> I worked with fourth graders, so...you're right, it is a little different.
Our reading response log included date, title of what was read, how many
minutes, and then they responded to what they read by writing a sentence or
two about connections made, questions they had while reading, predictions
they could make, inferences,... This was a way for the reader to make sure
that they were using good reader strategies while they read because they
were required to write about something to get credit for the reading
minutes. They were expected to read at least 20 minutes per day, at least 5
days per week.
>
> Kim
> IL
+++++++++++

> From: "Deb Sturdevant" <deb.sturdevant@mit.midco.net>
> Subject: Fw: [mosaic] the purpose of this listserv
> Date: Sun, 20 Jun 2004 22:31:35 -0500

> Thank you for your comments. I also have been reluctant to say much
> because I am mostly a lurker and do not want to insult or offend anyone.
> I started working with the strategies last year with my 7/8 grade
> language arts students. It was my first year in these grade levels so I
was
> learning a lot as I went, but feel as if I didn't do a very good job.
> Looking ahead for next fall (really middle of August) when we will be back
> in our classrooms I am curious to know how those of you who have used the
> strategies for a while, especially with the older students, start your
year.
> (I am rereading MOT and this time I am going to read STW as I go through
> each chapter).
>
> Thanks,
> Deb
> 7/8 language arts
> Mitchell, SD
+++++++++++
>
> Date: Sun, 20 Jun 2004 20:55:51 -0700 (PDT)
> From: Julie <sisjulie1@yahoo.com>
> Subject: Re: Fw: [mosaic] the purpose of this listserv

> Perhaps someone would clarify which posts don't belong
> here. I'm mostly a lurker, but I enjoy the
> discussions and feel that I'm learning a lot from the
> discussions. If something doesn't pertain to what I
> teach, I just skim the email and then delete. I know
> the moderator posted a couple of weeks ago about
> staying on topic. It seems that the posts are all
> about reading and teaching children to think while
> they are reading, so I assumed that was on topic.
+++++++++++
>
> Date: Sun, 20 Jun 2004 21:32:01 -0700 (PDT)
> From: Lisa Szyska <lszyska@yahoo.com>
> Subject: Re: [mosaic] MOT,STW lessons with HM basal

> (You do realize I was
> > being facetious about the clarity of the strategy
> > use suggested by HM, didn't you? I don't want you
> > to think I am impressed with the instructional side
> > of that series. On the other hand, the selections
> > themselves are very useful for students as they can
> > be used to generalize the MOT strategies from the
> > anchor lessons you create [or use from STW and
> > RWM.])
> ********************************
> Yes! This made me LOL. I totally agree...the
> suggested strategy use is muddy at best, and it skips
> around ridiculously fast. Plus, I think students
> require A LOT more modeling & support with the
> strategies than the basal suggests. I also agree aboug
> generalizing the strategies from your anchor lessons
> to the basal anthology. Here's an example:
>
> I'd been modeling questioning/determining important
> ideas in nonfiction text using the
> facts/questions/response organizer described in STW.
> The students absolutely loved this, including my kiddo
> who really disliked nonfiction...but I digress.
>
> Anyway, I'd been modeling using magazine articles,
> mainly about animals from National Geographic Kids &
> Storyworks (Scholastic) magazine. Gradually began
> releasing responsibility using Time For Kids (mainly)
> plus some photocopied stuff. The next story in the
> anthology,Night of the Pufflings, seemed like a good
> place to continue this strategy work, and so I
> completely ignored all of the "fabulous" strategy
> suggestions made by the book, and kept my cherubs
> going on the FQR during basal & with guided readers.
> I got some decent responses and questions from them,
> like this one from guided reader "The Bison Are Back."
>
> (Fact) People hunted bison for sport, not for food.
> (Question) Why would anyone want to do that?
> (Response) That is mean. They just go and waste
> bison! --she also drew a mad face!
>
> I also felt pretty good about keeping the strategy
> teaching going in the anthology. It does present a
> challenge, but again, I am lucky enough to be able to
> pick & choose what I want to use from the series, and
> I know that other teachers may not have that luxury.
> :o(
> Lisa
> 3rd/IL
++++++++++
>
> From: "Cherylle Waters" <liverust@starband.net>
> Subject: Re: [mosaic] MOT,STW lessons with HM basal
> Date: Sun, 20 Jun 2004 21:46:51 -0700

> Lisa,
> This coming school year, I will have the luxury of picking and =
> choosing as long as I "teach the tested skills." I can do that. I am =
> so excited to be able to say that I don't need (really, don't want) the =
> workbooks and to be able to focus time on the strategies that make a =
> difference. I still can't get over the workbook pages for spelling that =
> have students look for the errors in a short paragraph and have them =
> rewrite the words correctly and the fact that there are normally only =
> about FOUR errors. It's a waste of time, money, and insults the =
> students' intelligence. I am going to my classroom tomorrow to organize =
> my new anchor lesson books. Right now I have 22 books for schema that I =
> know of!! I just wonder how much could be done for students if we were =
> allowed to do what is best for them rather than do what is best for =
> publishing companies and teachers who are tied to worksheets.
>
> Cherylle in CA
> NBCT 2002
+++++++++++
>
> From: "EliseJohn" <EliseJohn@worldnet.att.net>
> Subject: Re: [mosaic] MOT,STW lessons with HM basal
> Date: Mon, 21 Jun 2004 00:18:31 -0500

> One of my pet peeves, WORKBOOKS!!! lol
+++++++++

> From: "Ginger/Rob #2" <rogida@foxvalley.net>
> Subject: [mosaic] basal/strategy teaching history
> Date: Mon, 21 Jun 2004 00:20:22 -0500

> Lisa I loved that your email showed how to use the basal in the gradual
> release model. I agree that there are times when the content in the basal
> can (and should) be used in our strategy teaching. It does take the
teacher
> knowing when to pull it in and what to leave out. But that comes with
time
> and confidence.
>
> After 6 years of strategy teaching, I feel I CAN make those decisions. I
> tell the teachers I am training that when I first started changing my
> teaching, I gave myself permission to let everything else go and JUST
delve
> into the strategy teaching. I was lucky to have a principal who supported
> me totally and encouraged me to get to know this teaching. I also know
that
> giving up everything else was not really right either, but I could not
just
> "add on" to what I was doing in the past. There wasn't time.
> Plus all my professional reading was telling my what I was doing was not
> best practices. I had to let it go!
>
> So that first year I "just" taught three strategies- the connection part
of
> activating schema (remember: activating schema is the strategy NOT
> connections and if you reread MOT you will see the chapter four "schema"
has
> FOUR parts.)
> 1. activating schema with connections
> t-s, t-t, t-w
> 2. author schema- familiarizing the students with various authors (and
> their craft) that they may come across in the future so when they do they
> will "know" how to read that author and have support.
> 3. text type/structure schema- genre studies and text structure studies so
> that when students come across nonfiction, mystery, biography, poetry,
> historical fiction, etc. they will have background knowledge on "how" to
> read/navigate that text type
> 4. what to do when schema is weak or missing.
>
> (I say I taught just connections because back then we ALL were so proud
that
> we were teaching connections and that was about ALL some teachers did. For
> the whole year. What I know now is that CAN NOT be all we do. That's
just
> a small part. But for me "connections" was the first hurdle and
> accomplishment)
>
> Then I taught my Sensory Images Study by breaking down each of the 5
senses
> plus I always add emotion. I spent time on each sense reading texts that
> spoke to that sense and then I found short text pieces for them to do in
> small groups, partners, and then individually. Eventually we combined all
> the senses (plus emotion) in like text and then moved it to independent
self
> selected text.
>
> Then I taught my Questioning Study. My favorite.
>
> It took me all year back then. I went DEEP and took my time because I was
> learning along with them. I don't regret it at all.
> I still pulled my nonreaders regularly and did guided reading or
> conferences. But it was a learning process for me and I just let the
> strategy teaching BE my reading curriculum.
>
> The second year we were reading MOT as a staff and I realized that the
kids
> didn't know HOW to think so I started with an intense Metacognition Study
> BEFORE jumping into my Schema Study. That really made a difference with
the
> depth of thinking we were able to access the rest of the year.
>
> Then I spent a lot of time on ALL parts of Schema. Then SI, Questioning,
> Inferring (once I learned how to teach it and how it is different than
just
> predicting), and Determining Importance in nonfiction. (I never did DI in
> fiction that year)
>
> Each year I evolved and took more and more from whatever text resources I
> could find. Some were basal stories especially when we were at the
gradual
> release stage of sharing the same text. It makes sense to have the same
> text in everyone's hands when you are discussing specific thinking at the
> earlier stages of the release model. So a basal comes in handy then.
Plus
> some of the nonfiction selections are perfect when teaching text features
> and text structure and navigation.
>
> In Illinois (at least for now) we are not policed like some other states
> are. We have a lot of freedom. I value that and feel very fortunate. If
a
> "program" is ever forced on me I don't know if I will stick around. To
have
> to go page by page and follow a TE is not me.
>
> I've since come back around and built in the skills and content I let go
of
> in the beginning when I was making the changes in my teaching. Each year
I
> return with more strategy teaching experience and the kids coming to me
come
> from strong strategy teachers as well. I wish we were all so lucky.
>
> My challenge this fall will be that I am moving from third grade to
fourth.
> Due to our district redistricting our 42 elementary schools to be
> "neighborhood schools", we lost 1/2 our population and will be getting 1/2
> new kids. I was able to take to fourth the 13 of my original 30 who are
> staying. So I'll have half who have had me and half who may or may not
have
> had explicit strategy teaching. Plus I'll have to find stories and text
to
> use that will be new to my returning students. All challenges I look
> forward to. I had many very deep kids last year. But the ones staying
are
> more passive/nonverbal in general. I'm hoping that they will rise to the
> challenge of bringing the strategy talk/thinking to the new students. I
am
> going to assume that will happen.
>
> Strategy teaching for me is a continuing journey. I finally can say I have
> taught all 7 strategies. But it never ends. I can always do it better
and
> deeper. My confidence is growing and I am secure in my heart that THIS
> teaching is the way to go!
>
> Let's keep the talk focused on US and our strategy teaching!
> Ginger
> moderator
+++++++++

> Date: Sun, 20 Jun 2004 22:31:12 -0700
> Subject: Re: [mosaic] basal/strategy teaching history
> From: "Patricia Kimathi" <pkimathi@earthlink.net>

> Ginger,
> Thank you for reminding me of this. I guess it is time to go back and
read
> MOT again.
> Pat Kimathi
+++++++++

> Date: Sun, 20 Jun 2004 23:07:26 -0700 (PDT)
> From: DONALD EVANS JR <evansjrdon@sbcglobal.net>
> Subject: Re: [mosaic] Comments re: MOT Preface, Introduction, and Chapter
One (Take two)
>
> Hi Carol (and anyone who likes reading long posts),
>
> Thanks for "volunteering" to join me on my journey. Keene makes the point
on page 7 that "...meaning from text is constructed socially--how conversing
about text deepens our understanding of virtually everything we read." So
let's get social!
>
> I was in the process of rereading the Preface, Introduction, and Chapter
One when I read your post. I completed the process tonight and will respond
to what you wrote.
>
> Carol Meyer <schoolteacher52342@yahoo.com> wrote:
> Hi Don, I'll join you in your journey. I actually read MOT for a class
this spring but we had to book on through so not much discussion. I was
especially struck by this comment in the prologue...places where books line
the walls, where teachers learn about reading for themselves and their
children, and where children are learning to be skillful and thoughtful
readers...I yearn for this type of environment. I think it's mostly the
teachers learning to read for themselves and their children. Lately I keep
running into the other type.
>
> What's your classroom like? Mine is lined with books, and I'm learning
along with my students about reading and writing. I'm guessing you are too
since you're on this listserve. ;-)
>
> I really enjoyed the "First Reader" poem. I remember when I first learned
to read, actually I don't remember how I learned, I remember the books I
could read once I did learn. However, one thing that I'm not sure I totally
agree with is the passage on page three of the first chapter. The author
tells about how she only did reading groups and SRA's and wasn't allowed to
think deeper.
>
> I had a lot of the same experiences. I did SRA and reading groups, my fir
st basal that I remember was "A Duck Is A Duck." However, even
though...those activities that define my reading as an adult were not part
of my life as a reader in the early years...I feel that it didn't matter. I
turned out to be a good reader, a comprehending reader, a voracious reader.
Maybe it had to do with having less distracting technology around and more
relying on my own imagination, but I can't agree that it was all a jip for
us. I actually liked the SRA's, can't tell you why, but I did enjoy them.
>
> I'm always surprised at those of you who can remember what happened in
your lives before the fourth grade. That's when my conscious memory really
begins. So I don't remember learning to read. But I met my first teacher who
loved to read in the sixth grade when Mrs. Ruth Namany, my teacher, read to
us the "new" book A Wrinkle in Time. I was enraptured, as most of the class
was.
>
> I think it wasn't until high school when we got to choose from a
experimental set of English classes (late 60's, early 70's) that I began to
love reading. When you get to chose what you read, things get more
interesting. When your instructor loves what they're teaching, you can
hardly help getting "infected." A Mrs. Paridon taught poetry at my high
school, and she gave me that bug.
>
> I agree though that I read differently now then I did 30 years ago when I
was just beginning to read. I am also a much more active reader.
>
> I think the term "active reader" is the key. Keene says the same thing on
page 5: "I have moved from a passive to an active stance." I think that's
one of the things that the think-alouds uncover: real reading is more
interactive and participatory than most people imagine. Advanced readers do
a lot of thinking while they are reading.
>
> The authors comment about...little children made of ticky tacky and we
teacher them all the same...is one I wish was true, for if it were then it
would be easier to turn it all over to MOT and STW. Unfortunately every
child in America is receiving a different free public education. Many in
crowded classrooms, many with no money to fund. I feel so badly when I
think that my child is getting a better education in rural Iowa then another
in inner city NYC. This is why NCLB can't possibly work, there are too many
differences.
>
> I guess one of the beauties (and flaws) of the American education system
is the relative differences that exist in various schools across the nation.
Since education was left to the states when the federal constitution was
formed, non-uniformity was sure to exist. On top of that, many educational
decisions are made locally at the district level. That's how the system is
set up, for better or worse.
>
> I've heard that teaching is the most private thing we do publicly. One
thing Americans don't do, especially in education, they don't march in
lock-step, nor do I think we should, even in teaching in a MOT way. (Not
that you are saying we should. I'm just thinking out loud.)
>
> I too...worry that no matter what we do it will never be enough...
>
> I don't worry about that. Maybe I'm too self-centered, or maybe to
realistic. All I can change is me and how I teach. I like Robert's by
line... "Changing the world one fourth grader at a time." All we can do is
what we can do.
>
> Carol/K/Iowa
>
>
>
> So there's my response to your post, Carol/K/Iowa from Don in California,
though I was born in Mason City, Iowa!
>
> Here's my final thoughts before I wrap up this looonnnggg post.
>
> This book has several purposes: to help create classrooms where an
informed passion for reading exist. To help "redefine the purpose of
comprehension: new thinking and worthwhile living." To me this shows why
improving reading comprehension and infusing students with a love for
reading is key: it teaches you how to think, learn, and live. Pretty
important stuff.
>
> I was reminded of the four keys for creating effective learning
environments: time, ownership, response, and community. (page 7)
>
> Page 11 lists six things this book is about, the last one is to have a
different kind of "first reader" than what we read about in the poem.
>
> Keene looked over at her sleeping husband with a longing "to talk about
what I had discovered through rereading." (page 7) Thanks for letting me
share with you.
>
> Now, it's on to chapter two.
>
> Kindest regards,
>
> Don
+++++++++++

> From: Soswes@aol.com
> Date: Mon, 21 Jun 2004 02:20:13 EDT
> Subject: [mosaic] rereading MOT
>
> I've been rereading MOT and STW these last few days. I've only made it
> through a small portion of MOT because since I last read it, I've changed
as a
> reader, a student and teacher. I can't go too fast and I'm finding so
much more
> this time around. I just finished reading the section in MOT about the
four
> stages of schema..the one Ginger mentioned in her post...of all the
strategies,
> I thought I had that one down. I was wrong. I always included the
> connections, author schema and text type, even if I felt I was weak on
author and text
> type. But at least I brought it up! But I really didn't get into what to
do
> if schema is weak. Back to the drawing board!
>
> I've taught all the strategies, but another one I think I have been the
weak
> on is Determining Importance and how it ties in with synthesizing. I used
to
> think that synthesizing is your ideas are getting bigger. Then, after
seeing
> Ellin Keene this year, I thought it was more that my ideas are changing.
But
> now I see its more weaving my ideas into the ideas of the text....sort of
a
> combination of my ideas getting bigger and my ideas are changing. But I
think I
> need to do more teaching of how my ideas are weaved into or incorporated
into
> those ideas in the text. I think Determining Importance plays a part in
> that. I've taught DI in non fiction...that seems easier to me. But in
fiction, I
> need to do more of it, what's important in the text, my ideas about it,
then
> getting to the BIG IDEA or theme of the story. What does everyone else
think?
> Help!
>
> I've really enjoyed getting back into these books. I had looked at MOT as
> the theory, STW as lessons, and RWM how to implement it in a primary
classroom.
> As usual, I was wrong. It's all about explicit teaching and well worth
the
> time to go back into these if you are able.
>
> Sandi
> 1st
++++++++++
>
> Date: Mon, 21 Jun 2004 05:25:52 -0400
> From: SKosmoski@aol.com
> Subject: Re: [mosaic] Book Recommendation

> We are doing something similar using Diane Sweeny's Learning Along the Way
as our first choice so we can learn how to talk to each other in a different
way--
> Mary Anne
++++++++++

> Date: Mon, 21 Jun 2004 03:35:28 -0700 (PDT)
> From: Kerry McDonald <mcdonaldatstrath@yahoo.com>
> Subject: Re: Fw: [mosaic] the purpose of this listserv
>
> I think what Julie wrote is a good point. "Perhaps someone would clarify
which posts don't belong" On Friday I asked for quotes that support not
teaching a typical spelling program. I didn't mean to go off topic, I just
really respect the amount of professional reading people on this listserv
have done and was hoping to get some help.
>
> If I was wrong, I do apologize, I too like reading many different posts
about teaching reading.
>
> Kerry
+++++++++++

> From: "Cathy Semkin" <cathy@iland.net>
> Subject: [mosaic] Thanks!
> Date: Mon, 21 Jun 2004 07:24:58 -0500
>
> Thanks, Ginger! Yours is a very good focus entry for my summer =
> thoughts. I am returning to the regular classroom after nine years of =
> teaching young gifted children. I can hardly wait. Why???? MOT and =
> Cognitively Guided Instruction. I believe the importance of teaching =
> children to think is the place to start in any classroom. Thanks for =
> sharing.
> Cathy
+++++++++

> Date: Mon, 21 Jun 2004 07:23:35 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] rereading MOT

> Thanks to the discussion here, I feel like I have my head around
> schema. Towards the end of the year, I was working with a guided
> reading grop reading a leveled text about Bessie Coleman. Two members
> of the small group had been here when we had read about Bessie Coleman
> earlier in the year in the context of read aloud, the third had joined
> our classroom after this. The two boys were so excited by the cover and
> I asked them to share their schema with us. the first, a struggling
> reader in terms of comprehension, shared what he remembered about her
> before the second, a biography nut, launched into a detailed accounting
> of her life, including more information he had gleaned from the internet
> and a show about early aviators. When I reached the third child in the
> group and asked again, "What schema do you have that will support your
> understanding?" she said, "Boy, I'm in TROUBLE here." We had to laugh,
> she was so animated in her reply, and thanks to the expanded
> understanding I have of schema, we were able to launch in a discussion
> of how just saying that is SOOOO smart. How good readers do often read
> about unfamiliar topics and what we can do, as readers, to deal with
> it. She had two good resources sitting next to her and so, of course,
> talking to these boys about who Bessie Coleman was really helped her.
> Later, in group share, she was able to share the smart thing she had
> done during guided reading. I just loved that she could view the not
> knowing, or rather the knowing about not knowing, as a smart thing.
>
> Lori
+++++++++
>
> From: Gleequeen@aol.com
> Date: Mon, 21 Jun 2004 08:53:15 EDT
> Subject: Re: [mosaic] basal/strategy teaching history
>
> Ginger,
> Thanks SOOO much for mapping out your journey for us!
> Although I'd been teaching for years, I only began teaching strategies
this
> past year and your email alleviated a lot of the guilt over how slow the
> process is- even though I knew that's how it has to be. It just validated
my own
> experience. I'm glad I joined this list.
> Tina D
++++++++++
>
> From: "Dorothy Ridge" <dorridge@cox.net>
> Subject: Re: Fw: [mosaic] the purpose of this listserv
> Date: Mon, 21 Jun 2004 08:59:51 -0400

> I agree, Julie. I feel that most of the post are on topic, with a few
minor
> exceptions which I quickly skim and discard.
> Dottie
++++++++++
>
> From: "Judy Mazur" <jvmazur@comcast.net>
> Subject: Re: Fw: [mosaic] the purpose of this listserv
> Date: Mon, 21 Jun 2004 07:08:40 -0700

> Hello delving teachers,
>
> I'm an oldie/newbie who agrees that most of the recent posts are on topic.
> I've left Ginger's wonderful list a couple of times when topics really did
> veer from strategic thinking, and here I include movie discussions, or
when
> I was simply too involved with my own instruction to have time to do the
> list justice. Summertime--for breathing deeply, thinking lazily, reading,
> reading, reading. So I'm happy to be back.
>
> I believe that we must include our other professional reading--the reading
> that pertains to strategy instruction--in our discussions. In fact,
> discussion has become the magic word for me. Last summer I read Cole's
Knee
> to Knee about the value of conversation in the classroom and it
strengthened
> and widened my belief that kids learn through talk. My goal has always
been
> to have a classroom that matches Britton's "floating on a sea of talk,"
but
> now I'm trying harder to actualize it. I usually introduce minilessons
> with, "Today we're going to talk about..." and I noticed that, at the end
> of last school year, my third graders would say, "Let's talk about..."
when
> they wanted to go deeper.
>
> I also think we need to consider all areas of literacy in our thinking as
> they are so very difficult to separate. I believe that my ability to
teach
> the strategies has improved since I've started becoming a better teacher
of
> writing.
>
> Finally, I am one of those irate California teachers who is being told I
> MUST use Houghton Mifflin in fall. I have always used stories from a
basal
> (I liked the selections in our old series, Scholastic's Literacy Place)
for
> our strategy work in shared reading, so I am not bothered by new
> selections--some of which are excellent. I am bothered by the workbook
> mentality which our heretofore brilliant Curriculum Director has adopted.
> My dilemma, as I begin today a week of HM training, is how do I maintain
> integrity? How do I use HM in the way I know best from years of
assistance
> from the brilliant thinking of Mmes. Keene, Harvey, Goudvis, and Miller?
> How do I remain true to what we are learning together?
>
> judy3ca
+++++++++++

> Date: Mon, 21 Jun 2004 08:53:38 -0700 (PDT)
> From: Carol Meyer <schoolteacher52342@yahoo.com>
> Subject: Re: [mosaic] Reply to Don
>
> Hi Don, thanks for responding. Right now my classroom isn't lined with
books, it's lined with dust. THey are busy putting in more windows. I work
at a small native american school in Iowa and they built the ec wing to look
like a wiki up. Unfortunately, they only put in two windows per room and
there is no natural lighting. They are rectifying that right now as we
write.
>
> But, in the fall, the room will be once again lined with books. And I
think I'm going to designate areas like they did in one classroom in
colorado, the den, the living room, etc. I really like that image.
>
> So, yes, Don, it's on to Chapter 2! See you then.
++++++++++
>
> From: "Cherylle Waters" <liverust@starband.net>
> Subject: Re: Fw: [mosaic] the purpose of this listserv
> Date: Mon, 21 Jun 2004 08:54:18 -0700

> Judy,
> Do you have to use the HM workbooks? If not, then just use the =
> selections that fit with MOT strategies. Will someone be checking up on =
> you to see if you are using the workbook pages? Could you send them =
> home for "homework"? When I sent some of mine home, parents were upset =
> because they could not really answer some of the questions (i.e. one of =
> the WB pages was a story about trolls that parents and students found =
> difficult.) After that, I did not hear a lot about "Where are the =
> workbook pages?" Just wait until you get home from your first day of HM =
> training. They have so much "stuff" that you will realize that if you =
> had your kiddos until they were 16 years old you would not have enough =
> time to "cover" it all!! Now, since you realistically don't have enough =
> time to cover it all in HM, maybe spending time on the strategies and =
> just "never getting around to the workbook" because you run out of time =
> might be a good excuse, er, I mean reason, for not using it (workbook).
>
> Cherylle in CA
> NBCT 2002
+++++++++++

> From: "Umm Muadth" <umumuadth@awtechnologies.com>
> Subject: RE: Fw: [mosaic] the purpose of this listserv
> Date: Mon, 21 Jun 2004 11:58:45 -0400
>
> Hi Judy,
>
> Have you thought about taking the worksheets and making them into a
hands-on
> activity? It would take more work but you could use the basic skill
sheets
> like a working with words activity (from 4 blocks). For comprehension you
> can take the basic idea but turn it into a partnered activity, even
> extending it to form the practice part of your shared reading time.
>
> You could have a whole center which reflects workbook activities but in a
> non-workbook form. You can set this up ahead of time. You can help
> children choose their activity therefore differentiating instruction.
>
> You could use the workbook itself for homework, assigning pages specific
to
> individual needs (i.e. slowly introducing pages with struggling readers,
> while increasing practice on those skills, and faster for accelerated
> readers). This could also help foster home-school connection. At the
> beginning of the year you can sit down with parents and show them their
> children's 'homework book' (aka: workbook). This way you enlist the help
of
> parents while you can go about the business of teach during the day.
>
> With conviction comes solutions :).
>
> Yours,
>Melissa
+++++++++

> From: RR1981@aol.com
> Date: Mon, 21 Jun 2004 12:42:46 EDT
> Subject: Re: Fw: [mosaic] the purpose of this listserv
>
> I have a friend who teaches in PA. They must use the basal, Scott
Foresman,
> and cannot deviate from it. All the students are required to complete and
> have graded EVERY worksheet that comes with the series. The principal
comes to
> your room to "spot check" that the workbooks are being used, and that
grades
> are being given!
>
> Ugh!
>Rosie
++++++++++
>
> From: "Ted and Lee Johnson" <tlmkjohnson@comcast.net>
> Subject: Re: Fw: [mosaic] the purpose of this listserv
> Date: Mon, 21 Jun 2004 14:41:14 -0700

> Can you use the workbook pages for minilessons on the overhead or divide
the
> wb pages into sections and have groups complete a section and jigsaw the
> "correcting"? Perhaps on the overhead?
> Good luck.
>
> Lee/5
+++++++++++

> Date: Mon, 21 Jun 2004 11:52:59 -0700
> From: CArol Lau <cllc@comcast.net>
> Subject: Re: [mosaic] rereading MOT
>
> Determining Importance (getting the main idea/understanding the theme)
> seems to be strongly related to understanding the author's purpose and
> underlying voice and values of the author. My second graders so often
> get lost in the details or subplots and really lose (or never really get
> ) the point the author is trying to make. But then, isn't that what
> true comprehending is all about--interacting with the author through the
> written words, integrating or rejecting the author's ideas into one's
> own schema?
> Since I'm going to take part in the Writing Project this summer, I've
> been thinking about the wriitng/reading connection. I think I missed
> the boat with my students this year because they needed to experience
> more purposeful writing in order to understand an author's purpose as
> readers. But then again, I think of myself as a reader (and not much of
> a writer) and often I experience books on a very surface level and enjoy
> them tremendously for the story and the beautiful language. I don't
> always understand the author' purpose or the theme--especially with
> limited schema for a new author or genre. I guess my students (most of
> whom have very limited schema) are a lot like that and some of the
> determining importance and synthesizing comes with more experience in
> life and reading. What do you think? I know you teach young students
> as well. Carol
++++++++++
>
> Date: Mon, 21 Jun 2004 14:25:04 -0700 (PDT)
> From: Heather Wall <heather_wall_2000@yahoo.com>
> Subject: Re: [mosaic] phonemic awareness, formerly dibel vs running
record

> > We have a second grader with severe speech problems
> > who can segment, but cannot blend! It is very
> > strange. We have no choice but to teach him sight
> > word reading, and chunking, because he cannot blend
> > sound by sound.
>
> Have you tried "tapping" sounds out on your fingers
> with this child? I had a child with a similar problem
> in 1st grade - her spelling was fairly good, very
> phonemically close- b/c she could segment, but
> blending was very difficult. Once I showed her to tap
> out "stop" by taping a separate finger to her thumb
> for each sound: s-t-o-p and then to do it again a
> little faster, things started to click for her. It's
> still not as automatic as it is with other children,
> but it sure helped.
>
> Heather
++++++++++

> From: "Umm Muadth" <umumuadth@awtechnologies.com>
> Subject: RE: [mosaic] phonemic awareness
> Date: Mon, 21 Jun 2004 17:29:02 -0400
>
> Is this child receiving speech and language therapy? I would also say
that
> someone needs to work consistently with the child to help him form the
> sounds of the letters. Sometimes it really is a matter of training the
> mouth to make the shape of the blends and hearing them also. Start at a
> very rudimentary level and be very deliberate in shaping your mouth for
the
> blend sounds. Start with one blend and have him follow your example.
Help
> shape his mouth in the proper way, paying attention to the position of the
> tongue (note what your mouth does as a mental guide for yourself).
>
> It sounds as though intensive speech therapy is in order and also practice
> working on forming the blends one-on-one. Practice yourself how to say
the
> blend in the mirror. Note where your lips and tongue are and teach that
to
> your student. Focus first on the positioning of the tongue and mouth and
> then later focus on the sound (one step at a time). I would also suggest
> getting, or making, tactile blends so after the positioning of the
> mouth/tongue has been taught for the blends and then the sounds are
taught,
> then you can incorporate the tactile letters, for visual and kinesthetic
> learning.
>
> I would suggest you work collaboratively with his speech therapist and
bring
> his parents in to help him at home. I am sure he has some sort of IEP
which
> these steps should be outlined in.
>
> Melissa
+++++++++++

> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: [mosaic] reciprocal teaching
> Date: Mon, 21 Jun 2004 15:17:02 -0700
>
> Hi, everyone. I handed in my research paper for my masters class today,
> have to go to class on Thursday, and then I'm done!!!
>
> I'm at that stage of summer where I'm really reflecting on my classroom
> practice, what went well, and what I want to focus on for improvement
> this coming year. This is the overwhelming part because there are so
> many areas I need to improve in! I know I have come pretty far over the
> past two years with my strategy instruction, but definitely not far
> enough. I definitely see my kids enjoying reading more. I see and hear
> them using the strategies whole class and in small groups during the
> gradual release phase, but I also know that I'm not doing a good enough
> job of engaging all of my students. I also know most of them have a lot
> of room for improvement in using the strategies in their independent
> reading. I visited the tools page and printed out copies of several
> different reading conference forms that others have shared and have made
> it a goal to come up with a form that works for me and make strategy
> discussion more a part of my reading conferences. I think by regularly
> asking my students about their strategy use in these conferences, the
> expectation for there use will become more ingrained? I need to make
> guided reading groups more a part of my reading program! By the time I
> do a lesson and conferences, many days it is just not happening. I need
> to figure out how to incorporate it!
>
> I've heard reciprocal teaching talked about in the past and have
> researched it on the Internet some. Most of the information is the same
> from one website to the next. It seems to me that it would dovetail
> well with strategy instruction. I'm also thinking I could incorporate
> teaching the different levels of questions according to Bloom's taxonomy
> (Thank you again to the poster who shared them!). Are any others out
> there using reciprocal teaching in conjunction with strategy
> instruction? I'd love to hear how you are doing it! How soon in the
> school year do you introduce it? Anyway, any information anyone can
> share would definitely be helpful!
> Thanks!
> Martha/4/5/az
+++++++++++
>
> From: "Deb Smith" <debfourblocks@comcast.net>
> Subject: RE: [mosaic] reciprocal teaching
> Date: Mon, 21 Jun 2004 18:33:01 -0400
>
> Message
> Book Suggestion: Reciprocal Teaching At Work by Lori D Oczkus
++++++++++

> Date: Mon, 21 Jun 2004 20:07:33 -0700 (PDT)
> From: Heather Wall <heather_wall_2000@yahoo.com>
> Subject: [mosaic] Metacognition and beginning of the year

> I am going to be moving from 1st to 3rd grade this
> year and so I'm really looking forward to "releasing
> more responsibility" with strategy instruction than
> I've been able to in the past!
>
> I have a question, but first I need to set it up by
> explaining what I did with my 1st graders. Each year
> I like to set up the furniture part of the room but
> allow the students to set up almost everything for the
> walls - the number line, ABC line, color words, etc.
> With 1st graders we read the book "The Very Hungry
> Caterpillar" and then created teams that drew and cut
> out 1 apple, 2 pears, 3 oranges, etc. for our number
> line. The ABCs were illustrated first with things we
> brainstormed from the book (A was an apple, P was a
> pear, etc.) and later with anything else we could
> think of (Z and X and U are hard ones to illustrate!).
> The color words were done using the food from the
> caterpillar book.
>
> So, I'd like to do something similar with my 3rd
> graders, except "The Very Hungry Caterpillar" is
> obviously too young for them. I also want to start
> the year with a study of Metacognition like Ginger has
> suggested in the past.
>
> Does anyone know of a good children's book that's deep
> enough to make us think of Metacognition (perhaps the
> characters have to think about their thinking?) AND
> that we could use to begin decorating the room around
> a theme? It would just be so perfect if our first
> week could revolve around a book that challenged our
> thinking as well as our creativity!
>
> Thanks for any help you can offer!
> Heather
++++++++++++
>
> Date: Mon, 21 Jun 2004 20:24:00 -0700 (PDT)
> From: Heather Wall <heather_wall_2000@yahoo.com>
> Subject: Re: [mosaic] MOT,STW and grading
> >
> > Can anyone fill me in on how to develop grades when
> > you teach with a strategy
> > focus >
>
> Jennifer,
>
> I'm not really the person to make suggestions since
> I've been struggling with this during the summer as I
> make the move from 1st to 3rd. But I've been
> researching performance assessments to try figuring
> out how to "grade" strategy work and I'm thinking that
> I think I'll be getting grades from 1)individual
> conferences with students (I'll need to come up with a
> rubric of what I'm looking for, and have found a few
> by researching the web); 2) weekly response journals
> where strategy use is expected; 3) occasional graphic
> organizers that will be required for use with the
> student's independent reading (I think I'm going to
> use some from Linda Hoyt's "Revisit, Reflect,
> Retell"); 4) once a month book report to the class,
> avoiding the cutesy stuff like mobiles or shadowboxes,
> but possibly giving comp. strategy parameters such as
> having the students share questions they had while
> reading or requiring them to read 2 books by the same
> author and share "author schema" readers would need
> (I'm thinking only once a month for these so they stay
> fresh and aren't boring or "routine"); 5)some sort of
> fluency measure - haven't researched that yet; 6)
> finally, I do want to assess their ability to read a
> passage and answer "teacher-like" questions afterward,
> to be sure strategy work is transferring to
> high-stakes testing-type genre, so I'll give these
> once or twice a month (I think Steck-Vaughn has
> something useful here).
>
> This is what I have so far, and I have no idea if it's
> good or not. But I thought I'd toss it in since no
> one else answered your question.
>
> Everyone else - please chip in here! I could use
> other suggestions too!
>
> Thanks,
> Heather
+++++++++++

> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: RE: [mosaic] MOT,STW and grading
> Date: Mon, 21 Jun 2004 20:40:54 -0700

> Heather - I can feel your energy coming through the list!!! I just
> wanted to let you know there are some rubrics for reading conferences
> and one for written response on the tools page. I printed them out
> earlier today and will be working on this in the next week or two, also.
> Martha/4/5/az
+++++++++

> Date: Tue, 22 Jun 2004 01:00:37 -0700 (PDT)
> From: Michelle York <teacher24_70@yahoo.com>
> Subject: [mosaic] searching archives

> How do you go about searching the archives? I
> see that they're organized by week, but I'm not
> seeing a search feature. Is there a way to
> search for a subject without having to know what
> week it was discussed and then search each e-mail individually?
>
> =====
> Michelle York
> Remedial Reading
> Highland Park Central Elementary
> Topeka, KS
+++++++++++

> From: SuzTeacher@aol.com
> Date: Tue, 22 Jun 2004 04:36:45 EDT
> Subject: Re: [mosaic] MOT,STW and grading
>
> I don't know if "grading" is what you would call this - but I use the MPIR
> assessment from the back of Mosaic of Thought. I teach the students to
strive
> to reach for the higher scores, or in other words, the deepest thinking.
The
> tools page offers a newer version of this rubric.
++++++++++
>
> From: "Dave Middlebrook" <dmiddlebrook@comcast.net>
> Subject: Re: [mosaic] searching archives
> Date: Tue, 22 Jun 2004 07:25:27 -0400

> There's no search feature. You have to search each week, one week at a
> time. To do this, use your browser's search feature. Click on "Edit", at
> the top left of your screen. You'll see a drop-down menu. Click on "find
> on this page". A search box will open up. Type in your search term.
Click
> on "Find" or "Find Next" (different browsers have different labels).
You'll
> either be told that your search term could not be found, or you will be
> taken to the first instance on the page. Click again on "Find" or "Find
> Next" to go to the next instance. Keep clicking until no more instances
are
> found.
>
> It's a blunt tool. Takes time to search all the weeks. But does work.
>
> Dave Middlebrook
+++++++++++

> Date: Tue, 22 Jun 2004 05:08:50 -0700
> Subject: Re: [mosaic] the purpose of this listserv
> From: "Patricia Kimathi" <pkimathi@earthlink.net>

> I use the workbook for quick review of skills and the rest for homework.
> The children are to look for how these fit into our reading or writing
> strategies. This year I will be explict as I point out the worksheets
that
> match the strategies.
> Pat Kimathi
++++++++++++

> Date: Tue, 22 Jun 2004 09:20:15 -0400
> From: "Julie Beebe" <jbeebe@irsd.k12.de.us>
> Subject: [mosaic] Determining Importance

> Carol and Sandi,
> I taught DI for the first time this year to my first graders. I use
mostly Debbie Miller's book when planning to teach a strategy. I usually
read the chap on the strategy I'm getting ready to teach. I also check out
STW and MOT just to cross reference and make sure I've got the big idea.
Debbie Miller's whole DI chap is on non-fiction. As I was reading the
chapter it occured to me that I'd never discussed the theme of any of the
books we'd been reading. So I stopped and worked on theme for a while. I
used only fiction while working on this strategy. I made a story map and
put a circle in the middle with the word theme. The children loved this.
When choosing any strategy to use, they went back to this one. I was amazed
at the thinking that went on. I remeber 15-20 years ago trying to teach the
skill "main idea". It was so hard to get the students to "get it". Now I
think That letting the students do their own thinking makes so much more
sense instead of the multiple choice stuff we did so long ago. Anyway, it
occ
> ured to me that Aseop's Fables are a good way to start this unit. What's
the moral of the story? What is the author trying to tell or teach you?
>
> Is this thinking off the mark? Are theme, main idea and importance the
same thing?

> Julie Beebe
> NBCT 2001
+++++++++++

> From: "Kelley Kennedy" <kelleyken@msn.com>
> Subject: Re: [mosaic] MOT,STW and grading
> Date: Tue, 22 Jun 2004 08:26:43 -0500
>
> Wonderful ideas, Heather. I'm printing out your e-mail right now! Have =
> you read "On Solid Ground" by Sharon Taberski? There are excellent =
> ideas for assessment. The one that may help with fluency is her =
> suggestion of showing kids running records as you confer with them. =
> Then they know exactly what they need to work on; plus, they get =
> excited to see all the tick marks for correct words. I tried that this =
> year with my second graders and it was pretty powerful.
>
> There is also an oral reading rubric at the 6+1 Traits web site: =
> http://www.nwrel.org/assessment/scoring.asp?odelay=3D3&d=3D2
>
> This has been helpful to me in the past.
>
> Kelley
++++++++++++

> From: "Judy Mazur" <jvmazur@comcast.net>
> Subject: Re: [mosaic] Determining Importance
> Date: Tue, 22 Jun 2004 06:50:17 -0700

> I teach a lot of DI concepts with nonfiction, too, but this year I found,
> like Julie, that it works well to discuss theme under the umbrella of DI.
I
> was just reading the revered Pearson last night (his research was
> inspiration for Keene) and he lumped theme/main idea/topic/etc. altogether
> under DI. So Julie, I'm thinking right along with you about DI and I hope
> you're not off the mark, LOL.
>
> I remember Ellin Keene saying a few good books could be used over and over
> for strategy instruction. How interesting that you, Julie, selected
Aesop's
> Fables to teach author's message/moral/DI. For the last few years I've
used
> fables to teach Inference. I think this is just one more example of how
our
> strategic thinking overlaps from one strategy to another, how strategies
> interweave and work together. What do you think?
>
> judy3ca
+++++++++++

> From: RR1981@aol.com
> Date: Tue, 22 Jun 2004 09:53:53 EDT
> Subject: Re: [mosaic]
>
> In a message dated 6/22/2004 8:10:28 AM Eastern Daylight Time,
> pkimathi@earthlink.net writes:
>
> > I use the workbook for quick review of skills and the rest for homework.
> > The children are to look for how these fit into our reading or writing
> > strategies. This year I will be explicit as I point out the worksheets
that
> > match the strategies.
> >
>
> My students are not allowed to write in the workbook. So I tend to use it
> less, as I have to make copies of everything.
>
> Rosie
++++++++++
>
> Date: Mon, 21 Jun 2004 10:24:34 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: Fw: [mosaic]

> At 07:08 AM 6/21/04, you wrote:
> >I am bothered by the workbook mentality which our heretofore brilliant
> >Curriculum Director has adopted.
>
> Can you use these pages as homework?
>
> > How do I use HM in the way I know best from years of assistance
> >from the brilliant thinking of Mmes. Keene, Harvey, Goudvis, and Miller?
> >How do I remain true to what we are learning together?
>
> If, as I presume from reading the HM posts recently, the basal does cover
> the strategies, albeit in limited form, is it possible to:
>
> 1) rearrange the text so that you go through stories using the same
> strategy, together?
>
> 2) ignore the strategy lessons in the text and use it, and your
> read-alouds, to teach the strategies in a more complete way?
>
> 3) use some of the stories from the basal, skipping others and
substituting
> your own texts used formerly to teach the same strategy?
>
> 4) have an intense time of strategy study, to firmly cement the
strategies,
> and then supplement with the basal stories? (I'd recommend Tanny's
> strategy song CD to help.)
>
> Susan Nixon
> John F. Long School
> 3rd grade
++++++++++

> Date: Tue, 22 Jun 2004 10:56:41 -0500
> From: "Grace Strahan" <gstrahan@clay.k12.ms.us>
> Subject: Re: [mosaic] Book Recommendation

> Fish is a good book to use. There is also a video that goes well with
> that book. The video shows the fish market the book is based on.
>
> You might want to try Who Moved My Cheese if You are talking about
> changes within your school/district.
>
> Grace
> K-3 Literacy Coach
++++++++++++
>
> Date: Tue, 22 Jun 2004 09:07:08 -0700 (PDT)
> From: Carol Meyer <schoolteacher52342@yahoo.com>
> Subject: [mosaic] Subject headings

> I don't want to sound too picky folks but can you please make sure you are
changing your subject headings when you reply or send emails. There have
been several that say "The purpose of this listserv" but that's not what's
in the body. Some of us pick and choose what to read due to volume and
time, but if the subject headings aren't changed we may miss something
really interesting. Thanks.
>
> Carol/K/Iowa
++++++++++
>
> Date: Tue, 22 Jun 2004 09:09:41 -0700 (PDT)
> From: Carol Meyer <schoolteacher52342@yahoo.com>
> Subject: [mosaic] Setting up a MOT classroom
>
> I had asked this question before and never got an answer so I'm going to
pose it again.
>
> I will teach Kindergarten this fall and want to bring the MOT philosophy
into the school. It's not there yet. If you were in this situation, what
would you do? How would you set up your classroom? How would you introduce
it to your co-workers? OR would you just do it and let them see the
fantastic results.
>
> Carol/K/Iowa
+++++++++++++
>
> Date: Tue, 22 Jun 2004 09:34:56 -0700 (PDT)
> From: DONALD EVANS JR <evansjrdon@sbcglobal.net>
> Subject: Re: [mosaic] Setting up a MOT classroom

> Hi Carol,
>
> I teach on the other end of the age spectrum from you, 8th versus K, but 5
1/2 years ago when I started teaching strategies I just waded in. All you
can really do is start from where you are and take the next step.
(Vygotsky's zone of proximal development paraphrase.)
>
> I didn't worry about getting buy-in from other teachers, but before long
the principal was referring other teachers to me as a model, and I've had
several professors from the local college take a field trip to my classroom.
This was mostly to see Readers and Writers Workshop being used, not as much
as the strategy instruction, but they go together.
>
> So, my advice is to launch out (get in over your head), then stop, get
your bearings, rechart your course, and launch out again, and again... (This
has been my MO. I call it "Don's method of aggressive muddling," and it
seems to work.
>
> Regards,
Don
>
> PS: The authors in MOT assume that most of their readers have set up a
readers/writers workshop model in their classrooms, and that strategy
instruction is a complementary component in the readers workshop especially
as taught via "mini-lessons." Perhaps what you need to do is some reading on
setting up a readers workshop in your classroom. Then the MOT fits in. Hope
this helps.
+++++++++++

> From: FEARNOT24@aol.com
> Date: Tue, 22 Jun 2004 15:36:26 EDT
> Subject: [mosaic] An Activity I have My Kids Do With Basal Stories

> Hi Everyone!
> I have been reading the posts about schools returning to the use of basals
o=
> r=20
> changing basal series or what to do with a basal and the worksheets, etc.
I=
> =20
> was faced with that a few years ago when our building adopted the
Scholastic=
> =20
> Literacy Place series (2000). I had heavily invested in the Harvey
Daniels=20
> model for literature circles, complete with transitioning the kids off of
th=
> e=20
> role sheets once they understood the roles and were able to carry on
team=20
> discussions without the role sheets as an aide......Anyway, my principal
is=20=
> wise and=20
> knows that seasoned teachers have the ability to pull the best from one
thin=
> g=20
> and blend it with the best from another to create a learning experience
that=
> =20
> is superior to anything done in isolation......so I have been able to
contin=
> ue=20
> to use Novel Teams in my class as well as using the Lit. Place basal,
making=
> =20
> adaptations as necessary.....no police here!!! Thank heavens!!! Below
you=20
> will find a discussion guide I developed for use with BASAL
stories......it=20=
> pulls=20
> much of what we do in lit circles but has the kids carry those things over
t=
> o=20
> their basal stories as well....I teach 4th grade but have to think this
coul=
> d=20
> be used in 3-6th........Hope it is of some value to somebody!!!! I would
lov=
> e=20
> to hear from the die-hard Mosaics as to how well it fits Mosaic=20
> skills/strategies or how you would change it to better fit.....I am in a
lea=
> rning mode here=20
> with the group......Oh, I have the kids prepare this over a three day
period=
> ,=20
> then they have team meetings for their basal stories, using this guide
to=20
> help them process the stories......The format will likely not stay as it
sho=
> uld,=20
> but you can see the content......
> Thanks
> Robert
> Name/ID___________
> Literacy Place Team Discussion Guide
> Book Title_______________Pages________
> 1 Vocabulary Word:________________________________found on page____
>
Definition:_________________________________________________________________
=
> __
> ________________________________________________________
> 2 Vocabulary Word:________________________________found on page____
>
Definition:_________________________________________________________________
=
> __
> ________________________________________________________ 3 Vocabulary=20
> Word:________________________________found on page____
>
Definition:_________________________________________________________________
=
> __
> ________________________________________________________
> 4 Tell how you feel about the main character and why you feel that=20
> way:_______________________________________________________________
>
____________________________________________________________________________
=
> __
>
____________________________________________________________________________
=
> __
> __________________________________________
> 5 A unique connection that I made to this text is______________________
> _________
>
____________________________________________________________________________
=
> _______________________________________________
> 6 My favorite phrase or sentence in this story is found on page _______.
> (Copy the phrase or sentence here)__________________________________
>
____________________________________________________________________________
=
> __
> ______________________________________________________=20
> __________________________________________________________________ I like
th=
> is part=20
> because_____________________________________________
>
____________________________________________________________________________
=
> __
> ______________________________________________________
> 7 The most significant message/lesson learned in the story is __________
> __________________________________________________________________
>
____________________________________________________________________________
=
> __
> ______________________________________________________
> 8 This is the question I will ask the team that I don=E2=80=99t think
anyone=
> else=20
> will think to ask:___________________________________________________
>
____________________________________________________________________________
=
> __
> ______________________________________________________
> 9 What did the author do to grab your attention and keep you hooked in
this=20=
> =20
> story?________________________________________________________
>
____________________________________________________________________________
=
> __
> ______________________________________________________
> 10 Write a 4-6 sentence summary of this story. _______________________
>
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> __
> ____________________________________________________
>
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=
> ____________________________
>
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=
> __
>
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>
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>
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>
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>
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>
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>
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>
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> ____________________________________________________________
> On a full sized, plain white sheet of paper, draw a COLOR illustration for
a=
> n=20
> important event in this part of the story. Put your name/ID on the back .
D=
> o=20
> not staple it to this sheet when you turn it in.
++++++++++

> From: mimosa22@comcast.net
> Subject: Re: [mosaic] reciprocal teaching
> Date: Tue, 22 Jun 2004 21:40:40 +0000

> Hi Martha,
> Thanks for sharing your reflections. They sound very much like my own.
Each year I feel like I am getting better at teaching the strategies, but
also have so many areas in which I would like to improve!
> Reciprocal Teaching is one area I am going to read up on this summer. A
colleague of mine at school will partner with me next year as a study buddy
to try to implement this strategy. I like the idea because the strategies in
reciprocal teaching can be adapted into a lit circle format. I also hope to
incorporate it into guided reading/small group instruction (another area I
seek to improve). As you noted, the four strategies used are in sync and
sometimes the same as MOT (making predictions, asking questions, clarifying,
and summarizing). I may give it a try with summer school next month.
>
> I have a book entitled Reciprocal Teaching at Work by Lori D. Oczkus
(published by IRA). Our departing LA curriculum supervisor (hi Susan!) gave
it to me and it looks very promising.
>
> I hope this isn't considered off topic, as I would be very interested in
your experiences with this!
>
> Maura (who finsihed with my third grade students today!)
+++++++++++

> From: "Ginger/Rob #2" <rogida@foxvalley.net>
> Subject: [mosaic] TOOLS PAGE info
> Date: Tue, 22 Jun 2004 16:52:50 -0500

> We have discovered that if you are using Internet Explorer for a browser
you
> will probably have trouble accessing the TEACHING TOOLS documents after
> getting to one file just fine.
>
> The solution is still a mystery, as some I.E. users are not having this
> problem.
>
> My personal solution was to download, for free from www.netscape.com,
> Netscape 7.0 and now I have no trouble getting files to open on the TOOLS
> page.
>
> Another temporary (hopefully) solution is to first SAVE to your desktop
the
> file you are wanting- INSTEAD of opening it directly by clicking on it.
> Once you have viewed it from your desktop, you can then move it to the
> recycle bin.
>
> Once again, I apologize for this inconvenience.
>
> Ginger
> moderator
++++++++++

> From: CNJPALMER@aol.com
> Date: Tue, 22 Jun 2004 20:04:40 EDT
> Subject: [mosaic] metacognition study
>
> Hey Ginger, Can you give some more details on this?
> Jennifer
> The second year we were reading MOT as a staff and I realized that the
kids
> didn't know HOW to think so I started with an intense Metacognition Study
> BEFORE jumping into my Schema Study. That really made a difference with
the
> depth of thinking we were able to access the rest of the year.
+++++++++++
>
> From: CNJPALMER@aol.com
> Date: Tue, 22 Jun 2004 20:17:05 EDT
> Subject: Re: [mosaic] Determining Importance
>
> I used Arnold Lobel's Fables and they worked great for determining
importance
> and inferring. I used them with fourth and fifth graders and they really
> enjoyed them.
> Jennifer
> Maryland

> I remember Ellin Keene saying a few good books could be used over and over
> for strategy instruction. How interesting that you, Julie, selected
Aesop's
> Fables to teach author's message/moral/DI. For the last few years I've
used
> fables to teach Inference. I think this is just one more example of how
our
> strategic thinking overlaps from one strategy to another, how strategies
> interweave and work together. What do you think?
>
> judy3ca
++++++++++++

> From: <milesandtannymcgregor@fuse.net>
> Subject: [mosaic] Tanny's Reading Strategy CDs
> Date: Wed, 23 Jun 2004 1:14:47 +0000

> MOT friends,
>
> Thanks for all of the recent inquiries about our CDs. Miles and I are
thankful that so many teachers and students are enjoying our music as they
explore the comprehension strategies.
>
> Here are the answers to the most frequently asked questions:
>
> Yes, we do accept purchase orders. We need a p.o. # before we can process
your order, however.
>
> Yes, we have other CDs available. Just email us offline for more info.
>
> Yes, we can work with you to meet deadlines (for workshops, retreats,
etc.). Most orders can be shipped within 24hrs. Shipping is still FREE!
>
> The TOOLS PAGE has information about our "Reading Strategy Songs" CD and
our "Writing Traits Songs" CD.
> Thanks to Susan Nixon for her recent "endorsement"!
>
> OHIO TEACHERS: Ellin Keene will give the keynote address at the Fall
OCTELA Conference in Dublin! Miles and I will be there as vendors.
>
> Thanks for your continued support!
>
> Tanny
>
>
> Miles and Tanny McGregor
> 231 Eastwick Drive
> Cincinnati, OH 45246
> milesandtannymcgregor@fuse.net
++++++++++

> From: "Carrie Becker" <pigsrock@hotmail.com>
> Sent: Monday, June 30, 2003 8:33 AM
> Subject: [mosaic] metacognition article
>
> Promoting Learning...
> by Dr. Marvin Marshall
>
> Metacognition
> Thinking about Thinking Is Essential for Learning
>
> http://teachers.net/gazette/JUN03/marshall.html
>
> This is what we are teaching our kids through the strategies...just
another
> article to support why we're doing what we're doing!
> --Carrie :)
+++++++++

> Date: Tue, 22 Jun 2004 18:38:25 -0700
> From: CArol Lau <cllc@comcast.net>
> Subject: Re: [mosaic] MOT,STW and grading
>
> Keene has revised this assessment and has the new one available. Is it
> on our Tools page?
+++++++++++
>
> From: "Ginger/Rob #2" <rogida@foxvalley.net>
> Subject: [mosaic] metacognition study (long)
> Date: Tue, 22 Jun 2004 21:13:57 -0500

> Here are snippets and thoughts from previous emails about my metacognition
> study.
> If my kids have never had explicit instruction on "thinking about their
> thinking"
> (metacognition) then I spend time doing this.
> ----------------------------------------------
> I tend to be very methodical about my teaching since I am still finding
my
> way
> in this. The first year I read Mosaic I jumped right in with connections.
> After rereading it I realized that I needed to go way back and explicitly
> teach METACOGNITION. I spent a couple weeks having them get in touch with
> their "little them" who sits on their shoulder and "catches" them being
> metacognitive. Always LISTENING for their discussion they should be
having
> in their heads as they read. I modeled my thinking aloud with everything
I
> read. I even started modeling my thinking aloud when doing math. We
defined
> metacognition as "thinking about your thinking" and they reported back to
me
> in various way (post its, reflective written pieces, conferences,
etc.)their
> use of it as a reader. Eventually I sent them off to read independently
and
> their purpose was to sit their "little them" on their shoulder, shake
hands,
> and REALLY be metacognitive as they read. They shared their experiences
> back whole group, then small group, then partners. I continued to model
and
> name myself being metacognitive when I was. I'd often stop my reading
aloud
> and talk to myself about what I was reading. Then I would set down the
> book, look out at them and say, "See how I talk to myself as I read. I
> don't just read word after word after word without pausing to think and
have
> a discussion with myself. I am doing it out loud so you can hear what my
> discussions sound like inside my brain. I am being metacognitive."
>
> I realized also that my students were not always AWARE of if they were
> understanding what they were reading or not. That became my second study
> focus. I did the finger one and finger two idea talked about in MOT.
> Before I actually taught it to my students I started doing it myself as I
> was reading aloud to them. I would hold up one finger just next to the
> book. When I got to a part that was confusing or where I found my mind
> wandering or that didn't make sense I switched my finger to two fingers
out.
> Without saying anything I would talk out loud like, "Oh, that doesn't make
> any sense. I need to go back and reread that part." I would reread it
and
> if that helped me understand that part I put back up just one finger. If
> not, I would say, "Well, that didn't help. Now I am going to read on a
bit
> and see if that helps me out." I would read on a bit and if that helped
me
> I would put back up one finger. If that didn't help me, (so I was still
> holding up 2 fingers) I would say, "Well, rereading didn't help me,
reading
> on didn't help me, so now I am going to have to find someone to ask
because
> I can't go on if I don't understand this part." I would then ask my
> assistant and she would explain that part to me. **This is NOT used when
> coming across tricky words. Words I could not READ. Just for passages I
> was not understanding. I did this naturally for a few days. Then one day
I
> asked if anyone had noticed me doing anything unusual with my fingers as I
> was reading these past few days. Of course they had. I had them tell me
> what they SAW me doing and what they HEARD me saying. We refined what it
> was I was doing and saying so we all had a common understanding of it. We
> talked about WHY I was doing it: because readers need to understand what
> they are reading to fully enjoy or learn from the words. That a book will
> be more rewarding if it makes sense to the reader. That that is what GOOD
> READERS DO!!! They don't just keep reading or put the book down when they
> don't understand it. (Of course we did talk about exceptions!!! :) )
From
> that point on they were to hold out one finger when I was reading aloud
and
> switch it to two fingers when they were confused. I stopped during those
> times and reread, read on, and then explained it to them if need be. Then
> they all practiced this on a whole group text and then independently using
> post its to mark when they used the HELP strategy as we called it. They
> would write HELP at the top of the post it. Under it they would write in
a
> list: reread, read on, ask. If they found themselves being confused or
> distracted they placed the post it note at that point and crossed off what
> they tried in that order and circled where they got back their clarity.
>
> Who knows if this was worth the time, but I do know that at least they
were
> talking the talk about how important it is to be aware (metacognitive) if
> they are understanding their text or not. And that books are supposed to
> make sense and are not just words on a page to be read one after the other
> for no reason.
> --------------------
> I found I had to really tell my kids that any one can read the words in a
> story. But that that does not make them a good reader. You should have
> seen their eyes!!! I have very strong word readers. I told them that
> unless they stop and THINK AS THEY ARE READING and have a discussion with
> the story in their heads, they really are not a good reader. Only a few
> kids said that they do that already. So when I am reading aloud
> I am stopping a lot and saying things like, "I'm thinking the
> author means that ......." or "I bet that means...." or "Hmmmmmm, I am
> confused here. I need to reread that part." I even tell them that since
> they can't look inside my head and hear my thinking, I will be saying it
all
> out loud. I read a bit, then put the book down and then say, "Now I'm
> thinking that....." "See how I talk to myself as I am reading and I don't
> just read word by word by word and keep going?" "That's what good readers
> do. They stop and take time to "catch" the thinking in their heads and
they
> MAKE SURE they think ALONG THE WAY. That's called being metacognitive"
> "Maybe you guys could try that when
> you are reading at home and at school. See if you can "catch" your
thinking
> AS you are reading. But you'll have to stop every once in a while so your
> thinking can come out."
>
> I know it interrupts the flow of the reading but my focus and TOTAL POINT
> right now is for them to SEE and HEAR me thinking aloud. So I may only
get
> through about 4-5 pages in the book each day but the groundwork I am
laying
> is VERY IMPORTANT for the rest of the strategy work we will be doing.
> ----------------
> When I started to change my teaching I just
> jumped into the schema study and taught the three connections (remember
that
> schema has four parts: text connections, schema for authors, schema for
text
> types, and building/revising/developing schema when it is missing) it
seemed
> that my kids were missing the point. I hadn't done the work prior to the
> schema study with them about even HEARING their voice inside. And they
> didn't know
> when they were understanding or not understanding what they were reading.
> The
> part of "Is this making sense to me or not?"
>
> So the second year I DID take
> a few steps back and spend a couple weeks on introducing
> metacognition (they LOVE using the real words!) and doing a LOT of
modeling
> MYSELF in front of them about MY OWN thinking that I now hear as I read.
It
> is the thinking out loud piece that is often so awkward at first (for us)
> but the MOST crucial piece for their understanding.
>
> So for example, I might
> read them a picture book and just pause naturally and think out loud as my
> thoughts bubble up. At THAT point I do NO teaching of text connections.
> Nor do I say, "I have a text to self connection............" I just
> casually share my thinking OUT LOUD for them as I am reading. I read to
> them just for the sake of enjoying the story but I add in my thinking.
>
> After a few days of that, I literally tell them that today is MY day to do
> the work. Their job is to sit and watch what I do and listen to what I am
> saying. I tell them that I will be asking them to share what they saw me
> doing and what they heard me saying. I also tell them how they will know
> when I am reading the words in the book, and when I am sharing my
thinking.
> ("I will hold the book up for you all to see as I am reading. But when I
> set the book on my lap, that is the clue that I am about to share my
> thinking with you out loud. The thinking I am doing in my head that no
one
> else can hear. But I want you to listen in on MY thinking because that is
> what good readers do. They think about what they are reading. That is
> called
> being METACOGNITIVE") It's VERY
> important that they can tell the difference, especially at the primary
> grades. So they don't think your thinking aloud is really just you reading
> more text to them.
>
> After I read the story I ask them to tell me what they saw me
> doing. (example: "You stopped reading and told us what you were thinking
> after the part where...." or "You asked a question after reading ......."
> or "You didn't just read the words and put the book down." "You thought
> about what you were reading.") If they don't come up with those type of
> responses, I restate what it was I was modeling for them. So I read and
> think out loud for them. This is when you can remember to pull in books
you
> can reread later for t-s and t-t.)
>
> So after a few days of ME just doing the
> work, I ask them to share their thinking as I read TO THEM. Just whatever
> was bubbling up in their minds (or what their "little them" caught them
> saying
> inside their head)
> -------------------
> Once kids can hear the voice in their head thinking as they are reading
they
> will be better able to do the strategy work because they will be
> metacognitive from this point forward. It becomes natural and that is how
> they integrate the use of all the strategies- letting questions come up as
> they have them, experiencing the sensory images in their texts, inferring
> deeper meanings, connecting to their own schema, synthesizing
understanding
> as they read with stamina, and determining the authors message/getting
what
> is important. All of it is metacognition.
>
> At our curriculum night I asked parents to support what I am doing by
> thinking out loud at stopping points when reading to their children.
> Whatever comes to their minds. I wish I would have modeled it for them on
> the spot. Why didn't I think of that????? DUH!!! Maybe I should have
them
> in again to do that???? Imagine the power in that??? Each time you are
> starting a new strategy study- have the parents in to model how it looks
and
> sounds. Probably not a bad idea.
>
> Thinking aloud is one of the MOST POWERFUL gifts we can give our students.
> -----------------
> I hope this explains how I see a metacognitive study. Using ALL of the
> strategies IS being metacognitive.
> But it's this explicit teaching that I skipped right over my first year.
> And after adding that in,
> I can always remind them as they are reading to listen to their little
voice
> inside/be metacognitive and they KNOW what I mean.
>
> I know many more of us do something with metacognition at the beginning of
> the year.
> Let's all share what we do. So we can all learn more.
>
> Ginger
> moderator
> moving from grade 3 to grade 4
+++++++++

> Date: Tue, 22 Jun 2004 22:11:42 -0500
> From: "Andrea Jamison" <jamisona@lawson.k12.mo.us>
> Subject: Re: [mosaic] Metacognition and beginning of the year

> I am a fan of Fleischman's book titled WESTLANDIA. I'm not sure how it
> would fit with decorating, although it has possibilities,....but the
> depth of thinking in the story would set the bar high early in the year
> for the quality of read-alouds in your classroom. It's a picture book
> and tells about a boy that has a tremendous imagination and ends up
> creating his own civilization based on his imaginations. Hope this
> helps.
> Andrea Jamison
> Southwest Elementary
++++++++++
>
> Date: Tue, 22 Jun 2004 21:07:30 -0700 (PDT)
> From: Carol Meyer <schoolteacher52342@yahoo.com>
> Subject: Re: [mosaic] Setting up a MOT classroom (Thanks for advice)
>
> Thanks Don and PJ for the advice. I just recieved in the mail the book
"Reading with Meaning" and so far I like what I read and it will probably
help in the long run. All I can do is try. The good thing is that one of
the preschool teachers was in the MOT class with me, maybe we can change the
world one ECer at a time. Carol/K/Iowa
+++++++++
>
> From: "Donna Baker" <baker@sprint.ca>
> Subject: Re: [mosaic] Tanny's Reading Strategy CDs
> Date: Wed, 23 Jun 2004 05:01:47 -0400

> Just another note from a fan of these CD's. I just received mine and love
> the way that they consolidate what the kids are learning about the
> strategies. What a great way to start a strategy study, by having the
kids
> learn the song and tune. I can just imagine kids humming or singing the
> tunes and words softly to help them remember and use the strategy. The
> familiar tunes are easy for all to learn. I would highly recommend them.
>
> I also ordered the writing traits songs, and they are great as well.
>
> Thanks Tanny for sharing these with us.
> Donna Baker
++++++++++
>
> Date: Wed, 23 Jun 2004 05:35:32 -0700
> Subject: Re: [mosaic] Metacognition and beginning of the year
> From: "Patricia Kimathi" <pkimathi@earthlink.net>

> Heather,
> I really like this idea. I am going back to my third grade classroom for
a
> week. I would love to look at a way to incorporate this into my room.
>
> I also like the idea of starting with metacognition. This is one area I
> feel I really need to improve. Would I find suggestions for books to
> start this unit in the archives or can someone suggest a few. I would
like
> titles of pictures books, read-a-louds, and a novel I could use to teach
> this strategy.
> Thanks,
> Pat Kimathi
++++++++++
> From: "Cathy Semkin" <cathy@iland.net>
> Subject: Re: [mosaic] metacognition study
> Date: Wed, 23 Jun 2004 07:52:00 -0500

> Ginger,
> I am wondering about modeling a rudimentary way of incorporating a "plan"
> for using those metacognitive thoughts along with modeling metacognition.
> Would this be too much at one time?
> Cathy
+++++++++++

> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: RE: [mosaic] Metacognition and beginning of the year
> Date: Wed, 23 Jun 2004 07:08:50 -0700

> Hi, Pat! Metacognition is an area that I am going to pay a lot more
> attention to at the beginning of this year also (I know I said this last
> summer, too) combined with fix-up strategies. I talked to Ginger last
> night a little off list and she was like - you have to write in about
> what you do - BUT - what I do is print out her post and try to recreate
> it in MY room with MY kids! So, not too much different to share.
> Plus, with having my student teacher last fall and feeling so
> discombobulated (how's that for word choice, Robert?!) from that, I can
> hardly remember exactly what I did. BUT, what I do remember is that I
> want to combine it with fix-up strategies more. Once we recognize that
> we've lost meaning, what do we do? Far into the year, I would have kids
> come for conferences who had obviously lost meaning and done nothing to
> fix it up. Now, I know that metacognition is more than just focusing on
> whether you're understanding or not, but for me, I think this is what
> I'm going to focus in on at first. Just try really hard to get the idea
> across that reading is supposed to make sense and if it's not we can't
> just keep going. There are strategies for when this happens. I loved
> Ginger's idea of having them use post-it notes to indicate when they
> lost meaning and what strategy they used to fix it up. I ALWAYS go too
> fast.
>
> One book I used on the first day of school last year and plan on using
> again this year is Nightjohn (I think it's all one word) by Gary
> Paulsen. I editted out some parts fairly heavily that I thought were
> too mature or disturbing for 4/5 students, but shared most of the story
> intact. It is the story of a slave who had escaped and learned to read
> and how he risks his life to come back and teach other slaves how to
> read. He gets caught and is punished. He runs away again, but still
> returns in the night to continue his reading lessons. It is a short
> chapter book and I think I read it all in one day. What I'm going to do
> differently this year is incorporate Turn and Talk with my reading. I
> pretty much did it as a read aloud last year and talked about why I
> shared the book. Way too much focus on my thinking, not theirs!!!!
>
> Martha/4/5/az
++++++++++
>
> Date: Wed, 23 Jun 2004 07:44:06 -0800
> From: Katharine Klevinskas <katha@syix.com>
> Subject: [mosaic] Tanny's Reading Strategy CDs
>
> Just in case there are teachers out there who don't know: These CDs that
> Tanny and her husband make are just great! Not only do the kids enjoy
> them, sing along, and repeat the refrains (sp?), but they serve to help
me
> focus my instruction.
>
> I can't recommend them enough.
>
> Katharine/1st/N.CA
+++++++++

> From: "Jeannie Hughes" <jhughes4@cogeco.ca>
> Subject: Re: [mosaic] Tanny's Reading Strategy CDs
> Date: Wed, 23 Jun 2004 15:58:56 -0400

> I will be teaching Grade five this fall. Are these CDs appropriate for
this
> age level as well?
+++++++++

> From: "Ginger/Rob #2" <rogida@foxvalley.net>
> Subject: [mosaic] to Cathy/metacognition
> Date: Wed, 23 Jun 2004 16:10:08 -0500

> Cathy can you say more about what you are thinking regarding incorporating
a
> "plan" for using their metacognitive thoughts?
> Ginger
+++++++++

> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: [mosaic] FW: metacognition
> Date: Wed, 23 Jun 2004 14:46:02 -0700

> Hi, everyone! I've spent most of today, cleaning my desk at home and
> had a folder just filled with things I've printed out from the list. I
> kind of sorted it according to strategy and came up with a couple more
> thoughts about metacognition. Last December, Ginger shared a list her
> kids came up with of things they caught themselves doing as they read.
> One was - read a little text - STOP AND THINK - read a little text -
> STOP AND THINK. I think this is so important because sometimes kids
> just keep reading without ever pausing to think. I find myself doing
> this sometimes and have to go back to reread. Along with this goes
> another child's sharing - slowing down my reading rate when I am just
> reading words and not thinking. Somewhere (probably on this list) I
> read about there being two different kinds of voices that can occur in
> our head when we read. Maybe Debbie Miller talks about this. I've lent
> out my book. I'm probably going to get this wrong, but one voice is the
> reading voice, the one saying the words. The other voice is our thought
> voice, responding to the words. Something like that. Sound familiar to
> anyone else? Anyway, we need to let the kids know they should be
> hearing this "thought voice" and if they realize they haven't in a while
> they need to STOP AND THINK.
>
> Another thought I came across. Kids need to know it is OK to be
> confused. Kids sometimes think that good readers don't get confused.
> They need to know that all readers get confused at times and the
> difference between a good reader and a not so good reader is recognizing
> when a breakdown in understanding occurs and implementing a fix-up
> strategy.
>
> Another idea I came across was shared by Marcia, two years ago, but it
> is a great one and I'm planning on trying it this August. I copied and
> pasted it from the archives below.
>
> Our first real work with MOT was a 2 - 2 1/2 week focus on
> Metacognition.
> As Ginger has pointed out in her past posts, taking the time to talk
> about
> "thinking about our thinking" has been well worth the time. For our
> introductory anchor lesson, we used an old bridal shower-type game. One
> of
> the students went out of the room while I explained to the students what
>
> would be happening. The student, Natalie, was going to come around and
> show
> them a tray of things. Their job was to "think and notice." That's all I
>
> said. Naturally, they were all very focused on the 10 - 15 school supply
>
> type objects on the tray. Natalie went around the circle twice and then
> left the room with the tray. Naturally, because they were thinking
> mainly
> about the tray, they could name almost all of the objects. However, they
>
> could not answer some basic questions about Natalie -- what she had on,
> what
> she said when she came in, eye color, etc. We talked about how they were
> so
> busy thinking about the tray, that Natalie slipped right by them. The
> link
> . . . readers are so often thinking about the words (tray), that the
> story
> (Natalie) slips right by them. In order to really be reading, you can't
> be
> so focused on the words that you miss the story. They really seemed to
> get
> that. We came back to that experience again and again throughout the
> study.
> One of my favorite quotes was when one of the kids said, "you know -- I
> don't think I was really reading this summer because I wasn't doing a
> lot of
> thinking!" Yes! :) After lots of modeling and eye-to-eye, knee/to/knee
> sharing, we moved into coding with post-its and then a "thinking tracks"
>
> response sheet.
>
> Well, that's all for now. Back to work! Hope this is helpful to
> someone!
>
> Martha/4/5/az
+++++++++

> From: "Ginger/Rob #2" <rogida@foxvalley.net>
> Subject: [mosaic] how do I know I'm stuck?
> Date: Wed, 23 Jun 2004 17:43:40 -0500

> Cris Tovani, in her fabulous book: I Read It But I Don't Get It (published
> by Stenhouse), has a perfect section about this.
>
> "Once students acknowledge that they can and should be in control of their
> reading, they need to know when they are confused. There are indicators
> that help readers know when confusion or mind wandering is setting in.
Many
> students don't recognize they are confused until it is too late. If
> students can recognize signals that indicate confusion, they can stop
> temporarily and decide how to help themselves." (p.37)
>
> She teaches her kids 6 signals to look for when they are reading. I am
> quoting from page 38.
>
> "1. The voice inside the reader's head isn't interacting with the text.
>
> Readers have two types of voices in their head as they read.
> One of them reciting the text. The other has a conversation with the text,
> in a sense talking back to the words on the page. Sometimes it asks
> questions. It can agree or disagree with the content. This voice
interacts
> with the ideas on the page. When reads only hear themselves saying the
> words, they are confused or bored and won't remember what they have read.
>
> 2. The camera inside the reader's head shuts off.
>
> Good readers have a video camera playing inside their head as
> they read. When the camera shuts off and the reader can no longer get a
> visual image from the words, it is an indication that meaning has been
> interrupted.
>
> 3. The reader's mind begins to wander.
>
> Good readers catch themselves when they are thinking about
> something unrelated to the text. Thinking about something far removed
from
> the material is a signal that readers must reconnect with their reading.
>
> 4. The reader can't remember what has been read.
>
> Good readers can usually retell some part of what they have read.
> If they can't remember anything at all, it is a signal they need to go
back
> and repair meaning.
>
> 5. Clarifying questions asked by the reader are not answered.
>
> Good readers ask literal questions to clarify meaning. When these
> questions don't get answered, it is an indication that the reader needs
more
> background knowledge or is not focused on the text.
>
> 6. The reader reencounters a character and has no recollection when that
> character was introduced.
>
> Good readers keep track of characters and know who they are. When
a
> reader reencounters a character and has no recollection who that character
> is, it is a signal that the reader wasn't paying attention and needs to
> repair something that has caused meaning to break down." (p. 38)
>
> She goes on to write more about how she talks to kids about this and what
> they should be listening for when they are talking back to the text.
>
> This book's subtitle is: Comprehension Strategies for Adolescent Readers.
> But many of us who do not work with this age group have read this book and
> LOVED IT!!! Cris has a way of making you feel like she is sitting right
> beside you talking to you personally as you read her books.
>
> She has a brand new 4 video set out from Stenhouse called: Comprehending
> Content. Here is the link:
> <
>
http://www.stenhouse.com/storefront/scripts/product/ProductView.asp?prodID=0375>
> She also has a 4 video set called: Thoughtful Reading that is the
companion
> set to her latest book:
> Do I Really Have to Teach Reading? Content Comprehension, Grades 6-12
> <
>
http://www.stenhouse.com/storefront/scripts/product/ProductView.asp?prodID=0369>
>
<http://www.stenhouse.com/storefront/scripts/product/ProductView.asp?prodID=
> 0376>
>
> The video sets are pricey, ($395.00) for 4 tapes, but if you can get you
> district to purchase them, then buildings can share them. We just used
these
> tapes in our graduate course and seeing Cris in action and hearing how she
> talks to kids is something every teacher needs to witness.
>
> Keep up the talk.
> Ginger
> moderator
> grade 4
++++++++++

> From: <milesandtannymcgregor@fuse.net>
> Subject: Re: Re: [mosaic] Tanny's Reading Strategy CDs
> Date: Wed, 23 Jun 2004 22:56:17 +0000

> Jeannie,
> Thanks for your interest in our CDs. I have used these songs with 5th
graders; they love them. At first, some kids will act like it is silly to
sing in class, but they are the ones who will beg to sing after a week or
two! I always tell them that if they are not "singers" that they can just
listen to the CD....most kids join in, anyway!
>
> Let us know if you have other questions. I can send other teachers'
endorsements to you, as well as a brochure if you are interested.
>
> Hope to hear from you!
> Tanny
+++++++++++

> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: RE: [mosaic] how do I know I'm stuck?
> Date: Wed, 23 Jun 2004 15:56:34 -0700

> I KNEW I had read about the two voice thing somewhere!
+++++++++

> From: "Elisa Waingort" <gjimenez@ecnet.ec>
> Subject: Re: [mosaic] metacognition study (long)
> Date: Wed, 23 Jun 2004 18:31:39 -0500

> Ginger,
> Thanks for reposting these thoughts from your previous emails to the list.
> It is very helpful to have it all in one place. I think what you say here
> about metacognition is so important and it gives everyone a good starting
> place for doing specific strategy study later on. I am going to save this
> as I rethink how to incorporate these "thinking strategies" more into my
6th
> grade math class next year.
> Elisa Waingort
++++++++++

> From: "Carrie Becker" <pigsrock@hotmail.com>
> Subject: Re: [mosaic] Tanny's Reading Strategy CDs
> Date: Wed, 23 Jun 2004 21:49:25 -0400

Hi! I had fifth graders this year and I played a few of the songs for them.
They liked the familiar tunes although it was a little young for them. They
are great songs and I'm glad I have the CD because you never know what will
work and stick with the kids!
Carrie Becker
++++++++++
>
> Date: Wed, 23 Jun 2004 21:59:25 -0700
> Subject: Re: [mosaic] Metacognition and beginning of the year
> From: "Patricia Kimathi" <pkimathi@earthlink.net>

> Will you tell me more about how you plan to use Nightjohn? It is one of
my
> favorite books and I would love to use it to teach metacognition.
> Pat Kimathi
++++++++++

> Date: Thu, 24 Jun 2004 00:22:01 -0500
> Subject: [mosaic] Attempting Mosaic in pull-out program
> From: Michelle York <teacher24_70@yahoo.com>
>
> I need some suggestions from the members of these lists. I want to try to
> begin teaching the Mosaic strategies this next year. However I=B9m not
sure
> how to go about fitting it in. Before asking for suggestions, let me
> explain my teaching situation.
>
> I will be beginning my 2nd year in my current district. In my previous
> district, I taught 3 years as a Title I/KALL teacher (before getting
RIFed)=
> .
> KALL stands for Kansas Accelerated Literacy Learning which is based on the
> Reading Recovery model. I taught 1st graders using the KALL
program=8Bvery
> intense, structured guided reading. I also taught 2nd-4th graders using
> Guided Reading and sometimes Soar to Success. In that district, I
received
> LOTS of staff development. I got training through the Title program as
wel=
> l
> as the KALL program.
>
> My new district is attempting to get guided reading into all of the
> classrooms=8Balthough next year they=B9ll be spending mucho money to buy
new
> textbooks (yuck!) instead of using the money to buy leveled books for the
> guided reading programs. Many of the teacher=B9s in my school (K-5
> elementary) have not yet committed to doing Guided Reading=8Bthey=B9re
still
> stuck in the basals. I also doubt that anyone is doing any Mosaic
strategy
> teaching. I think that our district is trying to get some of the ideas
out
> to the teachers, but at a very slow pace. Even as the Remedial Reading
> teacher, I only had 2 half-day staff developments the ENTIRE year. I was
> allowed to go to a 5th grade and a 1st grade in-service. I know they very
> briefly discussed the Mosaic strategies during the 1st grade in-service,
bu=
> t
> to my knowledge they haven=B9t presented it to any other grade levels yet.
> Thus, I=B9m going to attempt it on my own.
>
> The way that the Remedial Reading program is designed, I pull out groups
fo=
> r
> 30 minutes each throughout the day. In that time, I need to be giving
them
> a 2nd dose of reading instruction=8Busing guided reading.
>
> What I have to try to figure out is how to try to begin (for the first
time=
> )
> to teach the Mosaic strategies, while at the same time addressing their
nee=
> d
> for guided reading instruction so that they CAN learn to read text on
their
> own. Obviously, since they=B9re coming to me for extra support and
> instruction, I typically get the lowest ones of the class. I=B9ll only
have =
> 2
> 1/2 hours/week (barring any scheduling interruptions) to work with each
> group. Many of the kids won=B9t have the guided reading OR Mosaic
strategies
> in their classrooms to backup or support what I=B9m doing. How do I
schedule
> in the guided reading sessions and the Mosaic strategy instruction. Do I
d=
> o
> guided reading for 4 days and spend 1 doing Mosaic? That doesn=B9t sound
lik=
> e
> that does the Mosaic justice. Now I know that it=B9s a little easier to
fit
> Mosaic right into the guided reading lessons with the older groups, since
> they have some reading skills. However, even then, I have to fit in the
> preliminary Mosaic read-alouds and modeling/discussion sessions.
>
> Does it sound possible for me to accomplish both goals=8Bstrong guided
readin=
> g
> lessons and mosaic strategy instruction=8Bin 30 minutes a day?
>
> Any suggestions and advice are appreciated.
>
> Michelle York
> Remedial Reading Teacher (1-5)
> Highland Park Elementary School
> Topeka, Kansas
+++++++++++

> From: "Cathy" <cgage@gwi.net>
> Subject: Re: [mosaic] decodable poetry needed
> Date: Thu, 24 Jun 2004 09:21:37 -0400

> Lois - I have "More! Phonics Through Poetry" - subtitled 'Teaching PA
> Awareness Using Poetry'. author - Hajdusiewicz, Good Year Books pub. It's
> for grades 2-3, the cover says. If you have certain targeted sounds, I'd
be
> happy to type up the corresponding poems.
>
> Can you explain your game boards a little more? Cathy
+++++++++++++

> Date: Thu, 24 Jun 2004 11:54:56 -0400
> From: "PJ Morrow" <PMorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] Metacognition and beginning of the year

> Heather,
> I forwarded your post to one of our most creative third grade teachers
> who likes themes, decorating as you described in your post, and who is
> also a fantastic strategies/reading/writing workshops teacher. She
> sends you the following response.
> PJ
>
> ...I cannot get this email off my mind! I think it is because, I have
> several burning questions or thoughts! I am thinking that 3rd graders do
> not need a number line or anything like that so I an not sure where to
> go with finding a book that the kids can decorate the room with. Also,
> by a "deep book" the first one I thought of was Pink and Say...any of
> Patricia Polacco's books are pretty deep for 3rd grade. I am thinking
> that she will essentially have 2nd graders that first week so how deep
> can she really go? All that being said....the book that pops out at me
> is A Fine, Fine School. I think they easily decorte their room around
> this book and it would be interesting to discuss what the characters are
> thinking about as they make these changes in their lives for the
> principal. I mean, wow...what is HE thinking to keep those kids in
> school on Christmas Day!
> Best of luck in your transition to third grade,
> Kathy J.
> 3rd grade, Spartanburg, South Carolina
> who made a successful transition from 6th grade to third grade a few
> years ago!
++++++++++
>
> Date: Thu, 24 Jun 2004 14:43:11 -0400
> Subject: [mosaic] Summer Break
> From: "Mary-Margaret Murtha" <Mary-Margaret_Murtha@fcmail.amdsb.ca>

> I am an Ontarion who has been on the listserve for some time now and am so
> very thankful to Donna Baker for recommending it to me. Everyday, I learn
> something new and fresh............I've been teaching for 31 years and I'm
> still loving every minute of it due in some part to being part of the
> "enthusiasm" I am witness to, through this medium.
> However, the summer break is here and because of the volume of emails that
> I cannot hope to keep up with because of other commitments, please remove
> me from the listserve for now. I will be back!!
++++++++++

> Date: Thu, 24 Jun 2004 19:30:05 -0500
> From: "Tonya Cogan" <tcogan@eldoradoschools.org>
> Subject: Re: [mosaic] Attempting Mosaic in pull-out program
>
> Michelle,
> this is Tonya in El Dorado. I have been taking class in a class called
Pat=
> hways to Reading. It deals with phonemic awareness. I have been very
impr=
> essed. It might be something you might want to look into.
> Also, as I have e-mailed you before, I would like to give you a call and
ta=
> lk about how you ran your guided reading. I will also be watching for the
=
> answers to your questions you have posted.
> Tonya
++++++++++

> Date: Thu, 24 Jun 2004 19:32:58 -0500
> From: "Tonya Cogan" <tcogan@eldoradoschools.org>
> Subject: Re: [mosaic] decodable poetry needed

> Would any of them work for the lower grades?
> Tonya
++++++++++

> From: "Lois Driggers" <loiso@dbtech.net>
> Subject: Re: [mosaic] decodable poetry needed
> Date: Thu, 24 Jun 2004 21:16:15 -0500

> Hi Cathy,
> Thanks, sounds wonderful. I haven't seen this book. Guess the book I
> have is Teaching Phonics Through Poetry--which must be the first edition.
It
> is good, but doesn't include enough of a choice of poems (or enough length
> in some cases). I will look for this book.
> The sounds we will be working with next week will be vowel pairs (ea,
> ee).
> Ok, here's an attempt at a better explanation of the game boards.
>
> I copied a game board pattern from Words Their Way (in the back of the
> book).
> I copied 2 copies of 2 poems with the
> phonetic correspondance we covered last week. Toasting Marshmallows and
> Max's Bait Shop (oa and ai).
> I made word cards with the correspondance (gain, train, toaster, coaster,
> etc.)
> I wrote in the game board sections such things as:
> Start End
> Skip ___ spaces, Move back ____spaces, Reader's Choice, Go back to Start
> Then I filled the rest of the squares with activities like:
>
> 1. Chorally read your Max' s Bait Shop with your game partner.
> 2. Echo read the poem Toasting Marshmallows.
> 3. Have your partner time you for one minute as you read (name of poem)
and
> see how many words you can read per minute.
> 4. Take turns reading each verse of the poem with expression like a good
> reader does.
> 5. Use the dictionary to find the meaning of the word "concoction" from
the
> poem_____. Read the meaning to your game partner.
> 6. Find all the long a words in Max's Bait Shop.
> 7. Find all the long o words in Toasting Marshmallows.
> 8. Read all the word cards in the ____stack (ai, or oa).
> 9. Read the words the people are saying with emphasis (a lesson we have
> worked on).
> 10. and other such ideas that relate to increasing fluency and
automaticity
> using familiar text.
>
> For this demonstration reading summer school site we focus on one of these
> each day:
> Assessment
> Phonics
> Fluency
> Vocabulary
> Comprehension
> Intervention
>
> Schools come in each week to be trained by us (Master Coaches) and we
> "adopt" a class of struggling students taught by a Master Teacher. It's
been
> a great experiment and we are noticing good results.
> I demo a phonics lesson one day using a poem for the decoable text and
then
> follow it up the next day as a fluency lesson. On the third day, the game
> with poems go in the center for a week's worth of practice.
> Lois
+++++++++++

> From: "Ginger/Rob #2" <rogida@foxvalley.net>
> Subject: [mosaic] How to get the TOOLS page to work
> Date: Fri, 25 Jun 2004 14:01:59 -0500

> If you are using Internet Explorer for a browser you
> will probably have trouble accessing the TEACHING TOOLS documents after
> getting to one file just fine.
>
> The solution is still a mystery, as some I.E. users are not having this
> problem.
>
> My personal solution was to download, for free from www.netscape.com,
> Netscape 7.0 and now I have no trouble getting files to open on the TOOLS
> page.
>
> Another temporary (hopefully) solution is to first SAVE to your desktop
the
> file you are wanting- INSTEAD of opening it directly by clicking on it.
> Once you have viewed it from your desktop, you can then move it to the
> recycle bin.
>
> Here are the steps to do that:
> 1. Go to the TOOLS page.
> 2. click on a file/document you are interested in opening.
> 3. a dialogue box will open asking if you want to OPEN, SAVE, or CANCEL.
> 4. normally I just click on OPEN.
> 5. but Corey told me to tell you all that you should click on SAVE- and
> choose a place to save it.
> 6. he suggests we save it to the DESKTOP where we can easily move it to
the
> wastebasket when done downloading it and printing it out.
> 7. go to the DESKTOP and open the saved document.
> 8. it will download to your computer.
> 9. you can view it that way and decide if you want to print it or not.
>
> Once again, I apologize for this inconvenience.
>
> Ginger
> moderator
++++++++++++

> From: "Cathy Semkin" <cathy@iland.net>
> Subject: Re: [mosaic] metacognition study (long)
> Date: Sat, 26 Jun 2004 11:35:44 -0500

> Ginger,
> I am wondering about how to transition from "being" metacognitive to
"using"
> metacognition. You have given some very good examples of modeling
thinking
> metacognitively. Now what? I understand that "good readers do this".
But
> how does metacognitive thinking apply in the "plan" of reading or the
"plan"
> for math reasoning?
> Cathy
+++++++++++

> Date: Sat, 26 Jun 2004 18:53:48 -0700
> From: CArol Lau <cllc@comcast.net>
> Subject: Re: [mosaic] Fwd: Chapter Books for intermediate grades and
teens

> Suzanne, someone has already bought them. Did you see my second post?
> Maybe you would like those books? Let me know. If you want those, send
> your zipcode so I can check shipping costs. I will keep your e-mail in
> case the first buyer flakes out. Thanks, Carol
++++++++++

> From: "Lisa Voelkel" <lvoelkel@houston.rr.com>
> Subject: [mosaic] Mental Images
> Date: Sun, 27 Jun 2004 08:22:59 -0500

> Would love to hear about any lower primary books
> (Second Grade) that anyone used for teaching the strategy of mental
> images./inferring/questioning/determining importance besides those listed
in
> RWM,MOT, STW..
> Great professional book for teaching the strategies is the The Child's
> Journey Into Reading.
> lisa
+++++++++++

> From: SDCTeacher@aol.com
> Date: Sun, 27 Jun 2004 09:46:49 EDT
> Subject: [mosaic] Name of professional book
>
> Lisa, I can't find this book. Is this the complete title, and who is the
> author?
>
> Thanks,
> Sherry
>
> <Great professional book for teaching the strategies is the The Child's
> Journey Into Reading.
> lisa>
+++++++++++

> From: Gleequeen@aol.com
> Date: Sun, 27 Jun 2004 10:04:55 EDT
> Subject: Re: [mosaic] Mental Images
>
> Ya know, I rented a video called "Triplets of Belleville" (won an Academy
> Award for animation this past year, I think) and there's no dialogue.
Watching
> and understanding what's happening is a complete exercise in inference
and
> questioning and every other strategy we teach.
> Rent it if you haven't seen it and it may give you some wonderful ideas as
a
> resource.
> Tina
++++++++++

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