Re: [MOSAIC] Help finding website
Hi Robin! I was wondering...did you receive any responses on this. It looks like a website I'd be interested in, as well! Thanks! Amy Swan 3rd Grade Teacher Cedar Creek Elementary (913)780-7360 CHECK OUT OUR CLASS WEBPAGE!! http://teachers.olathe.k12.ks.us/~aswancc/ [EMAIL PROTECTED] 01/03/08 9:04 PM Recently I viewed a great web site that had lots of pictures of anchor posters that explained metacognition, reading is really thinking, etc.? I thought I saved this and would be able to go back to it when I had more time, but no such luck.? Do any of you remember this site?? I'd really appreciate any help. Thanks, Robin More new features than ever. Check out the new AOL Mail ! - http://webmail.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. ** CONFIDENTIALITY NOTICE: This message is from the Olathe District Schools. The message and any attachments may be confidential or privileged and are intended only for the individual or entity identified above as the addressee. If you are not the addressee, or if this message has been addressed to you in error, you are not authorized to read, copy or distribute this message or any attachments. We ask that you please delete this message and any attachments and notify the sender by return email or by phone (913) 780-7000. ___ 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] Looping with your class
When our district began looking at looping as an option, we relied heavily on materials from Jim Grant, who has also written much on multiage settings. Lori On 1/4/08 4:33 PM, Kay [EMAIL PROTECTED] wrote: Happy New Year all! I realize this question is off topic, but the list has been so quiet lately that I can't find anyone's address to email privately. Does anyone know of a good source for research - if there is any - regarding looping with your class? There are two teachers in my school who would like to try this next year and would like some info to back up their belief that it is good for students. The two teachers involved are currently in 4th and 5th grades and plan to present their idea to our principal next week. I know Lori looped before she became a coach. Anyone? Thanks, Kay in AZ ___ 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. -- Lori Jackson District Literacy Coach Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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] Looping with your class
I spent 10 years looping between K and 1st grade before I became a coach. I loved it, the kids loved it, the parents loved it. I had an inclusion class with 3-12 special needs children in a class of 18-24. I had the most students with the greatest needs for my grade level, and yet my first grade test scores were consistently in the top 50% compared to the other 5-7 classes which had few if any special ed kids. DianaI am a part of everything that I have read. --Theodore Roosevelt _ Put your friends on the big screen with Windows Vista® + Windows Live™. http://www.microsoft.com/windows/shop/specialoffers.mspx?ocid=TXT_TAGLM_CPC_MediaCtr_bigscreen_012008 ___ 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] past discussions
I'm hoping there is help available Is there an online source for reading these discussions? I'm particularly interested in rereading the lesson using sticky notes to create a pizza. Thanks, Julianne ___ 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] MOSAIC ( Past Discussions and Website)
Hi Julianne and Robin, For Julianne - the past discussions are in the archives, I happened to have saved it and I believe it was in October: The Pizza lesson is a follow up to the salad lesson described in Tanny McGregor's book called Comprehension Directions. What I did to make the pizzas was copy some poems on deep orange copy paper (any poem will do...but I used Ripped My Favorite T-Shirt from the book Take Me Out of the Bathtub, one called Dr. Womback's Needle by Brod Baggert and let the kids choose the one they had the most interest in) I had tan poster paper cut into big circles for the pizza crust and gave the kids yellow sticky notes to record their thinking. I reminded them that real reading required both text and thinking and that as they read each stanza of their poem, they were to cut it out and paste it on the pizza (representing the sauce). Then they wrote their thinking on sticky notes and put them on as cheese. Finally, I asked them to tell what they learned about real reading and write that on little red circles (the pepperoni). The final results were not only cute but I could really see who understood that real reading required thinking and text! Jennifer Just go to the archives - http://snipurl.com/MosaicArchive For Robin, I believe what you want is at the Busy Teacher's Cafe: http://www.busyteacherscafe.com/units/comprehension_strategies.htm and the posters:http://www.teachingheart.net/comprehe.html That should help you both. Linda B ** See what's new 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] Differentiating literacy stations
I currently teach in a third grade classroom, my school is Title I and we are in our third year of not making AYP. We are requied to teach a 90 minute literacy block. 30-40 minutes of whole group instruction with a 60 minute rotation for stations and small group instruction. We are NOT permitted to teach any other curriculum during this time and cannot have students engage in writing activities unless it is in direct response to something they read. We MUST teach from the basal in the order dictated by the county. My question is...we are supposed to be differentiating the stations for four levels of abilities. I know that we aren't doing this correctly and sometimes not at all. How do we go about doing this? We get very little common plannig time as a grade level. Our grade level chair is expereinced with 20+ years of teaching, but the rest of us have little experience. I have looked at several great books but many of them assume you get to choose the curriculum or can integrate other subjects into the literacy block. I am truly at a loss as to what to do. There is no additional adult with me during this time. I have about five low readers, and the rest of the class is average or slightly above. HELP!!! I feel like I am about to loose my mind. Rosie **Start the year off right. Easy ways to stay in shape. http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 ___ 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] Looping
I loop with my class of twelve 9th and 10th graders who come into high school as struggling readers (two or more grade levels behind their peers). These are kids who, for whatever reason, do not qualify for any other special services, so they do not have IEPs. They try my soul as freshmen, as many of them have been together in special reading classes since middle school, or earlier. I am honestly at my wits end with them right now, due to their non-student-like behaviors and apathetic attitudes. However, what gets me through is working with my sophomores, who did the very same thing the year before. It is amazing how much the kids grow up in one year, and how they seem to get it as sophomores. Any other high school loopers out there? ___ 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] Differentiating literacy stations
Rosie, What basal are you required to use? Deb (SpEd in IL) -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] Sent: Saturday, January 05, 2008 4:14 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] Differentiating literacy stations I currently teach in a third grade classroom, my school is Title I and we are in our third year of not making AYP. We are requied to teach a 90 minute literacy block. 30-40 minutes of whole group instruction with a 60 minute rotation for stations and small group instruction. We are NOT permitted to teach any other curriculum during this time and cannot have students engage in writing activities unless it is in direct response to something they read. We MUST teach from the basal in the order dictated by the county. My question is...we are supposed to be differentiating the stations for four levels of abilities. I know that we aren't doing this correctly and sometimes not at all. How do we go about doing this? We get very little common plannig time as a grade level. Our grade level chair is expereinced with 20+ years of teaching, but the rest of us have little experience. I have looked at several great books but many of them assume you get to choose the curriculum or can integrate other subjects into the literacy block. I am truly at a loss as to what to do. There is no additional adult with me during this time. I have about five low readers, and the rest of the class is average or slightly above. HELP!!! I feel like I am about to loose my mind. Rosie **Start the year off right. Easy ways to stay in shape. http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 ___ 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] (Mosaic) Differentiating Work Stations
Linda, Thanks for your suggestions. I only have four stations per week. Students are either in..small group instruction with me, Thinking Lab (this is for accelerated reading time) and the actual station. Everyone does the same station during the 60 minute rotation. I only have two computers that students can use in my classroom and I am very hesitant to use them. I tried letting students take AR tests, but then they just stood around and waited for their turn. (big waste of time) so now I don't allow that. I am supposed to have a Product for everything little thing they do, which wastes a lot of paper and my time. I am sorry I sound like I am whining. Rosie **Start the year off right. Easy ways to stay in shape. http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 ___ 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] (Mosaic) Differentiating Work Stations
Whining? Hardly. I am impressed that you are still an educator. What a Brave New World we lived in. From: [EMAIL PROTECTED] Date: Sat, 5 Jan 2008 19:19:43 -0500 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] (Mosaic) Differentiating Work Stations Linda, Thanks for your suggestions. I only have four stations per week. Students are either in..small group instruction with me, Thinking Lab (this is for accelerated reading time) and the actual station. Everyone does the same station during the 60 minute rotation. I only have two computers that students can use in my classroom and I am very hesitant to use them. I tried letting students take AR tests, but then they just stood around and waited for their turn. (big waste of time) so now I don't allow that. I am supposed to have a Product for everything little thing they do, which wastes a lot of paper and my time. I am sorry I sound like I am whining. Rosie **Start the year off right. Easy ways to stay in shape. http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 ___ 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. _ Watch “Cause Effect,” a show about real people making a real difference. http://im.live.com/Messenger/IM/MTV/?source=text_watchcause ___ 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] Looping
Hello Linda, My job sounds similar to yours. Although I have 7th through 9th (that is how our middle school is set up). I also find that my 8th graders are much better participants. It is because we have built the relationships, consistency and trust. Many of my students not only struggle in school but in their home lives too. Having a teacher for two years gives them a sense of security too. I'd be interested in hearing how you set up your days. We are on a 90 minute block and I see the students every other day. Plus, I am obligated to do a horribly prescribed reading program for half the period.(Read Right--anyone heard of this one?) Whew--I guess I had a lot to say. Thanks for listening. Rhonda I loop with my class of twelve 9th and 10th graders who come into high school as struggling readers (two or more grade levels behind their peers). These are kids who, for whatever reason, do not qualify for any other special services, so they do not have IEPs. They try my soul as freshmen, as many of them have been together in special reading classes since middle school, or earlier. I am honestly at my wits end with them right now, due to their non-student-like behaviors and apathetic attitudes. However, what gets me through is working with my sophomores, who did the very same thing the year before. It is amazing how much the kids grow up in one year, and how they seem to get it as sophomores. Any other high school loopers out there? ___ 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. -- This message has been scanned for viruses and dangerous content by EduTech's MailScanner Vaccine2, and is believed to be clean. ___ 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] Differentiating literacy stations
In a message dated 1/5/2008 6:45:30 PM Eastern Standard Time, [EMAIL PROTECTED] writes: Rosie, What basal are you required to use? Deb (SpEd in IL) I am required to use Houghton Mifflin which from what I can see does not offer the differentiation that I am supposed to be doing. Rosie **Start the year off right. Easy ways to stay in shape. http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 ___ 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] (Mosaic) Differentiating Work Stations
I have been in this for 17 years. I have whined right next to best of them. I did come to a conclusion though: I was the professional. If I knew my standards well, made sure they saw me use the textbook, I could have the kids do an Interactive Notebook-type notebook, and still follow, to some degree, the philosophy I am firmly grounded in. If you research Interactive Notebook-type notebook, you will find the notebook itself IS the product. Kim On Jan 5, 2008 4:38 PM, [EMAIL PROTECTED] wrote: In a message dated 1/5/2008 7:23:32 PM Eastern Standard Time, [EMAIL PROTECTED] writes: Whining? Hardly. I am impressed that you are still an educator. What a Brave New World we lived in. This is my sixth year of teaching, I started at age 39. I love working with my students each day, but the paperwork and BS is unbelievable. I don't know what it was like to teach back in the good old days like some of my colleagues, so maybe that is why I am still here. Rosie **Start the year off right. Easy ways to stay in shape. http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 ___ 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. -- Kim --- Kimberlee Hannan Department Chair, ELA Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [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] (Mosaic) Differentiating Work Stations
In a message dated 1/5/2008 7:23:32 PM Eastern Standard Time, [EMAIL PROTECTED] writes: Whining? Hardly. I am impressed that you are still an educator. What a Brave New World we lived in. This is my sixth year of teaching, I started at age 39. I love working with my students each day, but the paperwork and BS is unbelievable. I don't know what it was like to teach back in the good old days like some of my colleagues, so maybe that is why I am still here. Rosie **Start the year off right. Easy ways to stay in shape. http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 ___ 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] Differentiating literacy stations
HM does have what they call differentiation strategies in the Universal Access stuff. It's crud. PLEASE understand there is no one correct way of differentiating. As a professional, you need to asses what your kids know, and what they need to know. You need to do what THEY need you to do to get them there. I, personally, hate centers and find I spend too much time managing them. So I never did them. Another tip know your grades' state standards inside out and backwards. HM does NOT address all the standards. As you learn the curriculum, you will find what's done well enough and what's just yuck. Some of what you HAVE to teach will have to come from somewhere else, or your AYP will never go up. I spent the last few years of elementary in a situation where the powers that be didn't recognize anything but the text and the workbook as viable materials (gag). I found the textbook squashed both my and the kids creativity. SO, because I am stubborn and because to me a good teacher is an artist not a drill sergeant, I got creative. I also turned to the experts: Donald Graves' Investigating Series, *Strategies that Work* by Stephanie Harvey and Anne Goudvis, *Invitations*, *Transitions*, and *Conversations*, by Regie Routman. I read Janet Allen, Jim Burke, and so on. I just had a limited lens to think through. When I was in a situation where I HAD to use the textbook exclusively (barf) I took the text activities that came in the TE, the workbook (which I refused to use whole class), the word work, etc, and developed WRITING activities and presented them to the kids as menus. Out of seven activities, the needed to choose 4 to do. The writing that was an eeny teeny comment at the bottom of the page was rewritten and expanded to become the focus of the lesson. During the writing time, the kids had to do research through the offered extension activities I knew I had to use the textbook, so I tried to see how to take what the experts offered and apply it to a limited selection of text. It wasn't easy, but I finally figured it out. I used the textbook, but I tried to use it as a common text to teach strategies, questioning, and responding. The year I had to use the workbook, it became homework. I would still divide the 90 minutes into two 45 minute workshops. I would still do a whole group mini lesson based on a strategy, story, literacy term, etc. Send the kids off to work on buddy reading the story, taking notes or searching the text for whatever you want them to do. I would give them a list of response ideas while I would meet with small groups based on NEED, not level. I would gather the kids together at the end to share with me or one another to see how each one tackled the assignment. In writing, I would do the same thing except I would conference with kids individually about their responses and their strategies while they worked on the writing menus. It wasn't what I would have chosen. I fought it at every turn. But I felt like I was giving the kids the best with what I was given to work with. Please don't let this get to you. You will make it work for your kids. We can always help you. Keep writing and don;t get discouraged. -- Kim --- Kimberlee Hannan Department Chair, ELA Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [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] (Mosaic) Differentiating Work Stations
In a message dated 1/5/2008 7:45:16 PM Eastern Standard Time, mrs [EMAIL PROTECTED] writes: If you research Interactive Notebook-type notebook, you will find the notebook itself IS the product. Kim Kim, This looks very interesting. I just googled it and most of the information appears to be for middle and high schools. Do you have any specific information for the primary grades? I do have my students keep a notebook in Reading class. They have a numbered section at the front where we record elements of the various genres that they need to know. Then we take notes on every story. The first two pages is a bubble map for the vocab and then the definitions of each vocab word. We also use it to take notes on different parts of grammar, but not much else. Rosie **Start the year off right. Easy ways to stay in shape. http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 ___ 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] (Mosaic) Differentiating Work Stations
I google'd Interactive Notebook and got a site that was loaded with information. A lot of the information was for secondary students or advanced intermediate students, but I am thinking I can use some of the ideas in a whole-class interactive notebook. (Yes, I know this obviates the whole point, which was differentiation. I've got a different goal in mind, though.) I have a blank big book and my students and I can do interactive writing to record our thinking using things from the Interactive Notebook format. Obviously it won't be all that sophisticated, but it's another way to go at recording our ideas. Any thoughts on this that would be helpful??? Mary M. 1st grade/TX - Original Message - From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Saturday, January 05, 2008 7:04 PM Subject: Re: [MOSAIC] (Mosaic) Differentiating Work Stations In a message dated 1/5/2008 7:45:16 PM Eastern Standard Time, mrs [EMAIL PROTECTED] writes: If you research Interactive Notebook-type notebook, you will find the notebook itself IS the product. Kim Kim, This looks very interesting. I just googled it and most of the information appears to be for middle and high schools. Do you have any specific information for the primary grades? I do have my students keep a notebook in Reading class. They have a numbered section at the front where we record elements of the various genres that they need to know. Then we take notes on every story. The first two pages is a bubble map for the vocab and then the definitions of each vocab word. We also use it to take notes on different parts of grammar, but not much else. Rosie **Start the year off right. Easy ways to stay in shape. http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 ___ 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] WAS Differentiating Work Stations NOW Interactive Notebooks for Elementary
There are definitely interactive notebooks for elementary. I currently do them in science social studies w/ my 2nd graders. The website is www.irncorp.com (that's i r n corp--it looked kind of scrunched on my screen). These 2 ladies are fantastic. They offer a one-day workshop. My principal paid for me to go last summer, and then paid for the science social studies notepages for Virginia standards, teacher guides, etc ($65 each). Everything comes on a CD, and you can reformat it to what your kids need. They also showed us how to do them with K and 1st grade (mostly whole-class). I highly recommend doing them if you can get to a workshop near you. My kids love them, I love them. They are a great way of reinforcing the strategies that you teach in reading (making connections predictions, inferring, visualizing, asking questions, and synthesizing information). Check out their website! Melissa/VA/2nd On Jan 5, 2008 8:34 PM, Mary Milner [EMAIL PROTECTED] wrote: I google'd Interactive Notebook and got a site that was loaded with information. A lot of the information was for secondary students or advanced intermediate students, but I am thinking I can use some of the ideas in a whole-class interactive notebook. (Yes, I know this obviates the whole point, which was differentiation. I've got a different goal in mind, though.) I have a blank big book and my students and I can do interactive writing to record our thinking using things from the Interactive Notebook format. Obviously it won't be all that sophisticated, but it's another way to go at recording our ideas. Any thoughts on this that would be helpful??? Mary M. 1st grade/TX - Original Message - From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Saturday, January 05, 2008 7:04 PM Subject: Re: [MOSAIC] (Mosaic) Differentiating Work Stations In a message dated 1/5/2008 7:45:16 PM Eastern Standard Time, mrs [EMAIL PROTECTED] writes: If you research Interactive Notebook-type notebook, you will find the notebook itself IS the product. Kim Kim, This looks very interesting. I just googled it and most of the information appears to be for middle and high schools. Do you have any specific information for the primary grades? I do have my students keep a notebook in Reading class. They have a numbered section at the front where we record elements of the various genres that they need to know. Then we take notes on every story. The first two pages is a bubble map for the vocab and then the definitions of each vocab word. We also use it to take notes on different parts of grammar, but not much else. Rosie **Start the year off right. Easy ways to stay in shape. http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 ___ 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] Differentiating literacy stations
I think that is what we use in our building - let me look at the teacher's edition this week when we are back to school and see if I can come up with any ideas. Deb (SpEd in IL) -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] Sent: Saturday, January 05, 2008 6:15 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Differentiating literacy stations In a message dated 1/5/2008 6:45:30 PM Eastern Standard Time, [EMAIL PROTECTED] writes: Rosie, What basal are you required to use? Deb (SpEd in IL) I am required to use Houghton Mifflin which from what I can see does not offer the differentiation that I am supposed to be doing. Rosie **Start the year off right. Easy ways to stay in shape. http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 ___ 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] (Mosaic) Differentiating Work Stations
I agree with you, Mary. I taught 5th and 6th until two years ago. I teach 7th now. However, I think if I had the little people, I'd do the same thing, just at their level and model, model, model! They can still make charts and diagrams together with T. They can paste or draw math answers or whatever. They can still write what they learned or questions. I don't expect you would need to do a whole lot differently for the little people. Kim On Jan 5, 2008 5:34 PM, Mary Milner [EMAIL PROTECTED] wrote: I google'd Interactive Notebook and got a site that was loaded with information. A lot of the information was for secondary students or advanced intermediate students, but I am thinking I can use some of the ideas in a whole-class interactive notebook. (Yes, I know this obviates the whole point, which was differentiation. I've got a different goal in mind, though.) I have a blank big book and my students and I can do interactive writing to record our thinking using things from the Interactive Notebook format. Obviously it won't be all that sophisticated, but it's another way to go at recording our ideas. Any thoughts on this that would be helpful??? Mary M. 1st grade/TX - Original Message - From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Saturday, January 05, 2008 7:04 PM Subject: Re: [MOSAIC] (Mosaic) Differentiating Work Stations In a message dated 1/5/2008 7:45:16 PM Eastern Standard Time, mrs [EMAIL PROTECTED] writes: If you research Interactive Notebook-type notebook, you will find the notebook itself IS the product. Kim Kim, This looks very interesting. I just googled it and most of the information appears to be for middle and high schools. Do you have any specific information for the primary grades? I do have my students keep a notebook in Reading class. They have a numbered section at the front where we record elements of the various genres that they need to know. Then we take notes on every story. The first two pages is a bubble map for the vocab and then the definitions of each vocab word. We also use it to take notes on different parts of grammar, but not much else. Rosie **Start the year off right. Easy ways to stay in shape. http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489 ___ 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. -- Kim --- Kimberlee Hannan Department Chair, ELA Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown [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] (Mosaic) Differentiating Work Stations
A lot of the information was for secondary students or advanced intermediate students, but I am thinking I can use some of the ideas in a whole-class interactive notebook. A couple of years ago I went to a workshop and learned about interactive notebooks. Although it was geared for middle school, a colleague and I wanted to adapt the idea for our second graders. I now teach 3rd and we've done interactive notebooks for math, science, and literacy. I'm sure it is not as sophisticated as in middle school, but it works well. In fact, I had one great success in math that I show to other teachers to exhibit the possibilities. What I do, in math and science, is to either make labels or have the children copy specific information down on the right-hand page. This is usually a definition, main idea, or important note from the lesson. That is 'my' page. On 'their' page, the left-hand page, they respond to what I wrote. I give them choices on how to respond: picture with labels, words, sample problem, etc. In one case, I defined plane and space figures on my page for my second graders and one of my little girls (not a strong math student) drew pictures on hers and wrote, It's like if you had a triangle, you couldn't put ice cream in it, but if you have a cone you can. Yes! I think she got it :) For literacy this year, I used them with Sarah Plain and Tall. On my page I would usually describe an event from the book and then give the kids choices of ways to respond on their page. Debra ___ 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] Pizza Lesson ?? maybe
THIS IS NOT MY LESSON! I READ THE ARCHIVES ALL DAY. I could not find the source. STAND UP AND BE PROUD. I will give you credit. The mistakes are mine. I found snippets ALL OVER THE PLACE. . LOL Pizza Lesson The original idea is based on the book, Comprehension Connections, by Tanny McGregor's chapter 2 which is about metacognition. She writes about a reading salad being a concrete example of metacognition. It is wonderful. For anyone who has not read her book yet or who has not tried this lesson, please do! I found a bunch of messages on the internet about the Pizza Lesson and tried to figure out what people were writing about. I could not find the original source for the Pizza Lesson which I write about here. 1. Give kids a tan poster board paper (representing the crust). 2. Copy the text they will read on orange paper (representing sauce). 3. Kids had to cut out the stanzas of the poetry and glue it on the crust with glue sticks. They represent their thinking on sticky notes (representing cheese). [Some teachers did not have the kids cut out the stanzas instead the teacher only wrote the stanza on the sauce.] 4. What did the learn? We learned.[We need schema and thinking for metacognition; reading needs thinking and text; thinking will make you smarter; if you think while you read, you will understand it; you cannot just use some of it like pictures you have to use all of it like pictures and words you know all of it; never fake read; more thinking is better than less thinking] Written on red circles (representing pepperoni). When modeling how to share thinking PINCH CARDS COULD HELP EPR: A teacher suggested the EPR (Every Person Respond) strategy which allows for and ensures that all students actually are engaged in thinking during your lesson. This time the PINCH CARD that had text written on one end and thinking written on the other end. KIDS pinch the card at the end that they are indicating. To prepare the PINCH CARD: When I have seen this done, they are color coded so that the teacher can easily SEE the choice the child made. Imagine an index card that the teacher has colored red on one half and left white on the bottom half. Write TEXT in the red section. Write THINKING on the white section. Teacher models thinking for awhile. Teacher stops and asks the children to share what is happening instead their heads. The children SHOW THEIR PINCH CARD indicating 'text' or 'thinking.' Pizza Lesson in Action: One teacher wrote that after she modeled with the salad example from Tanny's book Comprehension Connections, she printed a poem on red paper (sauce). She handed out sticky notes (cheese). She gave out tan circles (Pizza crust). The directions were, Read the poem, cut out a stanza and indicate what you thought about that stanza. The teacher then passed out red circles (pepperoni). The directions were, Record what you learned about real reading. ___ 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] Beyond Retelling Toward Higher Level Thinking and Big Ideas is published!
My newest book Beyond Retelling Toward Higher Level Thinking and Big Ideas written by Patricia Cunningham and Debra Lynn Smith is available now! ISBN 10-0205542174 ISBN 13-978-0205542178 http://www.amazon.com/Beyond-Retelling-Toward-Higher-Thinking/dp/0205542174 It is awesome for teaching THINKING THEME which is a specific strategy for teaching comprehension. It is nothing like a RAN chart or KWL, but it is similar in that it is a specific way of teaching students to think deeply about their thinking. Many schools, classrooms, and specific kids who have learned this strategy have raised their reading and writing scores on the high stakes test over the last several years. One district went from 3rd lowest in the county to third highest in one year! What I really appreciate about the strategy is that the students actually are learning about thinking while reading, not just a quick fix to a test taking skill! Do I sound excited? YES! I can't believe that my book is actually published. I also am excited because other teachers across the country can try what I have found to be so successful! By the way, I tried out the lessons in lots of different types of classrooms. We had awesome results in high poverty classrooms. I worked with a school that only had 10 percent free lunch. The scores here went up too! The results were also incredible with ELL kids also. Every subgroup went up. We are closing the gap and making a difference. My staff development involves training, modeling, coaching, and collaborative conversations with teachers as an author and consultant. I have also had the honor of presenting at International Reading Association the last several years including last year. I recently shared my book at the Arkansas IRA conference. I will be at Michigan's Reading Conference in March. Happy Thinking Theme! Deb Renner Smith ___ 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.
