[MOSAIC] Ellin's new book
Hey all you Mosaic of Thought fans out there! I want to announce to the MOSAIC listserv (and a few other interested colleagues) that Ellin Keene's latest book is due out this spring and can be preordered on Amazon. It sounds fantastic and I simply cannot wait! Ellin got us thinking about reading in a whole new way and I think this one sounds like it will be equally thought-provoking. Here is the link: To Understand: New Horizons in Reading Comprehension (Paperback) by Ellin Oliver Keene _www.amazon.com/Understand-New-Horizons-Reading-Comprehension/dp/0325003238/r ef=sr_1_4?ie=UTF8s=booksqid=1201326987sr=8-4_ (http://www.amazon.com/Understand-New-Horizons-Reading-Comprehension/dp/0325003238/ref=sr_1_4?ie=UTF8s=boo ksqid=1201326987sr=8-4) From Amazon.com: “This is a work of incredible scope: adventurous, ingratiating, challenging,genuinely groundbreaking, and gorgeously written. It will knock the socks off this profession.” - Harvey Daniels Author of Subjects Matter and Content-Area Writing The renaissance in comprehension instruction launched by Mosaic of Thought has led to changes in hundreds of thousands of classrooms, where teachers now model reading strategies, and students probe meaning more deeply. But no book in the field has satisfactorily answered the question: What does it really mean to comprehend? In To Understand, Ellin Oliver Keene not only explores this important question, but reveals what teachers can do to encourage all students to engage in deep understanding far more consistently than before. In discovering what's really behind comprehension, To Understand goes well beyond comprehension strategy instruction. Keene identifies specific Dimensions and Outcomes of Understanding - characteristics identified in readers with a highly developed ability to make sense of text - to help you rethink what comprehension is. She demonstrates how to leverage the Dimensions and Outcomes into relevant, provocative, memorable instruction. To Understand proposes a model that incorporates all aspects of literacy instruction - word learning and comprehension - and describes how teachers can focus on what matters most in literacy content. Keene shows that when teachers target the most essential content, they have the time to help every student engage more deeply with texts and discover a passion for reading and learning. The model is founded on four simple, but powerful concepts: * Focus on what's important by teaching vital concepts in depth rather than skimming over nonessential skills * Use research-based teaching and learning strategies, including proven-effective comprehension and language-based strategies, then taking them further by showing students how the strategies lead them to a fuller understand of a text * Teach the essential concepts over a long period of time so that children have an opportunity to learn not only a comprehension strategy, but to explore where that strategy leads in their understanding * Give students numerous opportunities to apply the concepts in a variety of texts and contexts. With To Understand in hand, you'll find new ways to draw out the innate intellectual interest in every student and spark dramatic improvements in literacy learning and comprehension, even among students who struggle. You'll see that by rethinking what it means to understand - by teaching children the Outcomes and Dimensions of understanding - you can help students exceed expectations while broadening your vision of their abilities, their capacity, and their energy for learning. There's still more - much more - to learn about comprehension. Read To Understand, join Ellin Oliver Keene, and discover that what's at the very core of comprehension can not only reinvigorate your teaching but take your students to new, uncharted levels of learning. Enjoy! Jennifer Palmer Mosaic Listserv Moderator (http://music.aol.com/grammys/pictures/never-won-a-grammy?NCID=aolcmp0030002548) **Biggest Grammy Award surprises of all time on AOL Music. (http://music.aol.com/grammys/pictures/never-won-a-grammy?NCID=aolcmp00300025 48) ___ 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] Ellin's new book
Not, to argue, but if you order from Heinemann, they are saying January. I ordered yesterday. deb -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] Sent: Saturday, January 26, 2008 10:40 AM To: mosaic@literacyworkshop.org Subject: [MOSAIC] Ellin's new book Hey all you Mosaic of Thought fans out there! I want to announce to the MOSAIC listserv (and a few other interested colleagues) that Ellin Keene's latest book is due out this spring and can be preordered on Amazon. It sounds fantastic and I simply cannot wait! Ellin got us thinking about reading in a whole new way and I think this one sounds like it will be equally thought-provoking. Here is the link: To Understand: New Horizons in Reading Comprehension (Paperback) by Ellin Oliver Keene _www.amazon.com/Understand-New-Horizons-Reading-Comprehension/dp/0325003238/r ef=sr_1_4?ie=UTF8s=booksqid=1201326987sr=8-4_ (http://www.amazon.com/Understand-New-Horizons-Reading-Comprehension/dp/0325003238/ref=sr_1_4?ie=UTF8s=boo ksqid=1201326987sr=8-4) From Amazon.com: “This is a work of incredible scope: adventurous, ingratiating, challenging,genuinely groundbreaking, and gorgeously written. It will knock the socks off this profession.” - Harvey Daniels Author of Subjects Matter and Content-Area Writing The renaissance in comprehension instruction launched by Mosaic of Thought has led to changes in hundreds of thousands of classrooms, where teachers now model reading strategies, and students probe meaning more deeply. But no book in the field has satisfactorily answered the question: What does it really mean to comprehend? In To Understand, Ellin Oliver Keene not only explores this important question, but reveals what teachers can do to encourage all students to engage in deep understanding far more consistently than before. In discovering what's really behind comprehension, To Understand goes well beyond comprehension strategy instruction. Keene identifies specific Dimensions and Outcomes of Understanding - characteristics identified in readers with a highly developed ability to make sense of text - to help you rethink what comprehension is. She demonstrates how to leverage the Dimensions and Outcomes into relevant, provocative, memorable instruction. To Understand proposes a model that incorporates all aspects of literacy instruction - word learning and comprehension - and describes how teachers can focus on what matters most in literacy content. Keene shows that when teachers target the most essential content, they have the time to help every student engage more deeply with texts and discover a passion for reading and learning. The model is founded on four simple, but powerful concepts: * Focus on what's important by teaching vital concepts in depth rather than skimming over nonessential skills * Use research-based teaching and learning strategies, including proven-effective comprehension and language-based strategies, then taking them further by showing students how the strategies lead them to a fuller understand of a text * Teach the essential concepts over a long period of time so that children have an opportunity to learn not only a comprehension strategy, but to explore where that strategy leads in their understanding * Give students numerous opportunities to apply the concepts in a variety of texts and contexts. With To Understand in hand, you'll find new ways to draw out the innate intellectual interest in every student and spark dramatic improvements in literacy learning and comprehension, even among students who struggle. You'll see that by rethinking what it means to understand - by teaching children the Outcomes and Dimensions of understanding - you can help students exceed expectations while broadening your vision of their abilities, their capacity, and their energy for learning. There's still more - much more - to learn about comprehension. Read To Understand, join Ellin Oliver Keene, and discover that what's at the very core of comprehension can not only reinvigorate your teaching but take your students to new, uncharted levels of learning. Enjoy! Jennifer Palmer Mosaic Listserv Moderator (http://music.aol.com/grammys/pictures/never-won-a-grammy?NCID=aolcmp0030002548) **Biggest Grammy Award surprises of all time on AOL Music. (http://music.aol.com/grammys/pictures/never-won-a-grammy?NCID=aolcmp00300025 48) ___ 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
Re: [MOSAIC] Picture books for Prediction
Leslie [EMAIL PROTECTED] wrote: The Wednesday Surprise by Eve Bunting Leslie/1/CA ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Looking for last minute shopping deals? Find them fast with Yahoo! Search. ___ 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] (no subject)
Read with your child. I'd point to Jim Trelease's books and website. There are also some links on the Mosaic Tools page, scroll down to the Parents heading. http://www.readinglady.com/mosaic/tools/tools.htm However, in my experience, most parents who don't have a solid background in literacy will struggle with what the suggestions mean, but you could take the ideas from the tools page and get some ideas for what to tell them. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. ___ 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(Making Meaning)
Thanks everyone to pointing me in the right direction, now I can follow along. We are just starting to use Interactive Read-Alouds by Linda Hoyt to supplement. I like how Making Meaning puts them into the strategies. I was able to order books that I think will go with strategies (that were listed in Hoyt's book). Thanks again, Linda ___ 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] assessments
What is the name of Ruth Davenport's book? Does she address only primary grades or higher? We are a K-8 school. How do you recommend assessing at levels beyond V? Leslie In a message dated 1/17/2008 8:38:38 A.M. Eastern Standard Time, [EMAIL PROTECTED] writes: You are self taught how amazing. Thank you I will pick up the book. Pat K to be nobody but yourself -- in a world which is doing its best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting. e.e. cummings On Jan 17, 2008, at 6:21 AM, ljackson wrote: I am working with teachers interested in doing miscue and the book that seems to speak the most concisely to them is Ruthie Davenport's. It is procedure III and presented in very teacher friendly language. I find that teachers are a bit overwhelmed by the idea of recording and creating text scripts, but having done so and having engaged in meaningful conversations as we discuss and analyze together, all have become convinced that it is impacting not only the way they think about student reading, but the interactions and instructional actions they take. I really have to point to the opportunities to linger over these initial miscues and approaching the study cooperatively. I am self-taught, so I am learning as much if not more than I am teaching. Lori On 1/17/08 5:00 AM, Patricia Kimathi [EMAIL PROTECTED] wrote: What would you suggest that a teacher do when she/he does miscue analysis? Do you have steps that you use as you train teachers. I can't seem to help teachers understand how it is in done. I need an anchor chart for this (smile) Our coaches explanation even confused me and I have been doing it for years. Pat K to be nobody but yourself -- in a world which is doing its best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting. e.e. cummings On Jan 16, 2008, at 1:05 PM, Ljackson wrote: As much as I totally agree, too many people do not know how to do miscue and even then, we need a calculator... ___ 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. ___ 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. **Biggest Grammy Award surprises of all time on AOL Music. (http://music.aol.com/grammys/pictures/never-won-a-grammy?NCID=aolcmp00300025 48) ___ 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] assessments
Miscue Made Easy. V is a proficient fifth grade, am I right? If we were talking about a fifth grader, I have to be honest. I would not be worrying about levels, but about depth of understanding, ability to read a wide cariety of genres and authors. Some of our schools are using the DRA, as it does assess to a level 80, or eighth grade level. However, these are smaller schools and they don't have overwhelming numbers. We are hoping to develop a sstem for red-flagging our fifth graders heading to middle school so that we can keep a closer eye on students who are significantly below reading level. A year give or take just doesn't send me into a tail spin if that reader is making steady progress. Not all flowers bloom at the same time sort of thing. But it concerns me that we seem to sort of let go of struggling readers, you know the ones who don't qualify for ex. ed. support but still seem to need a bit extra. I am hoping that we can continue to use the DRA with this population throughout Middle School and begin thinking hard about how to reach them at this level. This is not criticism of our MS teachers--but they have sixty plus kids and our classes are growing. Using the DRA for every kid just doesn't cut it, but perhaps using it for a more limited population would. I would love to hear what other middle school teachers/schools are using. The struggle for me is that those measures I think provide the best information, including Miscue, are very time consuming and require one to one administration. We know that it is a very different for a teacher with 18 faces and a classroom aide to assess one on one than it is for a middle school teacher with three sections of twenty plus. Lori - Original message - From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Date: Saturday, 2008, 26 Of January 17:15 Subject: Re: [MOSAIC] assessments What is the name of Ruth Davenport's book? Does she address only primary grades or higher? We are a K-8 school. How do you recommend assessing at levels beyond V? Leslie In a message dated 1/17/2008 8:38:38 A.M. Eastern Standard Time, [EMAIL PROTECTED] writes: You are self taught how amazing. Thank you I will pick up the book. Pat K to be nobody but yourself -- in a world which is doing its best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting. e.e. cummings On Jan 17, 2008, at 6:21 AM, ljackson wrote: I am working with teachers interested in doing miscue and the book that seems to speak the most concisely to them is Ruthie Davenport's. It is procedure III and presented in very teacher friendly language. I find that teachers are a bit overwhelmed by the idea of recording and creating text scripts, but having done so and having engaged in meaningful conversations as we discuss and analyze together, all have become convinced that it is impacting not only the way they think about student reading, but the interactions and instructional actions they take. I really have to point to the opportunities to linger over these initial miscues and approaching the study cooperatively. I am self-taught, so I am learning as much if not more than I am teaching. Lori On 1/17/08 5:00 AM, Patricia Kimathi [EMAIL PROTECTED] wrote: What would you suggest that a teacher do when she/he does miscue analysis? Do you have steps that you use as you train teachers. I can't seem to help teachers understand how it is in done. I need an anchor chart for this (smile) Our coaches explanation even confused me and I have been doing it for years. Pat K to be nobody but yourself -- in a world which is doing its best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting. e.e. cummings On Jan 16, 2008, at 1:05 PM, Ljackson wrote: As much as I totally agree, too many people do not know how to do miscue and even then, we need a calculator... ___ 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/
Re: [MOSAIC] assessments
We are K-8. Our principal asks for levels on the kids every other month. In the elementary grades, teachers do miscues at least until gr.4. Once the kids are decoding proficiently, we have the kids read a passage on their own (sometimes with the first 100 words aloud if the teacher deems it necessary). The retelling and the additional questions are done in writing. The teacher can look at the assessment and decide whether the text is just right or if the child needs to be assessed at a higher level. This seems to work better in dealing with the large numbers of students MS teachers have. Leslie In a message dated 1/26/2008 5:32:59 P.M. Eastern Standard Time, [EMAIL PROTECTED] writes: Miscue Made Easy. V is a proficient fifth grade, am I right? If we were talking about a fifth grader, I have to be honest. I would not be worrying about levels, but about depth of understanding, ability to read a wide cariety of genres and authors. Some of our schools are using the DRA, as it does assess to a level 80, or eighth grade level. However, these are smaller schools and they don't have overwhelming numbers. We are hoping to develop a sstem for red-flagging our fifth graders heading to middle school so that we can keep a closer eye on students who are significantly below reading level. A year give or take just doesn't send me into a tail spin if that reader is making steady progress. Not all flowers bloom at the same time sort of thing. But it concerns me that we seem to sort of let go of struggling readers, you know the ones who don't qualify for ex. ed. support but still seem to need a bit extra. I am hoping that we can continue to use the DRA with this population throughout Middle School and begin thinking hard about how to reach them at this level. This is not criticism of our MS teachers--but they have sixty plus kids and our classes are growing. Using the DRA for every kid just doesn't cut it, but perhaps using it for a more limited population would. I would love to hear what other middle school teachers/schools are using. The struggle for me is that those measures I think provide the best information, including Miscue, are very time consuming and require one to one administration. We know that it is a very different for a teacher with 18 faces and a classroom aide to assess one on one than it is for a middle school teacher with three sections of twenty plus. Lori - Original message - From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Date: Saturday, 2008, 26 Of January 17:15 Subject: Re: [MOSAIC] assessments What is the name of Ruth Davenport's book? Does she address only primary grades or higher? We are a K-8 school. How do you recommend assessing at levels beyond V? Leslie In a message dated 1/17/2008 8:38:38 A.M. Eastern Standard Time, [EMAIL PROTECTED] writes: You are self taught how amazing. Thank you I will pick up the book. Pat K to be nobody but yourself -- in a world which is doing its best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting. e.e. cummings On Jan 17, 2008, at 6:21 AM, ljackson wrote: I am working with teachers interested in doing miscue and the book that seems to speak the most concisely to them is Ruthie Davenport's. It is procedure III and presented in very teacher friendly language. I find that teachers are a bit overwhelmed by the idea of recording and creating text scripts, but having done so and having engaged in meaningful conversations as we discuss and analyze together, all have become convinced that it is impacting not only the way they think about student reading, but the interactions and instructional actions they take. I really have to point to the opportunities to linger over these initial miscues and approaching the study cooperatively. I am self-taught, so I am learning as much if not more than I am teaching. Lori On 1/17/08 5:00 AM, Patricia Kimathi [EMAIL PROTECTED] wrote: What would you suggest that a teacher do when she/he does miscue analysis? Do you have steps that you use as you train teachers. I can't seem to help teachers understand how it is in done. I need an anchor chart for this (smile) Our coaches explanation even confused me and I have been doing it for years. Pat K to be nobody but yourself -- in a world which is doing its best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting. e.e. cummings On Jan 16, 2008, at 1:05 PM, Ljackson wrote: As much as I totally agree, too many people do not know how to do miscue and even then, we
Re: [MOSAIC] character unit of study
not able to open this website. is it correct? In a message dated 1/16/2008 9:58:51 A.M. Eastern Standard Time, [EMAIL PROTECTED] writes: fcrta.net/index.html. **Biggest Grammy Award surprises of all time on AOL Music. (http://music.aol.com/grammys/pictures/never-won-a-grammy?NCID=aolcmp00300025 48) ___ 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] assessments
Over the Shoulder Miscue. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada What is the name of Ruth Davenport's book? Does she address only primary grades or higher? We are a K-8 school. How do you recommend assessing at levels beyond V? Leslie ___ 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.
