[MOSAIC] Putting Textbooks to the test
I'm taking a course and the following links are part of our lessons for this week. (I don't have to worry about this, we don't use them!) http://www.project2061.org/publications/articles/articles/enc.htm http://www.project2061.org/publications/textbook/articles/approach.htm I know they talk about science and math, but shouldn't similar criterea apply to other subjects, as well? I don't know if this one will work, or not. It is a document the professor posted. If it doesn't work, let me know OFF LIST and I will forward it to you as a word document attachment. http://tinyurl.com/37xylg Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Finding fabulous fares is fun. Let Yahoo! FareChase search your favorite travel sites to find flight and hotel bargains. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] time to check in/Lori
Lori, LOL! You always contribute something that stretches my thinking! How do you do that? [EMAIL PROTECTED] wrote: I wonder, too, what the implications are for changing the face of staff meetings. What if, every now and again, we started with a short, provactive piece of text or a mathematical challenge to remind us all how good it feels to get our juices flowing? Lori On Mon, 29 Jan 2007 08:36 , Joy sent: >Laura, > Reading your post reminds me of a conversation I had with my cousin (one of > my inspriations for becoming a teacher - she also started her education late, and proved to me that it was possible). She had taught for a few years before becoming an administrator. About the time I was beginning student teaching she quit her job as principal to start teaching middle school. She felt much like you, and has found following her heart and returning to the classroom very rewarding. > > > Joy/NC/4 > [EMAIL PROTECTED] > How children learn is as important as what they learn: process and content go > hand in hand. http:// www.responsiveclassroom.org > > > > > > > > > > > >- >Never miss an email again! >Yahoo! Toolbar alerts you the instant new Mail arrives. Check it out. >___ >Mosaic mailing list >Mosaic@literacyworkshop.org >To unsubscribe or modify your membership please go to >http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > >Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Food fight? Enjoy some healthy debate in the Yahoo! Answers Food & Drink Q&A. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Recall: time to check in
Horvath, Kathy would like to recall the message, "[MOSAIC] time to check in". 29/1/2007 Disclaimer: This email message is intended only for mosaic@literacyworkshop.org and contains information that may be confidential and/or copyright. If you are not the intended recipient please notify the sender by reply email and immediately delete this email. Use, disclosure or reproduction of this email by anyone other than the intended recipient(s) is strictly prohibited. No representation is made that this email or any attachments are free of viruses. Virus scanning is recommended and is the responsibility of the recipient. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] time to check in
I think that the irony is sometimes they work against this, hopefully unintentionally. Our "area office" was in today and gave a fourth grade teacher at my school the comment that they liked what they saw, but wished that she had "taught deeper". She replied that the program the city bought for us does not allow the teachers to teach deeper, so we do our best. She did leave out the fact that she only does the bare minimum of the program on normal days so she can do the deeper teaching, and kept fidelity to the manual today since they were coming in to observe. Lisa If they wanted us to do quality teaching, why buy and mandate a program that skims the surface? -- Lisa Glos K/Baltimore, MD [EMAIL PROTECTED] -- Original message -- From: "Horvath, Kathy" <[EMAIL PROTECTED]> > Wow!!! > > -Original Message- > From: [EMAIL PROTECTED] > [mailto:[EMAIL PROTECTED] On Behalf Of Carrie Cahill > Sent: Monday, January 29, 2007 2:44 PM > To: mosaic@literacyworkshop.org > Subject: [MOSAIC] time to check in > > I, too, am inspired when Ginger posts her thoughts and experiences with > her students. I wish everyone posted more of these types of messages! > I will say, in response to Laura's interaction with her Supt., that > Superintendents are faced with the stark reality of test scores and > reporting to the public. I believe (at least in my case/ my district) > that Supt.'s would LOVE to not have that burden to deal with - but laws > and bureaucracy make it so! Unfortunately communities are judging > schools based on numbers --- test scores. I work in a district where > one of our schools in judged in just this way through the media, school > report card, and in all of our interactions with ISBE. It's unfair. > This school is incredible and none of that is noted. It's like paddling > upstream! Parents do come to our schools on a regular basis and they > SEE the great things our teachers are doing with their children - it's > the community at-large (state) that doesn't know or care about those > things. There really has to be a balance between the time we devote to > testing -and how we report to the community - and the time we spend > nurturing professional development and the great work we do for kids. > Laura - I DO believe administrators can do both! It might mean that we > end up spending more late nights in our offices - but we can still be > in classrooms to see that spark in the students' eyes when they've made > a connection or just read a great book - and we can have meaningful > conversations with teachers about how to make those events happen on a > regular basis and not just "happy coincidences" as Ellin Keene puts it!! > The thing is we might not get all of our paperwork done that day. > Hopefully we're all lucky enough to have bosses who understand that > balance. I just think it's totally unrealistic to say that > Superintendents should not be overly concerned with test scoresthey > are a reality and they're here to stay! I hope you don't get out of > administration because of it - it's the exact place we need to be if we > are ever going to make systemic change. > > > > Carrie > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > 29/1/2007 > Disclaimer: This email message is intended only for > mosaic@literacyworkshop.org > and contains information that may be confidential and/or copyright. > If you are not the intended recipient please notify the sender by reply > email and immediately delete this email. Use, disclosure or reproduction > of this email by anyone other than the intended recipient(s) is strictly > prohibited. No representation is made that this email or any attachments > are free of viruses. Virus scanning is recommended and is the responsibility > of the recipient. > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] time to check in
Wow!!! -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Carrie Cahill Sent: Monday, January 29, 2007 2:44 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] time to check in I, too, am inspired when Ginger posts her thoughts and experiences with her students. I wish everyone posted more of these types of messages! I will say, in response to Laura's interaction with her Supt., that Superintendents are faced with the stark reality of test scores and reporting to the public. I believe (at least in my case/ my district) that Supt.'s would LOVE to not have that burden to deal with - but laws and bureaucracy make it so! Unfortunately communities are judging schools based on numbers --- test scores. I work in a district where one of our schools in judged in just this way through the media, school report card, and in all of our interactions with ISBE. It's unfair. This school is incredible and none of that is noted. It's like paddling upstream! Parents do come to our schools on a regular basis and they SEE the great things our teachers are doing with their children - it's the community at-large (state) that doesn't know or care about those things. There really has to be a balance between the time we devote to testing -and how we report to the community - and the time we spend nurturing professional development and the great work we do for kids. Laura - I DO believe administrators can do both! It might mean that we end up spending more late nights in our offices - but we can still be in classrooms to see that spark in the students' eyes when they've made a connection or just read a great book - and we can have meaningful conversations with teachers about how to make those events happen on a regular basis and not just "happy coincidences" as Ellin Keene puts it!! The thing is we might not get all of our paperwork done that day. Hopefully we're all lucky enough to have bosses who understand that balance. I just think it's totally unrealistic to say that Superintendents should not be overly concerned with test scoresthey are a reality and they're here to stay! I hope you don't get out of administration because of it - it's the exact place we need to be if we are ever going to make systemic change. Carrie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. 29/1/2007 Disclaimer: This email message is intended only for mosaic@literacyworkshop.org and contains information that may be confidential and/or copyright. If you are not the intended recipient please notify the sender by reply email and immediately delete this email. Use, disclosure or reproduction of this email by anyone other than the intended recipient(s) is strictly prohibited. No representation is made that this email or any attachments are free of viruses. Virus scanning is recommended and is the responsibility of the recipient. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] time to check in
I, too, am inspired when Ginger posts her thoughts and experiences with her students. I wish everyone posted more of these types of messages! I will say, in response to Laura's interaction with her Supt., that Superintendents are faced with the stark reality of test scores and reporting to the public. I believe (at least in my case/ my district) that Supt.'s would LOVE to not have that burden to deal with - but laws and bureaucracy make it so! Unfortunately communities are judging schools based on numbers --- test scores. I work in a district where one of our schools in judged in just this way through the media, school report card, and in all of our interactions with ISBE. It's unfair. This school is incredible and none of that is noted. It's like paddling upstream! Parents do come to our schools on a regular basis and they SEE the great things our teachers are doing with their children - it's the community at-large (state) that doesn't know or care about those things. There really has to be a balance between the time we devote to testing -and how we report to the community - and the time we spend nurturing professional development and the great work we do for kids. Laura - I DO believe administrators can do both! It might mean that we end up spending more late nights in our offices - but we can still be in classrooms to see that spark in the students' eyes when they've made a connection or just read a great book - and we can have meaningful conversations with teachers about how to make those events happen on a regular basis and not just "happy coincidences" as Ellin Keene puts it!! The thing is we might not get all of our paperwork done that day. Hopefully we're all lucky enough to have bosses who understand that balance. I just think it's totally unrealistic to say that Superintendents should not be overly concerned with test scoresthey are a reality and they're here to stay! I hope you don't get out of administration because of it - it's the exact place we need to be if we are ever going to make systemic change. Carrie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] The Phone Call
Okay, it was first published in an anthology in 1988 so it predates 9/11. History has impacted our schema. I found another poem by Levine. It is from the same collection. After Dinner She's eaten dinner talking back to the television, she's had coffee and brandy, done the dishes and drifted into and out of sleep over a book she found beside the couch. It's time for bed, but she goes instead to the front door, unlocks it, and steps onto the porch. Behind her she can hear only the silence of the house. The lights throw her shadow down the stairs and onto the lawn, and she walks carefully to meet it. Now she's standing in the huge, whispering arena of night, hearing her own breath tearing out of her like the cries of an animal. She could keep going into whatever the darkness brings, she could find a presence there her shaking hands could hold instead of each other. On Mon, 29 Jan 2007 12:03 , Pam Owens <[EMAIL PROTECTED]> sent: >I was wondering: >Is she in an airplane and it is about to crash? She's trying to >contact her brother or someone before it does? I was thinking about >9-11 also--but thinking from the perspective of someone in one of the >planes because of using the operator--maybe a 911 operator? >Or maybe she is feeling desperate and trying to reach out to >someone--anyone? >I thought her brother lives in Chicago and she is visualizing what he >sees from his Chicago office building.and he is her only link or >relative. She is seeing the same thing since she is in a plane? >Everyone is asking such good questions. >Pam > >___ >Mosaic mailing list >Mosaic@literacyworkshop.org >To unsubscribe or modify your membership please go to >http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > >Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] The Phone Call
These possiblities are giving me goosebumps and have me wondering when the poem was written. I searched a bit but did not come up with anything. Lori On Mon, 29 Jan 2007 12:03 , Pam Owens <[EMAIL PROTECTED]> sent: >I was wondering: >Is she in an airplane and it is about to crash? She's trying to >contact her brother or someone before it does? I was thinking about >9-11 also--but thinking from the perspective of someone in one of the >planes because of using the operator--maybe a 911 operator? >Or maybe she is feeling desperate and trying to reach out to >someone--anyone? >I thought her brother lives in Chicago and she is visualizing what he >sees from his Chicago office building.and he is her only link or >relative. She is seeing the same thing since she is in a plane? >Everyone is asking such good questions. >Pam > >___ >Mosaic mailing list >Mosaic@literacyworkshop.org >To unsubscribe or modify your membership please go to >http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > >Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] time to check in/Laura
I wonder, too, what the implications are for changing the face of staff meetings. What if, every now and again, we started with a short, provactive piece of text or a mathematical challenge to remind us all how good it feels to get our juices flowing? Lori On Mon, 29 Jan 2007 08:36 , Joy <[EMAIL PROTECTED]> sent: >Laura, > Reading your post reminds me of a conversation I had with my cousin (one of > my inspriations for becoming a teacher - she also started her education late, and proved to me that it was possible). She had taught for a few years before becoming an administrator. About the time I was beginning student teaching she quit her job as principal to start teaching middle school. She felt much like you, and has found following her heart and returning to the classroom very rewarding. > > >Joy/NC/4 > [EMAIL PROTECTED] > How children learn is as important as what they learn: process and content > go hand in hand. http:// www.responsiveclassroom.org > > > > > > > > > > > >- >Never miss an email again! >Yahoo! Toolbar alerts you the instant new Mail arrives. Check it out. >___ >Mosaic mailing list >Mosaic@literacyworkshop.org >To unsubscribe or modify your membership please go to >http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > >Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] The Phone Call
I was wondering: Is she in an airplane and it is about to crash? She's trying to contact her brother or someone before it does? I was thinking about 9-11 also--but thinking from the perspective of someone in one of the planes because of using the operator--maybe a 911 operator? Or maybe she is feeling desperate and trying to reach out to someone--anyone? I thought her brother lives in Chicago and she is visualizing what he sees from his Chicago office building.and he is her only link or relative. She is seeing the same thing since she is in a plane? Everyone is asking such good questions. Pam ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] time to check in/Laura
Laura, Reading your post reminds me of a conversation I had with my cousin (one of my inspriations for becoming a teacher - she also started her education late, and proved to me that it was possible). She had taught for a few years before becoming an administrator. About the time I was beginning student teaching she quit her job as principal to start teaching middle school. She felt much like you, and has found following her heart and returning to the classroom very rewarding. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Never miss an email again! Yahoo! Toolbar alerts you the instant new Mail arrives. Check it out. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] time to check in
Ginger,
I get so inspired by your insight. I am truly rethinking my position
as an administrator. My superintendent came for his quarterly meeting
and, of course, the ONLY topic was our testing scores. When I hear, and
see, the power that we have as teachers to make each and every
experience one that is enlightening for students, I wonder why are more
teachers not tuned in to what we have here on this site? We are so test
driven that we are missing the journey along the way with these young
people who look to us for guidance and security. It is so much more
than how one child (or school) scored on one test on one particular day.
Some one please help me better understand how I can convey this to my
superintendent and continue modeling good reading and writing
strategies.
Today, I would love nothing more that to take 30 second grade students
and ready Fly Away Home and have a deep conversation about the
meaningwhich is more than I had with my boss about testing. I wold
love to work with 6th graders reading a poem and asking for their
reaction and seeing the fire in their eyes as they make a connection. I
yearn for the chance to ask students to ask questions and make
predictions based on their knowledge. I guess I really do need to
rethink why I am here and where should I go next Funny how
comprehension strategies turn into life guiding strategies. Hadn't
thought about them that way before.another reason to keep
encouraging them.
Laura
>>> "ginger/rob" <[EMAIL PROTECTED]> 1/28/2007 4:05 PM >>>
I've been missing the classroom strategy talk. I know I could sure use
a
boost right about now. How about we each think of something we could
share
from our strategy instruction. It doesn't have to be a big deal. Just
check
in by telling us what you've been doing with your students.
I'll go first.
As I wrote not long ago, I'm working on inferring in fiction. We've
moved
to connected text after inferring through two wordless books (Good Dog
Carl,
and The Red Book). I chose Fly Away Home by Eve Bunting as our anchor
piece. The talk has been pretty good. Lots of misconceptions though.
Like:
"Why can't they just get on a plane and go somewhere else to a new
house?"
Other kids brought reality to the situation by saying how houses cost a
really lot of money. "Maybe they are just waiting there for a new house
to
be built to live in." Again, some shared that it takes money to buy a
new
house and, we clarified using the evidence in the text, that they
obviously
don't have much money. We also did a lot of talking about how
fortunate we are in our community because we all do have homes.
(Suburb of
Chicago)
They became very interested in learning what the little boy does while
his
father is off at work. I tend to stop at those crucial thinking points
and
really take the time to think about it (visualize, wonder, predict)
before
reading on. It hooks them deeper to the issues in the book. Later as
we
read on, they inferred the two boys helping the travelers by carrying
the
luggage and calling cabs is pretty "grown up" for their ages. Seeing
how
the boys in the story are even younger than my second graders. One
student
predicted that the little boy is probably saving his money to help the
dad.
That will be confirmed when we read on this week.
The part in the story about the trapped bird and how it got out and was
free
was a great place to infer. Not many reached deep enough but a few did
and
once they shared their thinking ("The boy knows the bird was not
supposed to
live in the airport just like he is not supposed to live there." "When
the
bird got out to go a bird home, the boy knew he could one day get out
to go
to a real house again." "It gave the boy hope for himself.") we did
another
turn and talk. I love when that happens. The most amazing thinking can
come
out of one little mouth that is PERFECT for doing another turn and talk
to
go deeper. I might say, "Oh wow! Did you hear what Emily just said?
She
said: 'It gave the boy hope for himself.' Turn and talk about what you
think Emily means!" I feel like cheering when I hear that deep
inferring.
I brought in both fiction picture books and easier nonfiction books on
homelessness and shelters. My kids can choose these during independent
reading first thing in the morning. They are very fascinated by the
books.
I like to link to a social issue with my text choices if I can. I find
that
when I can bring out empathy and compassion for others then our own
learning
community grows tighter.
I'm really trying to help my kids recognize (with their little
metacognitive
voice inside/that "signal" that goes off when there is thinking) the
places
in their books where they should stop and infer what the author really
means. Rather than just reading on. I do a lot of modeling of this when
I am
reading to them.
I have a group of my higher readers reading in picture books where they
are
char
Re: [MOSAIC] AN INVITATION
Where is she? How old is she? Why does she want to call Baltimore? When was the last time she saw her brother? > > >> The Phone Call >> Philip Levine >> >> She calls Chicago, but no one >> is home. The operator asks >> for another number but still >> no one answers. Together >> they try twenty-one numbers, >> and at each no one is ever home. >> "Can I call Baltimore?" she asks. >> She can, but she knows no one >> in Baltimore, no one in >> St Louis, Boston, Washington. >> She imagines herself standing >> before the glass wall high >> over Lake Shore Drive, the cars >> below fanning into the city. >> East she can see all the way >> to Gary and the great gray clouds >> of exhaustion rolling over >> the lake where her vision ends. >> This is where her brother lives. >> At such height there's nothing, >> no birds, no growing, no noise. >> She leans her sweating forehead >> against the cold glass, shudders, >> and puts down the receiver. >> >> > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/ > mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > "In the end we will remember, not the words of our enemies, but the silence of our friends. " ~ Martin Luther King, Jr. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] AN INVITATION
Is she in trouble, or just troubled? Why is she calling these specific cities? Who is she trying to reach? Why is it so important she get in touch with someone? Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - The fish are biting. Get more visitors on your site using Yahoo! Search Marketing. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] AN INVITATION
And if she is running, is it literal or metaphorical? She could be running from addiction or illness or circumstance, I suppose. Lori On Sun, 28 Jan 2007 20:28 , Cynthia Reyes <[EMAIL PROTECTED]> sent: >My questions: > >She seems desperate, is she dying? >Going to commit suicide? Wants to say good-bye to someone, anyone? >If she is imagining, is it a hallucination? Is she on drugs? (LSD) >She is sweating? Was she running from someone? > >Cynthia > > >On 1/28/07, Felicia Barra [EMAIL PROTECTED]> wrote: >> >> Okay, now that someone has mentioned gray clouds of exhaustion, is her >> relationship with her brother strained and maybe even though she's tried >> to >> make amends, he's not responding. >> >> - Original Message - >> From: [EMAIL PROTECTED]> >> To: "Mosaic: A Reading Comprehension Strategies Listserv" >> mosaic@literacyworkshop.org> >> Sent: Sunday, January 28, 2007 10:14 PM >> Subject: Re: [MOSAIC] AN INVITATION >> >> >> >I am an adopted child and I didn't think of adoption. But that would >> sort >> >of make sense, trying the same name in any number >> > of cities, you could be calling a person without really knowing anyone >> in >> > that city. I got a real sense of distance between the >> > voice in the poem and her brother, like maybe he held himself above her >> > somehow. >> > >> > Lori >> > >> > On Sun, 28 Jan 2007 21:30 , Nancy Hagerty [EMAIL PROTECTED]> sent: >> > >> >>Why is she imagining standing high above Lake Michigan? >> >>Is her brother at the bottom of Lake Michigan? Or is he up in heaven? >> >>(gray clouds of exhaustion) >> >>Is her brother with her? Are they working together? Is he the one >> >>totally depressed? >> >>Is she trying to get a hold of his (her brother's) significant other? >> >>Someone who would have seen or talked to him more recently than she had? >> >>Could she have been adopted and now searching for whom she believes her >> >>family might be? >> >> >> >> >> The Phone Call >> Philip Levine >> >> She calls Chicago, but no one >> is home. The operator asks >> for another number but still >> no one answers. Together >> they try twenty-one numbers, >> and at each no one is ever home. >> "Can I call Baltimore?" she asks. >> She can, but she knows no one >> in Baltimore, no one in >> St Louis, Boston, Washington. >> She imagines herself standing >> before the glass wall high >> over Lake Shore Drive, the cars >> below fanning into the city. >> East she can see all the way >> to Gary and the great gray clouds >> of exhaustion rolling over >> the lake where her vision ends. >> This is where her brother lives. >> At such height there's nothing, >> no birds, no growing, no noise. >> She leans her sweating forehead >> against the cold glass, shudders, >> and puts down the receiver. >> >> >> >>> >> >>> >> >>> >> >>> >> >> >> >>___ >> >>Mosaic mailing list >> >>Mosaic@literacyworkshop.org >> >>To unsubscribe or modify your membership please go to >> >>http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> >> >>Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> >> >> > >> > >> > >> > >> > ___ >> > Mosaic mailing list >> > Mosaic@literacyworkshop.org >> > To unsubscribe or modify your membership please go to >> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> > >> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> > >> >> >> ___ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> >> >___ >Mosaic mailing list >Mosaic@literacyworkshop.org >To unsubscribe or modify your membership please go to >http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > >Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Reading Center
Sue, We have grouped in a variety of ways year to year. The middle school schedule is what really drives our groupings. We have to see the kids when they are "off core" and those times are limited because of teacher contract-who is teaching when (we are to teach 6 classes, core teachers teach 5 classes and one AIS class =6) This in combination of when the 6th grade teachers teach reading/ela (which is when we push in) makes for a complicated dance of trying to see all the identified kids. Not to mention that when we get a transfer student who needs services, we can only "fit" them where we don't have a large group, so grouping by needs doesn't always work. Elementary schedules are more flexible. Our 6th grade teachers have a specific period for teaching of reading whereas the 7th and 8th grade teachers don't-their extra period is that AIS period. It's not really about how we group the kids-it's about our space issue. We have three teachers sharing a room with about 20 kids divided between us. Too much, too much, too much in too little space! That is why we are looking for ideas to expand our literacy center. Amy --- [EMAIL PROTECTED] wrote: > Amy, > WOW..you have your hands full. I'm an elementary > teacher so i only have my > elementary perspective (although I did sub at the > middle school for a while). I > ahve found that 6th grade teachers are usually more > elementary minded and > like the collboration of the push in model. 7th & > 8th grade teachers usually > are more secondary minded and very concerned with > content. They are very happy > to have reading & special ed teachers remediate. > Have you ever thought of > trying to group by need and not by grade?? > > Sue > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go > to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at > http://snipurl.com/MosaicArchive. > > Sucker-punch spam with award-winning protection. Try the free Yahoo! Mail Beta. http://advision.webevents.yahoo.com/mailbeta/features_spam.html ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] AN INVITATION
The questions are burning into my brain. Which brings me to this point, with questions and the deep curiosity to know, the answers must be forthcoming. The flip side of questioning is finding the answers. It's a very strong and powerful strategy. The reader develops an intense desire to find the answers. It drives the reading. What fun! >Ginger and I have been having a conversation offline about this >poem, which I used recently with teachers to demonstrate >how easily questioning takes you into the text. We thought we would >invite you to join us by first reading the poem and >asking four different questions. Before taking your thinking >deeper, share your questions with the group. Hopefully a few >others will respond with their questions and we can see where it >takes our thinking. I will begin with mine. > >Where is she calling from? >Why is she so desperate to call someone? >Is she in a phone booth or a glassed in room? >Is it temperature or temperment that makes her lean on the glass, sweaty? > > >>The Phone Call >>Philip Levine >> >>She calls Chicago, but no one >>is home. The operator asks >>for another number but still >>no one answers. Together >>they try twenty-one numbers, >>and at each no one is ever home. >>"Can I call Baltimore?" she asks. >>She can, but she knows no one >>in Baltimore, no one in >>St Louis, Boston, Washington. >>She imagines herself standing >>before the glass wall high >>over Lake Shore Drive, the cars >>below fanning into the city. >>East she can see all the way >>to Gary and the great gray clouds >>of exhaustion rolling over >>the lake where her vision ends. >>This is where her brother lives. >>At such height there's nothing, >>no birds, no growing, no noise. >>She leans her sweating forehead >>against the cold glass, shudders, >>and puts down the receiver. >> >> > > > > >___ >Mosaic mailing list >Mosaic@literacyworkshop.org >To unsubscribe or modify your membership please go to >http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > >Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] AN INVITATION
Here are my questions. Is she contemplating suicide and has come to this place so far from her reality to carry out her mission? Is she trying to call someone - anyone who can talk her out of her plan? Is the operator sort of a lifeline for her? Is she sweating because she is scared to follow through with her plan? June ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
