Re: [MOSAIC] Complacency vs. Implementing What I�ve Learned

[Lisa Szyska]

Wow.  This is a massive question, and there are
several factors that contribute to this problem. And I
know this is not a great thread for MOT, but I DO
think that new teachers may find themselves in
buildings where MOT modeling, etc. beyond "the
program" is NOT allowed, so perhaps it is a fair
question to discuss here for a limited time.  New
teachers need to be armed with knowledge that helps
them do what they believe is right.  (You would not
believe the sneaky things I did to teach the way I
wanted to early on in my career!)
 
As several people have pointed out #1 is money...and
that is a tangled web.  If schools want the money,
they have to dance...I think many principals and
superintendants often have their hands tied. School
boards are a different story...they are often packed
with data driven business nuts. My friend worked in a
district where a school board member said, "If the
teachers don't like it, let them quit. Elementary
teachers are a dime a dozen."  True story.

Now money at the federal level...whole different ball
game.  Michelle, have you heard about the Reading
First scandal and the millions of dollars that were
spent on cherry picked programs?  Go to Susan
Ohanian's site (www.susanohanian.org) and search
Reading First you will read things that make you ill.
More sickening is that the media BARELY covers
this...hmmm.  But I'm sure we all know the exact
moment Paris Hilton got out of jail.  One more
thing...our state test (IL) was being written by
HARCOURT...I wonder how many districts are mandating
Trophies?  (the Harcourt series)  Can anyone say
"conflict of interest?!"  It should be against the
law.  Did you read Elaine Garan's last post about all
the special interests going on during NRP studies. 
Fascinating and sad.  

BTW, the medical analogy is not entirely
correct...they suffer from some of the same probs.  My
husband used to be a pharma rep...oh the stuff he told
me.  Basically, the insurance companies are dictating
to doctors what procedures to perform, what meds. to
prescribe, etc.  So in America, it is mainly about
money and power.  

It is usually the neediest schools and kids stuck with
these horrid programs/mandates because they need the
federal money the most.  Great social injustices are
being done.  And these are not the types of families
who will stand up and demand better because it's hard
enough for most of them to pay rent and buy food.

Aside from money, our CULTURE does not value education
or educators. There are several countries in the world
where a teacher is highly respected, but I think in
the U.S., we only give lip service to it. Glamour,
fame, looks, money and the things you buy with
it...that is the yardstick for success for MANY.  If
people can get there without an education, they
would...in a heartbeat.  Seriously, look at all the
narcissistic twits going on all those reality shows. A
bit scary.  And don't get me started on all of those
Hollywood teacher movies...they do not AT ALL show how
very difficult the job is.  If only you show students
you care in a quirky way...then it will all turn
around!  I think they demean the profession. (I'm sure
many will disagree)

Here's the thing...as a new teacher, you WILL have to
pay your dues and be careful how outspoken you are. 
You won't do any kids any good if you are not in the
classroom.  And you will do right by kids...you will
make a difference.

 BTW, hope you are planning to participate in the
Strategies That Work discussion...should be some great
discussion.
Lisa
2/3 IL, who is sorry for the ramble...




   

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Re: [MOSAIC] Spider web weaving

[Cathleen Cunningham]

Kay,
  Not sure what grade you teach but check out this website .  .. seems like it 
would go right along with your theme!
   
  
http://polsellikindergarten.tripod.com/Comprehension%20Strategies/Planting%20a%20Literacy%20Garden.htm
   
  Very cool classroom!
   
  Cathleen
   
  

Kay <[EMAIL PROTECTED]> wrote:
  Olga,
I can't help but jump in here and let you know that your web has
triggered "scads" of ideas for me for the start of the new school year. 
My grade partner and I have been struggling to find a common thread for the
coming school year. We just attended a tech training that involved a field
trip to the botanical gardens with a digital camera and decided to go with
gardening as our focus.
As I read about your web I kept making connections with garden needs and
tools and materials. I might even consider bringing in the real tools to
help introduce each new concept. I can't wait to get started planning!
Please be sure to send pictures as you finish up. I would love to see the
idea that sparked my own creativity.
Kay in AZ




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-
TV dinner still cooling?
Check out "Tonight's Picks" on Yahoo! TV.
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Re: [MOSAIC] Complacency vs. Implementing What I've Learned

[Beverlee Paul]

Your reply has made me curious.  Are any members of this listserve teaching 
in the Corvallis/Albany, Oregon area?

_
http://liveearth.msn.com


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Re: [MOSAIC] Complacency vs. Implementing What I�ve Learned

[Cathleen Cunningham]

"Michele S. Herdoiza" <[EMAIL PROTECTED]> wrote:  
  Michele,
  You were very fortunate to have read MOT during a college course!  I’m glad 
you are ‘passionate about helping children learn how to become successful 
readers’  . .  . don’t ever lose that passion even though you’ll work with 
people who want to throw water on your fire.  But, on to your question . . . 
‘continue down the same path?’ In my case I believe the teachers think the 
basal and the other programs we use has the power to help students read.  They 
(the teachers) don’t go beyond the basal .  . .  they don’t seek out the 
researched methods that have proven to help students.  I also believe these 
teachers are not life long learners.  I’ll never forget one of my colleagues 
telling me how much she ‘hates to read’!I really felt sorry for her 
students.  
  Complacency can be a sad place and I’ve felt myself being dragged there.  It 
is very frustrating at times.  Yet, you do have that passion!  You know how 
much fun it is to read!  You can back up your methods of teaching reading with 
research because you are a life long learner!  You are right . . .you ‘won’t 
have much say in the way things are done’ but you learn how to ‘play’ along and 
hopefully show your colleagues how successful you are at growing awesome 
readers!
   
  Hope this helps,
  Cathleen
  3rd Grade, Indiana
  A Reading First School
   P.S. GOOD LUCK!!


   
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Re: [MOSAIC] Complacency vs. Implementing What I'v e Learned

[Lise]

You are not alone. I am definitely not what anyone would call complacent. I 
regularly talk to anyone who will listen about what is happening to our 
current educational system. But you are right, so many teachers are sheep. 
Too many think these tests are great and we all need standards, like none of 
us have ever had any before. This summer I completed an online course on 
NCLB and I spent a fair amount of time calling people out ,asking them their 
reasons to support measures that border on child abuse.

In addition to that fine collection of writers, I'd like to add Alfie Kohn, 
Carole Edelsky and Gerald Bracey. Ken Goodman retired from the Uof A but is 
still active and vocal. By the way, I had dinner a year ago with Denny 
Taylor,  she is amazing! A couple of websites and listserves are worthwhile, 
too. Educators Roundtable, fairtest.org and Susan Ohanian's website. 
Rethinking Schools is a great journal for progressive educators 
rethinkingschools.org and Gerald Bracey's EDDRA listserve on Yahoo. Above 
all, write your legislators, NCLB is up for reauthorization and they are 
trying to fast track it with little or no changes.

I have always interviewed principals because I refuse to compromise what I 
believe to be best practices and I am fortunate to be working with a 
principal with principles. He refuses to become a Reading First school 
because he doesn't want to sell out to a textbook company, besides he is 
well aware of the corruption surrounding Reading First. Unfortunately, the 
district is not on the same page. We now have a mandated adopted textbook 
for Language Arts and our ELL students. I for one plan to ignore the edict. 
Mosaic, Strategies that Work and Nancy Allen's balanced literacy approach 
have always worked well for me.Since my test scores are some of the highest 
in the school, I doubt my principal will bother me about it.

It's time we organize, take off the gloves and take control of what we do 
best. Teach. We are professionals, it's time we act like it.

Lise
6-8th grade LA/SS
Phoenix, AZ 


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Re: [MOSAIC] Spider web weaving

[Kay]

Olga,
I can't help but jump in here and let you know that your web has
triggered "scads" of ideas for me for the start of the new school year.  
My grade partner and I have been struggling to find a common thread for the
coming school year.  We just attended a tech training that involved a field
trip to the botanical gardens with a digital camera and decided to go with
gardening as our focus.
As I read about your web I kept making connections with garden needs and
tools and materials.  I might even consider bringing in the real tools to
help introduce each new concept.  I can't wait to get started planning!
Please be sure to send pictures as you finish up.  I would love to see the
idea that sparked my own creativity.
Kay in AZ




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Re: [MOSAIC] Complacency vs. Implementing What I�ve Learned

[Beverlee Paul]

Oh, and one more thing: Follow the money AND if that doesn't take you to the 
answer, read the books by Elaine Garan and Denny Taylor and Kenneth Goodman 
and Gerald Coles and Stephen Krashen among others.  And choose your first 
jobs very, very carefully.

_
http://newlivehotmail.com


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Re: [MOSAIC]Complacency vs. Implementing What I�ve Learned

[Beverlee Paul]

Well, Kim, you did better than I would have with my response.  I thought of 
answering the inquiry, but decided against it, thinking the reply I really 
wanted to write wasn't appropriate.  I think I'll go ahead and answer it 
anyway, since you've done in thoughtfully.  In a nutshell:  FOLLOW THE 
MONEY!!

I'm sure many won't agree with me, but I am going here anyway.  This is the
questions that's been asked since the dawn of education.  People have gotten
entire doctorates on this.  But here it is from my simple teacher's view.

_
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Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim

[Waingort Jimenez, Elisa]

Yet, oral reading is becoming a "school skill".
Elisa Waingort
Calgary,Canada

 
Hi,
  Just have to say that I've never thought of oral reading as a "school skill". 
 how about the report that you're asked to read at a board meeting--of any 
company?  how do you ever understand a piece of poetry if you aren't reading it 
orally?  and some of my best experiences as a literate person come from reading 
aloud and sharing books and poems with my mother and later with my children.  
that's in addition to all the casual times mentioned earlier when you read an 
excerpt from the newspaper or some book aloud because it strikes you and you 
want to share it.  
  Coreen Russell
   

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Re: [MOSAIC] Complacency vs. Implementing What I�ve Learned

[joycen2]

I agree that money is an influence.  It has also been my experience that 
children with influential parents are always in the best classrooms, programs 
and any other extras given.  
 -- Original message --
From: "kimberlee hannan" <[EMAIL PROTECTED]>
> I'm sure many won't agree with me, but I am going here anyway.  This is the
> questions that's been asked since the dawn of education.  People have gotten
> entire doctorates on this.  But here it is from my simple teacher's view.
> 
> I believe the answer to your question is the almighty dollar.  The higher up
> the food chain you go the less important the kids are and the more important
> the money becomes.  You and I know the score.  We are in the trenches and
> see the little faces every day.  We understand that people are all
> different.  The principal sees them even less than we do (usually the ornery
> ones) and the superintendent only sees the ones we choose to parade in the
> front.  These children are numbers on a page and nothing else.
> 
> Many with control of the money want to run education as they would a factory
> turning out Fords.  Save money.  Do it efficiently.  No waste.  Everyone in
> the group gets the same education at the same time.  If you don't learn as
> fast or as well than the expectations, you are defective and pushed aside
> (thrown into intervention or special ed.).   I am so sick of hearing "more
> bang for your buck" in staff meetings, I could spit.
> 
> The government and private sector have a different agenda than we do.  They
> want happy little automotons that smile and do what they are told.  I know
> someone who works for a large government agency.  He has made it very clear
> to me on more than one occasion that they don't want thinkers.  This agency
> won't hire anyone who knows too much.  They want compliant,
> obedience-trained people to read the directions and follow them.  No
> creativity, no questions, no challenges.
> 
> Commercial curriculum is developed with this in mind.  Textbook companies
> thrive on manipulating the numbers so that you will find all the answers you
> seek in their textbook.   We are not professionals in their eyes.  Those
> that sell the books don't want us to be able to manipulate their systems.
> They want monkeys to be able to use their systems so that they continue to
> look good and keep making that money.
> 
> Because they see nothing but numbers, our research isn't always respected.
> We understand that children are all different and learn at different rates.
> Numbers can't always appropriately show what they want to see.  Nor are
> anecdotal records easy to manipulate to fit a specific agenda.  They need
> that agenda to continue sucking money our of our districts.
> 
> Sorry to be so cynical.  Did I answer your question?
> 
> We have to keep fighting for what's right.  Those same atomotons that we are
> educating now are the ones who will be running the world when we get old.
> If they can't think, reason, and creatively tackle problems, the future is
> doomed.
> 
> 
> Kim
> ---
> Kimberlee Hannan
> Department Chair
> Sequoia Middle School
> Fresno, California 93702
> 
> 
> Laugh when you can, apologize when you should, let go of what you can't
> change, kiss slowly, play hard, forgive quickly, take chances, give
> everything, have no regrets.. Life's too short to be anything but happy.
> 
> [EMAIL PROTECTED]
> ___
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> Mosaic@literacyworkshop.org
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> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. 
> 


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Re: [MOSAIC] Complacency vs. Implementing What I ’ve Learned

[kimberlee hannan]

I'm sure many won't agree with me, but I am going here anyway.  This is the
questions that's been asked since the dawn of education.  People have gotten
entire doctorates on this.  But here it is from my simple teacher's view.

I believe the answer to your question is the almighty dollar.  The higher up
the food chain you go the less important the kids are and the more important
the money becomes.  You and I know the score.  We are in the trenches and
see the little faces every day.  We understand that people are all
different.  The principal sees them even less than we do (usually the ornery
ones) and the superintendent only sees the ones we choose to parade in the
front.  These children are numbers on a page and nothing else.

Many with control of the money want to run education as they would a factory
turning out Fords.  Save money.  Do it efficiently.  No waste.  Everyone in
the group gets the same education at the same time.  If you don't learn as
fast or as well than the expectations, you are defective and pushed aside
(thrown into intervention or special ed.).   I am so sick of hearing "more
bang for your buck" in staff meetings, I could spit.

The government and private sector have a different agenda than we do.  They
want happy little automotons that smile and do what they are told.  I know
someone who works for a large government agency.  He has made it very clear
to me on more than one occasion that they don't want thinkers.  This agency
won't hire anyone who knows too much.  They want compliant,
obedience-trained people to read the directions and follow them.  No
creativity, no questions, no challenges.

Commercial curriculum is developed with this in mind.  Textbook companies
thrive on manipulating the numbers so that you will find all the answers you
seek in their textbook.   We are not professionals in their eyes.  Those
that sell the books don't want us to be able to manipulate their systems.
They want monkeys to be able to use their systems so that they continue to
look good and keep making that money.

Because they see nothing but numbers, our research isn't always respected.
We understand that children are all different and learn at different rates.
Numbers can't always appropriately show what they want to see.  Nor are
anecdotal records easy to manipulate to fit a specific agenda.  They need
that agenda to continue sucking money our of our districts.

Sorry to be so cynical.  Did I answer your question?

We have to keep fighting for what's right.  Those same atomotons that we are
educating now are the ones who will be running the world when we get old.
If they can't think, reason, and creatively tackle problems, the future is
doomed.


Kim
---
Kimberlee Hannan
Department Chair
Sequoia Middle School
Fresno, California 93702


Laugh when you can, apologize when you should, let go of what you can't
change, kiss slowly, play hard, forgive quickly, take chances, give
everything, have no regrets.. Life's too short to be anything but happy.

[EMAIL PROTECTED]
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Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim

[Kay]

Wish I could be with you this year.  I've only been to one
Conference for one day (two years ago) and can't wait for the opportunity to
attend again.  Finances have prevented me these past two years.  
Take good notes and share, Lori.
Kay in AZ

-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED]
Sent: Thursday, July 12, 2007 11:20 AM
To: Mosaic: A Reading Comprehension Strategies EmailGroup
Subject: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim


Nancy,

I could buy that!  In fact, if we were to adddress oral fluency as an issue
to be linked to our speaking and listening standards, 
you would have me in the palm of your hand.

Lori

P.S.  Where are, my friend?  Aren't you making WLU this year?

On Thu, 12 Jul 2007 11:48:58 EDT , [EMAIL PROTECTED] sent:

> 
>In a message dated 7/12/2007 10:57:16 AM Eastern Daylight Time,  
>[EMAIL PROTECTED] writes:
>
>But I  don't assume that a poor oral reader is a poor silent  reader.
>
>
>
>Renee, 
>I've been thinking and thinking about this, and the importance of oral  
>reading fluency. 
>I agree that meaning is what it is all about, but it has also occurred to
me 
>that throughout their education, students are going to encounter times when

>they have to read out loud. I understand that oral reading is a
performance, 
>but  I'm wondering if teaching students to read well orally out loud just
for  
>performance purposes, might be a life skill that people need. 
>What do you think?
> 
>Nancy 
>
>
>
>http://discover.aol.com/memed/aolcom30tour
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>




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Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim

[Heather Wall]

Next week I'll be reading a poem at my grandmother's funeral. That's an event 
where I want the message of the poem to come through and not mangle it with 
hesitant or disfluent reading.
 
Heather Wall/ 3rd grade/ Georgia
NBCT 2005
Literacy: Reading - Language Arts



>> Can anyone else  
think of a time when it is necessary to read out loud and it would be a  
detriment or embarrassment to do it poorly?

Nancy
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Re: [MOSAIC] 'Cool Salsa' poetry book

[Heather Wall]

I just finished reading "WRiting SEnse" by Juli Kendall and Outey Khuon about 
writing workshop (using the MOT strategies) with ELLS, and she mentions it 
there. They suggest using it when teaching visualizing in reading and writing.
 
Heather Wall/ 3rd grade/ Georgia
NBCT 2005
Literacy: Reading - Language Arts



- Original Message 
From: ginger/rob <[EMAIL PROTECTED]>
To: 1 mosaic list 
Sent: Thursday, July 12, 2007 7:04:48 PM
Subject: [MOSAIC] 'Cool Salsa' poetry book


In my searching for the books with the cd's of the authors reading their 
poems, I came across this book that looks fabulous.

Cool Salsa: Bilingual Poems on Growing Up Latino in the United States
www.amazon.com/Cool-Salsa-Lori-Carlson/dp/customer-reviews/044970436X

Poems are in Spanish and English.
Anyone know of it?
Ginger 



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Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim

[Heather Wall]

Kat,

Thanks for the input - it's good to hear from someone who regularly works with 
this type of reader. I get the feeling that he's never really been taught to 
think. His school system is all about beating the test, and I'm inferring (from 
clues in the newspaper and from whisperings of teachers!) that they spend a lot 
of time on surface-level structures to do so. To the point of posting the 
nonsense words from DIBELS around the room in 1st grade, if you can believe 
that. Anyway, I have been working with him on reading strategies, particularly 
visualizing, which is slowly coming along. I hate to see a child like this who 
has missed so much good thinking instruction in the 4 years of his school 
career. I feel sure that with time he could learn the comprehension strategies. 
But he is so discouraged at this point...
 
Heather Wall/ 3rd grade/ Georgia
NBCT 2005
Literacy: Reading - Language Arts



- Original Message 
From: Kitty Young <[EMAIL PROTECTED]>
To: Mosaic: A Reading Comprehension Strategies Email Group 

Sent: Thursday, July 12, 2007 1:06:58 AM
Subject: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim


Heather,

I teach our third grade co-teach class - many LD and ADHD students.  Your 
boy sounds like several of my students.  They are all different, but I did 
find that my really extreme ADHD kids could not read silently because they 
just couldn't stay focused.  They would tell me that they weren't really 
reading.  They also had problems with reading aloud for the same reason. 
Their mouth may be saying the words, but their mind is somewhere else.  We 
call them word callers.  I found it helpful to make them very aware of what 
should be going on in their head.  I would sit with them and model my 
thinking while trying to get them into the habit of thinking while reading 
by telling me about their thinking.  They just need more individual support 
than most students.  They do not have that habit of trying to make meaning 
from what they read, because for them text never has made much sense.

Kat/Third Grade/Texas




- Original Message - 
From: "Heather Wall" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Sent: Wednesday, July 11, 2007 7:53 PM
Subject: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim


> Elaine,
>
> I have a question about your statement below. I'm tutoring a little boy 
> (LD, ADHD) who reads with fair fluency but absolutely no prosody. It's 
> robot reading with no expression, no stopping for periods, commas, etc. 
> Could that be having an effect on his comprehension (which is suffering 
> when it comes to details and higher-level stuff such as inferring)? I'm 
> thinking I read that somewhere, and it makes sense that without expression 
> the story is just a list of words to be gotten through. He comprehends 
> even worse on the sections he reads silently, so I'm thinking he's still 
> "robot reading" in his head also.
>
> Heather Wall/ 3rd grade/ Georgia


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Re: [MOSAIC] reading conferences

[jkyingling]

I hold reading conferences with my students on a rotating basis.  I meet
with each student at least twice a week doing it this way. A lot of students
I actually meet with three times a week or more.  I try to keep my
conferences to around 5 minutes per student.  I meet with them during
individual time during reader's workshop and normally have about 8
conferences.
Jenni

- Original Message -
From: "donna martin" <[EMAIL PROTECTED]>
To: 
Sent: Thursday, July 12, 2007 5:38 PM
Subject: [MOSAIC] reading conferences


> HI, Im one of the Wayne State students you were warned about.  This is my
> last class, I do my student teaching this fall.  My question is:  Reading
> conferences with students seem to be a very valuable tool for the teacher
> and the student, how (when) do you find time to do this with every
student?
> Thats it, Thank You in advance for your help
>  Donna
>
> _
> http://newlivehotmail.com
>
>
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[MOSAIC] Complacency vs. Implementing What I ’ve Learned

[Michele S. Herdoiza]

Hello! My name is Michele S. Herdoiza and I am in Nancy Creech’s  
Teaching Reading Comprehension class at Wayne State University. Like  
Donna, this is my last class and in the fall, I will embark on my  
third, and final, phase of student teaching.

I’m grateful for the opportunity to have been introduced to this  
email group as it has proven to be a wonderful resource. Over the  
past week, I have been following the various discussions and the one  
about complacency has really provoked my thinking.

Throughout my life, reading, and in turn writing, have been crucial  
to my success. Reading is integral to almost everything and it amazes  
me how many people I have come across that have little or no ability  
to read. Therefore, I am passionate about helping children learn how  
to become successful readers.

When it comes to teaching reading, Mosaic of Thought beautifully sums  
up all of the elementary and early childhood education courses I have  
taken. I do not need research to tell me that the comprehension  
strategies work because they are exactly what have made me a  
successful reader. What I do not understand is why, with all the  
available research, the thinking and teaching in many of our schools  
has not followed suit and continues to follow a cookie-cutter  
approach when teaching children how to read.

All of this brings me to my questions. When I see so many children  
struggling with reading and being taught in ways that only make them  
dislike the experience even more, why do we continue down the same  
path? Why or how has it become, that in the teaching profession,  
people with little or no experience in the classroom, or those who  
have been out of the classroom for years, and people not involved in  
education, like politicians, are the decision makers instead of the  
teachers in the classrooms who are the experts? If you look at, for  
instance, medicine, when decisions need to be made, we look to the  
people within the medical profession to help find the solution. Why  
is this not so in our profession? For those of us in school now, when  
we finally get a job we may not be able to implement what we have  
learned. What advice can you give me? I want to do what is best for  
the children I will teach, but as a new teacher I know I won’t have  
much say in the way things are done—especially if I want to keep my job.

Thank you in advance for your input.

Michele
Wayne State University Education Student


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Re: [MOSAIC] new kinder book

[Waingort Jimenez, Elisa]

Given the recent queries regarding kinder professional books, here's a news 
item I just
received from Stenhouse.  Anything by Mary Ellen Giacobbe is going to be good!
Elisa Waingort
Calgary, Canada


1) Talking & drawing open the door to writing

"This is a book about responding to children. A book about
listening and noticing children. The first move is not the
teacher's. Rather, the starting place is the child's practice
through language, drawing, and storytelling. This requires great
patience, and I was struck by the time markers that breathed
through the text. How long does a teacher wait? It could be ten
seconds, twenty, thirty--long enough to tell the child you have
all the time in the world to listen. This is a book that teachers
have been waiting for but didn't know they needed."
--Donald Graves

Martha Horn and Mary Ellen Giacobbe, codirectors of Writing in
Kindergarten, a professional development project in Boston, have
developed a deep understanding of the roles of talking and drawing
in learning to write. In Talking, Drawing, Writing they share
their work in kindergarten and first-grade classrooms, where
storytelling and sketching are key components of literacy
instruction.

Organized around 46 mini-lessons, Talking, Drawing, Writing will
help you establish oral storytelling, drawing, and assessment.
You'll learn how to help students write words, introduce booklets,
and move students forward as writers through craft and mechanics.
Each mini-lesson provides background and context, sample classroom
talk, and resources. The book includes an 8-page color insert that
beautifully illustrates student work.

Talking, Drawing, Writing will be available in print next week,
but you can browse the entire book online now:

http://www.stenhouse.com/0456.asp?r=n117






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Re: [MOSAIC] oral reading

[Waingort Jimenez, Elisa]

These are examples of authentic read aloud experiences.  In some cases, they 
are cold reads and, I agree, we've all had to do those from time to time 
depending on our job or life situations.  There's no practicing aloud and so I 
would suspect most of us would get a little nervous and might mess up here and 
there.  Some of the others mentioned below can certainly be practiced if 
they're important enough.  Yet, no matter how much I would practice I still get 
nervous in front of an audience.  Time in the classroom is precious and nothing 
takes 5 minutes to do, not even 10.  There are all of the unexpected 
interruptions or crises that happen every minute of every day, or so it seems.  
I think we need to choose what's truly important and devote the most time to 
that.   
Elisa Waingort
Calgary, Canada

 
I have often times had to read out loud and would have been embarrassed if I 
could not have done so fluently.  Some examples:  Reading a script out loud 
during rehearsal, reading my own writing during a writing response group, each 
teaching day I read out loud to students, I read to my children, I read 
articles and interesting tidbits to my family/friends, reading bible verses out 
loud during bible study, being asked to read out loud during a class or in my 
past life in the business world, reading minutes during our home owners' 
meetings, reading textbooks to my own children to model how to read expository 
text...

My father is an example of a brilliant man who cannot read aloud fluently.  It 
is painful when he wants to read something out loud because he jumbles up the 
words, misinterprets the phrasing, mispronounces multi-syllable words, does not 
pay attention to punctuation, etc.  It embarrasses him and he gets very 
flustered.  My mom usually ends up having to read for him so we can understand 
the message.  

While I do believe the essence of reading is comprehension and that is our 
goal, there is something to be said for being able to read fluently, both 
silently and orally.  We must put the emphasis on what matters most, but be 
careful not to ignore everything else.

Just my two cents
Kathy



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Re: [MOSAIC] reading conferences, a bit long

[Lisa Szyska]

Donna,

As Elisa mentioned, time IS the tough one here.  I
have found my conferences even tougher to get in along
with guided reading, so I've extended my reading time
by 15 min. (In primary grades, I can get away with
stealing from content area...which I teach
thematically anyway, so the content is embedded
throughout the day.) 

I keep a 3 ring binder with tabbed and pocketed
dividers.  I have a recording/notes sheet for each
student and always a pack of stickies.  Obviously, I
make notes from our meeting, and I jot down any
reminders/teaching point/goal for the student on the
sticky.  It is usually just a little note about our
conference, and the next time we meet I will ask, "How
did that work for you?"  I've found these visual
"reminders" work nicely for younger kids. (I do this
for writer's conf. as well) The pocketed tabs are
great because when I collect sticky notes from kids or
other evidence of thinking, I can put them in the
binder to discuss with kids as future conferences, or
I can see where they may need a bit more help...e.g.
making relevant connections that enhance
understanding.  I am NOT an organized paper person, so
this has worked very well for me. I say, know your
weaknesses, and work with them! ;0) A good friend of
mine used a small timer because one of HER weaknesses
was having a 30 minute conference!  She said it helped
a lot, and now she doesn't even need to use it.  

I do let my kids sign up, but it is very simply: put
your name on the whiteboard.  I call the first student
and then they quietly go erase their name and get the
next for me.  When I notice a child isn't signing up,
I will ask him to put his name up or I will simply
call him first.

Hope this helps a little.  Good luck...and don't be
shy about using this list.  I would've LOVED to have
this resource when I was student teaching...so MANY
questions crop up!
Lisa
2/3 IL




   

Be a better Heartthrob. Get better relationship answers from someone who knows. 
Yahoo! Answers - Check it out. 
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Re: [MOSAIC] Daily Five

[Lisa Szyska]

Linda (and others!),

Thanks SO much for this detailed response!  It sounds
like this is an awesome plan that has worked really
well for everyone, and I am going to recommend this
book to a friend who is in need of this.  When
everyone started buzzing about it, I popped onto
Stenhouse and reviewed the contents.  It didn't look
like a book I needed, (since I am short on $$ and
shelf space!) and you confirmed that.  I do a modified
version of "The First 20 Days of Reading"  where I
work on what you have discussed, plus my own
procedures...it's actually one area I'm NOT
continually revamping! 

You bring up such a great point about this earlier
modeling.  I was just discussing this with a
colleague.  She was unhappy with her Reading Workshop,
and then she spent that extra time in Sept. modeling,
charting, revisiting procedures, etc., and it totally
paid off. 

Thanks again,
Lisa :o)
2/3 IL
--- Linda Buice <[EMAIL PROTECTED]> wrote:

> Hi Lisa,
> 
> The reason I said it was the most powerful, is that
> as a teacher - I have 
> always done DEAR time (drop everything and read).
> Some kids read, and some 
> kids played.  I guess I didn't spend enough time
> picking books, modeling 
> what good reading looks like, really talking about
> why we read (many 
> children didn't think reading was fun), and modeling
> it myself.  Daily Five 
> helps build stamina for reading.  I called it my
> Stamina Reading time. It 
> builds each day and I just found that doing it this
> way, kids read more, 
> looked forward to reading, really read, and it
> actually did build stamina. 
> So many times, if I didn't get to it - they would
> beg me to Do STAMINA 
> reading.  At 1:20 in the afternoon, I could say get
> your book boxes and lets 
> do Stamina Reading and my room would turn into
> complete silence, with all 
> kids reading.  I do not have a large room with all
> those carpet spaces, 
> lamps, chairs, etc.  Our fire code inspector took
> all that away.  I do have 
> floor space and a small carpet, but most students
> had to sit at their desks. 
> We modeled that you couldn't be in your desk, touch
> someone else's desk, 
> have eye contact, etc.  This was all on the anchor
> chart which I reviewed a 
> lot until it was totally a habit.  We modeled like
> the book said, correct, 
> incorrect behavior, etc.  I also took our training
> time to read from the 
> student book boxes.  It gave me time to see what
> they were reading and I 
> really enjoyed it.  I also could engage in our
> sharing time after Stamina 
> reading.  This is when we talked about connections,
> favorite parts, 
> questions, etc.  - any MOT strategy.  Students were
> allowed to mark pages 
> with sticky notes during Stamina time - as long as
> the sticky notes were out 
> prior to starting.  They really got the routine down
> and it was powerful 
> because many people I teach with, said kids can't
> read in the afternoon.
> 
> Anyone who walked in my room during this time, had
> to read, too (including 
> administrators, literacy coaches, etc.).  Everyone
> was amazed at how on task 
> these kids were and also how much they shared after
> we finished. The book 
> has great lessons on how to pick books, what the
> room looks like, etc.
> 
> Hope this helps,
> Linda
> - Original Message - 
> From: "Lisa Szyska" <[EMAIL PROTECTED]>
> To: "Mosaic: A Reading Comprehension Strategies
> Email Group" 
> 
> Sent: Friday, July 13, 2007 12:13 AM
> Subject: Re: [MOSAIC] (Mosaic) Daily Five
> 
> 
> > Linda,
> > What, in your opinion, makes this "the most
> powerful?"
> > How is it different from what you did before?
> >
> > Thanks!
> > Lisa
> > 2/3 IL
> >
> > --- Linda Buice <[EMAIL PROTECTED]> wrote:
> >
> >> Hi,
> >>
> >> I started using the Daily Five last year for
> >> independent reading.  I followed it exactly, and
> it
> >> was the MOST POWERFUL way to do independent
> reading.
> >>  It really works if you are careful to follow it.
> >
> >
> >
> >
> >
>

> > Be a PS3 game guru.
> > Get your game face on with the latest PS3 news and
> previews at Yahoo! 
> > Games.
> >
> http://videogames.yahoo.com/platform?platform=120121
> >
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> to
> >
>
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> >
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> http://snipurl.com/MosaicArchive. 
> 
> 
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> 
> 



   

Sick sense of humor? 

Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim

[Coreen Russell]

Hi,
  Just have to say that I've never thought of oral reading as a "school skill". 
 how about the report that you're asked to read at a board meeting--of any 
company?  how do you ever understand a piece of poetry if you aren't reading it 
orally?  and some of my best experiences as a literate person come from reading 
aloud and sharing books and poems with my mother and later with my children.  
that's in addition to all the casual times mentioned earlier when you read an 
excerpt from the newspaper or some book aloud because it strikes you and you 
want to share it.  
  Coreen Russell
   

"Waingort Jimenez, Elisa" <[EMAIL PROTECTED]> wrote:
  Hi Nancy,
This isn't Renee but I just had to jump in on this one. I am not of the mind 
that we need
to "prepare" kids for activities that they may have to do some day in school. 
Unfortunately,
there are things that kids do in school that they never do outside of school. 
How many
book reports, dioramas, etc have you had to do outside of school? I am strongly 
opposed
to having kids practice reading aloud because someday they might have to do it 
in some class. 
Did I say that already? Having said that, if one of my students wants to read 
something aloud
to the class they must practice it first and then read it to me before reading 
it to the class.
Laborious reading aloud is very painful for everyone involved and really takes 
away from the
excitement the child may have had in the first place. Also, because reading 
aloud is a performance
some kids just want that center stage and it isn't always a positive experience 
for anyone in the class.
Just my two cents. 
Elisa Waingort
Calgary, Canada


But I don't assume that a poor oral reader is a poor silent reader.



Renee, 
I've been thinking and thinking about this, and the importance of oral 
reading fluency. 
I agree that meaning is what it is all about, but it has also occurred to me 
that throughout their education, students are going to encounter times when 
they have to read out loud. I understand that oral reading is a performance, 
but I'm wondering if teaching students to read well orally out loud just for 
performance purposes, might be a life skill that people need. 
What do you think?

Nancy 
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[MOSAIC] oral reading

[rkheim]

I have often times had to read out loud and would have been embarrassed if I 
could not have done so fluently.  Some examples:  Reading a script out loud 
during rehearsal, reading my own writing during a writing response group, each 
teaching day I read out loud to students, I read to my children, I read 
articles and interesting tidbits to my family/friends, reading bible verses out 
loud during bible study, being asked to read out loud during a class or in my 
past life in the business world, reading minutes during our home owners' 
meetings, reading textbooks to my own children to model how to read expository 
text...

My father is an example of a brilliant man who cannot read aloud fluently.  It 
is painful when he wants to read something out loud because he jumbles up the 
words, misinterprets the phrasing, mispronounces multi-syllable words, does not 
pay attention to punctuation, etc.  It embarrasses him and he gets very 
flustered.  My mom usually ends up having to read for him so we can understand 
the message.  

While I do believe the essence of reading is comprehension and that is our 
goal, there is something to be said for being able to read fluently, both 
silently and orally.  We must put the emphasis on what matters most, but be 
careful not to ignore everything else.

Just my two cents
Kathy



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Re: [MOSAIC] (Mosaic) Daily Five

[Brissette, Beth]

Hi Hattie,
Have you heard about this? It sounds really interesting!
BAB
 
Beth A. Brissette, NBCT
Whispering Oak Elementary
Second Grade, Room 241
407.656.7773 X 2288 classroom
407.656.7773 X 4233 voicemail
321.436.6234 Cell
e-mail [EMAIL PROTECTED]  
aka [EMAIL PROTECTED]  
 
http://teachers.ocps.net/brisseb
 
"None of us is as smart as all of us."
 



From: [EMAIL PROTECTED] on behalf of Linda Buice
Sent: Thu 07/12/07 8:35 PM
To: Mosaic: A Reading Comprehension Strategies Listserv
Subject: [MOSAIC] (Mosaic) Daily Five



Hi Cathy,

I don't have my book here, but I believe the Daily Five is for all levels, 
including Kindergarten.

Stenhouse Publishers say this "The Daily Five is a series of literacy tasks 
(reading to self, reading with someone, writing, word work, and listening to 
reading) which students complete daily while the teacher meets with small 
groups or confers with individuals."

One of the authors teaches a multi-age K - 2, so it is appropriate for 
kindergarten.

Linda
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[MOSAIC] (Mosaic) Daily Five

[Linda Buice]

In response to Martha :

 

I'm wondering if this program speaks specifically to Kinder, or would I have
to adapt it?

 

I believe this could work at all levels.  You might not use all 5 parts, but
I believe it applies to all grades.  It really comes down to kids managing
themselves during independent reading and writing.  The teacher is free to
conference.  You build on an anchor chart, just as you do with many
strategies. I think the earlier you start, the better it will be.  These
sisters even do it with older kids. Hope this helps.

 

Linda

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Re: [MOSAIC] reading conferences

[Waingort Jimenez, Elisa]

Hi Maxine,
I don't know if this was addressed to anyone in particular but I thought I 
would go ahead
and answer it.  I have a 7-day schedule at my school.  The way I did it this 
past year (may 
not be how I do it next year) was to have three consecutive days for writing 
workshop 
and three consecutive days for reading workshop.  The seventh day the kids had 
a choice
of what they wanted to do.  I have approximately 50 minutes for each kind of 
workshop.
The first 10 minutes I had kids do silent reading.  The following 20 - 30 
minutes was to 
continue reading and for me to conference with kids.  I allowed 10 minutes for 
sharing.  I
did my instruction before silent reading or during read aloud which was at 
another time. 
Sometimes the sharing happened right after the silent reading time, sometimes 
it was at 
the end of the workshop, and sometimes it happened the next morning.
Elisa Waingort
Calgary, Canada
 
 
How do you schedule reading conferences, guided reading, mini lessons  etc?  
How long is your reading workshop time?
Maxine


 



*
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Re: [MOSAIC] Daily Five

[Linda Buice]

Hi Lisa,

The reason I said it was the most powerful, is that as a teacher - I have 
always done DEAR time (drop everything and read). Some kids read, and some 
kids played.  I guess I didn't spend enough time picking books, modeling 
what good reading looks like, really talking about why we read (many 
children didn't think reading was fun), and modeling it myself.  Daily Five 
helps build stamina for reading.  I called it my Stamina Reading time. It 
builds each day and I just found that doing it this way, kids read more, 
looked forward to reading, really read, and it actually did build stamina. 
So many times, if I didn't get to it - they would beg me to Do STAMINA 
reading.  At 1:20 in the afternoon, I could say get your book boxes and lets 
do Stamina Reading and my room would turn into complete silence, with all 
kids reading.  I do not have a large room with all those carpet spaces, 
lamps, chairs, etc.  Our fire code inspector took all that away.  I do have 
floor space and a small carpet, but most students had to sit at their desks. 
We modeled that you couldn't be in your desk, touch someone else's desk, 
have eye contact, etc.  This was all on the anchor chart which I reviewed a 
lot until it was totally a habit.  We modeled like the book said, correct, 
incorrect behavior, etc.  I also took our training time to read from the 
student book boxes.  It gave me time to see what they were reading and I 
really enjoyed it.  I also could engage in our sharing time after Stamina 
reading.  This is when we talked about connections, favorite parts, 
questions, etc.  - any MOT strategy.  Students were allowed to mark pages 
with sticky notes during Stamina time - as long as the sticky notes were out 
prior to starting.  They really got the routine down and it was powerful 
because many people I teach with, said kids can't read in the afternoon.

Anyone who walked in my room during this time, had to read, too (including 
administrators, literacy coaches, etc.).  Everyone was amazed at how on task 
these kids were and also how much they shared after we finished. The book 
has great lessons on how to pick books, what the room looks like, etc.

Hope this helps,
Linda
- Original Message - 
From: "Lisa Szyska" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Sent: Friday, July 13, 2007 12:13 AM
Subject: Re: [MOSAIC] (Mosaic) Daily Five


> Linda,
> What, in your opinion, makes this "the most powerful?"
> How is it different from what you did before?
>
> Thanks!
> Lisa
> 2/3 IL
>
> --- Linda Buice <[EMAIL PROTECTED]> wrote:
>
>> Hi,
>>
>> I started using the Daily Five last year for
>> independent reading.  I followed it exactly, and it
>> was the MOST POWERFUL way to do independent reading.
>>  It really works if you are careful to follow it.
>
>
>
>
> 
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Re: [MOSAIC] reading conferences

[Waingort Jimenez, Elisa]

Hi Donna,
Welcome to the Mosaic listserv!  I know Nancy personally and know that she is
an awesome teacher.  You are fortunate to have her for a professor.

Now, about your question.  Time is always a difficult issue for a teacher to 
tackle.
There never seems to be enough of it.  However, what has worked for me in the 
past is to do quick (2 - 3 min checkins) with as many kids as I can at the 
beginning 
of the reading workshop time.  I allow myself about 15 - 20 minutes to do this. 
 Before
I do this however, I take a quick look around the room to see if there are any 
kids who
might need some redirecting.  Then I start my round of quick conferences.  I 
model them 
around my writing workshop conferences and ask the same three questions:  what 
are you 
reading?  How is it going?  Or, tell me about what you just read.  And, do you 
need any help 
with reading your book?  Or something to that effect.  Sometimes, you'll spend 
a few extra 
minutes with some kids and sometimes you will whiz right by because they don't 
need you 
at that moment.  If you anticipate to the kids that you will be doing these 
quick conferences 
at the beginning of the reading workshop then they will be ready for you and 
will plan to have 
an area where they need help.  It's funny how this happens but it's absolutely 
true.  Then, I also
have a list of kids that I see almost every day.  These are the children who 
have a difficult
time choosing books, comprehending, etc.  I do a longer conference with them 
and try to
target specific learning during this time.  I also have a chart in my room 
where kids can
sign up for conferences.  This didn't work as well this year for me and I 
finally figured out why.
I was not being respectful of the chart and kids would come up to me whose 
names were
not on the chart and demand a conference right at that moment.  Most of the 
time they just
wanted to read to me but it took up a lot of time that I could have used for 
more focused conferencing.
I think I wasn't explicit enough (that's always the case) in my directions and 
expectations.  And,
one last thing.  I always have a conferencing sheet so that I can keep track of 
the children that
I've conferenced with.  That way I don't miss anybody.  You'd be surprised how 
often that happens
when you're not checking.

I hope this helps.  Feel free to ask if you have any more questions.

Elisa Waingort
Calgary, Canada
 
HI, Im one of the Wayne State students you were warned about.  This is my 
last class, I do my student teaching this fall.  My question is:  Reading 
conferences with students seem to be a very valuable tool for the teacher 
and the student, how (when) do you find time to do this with every student?  
Thats it, Thank You in advance for your help
 Donna

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Re: [MOSAIC] daily 5

[Waingort Jimenez, Elisa]

Hi Robin,
Can you provide some information about the yahoo group?  
Thanks,
Elisa Waingort
Calgary, Canada
(Who really, really needs to subscribe to yet another listserv!)

There is a separate yahoo group just about daily 5.

Robin
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[MOSAIC] daily 5

[Robin]

I LOVE using Daily 5. It's all about teaching the kids the procedures for 
literacy time (although they also have one for math) and building stamina. I 
can't think of anything I didn't like about itand my kids loved it, too. I 
teach second, but I could see using this at any grade level where you need to 
model how you want the kids to use their literacy time. 

You don't have to do all 5 choices each day, either. I used it during my guided 
reading time, so about an hour of each day involved daily 5 and the other part 
of my literacy block was more about shared reading, plus a separate writer's 
workshop.

I would imagine at the upper grades (intermediate) you would be able to move 
quicker through the modeling phase and build stamina quicker, but at my school, 
I'd want to use this even if I was teaching fifth graders!

There is a separate yahoo group just about daily 5.

Robin
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Re: [MOSAIC] 'Cool Salsa' poetry book

[Robins Maureen \(25Q194\)]

Cool Salsa is a wonderful book but perhaps some of the poem might be too mature 
for an elementary setting. Poetry Speaks and its sister volume Poetry Speaks 
for Children are terrific ways to listen to the poet reading his or her works. 
On Poetry Speaks you can hear Syliva Plath (scary) as well as Elizabeth Bishop 
(nearly flat and foreign sounding). I also recommend the "listening room" link 
to the Academy of American Poets (poetry.org) as well as Robert Pinsky's 
"Favorite Poem" website. On both of those websites it is possible to see the 
words as well as listen to the poem. Of course on the Favorite Poem website 
there are also videos of people discussing why a poem is their favorite. In 
addition the actor John Lithgow is publishign a book Poets corner: The One and 
Only P9oetry Book for the whole family and in it is a bonus CD and each 
chapeter contains a website where one might go to for to hear the poet read the 
work. 

Maureen Robins
Literacy Coach
NYC

-Original Message-
From: [EMAIL PROTECTED] on behalf of Waingort Jimenez, Elisa
Sent: Thu 7/12/2007 11:19 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] 'Cool Salsa' poetry book
 
I have a copy.  A friend gave it to me for a present a few years back.  
I've never been able to use it in the classroom, though.
Elisa Waingort
Calgary, Canada
 
In my searching for the books with the cd's of the authors reading their 
poems, I came across this book that looks fabulous.

Cool Salsa: Bilingual Poems on Growing Up Latino in the United States
www.amazon.com/Cool-Salsa-Lori-Carlson/dp/customer-reviews/044970436X

Poems are in Spanish and English.
Anyone know of it?
Ginger 





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Re: [MOSAIC] Daily 5 Success Stories?

[MrsJRoman]

I also used the Daily 5 last year and I thoroughly enjoyed the plan.   I 
think the most effective factor is the building of stamina - starting out  
small 
and stopping all together at the first break down and then restarting and  
moving forward.  I spent much more time last year on establishing and  refining 
procedures in my resource class and it really paid dividends. I think I  have 
procedures even more refined this year which naturally will increase  
engagements necessary for real learning to occur.
 
June
Grade 6 SPED KY



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