I've recently joined your listserv and am looking forward to participating.
I'm currently teaching second grade -- we're in our third week already.
This is my 19th year of teaching, and I keep wondering when I'm going to
get it right. =DC
Last year I facilitated a study group on Strategies That Work. This summer
I picked up Debbie Miller's book, Reading With Meaning, and highly
recommend it. Although she's a first grade teacher, I'm finding a lot of
value in it for use with my second-graders. Have any of you read the book?
Here's wishing everyone a great year!
Celeste Tolman
St. George, UT
++++++++++++++++++++++++++++++++++++++++++
From: "Phyllis Hostmeyer" <phost@madison.k12.il.us>
Subject: RE: [mosaic]
Date: Tue, 27 Aug 2002 08:31:20 -0500
I have used Debbie Miller's book extensively. It is one of the best out
there. She does an excellent job of showing how to set up a productive
classroom atmosphere, how to design and deliver think alouds, and how to
encourage students to take responsibility for her learning. I wonder if
her sales have surged - I have been telling every primary classroom
teacher that I work with to buy that book.=20
P. Hostmeyer
+++++++++++++++++++++++++++++++++++++
From: "Brian Booth" <bbooth@mrbooth.com>
Subject: RE: [mosaic] yahoo groups
Date: Tue, 27 Aug 2002 20:17:19 -0500
David et al,
Ginger and I are currently working on developing a page that will allow for
what you suggest. We expect it to be functional as soon as we can clear
time on our calendars for training.
While yahoo groups are very nice, they have limitations as well. Using our
web site and mail server allows us to customize to meet the needs of the
mosaic subscribers. It does, however, take a little longer.
bbbooth
++++++++++++++++++++++++++++++++++++++++++
Date: Wed, 28 Aug 2002 07:35:45 -0700
From: elouros <elouros@lausd.k12.ca.us>
Subject: RE: [mosaic] [PERIODIC mosaic DIGEST POSTING]
I read Reading with Meaning twice over the summer and have also been
recommending it to everyone I know. I found it much more readable and to the
point than Mosaics and Strategies that Work.I have been teaching eighteen
years and for the first time eight years I will be teaching first grade this
year . I feel like a new teacher- excited byt I little scared.
I plan to use some of her ideas for building community when school starts
next week. I then think I will start with making text to self connections.
What kind of writing/drawing about reading can I expect from first graders at
the beginning of the year ? In other grades I used spiral notebooks as
Literature Logs. Kids wrote and drew about their reading in the logs. I am not
sure this would be appropriate at the beginning of first grade.
Any ideas would be appreciated.
Elizabeth L. NBCT
Southern California
++++++++++++++++++++++++++++++++++++
Date: Wed, 28 Aug 2002 20:50:53 -0400
Subject: [mosaic] Journal writing for first graders
From: Mary Phillips <mpinga@ix.netcom.com>
I hope I understood your question.
You can expect them to be at different levels, depending on their
kindergarten and preschool experience. Some will understand how to write
sentence;, others, words; others, letters that represent words; others,
letter marks: others, scribbles.
It's a good thing to model these forms of writing for them so that they know
they they all write differently. Even in kindergarten, my students began
journal writing the first or second week. I recommend you buy (or have them
bring) spiral notebooks. You can cut them in half and have two journals.
You have to cut the spiral wires with a wire cutter. I know many first
grade teachers who do this.
I demonstrate how to draw a picture at the top of the page and then write
about it at the bottom. Rather than worrying about their putting the date
correctly every day, you can use a date stamp. That works really well.
Your school might have examples of writing stages for you to use to assess
their writing. As you read to them, do interactive writing with them, have
them make class books, etc. they will get the idea of left to right, top to
bottom (if they don't already have that concept.) I put out Word Books
(with pictures) at each table. They learn a lot of words that way. I used
the Building Blocks (four Blocks kindergarten program) so they learned many
high frequency words, such as "Like, am, see, look, has, etc. I refer to
the word wall frequently during writing, and they learn to use it. I do not
spell for them, but have them stretch the word and try to hear the letter
sounds. At first only a few can do that, but the others want to do it, so
they listen and gradually they begin also. It's a fascinating process.
If you want literature responses, you can give them the starting prompt. "I
like this book because:" They can draw a page from the book, the book cover
or anything they wish to represent the book. Then expect (as stated above)
a variety of responses. One child might write because: I H N P. Have the
child read it to you. It might be saying, "It has nice pictures!"
It is so
wonderful to watch them through the year progress through several writing
stages.
Have a great year.
+++++++++++++++++++++++++++++++++++++
Date: Fri, 30 Aug 2002 10:54:35 -0400
From: "Pam Reifsneider" <preifsneider@newtownfriends.org>
Subject: [mosaic] First Grade response to Reading
"What kind of writing/drawing about reading can
I expect from first graders at
the beginning of the year ? In other grades I
used spiral notebooks as
Literature Logs. Kids wrote and drew about their
reading in the logs. I am not
sure this would be appropriate at the beginning
of first grade."
I've taught first grade for the last 3 years. I
started first graders using literature logs in
January. We used a binder with half-lined paper
so I could add paper to as they needed more. The
top half of the paper is blank for a picture and
the bottom half lined for sentences. I also kept
a log sheet in the front, where they listed the
titles they read and commented on how they liked
it (great, good, ok, not good). In the very
beginning of the year you could introduce these
after a lot of modeling. They will be capable of
drawing a picture and writing a label or a
simple sentence or phrase. Encourage them to use
invented spelling and they will write more.
Pam Reifsneider
Developmental Studies
Newtown Friends School
++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Let's start talking!
Date: Sat, 31 Aug 2002 10:55:56 -0500
Well, I just finished my first week back. Having a full week to start the
year was really draining. We usually start midweek. I have 27 third
graders. We've designed our classroom environment (where our living room
will be, how our round student tables will be arranged), spent time getting
to know each other, unpacked and got to know our classroom library books,
started our read aloud (Petey), learned many new procedures, and did some
writing each day in our learning journals. We decided what bulletin boards
we want (theme) and each bulletin board committee chose their background
color. We haven't started academics yet as we still have to finish creating
the classroom. Coming in to a stripped, stacked up room is a new experience
for my students each year, but the time spent making decisions, doing the
physical moving of furniture, unpacking what we will be using, etc. is so
important to me. It becomes THEIR room and I get to know them as we do our
creating work together.
After teaching the graduate courses this past summer, I have been struggling
with how to improve my OWN teaching of the comprehension strategies. This
will be my 5th year at it, and each year I feel more comfortable and
confident in what I am doing. Last year I FINALLY "got to" 5 of the
strategies. I know, for me, I have had to let go of how MUCH I will get to
and instead just dive in and go deep and what we get to is what we get to.
I am someone who takes it VERY SLOW. If you've read my LONG emails in the
past where I shared the details of a strategy study, you can tell that. But
in my heart I truly believe that my students will forever carry with them
into their future as readers the understanding of the strategies we DID get
to. I had a lot of guilt along the way in the past years that I was not
getting to it all. But when I tried to rush and cram stuff in just for the
sake of "covering it" it felt careless and disjointed and weak. For
me, I
have to go slow and REALLY follow the gradual release of responsibility
model. And that means TONS and TONS of modeling.
Luckily the grades before me are now also teaching some of the strategies.
When I first started that was not the case. Each year I had to start from
scratch. I know some of you are in that position. It doesn't mean you
can't teach this way if that is the case, but you might not get as far each
year depending on how slowly you take it. This year already I've used the
word schema with my students. I had my kids bring pictures of their family
and pets plus a favorite book to share. We learned that Briana had several
rodents for pets. The next day someone else brought a favorite book about a
hamster. I asked who in the class would have schema for hamsters and
probably like reading that book? They all said Briana's name. I asked who
had heard the word schema before and could tell me what it meant. Almost
the entire class raised their hand and knew the word. So see, having
teachers before me who teach the strategies will help me immensely. I can do
some investigating to find out what they already know about each strategy as
I start it and then do some reteaching at first, but may not have to go as
deep as I would if I was introducing it for the first time. I do know that
connections are always hit hard at my school, as well as questioning.
So here are my thoughts on what I am going to TRY to do differently this
year. I am just thinking out loud now, so bear with me. I will spend a few
days refreshing their memories on the "tricky word strategies" (used
when
you come to a word you can't read). I'll model how I use each strategy (2-3
a day) in a mini lesson, then send them off to practice/catch themselves
using that strategy. I use poems to practice the tricky word strategies as
they are short and easy to read. We will post these word strategies on our
wall with an example of how to write a post it for each one. They will then
write post its during independent reading whenever they catch themselves
using a tricky word strategy. During independent reading I will pull small
groups to share their post its.
Next I will do my short metacognition study. Teaching them the word
metacognition was the greatest thing I ever did in the past. It is the
essence of all we do together the entire year. I feel how to be AWARE of
their thinking as they read must be explicitly taught. I've written about
this before and it is in the archives.
Now here is what I want to do differently. I am very interested in the
elderly. Last year the University of Illinois Extension office of Kane
County came to talk to our staff about units they provide to enhance our
curriculum. Their units are designed to meet the Illinois Learning
Standards. Looking through the booklet I found a unit called Walk In My
Shoes. This unit does a variety of things but what interested me was that
it helps dispel myths and stereotypes about older people. So here is my
plan. I went and checked out about 50 books from the public library that
are about grandparents in nursing homes, the elderly and the impact of aging
(Alzheimer's, memories, losses), caring for the elderly, etc. I found some
nonfiction books at an easier reading level too! I am going to use these
books to teach the strategy Determining Importance in fiction. (I didn't
teach DI in fiction last year, just in nonfiction so this will me my first
time!) I am also going to use these books to (re)teach story elements:
setting, characters, plot, problem/solution. We are going to require a
service project in third grade to be done outside of school. I volunteer at
the nursing home in our neighborhood and have made tentative plans to walk
my class there once a month to spend time with the clients who live there.
I hope to keep anchor charts about DI in fiction with the themes we come up
with. Now obviously the themes will probably be reoccurring but that might
be good???? I plan on doing this study mostly whole group since I don't see
it taking longer than 3-4 weeks. They will be able to reread the picture
books during independent reading either with a partner or on their own. I
will also be bringing in text connections because except for me two new
students, all of my students did extensive work with connections last year.
So this "topic" will be easily connected to if they have grandparents
(t-s),
the books will all be t-t, and the topic of what happens to our elderly in
the world will be t-w. During independent reading, I will be doing
individual conferences to learn about each child as a reader. I will listen
to them read, do a running record, talk with them about their thinking as
they read, etc. I will also be pulling my lowest readers for guided
reading.
After we complete this strategy study I will then be able to bring up
theme/DI in any fiction book I read. I will also be able to use the work we
did with story elements in the author schema study I will do further into
the year. (I already see how to improve what I've done in the past on author
schema. More on that when I get to it!)
What do you all think? I am SO CURIOUS as to how you all start off your
school years with your comprehension work. Some of you have been in school
for a while. Some are just getting started. The list has been so quiet. I
hope you will take a few minutes and talk with us about your thinking on how
you will proceed this year. Then check in regularly and share how it is
going. We can all learn from each other as the year goes on.
Hope to hear from you!
Ginger
grade 3
++++++++++++++++++++++++++++++++++++
From: JLabar1026@aol.com
Date: Sat, 31 Aug 2002 12:48:15 EDT
Subject: Re: [mosaic] Let's start talking!
> Ginger
You sound like a fabulous teacher!!!! I love your detailed, methodical, and
slow way of approaching teaching!!! I will print your remarks.
What are your five strategies that you model?
What are your word strategies??
What did you find specifically on metacognition and your students?? I am very
interested in adjusting rate to what your are Reading or why you are
reading-that is fluency-when to put it in fifth gear-when to slow it to
second on third?
BG
++++++++++++++++++++++++++++++++++++++++
From: Melanie Perkins <MPerkins@parkmead.wcsd.k12.ca.us>
Subject: [mosaic] Mosaic and Six Traits Writing
Date: Sat, 31 Aug 2002 11:45:30 -0700
I am merging the teaching of reading comprehension strategies and six traits
writing in my reader-writer workshop time. Is anyone else out there doing
something similar? I would love to find someone to bounce ideas off.
Melanie Perkins
++++++++++++++++++++++++++++++++++++++++++
Date: Sat, 31 Aug 2002 16:24:21 -0700
From: Judy Mazur <jvmazur@attbi.com>
Subject: Re: [mosaic] Let's start talking!
Well, Ginger, since you asked....
Our first week was a three day week. My third graders have had
increasing exposure to MOT since kindergarten.
So....the first day I modeled metacognition with a picture book (First
Day Jitters) and then with the first chapter of Muggie Maggie. I asked
for their MC in the second chapter of Muggie Maggie (I'd just stop
reading aloud and ask, "Joe, what are you thinking?" They responded,
"I'm thinking...). All but one student connected beautifully to the
text and we used the one who didn't to explain how we drift and MC helps
us return to thinking about our thinking. Then the kids read Chapter 3
independently and used stickies to note MC. Finally, we discussed our
findings/thinking and how thinking about our thinking helps us deepen
comprehension..
The second day I we reviewed Schema and text to self connections. I
modeled with Zolotow's The Seashore Book because I grew up at the beach.
Then I shared a friend's reaction to a haiku. Then I modeled with
Chapter 4 of Muggie Maggie, we shared t-s connections in Chapter 5, and
they worked independently on Ch. 6. We always end with
discussion....how t-s helps us better understand the text.
The third day, Friday, we started text to text. Instead of modeling, I
read 2 short related books (Hello, Ocean and Into the A, B, Sea) and
gave the kids stickies. We then made a Venn diagram and discussed how
t-t helps us better understand the text we are reading. I modeled t-t
with Chapter 7 of Muggie Maggie (Pierre, who doesn't care) and then we
shared t-t for the final Chapter. One child came up with Leo the Late
Bloomer and explained her connection--excellent.
Phew, I hope this makes sense--I feel like I'm leaving parts out.
I'm planning on combining a skill (compare/contrast) with a strategy
(schema/text to text connections) next week. We'll start by c/c grapes
and raisins, move on to comparing 2 characters in one book and 2 ideas
in one book, and then to different characters/settings/themes from
different texts. Of course, I'll be using the infamous Venn diagram to
chart the kids' responses so that we can discuss how t-t helps them
understand the text better.
I don't have plans yet, but the week after next I intend to do author
schema.
I hope this helps someone,
judy3ca
++++++++++++++++++++++++++++++++++++++++
From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] reply to BG
Date: Sat, 31 Aug 2002 23:28:46 -0500
BG- Last year I taught the four parts of schema (text connections, author
schema, schema for text type, building/revising schema when it is
weak/missing), sensory imagery (see, hear, smell, taste, touch, and
emotion), questioning, inferring, and determining importance (in
nonfiction). The tricky word strategies I teach are the usual word
strategies you read in most professional books to help with decoding. Off
the top of my head: skip and read to the end of the sentence and then go
back and try again, find chunks/rimes inside the word, look for endings I
know, get my mouth ready and say the first sound then slide my finger down
and keep going, what word would make sense in that sentence?, what word
looks right there?, look for small words inside the word, use the picture,
etc.
Ginger
grade 3
+++++++++++++++++++++++++++++++++++++
From: "Donna Baker" <baker@sprint.ca>
Subject: Re: [mosaic] Mosaic and Six Traits Writing
Date: Sun, 1 Sep 2002 04:47:43 -0400
Hi Melanie,
I too am doing both six traits and strategies. I would be interested to
hear how you are merging the two. I figure there will be a lot of overlap
with my read alouds and discussions, but other than that, I have not really
thought about a connection.
I start on Tuesday and I will be starting with "Making Connections"
and
"Ideas". In writing I will be modelling personal narratives and possibly
autobiography's. We are starting off the year with a writing task from our
curriculum so that I can get a baseline of their abilities.
Donna
++++++++++++++++++++++++++++++++++++
From: JLabar1026@aol.com
Date: Sun, 1 Sep 2002 10:01:32 EDT
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
In a message dated 9/1/02 4:12:20 AM Eastern Daylight Time,
mosaic-owner@u46teachers.org writes:
> I modeled metacognition
I deal with secondary- metacog can include : why does my mind wonder or
wander?
Do I need to read everything? What can I skip?
How fast can I read? When do I slow down?
Also- when should I take a break? Am I getting tired?
BG
+++++++++++++++++++++++++++++++++++++
Date: Sun, 01 Sep 2002 07:17:35 -0700
From: Judy Mazur <jvmazur@attbi.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
I'm no expert, but this sounds perfect to me. I think we have to keep
going to the next step--exactly what you're doing with secondary
students. This sounds amazing in context of my third grade class, but
how nice to know there's always more to look forward to-thanks, BG.
judy3ca
+++++++++++++++++++++++++++++++++++++
Date: Sun, 1 Sep 2002 09:11:17 -0700 (PDT)
From: Rachel Miller <millerr0809@yahoo.com>
Subject: [mosaic]
Hi everyone - I'm a fourth grade teacher and starting
school this Weds. I am planning on implementing a
reading and writing workshop. This is the first year
I'm setting aside specific days to work on reading
strategies and specific days to work on writing
strategies. Does anyone else do this -have a specific
reading & writing workshop? If so, how often do
you do it? How many consecutive days do you
recommend? I have a nice 2 hour chunk of time this
year to work on strategies using MOT and STW. Also,
with the pressure of the 4th grade test in Jan., I
want to be sure to cover certain strategies such as
det. importance, questioning and making connections.
Any recommendations for which to start with?
Thank you!
Rachel Miller
4th Grade
NY
++++++++++++++++++++++++++++++++++++++++
Date: Sun, 01 Sep 2002 13:17:56 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] Tricky Word Strategies
> he tricky word strategies I teach are the usual word
> strategies you read in most professional books to help with decoding. Off
> the top of my head: skip and read to the end of the sentence and then go
> back and try again, find chunks/rimes inside the word, look for endings
I
> know, get my mouth ready and say the first sound then slide my finger down
> and keep going, what word would make sense in that sentence?, what word
> looks right there?, look for small words inside the word, use the picture,
> etc.
Ginger and all,
I know that you have talked about this before but I forget - sorry -
are there any archive/data base lessons on teaching the tricky word
strategies? As a fifth grade teacher, I honestly can say that I don't do
enough of this. I have low readers that could benefit from this and the
high readers TOO for encountering new big vocab. If you haven't ever
expanded on one of your Tricky word lessons, would you? Or which of the
resources out there discusses this further? :) I have a copy of them all
in my files. Thanks, Shelly
+++++++++++++++++++++++++++++++++++++++
Date: Sun, 01 Sep 2002 14:41:26 -0500
From: Andy and Shelly Kennedy <pristine@aclass.com>
Subject: [mosaic] R & W Workshop
> Does anyone else do this -have a specific
> reading & writing workshop? If so, how often do
> you do it? How many consecutive days do you
> recommend?
]
Hi Rachel,
I am trying to implement both Reading & Writing Workshop blocks every
single day. I begin both time periods (which last anywhere from 30
minutes to an hour depending on the day's schedule) with a mini-lesson.
Right now my writing mini-lessons are very week as I am focusing so
intensely on setting up Reading Workshop. We are writing everyday but I
need to work on those mini-lessons. Anyway all that I am reading
suggests that you have both blocks every single day. I know that this is
hard to manage. There is NEVER enough time for everything. I am having
a difficult time myself. We have just finished our third week of school
and I have done a reading mini-lesson everyday. It's exciting to see the
students falling into a routine to gather around the chart paper in the
"living room" for the mini-lesson and then set off to read. My initial
mini-lessons have been from Fountas and Pinnel's Guiding Readers and
Writers in Grades 3 - 6. (Rachel - I think you said you were new - you
can see some previous discussion on this in the archives.) If you don't
have it, I think it's a must for people trying to set up a Reading and
Writing Workshop. The Mosaic lessons fit right in beautifully which
brings me to my question for all of you. I started playing with Schema
last year and taught the 3 types of connections. This year, I began by
establishing the F & P base - why readers choose books, setting up
reading logs, etc.and there are several more lessons to get going. Those
of you out there doing this too, is it too much to essentially have 2
mini-lessons - one for F & P and then one for Mosaic. (I think I already
know the answer, but I am too hard-headed to hear it right now maybe.)
And Ginger you were talking about the elements of fiction stuff - we are
focusing on Characterization in the book we are reading right now - The
Great Brain. So really if I teach Metacognition this week, keep focusing
on Characterization, and keep up on the F & P "First 20 days of IR"
I
will really be doing 3!!! UUUGGGHHH,....I know that isn't right - AND I
am a "LESS IS MORE" person. It seems like to give an in depth look
at
all of the elements of fiction and non-fiction which is huge in the
standards - you need to go at it all year. So really you could just be
teaching mini-lessons on Schema for text all year and never have time to
get to all the other strategies OR teach all the Others and not have
time for all of the elements. Am I NOT getting something???? My plan is
to look at one element in depth for each novel - The Great Brain -
Characterization, Island of the Blue Dolphins - Setting, Bridge to
Terabithia - Plot, etc. Amidst all this - I want to do book clubs and
have IR. UUUGGGGHHH again - I am thinking outloud but are any of you
feeling this way - I have spent all spring and the entire summer
thinking about this and how I want to set it up. I am happy with how
it's going so far but looking ahead I am afraid of where I am going.
HELP!!! :) HA
++++++++++++++++++++++++++++++++++++
From: "Sheila Felber" <sfelber@cox.net>
Subject: Re: [mosaic] Mosaic and Six Traits Writing
Date: Sun, 1 Sep 2002 16:39:33 -0700
Hi,
I am a Language Arts Specialist. I've used MO when I work with small groups
and whole class. This year I am working exclusively in the area of writing.
I use the 6 Traits a lot, as well as some other programs that teach more of
construction of how to put together one's thoughts. I'm very curious how
people are blending the two. I like that-it seems to make lots of sense.
Sheila
++++++++++++++++++++++++++++++++++++
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