Re: [MOSAIC] point of view
It comes from one of Cris Tovani's books. I think it is I Read It But I don't Get It. Basically she talks about looking at a house from two perspectives. One being that of the robber who is canvassing the house as a possible robbery target. All the details that a robber would be interested in including the habits of the dwellers etc. The second perspective is that of the real estate agent who is trying to sell the house. Same house but totally different details involved. It is a great lesson and I have done it a number of times. 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.
Re: [MOSAIC] most significant barriers
I am inclined to agree with Lori. Too many people want to hang on to the old. I must also say that age or years of teaching have very little to do with hanging on to the old. I have been teaching as long if not longer (33 years) than most anyone in my building yet I am constantly looking for new research and technology to facilitate the learning of my students. 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.
Re: [MOSAIC] inferring update
I can't wait to try this. What books do you recommend? Pat K to be nobody but yourself -- in a world which is doing its best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting. e.e. cummings On Jan 31, 2007, at 5:38 PM, ginger/rob wrote: I am so excited! Last week I gave picture books (3 kids with the same book/3 different books going) to my 9 top readers with the charge to pay attention when reading to WHERE in the text they hear the signal to stop 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.
Re: [MOSAIC] inferring update
What great stuff! Thanks for sharing! ;-) [EMAIL PROTECTED] 2/1/2007 6:01 AM Ginger, What great lessons. I also teach second grade and am working on inferring. Could you share what text you used for your groups and possibly point out some of the places the students needed to infer? Thank you. [EMAIL PROTECTED] 01/31/07 8:38 PM I am so excited! Last week I gave picture books (3 kids with the same book/3 different books going) to my 9 top readers with the charge to pay attention when reading to WHERE in the text they hear the signal to stop and THINK and infer what the author is meaning. I have never done this before so I wasn't sure if they could do it. I had them each read their book alone and notice these places (they could put a sticky note at that place if they found any). Then I put them together in their group of three to reread together and this time they were to put and I at the top of a sticky note, write their group inference, and stick it next to the text clues that led to the inference. Even though they each have their own books, I told them to just use one book to hold their inferences. I was very nervous that they would not be able to recognize those places where our minds lead us to deeper inferential thinking. But today proved to me that they CAN do it. I did three different rounds of fish bowls. I wanted to hear how they were doing before they got too into the work. The first group of three sat inside a larger circle of 6. I had each member hold the book with the inferences and first read to us the part in the text that led to the inference. (As an aside: when I train my kids to do book clubs I always have them say: When I read ___-actual words from the text-_ I wondered. or When I read ___ my thinking was.. or When I read ___ it made me remember when I .. I do this so that they remain grounded in the text, always knowing what they read that led to that thinking.) Next that student read the groups inference. AND I HELD MY BREATH!!! After each of those three took a turn sharing a group inference, the next book group sat inside the circle and repeated the process. 9 out of 9 inferences were right on target! Each place they had put a sticky note was truly a place that naturally led to an inference OH MY GOSH!!! They were DOING IT!!! For me, I think this is huge because while I feel good about my ability to teach what an inference is and my interactive think alouds whole group produce good inferential thinking in my students, I just wasn't convinced that they were able to know WHEN to infer when reading independently. I believe this work we are doing now is the just right next step for them. It reminds me of when I learned to do think alouds. I hated it at first. It felt awkward. I never knew when to stop and think outloud. Now I can think aloud through anything you give me. So maybe as we do this more they will feel more aware of that metacognitive voice inside and HEAR it and give themselves the luxury of stopping to THINK. Isn't that our goal? What amazing work this is!! Powerful! Ginger moderator grade 2 ___ 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] AN INVITATION
Hi, do we know where these wonderful stories come from? Hope you can help. Claudia -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Waingort Jimenez, Elisa Sent: Wednesday, January 31, 2007 3:06 PM To: [EMAIL PROTECTED]; Mosaic: A Reading Comprehension Strategies Listserv Subject: Re: [MOSAIC] AN INVITATION Hey, Lori, I loved this poem. It tugged at my heart strings for some reason. Here are my questions: 1-21 numbers? Who is she trying to call? 2-Why does she mention her brother once and not again? 3-Why does she shudder? Elisa Waingort Calgary, Canada 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
HI can someone out there in cyberspace tell me where to get the stories/poems referred to here. My writing class loved The Phone Call and want more...I'll keep the ball rolling with them that spurred so much emotion and feeling as well as a great character study... Please help if you can. Many thanks.. Claudia -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Laura Hack Sent: Wednesday, January 31, 2007 7:40 PM To: Mosaic: A Reading Comprehension Strategies Listserv Subject: Re: [MOSAIC] AN INVITATION I see a writing lesson developing as a continuation of our discussion. How about.And slowly she turned away so that the head nurse, the one with all of the keys that jingled, could lead her back to her white room that they considered safe. I love it! Thanks for the idea. What a trip this could be! Laura :) Joy [EMAIL PROTECTED] 1/31/2007 5:08 PM Laura, LOL! I empathize with you! I kept thinking there will be a line at the end that explains it all, something along the lines of . . . And all because she forgot about the birthday party. 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 - It's here! Your new message! Get new email alerts with the free Yahoo! Toolbar. ___ 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] AN INVITATION
A member said they were written by Philip Levine. I did a google search and found the poem. It is from a book called A Walk with Tom Jefferson. The background information on the audio of the poem told by Garrison Keillor gives a little insight into the poet also. Marsha ___ 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
I know that my trip to Denver, which always includes a visit to the Tattered Cover, is going to have me searching for some volumes by Levine. I loved these poems and all I have seen by him!! Lori On Thu, 1 Feb 2007 15:49:47 EST , [EMAIL PROTECTED] sent: A member said they were written by Philip Levine. I did a google search and found the poem. It is from a book called A Walk with Tom Jefferson. The background information on the audio of the poem told by Garrison Keillor gives a little insight into the poet also. Marsha ___ 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] most significant barriers
Rosie, ASk your literacy coach how they can call it the reading lock when no one is reading 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.
[MOSAIC] Kindergarten Questioning
One of my mentees has a very difficult kindergarten class, one that would test the best and she is one of the best. She has been struggling to involve her students in questioning and is about to go nuts. I told her I would put out a kindergarten 'all call' on for ideas on how to teach questioning. Lori ___ 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] inferring books/more/long
Ginger, I appreciate all your posts. I use your formula for inferring with my first graders. Last week we read The Little Red Hen by Byron Barton in our anthology. As I was reading it, I asked my children to pay attention to the chicks(children of the hen) in the pictures. Then I when I got to a page that the chicks were not with their mother(the little red hen was cutting down the wheat), I asked them to infer why. When they couldn't answer me, I asked them to look at what the little red hen was doing. The lightbulb went off in one little boy's head in my room and he enthusiastically raised his hand. When I called on him, he said, Because she's doing something dangerous and she doesn't want her chicks to get hurt. Well the next set of pages, she was doing something dangerous again and his hand went up as well as the next page. I was laughing on the inside because he really got it and wanted me to know. I hope this makes sense. Once again, thanks for all you do. Felicia - Original Message - From: ginger/rob [EMAIL PROTECTED] To: 1 mosaic list mosaic@literacyworkshop.org Sent: Thursday, February 01, 2007 7:12 PM Subject: [MOSAIC] inferring books/more/long I really don't think it matters what exact book you hand your students to do the inferring work as long as there is some meat to the books. I just honestly stand in the stacks at our public library and look at the spines of the picture books until I see three copies and then I pull one out and skim it. If it looks deeper then I read it and make my decision. The books I picked for this round are: Amazing Grace, The Raft, I Love Saturday (not the deepest book). I also selected Shrinking Violet, Smokey Night, and Some Frog (more like a short chapter book) to use if we do another round of this work. I will give the kids a short book talk on the other books and let them choose which group they want to be in. As far as the places where they should stop to infer.. I really think that all depends on the book, the child's schema, and the groups combined thinking. I don't have all the stopping places figured out ahead of time nor would I ever do that. I don't think that is necessary. For me, it is more about THEM realizing that there is deeper thinking to be done and that they should be on the lookout for those places as they are reading. Always listening for that inner voice that should be talking to them AS they are reading. Not just hearing that voice, but doing something about it when they hear it. While I obviously realize that there are levels of inferring that range from surface inferences that happen along the way, to overarching themes that they must keep track of as they are reading (requires stamina), for me, right now at least, if they can monitor themselves AS they are reading to catch those inferential places provided by the author, and they stop and think deeper (infer/ponder), then we are getting somewhere!!! Last night after my email came through the list and I reread it, I wondered am I making too big of a deal about this? I mean in the past, I taught inferring (after I FINALLY figured out how to teach it so they could get it) and then we'd do many text pieces together (inferring at those perfect places) and then I'd give them a common text piece to try it in small groups and then I'd move them to partners and then on to marking their own inferences during independent reading on self selected text. I'd check in with them of course at that point during reading conferences or I'd collect their sticky notes and see there inferences, but I don't really think I did justice in my instruction on how to pay attention to WHEN/WHERE they should infer. So while part of me thinks this little inferring study I'm trying (in this way) for the first time is a bit anal (does that surprise those of you who 'know' me???), it does feel much more explicit. Plus these are second graders (my prior experience has been with 3rd and 4th graders). I have to keep talking to myself about this. I hope what I am doing is scaffolding them?? The end result is hopefully going to be kids who will have an ear to hear those inferential parts in text and who will stop and THINK AS they are reading. I also know I am just doing this with 9 kids out of my 23. I can see these 9 kids taking the teaching role and sharing how they worked through their books in this way with the rest of the class. I'm going to try that next week. Writing all this out here is really helping me. I know I write long when I write but it's like processing out loud. I think more of you guys should try it. I know I learn a lot from listening in to your thinking. Ginger moderator grade 2 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to
Re: [MOSAIC] appreciating reading/book talks
Just a ghost from the past... but in reading all of your posts and trying to implement the best of the best in my own practice I can't help but think that responding to text has got to be more than a written response. ... especially in primary. Turn and talk is good but it takes quite a bit of structure and practice for kids to expand their thinking this way since often little ones only concentrate on what they want to say and even though they give nod to the speaker their thoughts are still mostly on their response. A better activity of turn and talk is in Debbie Miller's Ducks at Night activity for mental images. This activity keeps the kids focused on their partner's response because they are looking for something to add to their personal t-chart picture after the book talk is over. I think the structure has to be built in to the activity for kids to really get the subtle message: Your thinking expands, modifies or is confirmed when shared with others. In the same respect, written response is not an authentic response to reading unless writing to the author or having an online book chat. Rather play acting, painting, building, singing, this is the medium that I want to grow the strategies in. who has suggestions ___ 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.
