
> Subject: Re: [mosaic] Five components of Reading

> We started a presentation on the five components with a jigsaw puzzle cut
out of tag board. We included two extra pieces that wouldn't fit and were
not part of the five components. This was part of our first presentation of
the components so our goal was vocabulary recognition.
>
> We followed up with a brief explanation and exercise in each one of the
components using mostly adult material with student applications. We read a
short article on guided reading (one of our focuses) and did a comprehension
activity suitable for any grade. Then we did "Poetry for Two" with two
groups for fluency. For vocabulary we had the teachers extend the word
'work'. (ie. workhorse, homework, etc.) They worked in small groups and the
winning group got to do a victory dance. We hit a roadblock on Phonemic
Awareness as an adult activity, but we did do some rhyiming and replacement,
using Michael Heggerty's format. Finally, for phonics we did a making words
with anagrams for holidays. Our early primary teachers use Fountas and
Pinnell so we focused on an activity our third grade teachers could use.
> Of course we had door prizes that went with the components - resources
etc.
> Nora Abboreno
++++++++++
>
> Date: Sat, 17 Apr 2004 11:24:45 -0700
> Subject: Re: [mosaic] Reading Incentive Programs-long
> From: Carolyn Booth <boothres@mac.com>

> Dear Deb ~ I teach both Language Arts and Social Studies one after the
> other to one group of students in the morning, then another group in
> the afternoon. Therefore, I see those students for two 55-minute
> periods per day. While the first class is not reading only, but is a
> Language Arts class , I do emphasize our reading program during the
> Language Arts section, incorporating much of our writing the remainder
> of Language Arts class and Social Studies class. Our seventh-grade
> curriculum requires students to write persuasive and expository essays,
> which I can more easily integrate with the Social Studies curriculum.
>
> When I first read your question about fitting writing into my program,
> I realized that I needed to think about it for awhile. First, my
> undergraduate degree is elementary education (K-8) with a minor in
> reading. That probably explains my emphasis on reading. Second,
> seventh-grade writing involves much less narrative than students have
> experienced in the past, yet we do spend time writing. Looking ahead to
> eighth-grade and high school, much of students' writing encompasses
> social studies and history. Beginning in eighth-grade, students are
> expected to read primary-source documents and write essays about them,
> after formulating a thesis first. So my writing program basically
> introduces students to the type of writing that students will be
> expected to do well within just a few years.
>
> I would love to hear a description of your program as well. Thank you!
>
> Carolyn Booth ~ WA
> 7th-grade LA/SS/PE/Health
++++++++++
>
> From: cdkuchis@telusplanet.net
> Date: Sat, 17 Apr 2004 12:39:46 -0600
> Subject: Re: [mosaic] Problem with Thinking Alouds

> Hi, Bill,
>
> When you teach junior high language arts, you will get this sort of
> response. It is the natural outcome of being in a society where
> children accept messages from the media from a very young age
> without thinking about them or making choices about them. Most
> TV programs and movies these students watch are entirely plot-
> driven, with shallow characters and no depth. Many of the books
> which were very popular when they were reading a lot of books in
> elementary are formula-type books. If they have never been
> exposed to any better literature, or if they have approached it from
> a "what happens next" point of view, they do not expect or want to
> get anything more from a piece of literature than a story line. Most
> questions they have been asked so far deal primarily with the story
> line or character and setting details, since that is the kind of test
> items which are easiest to write and mark. When I taught grade
> nines using this method (as outlined in MOT), I got exactly the
> same response from my students. I tried to involve them by asking
> them questions about their own life experiences. I kept on going in
> spite of their complaints, and then the complaints began to die
> down, since they thought they were futile. Some students in the
> class, of course, never really "got it", but a majority did by the end
> of the book. Your own observations tell you that the students need
> this, since they really don't know what's going on. I think it's
> particularly difficult with an older class, since they seem to think
> they know exactly what school should be like, and are not hesitant
> to tell the teacher exactly what they want. They then expect to get
> this. Occasionally, you have to pull rank and tell them that you get
> to make the instructional decisions based on what they need,
> since that's what you went to university for all those years to learn
> how to do. Since you have observed that the majority of the class
> are not getting it, you can quite rightly point out to them that their
> way did not work, so you're going to go back to your way, and that
> they will have to be patient to see how it works out. I had them
> write down a plot line as we went along, updating it at the end of
> each chapter. This gives them a visual, and if they really want to
> follow the plot, it's much simpler for them to look at an outline than
> go through the whole book again. They will also, at this age,
> expect not to have to read anything more than once, so this may
> be a way to deal with their "I can't follow the story line" anxiety.
>
> Since this is Shakespeare, and the language will be very difficult for
> them, you must interrupt and explain many things, because it is so
> beyond their experience. You may, if they object to your thinking
> aloud, go in some detail over a small portion and then re-read it.
> Knowing students of this age, I will guess that they will not want to
> re-read it and drop their "I'm enjoying it so much I don't want you to
> interrupt it" line. If not, then re-reading is a good part of the
> strategy.
>
> Anyway, good luck, stick with it. At the end you will feel vindicated
> that this is a good method for them, and they may be pleasantly
> surprised at how much they do understand in the end. My class
> was very weak and they understood more, giving more thoughtful,
> deeper answers for the unit test at the end of the study, than a
> stronger class the year before doing that "answer the questions at
> the end of each chapter" type of novel study. If you have had them
> write some things down in an organized manner, they will have
> proof that they did a study, and they will have information in a more
> succinct, understandable form than going through the book again.
>
> Good luck. It's always a challenge, but worth it!
>
> Cecelia
> Jr/Sr. High School
> Alberta, Canada
+++++++++++
>
> From: "Kelley Roberts" <krober15@tampabay.rr.com>
> Subject: Re: [mosaic] Problem with Thinking Alouds
> Date: Sat, 17 Apr 2004 15:48:44 -0400

> I've noticed a difference in grade levels with MOT and other strategies.
> When you read about Debbie Miller's class, most are within the same
reading
> range, but when you are dealing with middle school students the range can
be
> from 1st and 2nd grades up to 11th and 12th. It's a little frustrating
> trying to meet a middle where everyone can achieve some level of success.
I
> have many who just get the story and some of the jokes, while I also have
> many who understand the layers of meaning and some of the wordplay (and
even
> some of the really dirty jokes!). MOT has opened many doors towards
> teaching reading comprehension, but I'm finding many of those doors open
to
> more doors....
> Bill
++++++++++

> Date: Sat, 17 Apr 2004 13:04:41 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: [mosaic] Problem with Thinking Alouds - Despereaux example
>
> >Trouble is I still have many who don't get it. When do I release the
> >responsibility? I don't want to interrupt the enjoyment of those who get
> >it, but I feel the need to help the ones who don't. Of
> >course, this isn't anything new, but any ideas?
>
> I haven't taught this age group, but I have been mother to two boys, and
> have heard all the excuses. =)
>
> I'm wondering if you could do this in cooperative groups, heterogenously
> formed, and make it clear that everyone in the group is responsible for
> everyone else understanding the play. Understanding needs to be defined,
> of course, and I would make it clear that it is *my* definition of
> understanding, comprehension, that is in force. Release of
responsibility
> doesn't have to be to individuals yet.
>
> Another thing I wondered is if they understand the purpose of the
> think-alouds. Can they chart their own thinking? Perhaps letting them
> know that when you have evidence that everyone is a good reader (by MOT
> standards) that you won't have to think aloud about those things any
longer.
>
> I have found with second graders, who are very open to jumping in to my
> thinking aloud, my t-a often becomes a discussion as they share their
> thoughts. Are your students sharing their ideas when you "interrupt" to
> think? Sometimes I'm modeling not just the think-aloud topic, but also
the
> fact that it was necessary to re-read in order to answer a question I had,
> and the fact that when I was away from the story, I was still thinking
> about the story.
>
> For instance, when I start on Monday with Despereaux, I'll probably start
> something like this, "You know, I was thinking about Despereaux all
> weekend. I really wanted to take the book home and finish it, but I
> didn't. I was wondering who will be forgiven in this chapter that's
titled
> "Forgiveness." I was also wondering who will be offering forgiveness. I
> wondered if there were any clues I missed in the last chapter. "
>
> Then I'll open the book and do a review of the chapter read Friday, (I do
> this every day, btw, just review where we ended the day before - and it
> often involves a re-reading of some part.) ending with the fact that
> Despereaux is going to see the king, and reviewing what their last meeting
> was like. In fact, I will go back to that last meeting, way back at the
> beginning of the book, and re-read some of the king's words. I'll tell
the
> students that I want to be sure I remember exactly what went on at that
> first meeting.
>
> Because the first time we read it, we didn't have the knowledge we have
> now, there are going to be some changes in our understanding. When the
> King said something to Pea about remembering their history with rats, we
> didn't know that a rat, Roscuro, would inadvertently cause the death of
the
> queen. Now we do know that. We didn't understand completely what the
king
> meant about mice being enemies because they were related to the rat
> enemies. Now we can understand a little better. What we know now changes
> what we think when we re-read that part. Then I'll invite speculation on
> what's going to happen in this new chapter.
>
> I'll probably say something like, "Well, that supports what I was thinking
> this weekend. If I were Despereaux, I would be a little worried about
> meeting the King. I wonder what makes him go look for someone who
> obviously hates him." The students will, no doubt, be able to tell me
it's
> his worry about the Princess Pea, that his love is stronger than any fear
> he might feel. Or they may point out that Despereaux didn't seem to be
> afraid of the king the last time. I might point out that Princess Pea was
> in the room last time, and now she's missing. What will happen if he
> blames Despereaux? Finally, we will read the chapter.
>
> It sounds as if that's a lot, but it will only take about 5 minutes. I
> don't pre-mark the book for the part I'm going to re-visit. I wouldn't do
> that in real life. I want them to see me looking back to find the part I
> want to re-read.
>
> I wouldn't feel too guilty about interrupting the flow. After all, if
they
> are *that* interested, they can read it on their own time. =)
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
++++++++++
>
> Date: Sat, 17 Apr 2004 13:12:35 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: [mosaic] Thinking Alouds - cooperative learning - Laura
>
> >I've noticed a difference in grade levels with MOT and other strategies.
> >When you read about Debbie Miller's class, most are within the same
reading
> >range, but when you are dealing with middle school students the range can
be
> >from 1st and 2nd grades up to 11th and 12th.
>
> While it is certainly true that there are more levels, even at primary
they
> aren't all the same, or even close. The problems are the same, just more
> pronounced, more extreme at your level of teaching. And definitely
> frustrating. That's what I like about cooperative learning.
>
> Laura can speak more knowledgably to your level, but one of my favorite
> activities is numbered heads together. The students are in groups and
each
> group has a 1, 2, 3, 4. While we are doing whatever activity it is, they
> work together to be sure everyone understands, has the same knowledge and
> answers. They do not know which group or which person in that group I
will
> call upon to talk. Laura, can you expand that, how it might work with
> older students?
>
> >It's a little frustrating trying to meet a middle where everyone can
> >achieve some level of success.
>
> And the problem is that in the middle, everyone *won't* meet with
> success. That's why the scaffolding built into cooperative learning is
so
> important. It does level the field somewhat.
>
> If it's any comfort to you, Harry Wong used the example of teaching
> Shakespeare in a presentation at my school district, probably 12-15 years
> ago. He asked if we should not teach it because not everyone would be
able
> to read it. His answer was that we *should* teach it (or whatever other
> content we are struggling to present) because one child would take away a
> thimbleful, another child would take away a glassful, and someone else
> would get an aquariumful. (Is that a word? =) The point is that everyone
> gets *something,* and that's more than they would have gotten if you
hadn't
> taught it.
>
> >MOT has opened many doors towards teaching reading comprehension, but I'm
> >finding many of those doors open to more doors....
>
> And isn't that the exciting part? =) In terms of changing teaching, MOT
> offers many pathways to pursue, all leading in what I like to think of as
> the right direction.
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
+++++++++
>
> From: "Linda Tompkins" <lbtompkins@worldnet.att.net>
> Subject: Re: [mosaic] Five components of Reading
> Date: Sat, 17 Apr 2004 16:32:20 -0400
>
> This sounds cool. I would love to hear from anyone else with any other =
> ideas they have.
> Linda Tompkins/3/Fl
++++++++

> From: "Linda Tompkins" <lbtompkins@worldnet.att.net>
> Subject: Re: [mosaic] Five components of Reading
> Date: Sat, 17 Apr 2004 16:41:41 -0400
>
> What is Poetry for Two?
> What is Michael Heggerty's format?
++++++++++

> From: JATShaw@aol.com
> Date: Sat, 17 Apr 2004 16:45:02 EDT
> Subject: Re: [mosaic] Reading Incentive Programs-long
>
> I just had an interesting encounter at a children's bookstore (small,
> non-chain) where I'd gone to try and find something appealing for an adult
> new-reader. Anyhow we got to talking, and she mentioned how frustrating
it was to try
> to help customers who were shopping for kids who were involved in AR
programs.
> (or the kids themselves) There was no interest in non-AR books and she
felt
> these kids choose books based on their point value, which sometimes means
that
> young kids are reading books way above their experience base. (Her
comments
> went right along with what's been posted here.) She's also supporting the
> "Turn off TV week." Yeah!
++++++++++
>
> Subject: RE: [mosaic] Problem with Thinking Alouds
> Date: Sat, 17 Apr 2004 17:54:38 -0400
> From: "Robins Maureen" <MRobins2@nycboe.net>

> I have had a similar issue in many of my classes who depend on lots of =
> shared reading. They come to depend on the reading as a read aloud. They =
> love to be read to adn why not? The point is that when you're doing a =
> shared reading it's not for the purpose of a read aloud -- that in your =
> thinking aloud you are alerting them to a strategy they can use to =
> understand or deepen their understanding of what you're reading -- the =
> purpose of thinking aloud was to make our own thinking visible about how =
> we navigate text and deepen our understanding. The independent reading =
> time that follows the shared reading should be a time when kids are =
> practicing this strategy on their own and with support from teachers =
> through confering or strategy lessons. So, you can think aloud about =
> three times perhaps in a section but if your goal is to teach them a =
> strategy, then that's they way it ought to be. Just my two cents.
>
> maureen robins
++++++++++
>
> Date: Sat, 17 Apr 2004 16:17:17 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: [mosaic] MOT - the book discussion 2

> A big thank you to all the teachers who are taking the time to read and
> respond to the MOT discussion questions. I know we are all busy, but I
> find that reading your responses helps clarify my thinking, too, so I'm
> enjoying reading your thoughts, as well as thinking my own.
>
> >At the start of the chapter is a visit to Debbie Miller's classroom in
> >Denver in the late 1990's. If you compare and contrast her classroom
with
> >yours, as a learning environment, what do you notice? Would her
learning
> >environment work for you? How important is the physical plant in which
> >our children learn each day?
>
> I was fortunate in my choice of university, and in the time I went to
> school. I was an older woman attending classes with 20 and 21-year-old
> students in the early 1970s, at Kean University in Union, New Jersey.
Kean
> has always been a teacher's college, the first in the country, and had a
> wonderful assortment of professors, some of whom taught at prestigious NY
> universities as well as at our little school. They brought many ideas to
> our classroom which were not generally being discussed in education
> training across the country. Because of that, I felt a familiarity with
> Debbie Miller's environment. It sounded very much like what we tried to
> achieve in our on-campus elementary school.
>
> In my own classrooms, I've never gotten there! I've always had large
> numbers of children, and low amounts of space, with one exceptional year
> where I only had 18 students. 6th graders, but still. I believe her
> environment looks very different from mine, but I hope that the activities
> and purposes achieved are similar. I believe that children must be
> comfortable, mentally and physically, in an environment, in order to
learn.
>
> >As you read the teacher experiences recorded and descriptions of students
> >taught, what seemed familiar, as if an echo of your own experience? What
> >seemed totally foreign?
>
> I felt familiar with both kinds of classrooms, the out-of-a-box kind, and
> the ... looser kind. For years, we did use the basal T.E. as our
> instruction manual, and we thought it was our curriculum, as well. Now
> things have changed. In Arizona, and many other states, the curriculum is
> the state standards, and we have to make adaptations of, and additions to,
> materials to meet those standards.
>
> For years, I wouldn't teach first grade. I saw wonderful first grade
> teachers taking children from non-reading to reading and I didn't think I
> knew how to do that. It seemed some kind of magic took place, and I
didn't
> have the magic words in my possession. That was the only area in which I
> felt inadequate to the teaching task. When I read the experiences going
on
> in Debbie's classroom, I could relate to her saying, "I'm not teaching
> these kids how to read."
>
> Once they could figure out the words, I thought I did a fair job of
helping
> the acquire meaning, but I wasn't even sure how I did that - it seemed
that
> my enthusiasm for reading and books was the determining factor. I still
> think that it is a factor, but now I know more about what goes into it
> besides enthusiasm.
>
> The one thing I still find difficult is bring a *real* classroom full of
> children to the point where Debbie has taken her children. I think the
> only way I've been able to do this is by looping. It takes so much time
> for children to learn the procedures, and to follow the procedures. Not
> having to repeat all that training, because of looping with the same
> students, has really made it possible for me to get to a place where I'm
> happier with how things move along, and the behavior of children during
> various activities.
>
> I still don't think I could do it over and over with children in first
> grade. I'd be so frustrated because I would just get them where I wanted
> them and hand them over to another teacher! =)
>
> The one totally foreign thing to me was that Debbie's children addressed
> her by her first name. I'm too old-fashioned for that, in the
> classroom. I am not there to be a friend, though I sometimes am. I'm
> there to be a teacher. It's been something of a reward to students in the
> past, that as they left my room, we could then have a different
> relationship - that of friends who use first names together. Definitely
my
> age and upbringing showing, I'm sure. =)
>
> >Chapter 2 is basically a history lesson about reading instruction. If it
> >helped you to have it included in the book, please explain how. Is it
> >important?
>
> I think it's always important to know where we have been, in order to
> prevent making the same mistakes. There were a lot of things that
> *sounded* good in that history of reading, but we know it didn't take all
> the children where they needed to be. With NCLB, we are supposed to take
> *all* of them, not just the ones who can figure it out on their
> own. Having a record of what's been tried, and how well it did or didn't
> work, is very useful. There are parts of what we've always done that we
> don't have to throw out in order to achieve our comprehension goals.
>
> >As you read the chapter, and the discussion of how concerned teachers
were
> >about what reading instruction should take the place of what was being
> >thrown out, what was your reaction? As they described their reading and
> >discussions among themselves, what did it parallel in your life?
>
> My favorite part of the whole explanation of discussion groups, was when
> they realized that they were discussing books and supporting one another
in
> ways that they wanted their children to act. In many classes over the
> years, I have asked myself about new instruction, "How does this apply to
> me?" I follow that understanding by, "How can I make this happen for my
> students?" When they came to this realization, I was right there with
them!
>
> >What was the single most important idea in this chapter? Why do you find
> >it so important?
>
> Even though I asked the question, I find it difficult to choose just one
> thing! Maybe it's that, following Debbie Miller and the other teachers
> through their instructional changes, life-changing experiences, really,
> showed that it doesn't matter how long you've been teaching, or what or
how
> you've done it in the past, you can incorporate better ways of doing
things
> into your instruction. It's never too late to improve!
>
> Along with that, change is a difficult thing to achieve. It's so easy, in
> a stressful moment, to revert to what we've always done, or the way we
> learned. Knowing that others have those same difficulties makes it a
> little easier. Teachers *don't* have to have all the answers, and they
> *don't* have to have them right this minute. Teaching is a journey, too.
>
> >The authors indicate that a reading workshop setting is most conducive to
> >teaching the strategies. Do you agree or disagree? What does the term
> >"reading workshop" mean to you? What components are needed to set up a
> >workshop with your students? What is the teachers responsibility, and
> >what are the students' responsibilities?
>
> This was a bit of a tough one for me, too. I don't do what is described
in
> the book as reading workshop. I do all the components of the workshop, at
> different times, every day, but I don't have that same atmosphere of
> "workshop" that is described. Perhaps part of the reason is that I don't
> see a way to do it, how to do it. Something is missing in my thinking
> about it.
>
> In my view, students have to take much more responsibility for their
> learning than in a traditional setting. This is what we want, so the
> workshop seems a good way to get that to happen. They have to think
> while they read in order to participate in discussions of the kind we
> have. They have to dig deeper than 'what are the elements of the story,'
> or they will be lost during discussions. They need to have something to
> contribute to a discussion, not just set answers.
>
> My students don't sit in rows, waiting for me to tell them what to
> think. We're a long way from that, and in fact, they often tell *me* what
> to think. I believe we have a give and take environment where we discuss
> books, and writing, because I don't see a way to talk about one without
the
> other, rather than having students suffer my interrogations about
> reading. That's my responsibility, to set things up so that students have
> the tools for discussion, know how to use the tools, and have the
> opportunity to use them.
>
> >Why is the title of the chapter "Mind Journeys?" What are the mind
> >journeys you are currently taking with your students?
>
> It seemed that everyone in the book was having a mind journey - a trip
from
> where they used to be to someplace new! As I read it, I seemed to be
going
> on a mind journey, as well. What isn't working that I need to throw
> out? I'm still using the basal (not the teacher's edition, just the book
> for students) because we have some wonderful stories in it, not abridged,
> and it provides everyone with the same text. Is that what I need to be
> doing? Other teachers in my school are not using them, but using small
> leveled books for group reading every day. I don't do that. How does
what
> I do and what they do fit into what the book is describing? And on and on
> it goes! Sometimes, I even find an answer. =)
>
> Everyone has seen my posts about Despereaux. My feeling is that my
> students are going on mind journeys with this book. I think that what is
> happening is that I am in an optimal instructional mode at this point in
my
> career (oh, good, wait 28 years to be an effective teacher!), a book has
> come along that provides an opportunity to practice all that I want my
> students to know, also at that optimal moment. Finally, my students,
after
> two years of strategy instruction, are at the point of being able to do
all
> of this, or almost at that point, so that wonderful learning and teaching
> is passing between them and me. This is the ultimately satisfying mind
> journey.
>
> >Reflecting on the discussions on the list recently about metaphors, what
> >exactly are the authors saying that reading is?
>
> It's that whole journey we take together. Teachers have a lot of the
> information and strategies necessary to become good readers, and a
> classroom full of students ready, to one degree or another, to embark on a
> journey of meaning. Reading, then, becomes more than word-calling, more
> than answering questions at the end of the story. It becomes a way to
> construct meaning, for the story or article, and, even more, for our
lives.
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
++++++++++
>
> From: "Wendy Goldfein" <wendy@wendygoldfein.com>
> Subject: [mosaic] Thanks for Despereaux notes
> Date: Sat, 17 Apr 2004 20:09:15 -0400

> Although I have not posted since joining this listserve several weeks ago,
I
> have been so appreciative of the ideas and reflections that this group has
> shared.
> The thread on The Tale of Despereaux has been wonderful. It was
serendipity
> that I began the novel with my sixth graders at about the same time the
> discussion here began. My sixth graders love the book, beg me to read it
and
> beg me not to stop. When I pause at the end of a chapter, they now have a
> carefully orchestrated wail that rises throughout the room in hopes of
> persuading me to keep going : ). So many of the ideas that you have shared
> have provided me with discussion points. The three poems that were shared
on
> darkness last week were a big hit with them and they proceeded to write
some
> very good poems on light using figurative language to contrast with what
> they heard.
> One of my students has a pet rat that she brought to school....quite the
> character and so friendly as he rode around on my shoulder....they often
> share how hard it is to now imagine a rat as evil.
> Hence...a great discussion on how important it is not to label a group as
> bad...that everyone needs to be judged as individuals. Those are the kind
of
> connections and " oh wows" that make reading aloud a great book so
exciting!
> Thank you again to everyone for sharing so much on this listserve.
> Wendy
+++++++++++

> Date: Sat, 17 Apr 2004 20:56:16 -0400
> From: Carroll Hockman <johcar79@comcast.net>
> Subject: Re: [mosaic] Thanks for Despereaux notes
> Reply-To: mosaic@u46teachers.org

"My sixth graders love the book, beg me to read it
> and beg me not to stop. When I pause at the end of a chapter, they now
> have a carefully orchestrated wail that rises throughout the room in hopes
> of persuading me to keep going."
>
I echo these words regarding my 3rd graders and <u>Because of
Winn-Dixie</u>.
> This is my second year reading it aloud and my kids this year have had
> exactly the same reactions and feelings towards the book as they did last
> year. I have enough copies for all of them to follow along and they gather
> their chairs all around me real close and we read after lunch. Right now
> though we've slowed down our reading. I shared with them how when I'm
getting
> close to the end of a book I love, I put it down and leave it alone,
intentionally
> slowly down because I don't want it to be over. So they agree and think
> it's a wonderful idea, until we come to the end of a chapter. Then the
> "<i>carefully orchestrated wail rises throughout the room in hopes of
persuading
> me to keep going". </i>I love this book so much it doesn't take too much
> wailing. The discussions and thinking and sharing that the book promotes
> are incredible. Kate DiCamillo is truly a gifted author. I really hate
> the thoughts of a movie being released.
Carroll/3/MD
+++++++++++

> Date: Sat, 17 Apr 2004 18:12:02 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: [mosaic] MOT - the book discussion 3

> Greetings! This week we are looking at Chapter 3, What Lies Beneath
>
> My first introduction to Sandra Cisneros was through reading the beginning
> of Chapter 3. I loved the word choice immediately, and have since read
> several of her pieces, always rich in vocabulary. I think I could more
> easily comprehend what was a little confusing to the author, because I've
> been there, or at least close by, where Salvador lived.
>
> In the author thinking after the quote, I loved the idea of a presenter
who
> wanted teachers to experience what their children do. This is the
position
> in which I like to find myself - understanding from the point of view of a
> learner. I firmly believe that teachers should not ask students to do
> things they haven't done themselves. So I identified with the authors
> right away, and with those who would be in their audiences.
>
> As I read of her struggles to comprehend, and in front of an audience, I
> could also identify with the author's embarrassment. Like the author, I
> love how my own understanding of a piece of text may grow and stretch,
> based on things my children say about it. This is a carry-over of
> understanding, a stretching from chapter 2 into the new chapter. Nicely
> written transition!
>
> Some things to think about in chapter 3:
>
> 1) What were your thoughts on Salvador, and after reading the Cisneros
piece?
>
> 2) Quote: p. 33 - "The point," I pulled them back together, "is
> engagement. The point is that you knew whether or not you understood."
...
> "My concern," I told them, is that many children are not so engaged as
they
> read. They don't know when they're comprehending."
>
> Going from this quote, why is it important to understand how comprehension
> happens? How does being aware of our own use of strategies help us teach
> our children? Is it a pre-requisite for teaching reading to our children?
>
> 3) When you read about Sharon Sherman-Messinger's experience in her
> classroom, what were your thoughts? How are her children like, or unlike,
> your own?
>
> 4) Is reading a passive activity? Why or why not?
>
> 5) Quote: p. 37 - "When thinking about our students, we need to ask
> whether they are aware enough of their thinking during reading to solve
> problems they may encounter and enhance their comprehension as they read."
>
> How can we find out? How can we instruct in such a way that they do
become
> aware, and use the strategies? What can we do, what do you do, to
> introduce and reinforce the notion of monitoring one's reading?
>
> 6) Sharon teaches a strategy for up to 8 weeks. Is that enough? Is it
> too much? How can we be sure we've spent enough time on a strategy?
>
> 7) Sharon looked up at the lights of her classroom, a signal that should
> would think out loud. Describe the signal that tells your children you
are
> about to think outloud. Why is a signal important?
>
> 8) Going back to the chapter title, what is it that lies beneath?
>
> Answer when ready.
>
> Susan Nixon
> 2nd Grade Teacher
> Phoenix, AZ
++++++++++
>
> Date: Sat, 17 Apr 2004 18:13:32 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] Thanks for Despereaux notes

> At 05:09 PM 4/17/2004, you wrote:
> >The three poems that were shared on darkness last week were a big hit
with
> >them and they proceeded to write some very good poems on light using
> >figurative language to contrast with what they heard.
>
> I would dearly love to be able to share some of those with my students,
who
> were the authors of the original ones.
>
> Hugs,
> Susan, in Phoenix
+++++++++++
>
> From: "Carol Carlson" <carlsonca@dist102.k12.il.us>
> Subject: Re: [mosaic] Problem with Thinking Alouds
> Date: Sat, 17 Apr 2004 20:47:37 -0500
>
> I have worked with grade levels from K through 8th. What I find
> interesting is that at all grade levels, each teacher thinks they have the
> most diversity in reading ranges. ALL grades have diversity in reading
> levels. If you think haven't taught first grade, think of students who
come
> into your classroom--some have in K, some have not; some have been read to
> extensively by their parents, some don't know how to hold a book; some
know
> how print works, some don't; some can actually read simple books, some
> can't, and some can read connected text.
> But the same parellels are apparent at upper grades. Some students read at
> grade level, some two to three below, and some at two or three above. Some
> are really gifted and can't benefit from regular instruction.
> My point is, no matter which grade level we teach, it is HARD! Walk in the
> shoes of another grade level's teacher before we say that "most are
reading
> in the same range".
> I'm sorry but as a staff developer, I hear so often from teachers the
lament
> "My grade level is the hardest." I think they are all hard, just
different.
> And itsn't it wonderful that there are different teachers who want to work
> with the different grades. As a former junior high teacher, I wouldn't
want
> to work in first grade and so admire those who do. But many of those in
> first grade tell me the same thing.
> Carol
+++++++++

> Date: Sat, 17 Apr 2004 19:35:27 -0700 (PDT)
> From: Nora Abboreno <nabboreno@sbcglobal.net>
> Subject: Re: [mosaic] Five components of Reading
>
> We used a book named: Joyful Noise: Poems for Two Voices by P. Fleischman.
The teachers worked in groups rather than pairs just to demonstrate how
repeated readings helped fluency. After they practiced the fluency exercise
we did have them take a grade level poem and divide it into parts.
> Michael Heggerty, Ed.D. has published a phonemic awareness curriculum that
he used in a first grade classroom. (Phonemic Awareness: The Skills That
They Need to Help Them Succeed!) I think he was a first grade teacher for
over 20 years. The curriculum uses the nine PA skills in a ten minute
lesson. You could use any PA activity. One of our teachers sings "I like to
eat, eat, eat apples and bananas . . . " I think that is on a tape by Raffi.
> I also remembered the reference for the working with words after sending
the first email - it was Tim Rasinski's format. Unfortunately I don't have
the exact name of the book since we are home on break. The book has several
reproducible lessons and forms.
+++++++++++++
>
> Date: Sat, 17 Apr 2004 22:39:00 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] relaxation techniqes?

> Heather, one of our really great second grade teachers, who is now our
> Reading First K-3 Literacy Coach, swears by Yoga. She has always begun
> from the beginning of the year with them the stretching, meditation,
> positions, etc. and she does it before and after any stressful
> situation. I've seen it work wonders.... and she had the most active
> inattentive group in our school last year.
> PJ
++++++++++
>
> From: Renee Goularte <phoenixone@mindspring.com>
> Subject: Re: [mosaic] relaxation techniqes?
> Date: Sat, 17 Apr 2004 19:58:41 -0700

> I bought a "Yoga Kit for Kids" from Imaginazium.
> It's at http://www.imaginazium.com/products.htm
>
> It comes with picture cards, a CD, and a manual.
>
> Enjoy!
> Renee
+++++++++++
>
> Date: Sat, 17 Apr 2004 23:19:17 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] Reading Incentive Programs

> I just had a similar, but different, experience in a bookstore. I was
> sitting on the floor in the children's dept systematically going through
> the new read alouds when a mother and a daughter came in with the book
> list of AR books that were "approved" for the little girl to read.
>
> The mother went down the list and diligently tried to interest the
> daughter in one after another of the books. Meanwhile, the little girl,
> about 9 and clearly an avid reader, kept bringing books to her mom with
> comments like, "This one looks really good, can I have it, Mom?" "Look
> at this one! Can we get it, Mom?"
> Mom's reply, "Put that one back, honey, we can only get the books on
> this list."
>
> In short order the mother sent her child to reshelve When Marian Sang,
> Letting Swift River Go, The story of Mdm Curie, A Single Shard (now
> there's an interesting read aloud), My Man Blue, a book of poetry - a
> gift of watermelon pickle, about six different Magic Tree House books,
> The Night the Titanic Sank, and Mummies Made in Egypt.
>
> I don't remember the titles of the two books they finally bought, but I
> do have a clear visual of small slumped shoulders, a small face wearing
> a digusted facial expression, and a small face split by several huge
> yawns...
> PJ
> 4,5,6 & Lit Coach
++++++++++
>
> From: Drmarinaccio@aol.com
> Date: Sun, 18 Apr 2004 07:46:04 EDT
> Subject: Re: [mosaic] Title I...urgent need
> >
> In response tot he most urgent needs assessment for Title classroom
> teachers....I appreciate your taking the time to refresh my memory of when
I was in the
> classroom. Thank You, Dr. Philomena Marinaccio
++++++++++
>
> From: "Deb Smith" <debfourblocks@comcast.net>
> Subject: RE: [mosaic] here are the newest MICHIGAN English Language Arts
Standards
> Date: Sun, 18 Apr 2004 11:46:45 -0400

> I realize that all states have their own state standards, so ignore this
if
> it doesn't affect you. But I know we have MANY Michigan teachers and
> communication of which websites are currently holding the benchmarks and
> curriculum isn't always on the tips of our tongues. deb
>
> http://www.edzone.net/~mascd/
>
> DRAFT FORM STILL
>
> Many teachers are complaining that they don't represent balanced literacy
> because they are too skill driven. They are a work in progress. Many
> teachers worked on them, then 4 people revised them so the teachers are
hurt
> (rightly so) feeling that their time and energy is being ignored.
>
> Look at your own grade level. Do you see developmental issues?
>
>
> I am concerned with K and 1st especially. But I also think it has the
> POTENTIAL to be a good document.
>
> deb
++++++++++
>
> Date: Sun, 18 Apr 2004 08:52:20 -0700 (PDT)
> From: Bev Allen <mrsallen1@yahoo.com>
> Subject: RE: [mosaic] here are the newest MICHIGAN English Language Arts
Standards

> Deb,
> First, I'm afraid the link didn't work. And it is my understanding that
these are no longer in draft form, but that they have been approved as of
March 30. I heard quite a bit about them at the MRA Conference a few weeks
ago and am heading to Oakland Schools tomorrow for another session on them.
> Bev/3rd/MI
++++++++++++
>
> From: "Deb Smith" <debfourblocks@comcast.net>
> Subject: RE: [mosaic] here are the newest MICHIGAN English Language Arts
Standards
> Date: Sun, 18 Apr 2004 12:23:29 -0400
>
> The link must be down today, but this is the link because I ran the entire
> document last night. It is 70 pages long for grades K-8. Thanks for
> clarifying that these are the NEW standards and benchmarks. I still was
> hearing they were in draft form. deb
+++++++++++
>
> From: "Deb Smith" <debfourblocks@comcast.net>
> Subject: [mosaic] http://www.edzone.net/~mascd/
> Date: Sun, 18 Apr 2004 15:26:46 -0400

> Site working now
>
> Michigan Benchmarks and Curriculum
>
> deb
> http://www.edzone.net/~mascd/
++++++++++++
>
> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: [mosaic] poetry sharing
> Date: Sun, 18 Apr 2004 13:50:38 -0700
>
> Hello, everyone! I mentioned sometime last week that I would try to
> post some of my students' poetry this weekend. I got the idea from
> Fountas and Pinnel of doing a poetry workshop as a regular part of my
> writing workshop instead of waiting and just doing a poetry unit. We
> try to do poetry workshop every other Friday. I also try to tie what we
> do in poetry workshop to the reading strategy we're studying. So, here
> are just a few examples. I'd love to hear ideas that others have or
> have used to integrate poetry and the strategies.
>
> Questioning - I Wonder poems
>
> I Wonder
> By Ashlyn
>
> I wonder what it would be like to
> be a dog?
> Would I like what I ate?
> Would I like my bed and
> family?
> I wonder.
>
> I wonder if my parents will find
> a house
> Will I like the house they find?
> Will I get my own room?
> Can I get a dog? A pool?
> I wonder.
>
> I wonder what I will decide
> to be when I grow up?
> Will I be a singer?
> A dancer?
> A movie star?
> I wonder.
>
> I wonder what the world
> would be like if it had no end?
> Would I feel happy or sad?
> Would I want to die or stay?
> I wonder.
>
>
> I Wonder
> By Jessie
>
> I wonder how the birds just know how to sing and fly?
> How the streams know how to flow in the right direction
> to the oceans?
> Do they know where they're headed or what they will see along the way?
> Do they know how precious they are? That what they are keeps
> everyone and everything alive?
> I wonder, could the wild animals answer our questions if we
> took the time to ask, listen, and understand?
> I wonder?
> Will we ever learn to fly on gold and silver wings while
> we think up a wonderful dream?
> I wonder will the stars change their colors as we gaze in awe?
> Do the stars get burnt out of wishes and take a nap for centuries
> until they fall?
> When they fall, do they change to dreams and fly into a sleeping
> child's mind?
> I wonder?
>
>
> Sensory Imaging - simile poems
>
> My Sister
> By Brice
>
> She is as pretty as a magical
> flower.
> She's bossy like a manager on a
> day with no business.
> When she is mad she sounds
> like a lion's roar.
> She is as impatient as a hungry
> dog.
> She is silent like a mouse
> when she wants to be.
> She's as sneaky as a thief.
> She is my sister, Jacqui.
>
>
> Christy
> By Jess
>
> She is as soft as silk.
>
> She rumbles like angry thunder,
> as I rub under her chin.
>
> When I'm playing with her,
> she jumps up like a dog who likes to do tricks.
>
> She is as fast as lightning.
>
> When she is sleeping
> she looks like a catipillar in a cocoon.
>
> Her nose is as wet as a washrag.
>
> She is my cat, Christy.
>
>
> Sensory Imaging - A person or place I love (My kids did some of their
> best poetry writing with this topic)
>
> The Mountains
> By Garrett
>
> I hear all the crickets making a
> chirping noise when I'm hiking in the woods.
> I hear a deer grunt when I'm blowing
> into a grunt tube. I hear a raindrop
> go drip-drop on my tarp.
>
> I see birds fly back and forth whenever
> they hear a gunshot. I see trees that are
> green as paint in a jar. I see turkeys go
> to their homes with their cute babies in
> a flock.
>
> I touch the stiff bark of trees when
> I'm playing Hide-and-Go-Seek. I feel what
> the birds feel when they die. I feel sad
> when it rains and the animals don't have
> anything to protect themselves.
>
> I taste hot cocoa when it's freezing
> outside and I feel the cocoa dripping
> down my chin. I taste hot dogs and I
> feel mustard and ketchup running down
> into my stomach. I taste soft, squishy
> marshmellows when I roast them and I
> see the red hot flames glow in my eyes.
>
> I feel like I have two homes when I'm
> in the mountains because I get homesick
> both ways. I feel like the beautiful
> sunlight that shines in my eye. It reminds
> me of my mom. I feel like I never want
> to leave from the mountains. It's like they
> are my home.
>
>
> My Home
> By Michaela
>
> My home is a place I love to be.
> It is the place that makes me feel
> welcome.
> Home is the sound of my mom's voice calling
> me on the intercom.
> It's the noise I hear of the pots and pans as
> my mom is making dinner.
> It is the smell of sugar cookies when my
> mom burns her favorite candle.
> I taste the hot cocoa that warms me
> when I'm cold.
> I see my mom making me warm, hot soup when
> I'm sick.
> I sit on my burgandy couch where my
> mother hugs me and I feel safe and tight
> like I will never be forgotten.
>
> I took the idea from Lori and Susan and used photographs from Arizona
> Highways magazines for inspiration for poetry.
>
> The Purple Clouds
> By Michaela and Hannah
>
> The purple clouds are powdery
> like snow that just fell out of the sky.
> It looks like someone threw flour on a
> blue background.
> I see animals that look like they just ran
> a stampede. The clouds look like cotton balls.
> I see a dolphin and an igloo.
> I see a minature brown cabin with
> spots of blue and purple. I see trees that
> look like a crowd of people in the city.
> There is a cabin and a sled on a mountain.
> When I look at this picture, I feel comfortable.
>
> A Dream Place
> By Tessa and Ashlyn
>
> Winter's come and summer's gone.
> The sky has darkened. The lush purple
> sky reflects hot pink in its light.
> The hot pink becomes a frozen
> blue in the piercing cold night.
> The black shadow of birds wisp
> throught the mist of the night.
> The sun has gone. It is now night.
> The birds are taking their coldest
> flight. You can hear the soft breeze
> meet the beating of their wings.
> This place is of a dream.
>
> And, finally, we used the book Hailstones and Halibut Bones, for
> inspiration for color poems. The only thing I would caution about these
> poems is that most of my kids repeated Red is or Yellow is over and over
> and over. The poems in the book aren't written this way and my model
> one wasn't and we talked about it, but most of them still used this
> repetitive format.
>
> Green
> By Dylan
>
> Green is the color of
> grass on the ground.
> Green is the color of jealousy.
> Green tastes like yummy pickles
> and sour grapes.
> Green is the color of rushing
> waters in a river.
> Green is the color of moss on a tree.
> Green is the color of a slippery
> snake.
> Green is the color of apples.
> Green is the color of vines on a tree.
>
> What is Yellow?
> By Marcus
>
> Yellow is the sun shining on the glass.
> Yellow is a sunflower.
> Yellow is a favorite color of someone I know.
> Yellow smells like a dandelion on a hot summer day.
> Yellow is happiness in everyone's heart.
> Yellow is gold and money.
> Yellow is the tip of the sun, gleaming on
> the street where everyone is playing.
> Yellow is a sunset.
> Yellow is a happy face.
> Yellow is corn growing with the crops,
> Yellow lemons growing in a tree,
> with lemonade sitting on the table.
> Yellow makes almost everybody happy.
> Yellow is pencils writing math homework.
> Yellow is a golden crayon and a rubber ducky.
> Yellow is the happiest color in the world.
> Yellow is a halo above an angel's head.
>
>
> So, that's all I have. I love doing poetry as a more regular part of
> our writing and I see my children using descriptive language in all of
> their writing much more, I believe, because of this. We are doing Love
> That Dog right now and will be working at some free verse poetry these
> last few weeks of school. I'd love to hear what others have done with
> this book.
>
> Thanks!
> Martha/4/5/az
+++++++++++++
>
> Date: Sun, 18 Apr 2004 14:14:32 -0700 (PDT)
> From: Julie <sisjulie1@yahoo.com>
> Subject: Re: [mosaic] poetry sharing

> I love the idea of Poetry Workshop as described in
> Fontas and Pinel's book. I wanted to try that this
> year, but never got off the ground. Do you use a poem
> as a model for the students and have them write
> similar ones each week? Do they finish one
> poem/workshop?
>
> Do any of you use 4 Block for reading and writing?
>
> Julie
+++++++++++
>
> Date: Sun, 18 Apr 2004 14:19:51 -0700 (PDT)
> From: Julie <sisjulie1@yahoo.com>
> Subject: Re: [mosaic] http://www.edzone.net/~mascd/

> I enjoyed reading the Michigan grade level
> expectations I am from Missouri and I found them to
> be similar to ours. (I teach 4th so that is what I
> read.)
> http://www.dese.state.mo.us/divimprove/assess/ca.html
>
> I also read your math standards. What math series or
> textbooks do you use? This is my first year using
> Investigations. It really requires the children to
> think and problem solve. I was curious if anyone else
> used it. I know this is not a math board, but I feel
> like so much of what I want to accomplish as a teacher
> involves teaching my students to think and
> problem-solve in all curricular areas.
>
> Julie
++++++++++++
>
> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: RE: [mosaic] poetry sharing
> Date: Sun, 18 Apr 2004 14:23:01 -0700

> Do you use a poem
> as a model for the students and have them write
> similar ones each week? Do they finish one
> poem/workshop?
>
> Do any of you use 4 Block for reading and writing?
>
>
> Juli - So far this year, I have written my own model of the type of poem
> we would be doing each time. It seems to me that having my model helps
> some of them get started and past staring at the blank page. I think it
> also makes the poetry writing seem like something they can do. If Mrs.
> Hitzel can write that, I can do it, too. What I've seen is that by
> giving them some structure to follow, they feel more free to experiment
> with their own ideas and use of language. Growing up, all I remember
> being asked to write was free verse poetry and I would just sit there
> and stare at the page without ideas. I thought I hated poetry. It is
> late in the year. I can't believe how fast it has gone. But, we are
> going to focus on free verse this last quarter. I'm going to try some
> of the ideas in Georgia Heard's book (I'm drawing a total blank right
> now as to the name). Often my kids don't get the poem done the day it
> is introduced. I'm multiage and many of my 5th graders leave for
> band/music soon after I've finished the lesson. They just work on it
> during writers' workshop the next day or two. I've also seen numerous
> of my students explore poetry writing during their free choice writers'
> workshop time.
>
> I've heard of four blocks, but don't know anything about it.
>
> Martha/4/5/az
+++++++++++
>
> From: "ginger/rob" <elephant@foxvalley.net>
> Subject: [mosaic] an interesting idea
> Date: Sun, 18 Apr 2004 17:09:06 -0500

> This was from a college professor. I've asked for her permission to post
it
> so you all can read it.
> Ginger
> moderator
> ------------------------------------------
> You are more than welcome to post my description of what my class does.
> They love the assignment and all feel they have become better readers
> themselves because of their reading and discussion of Mosaic. I am a
> college professor who uses Mosaic of Thought for my grad level students
who
> discuss the chapters two at a time in the book club format.
>
> They then are paired with two inner-city fluent fifth grade readers and
all
> three read the same chapter book. My grad students become their e-mentors
> and model the mosaic comprehension strategies based on the chapter book
they
> are reading using email. The children love it and not only improve their
> reading ability but also their writing and computer skills. My classes
last
> for 8 weeks - enough time for one book. The last night of class the
> children and my students meet for a party for an hour or so where they
give
> the two kids a book for future reading. It is an inexpensive way to work
> with children who get little literacy help at home and the school we have
> partnered with is thrilled to have us.
>
> My next idea is to use this format over the summer with teachers and
parents
> as the ementors to keep the kids reading. The Ionia, MI school district
is
> going to try to set it up this summer with the help of one of my reading
> interns. It sounds exciting to me. I would be glad to answer any
questions
> that you might get regarding this idea. The reading consultant from the
> Grand Rapids school and myself hope to present this idea next year at the
> MRA conference in Grand Rapids.
>
> Thank you for providing this teacher talk site with marvelous ideas for
> helping children learn to "dig deeper" into their reading adventures.
> Luthene Chappell
> Luthene@msn.com
+++++++++++++
>
> Date: Sun, 18 Apr 2004 16:55:27 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] poetry sharing
> Reply-To: mosaic@u46teachers.org

> >Do any of you use 4 Block for reading and writing?
>
> I do all 4 blocks.
Hugs,
Susan, in Phoenix
++++++++++++