----- Original Message ----- 
From: lindafa...@comcast.net 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 
<mosaic@literacyworkshop.org> 
Sent: Saturday, March 13, 2010 7:32:41 PM GMT -06:00 US/Canada Central 
Subject: Re: [MOSAIC] scope and sequence in reading/writing workshop 



I recently saw, I think it was in this month's Reading Teacher, that Lucy is 
coming out with reading units of study for grades 3-5 that will be available 
this spring.  I'm assuming that they may be similar to the writing units.  I am 
going to the Saturday Reunion at Columbia next Saturday, and I'm sure they will 
have lots of information on them to get people interested.  I will try to 
remember to send you some information on that. 



Linda 
----- Original Message ----- 
From: hutch1...@juno.com 
To: mosaic@literacyworkshop.org 
Sent: Saturday, March 13, 2010 8:52:22 AM GMT -06:00 US/Canada Central 
Subject: [MOSAIC] scope and sequence in reading/writing workshop 

I'm a reading specialist at a 3-5 school.  We're slowly attempting to implement 
a reading and writing workshop, but wondered does anyone have a scope and 
sequence for grades 3-5.  The teachers want some guidelines to make sure that 
they're not leaving out instruction.  How do you include all the genres if 
students are truly choosing their independent reading? 
Also, are all mini-lessons really mini?  I find that when I introduce a new 
strategy I tend to model, guided practice and then they independently practice 
in their independent reading, but that takes me a class period (45 min) or most 
of one.   
Also when I look at a Lucy Calkins model for planning the time spent, they 
miraculously have 2 hours for ELA, we have 2 (45 min) periods.  I word it that 
way because there are times when they're not adjacent.  The administration 
views it as 45 min - reading, 45 min ELA (writing, grammar & spelling).  Though 
there is a possibility of finding that 1/2 hour, it's not going to happen as it 
currently is.  I feel I'm fairly familiar with all of the components, just find 
it tough to do the balancing act, especially in the shorter time-frame.  Also, 
some teachers are reluctant, so it needs to run well!  If you catch my drift. 
  
Thanks ever so much for any help!  I appreciate everyone's feedback and have 
found useful ideas in many e-mails from you, my colleagues!  Thank you for 
that! 
Norma 
PS  I was at a reading institute at Columbia last summer and it was said that a 
new, updated version of The Art of Teaching Reading would be out by now.  I had 
hoped that this would answer many of my questions, but............nothing yet.  
Anyone from Columbia and know? 



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who make our souls blossom.  ~Marcel Proust 
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My principal attended a conference last weekend and picked up a sample of the 
new Units of Reading that will be out in May.  The first book is about 
establishing a reading life, with lessons on choosing books, fluency, etc.  The 
next 2 units are using character to study books, with focus on envisioning, 
predicting, etc.  The following two books are on non-fiction, then there is a 
book of alternate units.  Looks very good.  Very expensive....$225 or something 
close without mentor texts...$259 with mentor texts. 



I work with 3-5 at my school, and they try hard to do true mini-lessons, though 
there are some days and some lessons that are longer.  The key is to cut down 
what you are teaching to ONE thing, and don't try to read a mentor text during 
the lesson...you need to read the book at another time and then be able to 
refer back to it during the lesson.  That's what we try to do anyway. 



I haven't heard anything about another version of Art of Teaching Reading, and 
I've been to Teacher's College recently.  Maybe they were referring to the 
units in reading mentioned above? 







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