Laura, This is the first moment I have had to even look at this resource by Arthur Hyde. It is exactly what our first grade team was trying to do last year as we developed a math workshop format to integrate with the very scripted Chicago Math. My approach was to begin each minilesson with a comprehension strategy and feed the skill of the lesson through it. VERY DIFFICULT on a day to day basis while trying to update the workbook so that reinforcement skills tasks also reflected the minilesson. We came up with a generic template that was divided into four boxes (sort of like 4 square for reading) Box1: Write key words and key numbers assoicated with your problem /box2: Draw a picture of your problem and include the answer in your picture Box 3) Write about your thinking (hoping to access the comprehension strategy here in words) Box 4 Write a new number story showing the same idea as your original problem. then we created a supplement packet of problems for each major strand of Everyday math (well that was the plan.... we got to three of them) Not well received in district by math supervisor but on in our school the template was hot. I found our day to day minilessons needed much more strengthening ... perhaps this book will provide that missing piece. anyway, i am very excited to get this book! Tell me your thoughts about it. originally I was too pooped to even consider another listserv. Not really sure if I actually can keep up with all of it but for what it is worth: I am Pam Cucco I teach first grade in Short Hills, New Jersey We follow Chicago Math (not the newest edition) We are on a pacing schedule to keep us on track (very fast since philosophy is:mastery is not needed... more of a page turner pace We are supposed to differentiate but the district has had to change two math supervisors and has just hired a new one to help us integrate chicago math with differentiated lesson plans... newest plan is to order differentiation manual provided by chicago math. Our first grade team is the only one in the building that has tried to codify and record our differentiation.... most others are a bit overwhelemed. By the by,,,, are any of you just a bit daunted by the amount of planning? We are teaching as we revise literacy to include (formally) Mosaic strategies,,,, writing to include the philosophy and codification of Columbia both for minilessons and for conferencing, switching from a FOSS study in science to a more integrated inquiry method with the kits, and rewriting the entire social studies to match NJ standards. OH yes,,,, and figuring out what to do with math..... My persoanl journey is trying to use Middlebrook's textmapping and integrate it with Wiggins backward plan for curriculum design and hopefully upgrade my technology skills which are pitifully poor. All of this tends to make me halt as I did in formal observation with a supervisor last week who is only watching one moment in time..... slippery slope from professional developer to out the door....... Looking for encouragement and support from this group as much as content info. Also I could not use the http provided on your site _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
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