Susan Nixon
3rd Grade Teacher
Phoenix, AZ
++++++++++++++++
From: "Lana Brozik" <brozikla@comcast.net
Subject: RE: [mosaic] Fiction and a question about truth in literature?
Date: Mon, 26 Jul 2004 20:20:54 -0700
I vote --tell the teacher. I would want to know. If she said it was an
autobiog. she probably DOESN'T know.
+++++++++++++++++
From: "eddoc" <mosiaclistserve@hotmail.com
Subject: Re: [mosaic] Fiction
Date: Sun, Jul 25, 2004, 9:21 PM
Well, can I warn you against a fiction book?
Sam's Letters to Jennifer is not as good as Patterson's Suzanne's Diary
for
Nicholas. Wait for it to come to your local library.
+++++++++++++++++
From: "Kay Rowan" <krowan1@cox.net
Subject: Re: [mosaic] Fiction and a question about truth in literature?
Date: Mon, 26 Jul 2004 18:29:39 -0700
Hi Sheila,
Welcome to the list. I am a Title I pre K teacher and am so glad to have
some company. I love this list and get so many good ideas that are just as
appropriate for preschoolers as they are for K and 1st graders. I also
enjoy learning what everyone is reading professioanlly and for leisure.
Kay in AZ
+++++++++++++++++++
From: "Kelley Roberts" <krober15@tampabay.rr.com
Subject: Re: [mosaic] Question about student book
The Golden Compass (and its 2 sequels) are wonderful fantasies, but they are
dark. Things aren't typical and bad things happen to some of the
characters....but lots of fun.
My 8th graders liked it. I loved them.
Bill
++++++++++++++++++++
Date: Mon, 26 Jul 2004 21:50:29 -0400
From: Debholden1@aol.com
Subject: Re: [mosaic] Fiction
Rene: I'd love working with you-- you rebel! As you can tell--my district is
VERY controling. Our superintendent is a retired AIR FORCE GENERAL--who thinks
he knows education! Anyway, I do read constantly all summer on the beach--16
books with 5 days to go til back to school. We do have a Book Swap Room at School.
Just a note of interest--my husband is a teacher too, is transfering to my school this year and we will be team teaching in 4th grade together--I will be teaching all the Language Arts and he will be teaching the Math, Florida History and Science--should be very interesting....
Deb/FL4
+++++++++++++++++++++++
From: "Lana Brozik" <brozikla@comcast.net
Subject: RE: [mosaic] Question about student book
Date: Mon, 26 Jul 2004 21:23:00 -0700
”Is anyone planning to read, or has anyone read in the past, to students
the
book _The Golden Compass_? “
Boy, to third graders???? this was a tough book for me to read--and I
"read" it by audio, done with many terrific different voices and sound
effects--just like a play!! it was a fabulous "read" for me, and I
loved the
other 2 in the series, but it is a deep book. I teach 8th grade reading and
only suggest the series to my top readers. It is very long also---and it
can get confusing if you don't read large chunks at a time. I would think
there are many other choices of wonderful books out there for your level.
Lana
++++++++++++++++++++++++
From: "jan sanders" <jgousan@hotmail.com
Subject: Re: [mosaic] SSR
Date: Mon, 26 Jul 2004 19:22:42 -0700
In the beginning of the year, I always start the conference by asking,
"How's your writing going?"
We used to start our conferences this way too, but it was too easy for kids
to say "good" or "OK" or "alright"... you know
a one word response. So now we ask "What are you doing as a writer today?"
jan
+++++++++++++++++++
From: "Laura Candler" <lauracandler@worldnet.att.net
Subject: [mosaic] The Tale of Despereaux
Date: Mon, 26 Jul 2004 22:26:21 -0400
I just wanted to let everyone know that the hardcover copy of The Tale of
Despereaux is in the Back-to-School Scholastic Arrow flyer for $8.95! I paid
almost twice that for my copy this summer! Scholastic's website isn't up
yet, but it's supposed to be in early August. You can go online and log in
with this catalog number: A10700. However, I would caution you not to spend
more than $15 because you'll blow your back-to-school bonus deal if you plan
to order from this catalog later. You know the one where if you get a $200
order you can get 20x the bonus points? That amounts to 4,000 bonus points
which buys a whole lot of books! If you can't get together a $200 order on
your own, join up with another teacher and split the bonus points later.
It's a great deal and by pumping it up in the class I've been able to get a
$200 order together every year since they've been doing it. I encourage
parents to buy the Scholastic Children's Dictionary for their home since
it's the same one we use all the time in class. Usually I get 8 - 10 orders
for that which is over $100 right there. I can't say enough about this
amazing deal for teachers! You could even try to get a business partner to
kick in some money on your order if you showed them how many books you can
purchase with the free points. If you spent the whole 4,000 on books worth
20 points each you could get 200 free books! It makes sense to work hard for
that first order.
Laura Candler
+++++++++++++++
From: Rhgoheels@aol.com
Date: Mon, 26 Jul 2004 23:08:47 EDT
Subject: Re: [mosaic] Fiction
My Summer Reading
The Wedding
Three Weeks With My Brother (Both by Nicholas Sparks)
+++++++++++++
From: "Barb Parry" <borchert@vcn.com
Subject: [mosaic] My summer reading
Date: Mon, 26 Jul 2004 21:31:39 -0600
Professional:
Schools Where Everyone Belongs: Practical Strategies for Reducing =
Bullying by Stan Davis
Reading with Meaning
For fun:
The Piano Tuner by Daniel Mason
Hawke's Cove by Susan Wilson (Reminded me of Bridges of Madison County)
Ahab's Wife by Sena Naslund (A long book, but well written with =
beautiful imagery and a strong female character)
The DaVinci Code by Dan Brown
I've enjoyed seeing the summer reading lists of everyone!
Barb Parry
Wyoming
+++++++++++++++++++++++++
From: SueMommy01@aol.com
Date: Mon, 26 Jul 2004 23:54:03 EDT
Subject: Re: [mosaic] Question about student book
I found this trilogy...Golden Compass, Subtle Knife, Amber
Spyglass...challenging as an adult...also, not sure I would want to have the
discussions that
almost certainly would arise with parents. You should read them before
considering using with any students. Great reads but not sure everyone would
agree.
++++++++++++++++++
Date: Mon, 26 Jul 2004 22:33:24 -0700
Subject: Re: [mosaic] Fiction and a question about truth in literature?
From: "Patricia Kimathi" <pkimathi@earthlink.net
Maleki,
I agree. The teacher did not assign the book it is summer reading for a
Catholic High School. Many of my favorite authors have questionable lives.
Did Lewis Carroll really smoke opium as I have been told. With this
information did I better understood some of the fantasy of the tale. But
when someone claims to write an autobiography with information that is
suppose to expose others to their culture then the question changes. At
least in my opinion. Part of the way he tells the story of the Trail of
Tears sounded racist but I gave him the benefit of doubt because he was part
Cherokee and might of misunderstood. When I read his history then I started
to question everything. It just changed the whole novel. Because he never
lived with his Cherokee grandparents.
Yes, I have many friends who had relatives who passed. I have one
questionable member in my own family. So, I do understand the concept and I
also understand self hate.
I found the information interesting. And I will be careful when I chose a
piece of literature but even more careful when it is labeled as an
autobiography.
Pat Kimathi
++++++++++++++
From: Zanada Maleki <zmaleki@rcn.com
Subject: Re: [mosaic] Fiction and a question about truth in literature?
Date: Mon, Jul 26, 2004, 6:57 AM
If the Education of Little Tree is offensive because of the author's
history, perhaps there is more than meets the eye to this book. Tell the
teacher? ...well maybe inform the teacher of your findings and cite your
sources. She could possibly make this a study on how events of an
+++++++++++++++++++++
Date: Mon, 26 Jul 2004 22:48:56 -0700 (PDT)
From: Joy Widmann <jwidmann@rocketmail.com
Subject: Re: [mosaic] Question about student book
A friend of mine taught in England, and reported to me that Phillip Pullman's
books fly off the shelves faster than JK Rowlings. Are the books challenging?
Yes, I've read this series. Are they appropriate for all students? No, just
like many other books, I wouldn't reccomend them to everyone. If your students
have read and enjoyed the Series of Unfortunate Events books by Lemony Snicket,
are high level readers, and have parents who are flexible, it might be a good
suggested reading. Would I read them aloud to the class? Maybe particular passages
that served an instructional purpose about writing, word use, style, description.
Otherwise, no.
SueMommy01@aol.com wrote:I found this trilogy...Golden Compass, Subtle Knife, Amber Spyglass...challenging as an adult...also, not sure I would want to have the discussions that almost certainly would arise with parents. You should read them before considering using with any students. Great reads but not sure everyone would agree.
Joy/NC/2
A Child's Garden Charter School
++++++++++++++++++++
From: "Melanie Hawkins" <mhawk1@tampabay.rr.com
Subject: RE: [mosaic] binders or folders
Date: Tue, 27 Jul 2004 06:40:47 -0400
Hi everyone,
With school starting next week I was just wondering how everyone has
their kids organize their reading and writing. For the past 2 years I
have used a 1" binder for both, but it seems to get a little tight. I'm
not crazy about folders because it's harder to move papers around. The
sections in my binder are: shared reading, guided reading, independent
reading, writing ideas, first lines, words and rough drafts. Any
suggestions on how to keep kids organized?
Thanks,
Melanie
4th/FL
++++++++++++++++++++
From: mimosa22@comcast.net
Subject: Re: [mosaic] Fiction
Date: Tue, 27 Jul 2004 10:52:20 +0000
Deb,
What a unique experience you and your husband are in for! You may have a book
in the making there! I know I'd want to read that story.
Have a wonderful year!
Maura
+++++++++++++++
Date: Tue, 27 Jul 2004 06:26:39 -0600
From: Lori Jackson <ljackson@gwtc.net
Subject: Re: [mosaic] Question about student book
I have to agree. I love the series, originally buying them for my
nephew. He was in his early teens, loved fantasy but he ended up
reading the books aloud with my sister. They are tough reading.
Last year I read a book by this author to my second graders called I Was
A Rat. You might look at this.
Lori
++++++++++++++++++++++++
Date: Tue, 27 Jul 2004 06:30:00 -0600
From: Lori Jackson <ljackson@gwtc.net
Subject: Re: [mosaic] binders or folders
I use plastic portfolios purchased for me by my principal. Inside there are
four
pockets and it closes with an elastic loop. We clean them out every quarter.
They
were pricey but I reuse them every year.
Lori
++++++++++++++++++++
Date: Tue, 27 Jul 2004 08:01:48 -0400
From: Debholden1@aol.com
Subject: Re: [mosaic] binders or folders
Melanie: my students use a binder for writing and one for reading. The writing
binder contains their Writing Resource Folder in the pocket and then it has
sections for Standards, Srategies, Works in Progress, To be Published. The Reading
Binder has different sections too, but I'm going to work on them a little more
to reflect the Strategies we're working on--probably a section for Standards,
Strategies, Literature Circles, and Guided Reading. They keep the binders in
their cubbies and NOT in their desks. Deb/FL4
+++++++++++++++++++++++
Date: Tue, 27 Jul 2004 08:28:11 -0400
From: Zanada Maleki <zmaleki@rcn.com
Subject: Re: [mosaic] Fiction
That is an interesting item! Does the district have guidelines as to
what or how many pages constitutes an avereage lenght book? This is the
unresolved question we have at our school for students on the gr.5
level. It has never been resolved officially, but some of us maintain a
number of pages 65 to 45 to anyting goes, depending on the nature of
the student body. So, if a teacher is reading one 1200page book,
whereas another teacher reads 4 shorter books, how is this approached?
Zanada/Maine/5
+++++++++++++++
Date: Tue, 27 Jul 2004 08:45:35 -0400
From: Debholden1@aol.com
Subject: Re: [mosaic] Fiction
Zananda: yes, we have guidelines. For 4th and 5th grades, for a book to count
it must have at least 100 pgs. and be on a child's level (teacher judgment).
Six articles or 6 short stories count as one as does the teacher read aloud.
Students have to do some sort of SHORT response to log the book (could be oral).
Longer books like a Harry Potter can count up to 3 books so the kids don't avoid
reading the more challenging lenghly books. The standard also states that over
the year that the reading should cover a variety of genre and that 4 books should
be from either one author or one specific genre.
By the way, on a personal note, I have much admired you from afar both on this ring and on the 4 blocks ring. I look forward to everything you have to share and have learned much from your posts. Have to admit I feel guilty at times not sharing my time and experience as you have--you have been a fantastic mentor to many.
Deb/FL4
+++++++++++++++++++
Date: Tue, 27 Jul 2004 09:11:03 -0400
From: Zanada Maleki <zmaleki@rcn.com
Subject: [mosaic] Little Tree gives us an education!
http://www.nativeweb.org/pages/legal/carter.html
Now we know some background information.
I know that there will be teachers who try to avoid including
multicultural books in their repertoire for children's books and
suggested readings. This tends to be the case where I teach. If you are
not sure what is acceptable in different ethnicity's community, find one
of their web sites. See what you can dig up, pros and cons.
Sign of the Beaver is on the unacceptable list of Native American
recommended-not books. I still use Sign of the Beaver, but teach the
book as a discovery of attitudes. Even my students notice elements of
prejudicial overtones in the book, and we explore possible explanations.
We discover that there are multiple conflicts in the book, not just a
simple conflict theme. We discover author's flaws, too. However, I also
have to interject research about the people's culture described in the book.
One student this year remarked that a character was described as having
a Mohawk hair design. Another student remarked that the author did not
do much homework on the people she wrote about, unless the person
described was a rebellious one, but rebelliousness did not show up in
that manner with that culture group.
This is information brought to light by students in Grade 5.
Yearly my students have assignments of researching various Native
American nations in terms of who, what, when, where, how they looked and
variations of dress, in historical times. We also track how people have
changed or not in contemporary times. In the Spring, we read Sign of the
Beaver. By then we have had enough US history to create a foundation of
learning so that we can forgive an author for faux pas and not sacrifice
the story lines.
Remember, a book is only as good as the author's experiences, research,
and writing talent! (Don't throw Mark Twain out, either. He, too is a
product of his times.)
Hope this helps us.
Zanada/Maine/5
++++++++++++++++
From: "Rebecca Thornton" <freelandr@hotmail.com
Subject: Re: [mosaic] SSR vs. Reading and Conferencing
Date: Tue, 27 Jul 2004 09:18:03 -0400
On July 25 Robert encouraged us to "think outside the box" and encouraged
varying activities throughout the week.
Robert,
Thank you for this refreshing view. I am a new teacher that is implementing
the reader's workshop in my seventh/eighth grade classes. I only have 42
minutes for each class so I have to stagger activities. At first, I thought
that I would have to fit everything in to have an effective workshop.
However, thanks to your view and my reading of Teaching Reading in the
Middle School by Laura Robb, I feel free to design the program around my
students' needs, and not feel pressured to try to do everything every day.
I love this discussion that the "can of worms" produced. It really
helps me
to evaluate what I believe is important and to spread this enthusiasm to my
students. "To Each His Own" is very powerful because if a teacher
participates in something they do not whole heartedly believe in the
students will know.
I am so glad that I found this list serv to discuss research of reading and
MoT.
Thank you for sharing all of your ideas and thoughts!
Rebecca
++++++++++++++++++++
From: "Rebecca Thornton" <freelandr@hotmail.com
Subject: Re: Modeling Reading (was: RE: [mosaic] SSR vs. Reading and Conferencing)
Date: Tue, 27 Jul 2004 09:45:24 -0400
Mary Ann,
I am also a middle school reading teacher, however this will be my first
year. Thank you for sharing your reading program. I am interesed to learn
more about your Fluency Testing. Could you send me an example or more
information-privately or on the list?
Thank you!
Rebecca
+++++++++++++++++++
From: "Umm Muadth" <umumuadth@awtechnologies.com
Subject: RE: [mosaic] SSR vs. Reading and Conferencing
Date: Tue, 27 Jul 2004 10:21:56 -0400
It is important for teachers to evaluate the needs of their students and
plan their instruction accordingly. But I think there are some things which
should be done daily, like reading aloud (at least for the younger grades).
I think there are some staples within any language arts environment that
should be adhered to daily in order to meet the needs of the students.
I think we should think outside the box but be informed by student needs.
Melissa
+++++++++++++++
From: SCmateach@aol.com
Date: Tue, 27 Jul 2004 11:38:21 EDT
Subject: Re: [mosaic] Classroom Library (long)
In a message dated 7/25/04 8:32:08 PM, jwidmann@rocketmail.com writes:
One thing I struggle with is keeping track of my books in my classroom.
How do you manage your collection? I'm looking for ideas that second grade
students can use on their own, but will tell me at a glance where most of my
books
are.
My classroom library fiction titles (5,198 books at this time, with more to
enter into the database) are stored in Rubbermaid "dishpans" by the
first
letter of the author's last name. Of course, some letters have more than one
tub
-- A, A2, A3, etc. I take one tub every other day and do a "explore"
through
the titles and authors in it. I might tell the students why I like a
particular book, or didn't like it. I might read them a page, or leaf through
the book
showing them some of the pictures and wondering what is happening in the
story. I might read them the blurb on the back or the inside cover. If a child
makes a connection with something I've said, read, or shown, they remember what
tub the particular book is in and look for it for independent reading time.
These books are not leveled, although I do have several tubs of "easier"
books
that I sometimes steer specific children to. We spend a lot of time learning
how to select a just right book. This can take several weeks with my
students (transitional second graders, an intervention year between second grade
for
at-risk students), but I feel they need to learn this skill in order to become
life-long readers! The letter of the tub is printed on the front of the
books in magic marker so the students know where to return the book when finished
with it. Nonfiction books are also in numbered tubs. The tubs are NF-1,
NF-2, etc. I have a sign posted that tells what type of books are in the
nonfiction tubs. For example, NF-1 Reptiles, NF-2 Dinosaurs, etc.
Students also keep a reading log of the books they have completed during
independent reading. They write the title, the author's last name, the date
they
finished the book, whether it was hard, just right, or easy and whether they
read it alone or with a buddy. They also have the option of abandoning a text
if they feel it is to difficult. I do a quick look at their logs when I
conference with them (I conference 3 days a week, read myself the other two)
and
note whether they have marked many titles as A for abandoned. If so, we review
how to pick a just right book. I also have a large sheet of unlined paper
posted where they can write the title and recommend it to a friend.
The students take books home to read as their homework. They have a home
reading log that is turned in each week. I ask them to read for at least 15
minutes each night 9 (some do, some don't -- if there is a legitimate reason
for
their not reading, I let them read to me during recess, or to a parent
volunteer -- you usually know which kids have uninvolved parents -- it's not
the
child's fault his or her won't give them 15 minutes!). Parents sign the log.
Each
of the classroom books has a card pocket and card in it. The students sign
the book out and put the signed card in their homework reading pocket (a card
pocket with their name on it posted on a bulletin board). When they return the
book, they put the card in it, put it back in the correct tub, and select a
new book. This also takes days of practice to get the routine established!
They are permitted to have 2 cards in their pocket because they sometimes want
to take a more difficult book home to read with their parents or just explore
the pictures in.
The database is on one of the classroom computers, so we can easily do a
search for a specific title or author. I can access my classroom computers from
home, so I often call up the database when doing lesson plans so that I know
exactly where to look for a specific book or whether or not I have the book.
I
also have a genre field in the database that includes words like
nonfiction-mammals or nonfiction-plants. That helps when I want to find books
on specific
topics. We print the database at the end of each school year, and put in a
three-ring binder. That way, we start the next year with all the past year's
book acquisitions included. We print it out by title and by author and many
of
the students soon learn to refer to it (with adult assistance) to find a
specific book. A second database is started with new books and is merged with
the
old when it has 20 to 25 books on it.
This system has taken years to get working, but it runs pretty smoothly. I
team with another teacher, with a door between our rooms, so the books are in
both rooms.
Sheila C.
+++++++++++++++++++++
Date: Tue, 27 Jul 2004 09:12:16 -0700 (PDT)
From: lisa biersack <lbee0128@yahoo.com
Subject: RE: [mosaic] SSR vs. Reading and Conferencing
I'd have to say that read aloud time is one the best
parts of my day. I think reading aloud should be done
daily in any grade! The more the better in my
opinion.
Lisa
4th/ny---
++++++++++++++++++
Date: Tue, 27 Jul 2004 13:03:57 -0500
From: kimm@divy.net
Subject: Re: [mosaic] binders or folders
Organization is so important in writing workshop and reading workshop. My kids
were terrible last year, so this year I am going to use 5 subject notebooks
with pockets. I have the first section set up for mini lessons with my course
overview in pocket at the back of the section. This section also has an area
for their weekly word study, as well as their vocabulary. The second section
will be for reading response and readers sketchbook(literature circles) and
at
the back of that sectoin students will store their reading record. Third
section pocket will store the writing record and any possible handouts that
I
might give them. That will leave three sections for writing. When they decide
to take a piece of writing to final draft, we will make changes in our
notebooks and then type or write neatly on loose leaf notebook papaer. I
realize that there are times the the writing pieces may have to be removed from
the notebooks. I am not sure how this will work, but having folders for
everything did not work for us. Someone always left them in the locker. My
plan is to collect the notebooks on a rotating weekly basis. I really hope
this helps some of my students. I may be disappointed, but I am keeping my
fingers crossed.
Kim
Junior High Language Arts
++++++++++++++++++
Date: Tue, 27 Jul 2004 11:39:31 -0700 (PDT)
From: Karen Pohrte <kmpohrte@yahoo.com
Subject: Re: [mosaic] Fiction
I tend to read best sellers/pop fiction when now
reading professionally. Recently I read Da Vinci Code
++++++++++++++++
From: "Ellen Kay Closs" <clossell@msu.edu
Subject: [mosaic] New Member
Date: Tue, 27 Jul 2004 15:32:11 -0400
I just joined this list and have already gained a great deal:) I am
currently looking for a teaching position in the midwest. I have experience
with grade K-5 (K-2 are my favorite:). I read "Mosaic..." as a graduate
student. I am currently re-reading "Reading with Meaning" and "Strategies
that Work." I look forward to learning/sharing on this list:)
Still looking for a job in the Midwest:)
Ellen:)
++++++++++++++++++
From: KerryD78@aol.com
Date: Tue, 27 Jul 2004 15:50:14 EDT
Subject: Re: [mosaic] 1 min. fluency testing
Mary Anne,
Are the Glencoe books appropriate for all grade levels?
Kerry/CT
L.A. Specialist, grades 5-6
++++++++++++++++++++
From: "jean browne" <JeanB50@comcast.net
Subject: Re: [mosaic] Fiction
Date: Tue, 27 Jul 2004 18:25:56 -0400
Summer Reading;
Reading Lolita in Tehran...Azar Nafisi
All That Remains...Patricia Cornwell
The Face of Deception...Iris Johansen
DaVinci Code...Dan Brown
Angels and Demons...Dan Brown
Rereading:
How's it Going?..Carl Anderson
Jean/nj
++++++++++++++++
Date: Tue, 27 Jul 2004 17:05:18 -0700 (PDT)
From: Carol Meyer <schoolteacher52342@yahoo.com
Subject: Re: [mosaic] Little Tree gives us an education!
That's very interesting. I teach at a Native American school that feels that
their students need to read all books about other Native Americans or written
by Native Americans good or bad. Carol/K/IA
++++++++++++
From: "Carol Carlson" <carlsonca@dist102.k12.il.us>
Subject: Re: [mosaic] SSR
Date: Tue, 27 Jul 2004 19:32:22 -0500
i totally second this. When I started conferencing with students, I, too,
asked, "How's it going?" "fine!" I could see from my brief
glance at the
writing, that it might not be going fine. So, I started to begin being much
more specific. I tried to use my antedoctal records or the mini lesson I had
just presented to formulate questions. So I might ask, "How did you finally
decide on this topic?" Or, "What verbs do you feel just indicate action."
Or
"Read me a showing detail." This really kept both me and my studens
on their
toes.When I first started conferencing with more specific questions, I
walked around with my clipboard with specific questions attached on a card.
In my work with teachers, I developed questions based on the six traits that
are much more specific for teachers to ask.
Carol
+++++++++++++++
Date: Tue, 27 Jul 2004 17:16:32 -0700
From: Susan Nixon <Susan@DesertSkyOne.com>
Subject: Re: [mosaic] fiction
>The Ember City
And do you have the sequel, I think it was called People of Sparks? Those
two were talked about by the read-aloud presenter the other day. I thought
middle school students would really relate to the second one if they have
family members involved in the war.
Hugs,
Susan, in Phoenix
+++++++++++++++++++
From: "Carol Carlson" <carlsonca@dist102.k12.il.us>
Subject: Re: [mosaic] Reading Lolita in Tehran
Date: Tue, 27 Jul 2004 19:41:43 -0500
For those junior high and high school teachers, I think, the above title
would be so appropriate to read sections about what literature means.
As I read the author's thoughts about why we should read, I thought about
synthesis. In Ellin Keene's presentation, she talked about how a book
changed you. What will you remember about this book that might change your
thinking? Isn't that what the author constantly asked her students about how
literature changes them? Given all the terror and uncertainty that
surrounded them, why should they read Bellow, James, Austen? What does it
means to their lives?
As you can tell, this book really made me think. Probably because I was an
English major in college. I always wanted my students to discover the magic
of a story, how it can transform you to another world, another time, but
also help you discover things you didn't really know. And the discovering is
in the READER's experiences.
That's only one of the things I read this summer. But I long to discuss it
in lit circle group.
Carol
++++++++++++++
From: "jean browne" <JeanB50@comcast.net>
Subject: Re: [mosaic] Reading Lolita in Tehran
Date: Tue, 27 Jul 2004 20:49:53 -0400
I recently had the opportunity to hear Azar Nafisi speak about her book.
She gave such a powerful and emotional talk that I couldn't wait to get my
hands on it. Her personal account of working with her students during such
difficult times and circumstances certainly made me wonder how she could do
it. The book is certainly from her heart and a riveting read.
Jean
+++++++++++++++++++
Date: Tue, 27 Jul 2004 20:15:38 -0500
Subject: Re: [mosaic] Little Tree gives us an education!
From: Datsauer <datsauer@chartermi.net>
I'm finding this thread very interesting in light of a professional book I'm
reading called "The Language Police" by Diane Ravitch. It's all about
how
pressure from a wide variety of groups is changing curriculum, textbooks,
and tests, narrowing them down to non-offensive vanilla pablum. I spent a
week this summer working on item analysis for my state's fifth grade test,
and I know how important bias and sensitivity training have become. While of
course we don't want racist or sexist materials to have their attitudes
taught in our schools, we need to be careful not to throw the baby out with
the bath water. (If I can use what might be considered an age-ist metaphor.)
Using historically accurate but politically incorrect materials can inform
our students of the importance of changing attitudes - Oprah sums it up by
saying, "As soon as we know better, we do better." I'd love to hear
the
ideas of others on this topic. Debbie in Duluth
++++++++
Date: Tue, 27 Jul 2004 20:03:00 -0600
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] SSR
Anderson anticipates this and talks at length about teaching children how to
respond.
Lori
++++++++++++++++
From: Findleyck@aol.com
Date: Tue, 27 Jul 2004 21:39:49 EDT
Subject: Re: [mosaic] 25-book goal
I wanted to interject a bit on Deb's mentioning of her district's 25-book
goal. The reasoning/research behind the goal comes from the research of
William Nagy and Patricia Herman who have found that students who read a million
words a year encounter between 15,000 and 30,000 new words in the process.
"Incidental learning of words from context while reading is, or can be,
the
major mode of vocabulary growth once students have begun to really read,"
they
say. It really helped build the momentum of reading within my classroom.
I was in Deb's county and have since moved. I have taken the 25-book goal
to my own classroom and have been celebrating the success of it. It must be
stressed that it is NOT competitive. This is a goal to be monitored and
worked for, the students are accountable for, but is part of the real work of
learning to be readers.
I teach 4th grade and 23 of my 24 students met their goal! There are many
ways to document a book--none of them very lengthy. Simply completing a
bookmark with a sythethis statement on it, a short response card, taking a Reading
Counts test or AR test if the students want to (NOT required), recording
some basic information on the students personal book list and many other quick
short ways.
All through the process, students are aware of the purpose of the goal and
how they meeting the goal is for their benefit! My students love it. I was
the only teacher in my county doing this in my classroom and it is going to
be
a school goal this coming year.
Denise
4th/FL
+++++++++++++++++++
Date: Tue, 27 Jul 2004 18:50:40 -0700 (PDT)
From: David Stubbart <davidstubbart@yahoo.com>
Subject: Re: [mosaic] SSR vs. Reading and Conferencing
Hello Erin,
My name is Dave S. and I have been on the listserv for a while. It's such a
valuable resource! I am also teaching in MA...Southboro 3rd grade. Where do
you teach? Just curiuos since not too many in the listserv teach here. Chat
later
Dave
++++++++++++++++
From: "Umm Muadth" <umumuadth@awtechnologies.com>
Subject: Great Books Shared Inquiry Method RE: [mosaic] Reading Lolita in Tehran
Date: Tue, 27 Jul 2004 22:06:50 -0400
As I'm reading this thread I really wanted to give a plug for the Great
Books foundation Shared Inquiry method www.greatbooks.org. I have training
in the parent volunteer facilitator and it really blows me away what a
method it is. It really engages children in reading and forming their own
opinions, while discussing them with their peers. It empowers children to
form their own opinions about literature and to be ready to consider whether
their opinions are in fact correct (especially when another student
disagrees).
As a facilitator you have to look at your own motives and question your own
beliefs and opinions. Ultimately it's an exploration between reader and
text and group and text.
I think it is very powerful.
Melissa
+++++++++++++++++++++++++
From: mosaic-owner@u46teachers.org
[mailto:mosaic-owner@u46teachers.org]On Behalf Of Carol Carlson
Sent: Tuesday, July 27, 2004 8:42 PM
Subject: Re: [mosaic] Reading Lolita in Tehran
For those junior high and high school teachers, I think, the above title
would be so appropriate to read sections about what literature means.
As I read the author's thoughts about why we should read, I thought about
synthesis. In Ellin Keene's presentation, she talked about how a book
changed you. What will you remember about this book that might change your
thinking? Isn't that what the author constantly asked her students about how
literature changes them? Given all the terror and uncertainty that
surrounded them, why should they read Bellow, James, Austen? What does it
means to their lives?
As you can tell, this book really made me think. Probably because I was an
English major in college. I always wanted my students to discover the magic
of a story, how it can transform you to another world, another time, but
also help you discover things you didn't really know. And the discovering is
in the READER's experiences.
That's only one of the things I read this summer. But I long to discuss it
in lit circle group.
Carol
++++++++++++++++++++
Date: Tue, 27 Jul 2004 19:45:00 -0700
Subject: Re: [mosaic] Little Tree gives us an education!
From: "Patricia Kimathi" <pkimathi@earthlink.net>
Carol, this is also the way I approach reading novels. I make sure the
students have researched enough background information to help them critique
what they are reading.
Pat Kimathi
++++++++++++++++++
From: "Linda Tompkins" <lbtompkins@worldnet.att.net>
Subject: RE: [mosaic] Classroom Library (long)
Date: Wed, 28 Jul 2004 08:49:25 –0400
Sheila,
What program do you use for your classroom database?
Linda/3/Fl
+++++++++++++++++++++++
From: Sk5860@cs.com
Date: Wed, 28 Jul 2004 08:54:07 EDT
Subject: [mosaic] summer reading
my summer reading has been:
Differentiating Instruction in a Mixed Abilty Classroom
The Rules in School (reread)
The First Six Weeks (reread)
Talking to Kids So They Can Learn in School and at Home
steve
++++++++++++++++
Date: Wed, 28 Jul 2004 08:13:47 -0500
From: Judy's mail <jggasser@swbell.net>
Subject: Re: Great Books Shared Inquiry Method RE: [mosaic] Reading Lolita
Melissa - Thanks for this posting. I think everyone on the list serv
would learn a great deal from shared inquiry training. The critical
component here is that you have to give it time and continue your growth
with the training. It is not something that is learned over night and
takes much practice. I encourage everyone to go through their advanced
training and interact with others in your learning. Great Books is
working on some revisions that I have chatted with them about which will
interest strategy teachers. Unfortunately these revisions are not going
to be available right away. JGasser
+++++++++++++++++++
Date: Wed, 28 Jul 2004 09:22:49 -0400
From: Zanada Maleki <zmaleki@rcn.com>
Subject: Re: [mosaic] Reading Lolita in Tehran
Reply-To: mosaic@u46teachers.org
Hey, that's a line from Reading Rainbow, paraphrased! I love it! zmaleki
+++++++++++++++++++++
Date: Wed, 28 Jul 2004 10:06:38 -0400
From: Zanada Maleki <zmaleki@rcn.com>
Subject: Re: [mosaic] Little Tree gives us an education!
Somebody needs that non-offensive vanilla pablum! In areas that have
large influxes of refugee limited and non-English speaking children, you
need that pablum to help discern possible and probable learning
disabilites to document in order to develop a more appropriate education
plan. I had a long battle with the SpecEd powers where I work just to
get them to agree to find a test for one of my students 2 years ago. The
child came from a refugee camp via a short stay in Tennessee.
They decided that the Briggance test was the best they had for a test
that was not culturally biased so that a better indication of the
child's learning deficits could be assessed. The child exhibited short
term memory deficit, dyslexia, and ADHD tendencies. However, I could
not recommend her for any special education services until we had some
sort of testing documentation.
When I think back at the Little Tree work, I start to think about how I
have required my students to write from a different creature's
perspective, such as pretending they are a fly on the wall at the three
bear's house. I have had the boys write different endings to stories
written by girls, and vica versa. I have had students write from the
perspectives of being sailors with Columbus as well as from the
perspectives of the receiving Tainos people. The students have to start
to see through the other folks culturally biased eyes, they have to
start asking questions to build on the pablum. But that is how we also
nurture better writing skills through reading.
Back to the testing, if we put ourselves into a totally different
culture group, many of which we already have inside the American
culture, we're subjected to tests that required a prior knowledge really
alien to what we know, we would perform with scores as borderline idiots
with savant tendancies. Our education would consist of crayons and
pictures to color, from elementary school through middle school. Then
we would be guided into wood shop and wallpapering classes because the
tests show that this is all we are capable of doing. These are the
things we have been doing to children for generations. Now, the movement
in Education is trying to achieve a better balance.
Cultural bias is a double edged sword. We must be careful how we apply
it. Reviewing materials that house concepts that have been OKd since
time began really gives us an eye opener. In anthopological studies we
have always noted that the dominant "tribe" gets to determine what
is
acceptable. It is when that dominance shifts to another group or
coalition of other groups that difficulties arise, that norms are
challenged, that eyes really get opened. Debbie has made some very valid
and important observations. It is a challenge wewill all face as
professional educators. (Think of how the scientists felt when all they
learned about gravity and weight was challenged by the first space shot!
That changed our knowledge of what constitutes matter! And we are still
discovering more because there are now 5 recognized states of matter, no
longer the familiar 3 --solid, liquid, gas, plasma, quark. Mattter used
to be anything that has weight and takes up space. )
Zanada/Maine/5
++++++++++++++++++
Date: Wed, 28 Jul 2004 10:48:06 -0400
From: Rose Chaplan/Bob Sherman <bobnrose@sympatico.ca>
Subject: Re: [mosaic] Golden Compass
Reply-To: mosaic@u46teachers.org
I'm one of the few who actually dislikes this book, and its sequels. I
don't think they are appropriate for primary kids, and I'm not sure I'd
even give "Subtle Knife" to anyone younger than 11 or 12. The plot
is
very complex. I think it's more of a YA (Young Adult) book than a
children's book. I'd definitely read it first. I know my grade 3's
couldn't get even close to the level of reading required.
Rose
++++++++++++++++
Date: Wed, 28 Jul 2004 08:12:17 -0700
Subject: Re: [mosaic] What are your favorite read alouds?
From: Francie and Kerry Kugelman <kugelman@earthlink.net>
As a fifth grade teacher in California, I have enjoyed doing read alouds,
but in the past, have not done them on a consistent basis. I use Strega
Nona on the first day to remind students how important it is to listen to
the teacher in class, and listen to others too.
I thought it would be helpful and interesting if everyone could share their
favorite read alouds, when they use them, and what grade level they teach.
I would love some new ideas!
5th grade Read Alouds:
Tale of Desperaux (Because of this mail ring I bought the book and read it
to the class during the last month of school! My 8 year old listened to the
book on tape from the library and was also enchanted by the story)
Flat Stanley (we make our own Flat Stanley's and mail them out)
Go Free or Die (Harriet Tubman biography)
Picture Book Read Alouds:
Nettie's Trip South (slavery)
Sweet Clara and the Freedom Quilt (slavery)
How Many Days to America? (Eve Bunting -- tie-in to Thanksgiving and
Pilgrims)
The Train to Somewhere (Eve Bunting - Orphan trains)
As for summer reading, I am riding a reclining bike at the YMCA daily, and
have been reading the books that my students might read in our Literature
Circles (It is quite uncomfortable and difficult to discuss a book that I
have not yet read!):
Nightjohn - Paulsen (I am thinking of reading this aloud in class and
skipping the most graphic paragraphs - Has anyone read this aloud in class?)
Bridge to Terabithia
Julie of the Wolves
Last summer's books:
Hatchet
Holes
Because of Winn-Dixie
Still need to read The Giver and Number the Stars. Any other suggestions of
great books?
Francie
++++++++++++++++++++
From: "Elisa Waingort" <gjimenez@ecnet.ec>
Subject: Re: [mosaic] binders or folders
Date: Wed, 28 Jul 2004 08:32:46 -0500
Hi Melanie,
One thing I've done in the past is to have kids take out certain sections of
their binders and put them in a folder at the end of every marking period.
You'd have to decide which sections you want them to have access to all
year.
Elisa Waingort
+++++++++++++++
Date: Wed, 28 Jul 2004 11:19:02 -0500
Subject: Re: [mosaic] Little Tree gives us an education!
From: Datsauer <datsauer@chartermi.net>
Thanks, Zanada, for your thoughts. I always look forward to reading what you
write. Allowing children from other cultures to show what they know and can
do is a very good reason for bias and sensitivity in testing, and that was
the rationale given at the item review sessions I attended. Diane Ravitch
makes some good points in her book about the lengths to which it can be
carried, to the detriment of the curriculum overall. So many things for us
to consider! And if one more person says they wish they could be a teacher
and have the summers off, I may not be able to hold back.Debbie in Duluth
+++++++++++++++++++
Date: Wed, 28 Jul 2004 12:17:44 -0400
From: Zanada Maleki <zmaleki@rcn.com>
Subject: Re: [mosaic] What are your favorite read alouds?
I like to use the works in Cricket Magazine. I have a 2 year collection
and the tales are just right. The least suspected students tend to
grabe a copy of the magzine during their down time. During my official
SSR time the students need to read from one of their own selected
library books. The students go to the school library once weekly and
select 2 books. I issue a monthly reading list (paramaters) as well as
individualized reading lists based on the student's SRI reading
inventory recent lexile scores. Students select two book within the
parameters of the lists. One book must be fiction. The Cricket
Magazine collections of stories tend to spur thematic ideas with the
students. It has great artwork, excellent quality literature, authos
that student can identify when they see a similar work or theme in the
school libray. (My classroom library has mostly yard sale books that
have been well loved, many Newberry winners of yesteryear, a few
classics and classics rewrites. Students also bring in books to donate
to the classroom library. I was shocked when that first happened!)
Favorite read alouds:(covers 2 years rotation)
Cricket Magazine
Loser (Spinnelli)
Joey Pigsa Swollowed the Key (Gantos)
Joey Pigsa Loses Control (Gantos)
Because of Winn Dixie ( I am lobbying for a class set of this
one!)/(DiCamillo)- also will be coming out as a movie in Jan.2005
The Grand Escape (Naylor)-Great for reading as a cliff hanger, chapter
by chapter; have the students write the chapter endings as they occur,
then share; afterwards, read the real chapter endings as they occur.
The Healing of Texas Jake ( Naylor)-sequel to The Grand Escape
Works from last year's classroom anthology
Jan Brett books
Zanada Maleki/Maine/5
+++++++++++++++++++++++
From: SixTeach@aol.com
Date: Wed, 28 Jul 2004 12:40:04 EDT
Subject: Re: [mosaic] What are your favorite read alouds?
I teach 6th grade and favorite read alouds have included:
Holes
Because of Winn Dixie
House of Dies Drear
Mixed Up Files....
Watson's Go to Birmingham
Hatchet
Bud, Not Buddy
I think I am going to start this year with Desperaux
Linda/6th/ GA
++++++++++++++++++
From: "Umm Muadth" <umumuadth@awtechnologies.com>
Subject: RE: [mosaic] binders or folders
Date: Wed, 28 Jul 2004 13:36:16 -0400
Reply-To: mosaic@u46teachers.org
Hi Melanie,
For your own planning I have a book entitled, 'Planning for Success: Reading
and Writing Instruction in K-2' (Establish Goals for the Year, Create Daily
Lessons from Monthly Lesson Plans', etc.). I know that you teach gr. 4 but
I think the planning would still be relevant for your situation. There is
information on 'Components of the Curriculum Binder', 'Getting Started With
Curriculum Binders', 'Steps in Putting Together the Curriculum Binder',
'Creating Monthly Plans', etc. I think the Writing and Reading units would
be more appropriate for gr. 2 and can be adapted for older grades.
For your students there is the 'Reader's Notebook' for Grades 3-6
http://www.heinemann.com/shared/products/002074.asp. You may find that
helpful also.
Melissa
+++++++++++++
From: ZuZu02@aol.com
Date: Wed, 28 Jul 2004 13:34:59 EDT
Subject: Re: [mosaic] What are your favorite read alouds?
our district is mandated to do at least one read aloud each morning.
While we don't have to read a different book each day, we are allowed three
books a week, I try and do a weekly theme of read alouds and then revist them
again as the year progresses.
I haven't noticed too many early childhood people on this list but if there
are I will share that the first weeks of school I use books that focus on
beginning school and names and who we are..
I start the year with "The Kissing Hand". We read "The First
Thing My Mama
Taught Me" and "Chrysthanthemum", among others. We don't go back
until the
first day after Labor Day so I haven't started to put together my books for
the
first few weeks of school.
Are there any early childhood people out there who are interested in
developing early literacy? This is a very big issue in NYC and one in which
I am very
interested.
Sheila
Pre-K
Brooklyn, NY
++++++++++++++++++++
From: mimosa22@comcast.net
Subject: Re: [mosaic] What are your favorite read alouds?
Date: Wed, 28 Jul 2004 18:50:08 +0000
A couple of good beginning of the year read aloud picture books we've enjoyed
are Crow Boy (sorry, I don't have the author) and The New Kid by Katie Couric.
Maura
++++++++++++++++++
From: "Jeannie Hughes" <jhughes4@cogeco.ca>
Subject: [mosaic] Levelling Books/ Readaloud
Date: Wed, 28 Jul 2004 15:31:06 -0400
I have found the level of many books our school owns in Fountas and
Pinell, but there are many which were not listed.
I remember there was a discussion about this last fall, but I have been
unable to locate it.
I realize I don't need to level every book, but it helps to have an
idea!
My students absolutely loved Silverwing by Kenneth Opel. They begged
for more each day! Many of them purchased the book and went on to read
the two follow up novels! In fact, I had several parents ask to borrow
the books as well!
Thanks!
Jeannie
5/Ontario
++++++++++++++++++++
Date: Wed, 28 Jul 2004 12:38:04 -0700 (PDT)
From: shteacher <shteacher@rocketmail.com>
Subject: Re: [mosaic] binders or folders
I seperate Reading & Writing (though they totally overlap). I have a 2"
Writing 3 Ringed Binder that holds 5 different notebooks, a zip lock pocket
with post-it's, highlighter, post-it flags, notebook paper, various notes and
starters and semantic webs and lists, a place to hold self monitoring sheets
and for me to write strategies and for us to share notes. The 5 notebooks match
the 5 days of the week. Each day we focus on a different concept (Poetry, Problem
Solving, Non-Fiction, Fiction and Friday is a fun day where they can choose
from lots of options modeled). The post-it notes are for my 2nd graders to use
to help them edit - if they "check 3 then me" I might write a spelling
on a note - they'll post them where the corrections need to go. The post-it
flags signify if they still want to finish something, rewriting something, something
that needs to be shared with a peer or something that needs to be shared with
the whole group. There is a sign up sheet for the last two.
Students will store their Writing Notebooks in a milk crate with a lid (one
for each) that stays under their desk at night but can be moved like a stool
around the room as needed. I have 2 small 2 drawer filing cabinets with hanging
folders on the tops of both (boys get one file cabinet and girls get the other).
On top of each file cabinet is a piece of plexiglass that hold a 'note from
the teacher' to remind them of deadlines and lots of space for class pictures
of students sharing their writings in the Author's Chair. The file folders with
their names hold their Finished Pieces (they are their Student Portfolios/Scapbooks).
I can't remember off hand what I decided to have in the bottom drawer of each
file cabinet. I also have a 2"binder with a section for each child - a
place to keep my lessons for mini-conferences with small groups and individual
conferences lesson plans/goal sheets. I also have a 3 ringed binder that contains
all my literacy assessments (MLPP Michigan
LIteracy Progress Profile) binder holds their MLPP cards and assessment sheets
and things that must go on to next years teacher required by our district -
things related to the curriculum. To organize the students I make a board for
students to move their name tag to indicate what they are currently working
on (which stage of writing - publishing, drafting, whatever)... this can change
throughout the Writing Time because if a student finishes a piece they had been
working on they can go to a different genre notebook. I have 2 boards to organize
who needs to come over for a mini-lesson or an individual conference.
This will be my first year in 2nd grade.
I've been teaching Kdg. for 11 years.
Some of the elements I wrote about above are new for me and the assessment pieces,
board organizers and management part is something I've done in the past.
With regard to Reading I have my own Daily Lesson plan for everything but I
also have a Lesson Plan book for Guided Reading. It's a 3 ringed binder for
the old lessons and coming up one and zip lock bags for each reading group I
might have. If I have 4 groups then there are 4 gallon sized zip lock bags.
I insert that week's lessons into that groups bag and put any sheets they might
need in that bag. Since with some groups they read several books each week I
might insert their zip lock bag into a pocket folder (plastic) and put all the
books in there.
For the students, I have a plastic folder with 2 pockets. Students take them
out of a basket (1 long file box for the whole class - filed by first names).
When they come to the reading group they pull out their folder and take out
a book to read (in one pocket) while I do a running record. They see their goal
sheet, I teach a strategy lesson and we read and do some kind of follow up as
indicated by my curriculum (the mini-lessons in writing are supposed to also
be connected).
In our school we don't have 'grades' per se. We use the 4 point rubric on most
everything.
+++++++++++++++++++
Date: Wed, 28 Jul 2004 15:40:26 -0400
From: Rose Chaplan/Bob Sherman <bobnrose@sympatico.ca>
Subject: Re: [mosaic] Levelling Books/ Readaloud
If they liked Silverwing, they might enjoy the "Guardians of Ga'Hoole"
books by Kathryn Lasky. They're about owls. Possibly for a slightly
younger audience, though...
Rose
+++++++++++++++++
From: "Jeannie Hughes" <jhughes4@cogeco.ca>
Subject: [mosaic] Clarifying Levelling Books post
Date: Wed, 28 Jul 2004 15:55:16 -0400
Reply-To: mosaic@u46teachers.org
I wondered if anyone could tell me where there might be an online source of
levelled titles? Or, another source besides Fountas and Pinell?
Thanks!
+++++++++++++++++++++
From: PAltm81324@aol.com
Date: Wed, 28 Jul 2004 15:58:39 EDT
Subject: [mosaic] Looking for book suggestions - gr 6
I've recently discovered Mosaic and will be using the philosophy of Mosaic of
Thought with my 6th graders. Does anyone have suggestions for books to
share with my students as we explore the strategies.
Pat - NY
+++++++++++++++++++
Date: Wed, 28 Jul 2004 13:07:31 -0700 (PDT)
From: Joy Widmann <jwidmann@rocketmail.com>
Subject: Re: [mosaic] Classroom Library (long)
WOW! I tried making a database, and eventually had to give up. Congratulations
on having such an extensive classroom library, and an efficient way to use it!
Joy/NC/2
A Child's Garden Charter School
+++++++++++++++++++
Date: Wed, 28 Jul 2004 16:08:22 -0400
Subject: Re: [mosaic] Clarifying Levelling Books post
From: Diane Chapin <dichapin@comcast.net>
on 7/28/04 3:55 PM, Jeannie Hughes at jhughes4@cogeco.ca wrote:
> I wondered if anyone could tell me where there might be an online source
of
> levelled titles? Or, another source besides Fountas and Pinell?
>
Try Scholastic Reading Counts. There are numerous titles and authors.
++++++++++++++++++++
Date: Wed, 28 Jul 2004 17:01:53 -0400
From: Debholden1@aol.com
Subject: Re: [mosaic] Clarifying Levelling Books post
There is a site that is easy to use and has most titles. I forget the exact
address, but will check for at school tomorrow and then share. I had my TOT
last year level most of my classroom library the first two weeks of school.
Deb/FL4
++++++++++++++++++++++++++
Date: Wed, 28 Jul 2004 14:11:15 -0700 (PDT)
From: lisa biersack <lbee0128@yahoo.com>
Subject: Re: [mosaic] Looking for book suggestions - gr 6
I felt the same way you did when I first started
Mosaic of Thought (MOT). But once I started reading
picture books, every book I read I knew exactly what
strategy I was using...so that's what I modeled for
the kids. If you want a good source.......Get the
book, Strategies That Work. They have a whole list in
the back as well as some lesson plans written out.
It's a great compliment to MOT. Good luck.
~Lisa
4th/ny
+++++++++++++
From: "Deb Sturdevant" <deb.sturdevant@mit.midco.net>
Subject: [mosaic] binders or folders for middle school
Date: Wed, 28 Jul 2004 16:18:39 -0500
Hi everyone,
I read Kim's idea about using 5 subject notebooks for organization for
reading and writing workshop. Do you other middle school language arts
teachers use something different? Just wondering as I start getting ready
for the new year.
Deb
7/8 language arts
++++++++++++++++
From: "Melvin L. Nichols" <gmabonnie@iowatelecom.net>
Subject: [mosaic] Book leveling
Date: Wed, 28 Jul 2004 16:43:03 -0500
Try going to the web sites of the publishers. Scholastic Reading Counts
has many books leveled--only a few I can't find there. Also have used
the Wright Group and Rigby for those books.
Bonnie
+++++++++++++++++++++++
Date: Wed, 28 Jul 2004 16:42:30 -0600
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] Levelling Books/ Readaloud
I think fifth grade is the right target. The reading level is higher, but interest
level seems right on target. My son, crazy for Harry Potter, Lewis and the
Chronicles of Narnia, Redwall and the Series of Unfortunates poured through
all of
them and loved the series. Lots of great factual stuff woven in about owls.
Lori
++++++++++++++++++++
From: TEACHGRD3@aol.com
Date: Wed, 28 Jul 2004 18:17:49 EDT
Subject: Re: [mosaic] What are your favorite read alouds?
I've loved using Crow Boy with my third graders for about 15 years and I plan
to continue sharing this touching story as I move to fourth grade this year.
The lessons which it implies are many. The talented author is Taro Yashima.
Diane
+++++++++++++++++++++++
From: SDCTeacher@aol.com
Date: Wed, 28 Jul 2004 18:38:40 EDT
Subject: [mosaic] Reading and Writing Workshop - Ecenbarger
Does anyone know anything about workshops with Lynne Ecenbarger? She is
coming to Little Rock Nov. 2. I haven't read her book Nonfiction Reading and
Writing Success Strategies, but it looks like it goes with everything we are
doing in our Mosaic classrooms. I'd appreciate your input as always.
Sherry/AR/5
++++++++++++++++
Date: Wed, 28 Jul 2004 20:41:11 -0400
Subject: Re: [mosaic] Knee to Knee
From: jane weinstein <janewein@gwi.net
On Thursday, July 22, 2004, at 09:54 AM, Ed Asselin wrote:
“I am reading the book Knee to Knee. Has anyone used the
conversation strategies as described in the book?”
I've skimmed the book, but have used the general concept of giving students
time to chat after both my lessons
in many different subject areas and videos. Sometimes I put up a list
of "share pairs" and most the time the students
know to quickly get knee to knee. The book is on my list of those I
hope to dig into more throughly this summer.
+++++++++++++++++++
Date: Wed, 28 Jul 2004 17:53:52 -0700
From: Susan Nixon <Susan@DesertSkyOne.com
Subject: Re: [mosaic] summer reading
Did someone mention reading The Freedom Writers Diary? It sounds good, but
I wondered if anyone has tried it.
Susan Nixon
3rd Grade Teacher
Phoenix, AZ
++++++++++++++++
Date: Wed, 28 Jul 2004 18:25:49 -0700 (PDT)
From: Kathie Shea <kathieshea@yahoo.com
Subject: Re: [mosaic] book title needed
The title I read to my class is Matthew ABC by Peter Catalano--It's really cute!
Heather Wall <heather_wall_2000@yahoo.com wrote:I just got my class list
for this year (school starts for teachers in 1 and a half weeks!) and I have
a Laina and a Lainey, a Kirsten and a Kristen, two Calebs and two Justins. Isn't
there a picture book that addresses this? It seems to me the teacher has a whole
class of Michaels or something. If someone could email that book title I'd appreciate
it. It would be a good first week read!
++++++++++++++++++
From: "Judy Mazur" <jvmazur@comcast.net
Subject: Re: [mosaic] Knee to Knee
Date: Wed, 28 Jul 2004 18:28:03 -0700
I am reading the book Knee to Knee. Has anyone used the conversation
strategies as described in the book?
I will be working with second graders next year. Thanks for your
feedback.
Sharon in WI
I read the book last summer, loved it, and tried to implement some of
the strategies. However, I was not good in the follow-through
department. I started off strong--having our lit coach videotape my
study partner and me talking about a book (Fly Away Home). I had the
kids observe, we discussed, we practiced knee to knee, and then I never
got to the harder/deeper stuff. I'd love to hear about what you
accomplish.
judy3ca
+++++++++++++++++
From: "Ilse" <imartin.1@rcn.com
Subject: Re: [mosaic]visualizing (was Levelling Books/ Readaloud)
Date: Wed, 28 Jul 2004 22:27:01 -0400
I had exactly the same experience reading Silverwing by Kenneth Opel
aloud to my 4th graders last year. They begged for more each day, and
many of them bought the 2 sequels. It's a great book for visualizing,
and several times I asked my students to sketch scenes in chapters that
they were able to see in their minds as I read. This book (and series)
also lends itself well to predicting, inferencing, schema, synthesizing,
summarizing. All in all, an effective and engaging choice.
This year, several students chose to read the book on their own, and
presented book talks to the class to promote reading it. A few even did
a project on it for Literature Day.
And some kept going with the animal fantasy genre -- they were voracious
readers of the Guardians of Ga'Hoole series by Kathryn Lasky.
Ilse
++++++++++++++++++
From: "Lois Driggers" <loiso@dbtech.net
Subject: Re: [mosaic] Clarifying Levelling Books post
Date: Wed, 28 Jul 2004 21:49:40 -0500
Here's one site
http://home.comcast.net/~ngiansante/
You can also go into the Reading Renaissance site (Accelerated Reader) as if
you were ordering the book, type in the name and it will tell you the book
level.
Lois
RS/Al
++++++++++++++++++
Date: Wed, 28 Jul 2004 19:52:57 -0700
From: Susan Nixon <Susan@DesertSkyOne.com
Subject: Re: [mosaic]visualizing
At 07:27 PM 7/28/2004, you wrote:
I had exactly the same experience reading Silverwing by Kenneth Opel aloud
to my 4th graders last year.
Thanks for this recommendation! I've just ordered all three to read
myself. Considering how well they did with Despereaux last year in
second, I'm thinking this might be the answer to those little girls who
told me that Paddington "had nothing in it."
Susan Nixon
3rd Grade Teacher
Phoenix, AZ
++++++++++++++++++++++
Date: Wed, 28 Jul 2004 21:05:04 -0700
Subject: Re: [mosaic] Golden Compass
From: Tracy Gaestel <aj575@lafn.org
I love the book and my son loved it in about 8th grade. I have to agree,
it is complex, and I also believe we should save some great books for them
to discover when they are more emotionally ready to read them. I'd wait.
Tracy
+++++++++++++++++++
Date: Wed, 28 Jul 2004 21:38:38 -0700
From: Susan Nixon <Susan@DesertSkyOne.com
Subject: [mosaic] 4-6 year old read-alouds
I start the year with "The Kissing Hand".
Did you know there's a sequel? A Pocketful of Kisses, I think is the
title. It was published in June.
We read "The First Thing My Mama Taught Me" and "Chrysthanthemum",
among
others.
I know it's a classic, but it seems that the story of Ferdinand the Bull
would fit right in.
Two books I love for read-aloud inferencing with the littles are _Don't Let
the Pigeon Drive the Bus!_ (Caldecott Honor book for 2003) and the sequel
just out in May, _The Pigeon Finds a Hot Dog_ - a nice lesson in sharing.
For Text-to-self connections, I like _Lunch_ by Denise Fleming. It's also
colors and adjectives. Great for predictable charts, too. )
I always use Kevin Henkes with older ones, but I just discovered Kitten's
First Full Moon. It was published this past March and took me 5 months to
discover it! The word choice is great - wonderful adjectives for
vocabulary building. The kitten thinks the moon is a bowl of milk. What
a great discussion point for things that we thought were one thing and
turned out to be another! There's repetition so children can get the
rhythm of the story, and it's basically a story of persistence. I think
the artwork might qualify as chiarascuro! )
My BA degree is actually in early childhood education and, although I've
gone very far away from the little ones at times, I'm always interested in
that age group. I got to work with our preschool teachers 3 years ago and
had a great time helping them develop some literacy components to their days.
Hugs,
Susan, in Phoenix
++++++++++++++++++
From: "eddoc" <mosiaclistserve@hotmail.com
Subject: [mosaic] inpirational
Date: Thu, 29 Jul 2004 00:35:38 -0400
I recently came across this piece (again!) and everytime I read it, I get
emotional all over again! I felt the need to remind some of you....
This piece has such a good message
All I Really Need To Know
I Learned In Kindergarten
by Robert Fulghum
- an excerpt from the book, All I Really Need To Know I Learned in
Kindergarten
All I really need to know I learned in kindergarten.
ALL I REALLY NEED TO KNOW about how to live and what to do
and how to be I learned in kindergarten. Wisdom was not
at the top of the graduate-school mountain, but there in the
sandpile at Sunday School. These are the things I learned:
Share everything.
Play fair.
Don't hit people.
Put things back where you found them.
Clean up your own mess.
Don't take things that aren't yours.
Say you're sorry when you hurt somebody.
Wash your hands before you eat.
Flush.
Warm cookies and cold milk are good for you.
Live a balanced life - learn some and think some
and draw and paint and sing and dance and play
and work every day some.
Take a nap every afternoon.
When you go out into the world, watch out for traffic,
hold hands, and stick together.
Be aware of wonder.
Remember the little seed in the styrofoam cup:
The roots go down and the plant goes up and nobody
really knows how or why, but we are all like that.
Goldfish and hamsters and white mice and even
the little seed in the Styrofoam cup - they all die.
So do we.
And then remember the Dick-and-Jane books
and the first word you learned - the biggest
word of all - LOOK.
Everything you need to know is in there somewhere.
The Golden Rule and love and basic sanitation.
Ecology and politics and equality and sane living.
Take any of those items and extrapolate it into
sophisticated adult terms and apply it to your
family life or your work or your government or
your world and it holds true and clear and firm.
Think what a better world it would be if
all - the whole world - had cookies and milk about
three o'clock every afternoon and then lay down with
our blankies for a nap. Or if all governments
had a basic policy to always put thing back where
they found them and to clean up their own mess.
And it is still true, no matter how old you
are - when you go out into the world, it is best
to hold hands and stick together.
++++++++++++++++++++
Date: Wed, 28 Jul 2004 21:52:54 -0700
From: Susan Nixon <Susan@DesertSkyOne.com
Subject: Re: [mosaic] What are your favorite read alouds?
At 03:17 PM 7/28/2004, you wrote:
I've loved using Crow Boy with my third graders for about 15 years and I
plan to continue sharing this touching story as I move to fourth grade
this year. The lessons which it implies are many. The talented author is
Taro Yashima.
Momo's Kitten and Umbrella, too!
Susan Nixon
3rd Grade Teacher
Phoenix, AZ
++++++++++++++++++
From: Sk5860@cs.com
Date: Thu, 29 Jul 2004 07:52:21 EDT
Subject: [mosaic] Read alouds
Fantastic read alouds for 3rd grade are in this order:
The Frog Prince
Jimmy the Pickpocket(sequel to Prince of the Pond)
The Trumpet of the Swan
The Last of the Really Great Whangdoodles(unbelievable for Visualizing)
The Lion, Witch,and the Wardrobe(great for text to text connections with
Whangdoodle)
Cricket in Times Square
Oscar the Lobster
Steve, CT
++++++++++++++++++++
Date: Thu, 29 Jul 2004 04:55:05 -0700 (PDT)
From: shteacher <shteacher@rocketmail.com
Subject: Re: [mosaic] Read alouds
Anyone have a list of read-alouds (ideally in order) for 2nd grade?? I'd appreciate
some ideas to compare my thoughts with... I've never been a reader of fiction
myself so most of these stories I haven't read ... I haven't read hardly ANY
actually. It makes it hard to choose.
++++++++++++++++++++++++
From: "Ed Asselin" <sharoned@charter.net
Subject: [mosaic] starting the year
Date: Thu, 29 Jul 2004 07:21:14 -0500
Okay folks, I have been lurking and learning for over a year (THANK YOU).
I have "dabbled" with the strategies but without any conscious structure.
This summer I reread the "trilogy" as well as Knee to Knee and watched
the
videos. Now I am doing some specific planning. By the way, I am moving to
second grade after teaching first for years. At the beginning of the year,
I plan to spend several weeks launching the reading and writing workshops,
then move into connections. I will use the suggestions in MOT, STW, and RWM
but was wondering what books you have used successfully for teaching
connections. Thanks in advance for your recommendations.
Sharon/WI
++++++++++++++++++
From: "Deb Sturdevant" <deb.sturdevant@mit.midco.net
Subject: [mosaic] Readaloud
Date: Thu, 29 Jul 2004 09:57:43 -0500
Hi everyone,
About read alouds. I think they are one of the most important parts of a
language arts class. It is a common text to refer to when you need a common
text and the kids are all reading something different. It is a great way to
introduce, model, and use reading strategies you are working with in class.
It opens wonderful discussions with the class-a great way to get kids
talking about books with other kids. Read alouds also show kids you can
read for enjoyment's sake. And that's just reading...
The read aloud is the one thing I very rarely give up and if I even think
about it the kids let me know rather quickly that it isn't a good idea. I
teach 7/8 language arts.
Deb
++++++++++++++++
From: "Ellen Kay Closs" <clossell@msu.edu
Subject: Re: [mosaic] 1st/2nd GradeRead alouds
Date: Thu, 29 Jul 2004 11:05:23 -0400
Best School Year Ever-I think it's a great book to start the year off with;
probably better for 2nd than 1st (my 2nd graders loved it!)
Mrs. Piggle-Wiggle Series-great childhood cures (tattletaleitis cure, won't
pick up toys cure, won't take a bath cure, etc.); very funny (my 2nd graders
loved this one as well) and with a lesson (I had less tattle-taling:)
Ramona Quimby, Age 8-Great for the end of the year as the book is about
Ramona starting 3rd grade
I'll try to think of more:)
Still looking for a job in the Midwest:)
Ellen:)
++++++++++++++++++++
Date: Thu, 29 Jul 2004 11:06:30 -0400
Subject: Re: [mosaic]visualizing (was Levelling Books/ Readaloud)
From: "Nancy McCuen" <Nancy_McCuen@milton.edu
Hi-
Every June each grade in my school is given a different summer reading
book that they all read. When we return in September our curriculum for
the first several weeks revolves around that book. Because of the
experiences I've heard about on this listserver I chose Despereaux this
year.We will be looking at perfidy, to conform or not, mazes, quests, and
of course LIGHT!
My partner and I were thinking of launching an animal fantasy study after
we finsihed Despereaux. We have thought of Avi, Willima Steig, The
Littles, Stuart Little, Kevin Henkes characters. Does anyone have any
other good titles approriate for fourth grade to add to the list?
Many thanks
Nancy
++++++++++++++++
From: "eddoc" <mosiaclistserve@hotmail.com
Subject: [mosaic] professional books on science
Date: Thu, 29 Jul 2004 11:18:29 -0400
Can anyone recommend any professional books on science in the lower grades.
There are so many books out on language arts, a handful on math, but what
happened to science? Is it the forgotten subject? I am looking for a book
that explains the "art" of teaching science, not just a list of experiments
or thematic units.
thanks
++++++++++++++++++
From: "Mary Kaleta" <mekaleta@hotmail.com
Subject: [mosaic] Binder or folder ( MS level)
Date: Thu, 29 Jul 2004 10:58:00 -0500
Reply-To: mosaic@u46teachers.org
I have used both formats. I liked having a writers binder. It was a good organizational tool and could be used for reference. The drawback here was that the binders stayed in the classroom. Students didn't like to carry them around. Folders, on the other hand, are light weight and can stay or go with the students. If the folders have tabs you can utilize the folder more effectively.
After reading Nancie Atwell's In The Middle this summer, I am going to try using 5 folders this school year. If we label the folder properly, this may be more effectively for the students and me. I was thinking of using one folder for homework, word study, reference, current writing and possibly journaling. I will need to reread that section in Atwell's book to finalize my decision.
I'd like to continue hearing from you about other organizational ideas.
++++++++++++++++++++++
From: "Nicole Steiner" <prncss1126@hotmail.com
Subject: [mosaic] (mosaic) 7th grade read alouds
Date: Thu, 29 Jul 2004 11:43:22 -0500
Hello to all!
This will be my first year teaching the Strategies that Work/Mosaic
techniques for reading. I recently took a class for my Master's Degree
about these techniques and I am really excited. I teach 7th grade LA/R
and I was wondering in anyone that taught junior high had a list of
suggested books. I often find that the books suggested are very young for
the junior high age group. Any books that would help to teach the
strategies would be greatly appreciated!! Thanks so much!
Nicole S
+++++++++++++++++++++++
Date: Thu, 29 Jul 2004 13:12:29 -0400
Subject: Re: [mosaic] professional books on science
From: Katie Keier <bluskyz@mac.com
I have the first edition of this book: Science Workshop. It's about
teaching through inquiry and a workshop approach. It also has a lot of
connections to literacy learning through science. It's a good book!
Here's the link to the current edition:
http://www.heinemann.com/shared/products/E00510.asp
You can also search through all of Heinemann's Science books if this isn't
what you're looking for.
++++++++++++++++++++++
From: "Ellen Kay Closs" <clossell@msu.edu
Subject: Re: [mosaic] professional books on science
Date: Thu, 29 Jul 2004 13:24:59 -0400
www.stenhouse.com maybe
Still looking for a job in the Midwest:)
Ellen:)
+++++++++++++++++++
From: mimosa22@comcast.net
Subject: Re: [mosaic]visualizing (was Levelling Books/ Readaloud)
Date: Thu, 29 Jul 2004 18:27:06 +0000
How about Mrs. Frisby and the Rats of NIMH?
Ralph S. Mouse books by Beverly Cleary?
I'm noticing a lot of rodents in this type of fantasy!
Maura
+++++++++++++++++
Date: Thu, 29 Jul 2004 13:56:17 -0500
From: kimm@divy.net
Subject: Re: [mosaic] (mosaic) 7th grade read alouds
My junior high students (6-8 grade) enjoyed the younger books; pictures books
make it really easy to model strategies. One of our favorites was Charlie
Anderson, which was a wonderful way to teach questioning and connections.
They also enjoyed Polacco and Rylant books. They were mesmerized! I just had
to be sure the story line wasn't too immature.
Kim
Jr. High L/A
++++++++++++++++++
From: "Kelley Kennedy" <kelleyken@msn.com
Subject: Re: [mosaic] 1st/2nd GradeRead alouds
Date: Thu, 29 Jul 2004 14:22:33 -0500
A Fine, Fine School (Sharon Creech, I think) is another good one.
Kelley
Best School Year Ever-I think it's a great book to start the year off
with; probably better for 2nd than 1st (my 2nd graders loved it!)
Mrs. Piggle-Wiggle Series-great childhood cures (tattletaleitis cure,
won't pick up toys cure, won't take a bath cure, etc.); very funny (my 2nd
graders loved this one as well) and with a lesson (I had less tattle-taling:)
Ramona Quimby, Age 8-Great for the end of the year as the book is about
Ramona starting 3rd grade
+++++++++++++++++
Date: Thu, 29 Jul 2004 12:45:29 -0700 (PDT)
From: Kerry McDonald <mcdonaldatstrath@yahoo.com
Subject: Re: [mosaic] (mosaic) 7th grade read alouds
Along the lines of pictures books, my grade 6's loved The Stranger by Chris
van Allesburg (sorry about the spelling). We had a discussion for about 90 minutes
one day and they still wanted to talk about it the next day. We used this for
quesitoning the text.
Read alouds for my grade 6's tend to be:
Run by Eric Walters
Stones by William Bell
Walk Two Moons by Sharon Creech
Kunsuke's Kingdom by Michael Moropogo
Hana's Suitcase by Karen Levine
Silent to the Bone by E.L. Koingsburg- this would be really great for grade
7's- just read it first by yourself!
If you are up for a risky one: Chanda's Secrets by Allan Stratton is about a
16 year old in Africia. some of my grade 6's from last year and I are doing
an online book club and that is the book one of them picked. It talks about
the shame of HIV / AIDS in Africa, prostitution, insest (both of those are "glided"
over). It is an incredible read-however, you must read it yourself first.
These are just the ones I can think of from last year. So many of them made
me cry at the end!
Kerry McDonald
grade 6
++++++++++++++++++++++++
From: SixTeach@aol.com
Date: Thu, 29 Jul 2004 15:47:23 EDT
Subject: Re: [mosaic] 1st/2nd GradeRead alouds
There is a children's book called First Day Jitters that tell the story of
someone being very scared of the first day of school... at the end of the story
there is a surprise ending... really cute. I even read it to my sixth
graders as they are coming to middle school for the first time. This book would
work with all grade levels.
Linda/6/GA
++++++++++++++++++++
Date: Thu, 29 Jul 2004 15:25:44 -0500
From: kimm@divy.net
Subject: Re: [mosaic] (mosaic) 7th grade read alouds
I was searching for picture books and found some wonderful sites that list
picture books for middle school students.
http://www.suite101.com/article.cfm/1411/47355
I found some of the links did not work, but it provided some great
information.
Somewhere I have a list of books that can be used to teach the strategies,
but
of course, I cannot find it; I have only been able to locate my list that I
use
for 6 traits. If I locate it, I will see what other books we have used.
Other books that we have read aloud:
Terrible Things: An Allergory of the Holocaust by Eve Bunting (connections
and
used with ouir Holocaust unit
The Babe and I
Thank you, Mr. Falkner
The Bee Tree
Many of the Dr.Seuss books are great for teaching strategies
Junior high/middle school student are unique. Besides teaching in junior high,
I have a daughter who graduated from 8th grade this past May. They surprise
me
sometimes.
Kim
Jr. High L/A
++++++++++++++++
From: KerryD78@aol.com
Date: Thu, 29 Jul 2004 16:50:33 EDT
Subject: Re: [mosaic] (mosaic) 7th grade read alouds/6 traits list
In a message dated 07/29/2004 4:16:08 PM Eastern Daylight Time,
kimm@divy.net writes:
I have only been able to locate my list that I use
for 6 traits.
Kim,
Would you mind sharing your list of picture books to teach the 6 traits of
writing?
Kerry/CT
L.A. Specialist, grades 5-6
+++++++++++++++++++++
Date: Thu, 29 Jul 2004 14:41:30 -0700 (PDT)
From: Lisa Szyska <lszyska@yahoo.com
Subject: Re: [mosaic] Read alouds (3rd)
Reply-To: mosaic@u46teachers.org
Hi!
Lovin' the read aloud lists! Here are but a few kid
favorites from my 3rd grade:
Sideways Stories from Wayside School--They will take
out all the rest from the library & read them!
(Sachar)
Gooney Bird Greene (Lowry...now in paperback...I start
with this to teach personal narrative and the idea of
finding stories in our lives. Great book!)
The Castle in the Attic & The Battle for the Castle
(Elizabeth Winthrop)-- perennial favorites, but
require some schema building and frequent stops to
clarify/discuss.
The Whipping Boy (Fleischman)
Tales of a Fourth Grade Nothing (Blume)
Thanks for all your lists!
Lisa S./3rd/IL
+++++++++++++++++
Subject: RE: [mosaic] professional books on science
Date: Thu, 29 Jul 2004 18:10:18 -0400
From: "Darsey, Suzanne" <SDarsey@hcbe.net
Reply-To: mosaic@u46teachers.org
Laura Robb wrote a wonderful book "Teaching Reading in Social Studies,
Science and Math"
Suzanne D. Darsey
Instructional Coordinator
Morningside Elementary
478-988-6263
++++++++++++++++++
Date: Thu, 29 Jul 2004 17:31:56 -0500
From: kimm@divy.net
Subject: Re: [mosaic] (mosaic) 7th grade read alouds/6 traits list
Here is one site that I found to have an extensive data base of books.
http://www.aea11.k12.ia.us./curriculum/6_traits/resourcetrade.html
I just visited Kim's Korner at kimskorner4teachertalk.com and she has an
extensive list of books on her web page. I didn't check for any duplication.
I have found the following books useful:
Books, Lessons, Ideas for Teaching the Six Traits (Elementary/Middle School
Edition)
Books, Lessons, Ideas for Teaching the Six Traits (Middle/High School Edition)
These titles are an excellent source of books and lessons to teach the traits.
Compiled and Annotated by Vicki Spandel and Published by Great Source
Educational Group.
NWREL has a new book out related to picture books. Also, Ruth Culham told us
at her inservice in the spring that she would have a new book out. I thought
she said in the fall.
Let me know if you find any further information.
Kim
+++++++++++++++++
Date: Thu, 29 Jul 2004 18:46:08 -0400
From: "PJ Morrow" <pmorrow@spart7.k12.sc.us
Subject: Re: [mosaic] 4-6 year old read-alouds
whadaya mean, "The Kissing Hand" is for 4 - 6 year olds??? I gave
it to
my 5 children the day they left for college!!!
Hugs to all,
PJ
4,5,6 and Lit Coach
P.S. And what about "Wishes for You" by Toby Tobias!
+++++++++++++++++++++++
Date: Thu, 29 Jul 2004 18:49:23 -0400
Subject: Re: [mosaic] 4-6 year old read-alouds
From: Katie Keier <bluskyz@mac.com
Hooway for Wodney Wat is a good one about accepting each other's
differences.
Katie
++++++++++++++++++++
From: FEARNOT24@aol.com
Date: Thu, 29 Jul 2004 19:20:17 EDT
Subject: Re: [mosaic] 6 + 1 books for traits
In a message dated 7/29/04 4:26:58 PM, kimm@divy.net writes:
<< http://www.aea11.k12.ia.us./curriculum/6_traits/resourcetrade.html
Kim!
The 6 Trait book related to pic books....do you know how I can order a copy
of that?
Robert
PS My speed typing fingers have developed dyslexic tendencies.....forgive my
spelling if I do not catch it!
+++++++++++++++++
From: FEARNOT24@aol.com
Date: Thu, 29 Jul 2004 19:35:48 EDT
Subject: Re: [mosaic] 1st/2nd GradeRead alouds
Reply-To: mosaic@u46teachers.org
Hi All!
I have some favorite anchor read alouds for my fourth graders....
I start out the year with "There's a Boy in the Girl's Bathroom"
by Louis
Sachar......it has wonderful connections with Hundred Dresses which I use a
"training" chapter book for the 6 roles for lit circles......I have
these two books
going simultaneously and when I get to the part where Wanda sits in the "next
to the last seat, last row" the kids just about explode.....we have just
talked about text-to-text connections the day prior......Of course, Bradley
Chalkers sits in the last seat, last row.....So then we talk about what it might
be
like to have Bradley and Wanda sitting next to one another...
Other read alouds.....
Freak the Mighty by Rodman Philbrick....outstanding book for voice, character
development, empathy for others who are different, and the plotlines are
hilarious....though it does have a majorly sad ending that is resolved with
a
positive message.....but have the hankies nearby.....
I then go to a book that never made it all that big, but it is a hysterical
read aloud....called "What is the Teacher's Toupee Doing in the Fishtank?"
by
Jerry Piasecki......Hilarious hijinks, characters that kids relate to, and just
for fun read.......I have the kids do the "rap" part at the end with
me while
I try to thump out the rhythm....the kids get into it!!!
Then I go to Poppy by AVI....This is when the kids turn a big corner as
readers......virtually every child will beg and plead to read the other three
books
in the Dimwood Forest series for lit circle choices.......and what do you
know, I just happen to have a dozen copies of all three titles ready to go for
our next round of books.....I almost don't know why I offer any additional
titles because they all pick Dimwood titles for their top three choices!!!!
I love Frindle....a definite "teacher" story......the topic of where
do words
come from is just another wonderful writing tie in.....and then I like to
read School Story, also by Clements...I use it later in the year because that
is
when we are in the thick of getting our stories ready for publishing in the
student treasures books.....
Every year I like to try a few new titles out on my class......I know have
so
many to try out......I won't get to them all and I will certainly find
more.....
I also use tons of pic books as read alouds, but that is for writing class
purposes.......
Robert/CO
+++++++++++++++++++++++++
Date: Thu, 29 Jul 2004 18:53:53 -0500
From: kimm@divy.net
Subject: Re: [mosaic] 6 + 1 books for traits
Go to Northwest Regional Educational Laboratory. Be sure to check out their
other products. Delivery is generally prompt.
http://www.nwrel.org/comm/catalog/detail.asp?RID 15533
Check out this information here:
http://www.ginnyhoover.com/sixtraitsupdate.htm
I found lots of mini lessons at the link below.
http://www.kais-dso.eu.odedodea.edu/SCHMIDT/LAR/HPStaffDevelopment6Traits.htm#R
Kim
Jr. High L/A
+++++++++++++++++
From: "Judy Mazur" <jvmazur@comcast.net
Subject: Re: [mosaic] 6 + 1 books for traits
Date: Thu, 29 Jul 2004 16:45:46 -0700
Reply-To: mosaic@u46teachers.org
The 6 Trait book related to pic books....do you know how I can order a copy
of that?
Robert
Here you go, Robert:
http://www.amazon.com/exec/obidos/tg/detail/-/0439556872/qid 1091144614/sr 1-3/ref
sr_1_3/104-9898501-9368745?v glance&s books
judy3ca
++++++++++++++++
From: FEARNOT24@aol.com
Date: Thu, 29 Jul 2004 19:49:19 EDT
Subject: Re: [mosaic] 6 + 1 books for traits
Reply-To: mosaic@u46teachers.org
Judy!
Thanks for the link....i had a brain freeze and wasn't thinking when I
responded earlier...I have the book and it is all of one foot away from me here
at
my computer!!!!
Robert
++++++++++++++++++
From: "Judy Mazur" <jvmazur@comcast.net
Subject: Re: [mosaic] 6 + 1 books for traits
Date: Thu, 29 Jul 2004 17:00:47 -0700
Reply-To: mosaic@u46teachers.org
Wow, you got it quickly, Robert. I thought it was recently released. What
do you think of it? I hope you recommend it because I have a copy on order.
Judy
+++++++++++++++
From: FEARNOT24@aol.com
Date: Thu, 29 Jul 2004 20:17:07 EDT
Subject: Re: [mosaic] 6 + 1 books for traits
Reply-To: mosaic@u46teachers.org
Hi Judy!
Maybe I don't have it....I have a book that has been out for quite
awhile.....copyright 1998...called Picture books An Annotated Bibliography With
Activities For Teaching Writing....Do I have an antique or is there a new improved
version???/ I hope so !!!
Robert
++++++++++++++
From: "Chris Preston" <Christine.Preston@verizon.net>
Subject: [mosaic] Dimwood books
Date: Thu, 29 Jul 2004 17:48:03 -0700
What are the Dimwood books that Robert referred to?
+++++++++++++++++++++++
From: FEARNOT24@aol.com
Date: Thu, 29 Jul 2004 20:51:04 EDT
Subject: Re: [mosaic] Dimwood books
Hi Christine!
The book Poppy is one of four books in a series.....the series is called the
Dimwood Forest series.....Poppy and Rye, Poppy, Ereth's Birthday, and Ragweed
are the titles of the four books....i read Poppy to hook them, then offer the
other three books as lit circle choices......My fourth graders DEVOUR
them......
Robert/CO
++++++++++++++++
From: "N Torre" <halznan@hotmail.com>
Subject: RE: [mosaic] (mosaic) 7th grade read alouds
Date: Thu, 29 Jul 2004 20:53:22 -0400
Nicole,
One book I use is Roll of Thunder, Hear My Cry by Mildred Taylor. The kids
are at first hesitant that they will like it, but after discussion and
background info they really get into it.
Hope this helps.
Nancy A.
+++++++++++++++
Date: Thu, 29 Jul 2004 17:58:25 -0700
From: CArol Lau <cllc@comcast.net>
Subject: Re: [mosaic]visualizing (was Levelling Books/ Readaloud)
Bill Peet, Hank the Cowdog, James Howe Bunnicula
++++++++++++++
From: "Judy Mazur" <jvmazur@comcast.net>
Subject: Re: [mosaic] 6 + 1 books for traits
Date: Thu, 29 Jul 2004 18:04:22 -0700
It's a different book, Robert. That is to say, the book I gave the addy for
is new. I also have the one you already have. Clear as mud, LOL.
judy3ca
+++++++++++++++++
Subject: Re: Re: [mosaic] What are your favorite read alouds?
From: "Sarah A. Hilton" <HILTOSAR@student.gvsu.edu>
Date: Thu, 29 Jul 2004 21:09:29 -0400
Reply-To: mosaic@u46teachers.org
Any other suggestions of
great books?
Francie
+++++++++++++++++++++++++
Date: Thu, 29 Jul 2004 20:26:25 -0500
From: kimm@divy.net
Subject: Re: [mosaic] 6 + 1 books for traits
Yes, but I am thrilled that I found the Ruth Culham book.
Kim
+++++++++++++++++++++
Date: Thu, 29 Jul 2004 20:21:06 -0600
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] What are your favorite read alouds?
And Sharon Creech.
Lori
+++++++++++++++++++
From: MissWalsh1@aol.com
Date: Thu, 29 Jul 2004 21:25:18 EDT
Subject: Re: [mosaic] 6 + 1 books for traits
I have a book titled Books, Lessons, Ideas for Teaching the Six Traits:
Writing in the Elementary and Middle Grade. I got it through the Great Source
website in the spring. It is broken down into sections on each of the 6 traits,
with book title, genre, a summary, and lesson ideas for each book. My
complaint is that I don't have many of the titles listed in the book, and I
kind of
wanted the lesson ideas to be more specific to the trait they support. Some
of
the lessons do that and some are more general literacy activities. However,
it
is a useful tool to have when trying to combine the 6-traits and your read
alouds. To be honest I didn't get to use it too much last year because I got
it
so late in the year.
Leah 2nd
++++++++++++++++++++++
From: "Lois Driggers" <loiso@dbtech.net>
Subject: Re: [mosaic]visualizing (was Levelling Books/ Readaloud)
Date: Thu, 29 Jul 2004 20:29:20 -0500
The Cricket in Times Square
Dick King Smith books
+++++++++++++++++++++
From: "Lisa Voelkel" <lvoelkel@houston.rr.com>
Subject: Re: [mosaic] 6 + 1 books for traits
Date: Thu, 29 Jul 2004 20:30:23 -0500
which of the two writing books noted are of the best value?
lisa
++++++++++++++++++
Date: Thu, 29 Jul 2004 20:41:31 -0500
From: kimm@divy.net
Subject: Re: [mosaic] 6 + 1 books for traits
O.K. Now I am confused!
Picture Books: An Annotated Bibliography with Activities for Teaching Writing
by Peter Bellamy (Editor), Ruth Culham (Author) (Paperback - 2005)
Using Picture Books To Teach Writing With The Traits
by Ruth Culham (Paperback ) (THOUGHT THIS WAS THE NEW ONE????)
NOW WHICH ONE AM I LOOKING FOR?
++++++++++++++++++
Date: Thu, 29 Jul 2004 20:31:03 -0600
From: Lori Jackson <ljackson@gwtc.net>
Subject: [mosaic] Fair Test Petition
Got this from Ken, in case you are interested as well:
Monte Neill of Fair test is circulating a petition on NCLB
To view and sign if you choose. go to
www.fairtest.org/petition/start.php?id=1
Ken Goodman
++++++++++++++++++++
Date: Thu, 29 Jul 2004 20:45:55 -0500
From: kimm@divy.net
Subject: [mosaic]
Anyone familiar with this book?
Teaching Writing With Picture Books as Models (Grades 4-8)
by Rosanne Jurstedt, Maria Koutras
++++++++++++++
From: MissWalsh1@aol.com
Date: Thu, 29 Jul 2004 21:44:20 EDT
Subject: [mosaic] 6 traits book
I have a book titled Books, Lessons, Ideas for Teaching the Six Traits:
Writing in the Elementary and Middle Grade. It is compiled and annotated by
Vicki
Spandel. I got it through the Great Source website in the spring. It is
broken down into sections on each of the 6 traits, with book title, genre, a
summary, and lesson ideas for each book. My complaint is that I don't have many
of
the titles listed in the book, and I kind of wanted the lesson ideas to be
more specific to the trait they support. Some of the lessons do that and some
are
more general literacy activities. However, it is a useful tool to have when
trying to combine the 6-traits and your read alouds. To be honest I didn't
get to use it too much last year because I got it so late in the year.
Leah 2nd
++++++++++++++++
From: "Laura Candler" <lauracandler@worldnet.att.net>
Subject: [mosaic] Jonathan Livingston Seagull
Date: Thu, 29 Jul 2004 21:48:46 -0400
A few weeks ago I asked the group if anyone had read Jonathan Livingston
Seagull to their class. I only receive one response and it was favorable so
I decided to give it a try. My class is really enjoying it. It's a pretty
short book so I decided to read it before Despereaux. I'm excited about it
because it's great for visualizing and questioning, but I'm also seeing how
it will fit with Despereaux. Kids will be able to make great connections
because Jonathan is made an outcast by the Flock because he would rather
learn to fly (speed, stunts, etc) than to squawk and squabble with the rest
of the birds for food. He is called before the Council and "Centered for
Shame" because he is different. I'm sure those of you who have read
Despereaux will see connections all over the place! If you have never read
this book before I would recommend reading it yourself before reading it
aloud. It's pretty deep. Jonathan lives a long life, dies, goes to a
heaven-like place, receives instruction from birds that seem to be angels,
and learns to be almost perfect. Then he returns to earth to help the other
outcasts from the Flock. My fifth graders are enjoying but I'm not sure how
it would do with younger students.
By the way, I have seen the book for as little as 1 penny plus shipping and
handling at Amazon.com. Of course that's for the paperback copy. Personally
I like the hardback copy because of the beautiful photographs of seagulls.
My copy was only about $5 at Amazon.
Laura Candler
++++++++++++++++++++
From: "Deb Smith" <debfourblocks@comcast.net>
Subject: [mosaic] link to articles
Date: Thu, 29 Jul 2004 22:31:14 -0400
Reading Teacher Articles
http://www.reading.org/publications/rt/rt_selections.html
I didn't know if you knew about all of these free articles
++++++++++++++
From: "Judy Mazur" <jvmazur@comcast.net>
Subject: Re: [mosaic] 6 + 1 books for traits
Date: Thu, 29 Jul 2004 19:32:20 -0700
You're right, Kim (at least I hope you are). The second one IS the new one.
That's the same one I gave the addy for.
Judy
+++++++++++++++
From: Noahandlea@aol.com
Date: Thu, 29 Jul 2004 22:50:27 EDT
Subject: [mosaic] Seventh Grade book Suggestion
I use The Thief by Meghan Whalen Turner. I spend some initial time working on
background knowledge on Thieves, the kids have a lot of background knowledge,
or so they think on thieves and were able to generate an extensive list of
known bits on it. The book has great sensory details and characterization. The
kids identify strongly with the characters. They were able to generate a lot
of
questions and make predictions and then modify their predictions as the story
developed. IT had a number of text to text, text to self and text to world
opportunities. They were captured with the story right up to the end and begged
to read ahead. I left my work on this book at school but I believe all the
traits were easily covered in the text. I work with diverse group of middle
school students in grade six including mainstreamed Special Ed kids. I felt
this
was the most successful fiction book we read for MOT and Strategies That Work.
Susan
+++++++++++++
From: "Jeannie Hughes" <jhughes4@cogeco.ca>
Subject: Re: [mosaic]visualizing - Silverwing
Date: Thu, 29 Jul 2004 22:57:04 -0400
Just a comment.... While my kids loved the series, I don't think I would
choose to read Firewing to the class due to content. There is the good/evil
imagery and content but also suicide which I personally don't think we need
to address at this age.
Silverwing was WONDERFUL!!! The rich sensory imaging, schema(bullying, being
frightened, risk taking), inference opportunities and questioning (I wonder
if.......) were heightened. It set my year off on the right foot with the
comprehension strategies. My kids had movies playing in their minds and
were asking thick and thin questions!
There is also a webiste by Opel (spelling??) with a teacher's guide. While
it is not written in strategy format, it is a place to start with that
novel! I used it to guide me as I considered my reaction to the book and
how I presented it to my kids.
As an aside, my father and I argued over who was going to read the next book
in the series!!!!! The characters were alive for both of us! An animated
cartoon began this past September and I asked my kids to refrain from
watching it. When they did see it, they were quick to tell me that the
artist had no idea about Shade or Marina and didn't draw the characters
properly! Hurrah! They had created the characters in their minds!!!!!
Jeannie
5/Ontario
+++++++++++++++++++
Date: Thu, 29 Jul 2004 20:37:06 -0700
Subject: Re: [mosaic] I received an offer for a special price of $4 for an annual
From: Francie and Kerry Kugelman <kugelman@earthlink.net>
I received an ad for an annual subscription to "Teaching K-8" magazine
for
$4. The regular price is $23.97. I am not sure if this is a good magazine,
but I am going to try it! I thought the teachers on this mail ring might be
interested.
Francie
If you are interested, go to this website:
http://www.stenhouse.com/tk8sa.htm
++++++++++++++++++++
Date: Thu, 29 Jul 2004 20:48:10 -0700
From: Susan Nixon <Susan@DesertSkyOne.com>
Subject: Re: [mosaic] What are your favorite read alouds?
At 07:21 PM 7/29/2004, you wrote:
>And Sharon Creech.
>
>Lori
And Karen Hesse. =)
Susan
++++++++++++++
From: SDCTeacher@aol.com
Date: Fri, 30 Jul 2004 00:01:11 EDT
Subject: Re: [mosaic]visualizing (was Levelling Books/ Readaloud)
How about The Lion, the Witch, and the Wardrobe?
Sherry/AR/5
++++++++++++++++++
Date: Thu, 29 Jul 2004 20:57:48 -0700
From: Susan Nixon <Susan@DesertSkyOne.com>
Subject: Re: [mosaic] Read alouds
At 04:55 AM 7/29/2004, you wrote:
>Anyone have a list of read-alouds (ideally in order) for 2nd grade?? I'd
>appreciate some ideas to compare my thoughts with... I've never been a
>reader of fiction myself so most of these stories I haven't read ... I
>haven't read hardly ANY actually. It makes it hard to choose.
I don't have a particular order, just whenever seems appropriate for a
particular class. Two which have been popular in the past were Jacob
Two-Two and the Hooded Fang (British writer, so some vocabulary
explanations) by Mordecai Richler and Sideways Stories from Wayside School
by Louis Sacher (and all its sequels). Those are chapter books.
I read aloud lots of books by Cynthia Rylant and we've done a lot of
alternate versions of stories. There are more and more of those all the
time. I also share many folk tales from American tribes and other ethnic
groups. We do a lot of compare/contrast activities with these.
On top of all those, we read many non-fiction books about animals, people
in other places, and exerpts from any little thing I find interesting, such
as _It's Disgusting and We Ate It!_ or _There's a Frog in My Throat_.
Hugs,
Susan, in Phoenix
+++++++++++++++++
From: "Shelly Kennedy" <pristine@aclass.com>
Subject: [mosaic] I'M back!
Date: Fri, 9 Jul 2004 02:31:02 -0500
Hi to all of my Mosaic Friends -
I'm back! I unsubscribed several months ago prioritizing - family first
and computer second! :-) Anyway, we have moved across the state and I'm
switching grade levels and have missed conversing with you all. I just
finished up a 3 - day literacy conference today. GUESS WHO - KEENE AND
ZIMMERMAN BOTH WERE THERE....MORE DETAILS TO FOLLOW. IT WAS AWESOME!!!
Shelly Kennedy :-)
+++++++++++++++++++
Date: Thu, 29 Jul 2004 21:27:24 -0700
From: Susan Nixon <Susan@DesertSkyOne.com>
Subject: Re: [mosaic] 6 + 1 books for traits
http://6traits.cyberspaces.net/books.html
I also have a list of books which were recommended by those taking my
online course several years ago. It's organized by intermediate and
primary and by traits.
Susan Nixon
3rd Grade Teacher
Phoenix, AZ
+++++++++++++++++++
From: FEARNOT24@aol.com
Date: Fri, 30 Jul 2004 02:45:17 EDT
Subject: Re: [mosaic] I received an offer for a special price of $4 for an annual
subscription to "Teaching K-8" magazine
Francie!
I have subscribed to Teaching K-8 for years.....I have found it to be a
helpful resource and how in the world are you getting it for $4 !!!!
Robert
++++++++++++++++++
Date: Fri, 30 Jul 2004 04:11:23 -0700 (PDT)
From: Kerry McDonald <mcdonaldatstrath@yahoo.com>
Subject: [mosaic] re: read alouds
I just wanted to point out that Mordecai Richler who wrote Jacob
Two-Two and the Hooded Fang (one of my favourite as a child)
is Canadian not British. We are very proud of our Mordecai-he
has written some amazing adult books too!
Kerry McDonald
grade 6
++++++++++++++++++++
From: Sk5860@cs.com
Date: Fri, 30 Jul 2004 07:46:53 EDT
Subject: [mosaic] science text
a great book for k-4 science instruction is Doing What Scientists Do. It is
on the Responsiveclassroom.org site. Go to bookstore-other great books
steve
++++++++++++++++
From: "E" <eve@numberworks.net>
Subject: Re: [mosaic] 6 + 1 books for traits
Date: Fri, 30 Jul 2004 08:15:39 -0400
Robert,
I have the same book that you do, I think. It's by Ruth Culham, right?
She's the author of the book we have as well as the one listed on
Amazon.com. I checked out this link that Kim sent:
http://www.nwrel.org/comm/catalog/detail.asp?RID=15533
and it looks like a new version (2004) of the book we have, except it's been
written by a different author, Peter Bellamy.
Decisions, decisions!
Eve in VT
+++++++++++++++++++
From: "Kathy" <kawelter@ezworks.net>
Subject: Re: [mosaic] 6 + 1 books for traits
Date: Fri, 30 Jul 2004 08:10:06 -0400
> I have been teaching with the strategies for 3 years. I follow Debbie
Miller's book, Guided Reading from Gu Sue Pinell, MOT, and Stategies that
Work. Our whole school system uses the strategies, so my third graders this
year will have had the strategies for 2 years. My biggest problem is for
the children to go deeper in their thoughts. When I went to Denver I
received a lot of ideas on how to set up my room. My books are in tubs with
such labels as mystery, animal, different authors, Magic School Bus, etc..
I have dots on my books and dots on the tubs. My class llibrarian just
matches the dots when they put the books away. All my nonfiction books have
green dots and they are on one wall. I use other colors and each color is on
a different book shelf. My students keep gallon zip lock bags at their desk
to put their books in. On Friday, we book browse and they can get new
books. I like this set up because during the week they are always reading
not sitting by the books looking for a new book.
Kathy grade 3
++++++++++++++
Date: Fri, 30 Jul 2004 07:08:09 -0600
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic]browsing/monitoring ind. reading
I agree that the issue of 'window shopping' for books can become more the focus
than the reading itself. In our room, children have an early free reading time
and
are encouraged to 'shop' for books at that time. I am happy to help. But later,
during our second reading time, readers need to stay put.
On page 78 of Lucy Calkins' The Art of Teaching Reading is photograph of a
rubric
one teacher developed to help kids self assess during independent reading time.
I
have used a similar rubric and it really works. The kids know I expect Wow!
and
prefer Zowie! (our label for the optimal reading).
Lori
+++++++++++++++++++
From: KerryD78@aol.com
Date: Fri, 30 Jul 2004 08:28:36 EDT
Subject: Re: [mosaic] I'M back!
Hi Shelly -
Welcome back! I can't wait to hear what you learned at the Keene and
Zimmerman conference!
Kerry/CT
L.A. Specialist, grades 5-6
++++++++++++++++
From: KerryD78@aol.com
Date: Fri, 30 Jul 2004 08:32:06 EDT
Subject: Re: [mosaic]browsing/monitoring ind. reading
Lori,
Would you mind sharing the independent reading rubric with the group?
Perhaps you can post the file or email me individually. Thanks! :)
Kerry/CT
L.A. Specialist, grades 5-6
++++++++++++++++
Date: Fri, 30 Jul 2004 07:39:41 -0600
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic]browsing/monitoring ind. reading
Basically, it is shown as a chart, with a wildly grinning smiley face
(we call Zowier!), a smiling face (Wow!) and face with one corner turned
up and the other down (So-so) and one with a straight line face (a frown
for my room, and Oops!). Underneath each are listed the characteristics
of readers within each rating. I think these are probably best
developed with the students, but as an example, under the zowie face the
chart in the book lists:
read the whole time
stayed in one spot
read quietly
read just right books (no pretend reading)
respected the readers around you
stopped when it didn't make sense
talked back to the book in you head and on the post-its
had a plan for reading
Lori
++++++++++++++++++
Date: Fri, 30 Jul 2004 05:52:30 -0700 (PDT)
From: shteacher <shteacher@rocketmail.com>
Subject: Re: [mosaic] 6 + 1 books for traits
Wow - Friday get your books for the week - what a great idea - thank you!
+++++++++++++++++++++++++
From: KerryD78@aol.com
Date: Fri, 30 Jul 2004 09:06:45 EDT
Subject: Re: [mosaic] [mosaic 6 traits
In a message dated 07/29/2004 6:22:31 PM Eastern Daylight Time,
kimm@divy.net writes:
Here is one site that I found to have an extensive data base of books.
http://www.aea11.k12.ia.us./curriculum/6_traits/resourcetrade.html
Thanks for the link, Kim!
Kerry/CT
L.A. Specialist, grades 5-6
+++++++++++++++++++
From: KerryD78@aol.com
Date: Fri, 30 Jul 2004 09:12:49 EDT
Subject: Re: [mosaic]browsing/monitoring ind. reading
Thanks, Lori. I have a better idea of the rubric's structure now.
Kerry/CT
L.A. Specialist, grades 5-6
++++++++++++++++++
Date: Fri, 30 Jul 2004 08:35:15 -0500
From: kimm@divy.net
Subject: Re: [mosaic] [mosaic 6 traits
No problem; I will let you know if I stumble upon any others. I am going to
be
searching for mini lessons today. AFTER I ORGANIZE ALLLLLL MY BOOKMARKS!
+++++++++++++++++
From: "Deb Sturdevant" <deb.sturdevant@mit.midco.net>
Subject: Re: [mosaic] 6 + 1 books for traits
Date: Fri, 30 Jul 2004 08:32:40 -0500
Reply-To: mosaic@u46teachers.org
Susan,
Would you share that list? I'm looking for books to use with older kids.
Deb
----- Original Message -----
I also have a list of books which were recommended by those taking my
online course several years ago. It's organized by intermediate and
primary and by traits.
Susan Nixon
3rd Grade Teacher
Phoenix, AZ
++++++++++++++++++
Date: Fri, 30 Jul 2004 07:15:55 -0700 (PDT)
From: Julie <sisjulie1@yahoo.com>
Subject: Re: [mosaic] [mosaic 6 traits
Do you use I Keep Bookmarks or Backflip to organize
your bookmarks? They work wonderfully and then you
can always find the links you want no matter where you
are.
Julie
+++++++++++++++++++
From: "Lois Driggers" <loiso@dbtech.net>
Subject: Re: [mosaic] I received an offer for a special price of $4 for an annual
subscription to "Teaching K-8" magazine
Date: Fri, 30 Jul 2004 09:21:39 -0500
Don't know if Francine is an Alabamian, but I too, got the magazine for
$4.00. It was a special offer at Mid-South Conference last year in B'ham.
The coordinator of the conference is Maryanne Manning, who is also Editor of
Teaching K-8 and she was able to offer the deal.
Lois
RS/Al
+++++++++++++++++++++++
Date: Fri, 30 Jul 2004 07:26:39 -0700
From: Susan Nixon <Susan@DesertSkyOne.com>
Subject: [mosaic] 6 Traits site and MOT book study
At 06:32 AM 7/30/2004, you wrote:
>Susan,
>Would you share that list? I'm looking for books to use with older kids.
>
> > http://6traits.cyberspaces.net/books.html
Hi, Deb,
Just go to the link and click on the trait and grade level. =)
One of these days, I'm going to do the online class again, and we'll add to
it. All I need is time! =)
I'm going to put the MOT study questions on my website in a couple of
weeks, too. Anyone who missed the first 5 chapters can go there. I'll let
you know when it's up. Also, I can't remember now when I said we'd start
again. So, I decided I'd decide all over again - Sept. 1. =)
Susan
+++++++++++++++++++++++
Date: Fri, 30 Jul 2004 07:28:10 -0700
From: Susan Nixon <Susan@DesertSkyOne.com>
Subject: Re: [mosaic] [mosaic 6 traits
>Do you use I Keep Bookmarks or Backflip to organize your bookmarks? They
>work wonderfully and then you can always find the links you want no matter
>where you are.
I use Backflip and it is wonderful, and so easy. My public folders are:
http://www.backflip.com/members/desertsky
There are over 1000 in public folders, and most of them are education sites
of one kind or another.
Susan Nixon
3rd Grade Teacher
Phoenix, AZ
++++++++++++++++++++++
Date: Fri, 30 Jul 2004 07:30:46 -0700
From: Susan Nixon <Susan@DesertSkyOne.com>
Subject: Re: [mosaic] re: read alouds
Reply-To: mosaic@u46teachers.org
>I just wanted to point out that Mordecai Richler who wrote Jacob
>Two-Two and the Hooded Fang (one of my favourite as a child)
>is Canadian not British. We are very proud of our Mordecai-he
>has written some amazing adult books too!
I knew that, =) but I was thinking of the language, not the person -
British-isms. I do know that Canada and Canadian-isms are different from
British. I apologize for the misrepresentation. He's written lots of
good books besides the Jacob Two-Two ones. Very creative mind. =)
Hugs,
Susan, in Phoenix
+++++++++++++++++++++++
Date: Fri, 30 Jul 2004 10:32:09 -0400
From: AMYASL100@aol.com
Subject: Re: [mosaic]visualizing - Silverwing
>There is also a webiste by Opel (spelling??) with a teacher's guide.
Do you know what the website is called?
thank you
amy
+++++++++++++
From: "Carol Belair" <cbelair@ride.ri.net>
Subject: [mosaic] I Keep Bookmarks
Date: Fri, 30 Jul 2004 10:31:23 -0400
Ditto on www.IKeepBookmarks.com. It is a wonderfully simple way to organize
your bookmarks. You can access them from any computer, and you can easily
share them. It is very easy to maintain. I use the free version and do not
even notice the advertising.
Feel free to check out my bookmarks at http://www.ikeepbookmarks.com/Belair
Carol/RI/Gr 4
+++++++++++++++++++++++
Date: Fri, 30 Jul 2004 10:35:24 -0400
From: AMYASL100@aol.com
Subject: Re: [mosaic] I received an offer for a special price of $4 for an annualsubscription
to "Teaching K-8" magazine
I love that magazine and that is a really, really wonderful price!
+++++++++++++++++
Date: Fri, 30 Jul 2004 07:38:00 -0700
From: Susan Nixon <Susan@DesertSkyOne.com>
Subject: Re: [mosaic]visualizing - Silverwing
At 07:32 AM 7/30/2004, you wrote:
>Do you know what the website is called?
http://www.nt.net/~torino/silverwing.html
I found it by putting Silverwing in dogpile.com
Susan Nixon
3rd Grade Teacher
Phoenix, AZ
+++++++++++++
From: "Carol Carlson" <carlsonca@dist102.k12.il.us>
Subject: Re: [mosaic] 6 traits book
Date: Fri, 30 Jul 2004 12:18:25 -0500
If you get the book by Ruth Culham from the NWREL Website, the lessons are
more detailed. I believe she is coming out with a new edition this fall.
It's called something like, Using Picture Books. I can get the title for you
if you need the specific one. But it is available on the NWREL site.
Carol
+++++++++++++++++++++++
Date: Fri, 30 Jul 2004 13:12:50 -0400
From: Zanada Maleki <zmaleki@rcn.com>
Subject: [mosaic] SSR finds and read-alouds Big Load list!
This is just in from another list serve I subscribe to. The posting
person from the Waldorf Education listseve, is a librarian in the
Takoma Park area of DC.
Zanada /Maine/5
Eleanor Estes (the Moffats, et al.), Elizabeth Enright ("The
Four-Story Mistake" etc), the Betsy-Tacy books - some of the old favorites
march along side that wonderful book "Understood Betsy" that was mentioned.
Many children's librarians have good suggestions if you explain what you are
looking for.
// - book suggestions for the transitional reader, which
you may find helpful or pehaps not. Most of these are not fat like the Little
House books, though. Here it is (it is in process, by no means complete.)
Byars, Betsy. The Seven Treasure Hunts.
Jackson and his friend Goat set out on a series of treasure hunts armed with
maps and clues, trying to outsmart each other. Jackson's older sister Rachel
adds some hilarious twists to the adventures.
Byars, Betsy. Little Horse.
A tender yet spine-tingling adventure-fantasy.
Cameron, Ann. The Stories Julian Tells.
Julian and his brother Huey get into the kind of mischief young boys do. They
are fortunate to have an imaginative father and a resourceful mother. Short,
episodic tales that one can return to over and over. Look for other titles
about Huey and about Gloria.
Cowley, Joy. Agapanthus Hum and Major Bark.
Agapanthus Hum is "full of beans" and quite endearing. With typeface
and format
similar to beginning readers but with more substantial text and chapters, these
provide a seamless bridge between readers and more challenging beginning
chapter books.
Denslow, Sharon Phillips. Georgie Lee.
Georgie Lee is a sweet, smart, funny cow who lives on Grandmother's farm. It
takes a few adventures before the boy J.D. learns just how special Georgie Lee
really is.
Fine, Anne. The Jamie and Angus Stories.. Britain's children's laureate relates
six charming, gentle, and genuinely amusing stories about a boy and his little
Highland bull. The illustrations are particularly expressive.
Hurwitz, Johanna. Russell and Elisa.
This is one of many books by this author who provides warm glimpses of
childhood and family life.
Jennings, Patrick. The Weeping Willow: An Ike and Mem Story. One of several
early chapter books about an older brother and younger sister, with typical
childhood tension and resolution.
Johnson, Crockett. Ellen's Lion. Twelve whimsical stories of Ellen and her
stuffed lion, a classic from the Harold Purple-Crayon family reissued.
Lowry, Lois. Gooney Bird Greene. Gooney Bird is lively second-grader who is
the
class's unanimous choice each day to tell stories about her own life. Through
Gooney Bird and her extravagantly imaginative tales, Lowry introduces the
concepts and elements of storytelling.
Nixon, Joan Lowry. Beat's Me, Claude. One of several yarns about Shirley and
Claude, a likeable mis-matched couple on the Texas frontier.
Pearce, Philippa. Here Comes Tod!
Six read-aloud stories about six-your-old Tod, told with charm and humor by
a
Carnegie Medal winner.
Porte, Barbara Ann. Taxicab Tales. Abigail and Sam's father is a taxicab
driver. At night, he often tells them tales of his adventures during the day.
Their mother, an artist, sometimes paints pictures of the adventures. Abigail
and Sam are lucky to have such engaging parents.
Stoltz, Mary. King Emmett the Second.
The move from New York City to Ohio makes Emmett sad and angry, but in five
short chapters he rediscovers happiness.
++++++++++++++++++++++++
From: "Deb Smith" <debfourblocks@comcast.net>
Subject: RE: [mosaic] SSR finds and read-alouds Big Load list!
Date: Fri, 30 Jul 2004 13:35:07 -0400
I am looking for a book that is written similarly to Voices in the Park in
that there are several perspectives, it relies heavily on pronoun referents.
I teach a lesson on pronoun referents using Voices in the Park, but I want
teachers to be able to replicate it with other books, they can't if I can't
recommend OTHER books that rely on pronouns - any ideas anyone???
++++++++++++++++++++++
Date: Fri, 30 Jul 2004 11:01:13 -0700 (PDT)
From: Karen Pohrte <kmpohrte@yahoo.com>
Subject: Re: [mosaic] I received an offer for a special price of $4 for an annual
subscription to "Teaching K-8" magazine
Thank you for sharing the "Teaching K-8" magazine
offer. As teachers, we're always looking for a
bargain.
--- Francie and Kerry Kugelman
++++++++++++++++
From: Suwendy@aol.com
Date: Fri, 30 Jul 2004 14:20:51 EDT
Subject: Re: [mosaic] SSR finds and read-alouds Big Load list!
Could you send the lesson you use with voices in the ParK?
Thank You,
Susan
++++++++++++++++++++
Date: Fri, 30 Jul 2004 13:31:17 -0500
From: kimm@divy.net
Subject: Re: [mosaic] [mosaic 6 traits
I just got back from ikeepbookmarks.com;pretty cool website. I almost have
everthing into a somewhat of an orgainized fashion. At least it is better than
it was. I hope to continue to work on this deficit in my life... organization.
Kim
++++++++++++++++++
From: SCmateach@aol.com
Date: Fri, 30 Jul 2004 16:19:21 EDT
Subject: Re: [mosaic] 1st/2nd GradeRead alouds
My class loved My Father's Dragon, Elmer and the Dragon, the Dragons of
Blueland. They think the books should be made into movies. They are also great
texts to use with mapping activities - each has a map of places Elmer and the
Dragon went to.
Sheila C.
++++++++++++++++++
Date: Fri, 30 Jul 2004 13:59:22 -0700 (PDT)
From: Sara Valladolid <sgv120@sbcglobal.net>
Subject: Re: [mosaic] 25-book goal
Hi
Sounds great! Do you encourage chapter books? Do you allow picture books to
count as 25?
What is your standard?
Sara
+++++++++++++++++++++++
Date: Fri, 30 Jul 2004 18:03:37 -0400
From: Debholden1@aol.com
Subject: Re: [mosaic] Book leveling
A great website to find Lexile Levels is www.lexile.com--it is fast and easy.
Just type in the book title at quick find.
My TOTs leveled most of my books.
Deb/FL4
++++++++++++++++++++++
Date: Fri, 30 Jul 2004 15:16:57 -0700
Subject: Re: [mosaic] 6 + 1 books for traits
From: "Patricia Kimathi" <pkimathi@earthlink.net>
Are you teaching an online course this summer?
Pat Kimathi
+++++++++++++++
From: "Ellen Kay Closs" <clossell@msu.edu>
Subject: Re: [mosaic] I received an offer for a special price of $4 for an annual
subscription to "Teaching K-8" magazine
Date: Fri, 30 Jul 2004 18:40:20 -0400
I subscribed to it a while back (in college). It's a faily thin magazine,
but I would say that for $4 the ideas and information would be worth it:)
Just my opinion:)
Ellen:)
+++++++++++++++++
Date: Fri, 30 Jul 2004 16:09:17 -0700
From: Susan Nixon <Susan@DesertSkyOne.com>
Subject: RE: [mosaic] SSR finds and read-alouds Big Load list!
At 10:35 AM 7/30/2004, you wrote:
>I am looking for a book that is written similarly to Voices in the Park
in
>that there are several perspectives, it relies heavily on pronoun
>referents. I teach a lesson on pronoun referents using Voices in the
>Park, but I want teachers to be able to replicate it with other books,
>they can't if I can't recommend OTHER books that rely on pronouns - any
>ideas anyone???
The Witness, but it's for older students. It's a story from the 20s, if I
remember correctly. There's an event (Ku Klux Klan involvement) in a
Vermont (?) town and it is told from 10 or 11 different people's
perspective. It's a Karen Hesse book, for about . . . 5th grade
maybe? Maybe 6th. Older students would get a lot out of it, but I don't
think younger ones would get so much. They don't have the background to
get the background . . . if that's clear. It's an emotional issue, as the
reading level itself is not terribly difficult.
Strudel Stories by Joanne Rocklin might work, too. It's flashbacks to
other members of the Jewish family - vignettes of history told as they make
the family strudel recipe to keep the memories alive.
Also relatively easy read, and maybe 4th and up? I might try it as a
read-aloud with my class in 3rd.
If students have a strong family heritage tradition, they could relate to
the sisters.
Susan Nixon
3rd Grade Teacher
Phoenix, AZ
++++++++++++++++++++++
Date: Fri, 30 Jul 2004 16:19:25 -0700
Subject: Re: [mosaic] Jonathan Livingston Seagull
From: "Patricia Kimathi" <pkimathi@earthlink.net>
Laura,
Thank you that was one of my favorites. There is another book called a
Chicken who thought he was an Eagle. It is actually the retelling of
African people coming to America as slave. The chicken doesn't realize he
is an eagle and can fly, until other eagles find him. He is afraid to fly
because the chickens tell him he can not. I am going to start my year at
school using all three stories.
Pat Kimathi
++++++++++++++++++++++
From: "Erin Chace" <echace@comcast.net>
Subject: [mosaic] Comprehension Workshop
Date: Fri, 30 Jul 2004 19:18:10 -0400
I've been asked to teach a comprehension workshop in a few weeks. I am very
excited about it as I have a lot of great ideas but am also more than a
little apprehensive -- I have never had to come up with a workshop to teach
to other teachers before! I have taught a couple of math workshops when the
district told me exactly what to do but have never even taught an ELA one
before. It is a reading comprehension workshop for about 20 grades 3-5
teachers. I want to utilize books they may actually use in their classes --
especially ones connected to the content areas. I am planning on using a
lot of the strategies from Strategies that Work and Mosaic (although sadly I
can't find my copy of Mosaic right now!) but the other teachers there won't
have these books. I have also pulled many other comprehension strategies
from various sources. I am finding that I have so many possible ideas that
I can't figure out how I should organize it and which strategies are really
the crucial ones to share. Does anyone have any suggestions to help my
first workshop go smoothly? Any must have activities, strategies or books
you would suggest I use? I appreciate all of your support and advice!
Sincerely,
Erin
3/4 MA
+++++++++++++++++
Date: Fri, 30 Jul 2004 16:22:47 -0700 (PDT)
From: Heather Wall <heather_wall_2000@yahoo.com>
Subject: RE: [mosaic] SSR finds and read-alouds Big Load list!
Also try "Seedfolks" by Fleischman, a small chapter book (45 pp) about a community garden and the people who set it up. I heard it read aloud years ago in a children's lit class and can't remember if it relies heavily on pronoun referents, but it's a good book and worth the read!
Heather
++++++++++++++++++++
Date: Fri, 30 Jul 2004 16:29:49 -0700
From: Susan Nixon <Susan@DesertSkyOne.com>
Subject: [mosaic] online courses
At 03:16 PM 7/30/2004, you wrote:
>Are you teaching an online course this summer?
Not this summer, possibly later in the fall/winter. I'm doing consulting
in person here and, on top of my job and the A-peeling Apples project in
early fall, that's all I can really handle. =)
The Mosaic site is a great substitute for a college class in the
strategies! I'm constantly referring people to the list, and the book. My
first day is Monday and my lesson planning just fell into place. My first
guided reading block is going to be _How I Spent My Summer Vacation_ by
Mark Teague. It's in the basal, and it's one of my favorite stories! I'm
using it to foster schema, both predicting and connecting, and inferencing,
as well as tall tales.
Susan Nixon
3rd Grade Teacher
Phoenix, AZ
++++++++++++++++++
Date: Fri, 30 Jul 2004 16:36:21 -0700
Subject: Re: [mosaic] What are your favorite read alouds?
From: "Patricia Kimathi" <pkimathi@earthlink.net>
How do you pronounce Desperaux? I went to the book store to order it and
realized I didn't know how to pronounce it.
Pat Kimathi
+++++++++++++++++++
From: "Sarah A. Hilton" <HILTOSAR@student.gvsu.edu>
To: mosaic@u46teachers.org
Subject: Re: Re: [mosaic] What are your favorite read alouds?
Date: Thu, Jul 29, 2004, 6:09 PM
If you're reading The Tale of Desperaux and Because of Winn Dixie, you also
have to read Tiger Rising by Kate DiCamillo! She's turning out to be my
favorite summer author, and I teach Kdg! Also, be sure to read her book
jackets - inside front & back. She is one of the most passionate writers
I
know, truly amazing. Find some info. on how she got started writing as
well. Your kids will be amazed to find out that she started working in a
book store and was assigned to the children's section - if I remember right,
to stock/straighten shelves. She's written 3 books, and all three have won
major awards! You gotta love Kate DiCamillo.
Guarnteed the first in line when she publishes a 4th book,
Sarah :)
+++++++++++++++++++++++
Subject: RE: [mosaic] Fiction
Date: Fri, 30 Jul 2004 19:50:58 -0400
From: "Davis, Kimberly" <Davis.Kimberly@lebanon.k12.oh.us>
My book club is reading Fear of Flying by Erica Jong.
Anything by Michael Connelly--detective stories
Anything by Jennifer Crusie--fun beach reads
Anything by Lorna Landvik
Just finished 10 Big Ones by Janet Evanovich
Kim/5/OH
++++++++++++++++++++++
Date: Fri, 30 Jul 2004 16:55:01 -0700
Subject: Re: [mosaic] online courses
From: "Patricia Kimathi" <pkimathi@earthlink.net>
I just started my lesson plans. My son was in summer school and I wanted to
teach him the strategies as he read two novels. It really was interesting.
I have tried to make sure he knew what to do but this time I stopped and
actually taught each strategy. It was a worth while endeavor.
You always inspire me to try harder. Last year, in May, our internet system
went down so many of the things I had set up to use the internet while
teaching strategies went up in smoke. But I am trying again. I took a
Digital Literacy Course this summer and I am getting new equipment this
fall. I thought reading strategies course would be a perfect addition. Glad
to see you are so busy. (smile)
Pat Kimathi
+++++++++++++++++++
From: "eddoc" <mosiaclistserve@hotmail.com>
Subject: [mosaic] introduction letter
Date: Sat, 31 Jul 2004 22:17:49 -0400
Did any of you ever have to write a letter to the parents when starting
a position in a new school? My friend just got a job in a private
school - that has a lot of money, but the parents expect a lot too! She
has to introduce herself in a manner where she sounds firm but nice. The
parents have a big say in what happens in the school, so this letter,
the first formal introduction is key. Any suggestions?
+++++++++++++++++
Date: Sat, 31 Jul 2004 23:20:31 -0400
From: "PJ Morrow" <pmorrow@spart7.k12.sc.us>
Subject: Re: [mosaic] Comprehension Workshop
Erin,
As a literacy coach, I've been called upon to provide reading
comprehension professional development many times, so I'll offer a few
of the things I've learned over the years... Just MY opinion, mind,
and hope you find it helpful:
1. You didn't mention how long you have to deliver your workshop... Or
if there were any funds attached for materials. If possible, have the
district purchase Mosaic of Thought for each participant, and structure
subsequent professional development on a "book club format" to read
and
discuss the book.
2. Have an agenda, and to the best that you can, stick to it
3. Personally, whenever I'm beginning with a group that knows very
little about comprehension strategies, I stick to the strategies
outlined in Mosaic, they're well researched, and they're the bare bones
essentials
4. First, I'd make sure that my audience knew the difference between
strategies and skills and this is a biggie. If you're interested, I can
send you a great, but long, quotation from Kylene Beers that has had a
great impact on the way my teachers and I view this topic. Let me know
and I'll send it along.
5. I'd share the main strategies, and do an interactive read
aloud/strategies lesson for several, giving the teachers time to talk
with a "talk partner"
6. If you have charts or video of yourself or other expert teachers
teaching comprehension strategies to their students, show these, and ask
your teachers to take notes on what they notice - about the teacher,
about the students' responses.
7. TRANSMISSION as a professional development strategy DOES NOT WORK.
I'd give the teachers time to read the first chapter of Mosaic, time to
ask questions, then time to get into grade level groups and plan for
strategies instruction in their own classrooms, perusing the book as
they go. They might chart what they've learned and share out at the end
of the workshop.
8. And finally, one-shot professional development DOES NOT WORK. Has
your district set into place on-going professional development to
support teachers in their efforts to teach comprehension strategies? If
not, I'd politely decline to present the workshop. If we have learned
ANYTHING about strategies instruction, it's that it takes time, repeated
professional development, time for teacher reflection, and colleagial
discussion to implement meaningfully.
You have a great opportunity before you,
and my heart is with you,
PJ
4,5,6 & Lit Coach
++++++++++++++++++++
From: "Rayla Anderson" <raylaanderson@sbcglobal.net>
Subject: [mosaic] beginnning: school is just around the corner
Date: Sun, 1 Aug 2004 00:55:06 -0500
I know that this question has been answered; but which strategy should
I begin with? Furthermore, what are the top three strategies that I
should focus on, having never done these strategies before?
Sign me,
Starting slowly but surely Rayla
+++++++++++++++++++
From: KerryD78@aol.com
Date: Sun, 1 Aug 2004 08:51:28 EDT
Subject: Re: [mosaic] Comprehension Workshop
In a message dated 07/31/2004 11:18:08 PM Eastern Daylight Time,
pmorrow@spart7.k12.sc.us writes:
. First, I'd make sure that my audience knew the difference between
strategies and skills and this is a biggie. If you're interested, I can
send you a great, but long, quotation from Kylene Beers that has had a
great impact on the way my teachers and I view this topic. Let me know
and I'll send it along.
PJ, I would love to hear the K. Beers quote about skills vs. strategies.
Please share! :)
I too am expecting to run comprehension workshops this year (although I
don't know when), so this guidance is so valuable to me as well. Erin, I would
love to collaborate on this.
Kerry/CT
L.A. Specialist, grades 5-6
++++++++++++++++++
Date: Sun, 01 Aug 2004 08:58:20 -0500
From: "Barb Jamison" <bjamison@estigers.k12.mo.us>
Subject: Re: [mosaic] introduction letter
We write letters to our parents every year. My letters always change,
but usually I introduce myself and family, explain my beliefs about
education and classroom management, and outline many of the procedures
and curricula. The secret is to support everything with research.
Parents want to know that their children will be in a safe, supportive,
enriched environment with a knowledgeable teacher. I also ask for input
from them by including a short questionaire: Tell me something special
about your child. What would you like to see your child improve in this
year? Is there something your child struggles with? Stuff like that.
It really helps to get the parents' perspective.
Barb
3rd
+++++++++++++++
Date: Sun, 1 Aug 2004 07:03:24 -0700 (PDT)
From: lisa biersack <lbee0128@yahoo.com>
Subject: Re: [mosaic] Comprehension Workshop
“ I can send you a great, but long, quotation from Kylene Beers”
I'm curious about the quote as well...please share.
~Lisa
4th/ny
++++++++++++++++
From: CATHYMILLR@aol.com
Date: Sun, 1 Aug 2004 11:20:36 EDT
Subject: Re: [mosaic] Comprehension Workshop
I would love the quote as well. I will be discussing the strategies with a
new committee this year.
Cathy
El. Sup.
DE
+++++++++++++++++++
Date: Sun, 01 Aug 2004 11:23:48 -0400
From: Rose Chaplan/Bob Sherman <bobnrose@sympatico.ca>
Subject: Re: [mosaic] Comprehension quote
Or, if the quotation is too long, could you give us a page and book
reference?
Thanks,
Rose
++++++++++++++++++++++
Date: Sun, 01 Aug 2004 11:33:51 -0400
From: Rose Chaplan/Bob Sherman <bobnrose@sympatico.ca>
Subject: Re: [mosaic] from Ginger/moderator/long
Dear Ginger,
I take your point about the focus of the list, tho' as a new member I'm
finding that most of the threads do in fact relate to comprehension.
I've been wanting to suggest, though (and it's probably better coming
from you) that people do a bit more on altering the subject line if the
topic has changed, or if there is specific information in their post.
Thus "Re: [mosaic] Comprehension Workshop" can be changed to "Beers
Quotation: was 'Comprehension Workshop' " or "Explaining Strategies
to
parents" or something like that. I've noticed that often a whole range
of things come in under the same subject heading. It doesn't take long
to change the heading when one replies, to reflect the content of the
post. I believe that it would make it easier for people to skim through
the posts.
Also, I'd encourage people to make personal replies off-list. Maybe lots
of us do, and all I see is the many who don't, but it seems that a lot
of posts are of the "me too" or "what a great idea" variety.
Then the
person receiving the post could decide it the off-list discussion would
be of interest to the group as a whole.
Just ideas - I'm enjoying the list, though I may have to go off once
school starts, due to the volume of posts. Thanks for mderating. I'm
glad someone took this on!
Rose in Toronto, new member.
+++++++++++++++++++
From: "Cherylle Waters" <cwaters@willowsunified.org>
Subject: [mosaic] Still Learning to Read--Lisa V
Date: Sun, 1 Aug 2004 10:37:10 -0700
Lisa,
Still Learning to Read is a "must have" in my opinion. There is
a review
of the book at Education Oasis. It is very down-to-earth and practical and
loaded with ideas. I have been using that along with MOT, STW, and RWM this
summer as I plan my reading workshop. Along with those, I have the Ralph
Fletcher books and Katie Wood Ray books for my writing workshop that fit in
with my writing workshop plans based on lots of ideas from the RealWriters
listserv. All the reading I have done this summer and all the plans I have
made have really bolstered my confidence in my plans for literacy for
this-coming school year. I can hardly wait for school to begin!!
Cherylle in CA
++++++++++++++++++++++
Date: Sun, 1 Aug 2004 11:49:41 -0700 (PDT)
From: Karen Pohrte <kmpohrte@yahoo.com>
Subject: Re: [mosaic] Comprehension Workshop
I'm also interested in the Beers quotation. I'm doing
a series of staff development workshops based on MOT
in my school, so I appreciated the suggestions. Our
work is currently set up on the following: Each
teacher will have a copy of the book MOT. We'll read
the book and have discussions around each chapter.
These will take place before school (approx. 1/2
hour). Then teachers can attend after school
workshops (voluntary, but which they will be paid to
attend) based on each strategy. I will present a
strategy lesson. I'm using STW and Reading for
Meaning, as well as other sources I find (web sites,
etc.) We'll then look at some of these materials
(copies purchased for the building) for examples of
other lessons focused on the strategy. The teachers
will then teach at least one of the lessons, hopefully
more. Our next meeting will then share successes,
concerns, ideas, etc. before we go on to the next
strategy. I'm excited that my building principal was
so enthusiastic about the format (Also, he's a MOT
fan), that he went to the superintendent with the idea
and she was willing to fund it.
++++++++++++++++
Date: Sun, 1 Aug 2004 15:13:57 -0400 (GMT-04:00)
From: continod@earthlink.net
Subject: Re: [mosaic] Comprehension Workshop
Reply-To: mosaic@u46teachers.org
I would also like the quote from Beers.
Thanks in advance,
Denise Contino
++++++++++++++++++
From: "Deb Smith" <debfourblocks@comcast.net>
Subject: [mosaic] quote
Date: Sun, 1 Aug 2004 15:14:28 -0400
PJ is refering to chapter 4, pages 40-60 by Kylene Beers Explicit
Instruction in COmprehension
Maybe she can give an exact quote, I don't know...
But read this book
When Kids Can't Read What Teachers Do
It is NOT an upper elementary ONLy book :)
+++++++++++++++++
From: "Rebecca Thornton" <freelandr@hotmail.com>
Subject: Re: [mosaic] What do your rdg teachers do?
Date: Sun, 01 Aug 2004 15:42:43 -0400
Hello,
I am a new member to the list and am learning so much! I will be starting my
new job as a high school reading specialist in September. It will be my
first year teaching, so I am trying to gain as much information that I can
to plan my year. This list has been wonderful!
I wish I had another teacher in my classroom. I am the only reading
specialist at the school and I will be teaching seven classes. That means
all of the pre-assessment I plan on doing has to be done in the classroom.
Because I am a new teacher, I am concerned how I can have one-on-one
conferences with students about their strategies and comprehension, while
the other students are working independently.
Does anyone have any good ideas or activities that I can give the other
students while I am focusing on the conferencing student? I don't want them
to do "busy work" but I do want them to be engaged in learning. I
thought I
would have them do independent reading, but the principal was skeptical
about them cooperating. Any suggestions?
Thank you,
Rebecca
+++++++++++++++++++
Date: Sun, 01 Aug 2004 12:49:43 -0700
From: Susan Nixon <Susan@DesertSkyOne.com>
Subject: Re: [mosaic] What do your rdg teachers do?
At 12:42 PM 8/1/2004, you wrote:
>I thought I would have them do independent reading, but the principal was
>skeptical about them cooperating. Any suggestions?
Works for second graders. =) Maybe have them do an accountability piece,
such as a response log which you go over in conferences.
Hugs,
Susan, in Phoenix
+++++++++++++++++
From: KerryD78@aol.com
Date: Sun, 1 Aug 2004 16:05:22 EDT
Subject: Re: [mosaic] Still Learning to Read--Lisa V
Lisa,
Can you tell us more about the content and structure of STILL LEARNING TO
READ?
Thanks,
Kerry/CT
L.A. Specialist, grades 5-6
++++++++++++++++++++++
Date: Sun, 1 Aug 2004 13:24:29 -0700 (PDT)
From: Heather Wall <heather_wall_2000@yahoo.com>
Subject: Re: [mosaic] Ind. rdg. rubric/just right books
Martha,
Below is an old email that I've save of yours. I have a question - at what point
do you do this with the kids? I'm struggling with how far to let them get comfortable
before we discuss this. Would you do it the first full week of school? the first
day? or wait until you've been going a few weeks?
I eagerly await your answer!
Thanks,
Heather
Martha Hitzel <mehitzel@cox.net> wrote:
Hi PJ and Rosie. Here are the two rubrics you asked about. They are developed
from student input. These were developed with my 4/5 class. Hope they are helpful.
How to Choose a "Just Right" Book For You
A "Too Easy" Book
It is short with only a few pages
The words are written in big type
You know every single word
You finish it very quickly
A "Just Right" Book
It has medium length words
You can read the words on the back cover
There are one or two new words on each page
You can understand what it is about
You have some background knowledge that will help you understand it
It sounds smooth and flowing when you read it with maybe a choppy sounding place once in a while
A "Too Hard" Book (Can also be referred to as a challenge book)
It is really thick
There are five or more words on a page that you don't know (5 finger rule)
The words are really long
The print is tiny
You are having a lot of trouble understanding it or just don't get it
It sounds mostly choppy when you read it
Independent Reading Rubric
1
Asks to go to the bathroom a lot
Talks and distracts others
Gets up and moves around a lot
Changes books frequently
Always reads the same genre
Mostly picks books that are too hard or too easy
Pretends to read
Doesn't think about whether or not he is understanding the story
Doesn't try to use any of the comprehension strategies
Daydreams
Falls asleep (my favorite!)
2
Reads the words, but doesn't think about the story
Reads very quickly
Reads, but fiddles or gets distracted a lot
Some pretend reading mixed with a little real reading
Distracts other readers sometimes
Often doesn't pick a "Just Right" book
Mostly forgets to use the comprehension strategies
3
Spends most of the time reading, but occasionally gets distracted
Picks "Just Right" books almost all of the time
Reads a new genre once in a while
Thinks about the story most of the time
Tries to use the comprehension strategies some of the time
Thinks about whether or not she is understanding the story
4
Chooses a good spot to read
Doesn't get distracted at all
Almost always chooses a "Just Right" book, but knows it is ok to try a bit of a challenge or take a break with an easier book once in a while
Is always aware of whether or not he is understanding the story
Uses different comprehension strategies to help her understand the story better
Tries different genres
Looks for ways to make reading-writing connections
++++++++++++++++++++
Date: Sun, 1 Aug 2004 13:25:23 -0700 (PDT)
From: Karen Pohrte <kmpohrte@yahoo.com>
Subject: Re: [mosaic] What do your rdg teachers do?
Unfortunatly often times, high school reading students
do not read independently out of class. That makes it
really important to build this time into class time.
You're also sending a message on its value when you
devote class time to it. Have students being
accountable and using the time well by having them
focusing on the particular strategy you're teaching
through the use of organizers, two - column response
sheets, reading response logs, etc. The student's
responing in a written format should help convince
your principal that this is a good use of classtime.
--- Rebecca Thornton <freelandr@hotmail.com> wrote:
++++++++++++++++++++
From: SDCTeacher@aol.com
Date: Sun, 1 Aug 2004 17:01:11 EDT
Subject: Re: [mosaic] Still Learning to Read--Lisa V
In a message dated 8/1/2004 12:38:23 PM Central Daylight Time,
cwaters@willowsunified.org writes:
Still Learning to Read is a "must have" in my opinion.
Cherylle,
Who is the author of this book, Still Learning to Read? I couldn't find it
at the Education Oasis. Thanks.
Sherry
++++++++++++++++++
From: JCNEIR@aol.com
Date: Sun, 1 Aug 2004 17:45:03 EDT
Subject: Re: [mosaic] Comprehension Workshop
I did this in my first grade classroom. The pages are brownish and some of
the concepts are old fashion but the kids loved it. They then shared their
favorite childhood books...LOL. We talked a lot about connections especially
me...about why I think I love teapots so much. My favorite book had a lady
who bought a beautiful teapot. It was a fun time in the classroom.
+++++++++++++++++++
Date: Sun, 1 Aug 2004 17:53:11 -0400
Subject: [mosaic] re: {mosaic} Still Learning to Read
From: Katie <kkopenheartyoga@cogeco.ca>
Cherylie,
I'm also interested in learning more about this book. I checked for
the review of "Still Learning to Read" at Education Oasis, but could
not locate it on that website.
Thanks for any further info you can provide!
Katie/gr6
++++++++++++++++
From: JCNEIR@aol.com
Date: Sun, 1 Aug 2004 18:01:18 EDT
Subject: Re: [mosaic] Comprehension Workshop
oops....this had to do with bringing in their favorite books from their
childhood and sharing. I think it was in an adult workshop but I did this in
my
first grade classroom. I would give the title of the book but it's at school
right now.
++++++++++++++++++++
Date: Sun, 1 Aug 2004 15:13:00 -0700 (PDT)
From: Lisa Szyska <lszyska@yahoo.com>
I'm not Cherylle, but...
Still Learning to Read: Franki
Sibberson & Karen Szymusiak, authors. Published by
Stenhouse. Great resource. This duo also authored
Beyond Leveled Books...also great.
Good luck!
Lisa Szyska/3rd/IL
++++++++++++++++
Date: Sun, 01 Aug 2004 15:23:33 -0700
From: Susan Nixon <Susan@DesertSkyOne.com>
Subject: Re: [mosaic] Still Learning to Read--author info
At 03:13 PM 8/1/2004, you wrote:
>I'm not Cherylle, but...
>
>Still Learning to Read: Franki
>Sibberson & Karen Szymusiak, authors.
Amazon has it at $21.00, same as the Stenhouse price. $4 more dollars and
you get free shipping at Amazon. =)
The online version starts here, if you have Adobe:
http://www.stenhouse.com/pdfs/0359ch01.pdf
Susan Nixon
3rd Grade Teacher
Phoenix, AZ
+++++++++++++++++++++++
From: "Ginger/Rob #2" <rogida@foxvalley.net>
Subject: [mosaic] notes from Steph Harvey workshop
Date: Sun, 1 Aug 2004 17:28:54 -0500
I have permission from Connie (vincent@co.tds.net) to share her workshop
notes. Connie is a member of the www.yahoogroups.com Mosaicteachers
listserv.
Ginger
moderator
-----------------
I recently returned from a Stephanie Harvey inservice in Denver
entitled "Reading is Thinking". Anne Goudvis (Strategies That
Work also joined her for some of the instruction). I am a lurker
on this site so feel a little intimidated sharing with this group
what I took back from that conference but if I only help one
person as much as I've been helped by this listserve, it will be
worth taking the risk.
1) How to pass the "state test": have your students read "widely,
wildly and passionately", teach test reading as a genre
2) 80% of the time children should be reading their own choice
of item; the same amount of time should be spent in nonfiction
vs. fiction. This can also include managed choice like lit. circles
3) Use worksheets only during test prep (this doesn't include
thinking sheets)
4) Read "Choice Words" by Peter Johnson
5) READ, WRITE AND TALK EVERYDAY
6) In determining importance always have kids identify two
things-what they think is important and what the author thinks is
important
7) Launch each strategy independently but move quickly into
relating them; always cycle back to previously taught strategies.
Don't spend months on one strategy; length of time will vary with
students and their previous exposure to strategy instruction
8) In teaching nonfiction, begin with a nonfiction feature book
(after you've taught the genre of nonfiction) and then move to
teaching books the students create about an area of expertise
they may have. Always merge the students' thinking with the
nonfiction selections
9) Teach students to use these steps when reading: stop, think,
react
10) Background Knowledge + Text = Inference
11) When listening to kids' responses, use Marie Clay's " the
partially correct" format: restate what is accurate that the child
said and then finish with the correct information. Don't discount
the entire statement a child makes if he is only partially correct.
12) Tell children when they are working in groups or pairs, "All
the power in this classroom is yours; if you use it unwisely, I will
take it back." (class management advice)
13) Make your reading, writing and math blocks "sacred".
Always ask yourself, "Why am I doing this?" "How is what I'm
doing serving kids?"
14) The first time you release students to do strategy practice
independently "take a crack at it" (S.H.'s words), and 90% do a
good job, you didn't need the practice.
15)The frontloading part of strategy instruction is important and
takes more time. The guided practice is the most important part
of the instruction. Have kids turn and talk a lot during instruction.
16) Inferring is the heart of reading.
17) Don't cover content....uncover it-go deeply
18) Assessment is every day; evaluation should happen only a
few times. She and Anne are developing a new rubric which will
come out in their new book on Content Literacy (2005). We got a
sample and it's great. It is an annotated rubric to which you can
attach their sticky notes or written responses.
19) In fiction, the goal is "to get lost in the book" . You should
use stickies only when comprehension breaks down or to record
burning questions or thoughts at the end of the book or chapters.
Nonfiction uses stickies, highlighting, notes in the margins, etc.
much more.
20) It's not recommended to use centers opposite of guided
reading. The ones not with the teacher should be reading and
writing instead.
I'm sure much of this is what you already know and use but I
picked out the pieces that were new or most meaningful to me.
Connie
+++++++++++++++++
Date: Sun, 01 Aug 2004 18:07:33 -0600
From: Lori Jackson <ljackson@gwtc.net>
Subject: Re: [mosaic] What do your rdg teachers do?
Reading in a reading class...makes sense to me. But then again, I taught at
risk
readers in a high school summer program and had to explain to the principal
why I
used the budget to buy books. Go figure. If the reading is high interest, and
the
selection is their own, I would bet kids will read once you clearly establish
your
expectations.
Lori
+++++++++++++++++
Date: Sun, 01 Aug 2004 16:11:51 -0700
Subject: Re: [mosaic] Mosaic-please remove me from list
From: "Patricia Kimathi" <pkimathi@earthlink.net>
Jackie,
Before you leave. What school is your online Masters Degree.
Pat Kimathi
+++++++++++++++++++++
Date: Sun, 01 Aug 2004 19:18:42 -0400
From: "Jason J. Tar" <tarjason@msu.edu>
Subject: Re: [mosaic] Still Learning to Read--author info
At 03:23 PM 8/1/2004 -0700, you wrote:
>At 03:13 PM 8/1/2004, you wrote:
>>I'm not Cherylle, but...
>>
>>Still Learning to Read: Franki
>>Sibberson & Karen Szymusiak, authors.
>
>Amazon has it at $21.00, same as the Stenhouse price. $4 more dollars and
>you get free shipping at Amazon. =)
This was featured in the recent Stenhouse newsletter. Entering NL53 as a
coupon code gets you free shipping, so just $21.
++++++++++++++
Date: Sun, 01 Aug 2004 19:40:31 -0400
From: Zanada Maleki <zmaleki@rcn.com>
Subject: Re: [mosaic] beginnning: school is just around the corner
Pick the strategy that you feel most comfortable with, then move onward
from there, There is a strategy that you connect with more than others.
Go with that one. The rest will follow as you become more comfortable
with them.
Zanada Maleki/Maine/5
+++++++++++++++++
Date: Sun, 1 Aug 2004 17:00:58 -0700 (PDT)
From: Heather Wall <heather_wall_2000@yahoo.com>
Subject: Re: [mosaic] notes from Steph Harvey workshop
Connie,
Thanks so much for sending your notes! I'm saving them - there are some very valuable things there that I want to "chew" on.
Can you speak more about #8 below? What exactly is she saying to do?
Thanks,
Heather
8) In teaching nonfiction, begin with a nonfiction feature book
(after you've taught the genre of nonfiction) and then move to
teaching books the students create about an area of expertise
they may have. Always merge the students' thinking with the
nonfiction selections
++++++++++++++++++++++++
> Date: Sun, 01 Aug 2004 19:36:05 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic]visualizing (was Levelling Books/ Readaloud)
> Hank the Cowdog is offense to Native American groups and to many who
> work with Native Americans.
Lori
+++++++++
> From: "Gina Jones" <gjones925@hotmail.com>
> Subject: RE: [mosaic] notes from Steph Harvey workshop
> Date: Sun, 01 Aug 2004 19:37:21 -0500
> 20) It's not recommended to use centers opposite of guided
> reading. The ones not with the teacher should be reading and
> writing instead.
>
>
> This will be my first year trying out the MOT/RWM/STW strategies... :)
>
> I"m nervous about point #20. Last year, I did use centers opposite
of my
> guided reading groups, and my principal loved it. Most of the teachers
in
> my school still have whole group reading instruction in their classes,
so
my
> using centers was viewed as a step in the right direction. Since he was
so
> supportive of the idea of centers, I'm hesitant to adopt the reading
> workshop format...hesitant and nervous. Do your students really engage
> themselves in their reading for the entire time? Is classroom management
> ever an issue with students off-task? Also, my classroom library isn't
> nearly as big as I'd like...this is my third year teaching, and I'm still
> building! With my lack of books, will I have some students who come up
to
> me in October and tell me that they've read my entire library?
>
> Perhaps I've waited too long to ask these questions...school (for me)
starts
> in three weeks! I was planning on using the centers/guided reading groups
> like I did last year, but I don't want to do that if it really doesn't
> benefit my students. Does anybody have any thoughts to share or
suggestions
> to give? I would REALLY appreciate it! :)
>
> --Gina, 2nd grade IL
+++++++++++
> From: CNJPALMER@aol.com
> Date: Sun, 1 Aug 2004 20:49:52 EDT
> Subject: Re: [mosaic] notes from Steph Harvey workshop
>
> I'd like comments from the list on point #7 below. I am trying to get my
> teachers away from the one week per strategy cycle...but maybe that is
okay for
> kids who have a lot of experience with strategy instruction???
> Jennifer
> Maryland
+++++++++++
> Date: Sun, 01 Aug 2004 20:01:07 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] notes from Steph Harvey workshop
> Well, she didn't say don't spend weeks and I keep coming back to the
> idea of 4 to 6 weeks.
>
> Lori
++++++++++++
> Date: Sun, 01 Aug 2004 20:04:52 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] notes from Steph Harvey workshop
> I am just not a center person and never have been. Workshop suits me so
much
> better. That said, certainly students will be off task but I am better
that the
> percentage of off task behavior does not signicantly differ once children
are well
> immersed in routine and expectation. What I mean is, with center based,
kids can
> sometimes get of track and the same is true of workshop. The question I
ask myself
> is which on-task activity is more meaningful and relevant to creating
> self-extending readers and writers and I have to say I firmly believe that
it is
> meaningful and authentic reading and writing.
>
> Respectfully,
> Lori
> 1-2 loop
++++++++++
> Date: Sun, 1 Aug 2004 18:15:56 -0700 (PDT)
> From: Kerry McDonald <mcdonaldatstrath@yahoo.com>
> Subject: Re: [mosaic] notes from Steph Harvey workshop
> Connie:
>
> Thank you so much for taking the risk to post that list! I loved the
nonficiton idea, having the kids move quickly into creating their own books.
Last year I did the Nonfiction Convention notebook with my kids and then
focused on paragraphs/ essays, now I am thinking about having them write
books about something they are passionate about.
>
> Great job Connie,
Kerry McDonald
> grade 6
+++++++++++++
> Date: Sun, 01 Aug 2004 18:37:25 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: [mosaic] "How I Spent My Summer Vacation" Lesson
> I just had a brainstorm - or maybe it's just brain fever. Tell me what
you
> think.
>
> I was winding up plans for using Mark Teague's book _How I Spent My Summer
> Vacation_. I wanted something more - something was missing. So I went to
> dogpile and typed in the title and author to see what came up. One site
> was this one:
>
> http://www.powells.com/biblio/49400-49600/0517599988.html
>
> I read it over and had just clicked it off when it hit me that I could
use
> this for a lesson in summarizing! The Review, the Synopsis, and the
> Publisher's Note are all types of summarizing/retelling, as well as the
> Summary Note at the bottom. I can probably find even more on Amazon.
>
> So what if I share these with my students, who always want to tell me way
> too much or way too little, and we discuss each one and *evaluate* them
as
> summaries - maybe have the students make a rubric for summarizing?
>
> What do you think? Am I out in left field? Beyond the foul line? =)
>
> Susan Nixon
> 3rd Grade Teacher
> Phoenix, AZ
++++++++++
> Date: Sun, 01 Aug 2004 18:53:10 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] notes from Steph Harvey workshop
>
> Yes, 95% of the time. It's a matter of training and expectation. I do
not
> meet with groups until almost every child can work independently toward
the
> goals for the day. With a new class, sometimes that takes a month of
> training! It's better to take the time at the beginning and have 8-1/2
> months of smoothly running reading block than it is to have to spend the
> year fighting for control.
>
> >Is classroom management ever an issue with students off-task?
>
> Only as much as any other work time.
>
> >Also, my classroom library isn't nearly as big as I'd like...this is
my
> >third year teaching, and I'm still
> >building! With my lack of books, will I have some students who come
up
to
> >me in October and tell me that they've read my entire library?
>
> Not if you utilize your school and public libraries, swap book boxes with
> your colleagues, use your book club points, ask parents to donate books
> their children are no longer using, beg for books from your friends and
> family and church members, put up grocery store signs such as "Let
my
class
> be the home for your children's old, outgrown books," and haunt the
yard
> sales at the end of the day, as well as Goodwill, Salvation Army, Deseret,
> and other second hand stores. I'll be you can think of even more ways to
> increase your classroom library. Make friends with your librarian. I get
> lots of perfectly good discards from mine. Her daughter is in my class.
=)
>
> Make bookplates to put in the front of books your students donate to the
> classroom. "Donated for your reading pleasure by _________________
and
the
> date." My students love that. Put your students' published writing
in
the
> book boxes. They love to read what other children have written. Look for
> old children's magazines. Save the extra copies of Scholatic News and
> Weekly Reader. Cut out the Sunday funnies such as Family Circus and paste
> them on construction paper - Put about 10 on a binder ring to make a book.
>
> Have children bring in the backs of their cereal boxes and make reading
> "books" from several bound together. Collect tourist brochures
from the
> hotel lobbies and put together groups of similar activities, or make
travel
> packets for different locations. Ask friends and relatives to pick these
> up for you whenever they travel.
>
> If you have computers in the classroom, put up interesting sites that
> children can partner read - make rules and see that they are
> enforced. Join A-Z on a 6-month trial and print out all the books you
> can. You can get 30 of them free right now!
>
> http://www.readinga-z.com/members/
>
> Reading doesn't have to be books only.
>
>
> Susan Nixon
> 3rd Grade Teacher
> Phoenix, AZ
+++++++++++
> Date: Sun, 01 Aug 2004 19:05:57 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: [mosaic] "How I Spent My Summer Vacation" Lesson
> I'm thinking about the schema - connections thing. If I'm using the above
> book, by Mark Teague, and I want some text-to-text connectors, I'm
thinking
> of _Bubba, the Cowboy Prince_ (both are humorous and both have stampedes,
> if I remember correctly, as well as being somewhat tall tales) and what
> else? I thought of Little Red Cowboy Hat, but other than both having
> Cowboy themes, I didn't think it was a rich connection. Are there other
> summer vacation books? I could think of several first-day books, but not
> really connected. I think tall tales has to be the best connection.
>
> Any suggestions?
>
> Susan Nixon
> 3rd Grade Teacher
> Phoenix, AZ
++++++++++
> From: SDCTeacher@aol.com
> Date: Sun, 1 Aug 2004 22:14:59 EDT
> Subject: Re: [mosaic] Still Learning to Read--Now Barnes and Noble
>
> In a message dated 8/1/2004 6:19:57 PM Central Daylight Time,
> tarjason@msu.edu writes:
>
> This was featured in the recent Stenhouse newsletter. Entering NL53 as
a
> coupon code gets you free shipping, so just $21.
> Barnes and Noble gives a 20% discount to teachers, so if you have one
in
> your area, you can order the book from them, and pay $17 for it!
> Sherry
++++++++++
> Date: Sun, 01 Aug 2004 19:31:07 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: [mosaic] Cowboy poetry site
> http://www.cowboypoetry.com/
>
> Here is a site with a *lot* of cowboy poetry. If you are doing a unit on
> the old west, cattle country, cowboys, trail drives, Texas after the Civil
> War, or looking for text for book boxes or SSR time, there are some great
> poems here. Included are pictures and biographies of the poets.
>
> I particularly liked Hal Swift's poems. I'm using "Cowboy Way"
with my
> Mark Teague book, _How I Spent My Summer Vacation_.
>
> http://www.cowboypoetry.com/halswift.htm
++++++++++
> Date: Sun, 01 Aug 2004 21:30:34 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Still Learning to Read--Now Barnes and Noble
> Stenhouse is better about working with small bookstores and many give
> educator discounts. When it is possible to contribute to the livelihood
> of independent booksellers, I feel it is important to do so. They alone
> stock their shelves according to personal likes and dislikes and are
> less influencedby the publishers.
>
> Lori
+++++++++++
> From: "Ed Asselin" <sharoned@charter.net>
> Subject: Re: [mosaic] notes from Steph Harvey workshop
> Date: Sun, 1 Aug 2004 21:29:20 -0500
> What strategies do you use to get your students to "learn" to
use workshop
> time constructively?
> Sharon/2nd/WI
+++++++++++
> Date: Sun, 01 Aug 2004 19:49:42 -0700
> From: Susan Nixon <Susan@DesertSkyOne.com>
> Subject: Re: [mosaic] notes from Steph Harvey workshop
> At 07:29 PM 8/1/2004, you wrote:
> >What strategies do you use to get your students to "learn"
to use
workshop
> >time constructively?
>
> Oh, gosh! This takes some thinking, as I have had them two years, now!
>
> In the beginning, this was first graders, and most of mine didn't know
the
> alphabet, let alone how to read! I began by telling them about just one
> strategy - schema. I explained why I wanted them to learn this strategy
> and others, how they helped readers become proficient. We worked and
> worked on understanding what that meant, as we read lots of big books
> together every day. By the time they had schema with connections and
> predictions pretty well under control, the year had advanced to about fall
> break.
>
> After fall break, I began using my partner readers on one day and on
> another day the 3-ring circus plan: Some students would read
> independently, some with partners, and some with me. Sometimes I had the
> independent be reading and then discussing the story with others who were
> reading independently. I call this kaleidoscope reading - because that's
> how it was introduced to me in a clipboard planning inservice. =)
>
> Every day I went over my expectations.
>
> I expect that all students will:
> Spend the reading time reading.
> Mind their own business.
> Follow all directions given.
> Read in the format assigned for the day.
> Work calmly with partners when assigned to do so.
> Stay in their seats, unless its an emergency.
> Etc.
>
> Every day I commented at the end of the time on how well certain ones had
> met my expectations, and how I was sure they were growing to be the best
> readers in first grade because of it. I varied which ones it was each
> day. I added in other strategies as we went along.
>
> If someone could not follow directions for the day, stay on task, etc.,
I
> had already warned them that they would be removed from the activity and
> would have to sit on the floor by me, reading silently and listening, but
> not participating. I only had to do that a few times, because I would
stop
> things before it got to the point, if I had to, and remind the class of
> what our goals for the day were and what the task was.
>
> Don't imagine that my students are anything special in the angel
> department. They aren't! =) However, we have established a learning
> community - we all work together for the good of each one. We help each
> other, and I include myself. They have given me such insights into some
> books! At this point, none of my children wants to be the one who causes
a
> problem or can't control themselves. It happens. They sit next to
> me. I'm sorrowful, but not to an impossible extent. =)
>
> One thing that helps is that they all want their turn reading with me,
> testing with me, conferencing with me, whatever it might be. We've worked
> hard on the idea that if you want your time with me to be uninterrupted,
> then you need to show consideration for others when it is their time with
> me. Was that hard for 6-7-8 year olds to embrace? A few of them had a
> difficult time in the beginning. Most are able to be in control now -
some
> all the time and some most of the time. A few still have periodic
> lapses. I'm still stating what the expectations are each day.
>
> I don't know if there's one thing that will work for everyone. Actually,
> there probably isn't! There rarely is one-size-fits-all that really
> does. =) However, if you figure out what you expect, what you will
> tolerate and what you won't, if you are consistent in stating the
> expectations and rules, and in enforcing them, then your problems will
be
> minimalized. I think the worst problems come when we expect too little
of
> our children, rather than too much.
>
> Susan Nixon
> 3rd Grade Teacher
> Phoenix, AZ
++++++++++++
> From: "Laura Candler" <lauracandler@worldnet.att.net>
> Subject: [mosaic] Keeping kids on task during SSR
> Date: Sun, 1 Aug 2004 22:48:33 -0400
> >Do your students really engage themselves in their reading for the
>entire
> time? Is classroom management ever an issue with students off-task?
>
> *******
>
> As a year round school we've been back in session for about 3 weeks. This
> year I decided to work hard at the beginning of the year to teach the
> reading workshop format so that kids would really be reading and not doing
> everything else. I taught a mini-lesson on how to behave during
independent
> reading time and I posted a list of the rules. We reviewed them several
days
> in a row, and now kids seem to get it. They really do seem to be reading
for
> the whole time (at least 30 minutes at a stretch, sometimes more). Here
are
> the rules I implemented:
>
> 1. On Monday you can pick your "book nook" which is the location
where you
> will read each day. I have a carpet, some pillows, several mats, and 6
> fold-up camping chairs. I draw names to see who gets first pick, second
> pick, and so on. After you pick your spot you have to stay in the EXACT
same
> spot during independent reading time all week. This has really helped
avoid
> that rush for the good spots that happens each day - now it only happens
> once a week!
>
> 2. Students may not check out books during this time. If you don't have
a
> book you can quickly grab a magazine. (I find kids waste too much of their
> SSR time trying to visit the library or find a book.)
>
> 3. You may not get up to use the bathroom or get water during this time
> (unless it's an emergency of course).
>
> 4. You may not take an AR test during this time because it's too
disruptive
> to have kids getting up and down, going to the computer, etc. I also have
> this rule because the printer prints a report which is noisy and then the
> kids want to come tell me about their score. It's just too disruptive when
> I'm trying to have reading conferences.
>
> 5. Of course you must be quiet! If you are permitted to read with a buddy,
> you must sit close together and whisper.
>
> 6. If you fall asleep in your cozy book nook, you must return to your desk
> and stay there during SSR time the rest of the week.
>
> I think you get the picture! When it's time to read they go to their spot
> and their only option is to read while they are there! This year I have
been
> so much more strict about the rules and it's really worked. The first few
> days of school I had to take some disciplinary action with the kids who
kept
> breaking the rules, but last week was wonderful. Most kids do seem to be
> reading during this time, and most seem to enjoy the quiet, calm
atmosphere
> which is so different from the rest of the day in my room. I tend to have
a
> very busy, active environment most of the day.
>
> Laura Candler
> lauracandler@att.net
+++++++++++
> Date: Sun, 1 Aug 2004 19:58:39 -0700 (PDT)
> From: Julie <sisjulie1@yahoo.com>
> Subject: Re: [mosaic] Keeping kids on task during SSR
> Last year my students almost always stayed on task,
> but toward the end of the year I noticed one day that
> many children weren't really reading. I printed off
> one of the rubrics for assessing yourself during SSR
> from the tools page and at the end of SSR the next day
> had each students assess themselves. After that
> everyone got right back on task and we didn't have
> that problem again. Just a reminder was all it took.
>
> Julie
+++++++++++
> From: "Debbie Lacy" <dklacy@usmo.com>
> Subject: Re: [mosaic] notes from Steph Harvey workshop
> Date: Sun, 1 Aug 2004 22:19:02 -0500
>
> I use a "hybrid" I guess of centers and Reader's Workshop--my
kids start =
> out with Reader's workshop, reading from their own book =
> boxes--individually, or with buddies and I work with individuals or =
> small groups,--this last about 30 min--up to 45 by the end of the year
=
> (lots of training goes into this as you know)--then we go to =
> centers--some are "open"--- blocks, social area, science/social
=
> studies, math --it's one way I extend those content areas I don't get to
=
> as much as I'd like and some are "accountability" centers--in
which a =
> "product" is expected and checked by me--usually word work, math
=
> manipulatives, maybe doing something with graphs or measurement in math,
=
> playing a game from Investigations, reading a book and filling out some
=
> sort of graphic organizer that we've been working on in class (Venn =
> Diagram for example)--centers get more complex and higher level as the
=
> year goes. One reason I do this is that having Constructivist training,
=
> I feel kids need time to "play" that will develop them socially,
=
> emotionally, and cognitively. I also believe kids need to read to learn
=
> to read, so it's a meshing of philosophy!
>
> Debbie
> First Grade
+++++++++++
>
> Date: Sun, 01 Aug 2004 22:23:07 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] notes from Steph Harvey workshop
> I have my kids two years. Last year I rarely needed to review my
expectations with
> the kids but year one.we developed a rubric similar to the one I mentioned
earlier
> (pg 78, The Art of Teaching Reading). We began with shorter reading
times--say, 10
> to 15 minutes and as we gathered each day to share we would begin by
reviewing the
> rubric and using a show of fingers to self-assess. I would praise them
for being
> honest when things weren't going so well and celebrate with them when they
did go
> well. We worked up to longer and longer periods, still using daily show
of fingers
> and talking about all the smart things we noticed each other doing. Soon
there
> were moans and groans when we STOPPED and it was easy to work up to 45
minutes of
> reading.
>
> This past year we gained a loft and a group of 5-6 kids rotated into the
loft.
> Mess around in the loft and the group lost their loft time for a week.
Only one
> group ever had a problem and they never had a problem after sitting glumly
at
> tables on their loft day the following week. My loft groups read at my
table the
> following day (Taborksi style) so that I can confer with them. So really,
I am
> taking 10-12 kids out of the mix. The remaining 15 did very, very well.
>
> I have to break in a whole new group soon and we'll see how well it goes.
Luckily
> I am getting lots of siblings, so I know they kind of know the ropes by
virture of
> sibling influence.
>
> Lori
++++++++++
>
> Date: Sun, 1 Aug 2004 20:28:08 -0700 (PDT)
> From: lisa biersack <lbee0128@yahoo.com>
> Subject: Re: [mosaic] beginnning: school is just around the corner
> I am all for starting with schema (t-s, t-t, t-w) and
> then I move to questioning and then
> visualizing---something I did differently this year
> was to intertwine Prior knowledge of Authors while I
> modeled the rest. Since it's your first year ... you
> probably won't get to all the strategies. I find that
> you need schema for the rest. Hope that helps.
>
> Lisa
> 4th/ny
++++++++
> From: SDCTeacher@aol.com
> Date: Mon, 2 Aug 2004 00:01:17 EDT
> Subject: Re: [mosaic] Barnes and Noble and computer problem
> Lori,
> I agree. In my old place of residence I had a wonderful small-owned
> bookstore that I supported every chance I got. However, since I haven't
found that
> in my present location, I have enjoyed the Barnes and Noble discount. I
am
> trying to buy so many professional books these days, that my family
really
> appreciates it too! We like to eat as well as read! By the way, I send
these
> messages and never see them on the listserve. They are obviously going
through,
> though. Does anyone know what could be causing that kind of a problem?
+++++++++
>
> From: "Shelly Kennedy" <pristine@aclass.com>
> Subject: [mosaic] comprehension workshop
> Date: Sat, 10 Jul 2004 18:55:30 -0500
>
> Another idea for your workshop is a NONSENSE text piece that you can
> find on the tools web page. You can make an overhead of it. It easy to
> decode and read and you can answer every single question question at the
> end of the reading, but you understand absolutely nothing. It's a good
> aha for teachers that just read and assign questions. :-) SK
++++++++++
>
> From: Soswes@aol.com
> Date: Mon, 2 Aug 2004 00:40:02 EDT
> Subject: [mosaic] reading opposite guided reading/#20 Steph Harvey
>
> 20) It's not recommended to use centers opposite of guided
> reading. The ones not with the teacher should be reading and
> writing instead
>
> Absolutely! If you have a classroom library that is plentiful, variety,
all
> genre's; and you have modeled and taught kids how to select books; if you
> instill the love of reading with the kids...they will do this. And...they
will do
> it from the beginning of the year.
>
> If you tell them to just read and that's it...no it won't happen. I teach
> first grade and my kids are reading from the beginning. By the end of the
year
> if I stop reading workshop short of 1 hour, my kids are mad. They want
to
> read! And they love to read.
>
> Don't be nervous about doing this. They will do it because you will teach
> them how to do it. If the purpose of a center is to get kids to read,
then what
> better way to get them to love reading, and to understand what they are
> reading, by reading. Do they have work to do along with that reading..yes
but it is
> strategy work and meaningful. Work that helps them dig deeper into the
> meaning of the book. If you are unsure what to do...check out Debbie
Miller's
> Reading With Meaning.
>
> Sandi
> 1st
++++++++++
>
> From: Soswes@aol.com
> Date: Mon, 2 Aug 2004 00:45:23 EDT
> Subject: [mosaic] Steph Harvey #7
>
> 7) Launch each strategy independently but move quickly into
> relating them; always cycle back to previously taught strategies.
> Don't spend months on one strategy; length of time will vary with
> students and their previous exposure to strategy instruction
>
> I do spend 6-8 weeks on each strategy, however, the point that I feel is
most
> important is that you have to cycle back continuously and constantly
showing
> kids how they work together. I'm in first grade, so I'm their first real
> exposure for any length of time, but each strategy builds on the other,
so
it's
> important to keep talking and reviewing what was learned previously.
>
> I don't feel that each strategy is independent of the other...that is,
I
use
> my schema to visualize. I have to use my schema to infer meaning. My
> questions come from my schema. I have to infer sometimes to answer
questions. And
> so on...
>
> Sandi
> 1st
++++++++++
> From: "Shelly Kennedy" <pristine@aclass.com>
> Subject: [mosaic] KEENE & ZIMMERMAN AT PURDUE LAST WEEK (LONG)
> Date: Sat, 10 Jul 2004 20:01:42 -0500
>
> My apologies to those of you who have e-mailed privately that have been
> waiting on my notes from the conference at Purdue. I must say that I
> couldn't be prouder (being a Purdue Boilermaker 2x over) that K & Z
were
> at Purdue! :-) They shared how rare it is for them to be together at a
> conference. The conference was a summer literacy workshop titled
> Comprehension as the Key. Purdue is big in a Literacy Collaborative with
> schools around the state. Last years focus was writing with Ralph
> Fletcher as one of the Keynotes. I am just moving to teach in one of
> those schools affiliated with the collaborative so there is much that I
> am still learning.
> The conference was set up with four strands with four sub-strands within
> some of the strands..intricate to say the least. These notes are from
> the Intermediate strand. Other strands included Primary, Literacy
> Coordinators, and Reading Recovery teachers.
>
> Day 2 Keynote (to whole group)- Susan Zimmerman
> *Susan is a gifted speaker with great stories and a light-hearted
> approach. Her opening was adorable - 'I am a recovering lawyer and a
> born-again reader!" Born-again because of the strategies -
> and I know that is exactly how I felt after reading Mosaic - a
> born-again teacher! :-)
> >From her talk - *3 things observed in great classrooms -
> 1.) People surprise us everyday. People can do enormous things - set
> expectations high for kids and they will amaze us!
> 2.) Teachers who allow children to fail, i.e. practice reading over and
> over
> 3.) Create an environment where reading is fun
> *We shared our reading history with the crowd.
> *Overheads on Lexical, Syntax, Semantics, Schematic, and Pragmatic
> Language with great explanations and stories and examples.
>
> Small group (intermediate teachers )
> *Susan had us read a short essay - "The Custodian" - she read
it aloud
> and then we read it and responded in written form. Then we discussed
> with our table. It was just like walking through a piece as K & Z
> describe at the beginning of each chapter of _Mosaic_. As we shared our
> thoughts - she checked off each of the strategies as we mentioned one
> (indirectly). As we discussed the piece, it blew me away how not only my
> comprehension and understanding grew, but also everyone in the room.
> *Teach the kids that they need to be aware.
> *4-6 weeks on a strategy
> *Rereading is important (Fluency was a huge emphasis at the entire
> conference.) I know that I will provide much more opportunity for
> rereading in my classroom. Obviously, the more comfortable with a piece
> of text that you are, the more focus that can be given to comprehension.
> *Susan modeled "Think Aloud" with _My Life in Dog Years_ by Gary
> Paulsen. _ Teach kids how and that they CAN do the strategies.
> *A huge emphasis on how mental images also includes an emotional
> response (This piece has evolved since the book was written.)
> * DON"T PACKAGE THE STRATEGIES. Yes we focus on one at a time, but
when
> a student brings in another (either directly or indirectly) acknowledge
> it and bring it back to the current focus.
> *Reading Responses - 1.) Quickwrites - just a quick thought about what
> you read, 2.) Double Entry Diaries - left hand column - zero in on a
> senence or paragraph and ask, "what struck you?" Then write about
it in
> the second column. I had not done this before and found it a very
> powerful tool. A quote from Zimmerman - "You become a better write
> because you have the music of the author in your ear." You could also
> zero in on a character and write about them. 3.) So What - 3 colums -
> Quote, Connection, So What?
>
> Ellin Keene (Keynote to whole group) - day 3
> Dynamic, and very funny speaker!
> *When kids think of themselves as scholars, they drastically change.
> *Shared her work with the true poverty schools - this has been written
> up before and is on the tools page - puts in in perspective for those of
> us in middle/upperclass schools
> *Read "Celebrations of the Human Voice" - and she asked us, "How
is it
> that we come to understand this piece?" - we worked through it - again
-
> another moving experience.
> *What does it mean to understand? (See tools page) This is such an AHA
> for us - we assume so much as teachers that our kids know what the heck
> we are talking about.
> *Brilliant insights come from giving kids TIME to reflect.
> *Ellin shared about a student that didn't share because "I didn't
say it
> because after I thought it, I thought it was dumb." Enourage kids
to
> "Fight the voices in our mind" that tell us something is dumb.
> *"Struggle for insight and savor the struggle"
> *Deepest levels of understanding are done on purpose"
> *Keep kids in two levels - 1 for work work/fluency and 1 for "Being
> worthy of being remembered"
> BUT be clear about why and when peope are in their levels and that
> shouldn't squelch wishes and desires
> - Ellin as wonderful stories about kids intertwined through the
> presentation that you just have to try to hear someday!
>
> Small intermediate group -
> Ellin shared a model for long-term strategy instruction - with the
> gradual release of responsibility model (pearson) - over 9 week period.
> I'll try to scan my notes and attach a picture.???
> *Difference between Thinking Aloud/ Modeling / Demonstration
> Think Aloud - spontaneous, almost unplanned
> Modeling - talking about the life of a reader and writer, how we as
> readers like to live and think, teach/show how I like to curl up with a
> book in front of the fire
> Demonstration - show the processes, rituals and procedures of my
> classroom
>
> At the end of the unit, students should be modeling/demonstation, "Here
> is how you can use synthesis like me.."
>
> Remember the rubrics at the back of the Mosaic book.
>
>
> STUDENT LESSON - SYNTHESIZING (Remember that almost 2 weeks of lessons
> are kind of crammed into this session for the workshop purposes!)
>
> A group of local students that Ellin had never met came in for the
> lesson. She literally spoke to them in the hall for 5 - 7 minutes
> before teaching.
> Pulled them close - Read _A Day's Work_ by Eve Bunting. Ellin does an
> amazing job of talking about how Eve Bunting wanted us to learn more -
> be changed - be different - be better people because of reading her
> books.
>
> Discussed Metacognition -thoroughly - broke down the word
> Discussed Synthesis - and how she didn't know the word until graduate
> school
> (Note to teachers - Synthesis research has evolved since the writing of
> _Mosaic_
> Synthesis - to change your mind- what happens while we read - flexible
> in thinking - to evolve meaning -
> To change that notion that often sticks at the first page.
>
> At this point - I was sucked into the lesson and took no notes, but the
> thing that I noticed about synthesis was that it evolved throughout the
> story. Ellin didn't just have a synthesis after the book ended. She
> changed it after each or every few pages. To me it's kind of an
> inference and a prediction and almost a new truth for yourself. (Does
> that seem possible/right/accurate??????????)
>
> She invited the kids to share their synthesis and they were somewhat
> reluctant. Some of the kids' comments also reminded me of the many
> discussions we have had about connections vs. coincidences -
> summary/retelling vs. synthesis. I know why we have all struggled with
> synthesis so much. One of the little girls - you could see it in her
> face - was on track but overwhelmed by the audience I think. Anyway we
> were short on time, but Ellin was masterful at the "Wait time"
piece and
> re-asking "I know you don't know Tommy, but if you did know what what
> you say." Ellin pointed out that we so often accept, "I don't
know"
> from kids. I am going to work hard at not accepting that this year.
>
> Ok....I have been at it too long tonight. It's 12:30 a.m. Ask me
> anymore questions that you have and I'll be happy to try to answer! :0
> I remember the first time I saw Ginger teach a lesson - it cemented my
> understanding in this model and now having seen Ellin teach two lessons
> (one in Feb. and now this) I see the power in it all. I could NEVER go
> back to worksheets - NEVER!
>
> Shelly
++++++++++
> From: "Lisa Voelkel" <lvoelkel@houston.rr.com>
> Subject: [mosaic] Teacher Discount at Barnes and Noble-?
> Date: Mon, 2 Aug 2004 04:40:10 -0500
> I have been told that when I order professional books that is considered
a
> textbook and they won't honor the
> discount.
> lisa
+++++++++
> From: SuzTeacher@aol.com
> Date: Mon, 2 Aug 2004 07:12:48 EDT
> Subject: Re: [mosaic] "How I Spent My Summer Vacation" Lesson
>
> I use a book called Island...something. (sorry can't remember the title).
It
> is a Block Island, Rhode Island memoir that I have used for years to talk
> about connections and my vacations. It was written by a Block Island
native and
> it is an amazing connection. Expanding on this idea, you could find a book
> about anything that you did this summer, and share/model for your
students the
> connections that this makes for you.
> Suzanne/3/NY
++++++++++
>
> From: SuzTeacher@aol.com
> Date: Mon, 2 Aug 2004 07:16:24 EDT
> Subject: Re: [mosaic] Cowboy theme
>
> Have you read White Dynamite and Curly Kid? It is a book by Bill Martin,
> Jr., and John Archenbalt(sp?) I really enjoy this book - with a twist!
+++++++++
> Date: Mon, 02 Aug 2004 06:32:24 -0600
> From: Lori Jackson <ljackson@gwtc.net>
> Subject: Re: [mosaic] Teacher Discount at Barnes and Noble-?
>
> My local cannot give me a break on Heinemann--they just don't pass on any
soavings
> to booksellers and only sometimes get iscounts on Stenhouse. But I don't
get
> charged at all for shipping and they are so good to me on other purchases,
I just
> grin and bear it.
>
> Lori
++++++++++
> Date: Mon, 2 Aug 2004 04:54:13 -0700 (PDT)
> From: Julie <sisjulie1@yahoo.com>
> Subject: Re: [mosaic] notes from Steph Harvey workshop
> It sounds like you are doing centers at a different
> time than reader's workshop. I don't see that this is
> a problem. I think centers as busy work while you
> read with a few kids is what they were talking about.
> What are you doing while you children have centers?
>
> Julie
+++++++++++
> Date: Mon, 2 Aug 2004 06:05:59 -0700 (PDT)
> From: Lisa Szyska <lszyska@yahoo.com>
> Subject: [mosaic] Steph Harvey workshop # 19-fiction stickies
> 19) In fiction, the goal is "to get lost in the book"
> . You should
> use stickies only when comprehension breaks down or to
> record
> burning questions or thoughts at the end of the book
> or chapters.
> Nonfiction uses stickies, highlighting, notes in the
> margins, etc.
> much more.
> ******************************************************
>
> OK...I get this, and I totally agree. However, I
> wonder how to get kids to practice the strategies as
> they read fiction? Should I be instructing them to
> reflect back rather than putting stickies AS they
> read? For some of my students, being encouraged to
> practice the strategies & using stickies has been the
> way that some of them learn to "get lost in the
> story." Did SH & AG recommend/model other ways to do
> this with fiction? How does everyone else do it?
>
> Also, in the post re: Keene/Zimmerman ws,
> double/triple column responses were suggested...how to
> get that if not notating/marking connections AS they
> read? Do they revisit for these purposes?
>
> I know all of you can shed some light here for me.
> Thanks!
> Lisa/3rd/IL
++++++++++
> From: "Cathy" <cgage@gwi.net>
> Subject: Re: [mosaic] Teacher Discount at Barnes and Noble-? -
bookcloseouts
> Date: Sun, 1 Aug 2004 09:07:13 -0700
> In this vein, does anyone have the latest coupon code and password for
> bookcloseouts.com? My computer crashed and it was lost and of course, now
> I'm ready to order! Thanks. Cathy
+++++++++
> From: KerryD78@aol.com
> Date: Mon, 2 Aug 2004 09:11:09 EDT
> Subject: Re: [mosaic] Steph Harvey workshop # 19-fiction stickies
>
> Lisa,
>
> My feelings are that stickies, double entry journals, etc. are okay in
> moderation. Balance is the key! I don't want my students to be
recording their
> thinking EVERY TIME they read as it could stifle their motivation or make
> reading seem like a chore. Although I do want them to record their
thinking
> sometimes for assessment and discussion purposes. If kids don't record
their
> thoughts as they go, most will forget the strategies they utilized or the
great
> thoughts they had if they are not written down.
>
> Again, this is just my opinion!
>
> Kerry/CT
> L.A. Specialist, grades 5-6
+++++++++
> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: RE: [mosaic]browsing/monitoring ind. reading
> Date: Mon, 2 Aug 2004 06:47:06 -0700
> Hi, everyone! I'm back from a two week vacation back east to visit
> family and am slowly making my way through a zillion emails. Somebody
> may have already said this, but I think Ginger posted her class'
> independent reading rubric on the tools page last year. I developed one
> similar to hers and Lori's and really noticed an improvement in focus
> during independent reading time. Glad to be back. I officially start
> back next Monday and kiddos on Thursday! I'm excited, but have tons to
> do!!!
> Martha/4/5/az
+++++++++++
> From: Hope2teach@aol.com
> Date: Mon, 2 Aug 2004 10:31:39 EDT
> Subject: Re: [mosaic] notes from Steph Harvey workshop
>
> I am personally not a fan of centers. I just always found that no matter
how
> "wonderfully" my centers were, if I wasn't available to provide
instant
> feedback,then my students were not really getting much out of them.
Instead, i
> would have my students read or write. That said, I truly feel that
whatever
> works for you is what you should do. You just may be really good at
managing your
> centers. I wouldn't stress about it - the important thing is what is going
on
> at the guided reading table anyway. Just my 2 cents!! Tricia
+++++++++
> From: Hope2teach@aol.com
> Date: Mon, 2 Aug 2004 10:35:36 EDT
> Subject: Re: [mosaic] "How I Spent My Summer Vacation" Lesson
>
> Susan - that sounds great! I also create a chart with my students on what
> makes a good summary - we then turn it into a rubric. We also do the same
thing
> for retelling. Tricia
++++++++++
> From: Hope2teach@aol.com
> Date: Mon, 2 Aug 2004 10:47:11 EDT
> Subject: [mosaic] What site is the tools page??
>
> I know, I am behind - but new to this ring!!! Where can I find the tools
> page?? Thanks, Tricia (3 - rdg)
++++++++++
> Date: Mon, 02 Aug 2004 10:27:14 -0500
> Subject: Re: [mosaic] Teacher Discount at Barnes and Noble-?
> From: Datsauer <datsauer@chartermi.net>
> I don't know if this will help, but this spring my PTA gave us an extra
> amount of money that needed to be spent on this year's class. I went to
B&N
> and made a list of paperbacks that I considered worthwhile owning (read
> alouds I'd used and Newberrys, etc.) I gave my students the list, and each
> of them chose the title they wanted to add to their personal library.
Armed
> with the list, I went to the bookstore and collected the books. The clerk
> told me that because I'm a teacher and was buying for my class, they'd
give
> me a 20% discount. With the extra I bought a professional book on teaching
> reading and writing through social studies and science. They let me use
a
> purchase order from my school. Debbie in Duluth
++++++++++
>
> From: MissWalsh1@aol.com
> Date: Mon, 2 Aug 2004 11:31:30 EDT
> Subject: Re: [mosaic] Teacher Discount at Barnes and Noble-?
>
> Last year I went on a resource book shopping spree, where I bought a stack
of
> teacher resource materials over a few months at both Barnes and Noble and
> Borders. I had trouble buying one of the titles with the 20% discount (my
memory
> fails me now on which one) but the rest were fine. I wonder if classes
> register their textbooks, and maybe those books come up when we try to
buy
them?
>
> Leah :)
+++++++++++
> From: "Martha Hitzel" <mehitzel@cox.net>
> Subject: RE: [mosaic] Ind. rdg. rubric/just right books
> Date: Mon, 2 Aug 2004 08:27:11 -0700
>
> Hi, Heather and all! I had a very nice time back east, but it always
> feels good to be home! Only a week and a half until I'm back with kids
> and I'm terribly excited, but also panicked about all I need to get
> done.
>
> I did the "Just Right Book" rubric with my kids very early in
the year
> last year as part of my metacognition instruction. Last year, my
> metacognition instruction mostly focused on this rubric and encouraging
> my kids to self-monitor for whether or not a book was a "just right"
> book for them. As I've reread things, reflected, and read the posts on
> the mosaic lists, I've come to a deeper understanding of metacognition
> myself, and will expand and deepen my instruction this year. I will,
> however, still develop this rubric with my kids, probably sometime
> during the first full week of school.
>
> I did the second rubric with my kids probably about 3/4 of the way
> through the school year last year. Ginger had shared about doing one
> with her class and addressing behavior and focus during independent
> reading was something I needed to do with my class in a constructive
> way. I'm thinking I will probably wait a little to do this rubric with
> the kids, maybe three to four weeks into the year, so that we've had
> some experience with independent reading time and the kids have observed
> for themselves what makes for a focused time and what doesn't? I'm
> thinking it's kind of a balance between setting up expectations and
> letting the kids come to their own realization of what makes for a
> productive independent reading time.
>
> Well, only about 150 more emails to get through and then I'm off to
> school. I'm soooooo EXCITED!
>
> Martha/4/5/az
+++++++++++
> From: MissWalsh1@aol.com
> Date: Mon, 2 Aug 2004 12:05:12 EDT
> Subject: Re: [mosaic] centers/ keeping kids on task
> I am responding to two topics, centers and keeping kids on task.
>
> As for centers, I am not big on them myself. During guided reading, I
have
> two groups in my class (with the reading teacher in charge of one of
them).
> However, this year I have the reading teacher in my room for only three
days,
> and on the other two I will have to run both groups. I am thinking that
I
will
> do some kind of writing activity based on the book one day, and probably
some
> kind of pre-reading or vocabulary activity on the other while they wait
for
> me. I guess, depending on the activity, it may look like a center, but
I
think
> of it more as an independent literacy activity. But, this is my feeling-
Do
> what you feel comfortable with. If you are confident in it, and your kids
are
> clear on the expectations, then it should be fine. I have found that if
I
am
> doing something that I don't feel comfortable with, then the kids have
trouble
> with it, too.
>
> As for kids staying on task during silent reading, I have my silent
reading
> separate from guided reading time. I am a four block teacher, and my
> self-selected block is right after lunch. When the kids come back into
class, they
> immediately pick out their books and put them on their desks. Then they
come to
> the carpet to listen to story. This is where I model the comprehension
> strategies the most. Then, they return to their seats to read, while I
pull some
> students for conferences. At first, my second graders had trouble with
this. I
> started doing tallies, where I would give each table a tally if I saw
someone
> not reading. We came up with a list of things that would earn tallies,
like
> not reading, talking, pretending to read, walking around, trying to pick
out a
> new book during reading time, asking to get a drink, etc. We tried to be
as
> specific as possible, and I was really strict on it at first. Then, after
a
> while, they got the hang of it, and my focus was less on the rest of the
class
> and more on the conferences. We decided that if a table got the least
number
> of tallies, then the next day their table got to sit around the room the
next
> day for self-selected. If they got more than five tallies as a table,
then the
> table needed to read during their next recess to make it up. I really
only
> had this happen a few times. I purposely conferenced with a few of the
more
> distractible kids more than others to keep them on target, but it worked
pretty
> well. We started with 10 minutes, and by the end of the year we were up
to
> 30-40. And no, my room was not silent, but quiet. They are second
graders, and
> I do not see a problem with them quietly talking about a book. However,
book
> conversations were the only ones I would allow.
>
> I hope this helps, but you just need to do what you are comfortable with!
>
> Leah 2nd
+++++++++++
> From: "Carol Carlson" <carlsonca@dist102.k12.il.us>
> Subject: Re: [mosaic] notes from Steph Harvey workshop
> Date: Mon, 02 Aug 2004 11:46:59 -0500
> I've been reading these posts with interest. for those of you who do use
a
> reading workshop format during guided reading, do you have another time
for
> independent reading? If not, how do you get in conferencing? Do you not
meet
> with a guiding group for the whole time or every day?
> I just find the student conferences to be so important, that I'd like to
> know where they fit in with this set up.
> Carol
+++++++++
> From: "Ellen Kay Closs" <clossell@msu.edu>
> Subject: Re: [mosaic] notes from Steph Harvey workshop
> Date: Mon, 02 Aug 2004 12:56:39 -0400
>
> This will be my first year teaching (2nd grade). The following is part
of
> my plan. I'd love ANY and ALL input. Thanks!!!
>
> Morning-
> -Morning meeting including shared reading
> -Centers where everyone starts with reading workshop, and then continues
on
> to other centers (after tons of training of course:). During this time,
I
> will pull students for guided reading.
> -Write Aloud/shared writing
> -Writer's Workshop with guided writing and independent writing
>
> After lunch-
> -Read Aloud (teaching skills there as well)
> -Independent reading (I will pull a few students a day to work with their
> reading one on one)
>
> Ellen:)
> Proud owner of:
> www.geocities.com/misscloss (class website) UPDATED 7/30
> www.geocities.com/learningcenters2003 (primary learning centers)
> www.geocities.com/michstudies (teaching about Michigan)
+++++++++++++
> Date: Mon, 2 Aug 2004 11:11:39 -0700 (PDT)
> From: Julie <sisjulie1@yahoo.com>
> Subject: Re: [mosaic] notes from Steph Harvey workshop
> I have a separate time for independent reading.
> Independent reading is: read aloud, independent
> read/I conference/share.
>
> My second reading time is where I really focus on
> teaching strategies. I check the independent
> application of strategies during conference.
>
> Julie
+++++++++++
> Date: Mon, 2 Aug 2004 11:16:22 -0700 (PDT)
> From: Julie <sisjulie1@yahoo.com>
> Subject: Re: [mosaic] What site is the tools page??
> http://www.u46teachers.org/mosaic/tools/tools.htm
>
> Here is the tools page. Have fun, it is awesome!
>
> Julie
+++++++++++
> From: "Jeannie Hughes" <jhughes4@cogeco.ca>
> Subject: Re: [mosaic]visualizing - Silverwing
> Date: Mon, 2 Aug 2004 16:39:08 -0400
> Here is Kenneth Oppel's website. If you click on Books, then select
> Silverwing, then select Study Guide you will find it! There is also a
guide
> for Sunwing.
>
> They also have Guided reading questions and a page disussing the author.
> There is also a link allowing kids to write to the author!
>
> http://www.kennethoppel.ca/k_mainframe.htm
>
> Jeannie
> 5/Ontario
+++++++++++
> From: "Kathy Garzon" <kgarzon@earthlink.net>
> Subject: Re: [mosaic] re: {mosaic} Still Learning to Read
> Date: Mon, 2 Aug 2004 17:21:35 -0400
> found a review of "Still Learning to Read at this website
> http://www.lib.msu.edu/corby/reviews/posted/sibberson.htm
+++++++++++
> From: "Kathy Garzon" <kgarzon@earthlink.net>
> Subject: Re: [mosaic] notes from Steph Harvey workshop
> Date: Mon, 2 Aug 2004 17:30:47 -0400
> I am returning to the classroom after five years as a reading resource
> teacher. Although I would love to have reading workshop without centers
for
> the time being the centers I plan on setting up involve reading,
responding
> to reading by writing, or doing wordwork activities. Hopefully by next
year
> I will feel comfortable enough to let go of my centers.
> Kathy G
> 1st/Florida
++++++++++
> Date: Mon, 2 Aug 2004 16:22:32 -0700 (PDT)
> From: lisa biersack <lbee0128@yahoo.com>
> Subject: Re: [mosaic] Looking for a file.....
>
> I'm not sure who said that you can retrieve a file on the tools page that
has a story for teacher training and teachers can answer questions without
really reading. I tried to look for the file, but couldn't find it. Does
anyone know the name of the file? Thanks in advance.
>
> Lisa
> 4th/ny
+++++++++++++
> From: "Ed Asselin" <sharoned@charter.net>
> Subject: [mosaic] getting started
> Date: Mon, 2 Aug 2004 19:01:50 -0500
> Earlier this summer, a teacher posted a broad list of minilessons that
she
> had in mind for teaching the strategies. I deleted it accidentally and
> cannot find it in the archives. It started with launching readers'
workshop
> and teaching fix-up strategies and then moved on to teaching schema. Can
> you help?
> Sharon/2nd/WI
+++++++++
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