[MOSAIC] MoT, 2nd edition -- Chapter 1
A preview of Chapter 1 of the soon-to-be-published second edition of Mosaic of Thought is available at the Heinemann site. http://books.heinemann.com/products/E01035.aspx I saw this on the site just now. I haven't read it yet--just thought I'd share. Eagerly anticipating the great discussions. :-) Diane ___ 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] Some help with questioning please
Hi Tanny, Thanks for the reference. I just ordered your book from Heinemann and based on the great recommendations here I can't wait to get my hands on it. Elisa Waingort Calgary, Canada Jan, I just finished my very first book, Comprehension Connections. The chapter about Questioning is available ONLINE at NO CHARGE. Just go to www.heinemann.com and click on "new titles". You'll see my book, the one with the "questioning rock" on the cover. Maybe some of the lesson ideas, songs, and art connections will help you as you develop your own ways to reach your students! Best wishes. Tanny -- Miles and Tanny McGregor 231 Eastwick Drive Cincinnati, OH 45246 [EMAIL PROTECTED] ___ 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] RWM/Debbie Miller
In response to Sandi, while it is true that we should avoid using the word "never" when referring to teachers as a group, we should also avoid speaking for the entire group of teachers on this list serv, as in "The teachers on this list serve certainly DO use schema in their sentencesas well as metacognition...inferring, questioning, visualizing, determining importance and synthesizing." Please realize that there are many pre-service teachers who read these posts and may hesitate to post a question or idea if they are singled out for their choice of words. I think the gist of Bella's post was that the use of this terminology with children is new to her. Your suggestion of making other teachers aware of this list serv is a constructive one. I guess now I am the one that appears defensive.. :) Maxine - Original Message - From: <[EMAIL PROTECTED]> To: Sent: Wednesday, May 02, 2007 12:00 PM Subject: Mosaic Digest, Vol 9, Issue 2 > Send Mosaic mailing list submissions to > mosaic@literacyworkshop.org > > To subscribe or unsubscribe via the World Wide Web, visit > http://literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org > > or, via email, send a message with subject or body 'help' to > [EMAIL PROTECTED] > > You can reach the person managing the list at > [EMAIL PROTECTED] > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Mosaic digest..." > > > Today's Topics: > > 1. Re: Mosaic Digest, Vol 9, Issue 1 ([EMAIL PROTECTED]) > 2. RWM/Debbie Miller (Sandra Stringham) > 3. Re: nonfiction titles (Michelle TeGrootenhuis) > 4. inferences ([EMAIL PROTECTED]) > 5. Re: summary rubric (Mary Lou) > 6. Re: inferences (Linda DeGreen) > 7. inferences (Sandra Stringham) > 8. Re: inferences (Dave Middlebrook) > 9. Re: OT: standards-based progress reports/report cards > (Patricia Kimathi) > 10. Re: Some help with questioning please (Waingort Jimenez, Elisa) > 11. Re: nonfiction titles (CARL ZIEMINSKI) > > > -- > > Message: 1 > Date: Tue, 1 May 2007 21:07:17 EDT > From: [EMAIL PROTECTED] > Subject: Re: [MOSAIC] Mosaic Digest, Vol 9, Issue 1 > To: mosaic@literacyworkshop.org > Message-ID: <[EMAIL PROTECTED]> > Content-Type: text/plain; charset="US-ASCII" > > Dear Krissy > I recently watched the debbie miller film in my master's class. I agree > Debbie Miller is a fantastic teacher. I feel her teaching stragedies are > very > good. I also like how she talks to her children. I am a substitute > teacher and I > never hear teachers use schema in a sentence. I also like how she uses > the > word infer when she teaches or asks a question to the children. On the > video > she has a notebook for each child and she is always writing something > down. > Unfortunately that is not possible with some teachers. The days are > chaotic. > and it is hard to write comments about each individual child. I also feel > that > her room is also well organized and she has a lot of space. Her students > do > enjoy her and the way she teaches. She does alot of read alouds and > shared > readings with the children. >>From Bella0808 > > > > ** See what's free at > http://www.aol.com. > > > -- > > Message: 2 > Date: Tue, 1 May 2007 18:41:11 -0700 (PDT) > From: Sandra Stringham <[EMAIL PROTECTED]> > Subject: [MOSAIC] RWM/Debbie Miller > To: mosaic@literacyworkshop.org > Message-ID: <[EMAIL PROTECTED]> > Content-Type: text/plain; charset=ascii > > Maybe I'm defensive...and that won't be the 1st time that's been said > about me, but I just had to respond to Bella...especially for the students > in their pre-service teaching: > > I am a substitute teacher and I > never hear teachers use schema in a sentence. I also like how she uses > the > word infer when she teaches or asks a question to the children. On the > video > she has a notebook for each child and she is always writing something > down. > Unfortunately that is not possible with some teachers. The days are > chaotic. > and it is hard to write comments about each individual child. I also feel > that > her room is also well organized and she has a lot of space. Her students > do > enjoy her and the way she teaches. She does alot of read alouds and > shared > readings with the children. > > The teachers on this list serve certainly DO use schema in their > sentencesas well as metacognition...inferring, questioning, > visualizing, determining importance and synthesizing. That's part of the > point of teaching the strategies explicitly: using the terminology. > Certainly not all of it...we want them to understand how it helps them be > better readers. And I want them to transfer that language to writing and > to math. > > I have a notebook for every child and when I meet with them in guided > reading, I'm taking a run
Re: [MOSAIC] nonfiction titles
I have recently found a neat set of "Twin Texts" that offer a nonfiction book and a corresponding a fiction story. My students who have used them at the 4th grade level have REALLY enjoyed them. I went to the company's website and see that they are available for rearly readers, too. You might like to check them out. http://www.sundancepub.com/c/@MTr.N0Lz69KfM/Pages/[EMAIL PROTECTED] Best, 'Becca Michelle TeGrootenhuis <[EMAIL PROTECTED]> wrote: I teach 2nd grade and absolutely love the "Let's Read and Find Out Series" of nonfiction readers. I find that the level 1 books are actually about just right for independent reading towards the end of the year, but have a lot of facts so we generally share them as a supplement to our science textbook. I also share many of the Level 2 books throughout the year, but they tend to be more 3rd grade. Two of my favorites this time of year as we study the earth and sky are "The Big Dipper" and "The Moon Seems to Change". You can see the books at amazon at http://www.amazon.com/s/ref=nb_ss_b/104-7010961-1143964?url=search-alias%3Ds tripbooks&field-keywords=let%27s+read+and+find+out+science+series I'm actually one of these books to do "text-mapping" which is a technique I'm trying for the first time after seeing the website in Dave Middlebrook's email tag on this listerv. Check it out at http://www.textmapping.org and pictures of the project in action at http://www.textmapping.org/images.html Hope this helps! -Michelle TG Date: Mon, 30 Apr 2007 From: Karri Bennett Subject: [MOSAIC] Non-fiction books Message-ID: Does anyone have any good non-fiction titles and/or a series for 2-3rd grade readers? ___ 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] Some help with questioning please
I have modelled asking questions by starting off with, I wonder...To date, only a few kids use this stem to ask a question about a book that we're reading but they are all genuine questions. I think the I wonder really helps them think about things they wonder. I think that when you have kids ask questions about what they don't understand in a story or a piece of writing, it muddles it up for them. I'm not sure why but that is just a hunch I have right now. We ask questions during writing workshop but I haven't suggested they start with I wonder. I will start suggesting that today to see if the questions are more genuine and helpful to the reader. So far, they haven't been. Thanks for making me wonder. Elisa Waingort Calgary, Canada I am a Literacy Coordinator from Melbourne Australia. I don't have my own class any longer but model and mentor for other teachers. Our Grades 3 & 4 are introducing the strategies for comprehension. We are struggling a bit with questioning from the point of view of getting them to realise that questioning is asking questions to gain understanding; therefore you would only be asking a question when you don't get it. They ask myriads of questions but they are questions for questions sake if you know what I mean. Have read all the books and refer to them constantly. Can some one give us some tips? Jan ___ 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] OT: standards-based progress reports/report cards
Kerry, If you get one based on California Standards I would love to see it. You can email me offlist. Does anyone have something that includes state standards and mosaic strategies? 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 Apr 30, 2007, at 3:10 PM, [EMAIL PROTECTED] wrote: > Does anyone else's school have these? Would anyone > be willing to email me a copy or send me a web link? I would love to > see > some examples. ___ 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] inferences
You might try other kinds of tools as well -- a mix of kitchen, household, shop, and lawn tools might be interesting (and could keep the game going for a long time). And if you think your kids might enjoy seeing adults play this game, you can always either tune into "Ask This Old House" on PBS, or see if you can find an old show at the library. They end each show with a "guess what this tool is" segment. They bring in an old or specialty tool, and each of the guys (carpenter, plumber, electrician, landscaper and gc) takes a guess at what it is. They usually suggest goofy ideas. The kids might like the off-the-wall approach -- and since the Ask This Old House guys' goofy answers are drawn on solid schema (these are all "tool guys") and smart inferences (either off-the-wall, or right on target -- but smart either way) you have an entertaining ready-made model of just how challenging and fun this game can be. Great suggestion Pam! Always good to read your posts. Dave Middlebrook The Textmapping Project A resource for teachers improving reading comprehension skills instruction. www.textmapping.org | Please share this site with your colleagues! USA: (609) 771-1781 [EMAIL PROTECTED] - Original Message - From: <[EMAIL PROTECTED]> To: Sent: Wednesday, May 02, 2007 1:05 AM Subject: [MOSAIC] inferences > > Here is a fun activity that I did with my kids that they really seemed to > enjoy... but if I know you probably "you've been there and done > that" > but here goes. > I keep trying to make the point that these strategies of comprehension > are > not just for reading text but are necessary life skills that help > everyone to > think deeply and carefully so. > I brought in five unfamiliar kitchen gadgets and asked them to sit at a > power table so that four kids looked at the same tool. EAch was given a > recording > sheet where they drew pictures (visual image), labeled their > observations,(determined importance) made connections to other tools that > they were reminded > of, and listed questions they had about the tool. Then they shared their > questions and observations and came up with a power table inference. It > was a > fun project because although only one group actually guessed what the > gadget > was really used formany used their recordings to think creatively and > critically. Although not correct many had wonderful alternate uses. > Then I asked each group to make an inference about their group work. > The overwhelming response was that their own thinking was enhanced by > sharing not only their individual inferences but that their questions > were the ones > that drove their thinking. They also eluded to work habits and body > language > that either made or broke their power table's initiative. > Not bad for first graders! > > > > ** See what's free at > http://www.aol.com. > ___ > 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] inferences
I keep trying to make the point that these strategies of comprehension are not just for reading text but are necessary life skills that help everyone to think deeply and carefully so. I brought in five unfamiliar kitchen gadgets and asked them to sit at a power table so that four kids looked at the same tool. I LOVE your ideaI'm "stealing" this one too Sandi 1st ___ 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] inferences
I love this idea! I'm thinking of tying it to s.s. standards and bring in "old time" gadgets too. Linda On Wednesday, May 2, 2007, at 12:05 AM, [EMAIL PROTECTED] wrote: > > Here is a fun activity that I did with my kids that they really > seemed to > enjoy... but if I know you probably "you've been there and done > that" > but here goes. > I keep trying to make the point that these strategies of > comprehension are > not just for reading text but are necessary life skills that help > everyone to > think deeply and carefully so. > I brought in five unfamiliar kitchen gadgets and asked them to sit at > a > power table so that four kids looked at the same tool. EAch was given > a recording > sheet where they drew pictures (visual image), labeled their > observations,(determined importance) made connections to other tools > that they were reminded > of, and listed questions they had about the tool. Then they shared > their > questions and observations and came up with a power table inference. > It was a > fun project because although only one group actually guessed what > the gadget > was really used formany used their recordings to think creatively > and > critically. Although not correct many had wonderful alternate uses. > Then I asked each group to make an inference about their group > work. > The overwhelming response was that their own thinking was enhanced by > sharing not only their individual inferences but that their questions > were the ones > that drove their thinking. They also eluded to work habits and body > language > that either made or broke their power table's initiative. > Not bad for first graders! > > > > ** See what's free at > http://www.aol.com. > ___ > 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.
