> Heather- Active Listening is actually one of five Lifelong Guidelines
from
> the brain compatible group headed by Susan Kovalik. Their main website
is:
> www.kovalik.com. Their bookstore at www.books4educ.com sells amazing
> resources.
>
> The Lifelong Guidelines are
> 1. Truthfulness
> 2. Trustworthiness
> 3. Active Listening
> 4. No Put Downs
> 5. Personal Best
>
> I actually use these as my "discipline plan" or "rules".
I teach each one
> with the help of the book I've listed below. Then there are 18 LIFESKILLS
> that define Personal Best. I teach one on a Monday and watch for how we
use
> that LIFESKILL during the week at home and at school. The next Monday we
do
> LIFESKILL skits, which is like charades where they pull a LIFESKILL card
and
> choose a partner and act out a short skit for the rest of the class. The
> "audience" then identifies which LIFESKILLS they see represented
in the
> skit. The book listed below has great activities for both the Lifelong
> Guidelines and the LIFESKILLS. There are literature links as well.
>
> I call this my "social curriculum" and even though it takes time,
I make
> time because these are the skills that will carry them through life.
>
> This is the book:
> -----------------------
> TOOLS FOR CITIZENSHIP & LIFE: Using the Lifelong Guidelines & LIFESKILLS
in
> Your Classroom
> Sue Pearson
> $ 27.50 Product Number: B4E2230
>
> Here is the book you've been waiting to have at your fingertips! For each
of
> the Lifelong Guidelines and LIFESKILLS, you get the description, why to
> practice it, how to practice it, what it looks like in the real world,
what
> it looks like in school, inquiries to develop, signs of success, and links
> to related literature to use with students grades K-8. Includes the newest
> LIFESKILL, resourcefulness.
> ------------------------
>
> You asked if Eye to Eye, Knee to Knee by Ardith Cole talked about active
> listening. YES! YES! YES! It may not call it that but Ardie's book is
FULL
> of necessary explicit teaching we need to impart to our students if they
are
> to build to having conversations about text. Her book taught me how to
> "teach" my kids to talk and listen.
>
> I think that starting the year off with Lifelong Guidelines and
LIFESKILLS,
> conversation instruction, and a metacognition study is the way to go. At
> least for me.
>
> Ginger
> moderator
++++++++++++
> Date: Mon, 31 May 2004 18:09:22 -0700
> Subject: Re: [mosaic] Step Up to Writing
> From: "Patricia Kimathi" <pkimathi@earthlink.net>
> How do I find out about the Step up writing program. I will do a search
but
> do you have a publisher?
> Pat Kimathi
+++++++++++
>
> From: "Julie Dermody" <jderm@pobox.com>
> Subject: Re: [mosaic] Step Up to Writing
> Reply-To: mosaic@u46teachers.org
> After hearing so much about the program, I just did a search and found
their
> site:
> http://www.stepuptowriting.com/
>
> Anyone in NC using it? We just received our state writing test scores and
> Six Traits training hasn't been enough - we need lessons geared to
specific
> writing components (beginnings, etc.) to go with the Six Trait training.
> This program seems like it might be a good match for us. We are also
looking
> into Empowering Writers a program out of Connecticut.
> http://www.empowering.com/
> Anyone using that?
> Thanks.
> Julie
> Chapel Hill, NC
+++++++++++
> From: deborah a devine <debthereb@lightfirst.com>
> Date: Mon, 31 May 2004 21:02:02 -0500
> Subject: [mosaic] Mosaic, Math, NCLB,Math Essentials
> Last summer, our group discussed the Math Essentials program from
> North Carolina. This program has a daily math problem-solving question
> that my students write about each day. (You don't have to use this
> program, a similar daily question would be fine.)
> We start with our schema about the math concept. Next, we determine
> importance of information given in the problem and a strategy that
> would help us attack the problem. Then, we write about and do the
> calculations to solve the problem. Lastly, we wonder about how this
> idea could apply to other questions. Example: If you multiply two
> even numbers, you will obtain a product that is even. So I
> wonder...if I multiply 1,452 X 7,644, would my answer still be even??
> Yes.
> The reason that I am writing about this, is to continue to state
> that I believe it is important to teach mathematics with our thoughts
> and thinking being as important as the "Correct Answer". When
you
> write down those thoughts, the process becomes so much more . I believe
> that my children have become mathematical thinkers and not just
> calculators. As my students filled their Math Journals, they shared
> them with their parents. So many parents wrote notes to me about how
> proud and amazed they were at their childs' thinking. I wonder if any
> of you actually tried incorporating Math Essentials in your classroom
> following our discussion last year? Did it make a difference in your
> classroom?
> This year on our state NCLB testing, in the area of mathematics, I
> believe that daily writing and modeling about solving mathematical
> problems will be instrumental in them scoring well on the ISAT,
> especially the Extended Response Math Questions. I am looking forward
> to reviewing the testing data that we will receive in Illinois in late
> July or early August. Last year, I taught at a school with 87% low
> income population , and my students did quite well on the ISAT. This
> year, my current school in our district, has a much different economic
> population. It will be so interesting to see if the mathematical
> instruction and daily writing about mathematics, in a Mosaic way, will
> make a difference in a school that has done well in the past (87%
> meets or exceeds standards). Our district has a software program that
> can take the results of 4 classes of 3rd graders, and look at the
> results of individual classes. Some teachers may say..."Oh no!",
but I
> say "I want to know for my own growth as an instructor."
> I know that state testing puts so much pressure on schools, but
> there is a positive side to that information that we receive also.
> Before the ISAT, some schools in our district, used an older
> mathematical series at the elementary level that did not instruct
> students about concepts that met national standards. After taking a
> long look at that, at our Central Administrative Level, every school is
> now using a series that is driven by National Standards.
> Before state testing, I felt that I did my best in teaching both
> reading and math. Yet, when the scores came in, I found that my high-
> risk students needed more....vocabulary work, small-group reading
> groups at their level of instuction, testing genre instuction, whole-
> group modeling of Mosaic thinking skills, and hands-on manipulative
> instruction. I've recently been reading the list serve discussion of
> evaluation tools to use with our students. Hurrah!..individual testing
> done by a childs classroom teacher is a wonderful information resource
> to guide instruction. I believe that the children in my class have
> unique needs. As a professional, my job is to understand those needs
> and have it guide my instruction. No textbook publisher can design
> a "basal series" that will meet 27 unique needs.
> In summary, I'm committing my time and effort to my belief that
> there are some benefits from NCLB testing. I will be serving on a
> committee with a small group of teachers from Illinois this summer to
> work on the 2005 ISAT State Testing in the area of mathematics. This
> committee is looking at the Extended Response Questions for
> Mathematics. I know that I'm just an ordinary teacher, but I just keep
> seeking new knowledge to give my students the best educational
> experience that I can. (That's why I love this list serve and reading
> all of your thoughts and ideas.)
> -deborah devine
++++++++++++
>
> From: "Kay Rowan" <krowan1@cox.net>
> Subject: Re: [mosaic] ETA committs to continuing funding!!!
> Date: Mon, 31 May 2004 19:30:06 -0700
> Ginger, thank you for this wonderful resource. I am still very timid and
do
> not contribute much to this list. I am so glad the list will continue and
> that you received reimbursement for your purchase to keep us all safer.
> I have this feeling that this is my year to blossom. Don't know what it
is,
> but it is definitely a feeling I have. I have received so much from this
> list that it is time to give back something!
> Kay in AZ
++++++++++
> From: "Cherylle Waters" <liverust@starband.net>
> Subject: Re: [mosaic] Kathy/APA Style
> Date: Mon, 31 May 2004 19:28:16 -0700
> Kathy,
> In the APA Style software, all you have to do is type in the info and =
> the program will do what needs to be done in the citings. It is rather
=
> easy and frees you to concentrate on the actual writing rather than the
=
> form. To me it was worth the money. I remember having to type =
> footnotes, but this program takes care of everything except do the =
> actual typing hehe. If you will send me the info on the manual, I will
=
> type it into a word document and see how the program shows it.
>
> Cherylle in CA
++++++++++
>
> From: "Cherylle Waters" <liverust@starband.net>
> Subject: Re: [mosaic] Carol and Step Up to Writing
> Date: Mon, 31 May 2004 19:32:24 -0700
> Carol,
> I have attended the Step Up to Writing workshops and plan to do =
> action research in my classroom on its effects for my master's capstone.
=
> I have been impressed with it so far.
>
> Cherylle in CA
++++++++++
>
> Date: Mon, 31 May 2004 19:34:33 -0700 (PDT)
> From: 4th teacher <kenoyer4th@yahoo.com>
> Subject: Re: [mosaic] Kathy/APA Style
> Another site I found very helpful in grad school was the Citation Machine.
You could plug in the information you had and it would generate the citation
for you. Perhaps it will help you.
>
> http://www.landmark-project.com/citation_machine/index.php
>
> Suzanne/TX/4
+++++++++++
> From: "Lisa Voelkel" <lvoelkel@houston.rr.com>
> Subject: Re: [mosaic] Carol and Step Up to Writing
> Date: Mon, 31 May 2004 21:44:23 -0500
> Would like to learn more about Step up Writing? What grade level benefits
> from this program?
> Have you read Craft Lessons,by Ralph Fletcher,
> Writer's Workshop by Ralph Fletcher
> Lucy Calkins new program from Heinemann
>
> Looking for information on Morning Meeting
> Have used Morning Meeting book from Northwest
> Foundation....Looking for more resources on building a community of
learners
>
> Looking for a new book to read this summer -Any great books for teaching
> lang. arts/reading in second grade.
> thanks,
> lisa
++++++++++++
> Date: Mon, 31 May 2004 23:00:26 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: [mosaic] MOT discussion, chapter 5
> Today is Memorial Day, and the first day I've had time to breathe since
> January! I promised myself that I would do two enjoyable things today -
> write a response to a position paper on gay marriages sent to me by a
> dear and trusted friend, and write a response to the MOT discussion of
> Chapter 5.
>
> Mosaic of Thought, Chapter 5
>
> This is my fourth reading of Mosaic of Thought. As I look back on
> chapter 5, I can trace my understandings by the color of what was
> underlined and the notes on the faded, crumpled stickie notes of various
> colors. I do not think that this current reading of MOT will be my
> last. I don't get all of it yet. What I DO get is so valuable that I'm
> going to keep coming back until I've squeezed out all the juice. I
> don't make the time to do that with very many professional texts anymore
> - because there's no time to make.
>
> The first time I read Mosaic of Thought, chapter 5, I became polarized
> by the portion of A Chorus of Stones relating to the Dresden firestorms,
> and so I missed "the essense" of chapter 5. I read it with a
book club
> group of Reading Recovery teachers, although I am not one myself. They
> were reading the book as part of their monthly "continuing contact"
and
> the book had been chosen for them by their teacher leader, a literacy
> coach whom I greatly admired. By the time we got to chapter 5, an
> argument had begun among the book club members as to whether some of us
> had raised the book to "cult status" and were no longer looking
at it's
> message critically enough. Personally, at that time, I was just
> beginning to understand the book, and making feeble efforts to
> understand the importance of conversations with students. I was still
> thinking "skills" and didn't understand all this business of
teaching
> strategies. I did NOT get the connection between A Chorus of Stones and
> figuring out the important from the non important. I was happy to
> realize that the students in Mimi DeRose's class were in fifth grade;
> being an intermediate self-contained special education teacher I had
> been thinking that I sure did wish this book applied to my students, but
> I didn't possibly see how it could. The bit about "contentives"
totally
> turned me off (no background knowledge to link it to?)
>
> The second time I read MOT because it was assigned during my first year
> of training as a literacy coach. This time I lingered in chapters 2
> (many smudges on pages 22 and 23) and 3 (35,36, 40-44 are dog-eared). I
> find a note to myself on page 71 (last page of chapter 4) that I've
> reread the book to this point three more times, and still can't get on
> with chapter 5! What I'm saying is that I found it so hard to figure
> out the important from the non-important, that I COULDN'T DO THIS TASK,
> that I kept "losing the book," at the end of chapter 4. I gave
it up,
> just skimmed the rest of the book to prepare for my class. But I did
> read Strategies that Work by Goudvis and Harvey, and I began trying to
> model strategies in my classroom. Very shortly after that I forced
> myself to read chapter 5 again. That's when I realized that in order to
> teach a given strategy, one had to use it oneself, and use it
> consciously, so that one could model it for students. (DUH!!!!) And
> that's when I realized that like Rachael, I couldn't distinguish the
> REALLY important from all of the important ideas IN THIS BOOK. I
> finished the book, and I began to really make an effort to be conscious
> of own strategy use, and to model it for students.
>
> This past winter I reread MOT with a group of teachers, administrators,
> and instructional specialists. Before reading chapter 5 I went back and
> reread everything about the bombing of Dresden I could get my hands on.
> Then sat and resolved the issue in my own mind - had to get beyond that
> to carry on with the rest of the chapter. During this reading of
> chapter 5 I noted the following:
> *teaching for strategies is not only compatible with, it is supportive
> of, teaching reading in the content areas. I think I had realized that
> at sometime before February, but my mind hadn't put it into words
> connected to chapter 5 before.
> *Jeremy and Rachael had been thoughtfully selected and shared as
> examples of two extremes - one child didn't even begin to see anything
> as important yet, and the other thought everything was important. I
> realized that the first time I read MOT I had read it as Jeremy. And
> until THIS reading, I had tried to read MOT as Rachael.
> *I paid more attention to how the two teachers conferenced together as
> colleagues, and how they conferenced together with the children as
> colleagues. I tried some of that kind of conferencing with my teachers
> and their children (the teacher and I talking informally together as we
> observed the kids, and then our talking, together, with a given kid).
> These conversations (during writing conferences) turned out to be some
> of the most crucial time I spent with a young, first year teacher. She
> told me at the end of the school year that experience had been the real
> beginning of her trusting me to guide her and help her!
>
> And now I'm reading MOT again, with my thoughtful colleagues on this
> list serve, and we come to chapter 5. What do I notice and think about?
> *the value of the controversial for helping teachers to realize that
> reading is meaning making and that meaning making is social (my husband
> and I spent two hours this afternoon arguing about the bombing of
> Dresden). I'm thinking of having my study group of administrators,
> instructional specialists read The Color Purple (I've polled them, and
> none of them has ever read it, what do you think?)
> *My intermediate teachers and I have realized big time this year the
> need to teach children, very explicitly, how to read and write
> expository text, especially their text books. The quotation on page 82
> rang true for so many of our students, "They pronounced words correctly,
> missed few words, and sounded out words they didn't know. But many were
> so disconnected from the meaning of the text, especially expository
> text, that they were often unaware of the essence of what they were
> reading."
> *I am just realizing that a comprehension strategy study takes a lot
> longer than I used to think.
++++++++++
> Date: Mon, 31 May 2004 20:07:28 -0700
> Subject: Re: [mosaic] Step Up to Writing
> From: "Patricia Kimathi" <pkimathi@earthlink.net>
> I found it thank you. Do I need to buy the teacher's manual 79 dollars
or
> is teacher resource copies (blackline masters I guess) enough to start.
> Pat Kimathi
+++++++++
> Date: Mon, 31 May 2004 23:48:33 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] Basic Reading Inventory
> I have used the DRA, the BRI (Johns) and am currently using the Dominee
> (in fact, our whole district has adopted the Dominee). The latter is my
> preference for depth of assessment. It ranges from pre-K to grade 8.
> PJ
> 4,5,6 and Lit Coach
+++++++++
>
> Date: Tue, 01 Jun 2004 00:09:14 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] ETA committs to continuing funding!!!
> Thanks, Ginger, for your big efforts to keep this list serve funded and
> on-line. I had noticed the new message at the bottom about the post
> being scanned for viruses, but had no idea you'd purchased the software
> yourself. You ARE dedicated!!
> Thank you.
> PJ
++++++++++++
>
> Date: Tue, 01 Jun 2004 00:21:26 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] Carol and Step Up to Writing
> Reply-To: mosaic@u46teachers.org
> If you haven't already read Sharon Tabersky's book, On Solid Ground,
> that would be a great read for second grade language arts.
>
> PJ
> 4,5,6 and Lit Coach
+++++++++++
> From: FEARNOT24@aol.com
> Date: Tue, 1 Jun 2004 02:03:28 EDT
> Subject: Re: [mosaic] Step Up to Writing
> Hi!
>
> This is just my impression, but I would get the teacher edition.....and
take
> a class as well.....I took the class and the follow-up class, called
Beyond
> Step Up...It was well worth the time and effort and cost......I am not
sure some
> of the material would have made as much sense to me had I not taken the
> class........
>
> Robert
+++++++++
> From: FEARNOT24@aol.com
> Date: Tue, 1 Jun 2004 02:13:38 EDT
> Subject: Re: [mosaic] Carol and Step Up to Writing
> Lisa!
>
> Step Up was developed by a middle school teacher, but the material works
> great for upper elementary as well.......I am a fourth grade teacher and
use
> it...in fact, we have 6 teachers at grade 4, six at grade 5 and six at
grade 6 and
> I believe all but two of us use it in our building......our district is
next
> door to the gals who developed the program before sopris bought it from
> them.....they have done inservicing in our district for two or three years
before
> they sold it......
>
> I have read both of the Ralph fletcher books you mentioned and HIGHLY
> recommend both of them...I just saw on amazon.com that he has a brand new
book out
> but it cost $80. There is no description yet for it so I am waiting, but
I have
> bought virtually everything he has ever written and not been
> disappointed......I have corresponded with him as well about a project
I
am working on and met
> him at the state reading conference here in Colorado....very nice guy.....
>
> Robert
+++++++++++
> From: "btillman" <btillman@farmerstel.com>
> Subject: Re: [mosaic] Carol and Step Up to Writing
> Date: Tue, 1 Jun 2004 06:03:20 -0400
> Robert,
> The $80 book is actually a writing curriculum developed by Fletcher &
> Portalupi. It is a kit with minilessons on cards and a CD-ROM with
> discussion by them & writing samples. You can see it by going to
> http://www.teachingthequalitiesofwriting.com/
> Cece
++++++++++
>
> From: FEARNOT24@aol.com
> Date: Tue, 1 Jun 2004 08:12:00 EDT
> Subject: Re: [mosaic] Carol and Step Up to Writing
> Cece
>
> Thanks for the information! I am checking it out now......I knew there
had
> to be more than a book.....I have all of their other material and their
books
> have always been normally priced!!!
>
> Thanks!
> Robert
++++++++++
> From: "Lisa Voelkel" <lvoelkel@houston.rr.com>
> Subject: Re: [mosaic] Carol and Step Up to Writing
> Date: Tue, 1 Jun 2004 07:15:09 -0500
> Check out this website for detailed look at the new Ralph Fletcher book.
> www.heinemann.com
> lisa
+++++++++++
> From: Marla Estes <mestes@morleystanwood.org>
> Subject: RE: [mosaic] Carol and Step Up to Writing
> Date: Tue, 1 Jun 2004 08:19:28 -0700
> I just purchased Ralph's new book and cd. There are many writing samples
> and he and his wife give author discussions regarding the writings.
>
> Marla Estes
+++++++++
>
> From: FEARNOT24@aol.com
> Date: Tue, 1 Jun 2004 08:30:11 EDT
> Subject: Re: [mosaic] Carol and Step Up to Writing
> Marla and Others!
>
> I am listening to a discussion via online right now......well, there goes
> another $80.00!!!!! I can't wait to get my hands on this!!!
>
> Robert
++++++++++++
> Subject: RE: [mosaic] QRI
> Date: Tue, 1 Jun 2004 08:33:09 -0500
> From: "Watkins, Amy" <awatkins@liberty.k12.mo.us>
> I'm wondering why you choose to give the QRI in written form? Is it =
> just for time sake or is there another reason? Thanks.
>
> Amy Watkins
> Assistant Principal
> Lillian Schumacher Elementary
> 425 Claywoods Pkwy.
> Liberty, MO 64068
+++++++++++
>
> Date: Fri, 28 May 2004 05:10:09 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] reading goals - upper elementary?
> I start by sharing my own portfolio goals, which always include a =
> professional
> reading piece. We brainstorm different goals--anything at first, then =
> narrowing to
> reading goals. And the first time around, I get lazy goals and wildly =
> impossible
> goals and I let them be. I think children need to reevaluate their goal
=
> setting
> and a month of not meeting a goal is not going to make or break them. =
> During
> conferences, I ask questions like, "How do you feel this goal helped
you =
> become a
> better reader? In what way did you challenge yourself?" The message
=
> there is
> clear, I don't have to say much more very often. Sometimes, it as simple
=
> as, "I
> know you can do more than this." For those who err on the wildly high
=
> side, I ask,
> "Was this a realistic goal? If you could change the goal, what would
it =
> be?" Once
> in a while a children will realize, mid-month, that the goal they have
set
=
> is
> inappropriate and during our weekly conferences will ask to revise it.
We
=
> talk it
> through, and often revise the goal. Sometimes I get heartfelt and honest
> self-evaluations which include neglecting their reading or deciding to
=
> stay home
> from school just too many days. Around Christmas, the children decided
=
> there
> should be minimuns and felt that one entry a day-either a picture book
or
=
> portion
> of a longer book-was fiar. Just as quick, they realized that we have a
=
> large group
> missing half of block for pull out services of some sort and they though
=
> it would
> be fair if their minimums were half of the others. I would not have =
> imposed these
> minimums, as no one was really lounging in terms of goal setting. It =
> needs to
> meaningful, to encourage a stretch without causing burnout. Culturally,
=
> the Lakota
> expose the virtures of fortitude, generosity, wisdom and courage. Though
> sproadically taught at home, they are taught and reinforced through Lakota
=
> Studies
> and classrom practice. You can see how goal setting meshes with at least
=
> three out
> of four and I can honestly say that generosity comes into play as the =
> children
> support each other in attaining goals. The classroom biography expert is
=
> forever
> helping those who set biography as their goal, recommending books and =
> filling in
> background knowledge. My Captain Underpants fan shared the whole series
=
> with his
> friends. It is singularily one of the most positive things that happens
=
> in my
> classroom.
>
> I'll bet you could tie goal setting to literature. Maybe, if we all put
=
> our heads
> together, we can generate a text set on goal setting. Salt In His Shoes
=
> about
> Michael Jordon pops into my mind, along with a new book about Seabiscuit
=
> floating
> around in my library somewhere.
>
> Lori
+++++++++++
>
> Date: Fri, 28 May 2004 07:00:54 -0700 (PDT)
> From: DONALD EVANS JR <evansjrdon@sbcglobal.net>
> Subject: RE: [mosaic] reading goals - and more goals
> Hi,
>
> I teach 8th grade language arts to a group of 12 or so resource students
=
> 86 minutes, 5 days a week. I use a Readers' and Writers' Workshop approach
=
> ala Nancy Atwell (In the Middle). As part of our routine we set five goals
=
> a quarter in conference. The kids set them, but I must "okay"
them. The =
> areas of goal setting that I require are for reading, writing, speaking,
=
> listening, plus one for what I call studiousity.
> I teach a mini-lesson on goal setting and give examples, usually in the
=
> third week of school, after they start to get the idea of how Readers'
and
=
> Writers' workshop functions.
> Goal setting is really a part of Studiousity, my term for How to be a
good
=
> student. It's a well researched strategy for improving achievement. The
=
> goals are evaluated once informally at mid-quarter. At the
end-of-the-quart=
> er we meet one-on-one to go over their classroom performance to determine
=
> their language arts grade, and at that time we evaluate how close they
=
> came to meeting their goals and assign points accordingly.
> Hope this helps a bit.
> Don Evans
> California
> Resource Specialist (finishing my 6th year!) ;-)
+++++++++++
>
> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: [mosaic] Goal setting
> Date: Fri, 28 May 2004 07:01:37 -0700
> Hi everyone! School finished for my students on Wednesday. The last
> couple of weeks were sure hectic trying to get everything pulled
> together in time. I had a wonderful class and a wonderful year, but I'm
> sure ready for a bit of a break. Though I must admit I've already got
> thoughts of next year swirling around in my mind! =20
>
> I love the idea of goal setting with students. I really like your
> ideas, Lori and the idea of introducing it as a broad topic and
> narrowing in to reading. Setting goals and working toward achieving
> them are skills that will benefit them throughout their life. I did
> have my students write to me in their lit. logs during the first full
> week of this year about what they thought of themselves as readers, what
> types of texts they liked to read, and what they would like me to do to
> help them become better readers. Then, at the end of the first quarter
> I had them write a reflection about themselves as a reader and the
> progress they felt they had made and areas they were working on. After
> the winter holiday break I had them look over their lit. logs and
> reading logs and again write to me about what they noticed about how
> they were doing as a reader. How much were they reading? How were they
> doing at using the strategies to help their comprehension? Were they
> consistently reading one genre or trying a variety of texts?=20
>
> So, this is more of having them reflect on themselves as readers. I did
> gain insight into how their view of themselves as readers and how their
> attitudes toward reading changed over the year. Some children did set
> informal goals. I remember one child wrote "I am going to get those
> fiction books out of my hands and start reading non-fiction." I'm
> thinking next year to incorporate more specific goal setting into this
> reflection activity. I'm thinking with intermediate students who are
> for the most part reading chapter books maybe once a quarter would work?
> What are other's thoughts on this? Could they have two goals to work
> toward? One geared toward amount/consistency of reading and another
> toward reading a variety of genres?
>
> Martha/4/5/az
+++++++++++
>
> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: [mosaic] goal setting (again)
> Date: Fri, 28 May 2004 07:13:45 -0700
>
> Hi again! Sorry that I forgot to delete all the extra text from my last
> email! I remembered I hadn't done it just as I clicked the send button.
> Anyway, with the discussion of goal setting I began to think about what
> my own professional goals were for next year. Like I said, I'm just
> finishing up this year and I need a little time to reflect, but I
> thought it might make for interesting sharing if we discussed what our
> personal professional goals were and how we were going to work toward
> them. I bet some of us will be working toward the same kinds of
> things. By sharing and knowing what we're all working toward, maybe we
> could choose some professional reading to support working toward those
> goals. We could also maybe share and support each other once the
> hecticness of the new year arrives.
> I'd love some recommendations for professional reading for over the
> summer. I know one thing I definitely will be working on next year is
> using literature for modelling in my writing workshop more. I'm going
> to reread Katie Wood Ray and our study group at school will be doing
> Wondrous Words in the fall. Are there other books people would
> recommend I read?
> I went to Borders last night and spent too much on summer fun reading!
> Probably not the best thing to have done because my masters class starts
> on Tuesday! Four weeks though and I am DONE!!!!
> Martha/4/5/az
+++++++++++++
> From: Renee Goularte <phoenixone@mindspring.com>
> Subject: Re: [mosaic] Goal setting
> Date: Fri, 28 May 2004 07:44:08 -0700
> A few years ago, when I was working in a multiage primary classroom, I=20
> did goal-setting with the second and third graders, as part of the=20
> student/parent conferences in the fall. My students were active=20
> participants in the conferences. They had a little conference booklet=20
> that they used with their parent (without me) that guided them through=20
> review of classroom work, and then there were three questions to=20
> answer:
> 1. What are you best at?
> 2. What do you need more help with?
> 3. How do you help other students learn?
> After all this was done, we met as a group (student, parents, and I)=20
> and I actually filled out the report cards DURING the conference as we=20
> talked and reviewed their work. In the little "comments" box
on the=20
> report card I wrote the student's goal, but it was always, always the=20
> student who came up with the goal (even if the parent or I had to=20
> help).
>
> Each student's goal was then typed at the top of a blank sheet of paper=20
> ( i.e., "<Name> will read more chapter books." or "<Name>
will=20
> participate more in discussions." These papers were inserted into
the=20
> pocket in the child's work portfolio, so that they were always handy.=20
> Right after conferences were finished, I met with small groups of=20
> students. The groups were formed according to the goal, so that=20
> brainstorming in the group would apply to everyone. For example,=20
> students who had goals about reading better in some way all were in one=20
> group, while students who wanted to become leaders became a group.=20
> These first brainstorming groups came up with strategies for meeting=20
> the goal, and then each student wrote down two or three things they=20
> could do to meet their goal. About once a month, the students met in=20
> their small groups to talk about how things were going, and when I had=20
> individual conferences with students we sometimes talked about the=20
> goals as well. Student reflections were written right on the goal=20
> sheet.
>
> At the spring conference, the goal sheet was reviewed and the student=20
> talked about the process of working on a goal. Then I wrote on the=20
> report card (in the comment box again) what the student had done and=20
> how well that goal had been met.
>
> The parents seemed to really like this process, and were never pushy=20
> about inserting their own goals into the child's needs.
>
> I had forgotten all about the details of this process until reading=20
> this thread. Lori, I think you are such a valuable asset to this=20
> list.... there are so many things you post here that I print out and=20
> put in my "brainstorm" folder for some future use. Thank you
so much=20
> for being here.
>
> Renee
+++++++++++
>
> From: Renee Goularte <phoenixone@mindspring.com>
> Subject: Re: [mosaic] goal setting (again)
> Date: Fri, 28 May 2004 07:46:18 -0700
> Martha, there is a book I love that is not about reading or any
> particular curriculum area, but is about learning in general. I read
> it years ago and plan to read it again soon. It is called "The Having
Of
> Wonderful Ideas" and is by Eleanor Duckworth.
>
> If you are just looking for books on reading, this isn't the one for
> you.
> Renee
+++++++++++
> From: JATShaw@aol.com
> Date: Fri, 28 May 2004 11:27:42 EDT
> Subject: Re: [mosaic] goal setting (again)
>
> In a message dated 5/28/2004 7:28:06 AM Pacific Standard Time,=20
> mehitzel@cox.net writes:
> I'd love some recommendations for professional reading for over the =
> summer.
> After reading a bit online at the Stenhouse site, I knew I just had to
=
> own=20
> this brand new book: Choices: How Our Language Affects Children's =
> Learning by=20
> Peter H. Johnston. In the Foreword Richard Allington says, "..and
I wish
=
> there=20
> was a way to ensure that every teacher, teacher educator, school=20
> administrator, and researcher would read it. Maybe then our discussions,
=
> our lessons, our=20
> research, and maybe, our educational policies could move beyond debating
=
> what=20
> sort of lessons garner higher test scores, and instead, focus on how =
> our=20
> lessons develop not just readers and writers, but literate citizens for
=
> a=20
> democratic society." Just a couple of chapters in, I ordered 3 copies
for
=
> our agency=20
> library. In my opinion it's good for any level and very thought
provoking.=
>
>
> PS Sorry not to change the subject line...this is the only way I can =
> post
> without Ginger's help, and even then it's iffy.
+++++++++
> Date: Fri, 28 May 2004 10:12:42 -0700 (PDT)
> From: Carol Meyer <schoolteacher52342@yahoo.com>
> Subject: [mosaic] MOT introduction
>
> Hi everyone, starting a new question. A few weeks ago I wrote that I had
=
> taken a Kindergarten teaching job for the next school year. It's actually
=
> at a school that I taught Kindergarten at from 93-97. In 98-99 I went =
> back and taught MS reading and PK-5th music. Then I took four years off
=
> to do something else and this past year just subbed.
>
> It is a small native american school. It's been a struggle for the school
=
> due to tribal politics and the fact there is no curriculum for the school.
=
> In fact back when I was first there we used another local school systems
=
> curriculum, which was fine. Now they are working on developing there own.
=
> This next fall will mark the beginning of an intense curriculum
developmen=
> t starting with standards and benchmarks.
>
> When I was first there I developed my own Kindergarten curriculum =
> intensely using literature, music and movement. In recent years it has
=
> degenerated to workbooks in both math and reading for those kids. They
=
> adopted Open Court which is quite intense. This year I will have a =
> co-teacher in the room. They have decided that each lower elementary =
> classroom should have two certified teachers and smaller class sizes =
> (YEAH!) I will be going back to using my old methods that I just =
> described as well as incorporating what the school wants.
>
> I also want to introduce the MOT experience and not sure how to get other
=
> teachers to buy into it. One of the other newly hired Preschool teachers
=
> was in my MOT based class so between us we know the value. What are ways
=
> we can really start introducing it to all teachers?
>
> Also, and this is off the subject of MOT...I think this is such a valuable
=
> list and site in general. Are there some recommendations for a site that
=
> is math based? I am tutoring a group of children this summer in 5th grade
=
> that struggle with division facts and I'm trying to find innovative ways
=
> to bring them up to par before middle school. Thank you in advance for
=
> helping me in both areas, even though one is not related to reading, per
=
> say.
>
> Carol
++++++++++
> From: "Chuck Drew" <chuck.drew@comcast.net>
> Subject: RE: [mosaic] reading goals
> Date: Fri, 28 May 2004 15:02:35 -0400
> Hi,
>
> For teachers who want to help student set realistic goals, there is a =
> simple
> method for making goals.
>
> Have them follow the SMART goal formula.
>
> SMART stands for:
>
> Specific
> Measurable
> Achievable
> Relevant
> Time-bounded
>
> So instead of saying I want to read a bunch of classics.
> A SMART Goal would be: I will read three classics by the end of the summer
> (September 1, 2004.)
>
> I hope this helps when it comes to setting goals with your students.
>
> Chuck
+++++++++++
> Date: Fri, 28 May 2004 16:35:09 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] reading goals - and more goals
> My favorite conference this time around was with a dreamy (spacey)
> little girl who set her goal with my aide last time, so I had not seen
> it. Her goal was to read and write everyday and not daydream. She
> published two books, nearly doubled her reading goal and got her
> independent math done every day. I wish I could tell you how monumental
> this was for her and how proud I was to see her extending her goal
> setting into other curriculum areas.
>
> LOri
+++++++++++
>
> Date: Fri, 28 May 2004 16:29:39 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: [mosaic] Using authors to teach writing
>
> >I know one thing I definitely will be working on next year is using=20
> >literature for modelling in my writing workshop more.
>
> Here's a couple of things I've done that are quick and easy, Martha.
>
> 1) When I do a read aloud where the title could be a writing topic, we
=
> put=20
> it on a special page of our draft book - I save the first page for =
> topics=20
> and the back of the last page for titles. (then they can plan on the =
> left=20
> side and write on the right.) Example: Diary of a Worm became: Diary =
> of=20
> a __________. I modeled Diary of a Ferret (because we're having my =
> son's=20
> ferrets visit us next year) in Writing Workshop, but I don't always do
=
> that.
>
> 2) When I read a book that could have other versions, or continued=20
> chapters, I give a throw-away comment to make them think about the=20
> possibility of authoring the new ones. For instance, after Despereaux=20
> (which I will undoubtedly be coming back to a million times in my =
> teaching=20
> next year!), I said, "And could we write those further adventures
that=20
> Despereaux and Princess Pea have?"
>
> BTW, I read diCamillo's _Tiger Rising_ the other night. It's a short,=20
> quick read. Again, layers and layers of meaning, but not as much as=20
> Despereaux. It's two children who are really misfits in a small =
> southern=20
> town, and who have both had some tragedy in life. The boy's mother =
> died,=20
> and the girl's parents are divorcing. There really is a tiger. The =
> title=20
> is the meaning of the whole book, and it's symbolic of what happens to
=
> both=20
> the boy and the girl as they deal with the changes in their lives, and
=
> as=20
> they become friends. I'd say it's more like Winn-Dixie than=20
> Despereaux. But there are parallels in all of them, and they would =
> make=20
> great text-to-text connections, on a deeper level than we often engage.
>
>
> Hugs,
>
> Susan, in Phoenix
+++++++++++
>
> Date: Tue, 01 Jun 2004 10:23:58 -0400
> From: "Jeff Beal" <jbeal@sccisd.org>
> Subject: RE: [mosaic] QRI
> It is to save time. Time is important and students need to spend more
> time learning and less time being assessed.
>
> Jeff
++++++++++
>
> Date: Tue, 01 Jun 2004 15:08:54 -0500
> From: "Grace Strahan" <gstrahan@clay.k12.ms.us>
> Subject: [mosaic] introduction
> Hi Fellow Educators -
>
> My name is Grace Strahan-Piper. I am currently serving as the K - 3
> Literacy Coach at West Clay Elementary in Mississippi. Prior to this
> position, I have taught both kindergarten and first grades.
>
> I am so excited about the opportunity to share ideas and information
> with other educators. I am a bit late in introducing myself, but I have
> enjoyed the recent discussions.
>
> As a post note, our school librarian (who is wonderful) introduced me to
> this group! I can't thank her enough! Thanks Vickie!
>
> Grace
> K-3 Literacy Coach
> Mississippi
+++++++++++
> From: "Kathy Garzon" <kgarzon@earthlink.net>
> Subject: Re: [Spam] Re: [mosaic] Step Up to Writing
> Date: Tue, 1 Jun 2004 16:15:14 -0400
> I am not familiar with six traits and step up to writing. I am going into
a
> first grade classroom this year after six years as a reading resource
> teacher. Are these programs and the real writing notebook appropriate for
> first grade?
>
> Kathy G
++++++++++
> From: Soswes@aol.com
> Date: Tue, 1 Jun 2004 19:03:33 EDT
> Subject: [mosaic] (no subject)
> Kathy wrote:
>
> am not familiar with six traits and step up to writing. I am going into
a
> first grade classroom this year after six years as a reading resource
>
> 6 traits most definitely is. I teach first and it helped me keep my
writing
> lessons focused. It's not a curriculum, you have to remember that....I
used
> it with Lucy Calkins, Ralph Fletcher, Tony Stead. I also tied it with the
> Comprehension strategies and I have had FANTASTIC results this year.
>
> I use the DWA to evaluate writing at the beginning of the year and at the
end
> of the year and my kids made tremendous gains. One student, sorry...I
have
> to share this one...he was writing about why the dinosaurs are no longer
> around. In 6 traits, for endings, we talk about leaving an echo as our
> ending...something for the reader to remember. Well....I remember his!
He wrote an
> expository report about the dinosaurs, ending it with what happened to
the
> dinosaurs is the "greatest mystery in history." Personally, I
think it
was tying the
> 6 traits in with the comprehension strategies, focusing on one trait at
a
> time, doing units of study, children hearing a common language, and using
best
> resources I could find to teach my mini lessons, ( I mean...who better
than Lucy
> Calkins!)..writing made sense to the kids this year.
>
> I tried a writers notebook, but I am back to the drawing board this summer
> with it. Some of my kids really got into it, some didn't. Katie Wood Ray
has a
> lot on it, and of course Fletcher, so I'm going to work on that for next
> year, as well as fine tuning my lessons.
>
> As far as Step Up to Writing goes...I only know hearsay....I have heard
that
> it is very formulated and voice is lost in it. I have also heard, in
> Illinois, that it helps with ISAT scores, but with the Prairie State if
that is all
> you know, you will bomb. Interestingly, I heard that from a high school
teacher
> and my daughter's high school uses it with their School Improvement Plan.
I
> know I'm the first person to say something negative about it, but I don't
like
> to regulate my kids....I want them to depend on their skills and
strategies
> to write, not a formula. With that said, I realize I have nothing but
hearsay
> to back that up with, so the postings have me intrigued.
>
> Sandi
> 1st
++++++++++
>
> From: CATHYMILLR@aol.com
> Date: Tue, 1 Jun 2004 19:11:52 EDT
> Subject: Re: [mosaic] (no subject)
>
> Formulaic writing is a bad idea in most cases.
>
> Cathy
++++++++++
> From: Soswes@aol.com
> Date: Tue, 1 Jun 2004 19:18:32 EDT
> Subject: [mosaic] math essentials
>
> Deborah...I don't know if I incorporated it the way the list serve was
> talking about it last year, but I did use the math problems in my
classroom. I tied
> the comprehension strategies in with all my math (as well as writing) and
it
> was a great year. Because the kids were doing so much thinking, they were
> actually getting into division. (We finish school this Friday)
>
> I used many of the problems as my "Daily Double" in the morning
(2 math/2
> language arts) and I used it as my math message, instead of the problem
in
> Everyday Math.
>
> For the math message, they had to not only solve the problem, but explain
> what they did and why they did it. They used their reading strategies:
(my
> schema about ____, is ____.This would mean that I do ______; I visualized
and drew
> a picture showing....; etc)
>
> Everything we did we had to explain our thinking. I would model their
> different ways to solve a problem on the whiteboard as they
explained...learning
> from each other.
>
> I was very pleased with how well they know their math facts. One of the
> complaints I hear all the time with Everyday Math is that it doesn't have
enough
> with math facts. I completely disagree. By tying all math in with the
> comprehension strategies....by constantly explaining our thinking...they
had their
> math facts down! I remember the day I introduced 2 digit addition. I put
the
> addition problem on the board, pretended to not know how to do it, then
the
> class walked me through how to do. Because the first person said to add
the tens
> place first, and I did, he and others, saw that this wouldn't work...it
just
> didn't make sense. So it was decided to add the ones first, which of
course
> makes sense. Then I put up a problem that required regrouping, which is
only
> introduced in first grade. Because they had be required to think all the
time
> what would make sense, a good foundation in place value, many of the kids
have
> a good foundation on regrouping.
>
> By visualizing their math problems, the kids could constantly see how to
> multiply by grouping. This lead one student to introduce us to division.
>
> So, after my long spiel, Deb...I can't say it was math essentials that
made
> the difference because I only used it as a basis to help me generate
problems
> that required thinking....but I can say it was in that thinking and
constantly
> explaining how they did something, that did make the difference.
>
> Sandi
> 1st
++++++++++
>
> Date: Tue, 01 Jun 2004 16:49:02 -0700
> Subject: [mosaic] QRI
> From: Diane Chapin <dichapin@comcast.net>
> Teachers in Grades 3 to 5 use the QRI in my system. Do repititions count
as
> errors on the QRI? Thanks.
+++++++++++
>
\> From: FEARNOT24@aol.com
> Date: Tue, 1 Jun 2004 20:10:45 EDT
> Subject: Re: [mosaic] (no subject)
\> Sandi!
>
> I think your comments about Step Up to Writing, based on hearsay, has some
> validity to it....I have been very positive in my comments about it, but
it is
> formulaic in nature.....That is why it is a LAUNCHING point for teachers
to
> use......the six traits instruction, writing notebooks, etc. carry kids
on
beyond
> the formulas, at least in my experience.......I introduce the structures
to
> give kids some point of reference, primarily in the area of organization,
but
> then release them to go where their creative minds will go.......
> As for real writing notebooks, every single year I reinvent the way I use
> them to fit the needs of each particular group.......and that is the
beauty of
> them....they are as flexible as the teacher wants them to be.......Again,
I
> start with some basic structures, some basic minilessons, etc. in place
and then
> go with the flow of my class.......it is exciting to me each year to see
what
> shape they take.....explaining this to someone who has never used them
is
a
> challenge, but worth the effort......Personally, if I were not refining
the
> notebook after each year it would take the fun out of using them in my
classroom!!!!
>
> Robert A, Redmond
> "Changing the World one Fourth Grader at a Time"
++++++++++
From: CNJPALMER@aol.com
> Date: Tue, 1 Jun 2004 20:26:48 EDT
> Subject: Re: [mosaic] QRI
> In a message dated 6/1/2004 7:50:04 PM Eastern Standard Time,
> dichapin@comcast.net writes:
> Teachers in Grades 3 to 5 use the QRI in my system. Do repititions count
as
> errors on the QRI? Thanks.
> No!
> Jennifer
> Maryland
++++++++++
> Date: Tue, 01 Jun 2004 20:18:38 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] (no subject)
> What is DWA? Could you tell me more?
>
> Our school used a prompted writing sample gathered 3 times a year and
> evaluated using six traits. At my level (2nd, this year), the prompt
> was a 3 frame drawing for one portion and a drawing for another. I got
> smart at the end of the year and stood on the shoulders of Calkins and
> others who talk about aprroaching this as a genre. I gathered samples
> (taken from commercial sources for sequencing) and modeled daily for
> about a week just how I could stretch this into a story. We began
> listing some things that you could do to make your writing more
> interesting, like naming your characters, writing 'between' the
> frames, using descriptive language and so on. We practiced a couple of
> times within the timed frame of the test. My kids raised their rubric
> scores from mostly one's and two's to mostly three's with a smattering
> of four's (not many, but some), but there just has to be a better way to
> evaluate writing than writing to prompts. On the other hands, the high
> stake fifth grade writing assessment is reality for all of us, so I
> don't feel it is a waste of time to give kids some taste of what this
> feels like.
>
> Lori
++++++++++
>
> From: "Mary Kaleta" <mekaleta@hotmail.com>
> Subject: [mosaic] step up to writing
> Date: Tue, 01 Jun 2004 21:26:58 -0500
I became familiar with Step to Writing about 6 years. It was developed in
Colorado by a high school teacher who wanted to improve writing. It then
filtered down to the elementary level where it was embraced. I took my first
workshop before the copyrighted edition ever came out. The workshop was
given by Alice Greiner. In fact in my district some people called it "The
Alice Greiner Method." My district use it from K to high
school.
If you are not strong in teaching writing,I would recommend starting here.
The 6 traits would naturally follow this program very nicely. It took my
school two years as a whole school effort to raise out state scores
substantially. In fact even the sped students meet or exceed the standards
in writing. I will try to find the publisher.
Mary /gr 8
++++++++++
> From: EDugan1016@aol.com
> Date: Tue, 1 Jun 2004 23:11:36 EDT
> Subject: Re: [mosaic] (no subject)
>
> Sandy,
>
> What is DWA? I'm assuming it's a District Writing Assessment?
++++++++++++
> From: Ltandy1211@aol.com
> Date: Wed, 2 Jun 2004 00:29:40 EDT
> Subject: Re: [mosaic] ETA committs to continuing funding!!!
>
> Hurrah for Ginger! I'd been wondering what happened and where you'd been
> lately.
> I always look to see your posts because they're consistently valuable and
> insightful.
> I'm so pleased that Mosaic will continue. Thank you Ginger, and thanks
to
> your teacher's association for supporting Mosaic.
>
> Laurie
> 3rd
+++++++++++
>
> Date: Wed, 2 Jun 2004 06:15:32 -0700 (PDT)
> From: Heather Wall <heather_wall_2000@yahoo.com>
> Subject: Re: [mosaic] active listening
> Ginger,
>
> Thank you for your thoughtful reply. The Lifeskills
> book sounds really good, but I don't know if I'll be
> able to buy in since I just bought Fletcher and
> Portalupi's new writing curriculum and I'm also
> beginning grad. school and National Boards. Do you
> think I could implement active listening using K2K
> (which I just bought too - it was cheaper)? If you
> really think it won't work without the Lifeskills
> book, I trust you and will buy it. No pressure! I just
> want to know your opinion.
>
> Also, are the skits part of the Lifeskills book or are
> they something you made up to go along with it?
>
> Thanks again!
> Heather
++++++++++++
>
> Date: Wed, 2 Jun 2004 08:17:56 -0500
> Subject: Re: [mosaic] Assessing young writers
> From: carol carlson <carlsonca@dist102.k12.il.us>
>
> Several teachers in my district and I just finished an online course=20
> using About the Authors Writing Workshop with Our Youngest Writers by=20
> Katie Wood Ray. Those teachers teaching first and second grade might=20
> want to read it this summer. She talks about developing fluency with=20
> our youngest writers and the difference between the emergent writer
and=20=
>
> those who are fluent. She doesn't ask students to keep a writer's=20
> notebook until they know more about the writing process. Again, she=20
> states that these young writers haven't yet developed a process yet,=20
> and they need many opportunities to author books. She emphasizes that=20
> these young students are learning to communicate and their first
drafts=20=
>
> often become their final copies, again depending on the skills of the=20
> writer.
> Also, six traits does have a developing continum writing for emergent=20
> writers, based on the six traits. We got ours from Seeing with New=20
> Eyes. Since this is our first year using six traits, we are using=20
> portions of that. However, we did discover that the more traits
scored,=20=
>
> the better picture you get of the writer. Ruth Culham also has one but=20=
>
> I attended her workshop. She told us we could e mail her and she would=20=
>
> send it to us. You can e mail The six Traits Company at=20
> http://www.writingtraits.com/ and ask if they will e mail you it as an=20=
>
> attachment. It's very helpful for scoring. We were told to use this=20
> until students were writing at least two paragraphs of connected text.
> Ginger, any way this could be put on the toolbox, of course, with=20
> Ruth's permission. I found it really helpful. When I assessed=20
> kindergarten students, I used this and just highlighted what they did=20
> well. It gave me a broad picture of the student. Again, I emphasize
the=20=
>
> more traits you score, the better picture you get.
> The traits helped in the above course when I was asked to assess a=20
> young writer's piece.
> Carol C.
+++++++++++
>
> Date: Wed, 2 Jun 2004 08:21:11 -0500
> Subject: Re: [mosaic] ETA committs to continuing funding!!!
> From: carol carlson <carlsonca@dist102.k12.il.us>
>
> Thanks to Ginger.
> Thanks also to all of you who took the time to send Ginger a
> testimonial. Guilty me, kept in my "to do" list and then never
got
> around to it. So, I really appreciate those of you who gave Ginger the
>
> support.
> I truly appreciate this list serve. It keeps me abreast, keeps me
> thinking of how to help teachers.
> Thanks, Ginger, for all you do for us.
> Carol
+++++++++
> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: RE: [mosaic] Bloom
> Date: Wed, 2 Jun 2004 12:22:36 -0700
> Hi! You didn't sign your name to this post so I'm not sure who I'm
> writing to, but I just wanted to say thanks for taking the time to write
> out this excellent and useful post! With school ending and doing my
> research class for my masters I've saved about a hundred emails to go
> through as I get the time. I'm gettting through a few now as I have
> lunch before going back up to school. I've printed out this post and
> know I will be using it to help me improve my instruction. Thanks
> again!
> Martha
+++++++++++
> Subject: RE: [mosaic] QRI
> Date: Wed, 2 Jun 2004 16:49:05 -0400
> From: "Judy Kelly" <kelly@monroe.k12.mi.us>
> It depends on which protocol you are using. If you use the accuracy =
> protocol, then self corrections count as miscues. If you are using the
=
> acceptability protocol, then self corrections do not count. Look on =
> page 63.
> Judy MI
> > Oops! I meant to say self corrections, not repetitions. Doesn't seem
=
> right to count self corrections as errors when that's a strategy good =
> readers use. On page 61 in the QRI manual it says self corrections are
=
> errors. Am I understanding this correctly? Please guide me. Thanks.
++++++++++
> From: FEARNOT24@aol.com
> Date: Wed, 2 Jun 2004 16:56:49 EDT
> Subject: Re: [mosaic] QRI
> In the QRI training we received in our district we were taught to not
count
> self corrections as miscues.....
>
> Robert
++++++++++
> From: "Mary Kaleta" <mekaleta@hotmail.com>
> Subject: [mosaic] Step up to Writing info
> Date: Wed, 02 Jun 2004 16:41:45 -0500
For those of you who are interested in this program. Here are the specifics:
Step Up to Writing By Maureen E. Auman
>
> Copyright 1999 by Sopris West
> ISBN #1-57035-208-9
>
> Sopris West
> Helping You Meet the Needs of At-Risk Students
>
> 4093 Specialty Place
> Longmont, CO 80504
> (303) 651-2829
> www.sopriswest.com
Hope this helps
Mary / gr. 8
+++++++++++
> From: "ginger/rob" <elephant@foxvalley.net>
> Subject: [mosaic] active listening
> Date: Wed, 2 Jun 2004 19:04:47 -0500
> Heather, regarding the LIFESKILLS book, the idea to do the skits was my
> idea. You certainly don't need to get the book to teach kids to be active
> listeners. The example I wrote up earlier on the list was exactly what
I
> do. And what I did when I was out in Arizona visiting Martha's school.
The
> LIFESKILLS book would be something you would want to get if you are doing
a
> character education/social curriculum component.
>
> If you have any more questions just let me know.
> Ginger
++++++++++++
Date: Wed, 2 Jun 2004 20:46:07 -0500
> From: "Tonya Cogan" <tcogan@eldoradoschools.org>
> Subject: Re: [mosaic] MOT discussion, chapter 5
> Hi to all,
> I have been reading you posts regularly. I would like to comment about
a
comment that PJ makde in you reponse. I get through the chapter about
schema then have stopped just skimming the other chapters. I dabbled with
this strat. in my classroom since Christmas wanting to really understand how
to help and guide my students.
> I feel rather lost as I am the only one in my building trying these strat.
I have tried to get others to read the book in order to start a book study.
I just want to talk about what we could be doing in our rooms.
> I think that alone I am scared to take a step.
> Just some thoughts,
> Tonya
++++++++++
> Date: Wed, 02 Jun 2004 21:55:35 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] QRI self-corrections as miscues
> Usually I do not rush to judgement...
> but if this instrument counts self-corrections as errors, I would be
> very unlikely to look further at it, given the research behind miscue
> analysis and what we now know about what effective readers do when they
> read.
> When you were trained, did the trainers supply a rationale and/or any
> research evidence for counting self-corrections as errors?
> PJ
> 4,5,6 and Lit Coach
++++++++++
>
> From: FEARNOT24@aol.com
> Date: Wed, 2 Jun 2004 21:56:15 EDT
> Subject: Re: [mosaic] QRI self-corrections as miscues
> In our training we do NOT count self corrections as
> miscues......self-correcting is a skill that we want kids to learn!!!!
>
> Robert
++++++++++
> Date: Wed, 02 Jun 2004 22:12:15 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] MOT discussion, chapter 5
> Tonya,
> I know EXACTLY how you feel!
> No one in my building was reading or trying comprehension strategies the
> first time I read the book. And although I was reading with a group of
> reading recovery teachers, none of them were trying to teach the
> strategies either. I felt so SILLY "thinking aloud" as I read
to my big
> fourth, fifth and sixth grade boys. I had no one to say to me, "Yeah,
I
> feel the same way. Do you think these kids are going to get it or are
> we wasting our time?"
> Of course at the time, I DIDN'T GET IT YET either. I was struggling to
> think metacognitivly (I think that's misspelled...) about my own
> strategy use, and then I was trying further to model that kind of
> thinking out loud. Takes a LOT of practice for that to feel natural.
> Hang in there and try it anyway. Things that are worth doing are often
> very hard to do, especially at first. But they get easier with
> practice, particularly if we see our students' comprehension improving
> as they begin to try to "think aloud" with us.
> Thanks so much for your response, I know a LOT of us feel as you do, or
> we have felt that way in the recent past.
> PJ
> 4,5,6 and Lit Coach
+++++++++++
>
> Date: Wed, 02 Jun 2004 22:21:13 -0400
> From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> Subject: Re: [mosaic] QRI self-corrections as miscues
> I think we are talking about the same thing, but maybe using different
> words. In miscue analysis, as I was taught to do it, there are a
> variety of miscues, and by analyzing them, we try to figure out what a
> kid is doing and why so that we can plan strategic instruction. SOME
> miscues,for example self-corrections, are things we want kids to learn
> to do, because it tells us that kids are self-monitoring. So we count
> them as miscues, but NOT as errors.
> Other miscues are counted as errors because they don't seem to
> contribute to self-monitoring or improved understanding.
> I am trying to understand if QRI counts self-corrections as errors, or
> as miscues to be analyzed for improved understanding of the child's
> reading process.
> Thanks,
> PJ
> 4,5,6 and Lit Coach
++++++++++++
>
> From: "Lisa Voelkel" <lvoelkel@houston.rr.com>
> Subject: Re: [mosaic] MOT discussion, chapter 5
> Date: Wed, 2 Jun 2004 21:31:49 -0500
> Have you read Reading with Meaning for incorporating the strategies?
> Strategies that Work has an excellent video that might be a great source
for
> your team to view to try and incorporate reading strategies as a team.
It
> sometimes helps to view a new teaching concept.
> lisa
> What is the title of the Lifeskills book that was suggested?
+++++++++
>
> From: <mjeffer1@bellsouth.net>
> Subject: Re: Re: [mosaic] active listening
> Date: Wed, 2 Jun 2004 22:37:35 -0400
> > What is the writing curriculum you just bought. What are the components?
Would it work for 4th grade? Writing is definiely my weakest subject and am
looking for something I can be successful with. Melinda (from CMES)
+++++++++++
> Date: Wed, 2 Jun 2004 21:46:50 -0500
> From: "Tonya Cogan" <tcogan@eldoradoschools.org>
> Subject: [mosaic]
> Yes, I borrowed the tapes "Reading With Meaning" from a member
of our list
serv. Tommorrow is forcasted to be rainy. My plans are to sit down in the
quiet and watch the tapes (again - slower) and do some thinking. I have
read the book and I have decided that I am a very visual learner. I want to
see things put into practice.
> Another concern for me is if I am doing my students justice because I am
teaching in a very different way than the others in my building so when they
go to the next grade and they don't get to do their own writing and talking
about books but rather just having to fill in the blanks on worksheets, am I
doing them a favor in preparing them.
> I have started to make an outline for next year. During the summer my plan
is to read a book for myself and then get one school project done,etc. I
just finished a brainless book that I enjoyed and now am thinking about
school. Our Title I teachers are going to be coming in our rooms next year
as a group to do guided reading in groups all at the same time. They have
never done guided reading before and just hear the concept three months ago.
I have tried to give them direction as to how I think the time should go. I
do think this will make my day go better thus giving me a few more precious
moments in a always very busy packed day. I know we will be doing lots of
talking over the nect two weeks as we are taking a phono.awareness class
together.
+++++++++++
> From: FEARNOT24@aol.com
> Date: Wed, 2 Jun 2004 22:54:57 EDT
> Subject: Re: [mosaic] QRI self-corrections as miscues
> Hi PJ!
>
> Thanks for the clarification.....In our training we were told that the
> miscues are not counted as errors....I think we are saying the same thing
in
> slightly different ways.....
>
> Robert
+++++++++++
> From: "Lisa Voelkel" <lvoelkel@houston.rr.com>
> Subject: [mosaic] Reading Strategies
> Date: Wed, 2 Jun 2004 22:01:06 -0500
> Good luck, Tonya
> What about a book study with Reading with Meaning? They could each bring
a
> book that highlights the strategy.
> We just completed a book study with Reading with Meaning. We used the
> Strategies That Work videos.
> We showed a small portion each week.
> What about having your adminstration attend the book study to show your
> support? Another thought is to give them research on why this approach
is
> effective.
> lisa
++++++++++
> Date: Thu, 03 Jun 2004 06:37:25 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic]
> Tonya,
>
> I had to think over your email a bit before replying. Although I
understand your concerns regarding the educational experiences your students
will have with other teachers, I am always troubled when I hear comments
like this. So often, and I don't hold this to be true for you, it becomes
one more excuse for clinging to a way of teaching that demeans children by
undervaluing their thinking processes and their ability to cope. Brian
Cambourne, a personal hero of mine, addressed similar concerns at the Whole
Langaug Umbrella Conference outside of Washington, D.C. a few years ago. He
said something to the effect that one year of health in twleve years of
illness is worth having.
>
> While it is sad to think that children may have just one year, it seems
unthinkable to me to even consider for a minute denying it to our children.
My son, who will enter sixth grade next year, is living proof to me that
healthy years are worth having. He has had two remarkable teachers in his
life as a learner and was lucky enough to spend two years in a K-1 multiage
with one of these women. He has had lackluster teaching for two years and
it is a toss-up which of us is more unhappy about that. I have never seen
so many worksheets or workbooks or mindless teaching. I am so thankful that
he has had the experience of rich, meaningful and intentional instruction
because I think he would have become much more discouraged these last two
years without
> his realization that teaching and learning can (and, in his opinion,
SHOULD) be different. He knows health! He survived sickness and maintained
his image as a self-directed learner and thinker.
>
> The answer is more health, not more sickness.
>
> Lori
++++++++++
>
> Date: Thu, 03 Jun 2004 08:47:09 -0400
> From: Jodi Mulholland <trainme@optonline.net>
> Subject: Re: [mosaic]
> I agree wholeheartedly!
> I have been asked the same question many, many times.
> My answer is always the same: "It is our responsibility to provide
children
> with the best educational experience that we can." "The children
will
> adjust to their new teacher. Isn't it better to put off the "skill,
drill,
> and kill" for as long as we can?"
>
> Jodi
++++++++++
> Date: Thu, 03 Jun 2004 09:59:01 -0500
> From: Judy's mail <jggasser@swbell.net>
> Subject: Re: [mosaic]
>
> What great responses you all are giving! I think there is another issue
> here. What do we know about best practices and all the effective
> instructional research of the last few year from Allington, CIERA,
> Fountas and Pinnell, Duffy et al, and the Colorado group? There is an
> amazing consistency across these reports. Why would we not choose to
> be leaders in the latest effective practices that our field has to
> offer? Unfortunately education has a reputation of maintain the status
> quo. There is one thing that I agree with in NCLB and that is that we
> must give every child our very best shot and use the best practices
> available. That is a big responsibility, but all of you on the list
> serv are up for the responsibility and success for the students as a
> result. JGasser
+++++++++
>
> Date: Thu, 03 Jun 2004 10:06:32 -0500
> From: Judy's mail <jggasser@swbell.net>
> Subject: Re: [mosaic] QRI self-corrections as miscues
>
> I think what might be important here is that everyone that is interested
> in using QRI3 read the introductory pages that talk about its
> administration no matter what training you have had or how you have been
> administering it. You will find these pages a bit challenging to read
> but full of informative assessment information and theoretical
> background about the reading process. Dr. Leslie has written a very
> clear statement of why each section is important. If you want to get
> even more into this, the ending technical pages really clarify more
> issues. If you have not ordered the training tape that goes with the
> materials and the training book that goes with it, these materials are
> also very helpful.
>
> Dr. Leslie is working on piloting QRI4 at this point and would be
> interested in your feedback about QRI3, but we must do it from an
> informed position by having read in details the materials. My master's
> students tell me this is hard but very beneficial reading.
JGasser
++++++++++
>
> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: [mosaic] Feeling isolated
> Date: Thu, 3 Jun 2004 13:23:59 -0700
> Hi, Tonya! Like PJ said, many of us on this list have walked in your
> shoes. It is a scary feeling to feel like you're out there alone. That
> is why this list is so great. My experience is that you can ask or
> share anything to do with strategy instruction and you will always get
> thoughtful, professional responses. This is what helped me persevere
> with this instruction when I was the only teacher formally trying to
> implement it on my campus. My suggestion is to read Debbie Miller's
> Reading With Meaning if you haven't yet. I tried my first year teaching
> to implement strategy instruction based solely on my reading of MOT. I
> hadn't yet discovered this list. I just didn't have a clear enough
> picture in my mind of what it should look like in my room with my
> students. I tried to replicate the lessons that were shared in the
> classroom vignettes, but didn't see how to take it beyond those lessons.
> I was a flop at thinking aloud (this is still one of my very weakest
> areas!) I found out about this list and RWM at the same time and
> between the two the picture started to become clearer in my mind. So,
> be brave, take the step, know that there are people out here to draw on
> for support, and most of all be patient with yourself. This past year
> was my third year of implementing strategy instruction (and that's
> counting that first year which probably shouldn't be counted!)and I have
> a tremendously long way to go, but even with my non-perfect attempts
> I've seen huge benefits for my kids. Once you begin to see this, there
> is no going back!
>
> As far as the worksheet thing goes, I wouldn't worry about it.
> Unfortunately, kids will have plenty of opportunity to master that kind
> of skill and honestly it doesn't take a whole lot to do so. I was a
> master of that kind of work as a student and didn't learn to think
> critically until well into my adulthood. You are giving your students a
> gift much more valuable than an easier transition into the next grade.
>
> OK. I'm long-winded, I know, but just one more thing. Talk about your
> successes with this instruction around the other teachers. Not in a
> bragging way about yourself or your instruction, but brag about the
> thinking and ideas your kids come up with. This isn't hard to do
> because once you help the kids to learn to think about and talk about
> the texts they read, they just amaze you day after day. I think just
> about all teachers are attracted to something that proves successful
> with children. Maybe, this might be a way to get others interested in
> what you're doing and maybe become involved in a book study.
>
> Martha/4/5/az
++++++++++
> From: "Elisa Waingort" <gjimenez@ecnet.ec>
> Subject: Re: [mosaic] active listening
> Date: Tue, 1 Jun 2004 14:31:02 -0500
> Hi Ginger,
> These five Lifelong Guidelines sound like the Tribes agreements. Do you
> know if there's a connection?
> Elisa
+++++++++++
>
> From: "Mary Baker" <mary@frontporchfriend.com>
> Subject: Re: [mosaic]
> Date: Thu, 3 Jun 2004 15:55:02 -0700
> Who is the author of "reading with Meaning"
>
> Thanks
> MARY BAKER
+++++++++
> Date: Thu, 3 Jun 2004 16:30:17 -0700 (PDT)
> From: Julie <sisjulie1@yahoo.com>
> Subject: Re: [mosaic]
> I believe Debbie Miller is the author of Reading With
> Meaning.
>
> Julie
++++++++++
> From: CATHYMILLR@aol.com
> Date: Thu, 3 Jun 2004 19:31:37 EDT
> Subject: Re: [mosaic]
>
> You are so lucky to have seen Nancie Atwell. Reading her book In The
Middle
> literally changed my life. Don't do the worksheets.
>
> Cathy
> DE
+++++++++
>
> From: FEARNOT24@aol.com
> Date: Thu, 3 Jun 2004 19:33:11 EDT
> Subject: Re: [mosaic]
> Lee!
>
> Thanks for sharing your thoughts....I am realizing how blessed I am to
be
on
> a staff that does not use the worksheet approach to teaching!!! I think
I
> might have mentioned this before, but I teach in the school that Ellen
Keene
> started out in....our district is so cutting edge it is unreal.....I love
teaching
> here......We have 4th-6th grades in our building, 24 classroom teachers
> total......I know of only one or maybe two that have hung on to
> dittoworld......everyone else uses real writing notebooks, literature
circles, and a wide array
> of approaches to teaching literacy.......
>
> Robert
+++++++++++
> From: CNJPALMER@aol.com
> Date: Thu, 3 Jun 2004 20:16:07 EDT
> Subject: Re: [mosaic] QRI
>
> If you use the QRI as written, yes, self corrections are errors....but
you
> don't HAVE to score it that way. I use my QRI with self corrections as
correct,
> BUT if I am using multiple passages to determine reading level and there
are
> LOTS of self corrections, I consider dropping to an easier passage. In
my
grad
> class on reading diagnosis, self-corrections, repetitions and hesitations
are
> considered 'symptoms' and if there are alot of them, you need to consider
> them when determining a reading level.
> Jennifer
> Reading Specialist
> Maryland
> Oops! I meant to say self corrections, not repetitions. Doesn't seem right
to
> count self corrections as errors when that's a strategy good readers use.
On
> page 61 in the QRI manual it says self corrections are errors. Am I
> understanding this correctly? Please guide me. Thanks.
+++++++++
> From: Tiredtex53@aol.com
> Date: Fri, 4 Jun 2004 22:29:35 EDT
> Subject: [mosaic] Research Based
>
> We are one of the schools that were "lucky" enough to get the
Reading
First
> monies. Now we always hear about scientifically research based? Who
decides
> if a program meets this criteria? I know now all the catalogues say
research
> based but who made that decision?
> Is there a list so that you can check programs out? I found one at the
> Oregon site but is that official? I would appreciate answers from
someone.
> Thanks in advance.
> Pat
++++++++++
> From: Gleequeen@aol.com
> Date: Sat, 5 Jun 2004 02:40:19 EDT
> Subject: Re: [mosaic] Research Based
>
> In a message dated 06/04/2004 7:29:51 PM Pacific Daylight Time,
> Tiredtex53@aol.com writes:
>
> > Now we always hear about scientifically research based? Who decides
if
a
> > program meets this criteria? I know now all the catalogues say research
based
> > but who made that decision?
>
> http://www.pdkintl.org/kappan/k0201yat.htm
>
> This may be informative to you,
> Tina D
+++++++++++
>
> From: "Donna Baker" <baker@sprint.ca>
> Subject: Re: [mosaic] Summer Plans
> Date: Sat, 5 Jun 2004 05:40:50 -0400
> Hi Everybody,
> You can probably help me with my summer plans. I am going to a new job
as
> Teacher-Librarian in a new school. I am planning to have a biweekly
> activity called the treasure box. The treasure will be a book I am
> hilighting. In the box will be "Book bits" or clues to the book.
For
> instance - for Tales of Desperaux I would put in:
> a spool of red thread, a crown, a spoon, (obvious but not allowed would
be
> matches or cigarettes). Students will be invited to explore the treasure
> box and try to guess the book. Do any of you have any favourite books
that
> you would recommend along with the "book bits" I might be looking
for.
>
> Also, if any of you have any great ideas, or things you would like to see
in
> your library - let me know.
> Thanks again for all your support and help.
> Donna
++++++++++
> Date: Sat, 5 Jun 2004 04:36:09 -0700 (PDT)
> From: Paul Freudenthaler <pgfrbc@yahoo.com>
> Subject: Re: [mosaic] writing/DWA
> How does DWA compare to First Steps Writing?
> Paul
> Toronto
++++++++++
> From: CuriousNMB@aol.com
> Date: Sat, 5 Jun 2004 07:44:16 EDT
> Subject: [mosaic] Questions about inservice
>
> I am doing an inservice on inferring with adults. Does anyone have any
good
> adult poetry that I could use? Also, am doing dertermining importance with
same
> crew on determining importance in fiction? Any help or suggestions would
be
> great! Thanking you in advance.
++++++++++
>
> Date: Sat, 05 Jun 2004 06:54:27 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Questions about inservice
> Check out the Poetry 180 site as a good source.
>
> http://www.loc.gov/poetry/180
>
> Lori
++++++++++
> Date: Sat, 05 Jun 2004 07:05:14 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Questions about inservice
> I especially like Bike Ride With Older Boys for high school students and
adults.
> Have used it with adults several times.
>
> Lori
++++++++++
>
> From: "Lynn Clendenin" <lclendenin@sc.rr.com>
> Subject: Re: [mosaic] Summer Plans
> Date: Sat, 5 Jun 2004 09:13:39 -0500
> http://www.teachers.net/4blocks/goodies.html
>
> Check out the 4-Block Goodies page. . . you might be able to find
something
> you can use. If you scroll down the page there is a link to the Souvenir
> Bits form -- that page has more explanation.
>
> Lynn
++++++++++
> From: CNJPALMER@aol.com
> Date: Sat, 5 Jun 2004 09:17:59 EDT
> Subject: Re: [mosaic] QRI self corrects
> Lori
> I also think about 'overcorrections' at times. I find them often to be
kids
> who are still overrelying on visual cues (phonics) or have this 'thing'
about
> being right. Sometimes these same kids won't use phonetic spelling because
they
> want to be sure that they are spelling correctly.
>
> I agree with you about abandoning correct responses...a child may be
> searching for a word that gives them some meaning and if the correct
response has no
> meaning for them, they abandon it.
> Jennifer
> Maryland
++++++++++++++
> Date: Sat, 05 Jun 2004 08:36:10 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: [mosaic] content area reading resources
> Sometime ago someone posted an excellent reference for a web resource
to
> support content area reading strategies. Does anyone have it
> bookmarked?
>
> Lori
++++++++++++
> Date: Sat, 5 Jun 2004 06:52:13 -0700 (PDT)
> From: D'Ve Wilkins <tchdve@yahoo.com>
> Subject: Re: [mosaic] Questions about inservice
>
> You might try "The Road Not Taken" by Robert Frost. Or other
Robert Frost
poems for that matter.
>
>
> D'Ve Wilkins
> EIP Teacher
> Eagle Springs & Quail Run Elem.
> Warner Robins, GA
> www.tchdve@yahoo.com
+++++++++++
> From: "EWW" <emwwhite@inteliport.com>
> Subject: Re: [mosaic] Summer Plans
> Date: Sat, 5 Jun 2004 11:18:42 -0400
> Donna,
> Have you checked out these sites?
> http://teachers.net/4blocks/article34.html
> http://www.readinglady.com/ssr/Souvenir_Bits/souvenir_bits.html
> Elouise
+++++++++++
> Date: Fri, 04 Jun 2004 11:01:44 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: [mosaic] K-2 6 Traits rubric
>
> >Ruth Culham also has one but I attended her workshop. She told us we
could
> >e mail her and she would send it
>
> I am away from home, and have e-mail, but not internet access. So I might
> not have my website url exactly right. I have Ruth's K-2 rubric on my 6
> traits website, or the version that the Arizona state department uses,
at
> least.
>
> Oh, wait! I have my 6 traits site linked from my desertsky homepage!
>
> http://www.desertskyone.com
>
> You will find both 6 traits rubrics there.
>
> If you use the K-2 rubric to judge where your emergent writers are, you
> will know a lot more about their writing!
>
>
> Susan Nixon
> John F. Long School
> 3rd grade
++++++++++
> Date: Fri, 04 Jun 2004 11:09:11 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] MOT discussion, chapter 5
> One good thing about being a novice at the strategies is that when you
try
> them, and you're feeling self-conscious about them, you can be comforted
> knowing that your students don't know the difference. They are also
> novices at this!
>
> In business, I heard someone say that if you pretend a thing for 15 days,
> it becomes a part of you. So keep doing the thinking aloud and using the
> strategies to the best of your understanding. What I have found is that
no
> matter what I *think* I understand, students help me find more
> understanding, both about strategies and about content of the text.
>
> We build a learning environment, a learning community. I don't feel at
all
> bad about telling them that I need some help understanding something, or
> that I'm learning along with them. In fact, I believe it helps them be
> more enthusiastic about the learning. I think it removes the feeling that
> there's "one right answer" in a given situation if we are all
searching
> together.
>
> Susan Nixon
> John F. Long School
> 3rd grade
+++++++++++
> Date: Fri, 04 Jun 2004 11:12:15 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic]
> At 05:37 AM 6/3/04, you wrote:
> >Another concern for me is if I am doing my students justice because
I am
> >teaching in a very different way than the others in my building so
when
> >they go to the next grade and they don't get to do their own writing
and
> >talking about books but rather just having to fill in the blanks on
> >worksheets, am I doing them a favor in preparing them.
>
> Yes, yes, yes! The biggest favor of all - helping them know that there
are
> alternative ways of looking at things! Any of your children will be able
> to fill in a worksheet. But the children who haven't learned the
> strategies from you will not be getting the deeper thinking that you've
> taught. Don't imagine your students won't continue to do that thinking,
no
> matter what kind of teaching they have to endure.
>
> You are building thinkers and comprehenders. I truly believe it's a moral
> issue. If you know there's something better, you are morally bound to use
> it. There's no way *you* could do anything else. =)
>
> Susan Nixon
> John F. Long School
> 3rd grade
+++++++++++
> From: "jan sanders" <jgousan@hotmail.com>
> Subject: Re: [mosaic] MOT sharing
> Date: Sat, 5 Jun 2004 09:40:35 -0700
>
> reorganizing my files at school (lots of piles on the back counter cuz
I =
> want to change my system)
> reading (both fiction and professional books)
> planning/finalizing my husband's retirement party (retires June 26th-at
a=
> ge 50, party July 11th)
> helping to rewrite a writerly life genre study for 4-6
> leading/facilitating a table group of scorers for 2nd grade portfolios
(e=
> nd of July)
> presenting 15 hours of staff development (3 a day for a week, after the
s=
> coring) on literary non-fiction
> going to Lake Tahoe for 2 weeks (1st 2 weeks in Aug)
> getting ready for school to start (Aug 23rd)
>
> jan
> literacy coach K-6
> CA.
+++++++++++
> From: "Harvey Family" <armehharvey@comcast.net>
> Subject: RE: [mosaic] Summer Plans
> Date: Sat, 5 Jun 2004 10:09:08 -0700
> Old sneaker, tangled ball of string, Mars bar, pass to the zoo, pizza
> coupon, Valley Forge memorabilia, frog & baseball cap, jump rope,...
>
> ... how about Jerry Spinelli's Maniac Magee? Great book for
> intermediate/middle!
>
> Alan, Tacoma, WA
++++++++++
> From: Soswes@aol.com
> Date: Sat, 5 Jun 2004 13:22:07 EDT
> Subject: [mosaic] DWA
>
>>
> The DWA is just an assessment tool. It will give you teaching tools, that
is
> what you need to teach to move the student along the continuum. It is not
a
> formula or a curriculum per say.
>
> Sandi/1st
+++++++++++++
>
> Date: Sat, 5 Jun 2004 10:37:39 -0700 (PDT)
> From: Carol Meyer <schoolteacher52342@yahoo.com>
> Subject: [mosaic] Summer Plans
>
> Waiting to sign my new contract; getting all my transcripts in to the
school so they can establish what to pay me; digging out all my teaching
resources that I packed away four years ago thinking I wouldn't get a
teaching job again; meeting the other teacher that will be in the room with
me and planning our year; reading about word sorts for my professional read
and something romantic and trashy and mindless for fun; gardening; tutoring;
giving piano lessons; camping; trying to keep my 14 year old and 6 year old
from getting bored; re-writing a children's/ teachers book I wrote three
months ago because everyone is so sure it's good enough to be
published...I'm pretty sure it's not but since I have a couple months
thought I would humor them. There probably is much more I should do and
could do and I would do it if I could think what it might be.
>
> Carol
> Kindergarten
> Iowa
+++++++++++++
>
> Date: Sat, 5 Jun 2004 11:14:08 -0700 (PDT)
> From: DONALD EVANS JR <evansjrdon@sbcglobal.net>
> Subject: Re: [mosaic] Questions about inservice
>
> Reflections on a Gift of Watermelon Pickle... is full of short,
accessible, and interesting poety. I use it for teaching inference to my
eighth grade resource students. You might take a look at it. I think the
adults would find it engaging. (It's availible in paperback, so it should be
cheap too.)
>
> Don
> Fullerton, CA
+++++++++++++
>
> From: "Lynn Clendenin" <lclendenin@sc.rr.com>
> Subject: Re: [mosaic] Summer Plans
> Date: Sat, 5 Jun 2004 16:14:06 -0500
>
> Here it is, the first week in June, and I have already been to three =
> workshops! I have two more workshops and a schoolwide retreat in July.
>
> The most exciting part of the summer is my daughter's wedding on July 10
=
> in Charleston, SC. The wedding is outside at sunset at the ruins of the
=
> old Charleston Museum -- all that is left is the brick sidewalk, the =
> stairs, the entranceway, and the pillars. She has hurricane lamps for =
> lighting the area and a string quartet to play. . . sparklers instead of
=
> rice or birdseed. (I've seen pictures of a wedding done here -- WOW!)
>
> I do want to take some time to go to the beach and sit and read some =
> trashy romance novels, but . . .
>
> Lynn
+++++++++++
> From: Seawink3@aol.com
> Date: Sat, 5 Jun 2004 16:32:30 EDT
> Subject: Re: [mosaic] Questions about inservice
> Sherman Alexie's "The Unauthorized Autobiography of Me" from
One Stick
Song,
> Would be excellent...
>
> Catherine Winkler
> P.O. Box 122
> Old Harbor, AK 99643
> 907-286-2344
+++++++++++++
>
> From: "Kathy Garzon" <kgarzon@earthlink.net>
> Subject: [mosaic] Miscue analysis
> Date: Sat, 5 Jun 2004 17:12:34 -0400
>
> I have been using running records for the past twelve years. When I =
> encounter a child who overly self corrects yet scores 94% or more, I =
> usually back up their reading level. I have found that this gives them
=
> an opportunity to read an easier text while focusing on monitoring =
> meaning. I am interested to learn what current research says on this =
> subject.
>
> Kathy G
++++++++++++
>
> Date: Sat, 05 Jun 2004 17:28:56 -0400
> From: AMYASL100@aol.com
> Subject: Re: [mosaic] Summer Plans
> In a message dated 6/5/2004 1:37:39 PM Eastern Daylight Time,
schoolteacher52342@yahoo.com writes:
>
> > re-writing a children's/ teachers book I wrote three months
> > ago because everyone is so sure it's good
>
> Wow! What is the book you are writing about? Good luck with it. What
grade do you teach?
>
> amy
+++++++++++++
> From: "Mary Baker" <mary@frontporchfriend.com>
> Subject: Re: [mosaic] Summer Plans
> Date: Sat, 5 Jun 2004 14:31:13 -0700
> What a fabulous idea. What about any of the "If you give books"
or
> "Everything on a Waffle". You might want to separate a K-3 and
a 4-5
> Treasure box.
> MARY BAKER
+++++++++++++
> >From: "Laura Candler" <lauracandler@worldnet.att.net>
> >Subject: [mosaic] Reading Scores
> >Date: Sat, 5 Jun 2004 21:48:03 -0400
> >Well, I just got back my reading scores from our state test and I'm
pretty
> >discouraged. Last year all students passed, and this year I had 6 of
my
28
> >make a non-passing score. These students had a variety of special needs
and
> >problems, but the year before I had similar situations and they all
passed.
> >My daughter saw how upset I was and asked what I did different this
year.
> >Well, I realized that it wasn't as much what I did differently but
what
the
> >students did differently. I'm trying to focus on that to keep from
being
so
> >discouraged.
> >
> >Is anyone familiar with the FastForWord program? It's a computer program
> >designed to help certain types of low readers learn to process language
> >better. It's supposed to be scientifically researched and "proven"
so of
> >course our school jumped on the bandwagon. However, it requires students
to
> >be out of the classroom 100 minutes a day! We teachers were pretty
> >apprehensive about kids being gone for this much time, but the program
only
> >lasts 9 weeks and is supposed to make a big difference with these kids.
> >Well, let me tell you that I had 4 kids participate in this during
the
> >school year and NONE of them passed the state reading test! I can't
help
> >but
> >wonder if they had been in my class those 100 minutes a day if I couldn't
> >have helped them make more progress. I can't wait to see if this is
a
trend
> >with other classes and other students.
> >
> >Unfortunately, our school is supposed to have this program again next
year.
> >Believe me, I am going to FIGHT to keep my students out of that program
and
> >to keep them in my classroom!
> >
> >When I reflect on some of the other students who did poorly, I have
to
> >remind myself that no matter how hard I work, it ultimately falls on
the
> >student to put forth effort and attempt to do their best work. One
of my
> >students has made absolutely amazing progress in reading this year,
but
on
> >the day of the test he was in one of his "moods." He had
a huge attitude
> >and
> >then fell asleep several times during the test. Despite that, he brought
> >his
> >score up tremendously and came within one point of passing. I talked
to
him
> >later about what the deal was that day and he said he stayed up late
the
> >night before! How can I control something like this? I'm so disappointed
> >that he didn't choose to show the world how much progress he's made
this
> >year.
> >
> >Another boy put his answer sheet under his chair part way through the
test,
> >put his head on his desk, and began crying that the test was too hard.
He
> >hasn't done this on any of our benchmarks so I was in shock. I guess
the
> >pressure just got to him. I couldn't get him motivated to try anymore
and
> >he
> >left almost half the circles blank. Then the next day he pulled himself
> >together on the math (even though he thought it was hard) and did
> >beautifully. He's capable of passing the reading test, and I'm pretty
sure
> >he will when he retakes it, though those scores won't count towards
our
> >school goals.
> >
> >Another student who failed was only in my room 6 weeks. He came from
out
of
> >state and is very smart but not motivated. When I called home to tell
his
> >mother his score today, I found out that he and mom have both left
the
> >state
> >and won't be returning. Well, thank you for gracing my classroom with
your
> >presence long enough to add another failing score to my statistics!
> >
> >Boy, this whole thing is really humbling and makes me realize the flaws
in
> >NCLB. How can we ever expect to have 100% of our students passing in
a
real
> >world with real problem kids?
> >
> >Sorry about the long sob stories, but I just had to vent. I'm starting
to
> >get over my disappointment. . . I guess by looking at my math scores
for
> >one
> >thing. Everyone passed in math, and 23 of my 28 students scored a "4"
which
> >is the highest level. I just can't seem to get a handle on how to improve
> >reading skills, and it drives me crazy! I love to read, and it just
doesn't
> >make sense that I can't bring about significant improvements in that
area
> >with my students.
> >
> >I am excited to start a new year with the reading strategies I've learned
> >from this group and from the suggested readings. I tried out some of
the
> >ideas this year, but it was very late when I learned them and I don't
think
> >I implemented them in a very effective manner with this group of
students.
> >In math I know what to do because I have certain strategies that I
teach -
> >maybe the RWM and STW strategies will make the difference in reading
next
> >year. I really think they will, and I have to remain positive that
I can
> >make a difference. I will never give up until I figure out how to teach
> >kids
> >to read and to love it the way I do! I will certainly need lots of
help
and
> >support from this group. Thanks for listening!
> >
> >Laura Candler
> >lauracandler@att.net
+++++++++++
> >From: RR1981@aol.com
> >Date: Sat, 5 Jun 2004 22:23:53 EDT
> >Subject: Re: [mosaic] Reading Scores
> >Dear Laura,
> >
> >I certainly understand, and as a new teacher-from a state that did
not
have
> >high stakes testing-I too wonder about all these tests. The teachers
in
my
> >school refer to the scores as "theirs" instead of the rightful
owner the
> >student.
> > Three of my students did not pass Math, but 7 out of 14 didn't pass
> >reading.
> > 4 of those are identified, and 2 are waiting to be tested. It is very
> >discouraging, and yet I know that I did the best I could-as a second
year
> >teacher.
> > I am sure that you also did the best you could. I really question
the
> >notion that my worth as a teacher is dependent on the scores that my
> >students earn.
> >
> >
> >I too plan to use some of the strategies next year, I will be reading
the
> >book over the summer, as well as Reading for Meaning. I am going to
third
> >grade
> >next year, and feel that this will be a good move for me.
> >
> >Rosie
++++++++++++++
> >Date: Sat, 05 Jun 2004 21:45:07 -0600
> >From: Lori Jackson <ljackson@gwtc.net>
> >Subject: Re: [mosaic] Reading Scores
> >My son's school purchased FastForWord. It's research based is NOT
peer
> >reviewed or
> >independently replicated. I am not unwilling to admit it MAY work for
a
> >few (but
> >from your experience, it doesn't sound like it). It was very expensive,
so
> >they
> >put the entire school on the damn thing. My son scored last year in
the
> >97th
> >percentile for reading. You can be sure I pitched a fit--even threatened
> >to go to
> >the school board. To further point out how stupid the system can be,
I
had
> >a child
> >with severe articulation issues and processing issues. We thought,
his
> >speech
> >pathologist and I, that maybe--after four long, hard years of trying
> >everything
> >else (child was retained and is going to third grade reading at a level
> >four) that
> >MAYBE, just MAYBE this would help him. Our k-3 elementary could not
use
it
> >because
> >we are a seperate building not covered in the licesning agreement and
it
is
> >far too
> >expensive to purchase for one child. Makes no sense at all!
> >
> >Lori
++++++++++++
> >Date: Sat, 05 Jun 2004 21:51:37 -0600
> >From: Lori Jackson <ljackson@gwtc.net>
> >Subject: Re: [mosaic] Reading Scores
> >In our school system DRA is becoming the highstakes test of second
> >grade. We hope to see all second graders reading at (or hopefully
> >above) level 24. I have seven special needs children, three more to
be
> >referred in the fall. Three of these children has severe cognitive
> >delays and may not ever read. None of them came close, though four
of
> >these children raised their reading levesl by more than eight levels
> >this year and three more made significant progress in the latter part
of
> >the year, when things finally began to click for them. Three children
> >tested fluently at level 20 and at the highest of instructional levels
> >at 24 with near perfect comprehension. The number alone just don't
tell
> >the whole story and never will. If they want the whole story, they
need
> >to talk to the teachers. They need to to talk to healthcare providers
> >about the level of fetal alcohol syndrome in our community, they need
> >to talk to someone who can get these kids to school on a regular basis
> >and they sure as heck need to talk to me.
> >
> >Lori
+++++++++++++
> >
> >From: FEARNOT24@aol.com
> >Date: Sat, 5 Jun 2004 22:47:53 EDT
> >Subject: Re: [mosaic] Reading Scores
> >Laura!
> >
> >I appreciate the comments you shared....I too, know the realities of
the
> >classroom, having taught for over 25 years. In our situation, our state
> >tests are
> >administered over a five day period....the REALITY is that certain
children
> >are not likely to come to class 5 consecutive days at the top of their
> >game, so
> >to speak....and messing up one day basically means they do not score
as
> >well
> >as their skills might otherwise dictate......I have not yet seen the
scores
> >for this year's tests, and I expect my class will do well
overall......but
> >I
> >simply cannot take responsibility for children who leave themselves
> >behind.......and on occasion I see parents leaving their children
> >behind.......I had one
> >young man this year who came to me having been adopted a year prior,
he
> >had
> >spent his entire school-life in an institutional setting, had been
on
five
> >medications for adhd and emotional/behavioral issues, and the story
just
> >goes on and
> >on......His behavior was dominating in my classroom this year, he was
> >resistive, he stole, lied, manipulated, and yet, he learned.....I loved
the
> >kid,
> >despite himself......However, expecting this guy to sit in a seat,
> >silently, for a
> >WHOLE HOUR, or more, five consecutive days, simply was not going to
> >happen........he obviously gave up on the tests the first two days.....I
> >spoke with his
> >parents about his lack of effort, and it improved slightly the last
three
> >days.......I can honestly say that given the biochemical things this
kid
> >deals
> >with, the dysfunction in his background life, etc. he might very well
have
> >given these tests his best shot.....whether the state will ever recognize
> >that is
> >highly unlikely.....but I deal with flesh and blood and not simple
> >statistics........and knowing that, I refuse to have my teaching
> >approach/style/methods/etc. dictated by state tests.....and interestingly
> >enough, my kids overall are
> >amongst the highest in my building.....My encouragement to you is to
simply
> >continue to do what you do, knowing that you are doing your best, and
leave
> >the
> >gut-wrenching, stomach upset, and whatever to the
politicians........(like
> >I
> >believe they really care to that degree). We are the ones in the
trenches,
> >we
> >know what works and does not, and we will continue to provide meaningful
> >experiences for our kids, regardless of outside perceptions as to who
is
> >being left
> >behind and who is not.....we know better.......
> >
> >Robert
> >"Changing the World One Fourth Grader at a Time"
+++++++++++
> >From: "btillman" <btillman@farmerstel.com>
> >Subject: Re: [mosaic] Reading Scores
> >Date: Sat, 5 Jun 2004 23:04:36 -0400
> >Lori,
> >Drag out the "Big Green Book" the NRP report and show whoever
purchased
> >that
> >program the part of the report that says the ONLY thing in reading
a
> >computer could possibly teach would be vocabulary...and the research
there
> >isn't even all that impressive.
> >
> >I don't know if that will help, but maybe it will.
> >Cece
+++++++++++
> >Date: Sat, 5 Jun 2004 20:37:41 -0700 (PDT)
> >From: Carol Meyer <schoolteacher52342@yahoo.com>
> >Subject: Re: [mosaic] Summer Plans
> >
> >I will be teaching Kindergarten this fall at a school I taught at five
> >years ago. I taught Kindergarten back then also. The book I wrote is
> >called "Three Black Sheep". I wrote it for my "Special
Topics in
Reading"
> >class I took this spring. It was the last class I needed for my reading
> >endorsement. We had to do a RAFT project. This is the class where I
read
> >the MOT book and loved it. Anyway for those who don't know what RAFT
is,
> >it stands for Role, Audience, Format and Topic. You can assume any
role
to
> >teach anything. I'm talking any role such as being a wheat thin, that's
> >how broad it is.
> >
> >For my RAFT project I took on the persona of a famous author and wrote
a
> >children's/teachers poem story to show what I learned in class. My
book
> >encompassed the reading strategies of visualizing, predicting,
questioning,
> >etc. It's all about how three black sheep who are told by their mother
not
> >to get lost but if they do how to find their way home. Of course being
> >black sheep they go running off and Mr. Turtle uses the reading
strategies
> >to help them get home. The whole thing rhymes (believe me, that was
hard).
> > Of course my biggest downfall is that I am not an artist so I used
> >computer graphics to illustrate it. I got a good grade and my professor
> >said I should get it published, but it's not that good and really corny.
> >So, I am giving it to my cousin to illustrate as she is an artist.
> >
> >Just to show you how corny it is the first page goes like this..."Three
> >black sheep in a herd of white, would eat and play and dream all night,
> >never wandering, staying near, for losing mother was quite a fear."
I'm
> >quite certain that if a literary person got a hold of it they would
wonder
> >what I had been eating that clouded my brain! : )
++++++++++++
> >
> >Date: Sat, 05 Jun 2004 20:44:11 -0700
> >Subject: Re: [mosaic] Reading Scores
> >From: "Patricia Kimathi" <pkimathi@earthlink.net>
> >Laura
> >It makes me so sad that such a wonderful teacher finds herself worrying
> >about test scores instead of celebrating all of the learning that takes
> >place in your classroom. I have used so many of your strategies in
my
> >classroom and they have all worked beautifully. I know your classroom
has
> >to really work because you have helped me with my classroom. Hang in
> >there.
> >Pat Kimathi
++++++++++++
> >
> >Date: Sat, 05 Jun 2004 20:52:06 -0700
> >Subject: Re: [mosaic] Summer Plans
> >From: "Patricia Kimathi" <pkimathi@earthlink.net>
> >
> >I love it and so would my students let alone my son at that age. My
> >students would say I can make a test to self connection. Can we hear
more.
> >Pat
++++++++++++
> >Subject: RE: [mosaic] Questions about inservice
> >Date: Sat, 5 Jun 2004 21:36:57 -0700
> >From: "Cosgrove, Coralie" <ccosgrove@lkwash.wednet.edu>
> >
> >If Sarah Will Take Me is a poem picture book that I think would really
> >resonate with adults. It is written by Dave Bouchard.
++++++++++++
> >
> >Subject: RE: [mosaic] Summer Plans
> >Date: Sat, 5 Jun 2004 22:08:20 -0700
> >From: "Cosgrove, Coralie" <ccosgrove@lkwash.wednet.edu>
> >
> >A group of teachers at my school are planning a summer book club. Does
=
> >anybody have a suggestion for a book for us to read? It doesn't =
> >necessarily have to be reading related. We have already done Strategies
=
> >That Work, Reading With Meaning, and More than Just Surviving Handbook:
=
> >ESL for Every Classroom Teacher this school year. They have also =
> >recently done Nonfiction Matters.
> >
> >Thanks!
> >Coralie
> >2nd grade/reading
> >Kirkland, WA
++++++++++++++
> >
> >From: "ginger/rob" <elephant@foxvalley.net>
> >Subject: [mosaic] don't open attachments
> >Date: Sun, 6 Jun 2004 00:24:24 -0500
> >Apparently someone has my email address and is sending viruses. I
don't
> >know
> >why they are getting through the virus protection. I am looking into
it.
> >Please don't open any attachments from me. I am NOT sending these emails
> >from my computer. My computer is clean. I am going to unsubscribe
myself
> >as a member so my email address can't send mail to the list.
> >I apologize for this situation.
> >Ginger
> >moderator
+++++++++++++
> >Date: Sun, 06 Jun 2004 02:02:24 -0400
> >From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
> >Subject: Re: [mosaic] QRI self corrects
> >Lori, what a wonderful point, I'd never even thought of this! I've
seen
> >many children abandon a correct response, but hadn't formed this
> >particular hypothesis as to why.
> >PJ
> >P.S. are you familiar with the HT process for wondering which possible
> >hypothesis might work?
+++++++++++++++
> >
> >From: "Lisa Voelkel" <lvoelkel@houston.rr.com>
> >Subject: Re: [mosaic] Summer Plans
> >Date: Sun, 6 Jun 2004 02:03:17 -0500
> >Coralie,
> >Possible summer book club suggestions:
> >Conversations, Regie Routman
> >Writer's Workshop, Ralph Fletcher
> >Is that a Fact? Tony Stead
> >On Solid Ground,Sharon taberski
> >Fluent Reader
> >Writing through Childhood,Shelley Harwayne
> >Significant Studies for Second Grade,Karen Ruzzo
> >Guided Reading and Literacy Centers -Dominie Press
> >School of Dreams
> >Primary Literacy Centers
> >The childhood roots of adult happiness,Edward M. Hallowell
> >Morning Meeting Book
> >
> >Happy Reading
> >Lisa
++++++++++
> >From: "Harvey Family" <armehharvey@comcast.net>
> >Subject: RE: [mosaic] More than Just Surviving Handbook: ESL for Every
> >Classroom Teacher
> >Date: Sun, 6 Jun 2004 00:19:45 -0700
> >Coralie
> >
> >More than Just Surviving Handbook: ESL for Every Classroom Teacher
> >
> >Is this a book you could recommend? Our school has tried to get good
> >research on ESL/ELL strategies but haven't found much. Is this a good
> >read for the general classroom teacher?
> >
> >Thanks - Alan gr.5, Tacoma, WA
++++++++++++
> >
> >From: "Donna Baker" <baker@sprint.ca>
> >Subject: Re: [mosaic] Summer Plans
> >Date: Sun, 6 Jun 2004 06:29:12 -0400
> >Thanks to everyone for their suggestions - especially the Story Bits
link.
> >I remembered that link from when I belonged to the 4 Blocks ring, but
was
> >having trouble locating it on the Reading Lady website. As usual, you
have
> >all come through for me. I will let you know how it goes.
> >
> >My husband came up with a great idea yesterday as we were garage sailing
> >(for story bit items of course). I have used "bucks" as a
reward system
> >for
> >the last two years in the classroom, the kids love it, and they horde
their
> >bucks until the end of the year. My husband suggested "Book Bucks"
for
my
> >library where kids could earn "bucks" for reading a book
and completing a
> >story review card for each book read. What do you think of that idea.
> >Your
> >opinions are very much appreciated.
> >Donna
+++++++++++
> >From: "Cathy" <cgage@gwi.net>
> >Subject: Re: [mosaic] QRI self corrects
> >Date: Sun, 6 Jun 2004 07:42:03 -0400
> >PJ - what is the HT process, please? Cathy
++++++++++
> >
> >Date: Sun, 06 Jun 2004 07:33:05 -0600
> >From: Lori Jackson <ljackson@gwtc.net>
> >Subject: Re: [mosaic] Summer Plans
> >Katie Wood Ray's latest book on writing might be a nice choice.
> >
> >Lori
+++++++++++
> >
> >From: "Chris Preston" <Christine.Preston@verizon.net>
> >Subject: [mosaic] Treasure Box
> >Date: Sun, 6 Jun 2004 06:01:40 -0700
> >
> >My all time favorite books are The True Confessions of Charlotte Doyle,
=
> >Queen of Sheba, Holes and now Desperaux. My 13 year old daughter loved
=
> >After Hamelin but I loaned mine out before reading it (big mistake)
and =
> >so now I will have to buy another one. I teach a 4-5.
++++++++++++
> >From: "mary l bettez" <rid23598@ride.ri.net>
> >Subject: RE: [mosaic] Book bucks
> >Date: Sun, 6 Jun 2004 09:30:49 -0400
> >My kids (7th graders) earn "bucks" in a bank account. They
earn them for
> >group cooperation (group "bucks") and books read (50 bucks
per book
> >equivalent= 150 pages.) It works great! Top performing groups (the
most
> >"bucks" earned for a 6 week period) and individuals who earn
1000 (total
> >individual and group bucks in bank accounts) can pay for a McDonald's
lunch
> >with their bank accounts(1$ menu two choices). Every 6 weeks kids start
out
> >again with a 0 balance. The kids love it...helps to keep struggling
and
> >reluctant readers reading, as well as the readers that read well, but
would
> >normally stop after they hit their 25 book equivalent. Over the years
kids
> >have told me that this combined with a simple reading log and monitoring
by
> >me of their reading helps to keep them reading throughout the
> >year.....Costs
> >me about $200 dollars per year...but money well spent:)
> >
> >Mary Lou
++++++++++++
> >From: "Gordy & Lisa" <dbackers@rochester.rr.com>
> >Subject: [mosaic] Happy Reading - Debbie Miller
> >Date: Sun, 6 Jun 2004 10:09:26 -0400
> >
> >Some of you have recently mentioned Debbie Miller's book Reading With
=
> >Meaning and her part in the videos that go with Strategies That Work.
=
> >Did you know that Debbie now has her own set of videos to accompany
her =
> >book? The set is called "Happy Reading." I've just checked
it out from =
> >my district's teacher center, and can't wait to settle in and watch
the =
> >three +/-30 min. videos!
> >
> >-Lisa
+++++++++++++
> >
> >From: "Tricia Lotz" <plotz1819@houston.rr.com>
> >Subject: RE: [mosaic] Book bucks
> >Date: Sun, 6 Jun 2004 09:34:46 -0500
> >I love your bucks idea.I teach 5th grade and I have bought fast food
> >lunches
> >based on ARP points but your idea is even better. Thank you.
+++++++++++
> >
> >Date: Sun, 06 Jun 2004 10:37:56 -0500
> >From: "Myca Powell" <mpowellac@olatheschools.com>
> >Subject: Re: [mosaic] Reading Scores
> >Laura,
> > I cannot stay silent any longer!!! Although I have been a member
for
> >=
> >about a month, I was too intimidated to say anything until now. I just
=
> >completed my second year of teaching, and I probably wouldn't have
made
it
> >=
> >without some of your wonderful ideas. =20
> > My teaching experience has been different from most because I spent
=
> >my first year teaching 6th grade solo. I teach in a very large district
=
> >(in a suburb outside of Kansas City), but there were only enough kids
to
=
> >have one 6th grade class (I guess I should mention that I was teaching
in
=
> >a brand new school). I had no idea how hard it was going to be*I didn't
=
> >know the curriculum, I didn't have a "seasoned" co-worker
to guide me, I
=
> >didn't have ideas to build on; I had to figure it out for myself.
> > I hope I do not appear to be complaining, because I am NOT. The
last
> >=
> >two years have been wonderful and I feel like I have learned so much!
I
=
> >stumbled into your website about 3 months into my first year and haven't
=
> >stopped using your ideas since. Your ideas not only helped me, but
many
=
> >other teachers in my building! =20
> > As I read about your frustrations, I could totally identify with
what
> >=
> >you were saying. My kids did awful on the state assessments my first
=
> >year. But*my kids met the standard of excellence this year. As I
reflect
> >=
> >back on both years, I can only find one big difference in how I prepared
=
> >my kids. We (principal, students, and I) spent time talking about the
=
> >importance of the test, and explaining score categories (exemplary,
=
> >advanced, proficient, etc.). We then talked about how they did on 5th
=
> >grade state assessments, and set realistic goals for 6th grade. It
was =
> >really interesting to see how motivated the kids were when it came
time
to
> >=
> >take the assessments. They worked really hard, and every single kid
(even
> >=
> >my slackers) gave 100% effort!
> > I know that this is a really long e-mail, but I hope that it helps.
I
> >=
> >think that your teaching strategies are great, and I know that your
kids
=
> >were well prepared for those assessments. Sometimes it is hard for
kids
=
> >to understand how important these assessments are, so we need to
enlighten
> >=
> >them. Thanks for listening.
> >
> >Myca
+++++++++++++++++
> >From: "Laura Candler" <lauracandler@worldnet.att.net>
> >Subject: Re: [mosaic] Reading Scores
> >Date: Sun, 6 Jun 2004 12:28:10 -0400
> >Thank you for your words of encouragement. I know I need to get a
grip
and
> >not let this bother me so much. I do know that I turned a lot of kids
on
to
> >loads of great books, no matter how motivated they felt on the test!
I
have
> >to keep that in mind, since to me that's what really matters! Some
of
your
> >comments about my website made me feel better, too, because I forget
that
> >there are other ways of making a difference than just with my own
> >classroom!
> >
> >In talking with some teachers today I discovered a few things that
may
help
> >next year. We have quite a few kids with accommodations that have to
test
> >in
> >a separate room. However, one teacher noticed that her LD student did
not
> >do
> >well with the other test administrator because the student was not
using
> >the
> >test-taking strategies she had been taught. So the classroom teacher
asked
> >to have her IEP changed in reading so that she starts her test in the
> >regular classroom with the rest of the class, then leaves the room
at the
> >end to finish (since she is supposed to have extended time). I really
think
> >this would have helped with some of my kids that have personality
conflicts
> >with their LD teacher - and then have to go to that teacher's room
for
the
> >test. I'm going to fight for this next year.
> >
> >I also found out that some teachers use a particular strategy with
their
> >students on the reading test that seems very effective. The 2 teachers
I
> >spoke with both had all students pass the reading test. They insist
that
> >their students circle the location in the selection where they found
the
> >answer to each question, and then write the question # beside that
spot
in
> >the paragraph. They say they have been doing this all year during
Benchmark
> >tests, so when the "real" test comes it's a natural thing.
The funny
thing
> >is that I've taught this strategy on some practice worksheets, but
I
never
> >thought to insist that they do this on the real test. I guess I was
afraid
> >they would run out of time if they did this for every item. (The teachers
I
> >talked to said the kids had plenty of time and no one ran out of time.)
Yet
> >in math I insist on seeing the problems worked out in the test booklet
next
> >to each problem, and I've insisted on this all year. My kids did great
in
> >math, so that strategy works in math . . . wondered why I never thought
to
> >insist on students doing the same in reading!
> >
> >I guess I'm an optimist because I figure there's always another group
of
> >students and another school year. . . another chance to make
improvements.
> >One thing I will not do differently is that I'm NOT going to do more
test
> >prep activity worksheets or spend more time preparing for tests. I
will
use
> >the MOT reading strategies and literature circles. I'll do lots of
read
> >aloud with thinking aloud to model strategies. I'm going to implement
the
> >reading letter program from the first week of school so I can really
get
to
> >know my students and where they are in reading. I'm going to do a little
> >more work with nonfiction and nonfiction strategies. I'm going to keep
my
> >kids in my room instead of sending them to learn reading from a computer
> >(Fast ForWord). Before each test I'll do a limited amount of test
strategy
> >work, such as having the kids learn to identify where in the selection
they
> >find the answers to the questions. We'll have to see how this works
as a
> >plan for reading improvement!
> >
> >Laura Candler
> >lauracandler@att.net
+++++++++++++
> >From: "Johnson" <johnsonp@bibbed.org>
> >Subject: Re: [mosaic] Reading Scores
> >Date: Sun, 6 Jun 2004 11:38:57 -0500
> >I enjoyed reading Laura's comments. I agree totally, but our students
can
> >not write in the actual test booklet only on the answer document.
> >PJ
++++++++++++
> >
> >From: "Joanne" <jstano@wadsnet.com>
> >Subject: Re: [mosaic] math essentials
> >Date: Sun, 6 Jun 2004 13:31:27 -0400
> >
> >I am interested in Math Essentials and pairing it with the strategies.
=
> >Is this a program or a book I can easily purchase?
> >
> >I have been reading the stress we all feel with the high stakes testing.
=
> > I too feel the stress and want to thank this group for its inspiration
=
> >and talent. This year 100% of my students are off the "at risk"
list in
=
> >Language Arts. I believe this is do to the use of the strategies in
all
=
> >areas.
> >Joanne/Ohio/2
+++++++++++
> >From: "Martha Hitzel" <mehitzel@cox.net>
> >Subject: RE: [mosaic] Summer Plans
> >Date: Sun, 6 Jun 2004 10:30:41 -0700
> >Katie Wood Ray's Wondrous Words.
> >
> >I will be rereading this one this summer with the intention of focusing
> >more next year on working with my kids on reading like writers and
using
> >authors as mentors.
> >
> >Martha/4/5/az
++++++++++
> >From: "Martha Hitzel" <mehitzel@cox.net>
> >Subject: RE: [mosaic] don't open attachments
> >Date: Sun, 6 Jun 2004 10:38:26 -0700
> >Ginger - please don't unsubscribe! I don't see how it would help
> >anyway. I'm pretty sure people know not to open attachments. I have
> >norton antivirus on my computer and none of the infected emails have
> >come through.
> >
> >For those of you who are unaware, Ginger is more than this list's
> >moderator. She is the one person who makes it happen for us. She
> >spends countless, selfless hours on her computer signing people up,
> >unsubscribing people, adding to the tools page. All because she
> >believes so strongly in this instruction and the importance of those
of
> >us working at implementing it having a place to come for advice and
> >collaboration. She takes to heart everything that happens on this list,
> >but there is no way she can control everything!
> >
> >Martha/4/5/az
++++++++++
> >From: "jan sanders" <jgousan@hotmail.com>
> >Subject: Re: [mosaic] Reading Scores
> >Date: Sun, 6 Jun 2004 11:10:12 -0700
> >Hello All-
> >While reading the postings on Reading Scores I can sympathize, even
agree=
> > with some points. I love that teachers are being reflective and
thinkin=
> >g about what they can do differently next year. At the school I work
at
=
> >(low socioeconomic, Title 1 school) some teachers tend to shrug off
the
s=
> >cores making "excuses" - low cognitive, absent a lot, ADD,
ADHD, no
paren=
> >t support, etc.... This year when we got our scores back (we get them
a=
> >t the beginning of the year from last year's class) the principal let
the=
> >m vent. Then said, what are we going to do to help these kids? What
is
=
> >in our power to help them learn? Upper grade teachers who had not been
d=
> >oing guided reading -started to, writers' workshop was implemented
schoo=
> >l wide - readers' workshop by 8 of 18 teachers, teachers began to look
at=
> > student work more closely to determine individual needs of their
student=
> >s, one size fits all lessons were scrutinized for purpose and
outcomes -o=
> >ften tossing them out or reworking them to meet the needs of the kids,
le=
> >ssons from social studies and science textbooks were broken down into
sma=
> >ller components -teachers were trying to focus on comprehensible input
an=
> >d as a result lots of scaffolding of lessons was happening -no more
just
=
> >teach from the teacher's manual, primary teachers started a readers'
club=
> >, and 3 after school intervention classes were started. I believe our
sc=
> >hool is starting to look at things differently. There are some things
yo=
> >u can't change, but what CAN you do to make a difference for these
childr=
> >en? For some of them their time at school is the only safe time of
the
d=
> >ay. Is it hard work? You betcha!!! But, we have to fight the fight...
> >jan
> >literacy coach K-6
> >CA
++++++++++
> >From: "Ginger Weincek" <mosaicginger@hotmail.com>
> >Subject: [mosaic] TOOLS page problems
> >Date: Sun, 06 Jun 2004 14:40:19 -0500
> >Hi you guys. Don't think for a minute that I would not figure out
a way
to
> >still get our wonderful emails. I opened this hotmail account for now.
So
> >I'm still here.
> >
> >Could you do me a huge favor. I have been hearing from a few of you
that
> >the TOOLS page is not working. The server company REFUSES to believe
that
> >it is anything other than MY OWN computer's problem. So when you have
some
> >time could you try going to:
> >www.u46teachers.org/mosaic/tools/tools.htm
> >and try to open one file. Then close that file and try to open another
> >one.
> > Pick some from different categories. If that next one opens fine,
close
> >it and then try to open another one. What happens is that eventually
the
> >error message comes up that the page is not available and then I can't
seem
> >to get the site at all. Not even the main page: www.u46teachers.org
> >
> >If you find this (or any kind of trouble accessing the files) happens
on
> >YOUR computer would you just write me a note about it at home:
> >elephant@foxvalley.net
> >
> >I am now going to be charged by the hour if I continue to ask the tech
> >people at the server level to help me figure this out because they
are
> >saying they can't replicate the problem at their end so it must not
be
> >something THEY can help with. I just went to an internet cafe and tried
> >it
> >and the SAME thing happened. So my husband and I thought if you all
tried
> >it (when you have a chance) and it happens for YOU then I could forward
> >your
> >emails to the server people and maybe THEN they would believe ME. (You
> >can't imagine the HOURS I have been putting in trying to get them to
help
> >me. I am so frustrated that I am seriously considering finding a
different
> >venue to host our site. I don't want to go to a yahoogroups.com site
and
I
> >have a few other leads I am working on.)
> >
> >I KNOW this is not just MY COMPUTER.
> >Thanks for your support and help. And most of all thanks for your
patience
> >if the TOOLS page is not accessible for you.
> >
> >Ginger
> >moderator
++++++++++++
> >From: RR1981@aol.com
> >Date: Sun, 6 Jun 2004 15:49:02 EDT
> >Subject: Re: [mosaic] Reading Scores
> >
> >I have never thought to do this. You do this on benchmark, and during
> >regular class time. I do ask that math problems be worked out but never
> >thought
> >about for the benchmark. I will say though, that my grade level always
> >insisted
> >that the kids not write in the benchmark books so we could save them
to
use
> >later. I will have to see if I can convince them differently.
> >
> >You have been an inspiration to me, and I know that your students have
> >benefited from having you as their teacher.
> >
> >Rosie
++++++++++++
> >From: "Ginger Weincek" <mosaicginger@hotmail.com>
> >Subject: [mosaic] forward from Francie
> >Date: Sun, 06 Jun 2004 15:46:41 -0500
> >Reply-To: mosaic@u46teachers.org
> >Francie asked me to send this on for her.
> > >Ginger
> > >==================
> > > > I do not know if this will help with inferring, but
> > > > this is a great poem: Hair by Sandra Cisneros. I use
> > > > it for a Mother's Day present with the students doing
> > > > imitative poetry using metaphors.
> > > >
> > > > The students first draw portraits of everyone of their
> > > > family, concentrating on the shoulders and up. Then I
> > > > model how I would write about my family and hair.
> > > >
> > > > It makes for a warm and fuzzy, and meaningful gift to
> > > > mom. If you would like a Word copy of the imitative
> > > > fill-in-the-blanks handout I created, please email me.
> > > > Francie
> > > > kugelman@earthlink.net
> > > >
> > > > Here is the poem:
> > > > Hairs
> > > > By Sandra Cisneros
> > > >
> > > >
> > > > Everybody in our family has different hair. My Papa¹s
> >hair
> > >is
> > > > like a broom, all up in the air. And me, my hair is lazy.
It never
> > >obeys
> > > > barrettes or bands. Carlos¹ hair is thick and straight.
He doesn¹t
> > >need
> > >to
> > > > comb it. Nenny¹s hair is slippery the youngest, has
hair like fur.
> > > >
> > > > But my mother¹s hair, my mother¹s hair, like little
rosettes,
> > >like
> > > > little candy circles all curly and pretty because she pinned
it in
> > >pincurls
> > > > all day, sweet to put your nose into when she is holding
you,
holding
> > >you
> > > > and you feel safe, is the warm smell of bread before you
bake it, is
> >the
> > > > smell when she makes room for you on her side of the bed
still warm
> >with
> > >her
> > > > skin, and you sleep near her, the rain outside falling and
Papa
> >snoring.
> > >The
> > > > snoring, the rain, and Mama¹s hair that smells like
bread.
++++++++++++
> >From: "Cara Urquhart" <cmurquhart@hotmail.com>
> >Subject: RE: [mosaic] forward from Francie
> >Date: Sun, 06 Jun 2004 17:13:03 -0400
I love Hairs! I use it in
> >September. The kids mimic the text as they describe their own
portaits/hair
> >made from yarn. I'd love to see a copy of the word document you've
created.
+++++++++++
> >Subject: RE: [mosaic] More than Just Surviving Handbook: ESL for Every
> >Classroom Teacher
> >Date: Sun, 6 Jun 2004 16:25:23 -0700
> >From: "Cosgrove, Coralie" <ccosgrove@lkwash.wednet.edu>
> >
> >Alan,
> >Yes, I would say that our whole book club enjoyed this book. We had
=
> >teachers from kindergarten to 6th grade and there was something for
=
> >everyone. It is definitely written for the classroom teacher. It has
=
> >many practical ideas. It re-affirms that many of the things we =
> >naturally do as teachers in the primary grades are great for ELL =
> >students. It also gives ideas to intermediate teachers on how to =
> >implement some of these ideas into the upper grades. I would recommend
=
> >it.
> >
> >Coralie
+++> >Date: Sun, 06 Jun 2004 17:34:00 -0700
> >Subject: Re: [mosaic] Reading Scores
> >From: "Patricia Kimathi" <pkimathi@earthlink.net>
> >I taught this strategy and it made all the difference in the world.
But
> >when it came time to take the test I found out they could not write
in
the
> >test booklet. Oh Well
> >Pat Kimathi
++++++++++++
> >From: "Susan Smethurst" <palisade@idirect.com>
> >Date: Sun, 6 Jun 2004 20:50:52 -0400
> >Subject: Re: [mosaic] Reading Scores
> > >
> >Could they be taught to use sticky notes for this and remove them from
the
> >booklets when they are finished?
> >
> >Susan Smethurst
> >The Elms Junior Middle School
> >Toronto
++++++++++++
> >From: "Cherylle Waters" <liverust@starband.net>
> >Subject: [mosaic] More Than Surviving
> >Date: Sun, 6 Jun 2004 17:54:01 -0700
> >Alan,
> > Yes, More Than Surviving...is a good book. One of my professors from
=
> >several years back wrote it. Lots of examples of student work. I was
=
> >working on a masters as an LDS (that's language development specialist,
=
> >the California forerunner of the CLAD).
> >
> >Cherylle in CA
++++++++++++
> >From: FEARNOT24@aol.com
> >Date: Sun, 6 Jun 2004 22:00:47 EDT
> >Subject: Re: [mosaic] Reading Scores
> >I use the sticky note approach in day to day lessons, but the state
does
> >not
> >allow kids to use any "aides" such as stickies, highlighters,
rulers,
etc.
> >One year, while reading directions for the state tests, I told the
class
> >that
> >dictionaries were not allowed while working on the writing part of
the
> >test.
> >One little girl burst into tears....she couldn't imagine not having
access
> >to a
> >dictionary while writing....neither can I!!!!
> >
> >Robert
+++++++++++
> >Date: Sun, 06 Jun 2004 21:24:40 -0600
> >From: Lori Jackson <ljackson@gwtc.net>
> >Subject: Re: [mosaic] More than Just Surviving Handbook: ESL for Every
> >Classroom
> >Coralie,
> >
> >Although my kids do not speak a second language, many are considered
ELL.
> >Would this book be meaningful for me?
> >
> >Lori
++++++++++
> >
> >Date: Sun, 06 Jun 2004 21:26:08 -0600
> >From: Lori Jackson <ljackson@gwtc.net>
> >Subject: Re: [mosaic] Reading Scores
> >Sort of like building a house without a toolbox, isn't it?
> >
> >Lori
++++++++++++
> >Date: Sun, 06 Jun 2004 18:14:31 -0700
> >Subject: Re: [mosaic] Summer Plans
> >From: "Patricia Kimathi" <pkimathi@earthlink.net>
> >Pizza Hut
> >book it give free Pizza for children that meet monthly reading goals.
I
> >don't like the reward system so I say that Pizza Hut would like to
> >celebrate
> >with them their monthly reading success
> >Pat Kimathi
++++++++++++
> >Date: Sun, 06 Jun 2004 19:46:01 -0700
> >Subject: Re: [mosaic] Reading Scores
> >From: "Patricia Kimathi" <pkimathi@earthlink.net>
> >Susan,
> >You are brilliant. It says they can use scratch paper. Oh well until
I
am
> >told no here we go. Can someone describe how teach your class to use
> >sticky
> >notes with comprehension questions. We only used them to read novels.
> >Pat Kimathi
+++++++++++++
> >
> >Date: Sun, 6 Jun 2004 20:33:57 -0700 (PDT)
> >From: Carol Meyer <schoolteacher52342@yahoo.com>
> >Subject: Re: [mosaic] Three Black Sheep
> >Three Black Sheep
> >
> >."Three black sheep in a herd of white, would eat and play and
dream all
> >night, never wandering, staying near, for losing mother was quite a
fear."
> >
> > Stay near the meadow, and close to the lake. Remember those hills,
they
> >wind like a snake, the trees here are tall with needles so sharp. "Don't
> >forget what I said." Mama would harp
> >
> >But those sheep didn't listen, and wandered away. They ran and they
jumped
> >till the end of the day. And when it was time for them to go home,
the
> >sheep couldn't tell which direction to roam.
> >
> >The sheep began crying, they were alone. But help was nearby and he
could
> >tell by their tone, his services were needed, someone was lost. He
would
> >help them get home no matter the cost.
> >
> >"Don't cry my friends," The turtle began, "I can help
you get home, I
have
> >a plan." The sheep stopped their crying and said with a sigh,
"We forget
> >where we live, but we'll give it a try.
> >
> >I will tell you a story to help job your mind. And maybe your home,
I'll
> >be able to find. Mr. Turtle told stories, he talked for a while. Then
> >something he said made all the sheep smile.
> >
>
>***************************************************************************
**************************
> >
> >Well, now you have where I'm at in my revisions and who knows I'll
probably
> >revise that as well. The next few pages start linking the reading
> >strategies. Obviously the first thing that happens is that the sheep
make
> >"connections" with the stories the turtle tells. And now
that I'm
sitting
> >here thinking about, I wonder why I picked a turtle to be the hero.
I'm
> >not even that fond of turtles.
> >
> >Carol
> >Kindergarten
> >Iowa
++++++++++++
> >From: FEARNOT24@aol.com
> >Date: Sun, 6 Jun 2004 23:44:45 EDT
> >Subject: Re: [mosaic] Three Black Sheep
> >Because turtles have some longevity they are often times portrayed
as
> >"wise"......so a turtle would work.....
>
> >Robert
++++++++++
> >Date: Sun, 06 Jun 2004 20:53:05 -0700
> >From: CArol Lau <cllc@comcast.net>
> >Subject: Re: [mosaic] librarian
> >
> >Why not poststudent book reviews on a school webpage categorized by
> >grade level or area of interest? Library students could browse for
> >suggestions. Carol
++++++++++++
> >Date: Mon, 07 Jun 2004 05:38:28 -0700
> >Subject: Re: [mosaic] Three Black Sheep
> >From: "Patricia Kimathi" <pkimathi@earthlink.net>
> >
> >Please publish soon I can tell this will be great. I was really upset
not
> >to find out what happened with the turtle and the sheep at the end.
Did
> >they get home how did they figure it out. (smile) can't wait to buy
it in
> >the store. But will settle for a rough draft when you finish. How much
> >for
> >a rough draft.
> >Thanks for sharing
> >Pat Kimathi
+++++++++++
> >From: "Maureen" <MaureenHC@comcast.net>
> >Subject: [mosaic] advice/suggestions for new reading specialist
> >Date: Mon, 7 Jun 2004 08:48:08 -0400
> >
> >Hello. I am a student and a frequent lurker on the Mosaic List. I =
> >often forward information to my friend, a former first grade teacher
and
=
> >a recent graduate of a reading specialist program. She was just hired
=
> >as a reading specialist focusing on third and fourth grade students.
=
> >She will start her new job in September. She would appreciate any =
> >suggestions for books to read to prepare herself for her new position
=
> >(and new grade level). Also, favorite books to read with this age =
> >group. Actually, since she is going to be brand new at this position,
=
> >she would appreciate any advice at all! Thanks so much. Maureen
++++++++++++++
> >
> >Date: Mon, 07 Jun 2004 07:57:54 -0600
> >From: Lori Jackson <ljackson@gwtc.net>
> >Subject: Re: [mosaic] advice/suggestions for new reading specialist
> >First and foremost, suggest she join the list.
> >
> >Lori
+++++++++++
> >From: FEARNOT24@aol.com
> >Date: Mon, 7 Jun 2004 08:53:54 EDT
> >Subject: Re: [mosaic] advice/suggestions for new reading specialist
> >Could someone tell me what the steps are for signing up for this list?
I
> >can't remember what I had to do and a colleague of mine is interested
in
> >joining....And I know there will be others!!!
> >Thanks
> >Robert
+++++++++++
> >Date: Sun, 06 Jun 2004 12:11:07 -0700
> >From: Susan Nixon <Susan@DesertSkyOne.com>
> >Subject: Re: [mosaic] Summer Plans
> >Sitting outside with my laptop, under the cottonwood trees (getting
> >allergic reactions!) answering e-mail in Chama, NM, almost at the CO
border
> >and 95 miles north of Santa Fe. Enjoying the cool breezes, the birdsong,
> >the sound of the river behind me, and, at least once a day, the sound
of
> >the steam engine whistle blowing as the train trundles over the trestle
off
> >to the side. Reading scores (literally!) of trashy romance
> >novels. Quilting a little bit while looking out at the trees and hearing
> >all the same sounds mentioned above.
> >
> >Yesterday, we took a drive to the top of the Brazos Cliffs. 10,000
> >ft. *Literally* carpets of yellow flowers - several varieties of
> >wildflower - birch trees trembling in the breezes, spruce trees top-heavy
> >with reddish-brown new-cone growth, chilly, chilly, chilly; beautiful
> >views of the Brazos and Chama valleys, miles and miles and miles down
and
> >away.
> >
> >Isn't summer great?
> >
> >Hugs,
> >Susan, enjoying balmy 70-80F temps!
+++++++++
> >Date: Mon, 7 Jun 2004 06:59:14 -0700 (PDT)
> >From: D'Ve Wilkins <tchdve@yahoo.com>
> >Subject: Re: [mosaic] advice/suggestions for new reading specialist
> >Maureen,
> >
> >Even though your friend is dealing with 3rd and 4th grade students,
I
would
> >suggest Debbie Miller's Reading With Meaning. The strategies are basic
and
> >can be used with many books on her students level. Another book that
I
> >like, though overwhelming with information (chunk as needed) is Fountus
and
> >Pinnell's Guiding Readers and Writers 3-6. This book as many great
ideas
> >and is an invaluable resource.
> >
> >My 4th grade struggling readers loved the book "Stone Fox"
They even
like
> >Patricia Pollacco books, "Pink n' Say" is one I use because
they study
the
> >Civil War in that grade in GA. Hope this helps.
> >
> >D'Ve Wilkins
+++++++++++
> >From: "Tricia Lotz" <plotz1819@houston.rr.com>
> >Subject: RE: [mosaic] librarian
> >Date: Mon, 7 Jun 2004 09:13:26 -0500
> >This year we gave the students money for their ARP points and the
librarian
> >had a halfprice book fair at the end of the year. The first 2 days
they
> >spent their points (we gave each student a check made out to them)
and
the
> >last 2 days were for the others. You had to have a minimum of 10 points.
> >Could you do something like this?
++++++++++
> >Subject: RE: [mosaic] More than Just Surviving Handbook: ESL for Every
> >Classroom Teacher
> >Date: Mon, 7 Jun 2004 08:27:00 -0700
> >From: "Cosgrove, Coralie" <ccosgrove@lkwash.wednet.edu>
> >I'm not sure I understand why your students are considered ELL if
they
> >don't speak a second language. Can you explain that to me? That will
> >help me to be able to recommend the book or not.
> >
> >Thanks!
> >Coralie
++++++++++
> >
> >Date: Mon, 07 Jun 2004 16:04:37 -0600
> >From: Lori Jackson <ljackson@gwtc.net>
> >Subject: Re: [mosaic] More than Just Surviving Handbook: ESL for Every
> >Classroom
> >As part of NCLB, the government took a closer look at how Native American
> >students
> >are classified. Up until this, all Native Americans were simply
considered
> >ELL in
> >terms of the funding. We certainly knew that many are very fluent
language
> >users
> >and speakers, so this is sort of okay. They had to take some test (I
did
> >not
> >administer and I am sorry, I cannot recall the name). After an initial
oral
> >screening, they determined which children should take the full blown
> >assessment.
> >It consists (I was in the room) of oral language assessment, reading
> >assessment and
> >writing assessment done in a group setting as well as some pull out
for
> >individual
> >assessment. 70% of the children in our district were determined to
be
> >language
> >delayed. Poverty has something to do with this, I am sure. We struggle
> >all the
> >time with syntax, grammar and vocabulary issues, so it was not a
surprise.
> >Excluding my special education children, two thirds of my class tested
ELL
> >last
> >year. We have three years to bring the scores up and children must
test
> >proficient
> >for three years consequtively to be removed from yet another hit list.
If
> >not,
> >school gets hit with fines or some sort of funding related fall out.
All
> >of the
> >kids that I had for two years, with the exception of two children since
> >referred,
> >qualified for and receiving reading support services, made proficient
this
> >year!
> >My other two made for oral language. And the scores didn't just nudge
up,
> >so I
> >must be doing something right. So that is how children who speak one
> >language
> >poorly and no other language at all end up being classified as ELL.
> >
> >Lori
++++++++++
> >
> >Date: Mon, 07 Jun 2004 16:28:36 -0700
> >From: "Doris Kemp" <doriskemp@sd28.bc.ca>
> >Subject: Re: [mosaic] More than Just Surviving Handbook: ESL for Every
> >Try this wesite for Paul H's article on teaching English in
> >indigenous communities:
> >http://wongai.qld.edu.au/html/ela.htm
+++++++++++
> >
> >Subject: RE: [mosaic] More than Just Surviving Handbook: ESL for Every
> >Classroom Teacher
> >Date: Mon, 7 Jun 2004 17:01:26 -0700
> >From: "Cosgrove, Coralie" <ccosgrove@lkwash.wednet.edu>
> >Lori,
Thanks for sharing. That is interesting.
> >
> >The book is divided into nine sections: first days, testing and
> >placement, language learning - students and teachers, literacy and
the
> >four skills, reading, writing, speaking and listening, content area
> >instruction, and resources.
> >
> >I think there would be some part of this book that you would find
> >beneficial.
> >Coralie
++++++++++
> >
> >From: "Laura Candler" <lauracandler@worldnet.att.net>
> >Subject: [mosaic] Despereaux
> >Date: Mon, 7 Jun 2004 20:06:58 -0400
> >I have a question about The Tale of Despereaux. As we were reading,
one
of
> >my students asked about the genre classification for Despereaux. We
were
> >doing a compare/contrast lesson on different genres that day. We started
> >looking at various genres like folktales, fables, etc and quickly
discarded
> >those ideas based on the characteristics. Is it a kind of fairy tale?
Or
> >would be just be an animal fantasy story?
> >
> >Laura Candler
> >lauracandler@att.net
+++++++++
> >From: "Elisa Waingort" <gjimenez@ecnet.ec>
> >Subject: Re: [mosaic] Three Black Sheep
> >Date: Mon, 7 Jun 2004 19:10:03 -0500
> >
> >Loved it, Carol. As I read it, it reminded me a little bit of another
=
> >book that's on the tip of my tongue but can't remember the title or
the =
> >author! Anyway, it has a similar melody.
> >Elisa
+++++++++++
> >From: MissWalsh1@aol.com
> >Date: Mon, 7 Jun 2004 20:35:28 EDT
> >Subject: [mosaic] DRA/assessments
> >
> >I have an assessment question, mostly for Lori since she recently
mentioned
> >using it, but I'll bet a lot of you can answer this.
> >
> >We used the DRA to test our kids for summer school classes a few years
> >back,
> >and I really liked it. We had about 15 kids in our class, but we got
a
sub
> >to
> >cover our test so we could test them. The next school year, we used
the
> >DRA
> >again, this time to test our whole class. However, it took a long time
to
> >test the entire class. We did it once at the beginning and then again
at
> >the end
> >to mark growth. The following year, we started using the QRI and now
that
> >is
> >the test we use.
> >
> >So, here is my question: Is there a way to give the DRA to primary
kids
> >that
> >is time manageable? I liked the information the DRA gave better than
the
> >QRI
> >because the reading level it gives is easliy used to find books at
their
> >reading level. The QRI doesn't really give that. I loved how Lori was
> >able to say
> >that she wants her second graders to get to 24. It is a nice goal to
set
> >for
> >the class. Since I am supposed to use the QRI, I will give that to
> >everyone
> >at the beginning of the year, but I was wondering if there was a
manageable
> >way to use it throughout the year with the kids to measure their growth
> >throughout? The primary kids have to read the story aloud, and there
are
a
> >bunch of
> >books within each grade level, so it is perfectly set up to show
progress.
> >The
> >QRI jumps from 1st grade, to second grade, to third grade etc. with
no in
> >between.
> >
> >Also, Sandi, it the DWA available for individual purchase? My school
> >doesn't
> >use any writing assessment tool, and I would be interested in using
one.
> >Does anyone else have a good assessment tool for writing to use to
compare
> >the
> >beginning and the end of the year. I have a rubric I created, but I
would
> >like
> >to use something a little better...
> >
> >THANKS!
> >
> >Leah :)
+++++++++++
> >From: "Jeanne Hunter" <jkayhunter@hotmail.com>
> >Subject: RE: [mosaic] DRA/assessments
> >Date: Mon, 07 Jun 2004 19:52:03 -0500
> >I don't know if this is what you are looking for. I am a Title I teacher
> >for the primary grades. I try to take each classroom at least for 1/2
a
> >day
> >to give the teacher a good start on her DRAs. If you try to do 2 a
day it
> >should go pretty fast. If the teacher has a large class I give them
more
> >time. This seems to help out our classroom teachers. Jeanne
+++++++++++
> >
> >Date: Mon, 7 Jun 2004 20:08:13 -0500
> >From: "tdbell" <tdbell@awesomenet.net>
> >Subject: Re: [mosaic] [Fast ForWord
> >Hi Laura,
> >We have had Fast ForWord at our school for 2 years now. The background
> >that they gave us on the program said that it was originally created
for
> >people with brain damage that had to re-learn how to read. From what
I
> >have seen, it works best for struggling readers who have processing
or
> >other cognitive problems with reading. It is really no use to readers
who
> >are on or above grade level. There is a series of three CD programs
that
> >they work through. Our school puts them in for the 100 minutes a day
for
6
> >weeks. That is not really long enough for most of them. They need the
9
> >weeks that your school offers. I had one student this year who is very
> >smart, but her reading was very choppy. She didn't pay attention to
the
> >whole word and would throw in any word starting with the same letter.
Her
> >oral reading was far worse than her silent reading. She tested at a
2nd
> >grade reading level (we are 4th grade). After her first six weeks in
Fast
> >ForWord, she was re-tested and tested at a 5th grade level! I saw and
> >heard an immediate di
> >fference in her oral reading. I had another student who was at a 1.6
> >reading level last fall. She has gone to the Fast ForWord program twice
> >now and with a lot of help in class also, she is now up to a 3.3 reading
> >level. However, these were only 2 students out of the eight or nine
> >students that attended the program this year.
> >
> >There are some students it simply works very well for. It goes back
over
> >all those phonic sounds in the first CD and then puts them with words
in
> >the second CD. I don't think it is the best for everyone, but it is
all
> >our school offers struggling readers who do not qualify for Special
Ed or
> >Dyslexia. Next year, we may have another option. We are still waiting
to
> >hear.
> >
> >I would also like to say Laura, that you have been a role model and
an
> >encouragement to me through your web site and your e mail groups. There
> >are always going to be students who won't make the effort to pass or
simply
> >have too many problems to deal with. I would have been thrilled to
have
> >either of my children in your class. Keep up the good work!
> >
> >Tammy
> >TX, 4th grade
+++++++++++
> >
> >Date: Mon, 7 Jun 2004 18:09:05 -0700 (PDT)
> >From: Carol Meyer <schoolteacher52342@yahoo.com>
> >Subject: Re: [mosaic] Three Black Sheep
> >
> >That very well could be the reason I picked it, or more likely I was
> >writing a long and turtle slipped in. I'm not a very deep person so
won't
> >claim to have picked Mr. Turtle because he was wise. It might have
had
> >something to do with the tootsie roll tootsie pop commercial. ; )
+++++++++++
> >Date: Mon, 07 Jun 2004 18:13:15 -0700
> >Subject: [mosaic] Reading Incentives
> >From: Diane Chapin <dichapin@comcast.net>
> >Looking for ideas for reading incentive programs for next year. I'm
a
> >reading specialist in a K-5 elementary school and would like to get
the
> >ideas together over the summer and even do some preparation before
school
> >starts in the fall. I would love to have you share your ideas. Thanks.
> >Diane
+++++++++++
> >Date: Mon, 7 Jun 2004 18:14:45 -0700 (PDT)
> >From: Carol Meyer <schoolteacher52342@yahoo.com>
> >Subject: Re: [mosaic] Three Black Sheep
> >
> >I'll work on the publishing end of it. But, for now to put your mind
at
> >ease, yes, as soon as I am done revising I'll put out the ending. The
> >sheep do get home by going through the various reading strategies and
they
> >learn a valuable lesson, oh and Mr. Turtle is of course the hero.
> >
> >Thanks for all the good comments. It helps to boost my confidence about
> >this. Carol
+++++++++++
> >Date: Mon, 7 Jun 2004 19:15:04 -0700 (PDT)
> >From: Heather Wall <heather_wall_2000@yahoo.com>
> >Subject: Re: [mosaic] Reading Incentives
> >Check out Ms. Sumner's Read Across Missouri idea here:
> >http://www.time4teachers.com/Exchange/ReadingX.htm
> >
> >I plan on doing something similar with my 3rd graders
> >next year, but I think we'll read across America. I
> >love it b/c it ties in Geography and map skill and
> >lots of math by equating students' minutes read to
> >square miles, which students then use to color in
> >counties on a map (or in my case, states in the US).
> >I also like it b/c it rewards TIME read and not AR
> >points, so I plan on emphasizing what one teacher on
> >one of the listservs called ER points - "Enjoying
> >Reading" points. That's to encourage and reward kids
> >for reading books that are NOT labeled as AR points.
> >Heather
+++++++++++++
> >From: "Jeannie Hughes" <jhughes4@cogeco.ca>
> >Subject: [mosaic] DRA questions
> >Date: Mon, 7 Jun 2004 22:41:29 -0400
> >Hello all,
> >
> >I am envious to hear about those of you on summer vacation! We go to
the
> >bitter end of July here in Southern Ontario. I am still working on
my
> >reports!
> >
> >I have finished administering and marking my first set of Junior DRA
> >assessments. I know that certain kids scored higher because they can
write
> >with more confidence and fluency. This is my concern. I am not sure
that
> >a
> >true understanding of their grasp and response to the text is reached.
I'd
> >be interested in your thoughts.
> >
> >I was thrilled to note how my students excelled at predictions and
> >questioning. In my first year of strategy instrustion, they were a
focus
> >for me this year and it has paid off! Hurrah! I loved reading that
sensory
> >imaging brings them deeper into the story! They see movies running
in
> >their
> >minds! The little voice is talking to them, and they appear to be
> >listening! I know that I must work on other areas more next year, but
this
> >has been a terrific beginning for me!!!!!
> >
> >Thank you for all of the wonderful support and suggestions this listserve
> >provides. I appreciate so much the professional development that I
gain
> >from all of you. My kids are excited about books and reading!~
> >
> >Jeannie Hughes
> >5/6
> >Stoney Creek, Ontario, Canada
++++++++++++++
> >Date: Mon, 07 Jun 2004 22:21:25 -0600
> >From: Lori Jackson <ljackson@gwtc.net>
> >Subject: Re: [mosaic] DRA/assessments
> >I don't know that the DRA ever gets to be easy to manage in terms
of
> >time. Kids start arriving at school about 45 minutes before school
> >starts and breakfast is served four an hour, so I make dates. I make
> >dates with those early birds and we test, then they eat. My well
> >accomplished aide take morning meeting, which she does well, and I
can
> >work during that time. A few hardy kids, who love reading to me
> >anytime, anywhere, come in during recess (their choice). We have an
> >afterschool program and kids wait in my room thirty minutes after school
> >before it starts. Nailed a few there. I was able to test my class of
> >25 in five days, but they were all far more comfortable with the whole
> >process and many at a stage where they do much of their reading
> >independently, then retell and short passage reading to check for
> >fluency. While they are doing the reading, I can often work in my
> >special needs kids (those itty bitty books don't take much time). Our
> >level goals were decided upon at an administrative level. I had five,
> >remember, without diagnosed special ed needs, that did not meet this
> >level ( ranging from 16 to 20). Three are in process of testing. Two
> >were darned close. If you stick with the DRA ( and have the alternative
> >tests to address the slow movers), the kids do begin to develop a sense
> >of expectation. They know the routine of the measure and become
> >somewhat more business like.
> >
> >Lori
++++++++++++
> >Date: Mon, 07 Jun 2004 22:22:30 -0600
> >From: Lori Jackson <ljackson@gwtc.net>
> >Subject: Re: [mosaic] DRA/assessments
> >This is just the ideal. I did this essentially, with my aide, and
I was
> >able to
> >complete as many as 6 each day.
> >
> >Lori
++++++++++
> >
> >Date: Mon, 7 Jun 2004 20:55:27 -0700 (PDT)
> >From: Paul Freudenthaler <pgfrbc@yahoo.com>
> >Subject: Re: [mosaic] Reading Across Canada
> >I do "Reading Across Canada" with my Jr. LD students.
> >Each year, they start in Halifax and travel to
> >Victoria. They earn 10 km per page. They have a
> >reading log where they enter the date, book title and
> >number of pages read. Some of the boys calculate
> >their own Kms and for others I do it. Once they read
> >Victoria, they can choose any destination that they
> >wish. Most students reach Victoria by the end of the
> >school year.
> >
> >I use mapquest.com to set up my routes. In mapquest,
> >go to the driving directions. All you have to do is
> >enter city names or postal codes. I have cut and
> >pasted the information into one file. Depending how
> >much they read, I guestimate where they are on the
> >map. I have two rules: I am the only person to
> >move a marker and I will not move anyone less than 100
> >Km. Therefore, they might have to read for a couple of
> >days in order to complete ten pages and be moved. I
> >also allow them to count their in-school reading:
> >social studies, English, etc. It surprises me how
> >much reading they do at school, but they only enter
> >their home reading into their reading logs.
> >
> >Paul
> >Toronto
++++++++++++
> >From: "Ginger Weincek" <mosaicginger@hotmail.com>
> >Subject: [mosaic] TOOLS page problem
> >Date: Mon, 07 Jun 2004 23:57:16 -0500
> >We are still trying to figure out what has happened. The server company
> >says
> >it is NOT them. So we are on our own. I appreciate all of your support
> >and
> >encouragement. And- I BELIEVE it IS the server!!!
> >
> >You don't need to write me about if the TOOLS page works or not for
you.
I
> >have enough "evidence" from all of your emails (both from
people who are
> >having no problems and from those who are) to know something is not
right.
> >
> >Let's get back to our conversations and hope that a programmer just
drops
> >into my life who will help me.
> >
> >Ginger
> >your frustrated moderator
++++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 01:18:59 EDT
> >Subject: Re: [mosaic] Susan's Summer Plans
> >Hi Gang!
> >
> >I teach in a year round school, so my summer action is about four weeks
> >long,
> >then we start our new school year July 1st. this year I have two days
to
> >set
> >up for the year July 1 and 2, then we have three days off 3-4-5, then
we
> >have
> >goal setting conferences with each kid and their parents on the 6th
and
> >7th,
> >then we start our first full day of classes on the 8th. I love the
year
> >round
> >schedule....the summer break is still a month long, so I can get things
> >done
> >around the house, read a few good books, write (I am an aspiring
children's
> >book writer as well as working on a teacher resource book-Real Writing
> >Notebooks
> >in the Classroom) and can get some planning done for the upcoming
> >year.....the trade off for a shorter summer is that I have 3 weeks
off in
> >September, the
> >whole month of December off, 3 weeks in March.....then summer break
is
the
> >month of June off....
> >So my plans for summer are many but brief!!!
> >
> >Robert
> >"Changing the World One Fourth Grader at a Time"
+++++++++++
> >From: Twinkie139@aol.com
> >Date: Tue, 8 Jun 2004 06:22:49 EDT
> >Subject: Re: [mosaic] Question for Robert
> >
> >Hi Robert!
> >I also teach 4th grade. I was very interested in your goal setting
> >conferences for parents and students. Can you tell me some more about
it?
> > Thank
> >you!!
> >
> >Dianne
++++++++++++
> >Date: Tue, 08 Jun 2004 03:25:20 -0700
> >Subject: Re: [mosaic] Reading Across Canada
> >From: "Patricia Kimathi" <pkimathi@earthlink.net>
> >I really like this. I think I will try Read Across America to end
in
March
> >with Dr. Seuss and then let them choose where they go after that. Please
> >explain to me what you cut and paste into one file? do you have one
map
> >set
> >up in the room for them to see where they are going?
> >Pat Kimathi
++++++++++++++++
>
> >Date: Tue, 08 Jun 2004 06:50:05 -0600
> >From: Lori Jackson <ljackson@gwtc.net>
> >Subject: Re: [mosaic] Reading Across Canada
> >One year we read across America through read aloud. I started with
a
book
> >that
> >took place in South Dakota. We made 38 states that year, reading books
> >that were
> >set in each state. On a large map on the wall, we ran string connections
> >from one
> >place to another. We kept a mileage table, using data from internet
and
> >kept a
> >running total of the miles we'd read. It was fun, and a great way to
focus
> >on
> >geography.
> >
> >Lori
++++++++++++
> >
> >Subject: RE: [mosaic] Despereaux
> >Date: Tue, 8 Jun 2004 07:49:28 -0400
> >From: "Davis, Kimberly" <Davis.Kimberly@lebanon.k12.oh.us>
> >
> >My fifth graders and I decided it was fantasy, based on the fact that
> >animals can't talk. We could be wrong...
+++++++++++
> >Date: Tue, 08 Jun 2004 07:31:05 -0600
> >From: Lori Jackson <ljackson@gwtc.net>
> >Subject: Re: [mosaic] Despereaux
> >I think genre is more fluid, more flexible and should allow us to
look at
a
> >piece
> >across more than one genre. Think about poetry. It is at once poetry,
but
> >it can
> >be epic, sonnet, etc. At the same time, in can be realistic, fantasitic,
> >nonsense,
> >factual. Genre gives us a lense for looking at function AND form, I
think.
> > So
> >rather than 'we could be wrong' it might be 'we might all be right'.
> >
> >Lori
+++++++++++
> >From: "Debbie Rowell" <delliott1@sc.rr.com>
> >Subject: Re: [mosaic] Reading Across Canada
> >Date: Tue, 8 Jun 2004 08:38:26 -0400
> > This is great! Tell me though from a management standpoint how much
> >time
> >this takes. This past year I had 28 kids who were pretty good readers.
> >Sounds like something they would like:).
> > Debbie
+++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 09:38:31 EDT
> >Subject: [mosaic] Writing My Stories!
> >Hi Amy! And Group!
> >
> >I just started writing fiction for children 6 months ago....I have
several
> >manuscripts I am polishing to send off to publishers....It takes several
> >months
> >before hearing back from most publishers, and the odds are not good
of
> >getting
> >something accepted, but I figure it is a win-win situation for me as
a
> >teacher, because I can use my writing experiences to teach kids in
the
> >classroom as
> >well.....I actually shared a few of my stories with this past year's
> >class.....they responded extremely well, which doesn't mean diddly
to
> >publishers, but
> >their interest in writing and my characters took a measurable leap......I
> >have
> >one story called "Teena Jeeter, Pet Mind Reader"...after
I shared that
one,
> >several kids asked for permission to write Teena Jeeter stories.......I
> >also
> >wrote a story called "Hobo Stew'...several other kids got hooked
on one
of
> >the
> >Hobo characters and wanted to experiment writing about him......I also
> >wrote a
> >story based on a story a student of mine shared with my class several
years
> >ago....7 years to be exact.....He told a very touching story about
a
teddy
> >bear
> >that he made at age 5 or 6 ( at a summer camp). His Grandmother loved
it
> >so
> >much he decided to give it to her...they ended up passing it back and
forth
> >whenever they visited one another...."The Last Pass", comes
at her
memorial
> >service when he places it in her casket beside her.....He was one of
my
> >little
> >"cool guys" in that year's class....he cried "all over
the place" when he
> >tried to
> >read the story he had written to his class....in fact, I finished reading
> >it
> >for him....I had forgotten about that until he mentioned it to my class
> >this
> >year....What is so cool is that he was a senior this year, played
starting
> >wide
> >receiver for our class 5A state championship football team.....He also
> >spent
> >5 weeks in my classroom as a Teacher Cadet....he has decided to go
to
> >college
> >to become a teacher!!!! I had already shared my fictionalized version
of
> >his
> >story with my class earlier in the year, which is something I have
done
> >every ye
> >ar since I had AJ in my class.....then he came in and told the "real"
> >story....which is such an awesome way for kids to see how their real
> >writing entries
> >can become fictionalized stories.....anyway, I am polishing "The
Last
Pass"
> >the story I wrote based in AJ's story, getting it ready to submit to
> >publishers...AJ actually asked me last year, when he was a Junior,
to
write
> >the
> >story.....he stopped in to see me one day..... I suggested that he
might
> >write the
> >story to be published....he said he never would but suggested I do
it...at
> >the
> >time I had never attempted to write fiction for kids....this past
December,
> >I
> >decided to start....and I haven't been able to stop!!!! AJ has asked
me
to
> >stay
> >in teaching at least 4 more years so he can student teach in my
> >classroom.....Now that would be really cool......
> >The other big writing project I am working on is to take all of the
> >minilessons I have written/designed/etc. over the past 4 or 5 years,
and
> >am putting
> >them together for possible publishing as a teacher resource book.....They
> >are
> >all about the use of real writing notebooks in the classroom....I have
had
> >people after me for a couple of years now to get this done, so I am
trying
> >to
> >polish some stuff off to send out as well...So, that is what I have
been
up
> >to and,
> >oh yes, I teach for 80 hours a week on the side!!!!!!!!!!!
> >
> >Robert
> >"Changing the World One Fourth Grader at a Time"
++++++++++++
> >From: "Johnson" <johnsonp@bibbed.org>
> >Subject: Re: [mosaic] Reading Across Canada
> >Date: Tue, 8 Jun 2004 09:21:09 -0500
> >
> >Lori and Debbie tell me more about this. I have a great group of readers
> >coming up this year and this would be fantastic since I am a reading
and
> >geography fanatic!
> >I would love to do this... Can you give me more ideas information how
you
> >start, map you use, books read?
> >Phyllis 4th Grade Alabama
++++++++++++
> >From: "Kay Rowan" <krowan1@cox.net>
> >Subject: Re: [mosaic] Susan's Summer Plans
> >Date: Tue, 8 Jun 2004 07:36:17 -0700
> >As I am into my second week with no school and am still sorting through
all
> >those "piles" I let go and trying to get my house back in
order I wonder
> >about year round school. Do I have this much to do because that's the
type
> >of personality I am or is it because there is much more to the end
of the
> >year process when we have the summer months off? What about the rest
of
> >you? Are you so organized that your rooms are packed up and you are
"free"
> >to pursue other activities?
> >I am doing summer things, but I am also playing catch up - sorting
out
all
> >those papers I threw into a tub for later, starting to do some planning
for
> >next year, summer reading both professional and for fun, and organizing
my
> >house. There are not enough hours in the day, days in the week to
> >accomplish all that I would like to do. And to be perfectly honest,
as
the
> >years roll by my pace is slowing some!
> >Kay in AZ
+++++++++++++
> >From: "Mary Baker" <mary@frontporchfriend.com>
> >Subject: Re: [mosaic] Writing My Stories!
> >Date: Tue, 8 Jun 2004 08:04:14 -0700
> >Robert -
> >I know you explained this to me once but can you please share the Real
> >Writing notebooks again for me? Please explain what you do.
> >
> >Thanks,
MARY BAKER
+++++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 11:28:28 EDT
> >Subject: Re: [mosaic] Writing My Stories!
> >Hi Mary!
> >
> >Real Writing Notebooks in the classroom look different from one teacher
to
> >the next....for me, I have the kids write in their notebooks every
single
> >day....but it is not a journal....In journal, you basically write day
to
> >day events,
> >thoughts, etc. RWNotebooks have a very different flavor to them..and
lots
> >of
> >flexibility to meet whatever needs come your way.....kids generate
> >virtually
> >all of their own writing topics based on what it is they want to write
> >about....there are categories that I present to them..some of the
> >categories I based
> >on Ralph Fletcher's book called Writer's Notebooks-Unlocking the Writer
> >Within.....others I have added on based on my own classroom
> >experiences....some of
> >the categories kids might write from are stories that scrape the heart,
> >memories, stories that inspire, etc. the thing is, they need to keep
> >everything
> >REAL.....no fiction-writing occurs in the real writing notebook....it
is
a
> >gathering place for what Ralph Fletcher calls "seed ideas"...Later
on,
when
> >writing fi
> >ctional pieces, kids can go to the rw notebook for ideas, content,
etc.
> >The
> >way I set things up is that kids write daily.....I am conferring,
teaching
> >mini lessons, etc. daily.....then each kid selects one entry per week
to
> >polish
> >up on Thursday night to bring to class to share with us for author's
> >chair.....i am careful not to call these pieces final copies....I call
them
> >"Turn Ins"
> >which I can look at over the weekend and assess for the areas I have
taught
> >the
> >minilessons....six traits, process, conventions, etc........whatever
we
are
> >studying...and we make BAZILLIONS of connections to what we are doing
in
> >reading class as well....kids give feedback on Fridays based on six
trait
> >descriptors.......Step Up to Writing jargon, etc. this feedback process,
> >both oral and
> >written carrying week to week, helps solidify learning in kids as they
not
> >only self-evaluate but evaluate peers' work as well......the emphasis
in
my
> >room
> >is on process as opposed to product...however, the products end up
being
> >pretty impressive as the year progresses........Kids adore doing
> >them...parents are
> >flabbergasted that their children are as motivated to write in them
as
they
> >are....my principal is my biggest cheerleader in their use....but like
I
> >said,
> >I have adapted the notebooks to work for me within the context of my
own
> >belief system and yet we work on standards and checkpoints every single
> >day......the notebooks became the Glue for me in putting all of the
writing
> >pieces
> >together......i had just learned about six traits and Step Up to Writing
> >and was
> >trying to assimilate it all into my process-oriented writing workshop
when
> >I
> >first heard about real writing notebooks....the notebooks became the
glue
> >to hold
> >it all together.......I vary widely from the original model for notebooks
> >as
> >presented by Ralph Fletcher and Lucy Calkin....I exchanged emails with
Mr.
> >Fletcher last year and discussed a little of what I was doing....he
asked
> >to see
> >some of my minilessons as I expressed a concern about copyright issues
and
> >not
> >wanting to infringe on his rights...he emailed me back after looking
at
my
> >stuff and told me to find a publisher!!!!!!!!!! So..............there
is
> >so
> >much more to real writing notebooks than I have explained here, but
feel
> >free to
> >ask specific questions and I will do everything I can to answer
> >them....just
> >keep in mind, there is no one right or wrong way to do them.....they
have
> >great
> >flexibility....I have my kids write all entries in their "I"
voice which
> >keeps the stories REAL...these are THEIR stories from their
lives.....they
> >struggle with this for about two days and then once they see how it
all
> >works, they
> >go ballistic.......I tell my parents at back to school night to give
me
six
> >weeks....if they do not see dramatic changes in both motivation and
skills
> >within
> >that six weeks, I want to know about it.....to a person, they march
in to
> >that first conference and share with me their amazement....some of
the
most
> >interesting are the stories parents with BOYS tell....they seem to
be the
> >most
> >amazed........
> >
> >Hope this little bit of info helps!
> >
> >Robert
> >"Changing the World One Fourth Grader at a Time"
+++++++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 11:31:12 EDT
> >Subject: Re: [mosaic] Writing My Stories!
> >4 types of Real Writing mini lessons
> >
> >there are really four basic kinds of mini lessons that teachers might
use
> >to=
> >move the real writing workshop forward. They are:
> >
> >1 Teacher Demonstration
> >2 Using Great Literature as a Model
> >3 Items from your own writer's
> > notebook
> >4 Student writings
> >
> >Teacher Demonstrations are pretty easy to come by. All of the
> >traditional
> >lessons that you would be teaching if you were not using the real writing
> >mo=
> >del
> >can be incorporated into this type of mini lesson. Just the worksheets
> >and have the kids practice the new skill in their real writing sessions
> >instead.
> >
> >Using great literature is a lot of fun to do, but takes some foresight
> >and
> >planning. I use picture books to demonstrate whichever of the six traits
> >we=
> > are
> >learning about or reviewing at the time. I have a separate tub for
each
> >trait. As I add to my collection of picture books I try to identify
which
> >tr=
> >ait is
> >most powerfully demonstrated by the author in that particular book.
Of
> >course there are many books that have several strengths. Simply point
> >that
> >out as
> >you go. Teacher Read Aloud books are fabulous to use as well. Simply
> >think
> >
> >aloud about what the author is doing or trying to do as you are
> >reading.....
> >.it
> >is interesting to have the students share their thoughts at the end
of
> >the
> >days read aloud and even to write about the read aloud in their
> >rea
> >l writing
> >notebooks.
> >
> >Using your own notebook entries as examples can be most impactful.
Kids
> >will
> >often times try to emulate something that you have done. Amazingly,
> >they
> >have the ability to get to the heart of a piece with absolute precision
> >when
> > they
> >are trying to do something that you, the teacher, did in your writers
> >notebook.
> >
> >Some of the most wonderful lessons and writing ideas have been birthed
in
> >th=
> >e
> >minds of the kids themselves. Again, encourage kids to try things that
> >they=
> >
> >have never tried before. I over exaggerate and fuss all over when I
hear
> >a
> >kid share something that has a unique twist to it. Sure enough, several
> >oth=
> >er
> >kids try that same thing in the following days.
++++++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 11:33:33 EDT
> >Subject: [mosaic] A possible flow Chart for Real Writing
> > A Possible Flow Chart
> >
> >Right up front, YOU NEED TO KNOW that there is no such thing as a
> >TYPICAL=20
> >week, month, or quarter. There are too many variables, the largest
being
> >the=
> >=20
> >needs of your class. This is just a BASIC flow chart from which to
get
> >start=
> >ed.=20
> >
> >Daily: 10-15 minute mini-lesson
> > 30 minutes of silent writing
> >
> >Weekly: Do 4-5 new entries per week IN CLASS. You can assign
> >additional=20
> >entries to be done at home if the homework load allows. (Please note:
In
> >t=
> >he=20
> >original Real Writing Model, all students are required to write 30
minutes
> >I=
> >N=20
> >class and 30 minutes AT HOME, equaling a minimum of 10 entries per
week,
> >wit=
> >h a=20
> >minimum of one full page per entry ! )
> >
> >Every Friday is SHARE DAY !!! This is potentially the most educational
> >day=20
> >of the week because of the focus on GIVING feedback. Students are
required
> >t=
> >o=20
> >select one entry to =E2=80=9Cclean up=E2=80=9D as best as they can
> >(revising=
> >/proofreading) for=20
> >the sake of sharing in class on Friday and turning in to the teacher
for=20
> >assessment.=20
> >
> >Periodically, have the kids take their TURN IN pieces to another level
> >of=20
> >writing, with additional revising being the emphasis. Some teachers
might
> >d=
> >o=20
> >this monthly, while others might do it once a quarter.
+++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 11:36:19 EDT
> >Subject: [mosaic] Bow Wows
> >Here is another example of a minilesson for real writing....the last
two
> >I=20
> >sent were from material I have written for the teacher resource
> >book.....and=
> > the=20
> >inservice I am teaching about real writing....
> >
> > Bow Wows=20
> >
> >Bow Wows are:
> > Boring=20
> > Overused=20
> > Words!
> >
> >Boring Overused words are:
> >useless, disgusting, pointless, a waste of time, a waste of space,
> >annoying,=
> >=20
> >dull, lifeless, worthless, monotonous, tiresome, uninteresting, dead,
> >stale,=
> >=20
> >generic, fruitless, futile, normal, feeble, flimsy, inaccurate,
> >inadequate,=20=
> >and=20
> >icky!
> >
> > Why would anyone use boring BOW WOW words ???
> > =20
> > REAL WRITERS DON=E2=80=99T !!!
> >
> >Robert
+++++++++++
> >From: "Martha Hitzel" <mehitzel@cox.net>
> >Subject: RE: [mosaic] Reading Across Canada
> >Date: Tue, 8 Jun 2004 08:44:28 -0700
> >I love the idea of ending on Dr. Seuss Day! This is a big event in
our
> >school and really is celebrated all week. I hate the idea of material
> >rewards or points, etc. for reading. I throw those Pizza Hut coupons
in
> >the garbage every time I get them. But, I think I could really see
my
> >kids getting into this idea. Where do you keep track of student
> >progress across the country? I hate competitive wall charts. Could
> >they have their own map on the inside of their reading log? What kind
> >of celebration do you guys envision for those who complete their
> >journey? Something that ties in a love of reading? I first thought
> >about a book, but I usually give my kids a book as an end of year
> >present. Maybe a certificate to Barnes & Noble to pick out their
own
> >book? This could be really expensive. We have a tax donation program
> >in Arizona, maybe I could use that? What are other's thoughts?
> >Martha/4/5/az
++++++++++++
> >Date: Tue, 08 Jun 2004 09:01:54 -0700
> >From: "Wendy Wahlen" <wwahlen@lbusd.k12.ca.us>
> >Subject: Re: [mosaic] Writing My Stories!
> >Robert you have so many great(trying to think of a non bow wow word)
> >ideas! I would gladly pay for them so I could have them in a book to
> >refer to. When you say you teach the process, do you actually have
the
> >kids fill out revision and edit forms? Thanks and let me know when
your
> >book gets published.
+++++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 12:09:08 EDT
> >Subject: Re: [mosaic] Writing My Stories!
> >Hi!
> >
> >I do have some self reflection forms I have the kids do
> >periodically.....they
> >could be used on a regular basis as well.... I am so fluid in what
I do
> >with
> >kids that I try to be careful not to sound as though there is one way
I
do
> >things...each year has been significantly different from the previous
> >years, each
> >class is so different, each kid is so different.....there are just
so
many
> >variables......
> >Now for that BowWow word "GREAT"..............Magnificent?
Glorious?
Mind
> >Boggling? Stupendous? I would find any of those to be
> >acceptable!!!!!!!!!!!
> > LOL Don't worry....I BOW WOW all over the place when I am
> >online!!!!!!!!!!!
> >
> >Robert
+++++++++++
> >From: "Mary Baker" <mary@frontporchfriend.com>
> >Subject: Re: [mosaic] Writing My Stories!
> >Date: Tue, 8 Jun 2004 09:17:32 -0700
> >IT does help so much. Thank you. Now, let me ask you this. So is this
> >what they are writing in during "writer's workshop" or is
this a separate
> >time? When do they write their "fictional" or other stories?
So I
assume
> >you use a writer's workshop format, so Monday - Thursday it is Minilesson
> >and then Real Writing Notebooks, and Friday is Author's chair. Am I
> >understanding this correctly?
> >MARY BAKER
+++++++++++
> >From: "Kay Rowan" <krowan1@cox.net>
> >Subject: Re: [mosaic] For Kay
> >Date: Tue, 8 Jun 2004 09:21:07 -0700
> >Mary,
> >Sorry I can't help you much there, except with some practical advice.
It
> >has been 18 years since Itook it so I'm sure it is very different.
> >However,
> >I am going to school today and will ask some of the younger teachers
> >teaching summer school.
> >Kay in AZ
+++++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 12:40:33 EDT
> >Subject: Re: [mosaic] Writing My Stories!
> >Hi Mary!
> >
> >That is one approach I have used....The minilessons cover everything
> >related
> >to writing, both real writing and fiction writing and six traits and
Step
> >Up
> >and whatever else we need to do...the fiction WRITING though tends
to be
> >something I have them working on for homework (which is why I do not
> >require the
> >evening real writings as the New York model does) and I do have fiction
> >writing
> >workshops in class as well......Also, kids work on fiction when they
finish
> >early on other assignments..However, the thirty minutes of writing
time
in
> >Real
> >Writing Notebooks is a non negotiable......they must use the entire
time
to
> >write...If they "finish" one topic they can start a new one,
they can
> >revise,
> >they can reread earlier entries to look for "hidden" seed
ideas, etc. But
> >that
> >thirty minutes is devoted strictly to real writing....also, in lieu
of
> >minilessons on some days, we will have writing buddies, where kids
> >conference 1-1 or
> >Writing TEAMS, where they work in groups of 3-5............I do
conferences
> >with
> >kids...I do a couple of different kinds of conferences.....1-1's and
also
> >1-1's with peers...1-1's with peers is when I have small groups of
kids
> >with
> >similar writing issues/needs meet with me...the focus is on one kid's
> >writing but
> >I will have 3 or 4 peers listening in to give feedback focused on
whatever
> >the
> >issue is...for example, i might identify 4 kids with major BowWow
> >issues(word
> >choice)..I set up a chart with the word choice rubric on it, call up
the
> >group, have Suzy Q read her piece, then have the peers use six trait
lingo
> >to give
> >her feedback, then I give feedback(so the peers are listening in as
well
to
> >info they need) then I have the author set a GOAL around the
> >feedback...then I
> >have one of the other peer reviewers go get a piece and repeat the
process
> >until we are out of writing time...on those days, the kids who are
with
me
> >will
> >have shorter entries or may make theirs up another time.......I am
fluid
in
> >many ways, and use of time is another....so writing may go ten minutes
> >longer on
> >one day cutting in to reading, but then reading cuts in another day.....I
> >am
> >very fluid this way.....with the emphasis being on the full cycle of
> >literacy,
> >it all bleeds together anyway.....minilessons in reading are referred
to
in
> >writing and ml in writing are referred to in reading......
> >
> >Robert
++++++++++++
> >From: "Martha Hitzel" <mehitzel@cox.net>
> >Subject: RE: [mosaic] Reading Across Canada
> >Date: Tue, 8 Jun 2004 09:45:14 -0700
> >Lori, now you've got me thinking about making a class map and making
it
> >a class goal to work our way across the country instead of an individual
> >thing. Each child could contribute toward the total miles covered each
> >week through his or her number of pages read. Then we could have some
> >type of whole class celebrbration during Dr. Seuss week.
> >Martha/4/5/az
++++++++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 12:46:33 EDT
> >Subject: Re: [mosaic] Writing My Stories!
> >Just thought of something else to share....
> >1st Quarter is Real Writing ONLY...no fiction!!!
> >2nd Quarter we do a highly modeled/structured multi-chapter fiction
story
> >in
> >addition to Real Writing
> >3rd Quarter We do fiction writing workshop more regularly, RW still
daily
> >4th Quarter Fictional stories done in teams/ Writer's Fair/Student
> >Treasures
> >Projects
> >
> >That was this years flow.....each year has been different.....I have
a
VERY
> >UNIQUE approach to fiction writing...In fact, I am spending oodles
of
time
> >developing it to be offered as a district workshop as well....the Real
> >Writing
> >Workshop for teachers is 18 contact hours...fiction will likely be
as
> >much......
> >
> >Robert
++++++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 13:00:04 EDT
> >Subject: Re: [Spam] Re: [mosaic] Writing My Stories!
> >Thanks Mary!!!
> >
> >I am starting a YahooDiscussion Group that will become active in
July...I'd
> >like to invite everyone in the group to come and join...It is established
> >right
> >now but the discussion will not start for another month...you can opt
to
> >get
> >Ind. emails or you can join the group and go to the discussion board
at
> >your
> >leisure...We have 9 members at present but hope to recruit many more....I
> >am
> >hoping the discussion will be like Mosaic but with a more emphasis
on the
> >writing side of things....Anyone can join...it is free......i will
post
the
> >address
> >to sign up for it if it is OK with this group's moderator......Otherwise
i
> >will send it to you personally....
> >
> >Robert
++++++++++++
> >From: "Martha Hitzel" <mehitzel@cox.net>
> >Subject: [mosaic] Writing
> >Date: Tue, 8 Jun 2004 10:03:47 -0700
> >Robert wrote: each year has been significantly different from the
> >previous years, each
> >class is so different, each kid is so different.....there are just
so
> >many
> >variables......
> >
> >A large variable in my classroom in addition to all of these is my
own
> >learning curve. I will be starting my 5th year of teaching in August
> >and when I started out I had no idea of how to teach writing except
to
> >assign a topic and then edit. I've come a long way, but have so much
> >room for growth. Robert, your sharing is awesome (is that a bow wow
> >word?) and you've got my wheels spinning!
> >
> >Martha/4/5/az
+++++++++++++
> >From: "Mary Baker" <mary@frontporchfriend.com>
> >Subject: Re: [Spam] Re: [mosaic] Writing My Stories!
> >Date: Tue, 8 Jun 2004 10:05:58 -0700
> >Did you design your system for the fiction story, or are you using
a
> >program
> >that has been modified?
> >MARY BAKER
+++++++++++
> >From: "Martha Hitzel" <mehitzel@cox.net>
> >Subject: [mosaic] summer plans
> >Date: Tue, 8 Jun 2004 10:07:24 -0700
> >
> >Summer plans:
> >
> >I'm finishing up my masters program!! Hooray!! We're putting together
> >action research plans to be implemented when school starts in August.
My
> >purpose statement is To describe the effects of providing information,
> >education, and modeling to parents on their role and comfort level
in
> >helping their child with reading comprehension. I'm starting out with
a
> >parent survey to see what their comfort level and view of their role
is
> >to start with, as well as what their understanding of reading
> >comprehension is. Lori - I'm using your question What do good readers
do
> >and think about as they read? I have about seven different kinds of
> >intervention I could do and based on what things parents express
> >interest in will implement some of them during the school year next
> >year.
> >
> >I will be rereading Wondrous Words, Nonfiction Matters, and Ralph
> >Fletcher's book on writer's notebooks this summer. I also ordered
> >Lessons That Change Writers and Word Savy for new reading.
> >
> >We got a new labrador puppy last Wednesday. On Friday morning he started
> >coughing. We took him to the vet and he has pneumonia. We're waiting
for
> >results of distemper testing. We just went through putting our family
> >dog to sleep a month ago and this is stressful. In the meantime,
> >however, except for a green runny nose, he is acting very healthy and
is
> >consuming a lot of time as we play with him. He is the perfect excuse
> >for procrastinating on housework and working on my research paper!
> >
> >I am still cleaning out my classroom and have a zillion cleaning
> >projects to do at home.
> >
> >We have a cabin up in northern Arizona and will be going up there a
lot
> >on weekends. We play lots of games and do lots of fun reading. I
> >finished Reading Lolita in Tehran the last weekend we were up there.
> >
> >We're looking at taking a road trip to Yosemite National Park with
the
> >kids. My daughter is not too thrilled, she says she is an indoor kid
> >born into an outdoor family!
> >
> >And, always, always, thinking and planning for next year!
> >
> >Martha/4/5/az
++++++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 13:09:39 EDT
> >Subject: Re: [mosaic] Writing
> >Martha!
> >
> >That is a fantabulous (made up word in effort to avoid a bow wow)
> >point....this coming year will be my 26th in the classroom, and part
of
> >each year's
> >changes HAS been my own growth as a teacher of writing.......I need
to
make
> >a note
> >of that point for future reference......I know I have thought it in
other
> >contexts....
> >
> >Thanks
> >Robert
++++++++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 13:18:37 EDT
> >Subject: Re: [Spam] Re: [mosaic] Writing My Stories!
> >The fiction activities are definitely original, with the basic writing
> >process being the foundation.....and of course real writing runs through
it
> >all as
> >well.....
> >
> >Robert
++++++++++
> >Date: Tue, 8 Jun 2004 10:27:36 -0700 (PDT)
> >From: Julie <sisjulie1@yahoo.com>
> >Subject: Re: [mosaic] Writing My Stories!
> >The last couple of years I have added conferring to my
> >daily schedule and am a firm believer in its benefit
> >for kids' learning. This past year I really focused
> >on conferencing with my readers and was pleased with
> >the result.
> >
> >I was not happy with my writing conferencing though
> >and would love some suggestions about how you
> >conference. Do you conference about the day's focus
> >lesson? Previous lessons based on student need? I
> >have 12 computers in my classroom, so usually 1/2 of
> >my class is writing on the computer and the other 1/2
> >is writing in their notebook each day after the
> >minilesson.
> >
> >Julie
++++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 13:32:57 EDT
> >Subject: Re: [mosaic] Writing My Stories!
> >Well, again it has varied from year to year...but I usually plod my
way
> >through the class, making sure to meet with each child and then
restarting
> >the
> >rotation.......as far as who the peer reviewers are, that is determined
by
> >who
> >needs to hear what I am going to say to the kid who I am focusing
on.....A
> >complete rotation takes awhile..... But it is the best way for my
> >style.....I start
> >out with a six trait focus, but go with the flow of the kid's
piece.....the
> >peer reviewers are expected to focus mainly on the six trait that I
have
> >asked
> >them to.....but there is flexibility there as well.....Just depends
on
your
> >style....
> >
> >Robert
+++++++++++++
> >From: "Martha Hitzel" <mehitzel@cox.net>
> >Subject: RE: [mosaic] writing conferences
> >Date: Tue, 8 Jun 2004 10:40:31 -0700
> >Julie - You've probably heard of this book, but just in case you
> >haven't, I'd really recommend Carl Anderson's How's It Going. I should
> >probably add this to my reread list for the summer!
> >Martha/4/5/az
+++++++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 13:43:11 EDT
> >Subject: [mosaic] To sign up for RealWritingTeachers Yahoo Group
> >Hi Group! This is a short description of the discussion group.......the
> >address is posted for joining...I would LOVE to see as many of you
as
> >possible
> >join us......I started to put the group together a couple of months
ago,
> >then had
> >some health issues so put it on hold..now we are gearing up to start
> >discussions..... I will be posting minilessons/ideas/misc. things that
you
> >will be
> >able to download...........Hope this is helpful!!!!!!!! Much of the
Real
> >Writing
> >Dialogue is in sync with the Mosaic Dialogue!!!! By the way, not
everyone
> >in
> >the group will be teachers...my principal has signed on, our BRT, who
is
> >like
> >a consultant (and cotaught the class with me) is in the group.....those
two
> >alone are deeply invested in Literacy research and resources.....several
> >colleagues are signed on......there are ten of us and I have only
promoted
> >it within
> >my immediate circle for now.....I would love to have this group be
as
> >vibrant
> >as the Mosaic group is...........
> >
> >Several years ago by Ralph Fletcher and Lucy Calkin. Daily fine tunings
to
> >fit the many different requirements of the state standards, district
> >standards,
> >and the needs of each individual student have resulted in many different
> >approaches to using the realwriting notebook in the elementary classroom.
> >This
> >group is all about sharing the insights, strategies, models for writing
> >notebooks,
> >the Do's and Don'ts, latest resources available, and any other tips
that
> >come
> >to mind. Join us today!
> >
> >Subscribe: RealWritingTeachers-subscribe@yahoogroups.com
> >
> >Robert
++++++++++++
> >From: "Kathy Garzon" <kgarzon@earthlink.net>
> >Subject: [mosaic] Writing
> >Date: Tue, 8 Jun 2004 14:16:38 -0400
> >
> >Wow! What fantastic writing teachers you all are. I am going to be
in a =
> >first grade classroom this fall. Teaching writing has never been my
=
> >strength. I have been reading all I can about 6 traits on the web.
=
> >Robert is your discussion group appropriate for me. Does anyone else
=
> >have suggestions to get me started with writing workshop? I need all
the
=
> >help I can get.
> >
> >Thanks for sharing.
> >Kathy G
+++++++++++++
> >Date: Tue, 8 Jun 2004 11:23:48 -0700 (PDT)
> >From: Julie <sisjulie1@yahoo.com>
> >Subject: Re: [mosaic] Writing
> >I recommend anything written by Katie Wood Ray or
> >Joann Hindley or Ralph Fletcher for writing.
> >
> >Julie
+++++++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 14:25:59 EDT
> >Subject: Re: [mosaic] Writing
> >Kathy!
> >I believe it will be helpful to any elementary and even middle school
> >teacher.... In the workshop I taught this year I had a couple of 2nd
grade
> >teachers.....I wondered how they would do with my stuff.....One of
them
> >went back to her
> >building and had such great results, her principal asked her to do
a 2
hour
> >inservice for their staff to help implement it in their building
> >k-6......She
> >made the model fit her particular needs and style and went with it.....i
am
> >going to try to connect with her this year to go see her in action
and
see
> >what
> >it looks like for the primary kids....also, the original model in New
York
> >was
> >for k-6 if I remember right.......i have heard of many middle and high
> >school
> >teachers using notebooks now as well......I think it just works for
any
> >writer....but each teacher individualizes its contents to meet their
own
> >particular
> >needs.....The structure can change to fit your needs, the contents
can
> >change
> >to fit your needs, the standards, the minilessons, everything...?what
I
do
> >in
> >the workshop is provide a jumping off point by sharing simply what
I
> >do.....then each teacher takes it from there......In our district we
are
a
> >four-track
> >year round school...meaning one track of students and teachers are
off
for
> >three weeks while the other three are on...and it just rotates every
three
> >weeks,,,,I hope to go visit some real writing classrooms when I am
> >off-track this
> >coming year to see how others are adapting the model I shared with
> >them......
> >
> >Robert
+++++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 14:29:16 EDT
> >Subject: Re: [mosaic] Writing
> >I would also like to recommend Barry Lane.......Vicky
> >Spandel........Georgia
> >Heard.....
+++++++++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 14:32:46 EDT
> >Subject: Re: [mosaic] Writing
> >I think you have to sign yourself up.....I sent an email about a half
an
> >hour
> >ago with the yahoo address at the end......I'll go back to the group
and
> >see
> >if I can sign people up myself if I have your email address......I
have
> >never
> >been a moderator before so this is new territory for me.....
> >
> >Robert
++++++++++++
> >From: FEARNOT24@aol.com
> >Date: Tue, 8 Jun 2004 15:16:02 EDT
> >Subject: Re: [mosaic] [RealWritingTeachers] Article rejected,
un-authorized
> >poster of RealWritingTeachers@yahoogroups.com
> >OK I am on a learning curve here.....
> >
> >I think someone accidentally signed up for the Real Writing Teachers
group
> >but used the mosaic address instead of their own individual email
> >address.....I
> >am getting these weird messages posted on the Yahoo Group board...could
you
> >all check and make sure you signed up using your individual email
> >address???
> >
> >Thanks a million!
> >Robert
++++++++++++
> >Date: Tue, 08 Jun 2004 15:11:26 -0600
> >From: Lori Jackson <ljackson@gwtc.net>
> >Subject: Re: [mosaic] Writing My Stories!
> >With my little ones, struggling with vocabulary, I would have to say
these
> >words
> >begin as yip-yip's. Oh that first yip,yip! When something is great
> >instead of
> >good. When something is adored instead of liked. But when it becomes
a
> >chorus of
> >yips, I see it approaching the bow-wow stage.
> >
> >Lori
+++++++++++
> >Date: Tue, 08 Jun 2004 15:13:35 -0600
> >From: Lori Jackson <ljackson@gwtc.net>
> >Subject: Re: [mosaic] Reading Across Canada
> >What if kids took on states (I am thinking of the typical states report
> >thing), but
> >also had to find, read, review, share, advertise, whatever books which:
> >
> >Take place in the state
> >OR
> >Were written by an author who lived in that state
> >OR
> >Illustrated by an artist who lived in that state
> >
> >Lori
+++++++++++
> >Date: Tue, 08 Jun 2004 13:17:19 -0700
> >From: CArol Lau <cllc@comcast.net>
> >Subject: Re: [mosaic] Writing conferences
> >The book How's It Going? by Carl Anderson addresses this well. Published
> >by Heinemann,
> >Carol
+++++++++++++
> >Date: Tue, 8 Jun 2004 13:40:19 -0700 (PDT)
> >From: Paul Freudenthaler <pgfrbc@yahoo.com>
> >Subject: Re: [mosaic] Reading Across Canada
> >Hi-
> >I have a map of Canada on the wall. The students make
> >a tiny flag with their name on it. The flag is
> >attached to a straight pin so it can be easily moved
> >from one location to another on the map.
> >
> >If you wanted to, you could use individual maps of
> >each province or state. This would give you more
> >geographical detail. If you are a member of CAA or
> >AAA the maps are available for free. My Reading
> >Across Canada trip is approximately 7 650 Km (765
> >pages). My 8 students are LD and all boys. Most of
> >them do not enjoy reading for pleasure, but five or
> >more of them reach Victoria and begin another journey.
> > Due to the difficulties that they have in reading, I
> >allow them to include half of the pages that their
> >parent read to be entered into their reading log.
> >That way they can still make regular progress along
> >the Transcanadian Highway. They get very excited as
> >they hit the Rocky's and enter into Britsh Columbia.
> >After reaching Victoria, most of the kids head for
> >Alaska. When they select a location that in
> >inaccessable by car, they have to use the internet to
> >determine what form of transportation is available to
> >reach their destination. There are always a couple of
> >students who challenge themselves to reach areas that
> >only a bush pilot can take them. Other students drop
> >down to the States or the Islands to visit relatives.
> >
> >By using mapquest.com, you can get very specific
> >driving directions for most desitinations in North
> >America. I have cut and pasted the directions from
> >the east coast to the west coast into a document and
> >printed it off. I keep a copy by the map so they can
> >see how far it is to their next destination. This is
> >their trip ticket.
> >
> >I like some of the ideas that have been surfacing. In
> >September, I might throw in a requirement that each
> >person must read at least one book from each province,
> >territory, state, etc., that they pass through and
> >report to the class on the book and author.
> >
> >Paul
> >Toronto
++++++++++++
> >Subject: RE: [mosaic] Susan's Summer Plans
> >Date: Tue, 8 Jun 2004 17:29:09 -0400
> >From: "Davis, Kimberly" <Davis.Kimberly@lebanon.k12.oh.us>
> >Oh my gosh, Kay. I can totally relate!! This summer, 11 out of 13
> >grade levels are moving buildings and all teachers had to pack up their
> >rooms. The district did not hire professional movers so we had to do
it
> >ourselves. Talk about a panic--16 years worth of stuff??!! Then I came
> >down with pneumonia and had to pack on top of that. My students really
> >helped me so incredibly much, but there's that pile of junk that you
> >just have to go through yourself, right? So guess where that pile is
> >now? Yep--with me at home. Not in the trash because for heaven's sake,
> >I might use it once in the next 10 years.
> >
> >I did throw out A BUNCH of stuff this year, but I still have my pile
of
> >professional magazines, books, list serv ideas, etc. that I have to
go
> >through and organize. I tell myself every year that I will get more
> >organized, but I think I've pretty much just given up on that. :^)
+++++++++++++++
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