Re: [MOSAIC] Comprehension strategies and Rigby
Hi, Our district is considering Rigby's Literacy By Design. It definitely uses the Mosaic language, but I'd like to hear from some of you who actually use it. I understand that it is the teacher, not the materials that are important when teaching comprehension, but it would still be nice to hear some first hand accounts of strengths/weaknesses. It looks to me that the main strength is the amount of nonfiction text (about 50%) and the number of guided reading books. The rest of it looks pretty generic. What am I missing? thanks in advance, Lisa 2/3 IL Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. http://mobile.yahoo.com/;_ylt=Ahu06i62sR8HDtDypao8Wcj9tAcJ ___ 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] Off Topic~Social Skills
Be sure to consider the Boys Town curriculum from Nebraska. > From: [EMAIL PROTECTED]> Date: Sat, 9 Feb 2008 17:45:45 -0500> To: > mosaic@literacyworkshop.org> Subject: [MOSAIC] Off Topic~Social Skills> > I > am looking for districts who have adopted a social skills curriculum. What > > do you use and how do you assess its effectiveness. I would also be > > interested in any checklists related to what you are doing. We are looking > into this > as RTI evolves. Thanks for any help you can give me!> Sue> > > > > **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. > _ Helping your favorite cause is as easy as instant messaging. You IM, we give. http://im.live.com/Messenger/IM/Home/?source=text_hotmail_join ___ 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] Book Clubs/Read Aloud-Middle School-for girls
Im a literacy graduate student, and Im in the process of making an iMovie about book clubs. Since book clubs were recently brought up, I was wondering if anyone could share about their book clubs in more detail. I am also proposing in my iMovie that teachers create an online (and optional) book club. This is a place where students and teacher (and maybe even parents) can read a common text on their own and then share their thoughts in a common place (kind of like this listserv). I would attach a link to the authors website and anything else that relates to the book. I love books and I want to read twice as many books with my students as I could in the regular school day. I thought this might be a way to accomplish this goal, among others. Any thoughts or advice on this would be much appreciated. Speaking of books, some of my favorites for 8th grade girls include The True Confessions of Charlotte Doyle, Chasing Redbird, and Esperanza Rising. If you think these are too long, you could also use The Witch of Blackbird Pond. I also just heard about a book that would be great to read with middle school girls. Its called Uglies and it deals with all sorts of teenage issues like beauty and body image. The problem is that its very long. ___ 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] Off Topic~Social Skills
I am looking for districts who have adopted a social skills curriculum. What do you use and how do you assess its effectiveness. I would also be interested in any checklists related to what you are doing. We are looking into this as RTI evolves. Thanks for any help you can give me! Sue **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] determining importance
Could you please help me fine the "house" lesson? I looked on the tools page but I can't find it? Thanks, Marti - Original Message - From: "Joy" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Friday, February 08, 2008 4:28 PM Subject: Re: [MOSAIC] determining importance > Look in the tools page for the "house" lesson. It's very engaging, and the > kids improve greatly afterwards. > >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 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] Comprehension strategies and Harcourt
Folks My district is reviewing Harcourt "Story Town" for possible adoption. As I looked through a fourth grade teachers guide, I saw some good things, but found strategy instruction somewhat lacking. Looking in the index, I couldn't see anything for example, on creating mental images. Is any one out there using this series? Could you comment on how it works with comprehension strategies that Ellin Keene and Steph Harvey and the like promote? I also want to know how comprehension is addressed in the primary grades...or is it mostly decoding? Jennifer Maryland **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] Read Aloud-Middle School-for girls
I would suggest Out of the Dust by Karen Hesse. - Original Message - From: "Mary Walter" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Email" Sent: Saturday, February 09, 2008 10:58 AM Subject: [MOSAIC] Read Aloud-Middle School-for girls > > > > From: [EMAIL PROTECTED] > To: [EMAIL PROTECTED] > Subject: Read Aloud-Middle School-for girls > Date: Sat, 9 Feb 2008 16:23:06 + > > I teach ELL students in our middle school 6-8th grade. On Fridays I read > aloud from grade level chapter books. We just finished the Watson's Go to > Birmingham. My 8th grade this year is all girls. They would like me to > read a book to just their class that is for girls. > > Any suggestions for young adult books around 150 pages (we only read aloud > on Fridays) for girls? > > Thanks so much for your help. > > Connect and share in new ways with Windows Live. Get it now! > _ > Shed those extra pounds with MSN and The Biggest Loser! > http://biggestloser.msn.com/ > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] determining importance
In response to the question about determing importance, I would recommend Stephanie Harvey's book *Nonfiction Matters*. In this book, Harvey recommends using a three column chart with students to record facts, questions, and responses. As the students read, they choose important facts to record under the facts column, write any questions they still have in the questions column, and then add a quick response in the third column. This may be a strategy you could model, have them do with a partner to practice, and then do on their own while searching for information for their feature articles. There are other ideas included in the book as well, but this one was my favorite. Another idea is to incorporate the new literacies into your determing importance lesson. The book *Teaching with the Internet K-12: New Literacies for New Times* is an excellent resource filled with sites that can be used across the curriculum. One site mentioned is www.kidsnewsroom.com. This site has a variety of articles that are written and posted by kids. Perhaps the students could read articles on this website or any other "kid friendly" site to practice determing importance. I have found that young children are highly motivated by technology! I hope this is helpful! Katrina (Syracuse University) ___ 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] Spam: ***SPAM*** Lit Circle Discussion Rubrics
I hope its not too late to offer some rubric ideas...I use a rubric for each individual to complete about their own performance and preparation within the group. I also have a group rubric that they complete together and discuss at the end of the meeting. After completing the rubric, the students try to set goals for improvement to work towards during their next meeting. I also have each member select a 'circle star' for the meeting. Someone they feel did a super job that day - for this they fill in a quick sheet identifying why they were chosen and what they thought was great about that memebers participation...I collect these, read them and make a short comment then sent them on to the 'star'... From: [EMAIL PROTECTED] on behalf of Cindy & Ryan Pickering Sent: Sun 2/3/2008 12:44 PM To: mosaic@literacyworkshop.org Subject: Spam:[MOSAIC] ***SPAM*** Lit Circle Discussion Rubrics I have two, but they are very similar. The categories are: participation, on topic, eye contact, listen/respond to others, respectful to each other. I recently added volume. They also have a spot to note what went well and what they need to work on. I'm happy to share, but I'll have to get my current ones of my school computer Cindy 6th Reading Middle School Can you explain the rubric you use? Are there two - one rubric for the group and then another for the individual student? ___ 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] Lead and Stretch
Joy, I really I thought I answered this online but maybe I sent off an email privately anyway... the stretch part of Carl Anderson's work (which I adapted) was taken from a workshop he did with my first graders as part of our satellite program with TC. Carl merely said the following in one of the quickest yet most effective minilessons I've ever watched."there are three ways a writer can tell more about something." They can either: 1. tell what they were thinking about or 2. tell what they said at the time or 3. they can tell the very next action they did. for example: if the detail was My dog ran away. Three ways you could expand on that sentence are: I thought I never would see Mudge again. or you could write... "Mudge," I screamed hysterically, "where are you? " or you could write "Panicking, I looked under the bed, in the closet, and around the basement... but Mudge was no where to be found. The way I got my first graders to use this information was to scroll their story out as a plan: first page- lead and then a stretch for that lead (using one of the above methods) second page-the beginning event of the story and then a stretch for that event. third page- middle event and then a stretch for that event fourth page-"outside ending" event and then a stretch for that event fifth page- an "inside ending" and then a "show not tell" for that inside ending This kind of structured writing is taken from Lucy Calkins' units on small moments (writing across your hands), Carl's ideas from our workshop, and David Middlebrooks' plan of textmapping in other words: story structure happens at a particular place in each genrewe examined many small moments and we noticed that the page setup was much like what was described above. Hope this helps Pam PS to the reader who posted the badabing sentence... I tried this out with first graders for a memory page we were making and it worked like a charm to pull the most important information into one sentence creatively. For those who don't know the badabing it goes like this: ba (tell what your feet did) da (tell what your eyes saw) bing tell what you thought. a first grader's memory page about our multicultural dance went like this: As sweat swirled down my face as I pounded my feet on the stage, my mom's eyes locked on to mine. I wondered if the crowd would roar an applause. (fluent writer) another version (early writer) ... My kimono waved on my legs as I watched my fan twirl. I worried that my tummy felt too tight. **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] Lead and Stretch
I was going through some of my emails looking for more information about "lead and stretch", but I just couldn't seem to find the one with all the information. It was in regards to writing and apparently it had a connection with Carl Anderson. I have the email piece below. "Tell me and I forget.Teach me and I remember.Involve me and I learn" Benjamin Franklin - Original Message From: Joy <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Saturday, January 19, 2008 6:38:16 AM Subject: Re: [MOSAIC] Writing programs & philosophy Wow, this is powerful. Tell me more about the "stretch" part. [EMAIL PROTECTED] wrote: . . . Then we created a scroll that was divided into five parts: Lead and a stretch, beginning and a stretch, middle and a stretch, outside ending and a stretch, and inside ending with a show not tell. (The stretches are developed from Carl Anderson's ideas of how kids can expand their sentence by either 1) telling the next action, 2) telling their thinking or 3)telling what they said. 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. Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. http://mobile.yahoo.com/;_ylt=Ahu06i62sR8HDtDypao8Wcj9tAcJ ___ 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] Read Aloud-Middle School-for girls
From: [EMAIL PROTECTED] To: [EMAIL PROTECTED] Subject: Read Aloud-Middle School-for girls Date: Sat, 9 Feb 2008 16:23:06 + I teach ELL students in our middle school 6-8th grade. On Fridays I read aloud from grade level chapter books. We just finished the Watson's Go to Birmingham. My 8th grade this year is all girls. They would like me to read a book to just their class that is for girls. Any suggestions for young adult books around 150 pages (we only read aloud on Fridays) for girls? Thanks so much for your help. Connect and share in new ways with Windows Live. Get it now! _ Shed those extra pounds with MSN and The Biggest Loser! http://biggestloser.msn.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.
Re: [MOSAIC] literature circles to Laurie...long)
Laurie, It doesn't sound like you have done anything wrong! I think you should continue to monitor the groups, allowing those students who still do not seem to get it to share their observations of those who are more successful. Reflection on what the others did and how he or she could do better the next time may help. Third grade students are developmentally diverse, or so I found when I taught third. Some students may just not be ready to fully take on the book club roles. I am now teaching fifth grade, and I find that four or five students out of 26 come unprepared for lit circle. I have them stay at their desks completing their role sheets before they can join the group. This way they are still getting the in-depth analysis of the text, which, to me, is the purpose of the roles. They are sometimes finished in enough time to join their group. Sometimes they are not. We have class discussions about the impact on groups when a member is not prepared. Fifth grade children are somewhat motivated by peers to get it together. I have an inclusion class in which I know a couple of the children will not be able to completely do this yet. However, they continue to benefit by seeing the exemplary model of others. At this point in our lit circles, all students have the same roles. So each group can see how each student completed the same job. We have one more job to go. After that, we'll try the circles with each child having a different job. Evaluations (self and group) are also part of the learning process for them. This is the most structured I have been in setting up lit circles. I have mixed feelings about the formality of roles. The books we use are presented as a choice within our thematic units. We are doing "Coming of Age" now and have read ON MY HONOR and FROM THE MIXED UP FILES OF MRS. BASIL E FRANKWEILER. When we try the lit circles with different jobs, they can choose from BRIDGE TO TEREBITHIA or HATCHET. Perhaps you can move away from roles. I rarely used them in third. I would rather give all the students the same comprehension task, such as bringing three questions and the answers or predictions. Perhaps they would need to identify two important moments in the text for the character. This way, even if a student did not do a thorough job, they still were lifted by those in the groups who did better. They learned from each other and improved. I also tried "talking chips" for groups who needed guidance in sharing the conversation. Each student was given four two-colored counters. Each time he or she spoke, the chip had to be placed in the center. When all of a child's chips were used, he or she had to wait for others to use their chips before that child could share again. I also found it easier to have everyone in the class reading the same book. This way, we could have whole group discussions to supplement the smaller book club meetings. So hang in there with it. Look at what you want the children to learn from the lit circles and focus your teaching there. You sound like you put a lot of thought into it! Best, Maura 5/NJ -- Original message -- From: [EMAIL PROTECTED] > Dear Readers, > > My third grade class is struggling with book clubs this year. I purposely set > out to model, model, model what is expected of a book club member. We read a > book in a whole-group setting and practiced the four roles so that every > table group had a chance to experience each role. The roles are: Word Wizard, > Summarizer, Big Idea Sketcher, Question Master, and Character Monitor. We > even > did a few "fish bowl" discussions where I sat in to model how a conversation > works. while the rest of the class sat in a circle around us and observed. I > thought we were ready. Now that they are half way through the books, I see > that > perhaps even more modeling was needed. > > I stressed how important it was to come to the group prepared and how it was > their responsibility to get the reading done on time. I felt that I gave > them > plenty of time to do the reading and prepare for their jobshowever, as I > circulate from group to group during the discussin time, I notice that a good > third of the class is not prepared. They either haven't finished the reading > or their job is only half completed. During the discussion time they get so > loud that no one can hear themselves talk. Again, I've modeled and we have > role-played and brainstormedwhat have I done wrong? > > Thanks for any feedback you might have to offer. > > Laurie Tandy > Third Grade > California > > > > > ** > Biggest Grammy Award surprises of all time on AOL Music. > > (http://music.aol.com/grammys/pictures/never-won-a-grammy?NCID=aolcmp0030002 > 5 > 48) > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go
Re: [MOSAIC] literature circles (Laurie)
Hi Laurie, First of all, I think what you've done so far is great. It sounds like you've taken a lot of time and effort to help your kids understand what a good book discussion looks and sounds like. (I LOVE the idea of big idea sketcher...totally "borrowing" that from you btw!) >From your post, it is hard to tell if you are frustrated with the quality of the discussions or the management issues. To me, it sounds more like management (noise level, unprepared members). If it is the management, then you might try rubrics for self-assessment, group assessment and teacher assessment. Kids need to hold themselves accountable and know that your expectations are clear as well. This may take care of noise level, turn taking, and things like that. Also, since you didn't mention this, make sure you debrief after groups and make a list of things that went well in certain groups and things to work on tomorrow. The groups doing it well should know they are doing well and that you're noticing. In terms of kids being prepared, I have a couple of questions: Why do you think some students aren't prepared? Is the text too hard to get through? Is their group trying to read too much at once? Are there consequences for not being prepared for group? I totally understand your frustrations, but I think it's great that you keep rolling. So many people give up lit circles due to these situations. Lisa 2/3 IL Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. http://mobile.yahoo.com/;_ylt=Ahu06i62sR8HDtDypao8Wcj9tAcJ ___ 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] literature circles (Maryanne)
Dear Readers, My third grade class is struggling with book clubs this year. I purposely set out to model, model, model what is expected of a book club member. We read a book in a whole-group setting and practiced the four roles so that every table group had a chance to experience each role. The roles are: Word Wizard, Summarizer, Big Idea Sketcher, Question Master, and Character Monitor. We even did a few "fish bowl" discussions where I sat in to model how a conversation works. while the rest of the class sat in a circle around us and observed. I thought we were ready. Now that they are half way through the books, I see that perhaps even more modeling was needed. I stressed how important it was to come to the group prepared and how it was their responsibility to get the reading done on time. I felt that I gave them plenty of time to do the reading and prepare for their jobshowever, as I circulate from group to group during the discussin time, I notice that a good third of the class is not prepared. They either haven't finished the reading or their job is only half completed. During the discussion time they get so loud that no one can hear themselves talk. Again, I've modeled and we have role-played and brainstormedwhat have I done wrong? Thanks for any feedback you might have to offer. Laurie Tandy Third Grade California ** 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.
