Re: [MOSAIC] economic divisions/background knowledge/vocabulary

[Beverlee Paul]

> So...I guess this is a rant...frustrating week in hard economic times.> > 
> Cathy
 
and hard week in hard ethical times, too
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Re: [MOSAIC] a bit off-topic

[Beverlee Paul]

Does anyone know who is publishing Debbie Miller's new book and its title or 
concentration?  Thanks.  Bev
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Re: [MOSAIC] Interventions

[Beverlee Paul]

I would also like any interventions that are NOT DIBELS-like, if anyone has any 
ideas.  I heard that Wright Group has some, but haven't seen them.

> To: mosaic@literacyworkshop.org> Date: Sat, 29 Mar 2008 07:38:57 -0400> From: 
> [EMAIL PROTECTED]> Subject: Re: [MOSAIC] Interventions> > If you are talking 
> about DIBELS-like intervention, the Florida website has some - fwww.fcrr.com 
> I think it is, and there is a site called Intervention Central. Just search 
> for it. > > I like the book Creating Strategic Readers for quick, 
> simple?ideas for small group work, but I forget the author's name. > > Cathy> 
> DE> K-5> > > -Original Message-> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Sent: Fri, 28 Mar 2008 7:34 pm> Subject: 
> [MOSAIC] Interventions> > > > > > Does anyone have a resource for reading and 
> writing intervention strategies?> Maxine> > > > **Create a Home 
> Theater Like the Pros. Watch the video on AOL > Home. > 
> (http://home.aol.com/diy/home-improvement-eric-stromer?video=15&ncid=aolhom000301)>
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Re: [MOSAIC] a bit off-topic

[Beverlee Paul]

I just saw Debbie Miller last week. Her new book is called "Teaching with 
Intention". It due out summer 2008 by Stenhouse.  Felicia
 
Thank you, Felicia!  And now can anyone help me out with the title and 
publisher of Sharon Taberski's new book?  And when it is available?  Thanks.  
Bev
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Re: [MOSAIC] Text Talk

[Beverlee Paul]

In regard to Test Talk.  Are any of you in school districts where you are 
forced to give NWEA MAP levels tests?  I'm not sure they can be prepared for 
(which is a major shortcoming!), and I would LOVE to know how people do prepare 
their children for Levels tests.  Thanks for any info.
 


> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Tue, 1 Apr 
> 2008 11:02:15 -0600> Subject: [MOSAIC] Text Talk> > I, too, read Text Talk 
> for the review. I agree with the importance of > what Lori said..."That we 
> must be unwilling to waiver from best > pratice."> It seems in my building 
> that all too often, come close to testing > time, that our great instruction 
> shuts down and test prep begins. As > a lit coach, I have always tried to 
> show teachers that if we just > provide that great instruction, with the test 
> prep built in, our kids > will do just fine on the high stakes test. > This 
> book has helped me with my staff to see, in writing, how we > can do that. I 
> have shared several lessons, gone in a modeled a > few and teachers are so 
> excited when they observe how this can be > done.> The format of the book is 
> so easy and oh, so teacher friendly! I > agree with Lori, too, that you will 
> want to get a copy. Our > educational co-op is hosting a workshop based on 
> the book this > summer, so many of my teachers are signing up for that in 
> order to > dig in a little deeper.> Kelli Thexton> Literacy Coach> Westside 
> Elementary> Rogers, AR USA> > 
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Re: [MOSAIC] Writing to be displayed for public viewing-should it be perfect?

[Beverlee Paul]

I'm sure everyone on this listserv could make a case--a good one--for either 
side.  But there are some issues we simply decide by "our gut" (sorry) and this 
is probably one of them.  How would we feel, and how much would we risk, if 
every comment posted by any of us on this site (published, actually) had to be 
"a model for all who read it"?  I'm not so sure but what this is a very basic 
"big potato" question.

> Date: Sat, 12 Apr 2008 17:01:55 -0700> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Subject: [MOSAIC] Writing to be displayed for 
> public viewing-should it be perfect?> > Dear all,> > I have been a member of 
> the list serve for just a few weeks. I love the conversation and diligently 
> take notes. Now, I have an issue that has been bandied about my district and 
> county for quite some time. As far as "the big picture" goes, it is probably 
> small potatoes, BUT...we would love some comments.> > I am a Reading Recovery 
> Teacher and my teacher-leader (from New Zealand) was quite fanatical about 
> the fact that everything on the walls needed to be a perfect model because 
> children would be the audience. Her feeling was that if it was worthy of 
> publishing or display it should be a model for all who read it.> > My 
> colleagues and I have looked in various places to see if research exists 
> (either way) on this subject. I have ventured into most of Marie Clay's 
> work...this just isn't something that appears in the contents or index. How 
> do you feel about this? Is it an issue, or is it more important for children 
> to display whatever THEY think is worthy?> > Thank you for all of the good 
> advise I have gotten. I appreciate all you do as educators.> > Susan> Reading 
> Recovery/K-2 Literacy Coach> Carman-Ainsworth Community Schools> Flint, MI> 
> --> Susan Nugent> 16071 Knob Hill Drive Linden, Michigan 48451> > 
> 810-735-3030> > ___> Mosaic 
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Re: [MOSAIC] Kindergarten preparation

[Beverlee Paul]

Read to Your Bunny is a priceless little gem!!  I include it in whatever gift 
I'm giving new babies.  I also gave it to each of my sets of parents when I was 
a classroom teacher.  I can't recommend it highly enough. 

> Date: Fri, 18 Apr 2008 07:19:36 -0600> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Kindergarten preparation> 
> > There is a lovely little book by Rosemary Wells called Read to Your Bunny.> 
> In the school I last worked in before moving to district coaching, we gifted> 
> this book along with a copy of Mem Fox's Reading Magic (we had a grant) to> 
> participants in a summer pre-kinder day camp.> > Lori
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Re: [MOSAIC] Online Reading Comprehension

[Beverlee Paul]

Wow!  What a gift you've passed on today, Renee, with this quote from Mr. 
Rogers!!
"We live in a world in which we need to share responsibility. It's easy to say, 
'It's not my child, not my community, not my world, not my problem.' Then there 
are those, who see the need and respond. I consider those people my heroes." ~ 
Fred Rogers
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Re: [MOSAIC] Kindergarten preparation

[Beverlee Paul]

Rosemary Wells!

> Date: Fri, 18 Apr 2008 12:52:13 -0500> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Kindergarten preparation> 
> > Do you know the author of this book?> > > > 
> From: [EMAIL PROTECTED] on behalf of Beverlee Paul> Sent: Fri 4/18/2008 12:50 
> PM> To: Mosaic: A Reading Comprehension Strategies Email Group> Subject: Re: 
> [MOSAIC] Kindergarten preparation> > > > Read to Your Bunny is a priceless 
> little gem!! I include it in whatever gift I'm giving new babies. I also gave 
> it to each of my sets of parents when I was a classroom teacher. I can't 
> recommend it highly enough.> > > Date: Fri, 18 Apr 2008 07:19:36 -0600> From: 
> [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] 
> Kindergarten preparation> > There is a lovely little book by Rosemary Wells 
> called Read to Your Bunny.> In the school I last worked in before moving to 
> district coaching, we gifted> this book along with a copy of Mem Fox's 
> Reading Magic (we had a grant) to> participants in a summer pre-kinder day 
> camp.> > Lori> 
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Re: [MOSAIC] Kindergarten preparation

[Beverlee Paul]

I would also recommend Read for Joy by Claudia Quigg.  Look for everything you 
can from the Read for Joy program!

> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Fri, 18 Apr 
> 2008 17:00:46 -0400> Subject: Re: [MOSAIC] Kindergarten preparation> > Check 
> out www.readingrockets.org... you will find> some handouts for parents that 
> you may want to include...> handouts can be downloaded in several 
> languages...> http://readingrockets.org/article/7834> > Jean/NJ> > > > 
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Re: [MOSAIC] Leveled books

[Beverlee Paul]

The Fountas and Pinnell Leveled Book List, K-8, 2006-2008 also has their 
leveled books sorted by level, plus they have a website.  But actually National 
Geographic, Newbridge, many others now include the F & P level in their 
catalogues to make it easier to select their books if you're considering levels 
as part of your criteria.  Saves you from having to flip back and forth between 
a catalogue and a leveling resource.  I believe BMI does also, and that's good 
for a lot of fiction selections, including books that are generally unavailable 
on sources such as amazon.com.  But the Scholastic site does quite well.
 
If you aren't familiar with the Steps to Literacy catalogue, that would 
definitely be my first recommendation.  They have chosen (and done well) 
collections of books which you can purchase as sets for classrooms.  For 
instance, some of the sets available for levels you mentioned would have 10 
books for $60 for a general set.  They also have a set of "fourth grade 
stories," baseball fiction stories, Nancy Drew Girl Detective books, animals in 
varied habitats set, Grade 4 favorite authors collection, historical fiction 
collection, biography collection  Well, you get the idea.  They have done 
an outstanding job of marketing what people want to buy!
 
Good luck.  



> Date: Mon, 21 Apr 2008 21:58:56 -0400> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Leveled books> > 
> Scholastic.com has a link to bookwizard.com (I think) that will tell you the> 
> level of the book you enter.> > Also, Fountas & Pinnell have a book called 
> Matching Books to Readers (again,> I think) that has a bunch of books sorted 
> by level.> > Melissa/VA/2nd> > On Mon, Apr 21, 2008 at 9:55 PM, HERBERT 
> Suzanne <[EMAIL PROTECTED]>> wrote:> > > Our school is in the process of 
> creating classroom libraries of leveled> > books and we have been asked to 
> come up with books that fit the Fountas> > and Pinnell's P. Q and R.levels 
> for fourth grade. Has anyone a source> > or place one can go with an 
> abundance of good tiles but with the reading> > level determined? To just 
> start picking books out of the air seems a> > difficult task. We are going to 
> have classroom libraries of over 300> > titles each..so where do we start? I 
> am also concerned that we are> > heading into an emphasis on 'leveled books' 
> even for transitional> > readers. Comments please.> >> > 
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Re: [MOSAIC] Leveled books

[Beverlee Paul]

A Field Guide to the Classroom Library (sold by level) is a new Lucy Calkins 
resource sold by Heinemann that I hope to order in my requisition.  That should 
fit the bill quite nicely if it's all it seems to be.

> From: [EMAIL PROTECTED]> Date: Mon, 21 Apr 2008 22:21:08 -0400> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Leveled books> > use 
> fountas and pinnell's resources, like leveled libraries. just google > 
> fountas and pinnell for their titles.> > Leslie> > > In a message dated 
> 4/21/2008 9:55:10 P.M. Eastern Daylight Time, > [EMAIL PROTECTED] writes:> > 
> Our school is in the process of creating classroom libraries of leveled> 
> books and we have been asked to come up with books that fit the Fountas> and 
> Pinnell's P. Q and R.levels for fourth grade. Has anyone a source> or place 
> one can go with an abundance of good tiles but with the reading> level 
> determined? To just start picking books out of the air seems a> difficult 
> task. We are going to have classroom libraries of over 300> titles each..so 
> where do we start? I am also concerned that we are> heading into an emphasis 
> on 'leveled books' even for transitional> readers. Comments please.> > 
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Re: [MOSAIC] Leveled books

[Beverlee Paul]

Would it help you at all to have a copy of the inventory from our bookroom?

> Date: Wed, 23 Apr 2008 07:17:11 +0700> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Leveled books> > I can't 
> thank everyone enough for their comments and directions with my> request for 
> help with choosing books. The problem is this. The school> principal will not 
> allow a books boxed by a publisher at a level as she> thinks those are not 
> the best quality literature. We are using F and P> as our guideline for the 
> book titles at each grade level but this is> what we have been asked to do.> 
> 1. come up with 150 titles for each grade level for our classroom> libraries> 
> 2. and come up with another lot of titles for our guided reading sets.> > 
> There is no limit to the money that can be spent. How on earth do you> come 
> up with so many good books is my question? I can't thank you all> enough for 
> the leads and help you have given. Being in an international> school means I 
> am quite isolated in terms of people I can ask. > Many thanks,> Suzanne > > 
> -Original Message-> From: [EMAIL PROTECTED]> [mailto:[EMAIL 
> PROTECTED] On Behalf Of [EMAIL PROTECTED]> Sent: Wednesday, April 23, 2008 
> 4:47 AM> To: mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Leveled 
> books> > > One of the tricky things we've found is that so many people have 
> their> own leveling systems: F & P, Reading Recover, DRA, Wright Group,> 
> Calkins, so you have to be on the alert!? I guess the key is being sure> the 
> children understand about that 'just right book' and that what's> 'just 
> right' in one genre, might not be the same in another.? > > -martha> > > > > 
> > > > -Original Message-> From: Beverlee Paul <[EMAIL PROTECTED]>> 
> To: Mosaic: A Reading Comprehension Strategies Email Group> 
> > Sent: Tue, 22 Apr 2008 2:04 am> Subject: Re: 
> [MOSAIC] Leveled books> > > > > > > > > > > A Field Guide to the Classroom 
> Library (sold by level) is a new Lucy> Calkins resource sold by Heinemann 
> that I hope to order in my> requisition. That should fit the bill quite 
> nicely if it's all it seems> to be.> > > > > > > > 
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Re: [MOSAIC] Leveled books

[Beverlee Paul]

You might also check out Pacific Learning.  I don't have any direct experience 
yet, but have been impressed with some of the samples.

> Date: Tue, 22 Apr 2008 20:43:24 -0500> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org; mosaic@literacyworkshop.org> Subject: Re: 
> [MOSAIC] Leveled books> > Kaeden texts are amazing for early readers and are 
> of high interest to both boys and girls. My school is in the process of 
> ordering classroom libraries for grades k-3 as well as books our our book 
> room for guided reading. We have found that the Pearson Group iopeners are 
> excellent nonfiction texts that also are of high interest and have 
> appropriate support for independent and guided reading. My students (grades 
> 1-3) have enjoyed reading them and some of the texts support some standard 
> math, social studies, and science grade level concepts. I also purchased a 
> set from the Wright Group for my own classroom for guided reading and have 
> found the books to give appropriate support, they pair fiction and 
> nonfiction, and are of high interest to even some of my more reluctant 
> readers. As the chair of the ILA committe at my school, I went to a 
> store/distributor of books here in Minnesota that allows teachers to actually 
> look through the books and preview them and any teacher resources before 
> purchasing. That is why, as a building, we chose to purchase books from 
> Kaeden, Pearson, and Wright Group. Not every book is perfect for every 
> reader, but they are higher quality than many of the texts that were 
> purchased through Benchmark. They also give DRA and F/P levels. Hope some of 
> this info helps.> Nicole Huttner> > > > From: 
> [EMAIL PROTECTED] on behalf of HERBERT Suzanne> Sent: Tue 4/22/2008 7:17 PM> 
> To: Mosaic: A Reading Comprehension Strategies Email Group> Subject: Re: 
> [MOSAIC] Leveled books> > > > I can't thank everyone enough for their 
> comments and directions with my> request for help with choosing books. The 
> problem is this. The school> principal will not allow a books boxed by a 
> publisher at a level as she> thinks those are not the best quality 
> literature. We are using F and P> as our guideline for the book titles at 
> each grade level but this is> what we have been asked to do.> 1. come up with 
> 150 titles for each grade level for our classroom> libraries> 2. and come up 
> with another lot of titles for our guided reading sets.> > There is no limit 
> to the money that can be spent. How on earth do you> come up with so many 
> good books is my question? I can't thank you all> enough for the leads and 
> help you have given. Being in an international> school means I am quite 
> isolated in terms of people I can ask.> Many thanks,> Suzanne> > 
> -Original Message-> From: [EMAIL PROTECTED]> [mailto:[EMAIL 
> PROTECTED] On Behalf Of [EMAIL PROTECTED]> Sent: Wednesday, April 23, 2008 
> 4:47 AM> To: mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Leveled 
> books> > > One of the tricky things we've found is that so many people have 
> their> own leveling systems: F & P, Reading Recover, DRA, Wright Group,> 
> Calkins, so you have to be on the alert!? I guess the key is being sure> the 
> children understand about that 'just right book' and that what's> 'just 
> right' in one genre, might not be the same in another.?> > -martha> > > > > > 
> > > -Original Message-> From: Beverlee Paul <[EMAIL PROTECTED]>> To: 
> Mosaic: A Reading Comprehension Strategies Email Group> 
> > Sent: Tue, 22 Apr 2008 2:04 am> Subject: Re: 
> [MOSAIC] Leveled books> > > > > > > > > > > A Field Guide to the Classroom 
> Library (sold by level) is a new Lucy> Calkins resource sold by Heinemann 
> that I hope to order in my> requisition. That should fit the bill quite 
> nicely if it's all it seems> to be.> > > > > > > > 
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Re: [MOSAIC] just right books?

[Beverlee Paul]

I think we're going to be a true "nation at risk" because of the nearly 
universal "overemphasis on fluency" that you're referring to.  If any of you've 
not read it yet, I can highly and "fervently" recommend reading Rereading 
Fluency by Beth Altwerger and others. 

> Date: Thu, 24 Apr 2008 21:31:54 -0400> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> CC: [EMAIL PROTECTED]> Subject: Re: [MOSAIC] 
> just right books?> > I don't know if I disagree, but I do have instances 
> where I think allowing "interest" to direct the student to a higher level 
> book can be a mistake. The instance I am thinking of, and it occurs quite 
> frequently in my classrooms, is a student who simply wants to "look" like 
> they are reading a higher level book. I have a number of students over the 
> years who believe word calling is the same as reading and who demand higher 
> books. I know the main reason they are driven this way is to "look" better 
> around their peers, who may be reading quite difficult texts. But the end 
> result is they don't read at all--just flip pages and go through the actions. 
> I am at a school that might over stress fluency in the primary grades and I 
> do believe that might be part of the problem. Anyone else have this 
> experience?> > On the other hand, I have also had students struggle through a 
> tough book because they are driven "fervent" about wanting to read it. I 
> would never resist such a request.> > :)Bonita> >  HERBERT Suzanne 
> <[EMAIL PROTECTED]> wrote: > > Okay Mary, where was the conference and who 
> was doing the talking and> > was their any 'current research' as everything 
> we are being told to do> > is based on 'current research'. Interest 
> supercedes levelis there> > anyone out there who has a different opinion 
> on all of this.? Thanks> > Mary. > > > 
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Re: [MOSAIC] just right books?

[Beverlee Paul]

I also like Sharon Taberski's recommendation to have two periods of student 
self-selected reads a day:  one with "just right" books and one with open 
choice.

> Date: Thu, 24 Apr 2008 21:50:53 -0400> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] just right books?> > It 
> seems to work well to set a ratio (say 5 "just right" books, for > every one 
> "challenge")- this keeps the door open to high interest > books, but also 
> keeps comprehension and fluency on track. Knowing > that a high interest book 
> is just a title or two away is great > motivator, nudging kids to try genres 
> and authors they don't have > much experience with- and if they are truly 
> great texts- kids often > discover they like books on their level. The key is 
> finding really > compelling texts w/ age appropriate theme, message, language 
> in a > wide range of levels.> > > On Apr 24, 2008, at 9:31 PM, <[EMAIL 
> PROTECTED]> wrote:> > > I don't know if I disagree, but I do have instances 
> where I think > > allowing "interest" to direct the student to a higher level 
> book > > can be a mistake. The instance I am thinking of, and it occurs > > 
> quite frequently in my classrooms, is a student who simply wants to > > 
> "look" like they are reading a higher level book. I have a number > > of 
> students over the years who believe word calling is the same as > > reading 
> and who demand higher books. I know the main reason they > > are driven this 
> way is to "look" better around their peers, who may > > be reading quite 
> difficult texts. But the end result is they don't > > read at all--just flip 
> pages and go through the actions. I am at a > > school that might over stress 
> fluency in the primary grades and I > > do believe that might be part of the 
> problem. Anyone else have this > > experience?> >> > On the other hand, I 
> have also had students struggle through a > > tough book because they are 
> driven "fervent" about wanting to read > > it. I would never resist such a 
> request.> >> > :)Bonita> >> >  HERBERT Suzanne <[EMAIL PROTECTED]> 
> wrote:> >> Okay Mary, where was the conference and who was doing the talking 
> and> >> was their any 'current research' as everything we are being told > >> 
> to do> >> is based on 'current research'. Interest supercedes levelis > 
> >> there> >> anyone out there who has a different opinion on all of this.? 
> Thanks> >> Mary.> >> >> > ___> > 
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Re: [MOSAIC] lit circles/guided reading????

[Beverlee Paul]

I, for one, wouldn't mind a passionate monologue.  Write on

> Date: Thu, 1 May 2008 04:07:05 +0700> From: [EMAIL PROTECTED]> To: [EMAIL 
> PROTECTED]; mosaic@literacyworkshop.org> Subject: [MOSAIC] lit circles/guided 
> reading> > I could just cry. I have spent thirty minutes writing about 
> lit circles and I lost the internet connection. If only I would do what I 
> tell the kids to do. Do it on Word and back it up?!!! The gistof what I 
> was writing however was, what is the difference between a lit circle and 
> guided reading? I sense a cross over in the discussions here. It's been a 
> discussion we've had a our school. I'm happy to discuss how I see it...but 
> don't want to bore you all to tears with my 'passionate monologue'. By the 
> way, we are starting EVERY DAY MATH next year and to say I am terrified, is 
> an understatement. Any comments (as it's outside this forum) on that to 
> [EMAIL PROTECTED] would be gratefully appreciated. Suzanne> > > -Original 
> Message-> From: [EMAIL PROTECTED] on behalf of Kelli Thexton> Sent: Thu 
> 5/1/2008 2:30 AM> To: mosaic@literacyworkshop.org> Cc: [EMAIL PROTECTED]> 
> Subject: [MOSAIC] correction!> > Uh-Oh! When talking about the correlation 
> sets for the Ralph > Fletcher Craft Lessons/Nonfiction Craft Lessons and how 
> to obtain > them, I inadvertantly left out a letter on the web address for 
> Mel > and Rosie Brown's Basics Plus Books. The correct web address is:> 
> www.basicsplusbooks.com> They will take great care of you!> Kelli Thexton> 
> Literacy Coach> Westside Elementary> Rogers, AR Public Schools> > 
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Re: [MOSAIC] OT First or second grade?

[Beverlee Paul]

I've taught kindergarten five years, second grade eight years, first grade 
twenty three years, and been a lit coach for two years.  What I would prefer is 
to loop through first and second grade.  Now that we have full-day 
kindergarten, I wouldn't mind looping K-1 either.  I just don't think there is 
any "intellectual" way to describe the advantages of looping, because they are 
so pervasive and diverse.  Impossible to replicate with any other 
organizational device.  I really can't even articulate it.
 
Why would I want to teach kindergarten?  That one's easy!  Five year olds!!!  
There is nothing on God's earth more joyful than a five year old.  A symphony 
of movement and sound.  
 
Why would I want to teach first grade?  To see such exquisite little creatures 
come to reading much as a caterpillar comes to a butterfly.  A miracle 
enfolding right before your very eyes.
 
Why would I want to teach second grade?  To see little people reveal their 
innermost souls as they learn the magic of writing.  It's truth and strength 
and beauty revealed.  
 
If I had a chance to take MY first graders to second, I'd do it in a heartbeat. 
 (I couldn't tell for sure that was the case for you.)  One of my best friends 
who recently retired taught third grade for many, many years.  She said 
repeatedly (and even to all the right people) that the shame of staying in the 
same grade for years and years was that we investors never got the reward of 
seeing the return on that investment.  She said we K, 1, 2 teachers worked so 
hard putting in this, putting in that, tweaking this, supporting that, 
enriching something else, and we just kept starting over year after year.
 
To her, third grade was always her first love because she firmly believed that 
that's where our labors of love came to fruition and "bore fruit."  She said we 
planted and nurtured, but she got to be there for the explosion of color as 
they "flowered."
 
Who knows?  My husband is a middle school principal and he likes that species.  
To each his own.
 
Bev



> Subject: [MOSAIC] OT First or second grade? I've taught first grade for 30 
> years and have an opportunity to move to 2nd. I'm really having a difficult 
> time deciding. Do any of you have any suggestions? For those who have taught 
> both, which do you prefer? Thanks!Patti
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Re: [MOSAIC] suzanne & everyday math

[Beverlee Paul]

I think there's a deeper problem here than not having "a teacher that really 
knew math and taught it so we would understand," and unfortunately it's a 
problem for the entire preK-16 profession, and we have little control over it 
at our levels.  People who teach math to the preK-5 or -8 take math "methods" 
in college which in a perfect world would prepare them to teach the little 
ones.  It has been my experience as I watch both experienced and new teachers 
come with credit on their transcript for teaching math methods, that what they 
received was, in fact, just another math content class.  And why?  Maybe the 
instructors believed for one reason or another that the people in the class 
really didn't "get" math and they wanted to "cure" that.  Unfortunately, I 
think the root for most was that the math methods instructors had NO IDEA of 
how children learn math.  He/she had no idea of how to use manipulatives.  
Higher-level thinking.  Inductive teaching/learning.  Coming to know.  
Articulating thinking.  Problem-solving.  Understanding rather than rote 
memorization.  In other words, I think there's an abundance of math methods 
instructors who are mathematicians knowing nothing at all about the pedagogy of 
teaching math to children.
 
It's pathetic that it seems as if the greatest elementary math teachers got 
their math methods instruction by eventually buying enough material from 
Creative Publications, Marilyn Burns, and Kathy Richardson that they taught 
themselves how to teach.
 
I appreciate Jennifer's gentle reminder, but it's hard for us all to separate 
issues here when the common problem is lack of knowing how to teach for deep 
comprehension and understanding--no matter what the discipline.  If I look 
deeper at the Everyday Math/Saxon Math (to choose some strange bedfellows) 
issue, I find that the problem lies with professional development, both pre- 
and in-service.  Our teachers colleges get to share some blame with the public 
school districts for putting teachers in the classroom without teaching them to 
teach.
 
I'd like to think that a little of the "Mosaic movement" had its roots in the 
NCTM Standards, the first content standards.  For the first time, people came 
together and said that all students could be mathematicians.  That was a 
revolutionary thought at the time.  For years, people had thought there were 
just a few, genetically-fortunate who could think and do higher level 
mathematics.  And basically the same thing happened in math as happened to 
those following Kenneth Goodman.  He put books in kids hands and watched and 
listened to what early readers actually do (which, of course, correlated 
dramatically to excellent comprehenders) so that we could do for all what the 
few had done for themselves.  
 
The math thinkers/talkers began to articulate what they thought and HOW THEY 
CAME TO THINK IT, maybe because of the NCTM standards.  The thinking became 
transparent and transferrable and, for one brief shining moment, math 
understanding was available to all.  At about the same time, Ellin Keene and 
company began to explore WHY and HOW EXCELLENT COMPREHENDERS COMPREHEND and 
were able to identify, amplify, and cluster the now-understood comprehension 
strategies we all know and use.  We say that ALL readers can comprehend, and 
indeed do, if they are reading, AND we accepted the responsibility of making 
available to each one the tools to do so.
 
Enter Dubya.  NCLB.  Saxon.  Accountability.  High-stakes.  
 
So--my apologies to Jennifer and you all for muddying the waters of on- and 
off-topic once again.  And inserting politics.  
 
But...to me, it's all the same issue.  
Teaching/pedagogy/learning/understanding.  And not to play the blame game, but 
when the roots of math pedagogy are so miniscule that they can barely be 
identified as roots, the profession has to take over teaching teachers, or 
we'll never teach kids.
 
Is there anyone that thinks that visualizing, questioning, inferring, etcetera 
isn't how we learn math?
 
Bev, who is really feeling crotchety today!  



> Date: Sat, 3 May 2008 12:18:59 -0400> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] suzanne & everyday math> > 
> Hey Renee,> > I think the brief course requirements for math instruction at 
> the elementary level do not really prepare folks to understand the depth of 
> the math that they are teaching. I know, I know...we did go to school for 
> years BEFORE our teacher training, but for most of us the math instruction 
> did not address much more than math procedures: "This is how we add 
> fractions, blah blah." Except for a fortunate few who might have had a 
> teacher that really knew math and taught it so we would understand.> > So, 
> even though the teacher is supposed to be making the teaching decisions (in 
> my perfect world), schools and districts are relying on "programs" to fix 
> what teachers do not know. It would be more beneficial 

Re: [MOSAIC] off topic math conversation

[Beverlee Paul]

Well, now I feel like an idiot.  While I was growling over my keyboard, folks 
better than I were responding.  Sorry for the off-topic topic.

> Date: Sat, 3 May 2008 12:34:51 -0400> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org; [EMAIL PROTECTED]> Subject: Re: [MOSAIC] off 
> topic math conversation> > Sorry Jennifer,> > I always forget that the Mosiac 
> list tries to keep true to reading comprehension. When a topic is raised 
> where I have thoughts or passion, I tend to jump in. That said, I will now 
> make the connection between all this math talk and reading comprehension. > > 
> Do teachers require materials that dictate day to day instruction in order to 
> teach reading comprehension (in any subject) and teach it well? Is 
> comprehension something in which we are so versed we do "not need" the 
> support of a specific text? Is comprehension so fundamentally different from 
> other subjects (like math or science) that we should be left to fish around 
> and do it our own way without articulation through the grades? I ask this 
> honestly, because I do not know or even have an idea of the answer. The 
> difference, to me, it seems, is that reading comprehension does not develop 
> in any sort of linear fashion. That we are all teaching "all of 
> comprehension" at all grade levels. Am I correct in this thinking?> > I am 
> playing devil's advocate here. I know, Jennifer, that you are involved in 
> lesson study on comprehension, a very in-depth process of professional 
> development that is teacher-driven (not district "assigned"). Would such 
> teacher development be enough to assure quality comprehension instruction at 
> all grade levels? Could it inform us where, developmentally, certain 
> comprehension should and should not be taught?> > :)Bonita--trying to get 
> back on track ;)> > > > ___> 
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Re: [MOSAIC] teacher expertise was off topic math conversation

[Beverlee Paul]

Again - may I recommend reading Rereading Fluency by Bess Altwerger et.al.?  
The folks in your school might be interested in the studies that show that 
children taught in heavily scripted phonics based programs do no better in 
phonics than children taught in a more balanced fashion.

> From: [EMAIL PROTECTED]> Date: Sat, 3 May 2008 13:39:30 -0400> To: 
> mosaic@literacyworkshop.org> Subject: [MOSAIC] teacher expertise was off 
> topic math conversation> > > Bonita> You are the best...truly!> > What a 
> fascinating and thoughtful question! I will reply and ask you to > consider 
> cross-posting a version of it on the To Understand list where there are > 
> some other souls who might be interested in discussing the topic. (I am > 
> hoping that those of you on both lists will understand why that might be a 
> good > thing to do.)> > Your post is of personal interest to me right now. We 
> have had, up to this > point, a fantastic reading intervention in our 
> district called Reach. Reach was > a reading recovery clone which pulled 
> many, many first and second graders to > a proficient or better level. We 
> never had the money as a district to become > truly reading recovery...we 
> used highly trained instructional assistants to > implement the program under 
> the direction of reading specialists. There was > continual staff development 
> including "behind the glass" sessions where we > helped build their knowledge 
> of how to teach reading and how reading developed. > These assistants read 
> Marie Clay...gave running records, leveled their books > and just did a 
> fantastic job all around. For years it was universally > acknowledged that 
> this intervention was successful...not for every student, but > about 75% of 
> all our kids in the program would meet and continue to meet grade > level 
> standards.> > Well, under NCLB and the resulting current state guidelines, 
> Reach is not a > 'researched based' program. Can you tell where this is 
> going??? Rumor has it > that the title one schools in our area will no longer 
> be using Reach...they > will be going instead to a scripted heavily phonics 
> based program. Now I will > tell you that I absolutely do NOT condemn this 
> choice...the schools really > have no choice. If they don't use a research 
> based program, there is no chance > to appeal when schools fail to meet 
> adequate yearly progress. I know these > scripted programs do work to build 
> decoding skills for some kids...and I know > that the reading specialists in 
> our district understand the need for balance > and will ensure that these 
> kids get comprehension instruction as well. > > What saddens me is that we 
> are handing these instructional assistants > scripts and not putting our 
> resources into helping them understand the nature of > how reading develops 
> and how to make good choices in instruction. It won't > matter for a few 
> years...these ladies (mostly they are women who are willing to > work for 
> little pay) already know a lot from the time we have invested in > building 
> their expertise...but as they retire or move to greener pastures, we > will 
> have moved the focus from teaching assistants to technicians. > > I am 
> lucky...I am not in a title one school and I can keep going with > 
> Reach...albeit without the district level training and support. But...I am 
> feeling > the pressure to at least explore the researched based programs and 
> train > folks in one so that I can ensure that the positive affects of using 
> a scripted > program outweigh the great number of negatives. Using a 
> researched based > program in addition or as a supplement to Reach may be 
> required to keep us out of > AYP jail within a very few years. > > Bonita, a 
> colleague of mine always says that a good, quality curriculum is a > 
> floor...not the ceiling. We need that...but we also need even more, teachers 
> > who understand how kids learn to read, how to respond to the different 
> needs > of the children in front of them. Lesson study, to me, would fill the 
> second > requirement, but not the first. Lesson study is about the process of 
> > teaching, to me, not a way to find out what to teach. > As a beginning 
> teacher, I would have been lost without my anthology teachers > guide. It is 
> a floor...but by now, I don't even crack open the covers...and > there is no 
> way I feel that I know enough to say I have the ceiling in sight!> > Hmmm... 
> I don't think I am even beginning to answer all your questions...I > guess my 
> first thoughts here are that we need a quality curriculum to start > 
> with...and then highly trained teachers who know how to build from that to 
> meet > the needs of their kids.> Jennifer> > > > > > In a message dated 
> 5/3/2008 12:36:30 P.M. Eastern Daylight Time, > [EMAIL PROTECTED] writes:> > 
> Sorry Jennifer,> > I always forget that the Mosiac list tries to keep true to 
> reading > comprehension. When a topic is raised where

Re: [MOSAIC] teacher expertise was off topic math conversation

[Beverlee Paul]

I think one of the greatest unexplained/unexplainable tragedies of education 
today is that "we" are going so deeply into ELL education -- in the opposite 
direction of what we know about language acquisition.  Voyager thoughts?  You 
wouldn't want to know.  Follow the money.

I teach a program (PAL) similar to REACH. Even though we are a title school, we 
can still use this model for first graders...Interestingly enough, I just came 
back from a training in the Voyager Program. We are using it for our district 
SEI/ELL Summer School. Talk about a scripted program! I have mixed feelings 
about it. I think for summer school it will be o.k., but I'm not sure as a 
Reading Specialist,that I would be able to use this type of program during the 
school year.Has anyone had experience using Voyager? What are your thoughts?
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Re: [MOSAIC] Scripted reading programs

[Beverlee Paul]

I agree with you because in my state early retirements are rampant because of 
the scripted programs.  Anyone who possibly can is bailing into retirement far 
before they ever would have if they'd been teaching.  People leaving the 
profession are also rampant.
 
 
I don't think the pendulum will swing back towards teacher judgment before I 
retire. 
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Re: [MOSAIC] Workshop

[Beverlee Paul]

Hi Jen - I think one of the most "organic" things to do which really ups the 
interest is to use existing stories and rewriting them to be a readers' theater 
presentation.  In first grade and part of second grade, they'd really need to 
be done in a shared writing setting, but small groups could do it after enough 
modeling in second and third grades.  There's more ownership and knowing from 
the inside out.  Of course, it's rare for students not be interested in readers 
theater, I think.  Bev

> Date: Mon, 5 May 2008 03:29:40 -0700> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Workshop> > Hi,> I am a 
> reading specialist and currently taking classes for my consultant's 
> certification. For our class we are giving workshops for other grad students. 
> I am doing mine on reader's theater for the lower grades (1-3) I already have 
> some good information but was wondering if anyone had good suggestions to 
> keep the participants interested. Any input would be greatly appreciated. 
> Thanks.> Jen> > > > Be a better friend, newshound, and > know-it-all with 
> Yahoo! Mobile. Try it now. 
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Re: [MOSAIC] Cluttered Digest

[Beverlee Paul]

I've never read a digest format, so can sympathize, but have no real 
understanding.  And not to be cantankerous, but I've been frustrated by coming 
to posts in which the person has tried to make things easier to understand by 
doing just as is suggested below.  Often (in the individual e-mail format) you 
have no idea what the reply was to, what it means, what it relates to, or much 
in the way of a discussion which is a multi-way conversation. Without the 
context of what the reply was to, the entry is meaningless and often it's very 
important.  
 
There must be a way to solve this.  Keith, thanks for all your education to us. 
 I'm such a babe in the woods when it comes to technology. 



 
Subject: [MOSAIC] Cluttered Digest
I understand everyone is busy, but when you hit reply, it takes about 2 seconds 
to hit Control +A (which selects all the text in your typing area) hit the 
delete key, then type your message.
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Re: [MOSAIC] Workshop

[Beverlee Paul]

Any folk tale works well for early experiences with this.  Or a cumulative 
tale.  Basically, anything with a strong plot or sequential events.
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Re: [MOSAIC] Choosing Texts for meaningful reading in book clubs

[Beverlee Paul]

YES!

> Is there interest? > Jennifer
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[MOSAIC] book/resource help

[Beverlee Paul]

Hi all - My call for help isn't nearly as critical as Leslie's, but I'm hoping 
someone will save me anyway!  I taught a really successful writing segment last 
year in second grade on heroes, but cannot find my file anywhere!!  What I need 
are suggestions for books.  I have T.A. Barron's The Hero's Trail, It's Our 
World, Too! by Phillip Hoose, Kids With Courage by Barbara A. Lewis, 50 
American Heroes Every Kid Should Meet by Dennis Denenberg and Lorraine Roscoe, 
and We Were There, Too!  Young People in U.S. History by Phillip Hoose.  I have 
no idea what picture books I used.  Good grief!  Can anyone help me out of this 
dilemma?  Thanks so much.  Bev
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Re: [MOSAIC] Choosing Texts for meaningful reading in book clubs

[Beverlee Paul]

Okay, Susan, this is too torturous!  What four

> This year I found four mentor texts I used to teach everything I wanted to> 
> teach and the students kept them in their writing folders to reference and> 
> use when I taught mini lesson for writing. I am always on the lookout for> 
> good text to share with my students in the news or in books. You are so> 
> right though there is so much out there!
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Re: [MOSAIC] critical concern

[Beverlee Paul]

Not everything that can be measured is important, and not everything important 
can be measured.

> From: [EMAIL PROTECTED]> Date: Wed, 7 May 2008 07:19:17 -0700> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] critical concern> > Ann,> 
> > The powers that be are not interested in high level thinking. High > level 
> thinking turns people into rebels. They are mostly interested in > high test 
> scores, which can only be gained through correct responses to > literal 
> questions with one right answer.> > Renee> > On May 7, 2008, at 3:18 AM, Ann 
> wrote:> > > I received this following announcement from the Michigan Dept of 
> Ed. > > yesterday. Interesting that they are dropping cross text > > 
> reading/responding in favor of the more literal questions to respond > > to 
> in short answer format. I'm still not sure how they think this > > will 
> promote high level thinking after reading and responding.> > Ann> > [EMAIL 
> PROTECTED]"> > > Nothing in all the world is more dangerous than sincere 
> ignorance and > conscientious stupidity. "> ~ Martin Luther King, Jr.> > > 
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Re: [MOSAIC] The Albatross

[Beverlee Paul]

Gina, I so empathize with you, even though I've never had to give grades.  
Since I have no experience, my opinion is not as worthwhile, but from a purely 
intellectual point of view, the only grading I can imagine is with rubrics.  
We've gotten sophisticated writing them (and teachers of older kids can coach 
those kids to write rubrics well after some work on doing so) that I think they 
can definitely "objectify" what used to be a subjective "guess."  Does anyone 
else on the list have articles or books or sites they'd recommend to help with 
this dilemma/rubric development?  I think it is fascinating to see well-written 
rubrics and how they really can nail why you think what you think when you 
"guess" a grade, etc. holistically.  Good luck.



 
A large group of MOT members are classroom teachers, so I am certain you face 
this dilemma as well, but I rarely hear anyone address the grading component. 
Why is that? Do you all have a secret you can share? (-: Gina
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Re: [MOSAIC] The Albatross

[Beverlee Paul]

As a literacy coach, I would LOVE to have examples of grading (and other) 
rubrics on the tool page!!!
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Re: [MOSAIC] Comprehension Toolkit 3-5

[Beverlee Paul]

Sundance has both fiction and nonfiction in the materials Linda Gambrell 
contributed to.

> Date: Sat, 10 May 2008 14:19:07 -0700> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Subject: [MOSAIC] Comprehension Toolkit 3-5> > 
> -\ are the mentor texts and lessons geared mostly to non-fiction?> > The 
> upper grade Toolkit has quite a bit of nonfiction, but it also uses 
> historical fiction. There aren't enough lessons to teach an entire year, so 
> there is plenty of space for you to use the strategies taught with fiction. I 
> found it a wonderful resource that I pull from every few weeks, but do not 
> use it by itself.
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Re: [MOSAIC] Daily Five Off-Topic

[Beverlee Paul]

Hi all - We are making plans for a Daily Five study group this summer and I'd 
like a sense of how high in grades this format would be appropriate and/or 
helpful for.  The only people I've directly talked to teach primary grades.  To 
me, it seems a bit "dis-jointed" (I can't quite figure out how to say that it 
doesn't accommodate lengthy enough engagement periods..??)  for grades that 
workshops alone really seem to fit the bill.  Do any of you have any guidance 
for me?  Thanks.  Bev Paul
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Re: [MOSAIC] Daily Five

[Beverlee Paul]

Yes, and Joan Moser.
 
 



> Is the book The Daily Five: Fostering Literacy Independence in the Elementary 
> Grades by Gail Boushey?Magaly
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Re: [MOSAIC] The Classics

[Beverlee Paul]

asks and answers essential human questions

 > > HI,> >> > My students and I were talking about what makes a book a 
 > > "classic." I> > was> > curious as to what your response would be, "What 
 > > makes a classic book a> > classic?"
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Re: [MOSAIC] Help I need some info re a math list serve

[Beverlee Paul]

And how do I get to the google list for the Daily Five?

Date: Thu, 15 May 2008 16:26:36 -0400From: [EMAIL PROTECTED]: [EMAIL 
PROTECTED]: [EMAIL PROTECTED]: Re: [MOSAIC] Help I need some info re a math 
list serveWe have a google math list with many of the same people from this 
list--it is at google groups, and our short name is etawm...but I will try to 
find the actual link for you laterBonita
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Re: [MOSAIC] end-of-the year reading

[Beverlee Paul]

I, for one, would like to know MUCH more.  I've seen other notes from speakers 
on the list--would that be possible for you to do?  Hopefully, Bev
By the way Cambourne built on his conditions for learning with additions to his 
model for effective classroom/effective teachers that I had not read or heard 
him talk about before. He spoke about having a valid theory of learning (I 
connected it to Bonnie Campbell Hill's model with the child in the center and 
arrows running both ways to the essential components of learning.) He also 
spoke about the supportive routines that classrooms provide, including the 
language teachers use, and then basically the components of the literacy 
workshops. If someone wants to know more, I can get my notes. John
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Re: [MOSAIC] Primary Comprehension Toolkit

[Beverlee Paul]

Linda - Is it something you could put on the list serve "goodies"?  I'd love 
that!
 
 
 I typed up a comparison of the 3 kits. If you think it would be helpful, I can 
send it to you.  Linda
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Re: [MOSAIC] Help I need some info re a Daily Five list serve

[Beverlee Paul]

Okay, I'll admit it!  I am NOT smarter than a fifth grader!  I cannot figure 
out how to join The Daily Five listserve on Google groups.  Can anyone help 
me???  Bev
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Re: [MOSAIC] End of Grade Testing

[Beverlee Paul]

Now here's a question to which I'd love to have frank and honest answers from 
each of us on this listserve:  which of us could score well on a test with that 
quantity of reading and three minute "breaks"?  I can't understand why parents 
aren't screaming their heads off! 

> To: [EMAIL PROTECTED] to my world! You need to know that Maryland students 
> from grade three and up have faced this type of test for years now. Kids read 
> multiple passages...answer essays and multiple choice questions. For us, test 
> taking strategies are less important than building stamina... Yikes! 
> JenniferAll of this has worked in the past! However, this practice did not 
> prepare the students for the lengthyselections this year.The breaks are built 
> into the test (50 minutes, 3 minute break, 45minutes, 3 minute break, 45 
> minutes) so we have no control over thatunless the student has an IEP or 504 
> which allows for other modifications.The breaks are built into the test (50 
> minutes, 3 minute break, 45minutes, 3 minute break, 45 minutes) so we have no 
> control over thatunless the student has an IEP or 504 which allows for other 
> modifications.
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Re: [MOSAIC] Building stamina

[Beverlee Paul]

It isn't the kids that needs fixed!!!

Any suggestions out there for how to build stamina throughout the year without 
killing them withmore of these boring test examples? I tried using a chart 
graphing their minutes- think that came from here or Daily 5- but that still 
doesn't mean they are reading for meaning.
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Re: [MOSAIC] Centers/Literacy Stations

[Beverlee Paul]

I don't think your "confusion" here has to do with differences of 
centers/literacy stations, but with definitions.  Please don't be offended 
(because none is thought or meant) when I say that I think your thinking seems 
clearer to me (your reader) than you are actually articulating.  By inference, 
I suspect that you--and perhaps the leadership you work with--really envision 
centers as something that are teacher-directed, even though the teacher isn't 
there.  Kind of an "activity" that is assigned and expected.  Planned by the 
teacher.  Made by the teacher.  Monitored by the teacher.  Assessed by the 
teacher.  Invested in by the teacher.  If I'm correct, you would see the 
centers as a pale reproduction of actual teacher-led instruction.  
 
I'm also inferring that when you went to 4-blocks, and especially workshops, 
you saw that the students were engaged in real learning:  reading, writing, 
maybe talking and listening  Also, I think you may have seen a shift from 
teacher-directedness to student-initiated choice, with the teacher providing 
the framework, etc. but with there being very little "contrived" 
teacher-assigned "activities."
 
So far, so good?
 
Now come with me to traditional early childhood "centers."  In those centers, 
the teacher does "teach" by providing the materials, the opportunities, the 
peers, the routine, the background-whatever-needed-for-success, but what goes 
on there is child-initiated and child-directed.  The 
"centers/stations/whatever" were not just portable worksheets or tasks in a 
different configuration, which is a version I suspect you're worried about.
 
In my opinion, therein lies the difference.
 
If centers are teacher-directed, but without the teacher there, what a child 
does there is for the teacher.  If centers are learner-directed, what goes on 
there can absolutely be as authentic and engaging as you would hope.  The key 
here, imo, is not what you call centers/stations, it's what goes on there.  
 
So we're to language here, which we in education are certainly used to.  Some 
of our best language through the years has been distorted and destroyed by 
others, and sometimes even by those in our own profession.
 
My personal opinion: if centers are nothing better than inauthentic 
time-fillers, and take up all the teacher's time preparing "tasks," then of 
course they are of extremely limited value.  The key to exposing the 
language/concepts here is the taking-of-teacher-time.  If what the teacher does 
is prepare lesson plans for tasks and there is no 
inquiry/literacy/problem-solving/self-direction/initiative/intentionality, 
there's the hint that "something's afoot in Denmark."  Of course, what goes on 
there pales in comparison to what goes on in workshop.
 
However, I would hate to see us fall into that trap.  Or, which is more likely, 
our supervisors fall into that trap.  I see centers as having enormous 
potential.  But not the centers as described above.
 
I, too, believe that teachers teach children.  However, I suspect you would 
agree with me when I say that, ultimately, children teach children.  Learning 
is something that is done BY the child not TO the child.  
 
The center format is not the culprit here, in my opinion.  There are wonderful 
centers and the foundations of those centers are often set up by the teacher.  
Would you also agree that a child actually engaged in literacy teaches?  Would 
you say that a text set (which easily could be "a center" stacked on a round 
table) has enormous potential for the child and her peers to teach each other?  
Would you say that extended time to rewrite a favorite tale into a radio script 
or a readers' theater to be performed would be valuable?  Would you say a Lit 
Circle on coming home might be powerful?
 
Yet, even if you agree with me that those things might be wonderful, I say to 
you:  they're probably not as wonderful as what children might devise to do.  
The narrower the center, the more teacher-directed the center, the more 
taking-of-teacher-time of the center, the less valuable to the children, I 
believe.  
 
I think you were right on the edge of saying all that; I think it was lurking 
around in your thoughts.  
 
I love centers.  I love to see children working in centers.  Kids' work.  Not 
teachers' contrived activities renamed centers to bring them "up to date" and 
"current" and "data-driven."  
 
One of my most thrilling moments in education came when I read Selma 
Wasserman's Serious Players in the Primary Classroom.  I would also refer you 
to the Nebraska-Iowa primary program.  Lilian Katz.  Kostelnik at UN-L.  Reggio 
Emilia.  Harriet Egertson.  Susan Andersen.  Many, many traditional early 
childhood educators and literacy specialists. 
 
I don't care what age student we teach:  the threes, fifth grade, juniors  
Ultimately, what we would hope for our students is that they can teach 
themselves and their friends and teachers.  Yes, teachers do teach, not 
cent

Re: [MOSAIC] Centers/Literacy Stations--long!

[Beverlee Paul]

Daily 5 is a wonderful model of child-led "centers."  Teacher is provider of 
time and opportunity.

> Date: Sat, 24 May 2008 10:47:54 -0400> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Centers/Literacy 
> Stations--long!> > I've always felt the two terms were interchangable (sp?). 
> Having said that,> my suggestion is to run, don't walk, to the nearest Barnes 
> & Noble and> purchase The Daily 5. I used it to set up my Reading Workshop 
> this year. I> did literacy centers in K & 1 before. Now I'm in 2nd.> > I 
> continued to be amazed throughout the school year. Our last "official"> 
> reading workshop day was last Wednesday (lots of special activities these> 
> last few days), and they kids were just as engaged that day as they were> 
> months ago. It is a lot of explicit teaching, modeling and practicing up> 
> front, but when it's been taught well, and practiced, it is a thing of> 
> beauty.> > The only organization and set-up I did was:> Read to Self & Read 
> to Someone--Classroom library set-up--kids helped with> this. I actually 
> found a couple of articles about it on Choice Literacy and> 
> www.responsiveclassroom.org; set up book boxes (used magazine boxes)> Listen 
> to Reading--downloaded a bunch of videos from United STreaming and> copied 
> them onto CD for the kids to insert into the CPU; Gathered up all my> books & 
> CDs> Word Work--I already knew what I was going to do with word study (Words> 
> Their Way), and found materials for them to work with (WikkiStix, white> 
> boards, magnetic letters, etc)> > Since the original set-up for the above, 
> these are the only things I've done> (this is since October for Read to Self 
> & Someone & Word Work, and since> January for Listen to REading:> Added books 
> to the classroom library as I found/bought/borrowed them> Downloaded some 
> more videos onto CD, and found out a way to burn just the> audio portion so 
> they can be used for book/CD sets> Replenished paper for certain Word Work 
> activities (next year, I will have> this stuff more accessible and train the 
> kids to do this)> Added some specific word work activities (contractions, 
> compound words,> alphabetizing, etc)> > THAT'S IT! No coming in on Sunday 
> afternoon for 2 hours to set up another> week or two worth of center 
> activities. No checking papers. Because I can> look around and see everyone 
> working, I know they are doing it. The only> papers I had them turn in were 
> the contractions, etc, for assessment> purposes.> > I know this is long, but 
> I'm preaching this to everyone I know!! The kids> have done so well. At the 
> beginning of the year 9 of my 16 kids were on or> above grade level. Now 
> there are 12 on or above! I'm thrilled.> > There is a Yahoo Daily 5 
> listserv> > I used a lot of resources from the Daily 5 website 
> (www.the2sisters.com) and> Jessica Meacham's website (www.jmeacham.com). I'm 
> glad to answer any> questions--on- or offline.> > Melissa/VA/2nd> > On Sat, 
> May 24, 2008 at 9:30 AM, j browne <[EMAIL PROTECTED]> wrote:> > > Would 
> someone please explain to me the difference between Centers and> > Literacy 
> Stations.> >> > Perhaps it's me, but I never had success with centers. I 
> always felt they> > were too> > much work and I guess I wasn't organized 
> enough to keep up with them.> > When our district embraced the Four Blocks 
> framework, I was thrilled. I> > really felt> > I had a handle on what the 
> kids were doing at all times and knew that they> > were fully engaged in> > 
> each Block. We have since moved to a more Reading and Writing workshop> > 
> approach and> > that seems to suit our students as well.> > Now the buzz is 
> that we are going back to groups and Literacy> > Workstations.> > I am a 
> little> > bit concerned. My philosophy has been that teachers teach children 
> and not> > centers.> > I know I can count on this list serve to help me see 
> the light.> > Thanks for any input on this subject.> > Jean/NJ> > [EMAIL 
> PROTECTED]> >> >> >> > ___> > 
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> modify your membership please go to> > 
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Re: [MOSAIC] ***SPAM*** RE: Daily 5

[Beverlee Paul]

Ditto for Fountas and Pinnell's First 20 Days.

> From: [EMAIL PROTECTED]> Date: Sat, 24 May 2008 13:15:14 -0400> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] ***SPAM*** RE: Daily 5> > 
> > The Daily Five is a framework for reading instruction that is ideal for the 
> > primary grades. BUT what I find most useful are the lessons which describe 
> how > to teach students to use their time well...I have used a lot of it with 
> my > fifth graders!> Jennifer> In a message dated 5/24/2008 1:08:40 P.M. 
> Eastern Daylight Time, > [EMAIL PROTECTED] writes:> > I've heard a lot about 
> Daily 5 and plan to check into it this summer. Is it> appropriate for use in 
> a 6th Grade Middle School Reading class (each class> period is 48 minutes and 
> we meet daily)?> thanks.> > > > > > > > > **Get trade secrets for 
> amazing burgers. Watch "Cooking with > Tyler Florence" on AOL Food. > 
> (http://food.aol.com/tyler-florence?video=4&?NCID=aolfod000302)> 
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[MOSAIC] Debbie Miller

[Beverlee Paul]

Okay, let me apologize first.  I KNOW this has been given to me before, but I 
absolutely can't find it.  First, who publishes Debbie Miller's new book?  
Second, when?  Third, what's the name of it  Thank you so much!!!
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Re: [MOSAIC] Centers/Literacy Stations--

[Beverlee Paul]

Debbie Diller and Fountas and Pinnell have written about literacy centers.  
They have some good thoughts and it's certainly not an author's fault when 
people go overboard with the information, but I have found as a literacy coach 
that some of these ideas have been sadly altered in practice.  I guess my 
greatest objection (and what makes me lean more toward The Daily Five) is the 
"parts is parts" trap.  What happens sometimes is that there is a unconscious 
slide in practice from creating places where children can read and write to 
places where the children do "stuff" (often parts) to keep them away from the 
teacher.  Or, in the case of some rooms with ten "centers," keep them away from 
any more than one at a time of their peers either.  Basically, there is a shift 
from centers you'd want children to learn from - to centers to fill time, which 
is exactly what the worry was starting this discussion.  Some "centers" might 
be tachistoscopes so that children are sliding vowels or phonograms, some 
"games" where children line up words according to patterns, some chunking 
games, maybe cards where children use a wet-erase marker to write syllables on 
lines -- you get the picture.  It seems to me that when teachers use centers as 
"portable worksheets," the emphasis goes to the lowest common denominator 
instead of rich literacy instruction.  Much of what teachers can "pull out" is 
nothing more than parts of words, parts of sentences, parts of parts.  
 
The other problem I see as serious and ultimately the Achilles heel of center 
"instruction" is a lack of initiative and intentionality can actually be 
promoted with the practice, and that's something I'm still working out in my 
own head as a potential problem with The Daily Five.  With centers, it's pretty 
easy to see if children are actually engaged in authentic reading or writing or 
are filling their time with staying away from the teacher and interrupting her 
with her Real Work.  The tasks truly are the teacher's and it's up to the child 
to follow the teacher's instructions and "do" what the teacher has assigned.  
It's pretty easy to see when it doesn't come from the child, isn't conceived of 
by the child, isn't expanded or tweaked by the child, isn't continued on by the 
child  After all, the child is the empty vessel in some of those centers, 
not the candle to be lit.  
 
Now, the "activities" in the Daily Five are much more in balance and authentic 
(not so much parts is parts), but I'm still wondering about what could be a 
rigid "rotation."  When I first heard about the Daily Five, I envisioned that 
the children would proceed through the 5 in a natural way that would allow and 
encourage initiative and intentionality.  When I got deeper into it and heard 
the sisters speak, I realized that we're still talking about distinct time 
periods here and an enforced "rotation."  So a child might be way engaged in 
reading some historical fiction, the bell would sound, there would be a read 
aloud about Martin Luther King, the child would move on and becoming engaged in 
writing about habitats which sustain wildlife, the bell would sound, there 
would be a mini-lesson about exciting leads, the child would become engaged in 
working on a rewrite of Hats for Sale for reader's theater, the bell would 
sound well, you get the picture.  The lack of opportunity for a child to 
plan and sustain is further exacerbated when the periods are cut from 30 
minutes to 20 minutes in order to get the Five into some schools' literacy 
blocks.  How would we, as adults, take to being interrupted every 20 minutes 
with what we're doing and forced to start something else, knowing we'd have 
only 20 minutes with that as well?
 
The reasoning for the "interrupting" every 20-30 minutes is given as 
"brain-based" where it's purported that people can sustain attention to 
something only for a given time and then their brain needs to move on.  It's 
pretty hard for me to buy that when I've observed kids doing science 
experiments for extended times as they change variables over and over again, or 
designing and redesigning some structure in a sandbox and working the kinks 
out, or finally getting to the place where they are writing the ending to a 
fantasy tale which is the "shocker" and will make the whole story come out just 
right.
 
Now, I'm not naive enough to think that every child in our care will be 
self-motivated, self-directed, self-evaluative, etcetera, etcetera--but even 
given that, should we really be structuring our children's day so that they 
can't get better at those things which will serve them well in their quest to 
be a lifelong learner with all the characteristics of such?  Where initative 
matters.  Where intentionality matters.  Where flexible thinking is vital.  
Where problem-solving in a group is key.
 
When Ellin (in To Understand) talks about literacy studio, or Lucy talks about 
writers' workshop, the "tasks" are authentic and a

Re: [MOSAIC] Debbie Miller

[Beverlee Paul]

Especially with your new assignment!!

> Date: Tue, 27 May 2008 21:18:08 -0400> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org; [EMAIL PROTECTED]> Subject: Re: [MOSAIC] Debbie 
> Miller> > Whew! Loving that title--sounds like a must-have!> > :)Bonita> > 
>  Keith Mack <[EMAIL PROTECTED]> wrote: > > Here's the info:> > > > 
> "Teaching with Intention: Defining Beliefs, Aligning Practice, Taking> > 
> Action, K-5" by Debbie Miller, will be published by Stenhouse Publishers in> 
> > early September.> > > ___> 
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> your membership please go to> 
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > 
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Re: [MOSAIC] Debbie Miller

[Beverlee Paul]

And thank you, Keith, for retrieving the title, etc. once again.  I PROMISE I 
won't lose it this time (or, at the very least, admit to losing it again. :-) )

> From: [EMAIL PROTECTED]> Date: Tue, 27 May 2008 21:21:51 -0400> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Debbie Miller> > > Sounds 
> like another book study to me! :-)> Jennifer> In a message dated 5/27/2008 
> 9:18:54 P.M. Eastern Daylight Time, > [EMAIL PROTECTED] writes:> > Whew! 
> Loving that title--sounds like a must-have!> > :)Bonita> >  Keith Mack 
> <[EMAIL PROTECTED]> wrote: > > Here's the info:> > > > "Teaching with 
> Intention: Defining Beliefs, Aligning Practice, Taking> > Action, K-5" by 
> Debbie Miller, will be published by Stenhouse Publishers > in> > early 
> September.> > > > > > > > **Get trade secrets for amazing 
> burgers. Watch "Cooking with > Tyler Florence" on AOL Food. > 
> (http://food.aol.com/tyler-florence?video=4&?NCID=aolfod000302)> 
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Re: [MOSAIC] Centers/Literacy Stations--

[Beverlee Paul]

Me, too, Bonita.  Still thinking, that is!
 
I, thankfully, missed the Madeline Hunter "worship" and just kind of plucked 
out the pieces which appealed to me from second-hand sources.  But the one 
thing I remember vividly is a direct quote by MH that a friend wrote down 
during a workshop:  "You know, really, all I can ask of a teacher is that she 
thinks about WHAT SHE'S THINKING ABOUT as she's teaching."  WOW  Teaching 
Metacognition R Us!!  That has served me well through the years and has been 
one of my touchstones along with "Is what we're doing right now getting us to 
where we ultimately want to go?"
 
And, while those two guide-thoughts have resided within me, along with Selma 
W.'s and Lilian K.'s advice, and have influenced me deeply through the years, 
I'm finding it very difficult as a literacy coach to help others discover that 
for themselves!  And there is no way that particular learning can be imparted 
in a lecture format!!  We can't just "wear" each others' beliefs or think each 
other's thoughts.
 
And, when you described fifth graders having come through an "accountability" 
(Doggone it, another word made useless through misuse!) system, it reminded me 
of the teachers I work with, many of whom are very talented.  But once a 
teacher has "taught" a certain unnamed math "program," he/she is never again 
(pardon me in advance) a "virgin" constructivist, if a constructivist at all.  
Same goes with the lecture phonics system of the same un-name.  How seductive 
it is to say that you've "taught" everyone everything!  You don't even have to 
look around or intervene in any way; they all "get" everything--and nothing 
more than everything.
 
One thing that gave me great "heart" this year was what I saw after I sent out 
an attachment to each teacher with a little saying in a fancy border:  
"Everything that we ask a child to do must be worth doing."  As I made my way 
around over the next few weeks, I saw that little saying posted in probably 3/4 
of our classrooms!
 
As we understand more and more about the gradual release to independence, we 
can identify some of the reasons a given system works -- or doesn't.  When 
you're talking about people, whether fifth graders or teachers, who have had 
very little freedom and very little responsibility, you must proceed 
accordingly, which is what I heard you saying, Bonita.  
 
The thing is - you have to know where you're going before you can figure out 
how to get there.  That's never easy-- simple, yes -- but never easy.
 
Keep thinking!  Bev  PS:  Run this discussion through your Lesson 
Study brain, will you, please?  I have a feeling that's an untapped source for 
me and my beginning teachers!!  THANK YOU! 
***


I guess my idea is that if I teach in an environment where the students may 
need more guidance and structure than I will have it. I just need to keep in 
the forefront of my mind the true target, student engagement, thought, and 
responsibility, instead of being seduced into thinking-complacency by the 
classroom structure.Still thinking...Bonita > >but I have found as a literacy 
coach that some of these ideas have been sadly altered in practice. I guess my 
greatest objection (and what makes me lean more toward The Daily Five) is the 
"parts is parts" trap. What happens sometimes is that there is a unconscious 
slide in practice from creating places where children can read and write to 
places where the children do "stuff" (often parts) to keep them away from the 
teacher. Or, in the case of some rooms with ten "centers," keep them away from 
any more than one at a time of their peers either. Basically, there is a shift 
from centers you'd want children to learn from - to centers to fill time, which 
is exactly what the worry was starting this discussion. 
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Re: [MOSAIC] Centers/Literacy Stations--

[Beverlee Paul]

As we talk about "systems" in a classroom, I am reminded of a 
brilliantly-written document: the National Board for Professional Teaching 
Standards Standards for Early Childhood Generalists.  The Map.  I'm familiar 
only with the early childhood generalist document, but I'm sure the other 
levels/contents are as wonderful.  I find that guide to be golden when it comes 
to describing what professional educators do in classrooms.  Maybe it would 
help to review that document in light of centers/literacy stations/room 
environments/teacher roles Bev
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Re: [MOSAIC] test marking

[Beverlee Paul]

Well, perhaps you'd all enjoy the "standardized" test our kids take, MAPS tests 
from NWEA.  They're totally linear, taken from grades 2-12, and are all 
computerized.  Their format neutralizes any kind of test taking strategy 
instruction I can think 
of.

> in Texas the TAKS test deliberately provides margin space for kids to jot 
> notes, and we provide highliters to encourage the use of strategies we've 
> taught. Gina
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Re: [MOSAIC] Big Words

[Beverlee Paul]

I would love to hear this conversation develop.  Please keep thinking and 
posting, Lori and Carol.  I'll throw a few of my biases into the mix here.  The 
trouble with populations such as Carol's (Hispanic LEP, ELL, whatever) and 
Lori's (Native American, LEP) and "language instruction" a la NCLB/Reading 
First/CR/RM/OC, etcetera is that EXPLAINING WORDS WITH MORE WORDS is just never 
going to do it for the very kids that may be at highest risk.  They will remain 
kids without any true understanding of the vocabulary, therefore unable to use 
the language of power such as Lori is talking about, consequently ready to be 
marginalized or oppressed.  "Big words" peppered in do not an understanding of 
register, or any other more powerful language usage, make.
 
Our knowledge of language acquisition and bilingualism and learning theory seem 
to have just been thrown out the window (along with the kids) when we provide 
language "instruction" to kids that is all abstract.  I will never understand 
how ELL educators and speech pathologists, of all people, think Reading First 
will help the children for whom they are responsible, and for whom they should 
be advocating!!  They should know better!! 
 
"Teaching" words such as "ambled" and "indolent" in third grade Corrective 
Reading through call-and-response is just not going to make an ELL kid (such as 
the ones Carol describes wetting themselves) proficient in English or a 
powerful language user capable of using language to become a part of the 
mainstream culture in America.  
 
Language at early levels is acquired through direct, concrete experience.  If 
someone really wanted to have the conversation Carol described and have a 
chance at changing the "wetting oneself" concept,  they'd need to bring in the 
water!!  It "seems" to be more efficient to just throw big words at the ELL 
kids, but the error of that thinking should be apparent when we consider our 
inability to change the language of Carol's kids in her scenario.  
 
The language proficiency hasn't changed at all; they're just LEP kids who use 
big words. 
 
The part that never ceases to amaze me is that the language experiences of ELL 
kids in programs such as those required by Reading First further and further 
narrow language opportunities and we think we are doing them a big favor.  And 
the people who should know better are the ones leading the "pack."  (And I hope 
my language usage of the word "pack" invokes the understanding I intend.)  It's 
all well and good that we, as superior language users, can write each other and 
discuss language with words typed and electronically transmitted: that, 
however, has little to do with the ELL or LEP kid.  The "big words" we use are 
appropriate to our development and educational level.  "Pasting" big words onto 
an LEP kid may impress someone, but doesn't necessarily broaden or deepen their 
language abilities.
 
Now, curious enough, I agree with both Lori and Carol and a host of others, 
which I guess shows how I wrestle with these concepts.  My thinking is pretty 
muddy.  Yes, Lori's kids have to be able to use powerful language in order to 
lessen the oppression in which they currently reside.  There is a purpose for 
using the phrases "extrapolate," "recording data," or "permutations" AND, most 
importantly, we provide the concrete, direct experiences (or should) for 
developing a true understanding of science process and mathematical concepts.  
And those concepts might as well be called what they are.  Anything less has a 
chance of "locking in" the language/vocabulary of the less powerful.  Of course 
we want our kids to be powerful users of our language.  Of course, we want our 
kids to have access to rich vocabulary such as that which Carol describes.  But 
it's the instructional choices we make that determines to what extent our 
children do become proficient in the language of power, and, again explaining 
words WITH MORE WORDS isn't likely to get our kids to where we want them to go.
 
I suspect that this whole discussion is muddy because we ourselves aren't clear 
about LANGUAGE acquisition as opposed to VOCABULARY acquisition.
 
Elisa, what do you think?
 
Hoping not to offend, but feeling strongly,
Bev
 
 Carol said, I 
was thinking about how teaching more specific vocabulary would helpeliminate 
this confusion. They could learn:Moisten the towel. or Make the towel moist. 
Soak the paper. or Be sure the paper is soaked. I dried my soaking wet hair. or 
I dampened my hair before styling it. I got wet in the sprinklers. I sprayed my 
sister. I squirted my brother.I drenched my dad. I splashed my mom. We were all 
dripping wet. Even our 
underwear was drenched.  All this language to teach and so little time it 
seems! Carol
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Re: [MOSAIC] Big Words

[Beverlee Paul]

Well put!  I agree with Lilian Katz when she says it's important that every 
child receive enough support to succeed every day and enough challenge to keep 
on growing and learning!

> From: [EMAIL PROTECTED]> Date: Tue, 3 Jun 2008 20:48:40 -0400> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Big Words> > > Bev> I 
> think it might unmuddy things a bit is to think of it this way: If we > teach 
> those big words to ELLs and anyone else, in an appropriate way...ie with > 
> direct experiences...with visuals...with repetitions...with time to practice 
> > using the words in oral language through opportunities to turn and talk 
> rather > than fill in a vocab worksheet...then I think teaching the 
> sophisticated vocab > pays off. It is just making sure that we do vocab in 
> authentic ways. It > is keeping the expectations AND the support high that 
> makes this kind of > vocab teaching appropriate. The fun of learning big 
> words is that it often feeds > a drive for kids to want to learn more of 
> them. Just listen to my below > level readers in third grade going around and 
> using "fervent" and using it > appropriately! They show off! They want more 
> words like it! In the end, I think > that only helps those kids move 
> forward.> In a message dated 6/3/2008 12:13:04 P.M. Eastern Daylight Time, > 
> [EMAIL PROTECTED] writes:> > I would love to hear this conversation develop. 
> Please keep thinking and > posting, Lori and Carol. I'll throw a few of my 
> biases into the mix here. > The trouble with populations such as Carol's 
> (Hispanic LEP, ELL, whatever) and > Lori's (Native American, LEP) and 
> "language instruction" a la NCLB/Reading > First/CR/RM/OC, etcetera is that 
> EXPLAINING WORDS WITH MORE WORDS is just never > going to do it for the very 
> kids that may be at highest risk. They will > remain kids without any true 
> understanding of the vocabulary, therefore unable > to use the language of 
> power such as Lori is talking about, consequently ready > to be marginalized 
> or oppressed. "Big words" peppered in do not an > understanding of register, 
> or any other more powerful language usage, make.
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Re: [MOSAIC] passion and emotion in teaching

[Beverlee Paul]

I'd also like to recommend the Nebraska-Iowa Primary Program which is a 
wonderful resource for teaching the WHOLE young child in a way that recognizes 
that there is more to a kid than cognitive traits--or there should be.
*Bonita,I
 think you've shared this before - but what is a mainline source for reading 
about the Japanese experience that you are describing?Thanks,Patty Walters
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Re: [MOSAIC] Family and Literacy

[Beverlee Paul]

Any Reading Recovery people want to take this question?  That's the most 
successful family/school plan I know.

> Date: Fri, 6 Jun 2008 02:13:28 +> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Subject: [MOSAIC] Family and Literacy> > Hello, 
> > I am currently enrolled in a Masters in Literacy program and one of the 
> assignments from my professor was to start a discussion on one of the 
> listservs. I am interested in hearing what other teachers have to say about 
> an array of subjects revolving around literacy education. My question to you 
> all has to do with family and literacy. Another assignment for this class is 
> to write an educational plan about how I would include the parents in a 
> literacy plan of their child. What tactics have you used to communicate with 
> parents about literacy? Also, how have you created literacy plans with 
> parents? What has worked and what has not worked in your classrooms? Have the 
> parents been responsive to your plans?> > Thanks for any feedback/suggestions 
> you may offer!> Melissa> ___> 
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> your membership please go to> 
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Re: [MOSAIC] Big Words

[Beverlee Paul]

What a wonderful example of instructional decision-making "on the fly."  My 
brief (so far) two years as literacy coach have been exciting intellectually as 
I've tried to "show and tell" brand new teachers what makes the difference and 
how you decide what to do/not to do on the spot.  Elisa's is another perfect 
illustration.  
 
I'm just barely starting to see that what I'm missing is the consistent 
de-briefing to explain the why/why not/how of a particular set of instruction.  
Setting things up for the teacher to see and guiding the conversation so that 
s/he discovers AND ARTICULATES her discovery is so important but so hard to 
do.  For instance, when I finish modeling to a whole class, there's the moment 
when I "pass off" the whole class, and that's certainly not a time for the 
teacher and I to talk reflectively.  But the immediate debriefing seems key.  
Maybe the key is to model in small groups so that the classroom teacher has the 
opportunity to debrief when everyone else in engaged?  But the discussion in 
whole groups is so rich and ripe for teaching/learning, that seems an ideal 
time.
 
Hm.
 
What I didn't include in Elisa's response was her description of vocabulary 
acquisition: usage, scaffolding, usage, scaffolding... and that's what I've 
seen through the years with both immersion kids and ELL/LEP kids.  I just 
haven't seen any evidence that big words on worksheets/workbooks transfer.  
I've seen plenty of evidence that USING big words transfers.  And I'd guess 
that Elisa would agree that using big words along with concrete experiences 
pays the biggest dividends.  My guess is that the next-most-profitable would be 
using big words with symbolic experience (following the math metaphor here), 
such as when reading a picture book, would be the next-more-effective.  The 
least effective would be defining words with more abstract words.
 
Some of the vocabulary programs sold today seem to me to be a way to make us 
(educators) and the public "feel better" that we're actually doing something in 
regard to vocabulary acquisition and are "bridging the gap" between the haves 
and have nots.  Also, we can believe our students are "accountable" for 
vocabulary acquisition when we use these programs.  Translation:  we have a 
grade for a grade book.
 
The heartbreaking agony of this whole topic of vocabulary acquisition to me is 
that when someone like Elisa talks about usage/scaffolding, we see a rich 
language environment with lots of experiences, and know that's what works.  But 
with the current pandemic of testing, testing, testing, that's the part of our 
curriculum we cut out!!  We take away (and I'm not faulting any of us) the very 
thing which does teach enable children to acquire language, including 
vocabulary.
 
And, to make it all the more frustrating, sad-to-the-bone to me is that our 
professional newbies are seeing education as it is today and extrapolating that 
that's all it can (or should) be.  Dry, "efficient," droning.
 
   For 
years I have used big words when reading aloud and helped kids get the meaning 
by explaining them right along with what's in the actual text. Other times, 
I've just kept reading in anticipation of the story doing its work. Make 
sense?Elisa
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Re: [MOSAIC] Big Words

[Beverlee Paul]

WOW, Susan, what a remarkable post!!  I'm excited for your kids!
 
Do you recall which particular author, if any, talks about "word collectors?"  
I LOVE that!  And I LOVE "wallow in the words."
 
I believe that all learning starts with awareness (thank you, NAEYC) and your 
post just blows me away!



I feel we need to go beyond word exposure in great read aloud, novel, 
non-fiction etc like allthings the students need opportunities to "wallow in 
the words" as oneauthor put it be *word collectors*.
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Re: [MOSAIC] Big Words

[Beverlee Paul]

Please do go on and on about that a bit more!  I'm green with envy.
 
Our district just had Richard Allington in for a day, awesome, I think I am
in love *: )*. He is amazing I could go on and on about that however 
> > Susan Cronk, MS, NBCT> Jenks West Intermediate> 6th Grade LA/SS
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Re: [MOSAIC] Big Words

[Beverlee Paul]

It would be hard for anyone to disagree with the collaboration idea.  BUT the 
real problem probably isn't the electronic media: it's the IMBALANCE.  Do any 
of our kids read 5 and 1/2 hours a day?

> From: [EMAIL PROTECTED]> Date: Sat, 7 Jun 2008 09:14:47 -0500> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Big Words> > I love this 
> list and am so glad for summer and a chance to take time > to think again.> > 
> Why does electronic media have to be the competition!? Why not > collaborate. 
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Re: [MOSAIC] Big Words

[Beverlee Paul]

Oh, my gosh!  Choice Literacy strikes again!  Just opened my new mailing, and 
here's part:
 
"If schools are to be places that encourage new teachers, causing them to see 
teaching as an interesting and unique career, there have to be intellectually 
and socially challenging environments in which teachers read together, reflect 
on practice, develop curriculum with a local situated quality, and become 
conscious about the development of a learning community."

Vito Perrone  And, to make it all the more frustrating, sad-to-the-bone to me 
is that our professional newbies are seeing education as it is today and 
extrapolating that that's all it can (or should) be.  Dry, "efficient," 
droning. 
   For 
years I have used big words when reading aloud and helped kids get the meaning 
by explaining them right along with what's in the actual text. Other times, 
I've just kept reading in anticipation of the story doing its work. Make 
sense?Elisa



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Re: [MOSAIC] Creating a plan for family involvement in literacy

[Beverlee Paul]

Eunice, my advice to you would be to search out everything by Denny Taylor and 
select what you'd like to read to meet your needs.  Bev

> Date: Sun, 8 Jun 2008 12:41:50 -0700> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Subject: [MOSAIC] Creating a plan for family 
> involvement in literacy> > Good afternoon,>  > My name is Eunice and I am a 
> graduate student at the College of New Rochelle in New York. Currently I work 
> in HR but I am working towards my degree in early childhood education. When I 
> was five my family moved from Mexico City to New York. I attended a Catholic 
> elementary and high school and graduated from IONA College. >  > I am lucky 
> to have parents who know the importance of education and a nurturing 
> environment, but I know that there are many children who are not as lucky. My 
> dream is to open a daycare center that gives pre-school children who come 
> from low-income families the chance to prepare for school. I would love to 
> provide an environment where children can play, socialize and learn to love 
> learning! >  > I am taking LIT 501- Introduction to Literacy, and one of our 
> assignments is to create a plan for family involvement in literacy. I need to 
> make a plan to reach out to two different types of families (i.e., working 
> class families who are literate but may not value books or may not have time 
> to read with their children/families whose first language may not be 
> English). I must include how to communicate, what I will ask the family to do 
> to support the child's literacy, what will I do to make/print/send home in 
> order to make this work, and how will I follow up to make this a year-long 
> connection.>  > Because I am currently not in a school environment, I am 
> looking for what some of your experiences have been with families who may 
> have the needs but not the desire or time to read with their children, and 
> families who are immigrants and sending their children (whose primary 
> language may not be English) to school for the first time.>  > Any 
> advice/ideas are greatly appreciated!!!>  > ~ Eunice > > > > 
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Re: [MOSAIC] Engaging students in read-alouds

[Beverlee Paul]

Retells with flannel pieces are also great, as are retells using props with 
magnets on back and a magnetic board.

> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Sun, 8 Jun 
> 2008 17:56:53 -0700> Subject: Re: [MOSAIC] Engaging students in read-alouds> 
> > I agree with Kenneth! Reader's Theater is so great! I also use puppets to > 
> do retells.> The children love them!> Mary
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Re: [MOSAIC] (Mosaic) Presentation

[Beverlee Paul]

I'm not sure if it's too late, but there's a nice selection of cartoons on 
Susan O'Hanion's site.

> Date: Tue, 10 Jun 2008 20:08:18 -0400> From: [EMAIL PROTECTED]> To: 
> Mosaic@literacyworkshop.org> Subject: [MOSAIC] (Mosaic) Presentation> > Hi 
> Everyone,> > I am doing a presentation for a Reading First Workshop (I know 
> how people feel), and will be able to present how to add strategies with the 
> core and with independent reading. I only have 1 hour and am presenting with 
> the teacher that co-teaches with me. We are stressing the independent 
> reading, strategy instuction, resources, etc. We have pretty well timed it 
> all, but we need something really though provoking to leave them with. We 
> were going to show a short video clip on how things could be different then 
> they seem, but have been told it was a bit too much. I guess I need a cartoon 
> or something, that stresses what reading is not - or some hook to leave 
> people with so they will go back and start looking at how they approach 
> reading.> > Anyone have a cute cartoon or something we could use on our last 
> slide?> > Thanks,> Linda B> > 
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Re: [MOSAIC] (Mosaic) Presentation

[Beverlee Paul]

Or how about that cloze exercise that comes around now and then that appears to 
be about children at first, but is actually about chickens?  Does anyone have 
that to give to Linda?

> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Tue, 10 Jun 
> 2008 21:09:42 -0700> Subject: Re: [MOSAIC] (Mosaic) Presentation> > have you 
> seen the page of text where things are spelled completely wrong, > but 
> becuase the beginning and ending sounds and some medial ones are in > place 
> you can read it, because you're a proficient reader, not because you > 
> sounded each word out? just a thought...good luck to you!> janelle> > - 
> Original Message - > I am doing a presentation for a Reading First 
> Workshop I guess I need a > cartoon or something, that stresses what reading 
> is not - or some hook to > leave people with so they will go back and start 
> looking at how they > approach reading.> >> > Anyone have a cute cartoon or 
> something we could use on our last slide?> >> > Thanks,> > Linda B> > > > > > 
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Re: [MOSAIC] (Mosaic)Presentation

[Beverlee Paul]

My typing must be getting worse, if that's possible.  It's 
http://www.susanohanian.org/

> Date: Fri, 13 Jun 2008 18:47:40 -0400> From: [EMAIL PROTECTED]> To: 
> Mosaic@literacyworkshop.org> Subject: [MOSAIC] (Mosaic)Presentation> > 
> Beverlee,> > What is the Susan O'Hanlon site? I tried to google - but it 
> didn't work.> > Thanks,> Linda B> > 
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Re: [MOSAIC] RTI

[Beverlee Paul]

Bev:  I've been trying not to add anything to the RTI discussion because I just 
don't have much positive to say right now.  My ENORMOUS frustration is the 
"research-based" and "measurable" facets, not with the philosophy, which is 
wonderful.  Again, I believe the whole thing is profit-driven if you peel back 
enough layers.  The same folk who gave us Reading First "programs" and tutoring 
"programs" and summer school "programs" just happen to also have intervention 
"programs" for sale.  And, once again, RtI must use "scientifically-based 
programs" (and they of course tell you which those are).  But, the clincher 
remains the measurement.  Just think about it--what meaningful intervention can 
be measured in 4-6 weeks???  DIBELS measures parts.  Parts can be measured.  
Part measurement can be charted.  Documentation springs eternal.  But...what 
about the kind of learning that Ellin talks of in To Understand?  What about 
ANYTHING greater than parts?  By setting the 4-week intervention requirement, a 
team MUST choose parts -- what else could change in that amount of time that 
can be easily measured and charted over and over?  Maybe comprehension is the 
problem (ya think?) -- what significant can be taught with a scientifically 
based program, measured, charted, retaught, etc. etc. etc.??
 
This is why I try so hard to just steer clear of any discussion.  I can't 
imagine that there is absolutely anything other than a profit-motive for the 
assessment- and program-makers AND a way to lower our swelling special 
education numbers, which is what big business and government is demanding.  Do 
you think kids will really be referred if the classroom teacher knows what 
happens next -- documentation, leaving of other learners to fend for 
themselves, many meetings, the kind of interventions required that might not 
even fit the kid?  I believe teachers deserve all the credit in the world--they 
are our nations' unseen and unheralded treasures.  But, give me a break, they 
also have an abundance of common sense.  If they know a kid needs extra help 
AND they know what it will cost to get it to them through RtI, what do we think 
they'll do?  They'll decide to help them after school every night when they can 
choose interventions that they believe are effective, even if they can't be 
documented quantitatively and quickly.  They'll ask a para to give them extra 
support (now there's a new idea, right?).  They'll pair them with peers.  
They'll do what teachers have always done.  And, if there's any way humanly 
possible to live with themselves and their conscience, they'll ignore anyone on 
the margin - and those are the very ones that true, quality interventions would 
make all the difference for.  
 
***
 
 
Jennifer: Some schools seem to require 'research based programs" as part of the 
tier 1,2 or 3 interventions...but others seem to be looser in what counts as 
intervention. What seems to be crucial is careful data collection to prove that 
a child is not responding to the series of interventions and then that can get 
them qualified as an Learning Disabled child and receive special ed outside of 
the discrepancy formula most districts have used before this time.
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Re: [MOSAIC] RTI- need info

[Beverlee Paul]

I believe it is in the federal guidelines that all interventions must be 
"scientifically-based" (read -  a published, hand-picked program by those who 
believe in a reductionist model of reading instruction) and "measurable" (read 
- DIBELS or other approved programs who measure tiny parts).  In our state, 
training is done with SPED personnel.  I think where there is a variance among 
states and districts is whether interventions are done by the classroom 
teacher, a para, a Title or ELL teacher, or a SPED teacher.  I do believe, 
however, that the SBRR programs and measuring parts are federal requirements.  
 
Once again, follow the money. 



> From: [EMAIL PROTECTED]> Date: Sun, 15 Jun 2008 12:43:34 -0400> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] RTI- need info> > 
> Jennifer,> > My district is also beginning an RTI implementation in Sept. and 
> today we > were given our first peek at what that will mean. We've been told 
> that math > will have a pacing chart and, ready or not, all kids in the 
> district will take > a particular unit test on the day that is prescribed. 
> Any child who fails > must then have a remediation/intervention plan written 
> and implemented by the > classroom teacher with documented reports delivered 
> back to the data team. > Conceivably you could have 3? 5?, 8? kids on a 
> individual math plan, all the > while you are teaching the next unit to the 
> whole class ---and that's just > math. We are to have IDENTICAL math bulletin 
> boards, ask prescribed questions > daily and be monitored by the 
> administrative walk-throughs with their clip b> oards and check lists.> > I> 
> I'm trying to keep a positive attitude, but I'm afraid that all this is > 
> going to drain me -emotionally and physically- and all the things that I know 
> > develop active minds and joyful, productive classrooms will fall by the > 
> wayside. We aren't a district known for the cutting edge and I've 
> incorporated a > lot of Mosaic, Daily 5 strategies that I believe in. I worry 
> that these > won't be considered appropriate "researched based" 
> interventions.> > Can you tell me what does an intervention plan look like? 
> Can a teacher > develop her own or are there prescribed formulas we must 
> follow? > > Where can I do some reading - not on the model - we've been 
> buried in the > pyramid- but rather what the actual implementation looks 
> like. Do they provide > a list of appropriate interventions? Someone 
> mentioned there was good > quality intervention material available. can you 
> tell me how to access that?> > Would really appreciate talking to someone 
> who's been through this so I > don't spent my summer freaked out!> > Thanks> 
> > Kathie> > > > > > **Vote for your city's best dining and 
> nightlife. City's Best > 2008. 
> (http://citysbest.aol.com?ncid=aolacg0005000102)> 
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Re: [MOSAIC] RtI

[Beverlee Paul]

Bev says:  I capitalized Gina's comment.  I wish someone could write some 
breakthrough novella a la "Brave New World" or like book which would be 
allegorical enough for folks to tolerate but scathingly revealing of what is 
happening to public education today.
 
I SEE TEACHERS NO LONGER SEEKING HELP FOR THOSE STUDENTS.> > Sadly this new 
model, which was supposed to improve services for the struggling learner is 
actually going to hinder that process. IMHO Gina
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Re: [MOSAIC] Lower level novels needed for older students

[Beverlee Paul]

Blackberries in the Dark

> Date: Thu, 19 Jun 2008 11:47:59 -0400> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Lower level novels needed 
> for older students> > > > Friendship and Loss> Stone Fox> 500 Dresses> The 
> Whipping Boy> Because of Winn Dixie> The Tiger Rising* older themes, toor> > 
> > Holocaust> Ten and Twenty (I think that is what it is called--I will have 
> to go to school to look it up-great little book.> > > Utopist and Dystopist 
> Society> Weslandia, perhaps?> > 
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Re: [MOSAIC] Lower level novels needed for older students

[Beverlee Paul]

Good grief!  A Taste of Blackberries, I meant. 

> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Thu, 19 Jun 
> 2008 10:35:18 -0600> Subject: Re: [MOSAIC] Lower level novels needed for 
> older students> > Blackberries in the Dark> > > Date: Thu, 19 Jun 2008 
> 11:47:59 -0400> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> 
> Subject: Re: [MOSAIC] Lower level novels needed for older students> > > > 
> Friendship and Loss> Stone Fox> 500 Dresses> The Whipping Boy> Because of 
> Winn Dixie> The Tiger Rising* older themes, toor> > > Holocaust> Ten and 
> Twenty (I think that is what it is called--I will have to go to school to 
> look it up-great little book.> > > Utopist and Dystopist Society> Weslandia, 
> perhaps?> > ___> Mosaic mailing 
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> please go to> 
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Re: [MOSAIC] phonemic awareness/segmentation help wanted

[Beverlee Paul]

Debbie, it seems to me that there is an underlying consideration here, but I 
don't really have enough information to know.  It's imperative that kids like 
these read materials at their instructional level when working with you and 
independent level when reading on their own.  It sounds to me that the 
materials are deep into frustrational level.  If this is the case, there isn't 
much in the way of skill instruction that will be appropriate.  You're going to 
need to find materials at their level that they are interested in FIRST, then 
look for teaching technique.
 
> I am looking for some suggestions on teaching 
phonemic awareness and segmentation to older students (3rd and 4th grade). I 
have several students who just don't get it, and they can read lots of words, 
but they are limited to the words they know and don't know how to apply 
decoding strategies to the ones they don't, and they can't spell worth beans! 
If I give them just a single word, they are usually okay, but in text they are 
lost. They also can't handle words with more than one syllable. They tend to 
jumble up the sounds in the middle. I have used the boxes to write each sound 
that we hear when we say a word, and I've given them words to attempt to do the 
same, but they just don't get it. And sometimes they are way off - they will 
insert completely random sounds (/r/ seems to be a favorite). They do this more 
often when orally trying to break down the sounds, but also when writing. They 
have such poor comprehension that they aren't able to use the context to help 
with decoding. Sometimes it seems as though the only way they can use context 
is if I read it to them. They may read a sentence and substitute a random word 
(usually begins with the same letter, but that's all), and not even realize 
that it doesn't make sense. When I try to focus their attention on the word, 
they just can't figure out anything that would make sense that begins like that 
word, and we spend so much time on this level of reading that it's hard to get 
to the deeper meaning and enjoyment of reading. 
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Re: [MOSAIC] phonemic awareness/segmentation help wanted

[Beverlee Paul]

Pat, could you amplify your question more about recommending any type of 
instruction?Please explain what a meaning based approach is? Do you recommend 
any type of instruction.Pat K
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Re: [MOSAIC] phonemic awareness/segmentation help wanted

[Beverlee Paul]

And I would add that Renee's comment about addressing phonics in a meaningful 
way is one of the key reasons Don Holdaway "invented" shared reading.  
Basically anything that can be done in isolated phonics instruction can be 
"delivered" through quality shared reading experiences, which laces phonics 
into meaning.  That sends a whole different message to a kid about what phonics 
is for.

> From: [EMAIL PROTECTED]> Date: Tue, 24 Jun 2008 08:00:59 -0700> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] phonemic 
> awareness/segmentation help wanted> > > On Jun 23, 2008, at 8:21 PM, [EMAIL 
> PROTECTED] wrote:> > I have been thinking about this post since it came up. 
> When we are > > teaching phonological awareness and phonics, aren't we still 
> teaching > > meaning? My interpretation of what we are doing with this 
> instruction, > > is always based on meaning.> > No, I don't think so... not 
> particularly. I just finished a year in a > Kindergarten in which the head 
> teacher definitely did not include > meaning in practically any of her 
> phonics/phonemic awareness > activities. It was nearly all isolated, without 
> context. How much > meaning is there in DIBELS assessments that require 
> students to bark > out nonsense syllables in record time? If the argument 
> here is that > isolated phonics instruction LEADS to meaning, that it is a 
> step in the > process of reading for meaning, then I would say it would be 
> just as > easy to address phonics and phonemic awareness in a meaningful way, 
> in > context, as PART OF the whole reason for reading in the first place.> > 
> My two cents.> Renee> > "We are here to infiltrate space with ideas."> ~ 
> Ramtha> > > > ___> Mosaic mailing 
> list> Mosaic@literacyworkshop.org> To unsubscribe or modify your membership 
> please go to> 
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > 
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Re: [MOSAIC] to part or not to part

[Beverlee Paul]

Balance in our whole instructional program -- and bringing balance to each 
child's reading process.  That's why we need reading 
specialists/interventionists to diagnose where the imbalance/weakness lies so 
as to inject some targeted instruction.  So hard to do in a HALO (or any other) 
classroom, but certainly what we should expect in an intervention 
situation--which is exactly why I think "kits" of more of the same miss their 
mark!  Or maybe they hit their mark exactly, which is what makes me critical of 
"what's good for one is good for all."

> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Tue, 24 Jun 
> 2008 03:09:49 +> Subject: Re: [MOSAIC] to part or not to part> > I think 
> a discussion of "parts" and phonics is perfect on this Mosaic of Thought 
> list. Keeps us honest and real.> > If there is anything I know in my 25 years 
> of teaching it is to be careful not to get stuck down either side of a 
> continuum. In my classroom I first focus on reading to understand, reading 
> strategically, metacognitivelyand yet it in my sixth grade classroom 
> there are students struggling with automaticity in decoding and that needs to 
> be addressed. Sometimes that means focusing on some phonics gaps, sometimes 
> it doesn't, but I need all the eggs in the basket to address my HALO 
> classroom (high, average, low, other). I feel comfortable knowing we're all 
> going to be free to consider all options in these discussions. > I have a 
> dyslexia teacher friend who would seriously disagree with us if we ONLY hit 
> reading for meaning with the strugglers.> > Balance . Gina
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Re: [MOSAIC] to part or not to part (Gina)

[Beverlee Paul]

Debbie, please connect back with this list so we all can look over your 
shoulder as you watch these kids!  I, for one, would be very interested.  BevI 
will be anxiously watching the students in my building over the next couple of 
years. We did not have a phonics program until last year when we adopted the 
Animated Literacy program for K-1. It will be interesting to see how the kids 
who have participated in this curriculum progress as readers. I do know that we 
had ZERO kindergartners (out of approx. 85 students) who qualified for tier 2 
or 3 services at the end of the school year (based on Dibels) and only had 3 
students below a level 4 on the DRA2. We've never had such low numbers before. 
I've watched K-1 students applying all the hand motions they learned in AL as 
they tried to decode unfamiliar words. I've been able to give ques by simply 
reminding the students of the character (i.e. Arnie Ardvaark when decoding a 
word such as barn and stuck on the /ar/ sound). I think that all skills build 
on one another, and while, maybe not all kids need phonics to read, if they can 
get phonics, it may make reading easier, just like if they can use context to 
decode, it will make reading easier. > > I hope we can keep these great 
conversations going on this board. It helps keep me on my toes!> > Thanks,> 
Debbie
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Re: [MOSAIC] to part or not to part (Gina)

[Beverlee Paul]

As Jerome Harste would say, learning is messy.  It takes a lot of "mucking 
around."  Sometimes that involves worms.  :-)

> Subject: Re: [MOSAIC] to part or not to part (Gina)> > Wow! I really opened a 
> can of worms 
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Re: [MOSAIC] phonemic awareness/segmentation help wanted

[Beverlee Paul]

We just cannot ignore WHAT the child is reading.  All of your points would vary 
if the student were reading something at her instructional, independent, or 
frustration level.  If she is reading an appropriate selection for her, then it 
is much less likely that dysfluency is there.  If it is, I would agree with you 
that it is very important.  If someone has her reading something way too hard, 
then that's another matter.  It may appear that fluency is the problem, and 
that problem is caused by lack of appropriate phonics knowledge/usage, wherein 
the problem is actually a mismatch of child and materials and there may not be 
difficulty with fluency at all.  I'd also like to remember that fluency is 
broader than simple speed and accuracy and that's what DIBELS measures and 
names fluency.



From: [EMAIL PROTECTED]: [EMAIL PROTECTED]: Re: [MOSAIC] phonemic 
awareness/segmentation help wanted> It seems as though we are confusing the 
point of this conversation. To teach phonics or not teach phonics is not the 
real question. The real question is what and how to teach kids who aren't 
reading well (and reading well includes all 5 components of literacy). While 
comprehension is obviously the end result, there are many things that go into 
comprehension and how we get kids there varies with each child. DIBELS gets a 
pretty rough rap on here and I think it is because it is being considered an 
assessment rather than a screening. Would you all agree that a student who does 
perform well on DIBELS is well equipped to move forward in literacy instruction 
that focuses on deep comprehension? And a student who struggles on part of the 
DIBELS may need to be considered for further evaluation to determine what would 
best prepare that student for progress into the area of deep comprehenseion? I 
think there is a huge difference in looking at DIBELS screening for K-1 
students and 2-6 stuents. Once we begin screening for fluency only, the entire 
focus of interventions changes and it is at that point when I feel the 
strongest need to identify the causes of fluency difficulties. Fluency is only 
a symptom of an underlying problem. I have worked with students who totally 
bomb the fluency screening on the DIBELS but can read and comprehend at a 
shallow level, but I have rarely seen a student who struggled with fluency be 
able to reach that deep comprehension we are looing for. They may be able to do 
it while being guided, but independently it just doesn't happen. They spend too 
much time and energy getting through the words to be able to synthesize 
meaning, too. I guess I have to say that, in my opinion, the fluency is still 
key to comprehension.> Debbie 
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Re: [MOSAIC] phonemic awareness/segmentation help wanted

[Beverlee Paul]

Renee, you've won my heart for the day...or maybe forever.  What a quote by 
Rolllins!
 

 
 
"The test of a good teacher is not how many questions he can asks his pupils 
that they will answer readily, but how many questions he inspires them to ask 
which he finds hard to answer."~ Alice Wellington Rollins
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Re: [MOSAIC] phonemic awareness/segmentation help wanted

[Beverlee Paul]

The question was:  But would you all agree that a student who does perform well 
on DIBELS is equipped to move forward on literacy instruction that focuses on 
deep comprehension?
 
I wish I could - but I can't.  I do agree that a student who is fluently 
reading a selection will be better able to focus on meaning.  However, I would 
also agree that a student LISTENING TO a selection can focus on deep 
comprehension.  
 
Unfortunately, I have seen students (and not just a few) who can decode and 
speak words very quickly and accurately (which is what DIBELS measures after 
all) with little to no comprehension.  If you haven't had a chance to read 
Rereading Fluency by Bess Altwerger and others, you would enjoy thinking about 
what she says.  She documents research showing that some students' 
comprehension is handicapped by their "fluency" (speed); all their efforts go 
to reading quickly instead of comprehending.  Interesting stuff.  What we need 
now is research replicating that which she presented.
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Re: [MOSAIC] phonemic awareness/segmentation help wanted

[Beverlee Paul]

Debbie says, "What I struggle with is my 2-4 kids who can't get through the 
text because they struggle with the simple words."
 
And, unfortunately, I'd have to say those are often the phonetically irregular 
words that more phonics instruction won't help much with.
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Re: [MOSAIC] Daily 5 and Reader's Workshop

[Beverlee Paul]

Does anyone have the Daily Five "firsties" list information?  I have a group of 
about 15 who are studying this summer and will be ready to "dive in" and this 
would be a tremendous support!> Stephanie,> > First of all, there are several 
Yahoo groups focusing on Daily 5. One is> Daily5, one is Daily5BookStudy (1 
chapter per week), and someone mentioned> another one for "firsties"--but don't 
know the name of it.
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Re: [MOSAIC] phonemic awareness/segmentation help wanted

[Beverlee Paul]

I think the typical connotation of balance today is a balance of the components 
of literacy exactly as you described:  reading and writing on a continuum of 
teacher-directed and child-directed, such as independent, shared, guided, and 
teacher-modeled.  I'm not sure I've ever heard anyone talk about balancing 
among the big 5.

> Subject: Re: [MOSAIC] phonemic awareness/segmentation help wanted> > I 
> struggle with the word "balance." What is balanced about teaching a whole 
> class of learners? Some need this and some need that and some need something 
> else. Each child is different and deserves to have reading instruction 
> tailored to his/her need at that specific point in time. I do this in K/1 by 
> running reading and writing workshops and spending a lot of time sitting next 
> to a child, figuring out how that child makes sense of a particular text. I 
> have found this approach so much more valuable than balancing my 
> instructional time between the big 5. And I can address all of the reading 
> components in that one little sitting. What better place to connect the 
> components of reading than while sitting next to a child in the act of 
> reading or writing. 
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Re: [MOSAIC] phonics and meaning

[Beverlee Paul]

WOW!  You just gave me words that have been floating around just outside my 
reach!!  You nailed/articulated exactly why I am so passionately opposed to 
synthetic phonics/Reading First-type programs.  It's not just the difference 
between meaning-based and smallest-units-we-can-find-in-the-word-based; that's 
pretty obvious and not-so-hard for at least those of us interested in 
comprehension strategies to easily agree upon.  It's exactly as you quoted 
Goodman:  "Children must learn to expect ambiguity."  There is something very, 
very scary about kids never being challenged with anything except what they can 
do easily, quickly, and basically without using their full capacity and 
potential.  We do them no favors to structure everything they come across as 
phonetically regular when we are talking about English, for heaven's sake!!  
The most important phonetic knowledge a child can have, in my opinion, is that 
when you're talking about English words (especially in the vowel areas) that 
there are some sounds that letters are more likely to make, so you can try 
those sounds first to make a sensible word, but basically you just have to keep 
slotting in possibilities until one makes sense/brings meaning.
 
Which brings me to DIBELS: I know many of you are required to give these tests, 
so have conditioned yourself not to think too much about their value/nonvalue.  
I, however, think the tests are fundamentally dangerous/deadly to quality 
instruction because of everything said above.  If you as a child, on a regular 
basis, or required to "spit out" nonsense words as quickly as you possibly can 
and are rewarded for doing so through lavish celebration about "progress", 
won't that become at least somewhat habitualized or, at the very least, seen as 
something very valued to do?
 
Excellent readers must be able to do two things, I believe, that are relevant 
to this post:  expect ambiguity and always try to clear up the ambiguity 
through meaning.  NO MATTER THEIR AGE AND STAGE!!!  All decoding is dependent, 
first, upon meaning, not nonsense--rather than the synthetic phonics/Reading 
Mastery-like reverse order: Spit out the sounds, blend them together, and 
Bulldoze Ahead as fast as you can.  Where would our kids get a better idea:  
that's exactly what they're taught every time they take the DIBELS and every 
time they receive instruction?
 
Thank you so much, Ruby!!  You've made my day/week/month!
 
Bev
 
Now I'm going to try to corral these thoughts and get them down as I think 
about To Understand and some of those posts.
 
***
 I teach my children to do what Ken Goodman said at NCTE Atlanta-- "Children 
must learn to expect ambiguity." Without the ability to expect and deal with 
ambiguity, children are stuck using only the phonics skills they know, even if 
what they know is wrong.> Ruby
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Re: [MOSAIC] Daily 5 and Reader's Workshop

[Beverlee Paul]

Hi all - I'm leading a study group (kind of like the blind leading the blind, 
though, in this case) on the Daily 5 this summer.  Could someone using it in 
3rd grade on up please give me some insight into why it's a better 
organizational system that F & P's Readers' Workshop, Writers' Workshop, and 
Word Work?  If you deliberately don't use the Daily 5 as an intermediate 
teacher, could you please help me understand how you made your choice.  Thanks 
in advance.  Bev
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Re: [MOSAIC] kindergarten

[Beverlee Paul]

Hello Lori - I'm wondering what your Literacy Lab is.  Could you please 
describe it a bit more?  I love Kempton's book!
BevI am currently reading The Literate Kindergarten by Susan Kempton and am 
loving it. I am curious about your thoughts on how to start a reading and 
writing workshop in kindergarten. Keeping in mind that we have a "literacy lab" 
pull out for an hour a day for my lowest readers and I have been SLOWLY trying 
to break out of the "letter of the week" system that my team uses. ThanksLori
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Re: [MOSAIC] I got a job!

[Beverlee Paul]

Why on earth are we all up at 5:30 on a July morning???  The ultimate question. 
 :-)
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Re: [MOSAIC] Reading INtervention program for middle school

[Beverlee Paul]

Yup.  When Kids Can't Read by Kylene Beers 
http://www.amazon.com/When-Kids-Cant-Read-Teachers/dp/0867095199/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1215109135&sr=8-1
 
or anything else by Beers -- and anything by Cris Tovani, especially
 
http://www.amazon.com/Read-but-Dont-Get-Comprehension/dp/157110089X/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1215109231&sr=8-1



[EMAIL PROTECTED]; mosaic@literacyworkshop.org> Subject: [MOSAIC] Reading 
INtervention program for middle school> > I will be teaching greds 6 and 8 AIS 
next year. AIS is a response to > intervention program for kids who have scored 
a low 2 on our state's assessment the > previous year. I've taught these same 
courses this year and I have found the > kids have very poor vocabulary, 
fluency issues and their comprehension is > terrible. The 8th graders really 
concern me as they are one year from moving into a > highly rigorous high 
school program. If you were to teach these classes what > are some things you 
would do? How would you set the program up? > > Any suggestions on professional 
books that would be a help in this area?> > Thanks> > Pat - NY> > > 
**> Gas prices getting you down? Search AOL Autos for > 
fuel-efficient used cars.> 
(http://autos.aol.com/used?ncid=aolaut000507)> > 
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Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > 
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Re: [MOSAIC] kindergarten

[Beverlee Paul]

My advice:  Run, don't walk, and get a copy of The Literate Kindergarten.  

> Date: Fri, 4 Jul 2008 22:47:49 -0400> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] kindergarten> > > Lori, 
> thank you for breaking your no work until July rule. I am going to be 
> teaching K for the first time next year and have been wanting to post but 
> didn't know what to say. Your post and all those who have responded are 
> giving me a direction in which to start my summer reading. I have a few 
> questions.> > 1. You said that you "have been SLOWLY trying to break out of 
> the "letter of the week" system that my team uses". Our teachers have always 
> used this model but I didn't want to. We have the fundations program by 
> Wilson. I have not looked at it that much for K. My thinking was to use a 
> reading/writing workshop model and incorporate this into it. How have you 
> tried to not do a letter a week?> > 2. I too taught first grade for 3 years 
> and 2nd grade last year. I have never taught K. What advice would you and 
> others give me? > > 3. I have veteran teachers in my county that think K 
> can't learn reading comprehension strategies. Do you start these at the 
> beginning like you did in 1st after introducing certain fundamentals of 
> reading workshop. I know that with K you have to build knowledge of print 
> concepts and books. I have used Debbie Miller's book in the past to guide my 
> reading comprehension instruction. I am also currently reading To Understand. 
> > > Thanks for helping me,> Kendra> > > 
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Re: [MOSAIC] kindergarten

[Beverlee Paul]

Also, Kendra, you might want to look at the IRA K-2 Standards.  They have an 
excellent description of kinder that will show you a marked contrast to S of 
the W.

> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Sat, 5 Jul 
> 2008 04:57:07 +> Subject: Re: [MOSAIC] kindergarten> > Kendra,> > K 
> teachers in my school do not do letter of the week at all! They also do not 
> use fundations. They are using reading and writing wokshop entirely and 
> meeting children for guided reading in groups using Jan Richardson's approach 
> to Guided Reading. It is working great! I teach 2nd grade and we are seeing a 
> much higher percentage of students coming to first and second grade on graed 
> level because of the great work they are doing in K. I am also one of the 
> reading coaches at my school. Some of the teachers had a very hard time 
> moving away from letter of the week. Once they saw the difference and what 
> their children were capable of doing they have not looked back.> > Good 
> luck,> Susan/TN
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Re: [MOSAIC] kindergarten

[Beverlee Paul]

Hi Kendra - Boy, do I feel like an idiot now!  I hope  you didn't spend much 
time looking for this.  It's actually published by the National Council of 
Teachers of English!!  The title is Standards in Practice, K-2 and it's by 
Linda K. Crafton.  You could probably inter-library-loan it if you didn't want 
to buy it, or I noticed amazon.com had used copies for as little as $4, 
including shipping.  I'll be going to school Monday, so I'll check and make 
positively sure this is the right book for SoW.  It is an excellent book, 
though, for sure.  Sorry.  Bev
 




Date: Sat, 5 Jul 2008 22:01:36 -0400From: [EMAIL PROTECTED]: 
mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] kindergarten> Bev where do I find these on their website? 
Do I have to be a member?
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Re: [MOSAIC] kindergarten

[Beverlee Paul]

There are some excellent resources out there for teaching letters (and other 
stuff) using children's names.  One is Beyond the Names Chart:  Using 
Children's Names for Word Study by Debbie Diller and I can't remember the other 
titles.  But I'm pretty sure a couple more come from Scholastic.  
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Re: [MOSAIC] kindergarten

[Beverlee Paul]

Here's another good one (although it isn't "activities"):  
http://www.amazon.com/Looking-Closely-Exploring-Language-Classroom/dp/0814130313/ref=sr_1_5?ie=UTF8&s=books&qid=1215369341&sr=8-5
 
It's small, but mighty!!!



> From: [EMAIL PROTECTED]> To: [EMAIL PROTECTED]; mosaic@literacyworkshop.org> 
> Date: Sun, 6 Jul 2008 12:11:18 -0600> Subject: Re: [MOSAIC] kindergarten> > 
> There are some excellent resources out there for teaching letters (and other 
> stuff) using children's names. One is Beyond the Names Chart: Using 
> Children's Names for Word Study by Debbie Diller and I can't remember the 
> other titles. But I'm pretty sure a couple more come from Scholastic. > 
> _> Need to 
> know now? Get instant answers with Windows Live Messenger.> 
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> 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. > 
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Re: [MOSAIC] Introduction

[Beverlee Paul]

Hands down:  To Understand by Ellin Keene and Teaching Essentials by Regie 
Routman!

> Date: Sun, 6 Jul 2008 22:50:08 -0400> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Subject: [MOSAIC] Introduction> > Hi there,> > 
> I've been "lurking" on this list for a few months now and I thought> that 
> it's finally time I introduce myself and start participating in> the 
> discussions.> > I am a new teacher in Ontario, Canada. I teach Grades 1 to 6 
> Music> and Grade 1 Literacy at a small K-6 school. I am working towards> 
> becoming a Reading Specialist and I have dreams of completing a> Masters in 
> Literacy Education.> > I'm all set to enjoy my first official summer 
> vacation! If anyone has> any recommendations for summer reading I'd love to 
> hear them.> > -- > Lyndsay Buehler> > > "There is no end to learning." -- 
> Robert Schumann> > ___> 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. > 
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Re: [MOSAIC] Guided Reading Research

[Beverlee Paul]

Okay, I'm feeling a little disjointed today.  Or uninformed.  Or something -- 
definitely not With It.  What definitions are there of guided reading?  And 
what do you mean by membership?  I'm not sure what you were asking.  Thanks.  
Bev 

> From: [EMAIL PROTECTED]> Date: Mon, 7 Jul 2008 18:19:03 -0400> To: 
> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Guided Reading Research> > 
> Just a question? What do you mean by guided reading? Everyone has their > own 
> definiton> What does it look like? What is the criteria for membership?> 
> Maxine> > > In a message dated 7/6/2008 12:32:38 P.M. Eastern Daylight Time, 
> > [EMAIL PROTECTED] writes:> > I am working on my masters. My paper is 
> focusing on the impact of guided > reading on student achievement in a K-5 
> school. I would appreciate any > suggestions of great sources that I should 
> look at while working on my paper.> Thanks,> Susan> > > > > **Gas 
> prices getting you down? Search AOL Autos for > fuel-efficient used cars. 
> (http://autos.aol.com/used?ncid=aolaut000507)> 
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> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > 
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Re: [MOSAIC] Reading Zone/MOT

[Beverlee Paul]

Aha!!  I can hardly wait for this discussion to begin!!
> I am doing some reading this summer. I 
started with the Reading Zone by Atwell. Her ideas really resonated with me, I 
have been in the zone! Now I am rereading MOT. I am surprised at the 
differences. Do the strategies really get in the way of student entering the 
reading zone?
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Re: [MOSAIC] rewards

[Beverlee Paul]

published by Sopris West, Anita Archer material, Reading First aligned

> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Thu, 10 Jul 
> 2008 11:58:57 -0700> Subject: [MOSAIC] rewards> > Has anyone heard of the 
> "researched base program called rewards." My > daughter has enrolled my 
> grandson in a special ed summer school. When she > was questioning about some 
> of the work they are doing, the said they were > using a program called 
> "rewards" I am not sure what this means because my > daughter was questioning 
> the kinds of work they are doing. Not asking about > incentives. Unless 
> rewards means a program teaching kids how to read. Any > info would be 
> appreciated.> > Marti> - Original Message - > From: <[EMAIL 
> PROTECTED]>> To: > Sent: Saturday, April 12, 
> 2008 5:01 PM> Subject: [MOSAIC] Writing to be displayed for public 
> viewing-should it > beperfect?> > > > Dear all,> >> > I have been a member of 
> the list serve for just a few weeks. I love > > the conversation and 
> diligently take notes. Now, I have an issue that has > > been bandied about 
> my district and county for quite some time. As far as > > "the big picture" 
> goes, it is probably small potatoes, BUT...we would love > > some comments.> 
> >> > I am a Reading Recovery Teacher and my teacher-leader (from New > > 
> Zealand) was quite fanatical about the fact that everything on the walls > > 
> needed to be a perfect model because children would be the audience. Her > > 
> feeling was that if it was worthy of publishing or display it should be a > > 
> model for all who read it.> >> > My colleagues and I have looked in various 
> places to see if research > > exists (either way) on this subject. I have 
> ventured into most of Marie > > Clay's work...this just isn't something that 
> appears in the contents or > > index. How do you feel about this? Is it an 
> issue, or is it more > > important for children to display whatever THEY 
> think is worthy?> >> > Thank you for all of the good advise I have gotten. I 
> appreciate all > > you do as educators.> >> > Susan> > Reading Recovery/K-2 
> Literacy Coach> > Carman-Ainsworth Community Schools> > Flint, MI> > --> > 
> Susan Nugent> > 16071 Knob Hill Drive Linden, Michigan 48451> >> > 
> 810-735-3030> >> > ___> > 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> 
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> go to> 
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > 
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Re: [MOSAIC] Vocabulary Strategies for Cognitive Impaired Students

[Beverlee Paul]

Wow!  What a gold mine this is!  It's heading straight into my lesson plan 
notebook!

> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Sun, 13 Jul 
> 2008 04:38:02 +> Subject: Re: [MOSAIC] Vocabulary Strategies for 
> Cognitive Impaired Students> > > Okay, now back to your question about 
> vocabulary.> > My thoughts--you're probably already doing many of these 
> things:> One of the best things you can do to help students learn new words 
> is to use them repeatedly throughout the day in a variety of contexts (Stahl 
> and Fairbanks, 1986--and others). Making up fun rhymes or chants (maybe even 
> with a dance move or two if you're brave;) that get stuck in their heads is 
> another great way--because it gets the students trying the words out with 
> their own voices. Janet Allen suggested that words should be used 10-15 times 
> in meaningful contexts (she's not talking about students that have difficulty 
> remembering words so I'm guessing the number of repetitions would be more for 
> the students your working with).> > Also, start close to home with vocabulary 
> words most related to things students interact with on a daily basis. OR 
> relate the new words to things that students see or do daily.> > Someone 
> already mentioned word walls and, I think, linking words to visuals when 
> possible. I saw a first grade teacher last year who put sight words on the 
> carpet where students were sitting and each student was responsible for the 
> word they were sitting on. Then they focused on one or two words a day then 
> the student would get to put the word up on the word wall which was in reach 
> of all the students. I liked this approach because it gave students ownership 
> of the words. Of course this was for words that were already in their 
> vocabulary. They were learning to spell these for their writing and recognize 
> them automatically in their reading.> > And finally--in my class when a 
> student found a word we were studying in a book (or even listening to the 
> new/t.v. at home) they would write down how it was used. We would talk about 
> it, post it on the door, and when the door was full we'd party. It became 
> like an ongoing scavenger hunt in our lives. Each time they found a word the 
> way it was used gave us more clues to the life it had taken on in its new 
> context. (this last suggestion may be too hard for your students, but since I 
> don't know them I thought I'd share)> > Angela> > > 
> > > From: [EMAIL PROTECTED]> > To: 
> mosaic@literacyworkshop.org> > Date: Sat, 12 Jul 2008 19:54:46 -0400> > 
> Subject: [MOSAIC] Vocabulary Strategies for Cognitive Impaired Students> > > 
> > I’m a student at Wayne State University in Professor Creech class. I also 
> work in a special education center base school with cognitive impairment 
> children age 8 to 10. My students have a hard time dealing with vocabulary 
> words. Do anyone have any suggestions or strategies I could use to get them 
> to comprehend at least some of the vocabulary words.> > 
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> please go to> > 
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > > 
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > 
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> world a better place one message at a time.> 
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Re: [MOSAIC] Comprehension Question

[Beverlee Paul]

Hi Kelly - I'd have to agree with Lori, but I'd like to expand a little bit on 
part of it.  Statistically, we still see boys as struggling readers in the 
primary grades much more than we do girls.  Curious little boys (and curious 
little girls) often are more interested in reading about "real stuff" in the 
world than they are fictional stories.  Because of the high interest and often 
closer schema match, often nonfiction is truly easier for some of these 
"struggling" readers.  The good news is that some of those strugglers, matched 
with appropriate text, will struggle their way into readership!  Hurray! 

> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Sun, 13 Jul 
> 2008 23:01:08 -0400> Subject: [MOSAIC] Comprehension Question> > Hello, my 
> name is Kelly George and I am student at Wayne State University in Nancy 
> Creech Reading Literacy class. I am a senior majoring in special education. 
> While reading the book I began to develop questions about different genres 
> and the impact that it has on comprehension. Would you agree that fiction is 
> easier than non fiction for struggling readers?> > 
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Re: [MOSAIC] Re (Mosaic) Vocabulary Strategies

[Beverlee Paul]

There are many respected researchers/writers in the profession who believe that 
after late first, early second grade, there's little to be gained by 
traditional phonics instruction, i.e. single letters and sounds.  That, 
however, doesn't mean that there isn't tons of Word Work that can/should be 
done.  It's kind of a "throw the baby out with the bathwater approach."  The 
difference is that the letter/sound relationships are not so 
significant/effective after two years of instruction, but there's a lot more 
about how English words work (including meaning, which Rosie is talking about 
basically) that struggler especially would profit from knowing.  I guess that's 
part of the balance, which is such a great model for reading instruction.  
Balance within each students and her strategic reading, balance in instruction 
with release to independence, balance in curriculum, etc.  

> To: mosaic@literacyworkshop.org> Date: Tue, 15 Jul 2008 19:50:49 -0400> From: 
> [EMAIL PROTECTED]> Subject: Re: [MOSAIC] Re (Mosaic) Vocabulary Strategies> > 
> > I love this idea!? I teach third grade, and am puzzled why we don't spend 
> more time on things like this, as opposed to phonics rules.? > > Rosie> > > > 
> > > > > -Original Message-> From: [EMAIL PROTECTED]> To: 
> mosaic@literacyworkshop.org> Sent: Sun, 13 Jul 2008 5:51 pm> Subject: Re: 
> [MOSAIC] Re (Mosaic) Vocabulary Strategies> > > > > > > > > > > Is anyone 
> focusing on Latin roots as a vocabulary strategy? My school has a > tree 
> painted in our first floor landing. We are focusing on prefixes, > suffixes, 
> and latin and greek roots. 3rd-5th grade clasroms add leaves to the > tree 
> that come from the focused root. We are looking to expand this project and > 
> > I was wondering if anyone had any ideas.> > Thanks. I am new to this group 
> and this is my first question.> > Carolyn > Literacy Coach> K-5> Rhode 
> Island> > > > **Get the scoop on last night's hottest shows and 
> the live music > scene in your area - Check out TourTracker.com! > 
> (http://www.tourtracker.com?NCID=aolmus0005000112)> 
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