Re: [MOSAIC] Change of topic - 5th gr. read

[Bonita DeAmicis]

> 
> Sorry  for the quick change.  I was informed this morning that I can   choose 
> two new novels for next years fifth graders.  While I already  had  one in 
> mind, 
> I was surprised by the fact that I get to choose  two.  Any  QUICK 
> suggestions.  I have to let them know  tomorrow.  (Sorry - I know  that there 
> was some 
> conversation  about this recently but I didn't pay attention  then. LOL  We 
> will  
> already be reading Number the Stars, Hatchet, Roll of  Thunder, Hear  My Cry 
> and 
> Raising Spirit Bear (or Saving Spirit Bear...or  something  Spirit Bear)
> Thanks for any help that you can  offer.
> Michele


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Re: [MOSAIC] Test Talk

[Bonita DeAmicis]

Dang, Lori.  I did not sign up to be on the book review committee because of 
the name of the book.  I said to myself, "Whew, finally a book I have NO 
interest in purchasing.  I get enough TEST TALK in my district to last a 
lifetime."  Then you go and write your synopsis and make it sound like a 
MUST-READ, a book I cannot pass up! Dang, Lori. (wink, wink)

:)Bonita

 Ljackson <[EMAIL PROTECTED]> wrote: 
> Hello All,
> 
> Keith asked me to get the ball rolling on the sharing of Test Talk, which 
> four of us were asked to review and share with you all. Thanks, again, Keith 
> and Stenhouse.
> 

> I believe so much in this book that I ordered it for all of our building 
> coaches and hope to have them all read it before the end of this school year. 
>  
> 
> Lori Jackson



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Re: [MOSAIC] Short Text question

[Bonita DeAmicis]

Out of the Dust--some scenes way too much (hand burning, mom scene) for grade 3 
but some grade 5 might respond well...
House on Mango street--I think the reading will be tough even for grade 
5--enjoyment requires a high level of inference--but I have not tried it..

Love that Dog--use it often with wonderful results, but I do much exposure to 
poetry and poetry thinking prior to the reading--it makes a big difference.  I 
believe it could work with 3rd, I have used it extensively with 5th and can 
vouch for it there (again, if you do much poetry work first--otherwise the 
charm is lost on your readers).


hope that helps a little, eileen.

:)Bonita

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Re: [MOSAIC] Taberski at MRA

[Bonita DeAmicis]

Oh my goodness, I just wrote a long message in reply to a digest posting--my 
deepest apologies to the digest folks. I know how frustrating that can be.

Sorry,
Bonita

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Re: [MOSAIC] Taberski at MRA

[Bonita DeAmicis]

Ellin (and others),

Thank you so much for weighing in on this discussion.  I am wondering if the 
"developmental appropriateness" question comes more from what teachers ask 
students to do than with the strategies and whether children can apply them.  
What I mean is that perhaps the developmental frustration appears when we ask 
for and grade things in a particular way--because of course we are trying to 
assess use of the strategies as well as comprehension--and in doing so we come 
up with assessment methods inappropriate to developmental levels.  

I teach all subjects as an elementary teacher and I love linking up--meaning 
making links between the math students are doing to the math that is to come.  
I love giving them "previews" of what is to come, I find it excites and 
invigorates the math we are doing.  One teacher saw I did this and began to do 
it too, but then adding these items to the tests!  Yikes, I did not preview the 
exciting math to come in order to advocate we test and grade it! Just to get 
juices flowing.

With strategies, I think when we have students talking, thinking, sharing, and 
note-taking, it is appropriate at all grade levels--even preschool, but if we 
are say, putting them in texts that frustrate them, testing them in written 
form, asking for long essays to reveal what they have learned, and such 
activities...then maybe we are crossing developmental lines depending on the 
age and level of the students.  Could that be why people think the strategies 
may be developmental? Because of the assessments that are used?

Wow..I went the long way to get to that question.

:)Bonita

 Ellin Keene <[EMAIL PROTECTED]> wrote: 
> I had to miss MRA this year because of commitments elsewhere -- I always
> love that conference.  I'm so interested in your comments today and wanted
> to weigh in a bit. 
> 
> 
> I find today's Mosaic list serv discussion about Sharon Taberski's sessions
> at MRA fascinating. I couldn't agree more that strategies are the tools to
> enhance rather than the end game in comprehension, but am concerned about
> how we define and describe comprehension.  Why and to what end are we
> teaching comprehension strategies?  That's why I wrote To Understand -- I
> worry that our expectations may not be commensurate with children's
> potential and intellect.
> 
> In terms of the developmental appropriateness of strategies like synthesis,
> I believe that we wouldn't even be asking questions like that if we had a
> different way of thinking about comprehension.  I also wish those who are
> concerned about developmental appropriateness could observe, not only Debbie
> Miller's former first graders, but thousands of other very young children
> (including some I worked with this week in Northbrook and Midlothian IL) use
> strategies such as synthesis and inference to dramatically enhance their
> understanding.  Why on earth would we withhold that kind of intellectual
> engagement from them?
> 
> Just some thoughts. . . 
> 
> Very best,
> ellin
> -Original Message-
> From: [EMAIL PROTECTED]
> [mailto:[EMAIL PROTECTED] On Behalf Of
> [EMAIL PROTECTED]
> Sent: Sunday, March 16, 2008 10:00 AM
> To: mosaic@literacyworkshop.org
> Subject: Mosaic Digest, Vol 19, Issue 17
> 
> Send Mosaic mailing list submissions to
>   mosaic@literacyworkshop.org
> 
> To subscribe or unsubscribe via the World Wide Web, visit
>   
> http://literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org
> 
> or, via email, send a message with subject or body 'help' to
>   [EMAIL PROTECTED]
> 
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> 
> 
> 
> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of Mosaic digest..."
> 
> 
> Today's Topics:
> 
>1. Re: off topic somewhat (Shannon Brisson)
>2. Re: off topic somewhat (Diane Baker)
>3. Re: off topic somewhat (Beverlee Paul)
>    4. Re: Taberski at MRA ([EMAIL PROTECTED])
>5. Re: Taberski at MRA (Beverlee Paul)
>6. Re: Taberski at MRA ([EMAIL PROTECTED])
>7. Re: off topic somewhat ([EMAIL PROTECTED])
>8. Re: off topic somewhat ([EMAIL PROTECTED])
>9. Re: off topic somewhat (Bonita DeAmicis)
>   10. Re: Guided Reading in Intermediate? (Mary Manges)
>   11. Re: off topic somewhat (Rhonda Brinkman)
>   12. Re: Taberski at MRA (Lisa Szyska)
>   13. Re: Taberski at MRA (Beverlee Paul)
>   14. Re: off topic somewhat (ANNESECJ)
>   15. Re: Taberski at MRA ([EMAIL PROTECTED])
> 
> 
> --
> 
> Message: 1
> Date: Sat, 15 Mar 2008 12:31:01 -0400
> From: Sh

Re: [MOSAIC] off topic somewhat

[Bonita DeAmicis]

I would include A Writing Kind of Day by Ralph FLetcher in my poetry library 
for elementary students.



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Re: [MOSAIC] vowel sounds

[Bonita DeAmicis]

Some clarification for Kenneth here.  I am an upper grade teacher who asked 
about testing lil' first graders. I am definitely at a "phonics" school.  Lori 
and Joy described teaching phonics at the first grade in a less defined, 
step-by-step manner than many of the programs suggest.  Joy, sounds like, gets 
good test results despite not being overly phonics oriented.  I teach fifth and 
hate to hear about testing little ones.

My thing at the fifth grade level is that when phonics has been over-stressed I 
receive more word callers at the upper grade.  These are students (unlike 
yours) who can read anything put in front of them.  AND they have NO IDEA what 
they just read.  One boy thought  Encyclopedia Brown was a story about a big 
book...

In another case I had a friend whose first grade very gifted son was reading 
HArry Potter Five fluently and explaining it all to me (before the movie) and 
was still being made to sound out vowels in his class and read little tiny 
phonics books and reflect on them.

So, I am all about balance in instruction and well, just using some plain 
common sense, too. I am glad to learn that Joy can teach with phonics 
integrated, but not defining the program, and still get good results.  I am 
also glad your school has adopted some phonics because to teach entirely 
without it seems also a shame.  I do hope as you look at the program you are 
teaching you look at results not just in the primary grades, but what happens 
to those students as they get to higher reading in upper grades. That feels 
like the missing link in phonics research to me, but I could be wrong.



:)Bonita

> Bonita,
> I'm glad to hear that your students are doing so well without phonics 
> instruction. However, as a 15 year veteran of teaching Title I kiddos, I 
> consistently find that the students who are still with me or have moved in 
> after second grade, bring two major areas of weakness with them - phonics and 
> fluency. They just don't know what to do with those vowel sounds, and they 
> don't have the background knowledge to "try it both ways". We began teaching 
> phonics again this year (after not having it in the curriculum for several 
> years) - we are using Animated Literacy. I am already seeing a huge 
> difference in our K-1 kiddos who are receiving this instruction. I can't wait 
> to see how they do on their DRAs at the end of the year! The four elementary 
> buildings in our district are currently conducting some action researach on 
> the effectiveness of this phonics instruction - not all buildings are using 
> it, so we'll be comparing notes at the end of the year. I'll keep you all 
> posted on what we discover.


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Re: [MOSAIC] vowel sounds

[Bonita DeAmicis]

 Joy <[EMAIL PROTECTED]> wrote: 
> Lori,
>   I stand with you, but refuse to duck. My kids not only read well, but make 
> unbelievable gains in their testing, across the board. (Not that testing is 
> everything, but it's hard to ignore 30 and 40% gains for every single child 
> who walks in my door.)


Does your school do standardized testing of first graders?

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Re: [MOSAIC] Inspiration software

[Bonita DeAmicis]

Sure--it is a purchase--about $70, I believe.  You can find it on the internet 
and maybe download a trial for free.  

I have used Inspiration for many years.  (I used it to brainstorm my thoughts, 
organize my outlines, and keep track of my notes when writing my dissertation, 
though it is considered more of a kid's program).

Inspiration is a cluster brainstorm software that converts your cluster graph 
into an outline with the touch of a button. To make a cluster graph you hit the 
rapid fire key and start typing ideas or words, after each idea or word you hit 
enter and the idea or word pops out into a bubble (that is what rapid fire 
does--allows the enter key to act as a quick "make a bubble" command key).  A 
little like when  you brainstorm on the board--the bubbles pop out all over the 
place.  then when you have finished brainstorming you can switch to outline 
mode and organize your thoughts into topics and subtopics.  Great for teaching 
students organizing and outlining (I do the dragging on my smartboard).

Finally, I use it for word sorting--as described before when I made you 
curious.  Inspiration does much much more--but that is the basics.

:)Bonita
> Could someone please tell me about this software Inspiration and the
> rapid fire feature. I have recently started using a smartboard so any
> help or "inspiration" you can provide will be greatly appreciated.
> 
> Thank you,
> Julie
> Title One reading K-6
> 
> 
> 
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Re: [MOSAIC] Words Their Way

[Bonita DeAmicis]

Derivational level SPELLING word sorts introduce students to roots, suffixes, 
and prefixes.  How meaning is shaped by these word parts and how spelling is 
influenced by the root. they can sometimes even be sorted by word origin for 
more advanced applications.

An example CONTENT sort would be to give anatomy parts and have students sort 
into systems: excretory, digestive, etc. OR giving words sorts of famous names 
and sorting them into "beliefs and ideas" or sorting them into "periods in 
history"...Doing this with speed is as good as studying flashcards for some 
things...plus patterns may exist within categories and that can be discussed.

I did an open sort in graduate school on teaching theory; words like 
constructivism, blank slate, piaget, vygotsky, behaviorism, etc. --fascinating 
pre-learning activity.  Showed the teacher what students already knew and what 
they needed to learn.  Showed all of us students how much we had learned at the 
end.
:)Bonita

> Is there anyone out there who does word study in a content classroom?  I'd be 
> interested to >hear how you incorporate it and how you feel it affects the 
> amount of content that kids are >exposed to and ultimately comprehend!
>  
> Thanks - Heather


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Re: [MOSAIC] Words Their Way

[Bonita DeAmicis]

 Ljackson <[EMAIL PROTECTED]> wrote: 
> I am wondering about smart board progrramming.  Our math coach showed me how 
> to use the technology on my own computer, even though I don't generally use 
> smart boards as a literacy coach.  It allows your computer to behave as a 
> smart board and I am wondering if these word sorts would work in that context.
> 
> Lori

YEs, You can make sorts easily on notebook software and drag the words on the 
screen just like you would move the cards into categories.  I, however, make my 
sorts on the software Inspiration because when I use the rapid fire feature I 
can create my word cards really quickly.  Then I just choose select all and 
hide links and I am in business. I can generally put a computer sort together 
more quickly than the students can finish an open sort.

:)Bonita

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Re: [MOSAIC] Words Their Way

[Bonita DeAmicis]

> Basically I do the same thing as you, Bonita. 

Gosh it feels so good sometimes to hear others are doing the same thing or some 
close model--I feel so alone when it comes to spelling!

:)BD

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Re: [MOSAIC] Words Their Way

[Bonita DeAmicis]

 [EMAIL PROTECTED] wrote: 
> When I test my fifth grade students, I have them write the headings for the 
> sorts they have been practicing. Then I call out 15 words, making sure to get 
> about the same number of words for each feature. They are scored for spelling 
> and sorting, which is a total of 30 points. That means a missorted word that 
> is spelled correctly is about -3 from 100 points. A misspelled by correctly 
> sorted word is the same. A word that has been misspelled and missorted is -6 
> from 100. Basically it is a written blind sort, but not with all the 
> students' words for the week. They do not know which words I will call. 
> Sometimes I also give a couple of words that has the pattern that is being 
> tested, but that the children didn't have for that week. These would be extra 
> credit to see if they can apply the pattern.
> Maura
> 5/NJ

cool idea-Maura, I will try that way sometime!
:)Bonita

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Re: [MOSAIC] WTW testing spelling

[Bonita DeAmicis]

 Patricia Kimathi <[EMAIL PROTECTED]> wrote: 
> How do you develop your dictation sentences?
> Pat K
> 

I write them myself.  I try to include at least two words from the list (or 
words with the pattern we are learning).  I try to include the punctuation we 
are practicing in at least two sentences.  I do 3-4 sentences. I read aloud all 
the way through-students listen.  Then I read a part--students say it-then 
write it, I read the next part-students say it-then write it..until sentence is 
done.  Then I read the whole thing again.  It also helps students develop 
attention and memory retention skills.

I grade by taking 5 pts off for assigned words being missed.  5 pts for grammar 
we already mastered (ending sentence--proper CAPS), 2 pts for basic words and 
grammar we are learning errors. (I add missed basic words to their personal 
word lists).  I subtract missed from 100 and that gives me a percent that feels 
about right. I developed this grading over time, but professional judgment 
tells me it is about right.  All of this obviously NOT scientific, but we do 
not actually give official spelling grades...it just brings closure to each 
unit and information to me.

:)Bonita




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Re: [MOSAIC] WTW testing spelling

[Bonita DeAmicis]

Dictation sentences are my "test," really just a closure for each word pattern 
unit. I am curious to know what others do, too.

:)Bonita
-

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Re: [MOSAIC] Words Their Way

[Bonita DeAmicis]

I print the sorts on card stock and pass them out to student groups on Mondays. 
They cut them out and they have a spell sort composition book with a pocket 
(made by them) that they keep the cards in.

On Tuesdaysish (varies sometimes I start on Mondays)I call up each group to the 
smartboard.  They sit on the floor and I say--think of how you could sort these 
words.  They go for it (maybe 5 min) and then I ask each student to share what 
they based their sort upon.  Often, their sort is exactly or close to what I 
would require (like long and short vowels, or double consonant in the middle, 
etc.) Then I tell them I want them to sort according to a sound pattern or 
spell pattern--they do this while I get Inspiration up on the board. I think it 
could also be done on an overhead with the words just printed on a transparency 
and cut out.

If you have used Inspiration, then what I do is write the pattern as the main 
idea and then use rapid fire to type out all my words.  Then I choose "select 
all" and "hide all links".  That makes the Inspiration words like little 
objects that can be dragged around the program. As students finish their sorts 
I have them come up to the board and drag 1-3 words to the correct column. All 
students generally end up having a turn, but they work quickly to get the 
opportunity. Then the words are left up for them to copy into their spell sort 
books--which I check right there for proper placement and spelling. This all 
takes about 20 minutes per group.

The next day they do a different sort and we may or may not do it on 
Inspiration (takes about 5 minutes). That night I assign word hunts for 
homework.

The following day I call up each group and ask them to explain to me how the 
pattern seems to work...we discuss and they write that in their spell sort 
books.  I assign sentences for homework (thought they can start in class)--I 
have additional sentence rules like right now we are working with commas, too. 
I use the sentences to helps students see how to combine and write longer 
sentences that still make sense.

I suggest they do a speed sort with a partner on the fourth day...do not do 
much follow-up on that.

On the last day I give a dictation test--3-4 sentences with 1-2 spell words in 
each.  They write the whole sentence with proper punctuation as well.

Starts all over.  A bit rote, but the time feels about right and I like that 
the students must do some actual thinking each day. The dictation sentences 
tell me whether they have transferred the words over to actual writing and also 
gives me a check on how they are doing with the punctuation that we are 
studying. Sometimes the dictation and sentences reveal to me some minilessons I 
need to teach.

Hope that helps.
Bonita


 Patricia Kimathi <[EMAIL PROTECTED]> wrote: 
> Will you tell us a little about how you do this?
> Pat K
> 
> "to be nobody but yourself -- in a world which is doing its best, night 
> and day, to make you like everybody else -- means to fight the hardest 
> battle which any human being can fight, and never stop fighting."
> 
> e.e. cummings
> 
> On Feb 20, 2008, at 5:52 PM, Bonita DeAmicis wrote:
> 
> > I like to do 2-3 sorts with them--an open sort, an assigned spell 
> > sort, and then a meaning or sound sort.  We also do the assigned sort 
> > together using Inspiration on the smartboard. (3 different spell 
> > groups--one works with an aide).
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Re: [MOSAIC] Words Their Way

[Bonita DeAmicis]

---I have used words their way in a fifth grade room for three years now.  No 
prior grades use the word sorting (yet--some are starting).  What I find is it 
focuses my students on really examining the words instead of mindlessly filling 
out blanks in a spelling book or repeatedly memorizing words on a list without 
thinking about why are these words together and what can these words teach me 
about spelling in general? I love the conversations the sorts cause to happen, 
like hey, words they end in ible are not complete base words, but able endings 
have whole base words, is that always the case? (never had that kind of talk 
with a spell book).

I like to do 2-3 sorts with them--an open sort, an assigned spell sort, and 
then a meaning or sound sort.  We also do the assigned sort together using 
Inspiration on the smartboard. (3 different spell groups--one works with an 
aide).

I assign word hunts for homework and spell sentences that examine the grammar 
ideas that we are working with in caughtya sentences.  Then I do an old 
fashioned sentence dictation quiz (should I be embarrassed?)  that involves 
both grammar and the spell pattern studied (some words not on the list that 
follow the pattern).  This feels like a comfortable base that I can manage in 
my room. My hope is to add in games and fun next year--although the children 
find the sorts fun and interesting on their own.

:)Bonita

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Re: [MOSAIC] Technology Use

[Bonita DeAmicis]

 Brienne Jenna Karow <[EMAIL PROTECTED]> wrote: 
> I was wondering what kind of access any of you have to technology in  
> your own classroom or within the entire building?

All classes have smartboards and ceiling mounted projectors as well as a 5:1 
desktop ratio in upper grades and a 7:1 ratio in primary grades. most of us own 
or have access to digital cameras, scanners, and video cameras. Also, in fifth 
grade all students have handheld computers with keyboards that they take home 
and use in school each day.


> use this technology in your own teaching practices? 
I integrate student use on a daily basis:  instruction at the board, small 
group use of software or web applications at the board, students using math 
applets, word, powerpoint, excel, and online discussion at the desktops.  They 
use the tech to do whatever it is that we are learning...not much rote testing 
type software in my classroom. I am very comfortable with technology.  other 
teachers in my school are less so, and may be doing less with it, although 
smartbaords seem to be changing that.

 
> Technology person that supports you and the rest of your colleagues or  
> are you kind of left on your own to figure it all out? 

District level--we barely get support.  We have figured out how to do most 
things on our own and call on the district when we get desperate.

One more  
> question, How do you see technology and its applications for the  
> classroom in the future? 

Essential learning, especially in the areas of communication, 21st Century 
skill stuff.  Children will need to grow into adults that can flexibly use 
technology to communicate, produce, track, learn, find info, and on and on. 
While it is true that children are digital natives and learn quickly, much of 
what they learn on their own (games and such) will have limited value in the 
world of information and communication.
> 
> Thanks!
> Brie
> 
You are welcome--hope it was helpful.
Bonita

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Re: [MOSAIC] Computer Clusters/Read Aloud for 8th Grade Girls

[Bonita DeAmicis]

Hi Shauna,

We have 6 desktop rooms with 30 or so students.  I rotate my students by 
setting up a list with 6 students on each list.  I keep the list on my wall and 
call off groups when it is an appropriate computer time (as in--no lesson being 
taught--small group or independent instruction or else class working time).  I 
keep a pin next to the group I called last , so that the next time we have time 
available, a different group is called. If a student is in small group 
instruction when their computer time is called--they generally make a 
computer-time trade with some other student. Students have a host of activities 
they do on the desktops: sync their handhelds, format their writing, go online 
with an international discussion group of students, visit our social studies 
text site where they can watch videos, practice vocab, hear the text read to 
them, etc, and math applets. Typically three groups (18 children) get time each 
day--about 30 minutes or so.

:)Bonita

 Shauna Covell <[EMAIL PROTECTED]> wrote: 
>  I was wondering if any of you have a small computer cluster in your 
> classroom (a group of 3-6 computers), and how you utilize the machines on a 
> daily basis.  Any examples and feedback would be much appreciated.  
>   Best,
>   Shauna 


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Re: [MOSAIC] Using Palm Pilots

[Bonita DeAmicis]

Julie,

Hope you don't mind if I come in on this though you are talking to Shauna.

I received a grant 4 years ago to use handhelds at the fifth grade at my 
school.  We have been using handhelds with all fifth graders since that time.  
We use Palm Es and E2s although I have heard of schools using Windows based 
handhelds, too.

The Es and E2s are not special (sold at Best Buy).  We have keyboards for each 
handheld and use them like having a class set of laptops--without the headaches 
of needing electricity and such.  The students sync what they write to our 
classroom desktops and it goes right into a file with their names.

I would be happy to share more info with you if you would like, but I would 
also recommend K12 Handhelds as an organization that can give you great info, 
too.

:)Bonita
5th Grade, California

 Julie Sosa <[EMAIL PROTECTED]> wrote: 
> Hi Shauna,
> Could you elaborate more on using Palm Pilots?  Are these a special model 
> used in the classroom?  Does it require you buy separate hardware and 
> software?
> Julie


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Re: [MOSAIC] Comprehension strategies and Harcourt

[Bonita DeAmicis]

>.  I trust this teacher's practice to be focused on pleasure and understanding 
>and know this kiddo was not getting the wrong message about reading.  And the 
>other thing about this is that it is not a sweeping assumption that every kid 
>needs this focus, this kid, who is loosing meaning because of dysfluent 
>reading (not just rate, but phrasing, expression) was being intervened 
>with on an individual basis.  This is a class of readers and the teacher has 
>shaped that self-image for every child.  
> 
> Lori
> 

I think you hit the nail on the head here, Lori.  IF it is not a sweeping 
assumption that is used on all kids in all classrooms, and IF the focus is on 
meaning, then fluency is an important part of reading instruction.  My fear is 
that sometimes political swings tend to pull classroom practice toward a place 
unthinkingly--you know what I mean? I wish I could wave a wand that gave all 
teachers the interest and passion of professional development that I see in 
this group of online teachers.  Then, the political swings and basals would not 
make much difference--instruction would.

:)Bonita

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Re: [MOSAIC] Comprehension strategies and Harcourt

[Bonita DeAmicis]

 Beverlee Paul <[EMAIL PROTECTED]> wrote: 
> It's hard to sell the "inadvertant message" idea if we're listening to them 
> read with a stopwatch in our hand.  G.
> 
 That is sort of where my theory arose.  I noticed when I stopped doing fluency 
timings and starting focusing on enjoying the book, talking about what is 
happening, etc, students began to talk about comprehension and to enjoy 
reading.  I had one struggling student who took a great leap in fluency after 
six months of NOT reading aloud or doing any timings...Sometimes, I suspect, 
our over-emphasis (or even small emphasis) on timing reading and reading aloud 
can mislead student priorities.  The reason I theorize basals and such (testing 
probably) have lead primary classes into inadvertantly creating word callers is 
that I have had more word callers in my upper grade classes in the last few 
years as testing and fluency has grown in emphasis.  Plus, it seems like I am 
having to work much harder to get children to LIKE books than I have in the 
past.  It could be just my school though.

:)Bonita




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Re: [MOSAIC] smartboards

[Bonita DeAmicis]

Oops the smartboard blog and wiki links I sent before were to only one page on 
the wiki-sorry.  Here I will try again.

blog with lessons newest lessons first--older lessons in archive--can be found 
by scrolling down and hitting the archive links:

http://smarterboards4us.blogspot.com/

wiki with favorites links, lesson links, some free resources, other pages on 
smartboards, etc.:

http://smarterboards4us.wikispaces.com/

There--that should be more helpful.
:)Bonita



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Re: [MOSAIC] smartboards

[Bonita DeAmicis]

Joy,

I set up and lead (or leave) small groups at the board on a regular basis.  
What are they doing?  Word sorting (I put word cards on Inspiration and erase 
the links); science sites ( they do everything from dissect a fish to carry out 
reading research as a group); revising and editing (here I usually help--but 
they look at each others writing TOGETHER and discuss, improve, etc).  It feels 
pretty differentiated to me...
Hope that helps.
Bonita


 Joy <[EMAIL PROTECTED]> wrote: 
> I wanted to write a grant for one, but my principal is afraid they will 
> promote whole group instruction, subverting our carefully crafted smal group 
> instruction strategies. Does anyone have experience using Smartboard 
> instruction for differentiated lessons?
>   


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Re: [MOSAIC] smartboards

[Bonita DeAmicis]

Hi Tammy,
I LOVE my smartboard. We have them in all classes at my school now, but I was 
one of the original "testers."  I have been using it for about six years and 
find it hard to imagine going without it now. The projector allows me to visit 
and display the Internet, display learning software,  display DVDs, and show 
writing work to all of my students at the same time.  The smartboard allows me 
to do this while showing them the buttons I am using (the students learn how to 
use the computer through osmosis) and to write on anything that I display.  
This rocks writing revision lessons, art print lessons, and anything where I 
want to annotate text. The board allows me to use math and language applets 
(small programs on the Internet) with my finger, which means I can leave small 
student groups working with the applets while I am working in some other part 
of the classroom.  The board comes with special gallery notebook software that 
is quite versatile, too. 

I am running a blog to teach my teachers some basics of the board.  The blog is 
lesson by lesson (newest lesson first) because that is easier for those 
teachers with less technology experience.  The later lessons have mini movies 
and the earlier ones are mostly text, but I think if you try them they are 
helpful for getting started.

I also have a smartboard wiki that allows beginners to visit many resources and 
allows more advanced users to share their thoughts and ideas with others.

Here is my wiki address:
http://smarterboards4us.wikispaces.com/Links+to+other+smartboard+lists

Here is my blog address:
http://smarterboards4us.wikispaces.com/Links+to+other+smartboard+lists

Hope that helps!
Bonita

 Tami <[EMAIL PROTECTED]> wrote: 
> I am getting a smartboard for my classroom this month and I was wondering if 
> anyone has any experience with them or any websites they could recommend.
> Thanks,
> Tami 


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Re: [MOSAIC] Comprehension strategies and Harcourt

[Bonita DeAmicis]

 [EMAIL PROTECTED] wrote: 
> I teach gifted 5th graders, but have taught regular 3rd through 5th as well  
> as gifted 3rd through 5th.  Having my reading endorsement, I too am  
> surprised 
> by the word callers at the beginning of the year.  This year I  was 
> especially surprised because my class did not seem to think that  
> comprehension was 
> important.  Can you imagine? 

It is my theory (totally unproven) that the trend toward testing and basals has 
hurried our students into fluent reading (ie word calling)  at the expense of 
comprehension.  The problem of students who can sound out, read smoothly, and 
have no clue what it means, has grown in recent years at the upper grades.  I 
look forward to a return to balance...

:)Bonita

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Re: [MOSAIC] (no subject)

[Bonita DeAmicis]

Hi Heather,

I have used a class set of handhelds with my fourth-fifth grade students for 
four years now.  We use them for writer's workshop and often for reader 
response--particularly with poetry. The handhelds do offer a picture dictionary 
option that we use to help ELD with vocabulary, although we only have a few ELD 
students--all the students like the dictionary feature. the students are very 
motivated to write and correct their writing with them--we love them. 
Understand that we do have a keyboard for every handheld so it is like a 
mini-laptop.

No for my own teacher purposes, I have found the handhelds very convenient for 
recording reading and writing conferences as I meet with children. I can also 
beam my conference notes to the students for them to think about the things we 
discussed and keep their own records of our conferences.

hope that helps with your research--you can ask any other questions you may 
have by emailing me: [EMAIL PROTECTED]

:)Cheers,
Bonita

> I'm a graduate student in the Literacy 5-12 program at Syracuse University.
> Currently, I'm working on a project about how palm pilots and other handheld
> computers can be used in a classroom setting.  I've found a fair bit of
> information about people using these devices for their organizational
> qualities, and in computer-based labs in science classrooms.  Yet, I have
> found very little about how they can be used in an ELA classroom or to build
> literacy skills.  Is there anyone out there who is using palms in their
> classroom or who has any brilliant ideas on how they would use palms if they
> had them?  Thanks!
>  
> Heather


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Re: [MOSAIC] Read Aloud-Middle School-for girls

[Bonita DeAmicis]

Some favorites of mine that would work nicely with young women

The Color of My Words.
Esperanza Rising
Morning Girl
Witch of Blackbird Pond (not short, though)
Rules



 Mary Walter <[EMAIL PROTECTED]> wrote: 
> 
> 
> 
> From: [EMAIL PROTECTED]
> To: [EMAIL PROTECTED]
> Subject: Read Aloud-Middle School-for girls
> Date: Sat, 9 Feb 2008 16:23:06 +
> 
> I teach ELL students in our middle school 6-8th grade.  On Fridays I read 
> aloud from grade level chapter books.  We just finished the Watson's Go to 
> Birmingham.  My 8th grade this year is all girls.  They would like me to read 
> a book to just their class that is for girls.
> 
> Any suggestions for young adult books around 150 pages (we only read aloud on 
> Fridays) for girls?
> 
> Thanks so much for your help.
> 
> Connect and share in new ways with Windows Live. Get it now!
> _
> Shed those extra pounds with MSN and The Biggest Loser!
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> 


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Re: [MOSAIC] Visualization lessons for middle schoolers

[Bonita DeAmicis]

Yes--Here's an idea. Consider reading to them from small portion of a science 
book--have them draw and label parts as you describe: a cell, a heart chamber, 
an atom, the wind's movement, etc.  Have them compare pictures and labels and 
discuss which might be more accurate.  Discuss schema that allows some to "see 
better" and whether enough description is given to "see" what the science says. 
 Then let them see pictures in books and compare their visualization to the 
pictures and labels given.

Don't forget to let them know that a study of top scientists ( nobel winners, 
etc.) revealed that their ability to do the science well depended on their 
ability to visualize and draw things beyond the scope of what the eye could 
actually see, and then to make predictions from their visualizations.  

:)Bonita 




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Re: [MOSAIC] "Hatchet"

[Bonita DeAmicis]

A great book that I read aloud before my Hatchet unit is "Kensuke's Kingdom,"  
Another boy survival tale but this time shiprwrecked on an island with help 
from a strange citizen of the island.

 Diane Baker <[EMAIL PROTECTED]> wrote: 
> I would sell the survival theme of the book. I have found that my 5th graders 
> love reading this book because they can connect to Brian - he is about their 
> age, and many students are from split families where the parents are 
> fighting. To begin, I have my students imagine having to survive on an island 
> all alone and make predictions about what the main character will have to do 
> to survive.If you look online there is a website with a lot of lesson plans 
> on this book. I believe it is teachervision.com...if is not there - google 
> the title and there should be ample suggestions and ideas...  
> 
> 
> From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED]
> Sent: Wed 1/30/2008 9:44 PM
> To: mosaic@literacyworkshop.org
> Subject: [MOSAIC] "Hatchet"
> 
> 
> 
> Hi All,
> Sorry about changing the topic, but I'm starting an "emergency" unit on the 
> novel Hatchet.  Does anyone have any ideas, suggestions, tips on how to 
> incorporate this novel into a workshop approach?  I have the lit. guide but  
> this
> is last minute.  I'm starting tomorrow.  My class is very low and  full of
> reluctant readers.  All suggestions are appreciated.
> Michele
> 
> 
> 
> **Start the year off right.  Easy ways to stay in shape.
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489
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> 
> 
> 


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Re: [MOSAIC] Choice Words

[Bonita DeAmicis]

I second, third, or fourth(?) that nomination. Book has very real thoughts 
about the language we use in the classroom with our children.

Bonita

> > Comment from previous post: "Anyone else have comments on Peter> Johnston's 
> > book? I've been intrigued, but haven't bought."
> I agree with the other posters.  Choice Words is a must read.  I've had 
> teachers tell me it completely changed the way they communicate with students.
>  
> Diana 



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Re: [MOSAIC] Non - Fiction Lesson

[Bonita DeAmicis]

Marlene,

I do not know of a list for smartboard.  I have started a blog for my 
district--it is quite basic--for beginners to get them going.  I also have 
started a wiki and would love you to join and add your ideas.  The more of us 
the more fun it will be.  I am assuming you also already go to the 
smarttech.com site.

My blog: http://smarterboards4us.blogspot.com/
The wiki--http://smarterboards4us.wikispaces.com/
you will have to register (it is free) and then you can ask permission to join 
and I will check you in:)

If you find something else out there--let me know:)

Bonita
California



> i noticed "smartboard" in your comment.  is there a blog, mailring, listserv
> for smartboard users, do you know?   i have a smartboard in my classroom
> this year and would love to share ideas, etc. with other users.
> 
> thanks!
> marlene grefig
> gr. 4/ny


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Re: [MOSAIC] Visualizing lesson study

[Bonita DeAmicis]

Jennifer,

Let me first congratulate you on jumping in to the lesson study process and 
thank you for your willingness to share the process with all of us! I agree--it 
is powerful professional development, often putting teacher reflection into 
hyper-gear.  It will affect all of your lessons--not only the one you are 
working upon now.

  >Having 
> taught this lesson before with struggling  learners, I had realized that many 
> kids have trouble 'seeing' what happens in  between each of the pictures. 
> They simply re-draw the images in the second  picture.  I had two wonderful 
> posts 
> here on this list that suggested I have  the kids turn their backs and then 
> add a hat and funny glasses to a student and  ask the kids to imagine what 
> happened while they turned their backs.  

I am so excited that the list was able to provide some ideas!   It is like 
macro-micro lesson study!

> I need to tell you all that this demonstration before reading helped a LOT  
> but I still had a few  kids that were having trouble with this idea once we  
> went to the picture book...Tomorrow my colleague will reteach the lesson but 
> we are  going to 
> SKIP a couple pages and ask the kids to visualize what happened in a  "larger 
> moment of time." 

I look forward to hearing what happens as a result of your change! Please 
continue to share!

>We  also added a 
> visual diagram where we had the words Schema and Text clues  funneling into a 
> person's head which has a video camera in it. The idea being  that kids see a 
> visual of  the idea that visualizing comes from background  knowledge and the 
> text.

Did you observe whether this visual helped with the lesson objectives in any 
way?  

  
> I have to tell you all, if you ever get the  chance to engage in the lesson 
> study process, DO IT! It is a powerful way to  collaborate with colleagues 
> and 
> I learn something important each time!

Agreed!

Bonita


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Re: [MOSAIC] fantasy book clubs

[Bonita DeAmicis]

Adventure--possible teaching points:
character change--usually characters grow in knowledge, strength, confidence
plot points--usually based on a series of problems the character must overcome
__
I also like to get into how the author "does it" since many children's 
adventure novels are about solitary figures and dialogue is used less--what do 
they do instead?  That gets us into flashbacks (and use of transition words), 
memories, talking to their selves, talking to animals, etc.
_

Character decisions--would you do the same--why or why not--advice you would 
give, etc.

Character decisions often lead to great book talks in this genre--and that 
builds on the theme of man vs. nature that was mentioned before.


For fantasy books:
character again( usually this time it is a visualization thing because many of 
the characters are so fantastic--I often use drawing here)

settings--again--many times unusual places, unusual times, etc.--fantasies 
often involve a number of settings changes.

plot--many fantasies are based upon a "quest"--this leads to great discussions 
of do we have "quests" in real life? How do we have steps along the way?
___
I also include author study of how they get you "to see" things you have never 
really seen before.  Descriptive language and writing...

Hope that helps,
Bonita

PS.  I always make a chart on the genre as well so students can talk there 
about why people READ this genre and why authors WRITE this genre--leads to 
interesting dialogue about what there is to learn vs. just pure entertainment.


> - Original message -
> From: [EMAIL PROTECTED]
> To: mosaic@literacyworkshop.org
> Date: Wednesday, 2008, 09 Of January 22:20
> Subject: [MOSAIC] fantasy book clubs
> 
> > Our grade 5 teachers are about to launch book clubs, beginning with  
> > adventure in one class and fantasy in another.  I am trying to help them  
> > design the 
> > unit by writing a string of teaching points with them.  Any  suggestions - 
> > ideas and/or resources.
> >  
> > Thanks,
> > Leslie


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Re: [MOSAIC] Alternating Perspectives

[Bonita DeAmicis]

Morning Girl is a fifth grade-ish chapter book with each chapter told by a 
different character--mostly a brother and sister from an island  prior to 
exposure to explorers from Europe.  The last chapter is an excerpt from 
Columbus's journal upon meeting the island tribal members.

The True Story of the Three Little Pigs is told from the Wolf's point of 
view--picture book--probably grade three reading.

The View from Saturday is a story retold from different perspectives--fifth 
grade-ish chapter book.


:)Bonita









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Re: [MOSAIC] Book suggestions OT

[Bonita DeAmicis]

I loved To Walk the Sky Path--more modern day story of family living in a 
Chicksaw in Florida.

 [EMAIL PROTECTED] wrote: 
> The Birchbark House by Louise Erdrich and Guests by 
> Michael Dorris.
> 
> On Sun, 9 Dec 2007 10:01:01 -0500
>   Rebecca Young <[EMAIL PROTECTED]> wrote:
> > Thunder Rolling in the Mountains, maybe.
> > Rebecca
> > On Dec 7, 2007, at 8:21 PM, Diane Baker wrote:
> > 
> >> Does anyone know of any high level novels to compliment 
> >>a Native  
> >> American unit of study for grade 5 students?
> >>
> >> 
> >>
> >> From: [EMAIL PROTECTED] on behalf of 
> >>ljackson
> >> Sent: Fri 12/7/2007 9:08 PM
> >> To: Mosaic: A Reading Comprehension Strategies Email  
> >> [EMAIL PROTECTED],
> >> Subject: Re: [MOSAIC] Book suggestions OT
> >>
> >>
> >>
> >> How about The Golden Compass?
> >>
> >> Lori
> >>
> >>
> >> On 12/7/07 4:46 PM, "Denise Dole" <[EMAIL PROTECTED]> 
> >>wrote:
> >>
> >>>
> >>>
> >>> Hello everyone,As a teacher, I am very upset that my 16 
> >>>year old twin
> >>> daughters do not read for pleasure very often. One in 
> >>>particular only  
> >>> reads
> >>> (and rereads) Harry Potter.Can anyone suggest an author 
> >>>who writes a  
> >>> similar
> >>> genre and or style as her favorite HP books. I was 
> >>>hoping I could find
> >>> something that she would be interested in reading.Thank 
> >>>you, Denise
> >>>
> >>>
> >>>
> >>>
> >>>
> >>> ___
> >>> Join Excite! - http://www.excite.com 
> >>>
> >>> The most personalized portal on the Web!
> >>> ___
> >>> Mosaic mailing list
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> >>>
> >>> Search the MOSAIC archives at 
> >>>http://snipurl.com/MosaicArchive.
> >>>
> >>
> >> --
> >> Lori Jackson
> >> District Literacy Coach & Mentor
> >> Todd County School District
> >> Box 87
> >> Mission SD  57555
> >>
> >> http:www.tcsdk12.org
> >> ph. 605.856.2211
> >>
> >>
> >> Literacies for All Summer Institute
> >> July 17-20. 2008
> >> Tucson, Arizona
> >>
> >>
> >>
> >>
> >> ___
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> >>
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> >>
> >>
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> >>
> > 
> > 
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Re: [MOSAIC] optimal times for teaching reading

[Bonita DeAmicis]

I started scheduling writing workshop for after lunch 2:00 pm when I had a 
class that came in wired from lunch every day.  I needed something to settle 
them down.  It turned out to be a great time.  They appreciated the calmness 
and structure after their time outside.  For me, ending the day on a quieter, 
more structured note was also a good thing. I have stuck with it ever since.  I 
keep my reading in the morning and do not do those subjects together.  I could 
see how reading after lunch might work as well even though my instincts have 
always said do these subjects early.

Bonita





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Re: [MOSAIC] getting it in reading

[Bonita DeAmicis]

The "like" does make it a simile although it is so long and drawn out I forgot 
I put a "like" in there.  Metaphors tend to go on longer--but you are right--I 
compared with like and did not make it an inferred comparison--so it is a 
simile.

> On a side note:  Ok, now I'm confused.  I've been working on metaphors, 
> similes, and analogies...Isn't the apple metaphor really a simile?  


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Re: [MOSAIC] getting it in reading

[Bonita DeAmicis]

I am so laughing right now!  

> > Bonita
> > Great metaphor! I can't wait to use this with my kids!
> 
> Remember, I teach middle schoolers.  Eating and licking would not be 
> interpreted properly for their age group
> 
> Bill 


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Re: [MOSAIC] Gates - an analytic learner? (off-topic?)

[Bonita DeAmicis]

Not to defend Bill Gates--don't know the man, but I have been on occasion 
misquoted in newspapers--once I was quoted as saying that teaching parents to 
take away TV will help parents fix the discipline problems of their parolee 
children (argh!) A completely out of context connection made by a 
less-than-stellar reporter...since Parade is not exactly the height of 
journalism we should tread a little lightly...gave a little room just in case 
he didn't actually say THAT exactly--although maybe he did.

I have met and spoken with a person who was once the lead education reporter 
for the LA Times and he spoke about the lack of reporters who know enough about 
education to speak about it in an effective manner.  His goal was to try to get 
teachers and principals to write more so the public can hear it from those who 
know.  I keep dreaming about having the time...some of you on this list would 
be so awesome at that...

:)Bonita

> 
> I read the same thing in the paper today and have been pondering it ever
> since. But when I came upon Jennifer's email, I started to wonder if Gates
> is so pro-phonics because he was/is an analytic learner and "got" phonics.
> He may be a global thinker, but appears to be an analytic learner. 
> 
> http://www.parade.com/articles/editions/2007/edition_09-23-2007/Intelligence
> _Report (the comments section is kind of disturbing)


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Re: [MOSAIC] getting it in reading

[Bonita DeAmicis]

Hi Bill, 
I think I "get" what you mean.  I believe the most important reading lessons I 
teach are the ones before I teach strategies or anything else.  Those are the 
lessons where I teach them about finding reading that rocks for them, where I 
teach them to listen to the inner-converation they have with text that tells 
them if it makes sense, and where I teach them to make pictures or movies in 
their heads.  I also teach them about the joys of FLOW and how to get there as 
a reader.  These are the lessons that lead my teaching and later I address 
helpful skills like strategy instruction or use of icons for deeper meaning in 
reading. these are the lessons that I hope get my word-callers to reconsider 
their method of so-called reading. 

This past week I used a drawn out metaphor to show students what I meant.  I 
said reading is like eating an apple.  You can just lick the skin (they all 
laughed and I asked why that was funny).  We agreed that licking is NOT eating 
an apple anymore than looking at words--even reading them and letting them wash 
over you is NOT reading, not really. So then we talk about chewing and how that 
is when you get the apple-taste and we compared that to the inner talk and 
pictures that allow you to begin to enjoy text.  Then--we swallow and our 
stomach starts to break the apple down.  It feels good in our stomach if we are 
hungry, just like reading and figuring out parts we do not understand feels 
good and keeps us going.  Finally the apple moves into the intestines where it 
is digested and nutrition enters our bloodstream and while, maybe, we are less 
aware of the goodness that is happening--it is important. 

 I compare the final digestive step to the part where, when reading, we reach 
deeper, trying to unravel the learning or messages that might lie beneath the 
surface of the text ,  that might drive us to read more text of a similar 
nature or to have an inner debate. That is reading with analysis.  The 
strategies are simply tools help us to go beyond the apple-lick to real taste 
and (if we work at it and want it)--to the deeper nutritional value.

:)Bonita


 Laura Cannon <[EMAIL PROTECTED]> wrote: 
> When kids "get it" is when they are reading on their own.
> 
>  
> 
> Well said Bill.  But I think what you are saying becomes more understandable
> with experience in teaching.  I know that I didn't totally get this picture
> when I first started teaching.  Maybe that's why I don't want to retire-I
> just now feel that I'm really seeing the big picture and understanding what
> it is all about.  Really good teachers use it all and apply as needed.  The
> ultimate goal is a child who is a self starter and hopefully will feel a
> passion for learning.
> 
> Sounds like you have a stronger class this year.
> 
> Laura C


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Re: [MOSAIC] comprehension lesson study

[Bonita DeAmicis]

Jennifer,
What you share here is exactly what my colleagues and I found going through 
lesson study.  it was hard to communicate to administrators and other teachers 
how important and essential the study process itself is--not so much the 
product or final lesson.  We found the repeated close examination of a lesson, 
combined with colleague conversation and trust, that is what led to a deep 
personal learning about instruction.  The lesson and observation was just the 
vehicle.  We also found that our learning infected all other areas of our 
instruction-so it really is not about designing the perfect lesson at all. And, 
just like you describe, the Japanese teachers claim it makes them well versed 
in all grade levels of instruction.  I am so glad to hear you are having as 
positive a professional development experience as we had. Thank you for sharing 
it with us.

:)Bonita


> I have shared a little about how the salad lesson worked for us, but  really, 
> the impact comes not from having this product...this 'perfect' lesson...  
> that has been refined by teaching it over and over. The impact comes from the 
>  
> process...the learning that comes from working together to a common goal. 
> Giving 
>  you the lesson plan isn't be the same as going through the process  
> yourselves.
>  
> I can't sell this technique enough to you all...it is just a great way to  
> become a better teacher. I haven't learned so much since I went through the  
> National Board process and we have only gone through one cycle. It is an  
> intensely personal form of staff development. Hope some of you find a 
> colleague  or 
> two to try it out ...
>  
> Jennifer



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Re: [MOSAIC] Lesson Study

[Bonita DeAmicis]

Hi all,

I know there are one or two groups from this list involved in lesson study 
using language arts.  The Lesson Study list would like to make contact with you 
to share information and learn from your studies. If you can, please contact 
Patsy Wang and fill her in on what you are doing with language arts and lesson 
study.  Thanks, :) Bonita

Patsy Wang-Iverson
cell: 609.532.0292
net: [EMAIL PROTECTED]

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Re: [MOSAIC] Tanny's salad lesson and lesson study

[Bonita DeAmicis]

hi Jennifer,
When I did lesson study with math we had two goals in the lesson--so each time 
we did the lesson we looked for growth/change along the lines of the goals we 
had set.  In our case the goals were: 1. students will persist through a 
problem (this we measured by timing how long various groups maintained interest 
and worked on the problem we had given--from our first lesson to the fourth 
time we did the lesson we saw students go from lasting under five minutes to 
lasting 20 minutes--so we knew our changes had worked).  2. Our other goal 
(content goal)was that students would flexibly move between fractions and 
decimals to attempt to find solutions to the problem.  This we saw growth in 
too, but we changed and added more visual scaffolding to help them along, and a 
different order to what we presented,  and that made the difference (I say we 
but it was only one teacher who taught--the rest just watched and recorded).  
We video recorded the lesson and some of what some students were saying, we 
also tried to take notes on the words of high and low students for ideas about 
what was happening during the lesson.

Sounds like you wanted to examine student words and comments for some idea of 
the level of thinking they were reaching-with the hope of hearing some higher 
level thinking about the text---so recording their words in a script seems an 
appropriate use of the observation teachers.  How will you know if the changes 
you make to the lesson will make a difference the next time?  Will you compare 
the words the next group says during the lesson with the words of the children 
from the first lesson to see if there is an increase in discussion beyond the 
literal level? Will you compare the post it notes too?

:)Bonita


> Our data collection was based on what the teacher asked us to look for. One 
> of us (me) scripted the responses of the weakest children in the class. The 
> other teacher scripted the top kids (enrichment) so we could see how both 
> ends of the spectrum were responding. The first graders had also, at the end 
> of the lesson, written on a post it about what they had learned about real 
> reading and it was neat to see what they had written!
> Any ideas on data collection tools for next time? I teach the lesson 
> Wednesday and am thinking about what to ask my colleagues to look for!
> Jennifer


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Re: [MOSAIC] Tanny's salad lesson and lesson study

[Bonita DeAmicis]

Thanks for sharing your lesson study with us! I would love to see more of this 
online:)

What do you mean by you decided to "use an every pupil response?"  And what 
made you believe the students might not be able to tell the difference between 
the text and the teacher's thoughts? (How did you go about collecting data as 
the observing teachers? A list of student behaviors that you checked for?  or 
something else?)

Thanks!
Bonita
California

 [EMAIL PROTECTED] wrote: 
> Hi everyone
> I wanted to post about my great experience last Friday with Tanny's salad  
> lesson. 
> Two colleagues and I are in the first cycle of a lesson study. My first  
> grade colleague taught her lesson and then we met to debrief how it went.  
> If you are unfamiliar with lesson study, it is usually done with math and  
> science. It is less common with Language Arts. You start with an expert  
> lesson...often in a curriculum guide... and then plan to teach it with your  
> colleagues. You spend special attention on how you anticipate students will  
> respond. 
> Then one colleague teaches the lesson while the others observe. You  decide 
> in 
> advance what the watchers will look for. You debrief afterward...with  the 
> teacher who taught the lesson going first talking about what worked and  
> what didn't.  
> What workedthe kids were all very engaged...the salad visual was very  
> powerful.
> What we decided to tweak...having the kids use an every pupil response to  
> see if they really knew when the teacher was reading and when she was 
> thinking.  
> We also decided that we would need to use different text with the older  
> children that I would be teaching (I teach the next round) in order to ensure 
>  
> that the students would have enough to think about.
>  
> What a process thoughthis really isn't about the comprehension  
> lesson...it is about the process...about dialoguing with trusted colleagues  
> about 
> teaching and learning. If you ever get the chance to try it...go for it!  It 
> is 
> wonderful!
> Jennifer
>  
> 
> 
> 
> ** See what's new at http://www.aol.com
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Re: [MOSAIC] Accelerated Reading

[Bonita DeAmicis]

 ljackson <[EMAIL PROTECTED]> wrote: 
> Detroit public schools announced that they will no longer fund AR purchases
> or programming as their in house research shows that AR has had no impact on
> reading scores.  This from a long time Detroit teacher thrilled to finally
> put AR in the can.
> 
> Lori

That is interesting.  I was surprised to hear that the What Works Clearinghouse 
did not throw AR into the can, too.  They could show some scientifically based 
results in at least a few areas that support the use of AR, BUT they did not 
list it on their "scientifically proven programs" list because not enough areas 
were proven in an adequate manner. I am sure part of that has to do with 
implementation--as has been discussed here.  

In fact, much of which is being touted through Reading First interestingly did 
not pass the "scientifically-proven" test. When will our leaders realize much 
more money must be given to educational research if they want to use 
"scientifically-proven" as a requirement.  Otherwise, given no research 
dollars, teacher-administrator-parent experience and knowledge will have to 
suffice (and I have no qualms with that).

 I, on the other hand, found AR in my classroom to be a poor alternative to 
quality reading conferences with children, so I stopped spending any time on it 
and used the program setup and review time to do things I deemed better.  I can 
usually tell pretty quickly if a child is not actually reading a book, or 
reading something that they do not actually understand.  My favorite example is 
the boy who was reading the detective book Encyclopedia Brown and thought he 
was reading about an encyclopedia. Don't others find this to be true? Aren't 
reading conferences better than some multiple choice quiz for determining what 
is happening with a reader? 

I suppose if AR gives the teacher another source of documentation without 
putting heavy emphasis on grades or rewards--then it is fine. I am happy not to 
be required to use it. My time is better spent elsewhere--as is the time of my 
students.

:)Bonita


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Re: [MOSAIC] Accelerated Reading

[Bonita DeAmicis]

The What Works Clearinghouse just released data on its studies of reading 
programs.  Very few programs got a thumbs up. It did not give AR the top rating 
but showed some research that supports its use.  You may want to go read their 
report for more info.

:)Bonita

 >So I am looking for for some response to this issue.  Is there anyone out 
 >there who uses AR in >a way that supports "Mosaic of Thought" thinking?  (I 
 >warn you, it has to be a VERY good >argument to convince me). I sound 
 >like one of those resistant people, don't I?!  However, I >really am 
 >interested in a conversation about this.
> 
> Marg Epp


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Re: [MOSAIC] How are you all starting the year?

[Bonita DeAmicis]

Exciting news, Jennifer.

My only lesson study advice is to make sure you have 2 things: a specific 
student learning behavior goal (like students will ask questions that reveal 
thinking--or students will remain engaged with text for  minutes, or some 
such thing that you will look for) and a specific content area goal (like: 
students will demonstrate uses of connections to add to their 
understanding)--so that you are observing the lesson for very specific and 
stated things within the learning.  It keeps the lesson study process focused 
and definable.

Can't wait to hear your results.
Bonita DeAmicis



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Re: [MOSAIC] second grade homework

[Bonita DeAmicis]

I do word hunts as one homework with words their way--students look through 
their reading material for words that follow the pattern we are studying and 
make a list of words that could be added to the sort.

:)Bonita

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Re: [MOSAIC] Question from future teacher-Ben

[Bonita DeAmicis]

How many dinosaurs piled up to reach the moon? the sun?
What would it take for a dinoaur to survive on another planet?
Which dinosaur was best equipped for space travel?

;)Bonita


  
> What do you do to make kids interested in subjects they couldn't care less  
> about? For example, how do you get a dinosaur lover to care about space?
>  
> Ben


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Re: [MOSAIC] retention versus early entry

[Bonita DeAmicis]

Interesting study just out of rand corp that looks at entry age/maturity of 
kindergarterners. Study finds that older children do better not because of size 
or learning ability, but because of maturity and background knowledge.  The 
differences show lasting results in achievement up to eighth grade.  The 
differences are less pronounced for children who are from poorer neighborhoods, 
apparently because preschool education/exposure adds to background knowledge. 
Older entry ages have helped decrease identification of ADD ADHD and older 
children perform better on academic achievement tests. Interestingly, it also 
talks of younger children in classes with older children then being more prone 
to retention and identification of learning disabilities. etc.

I found this to be an interesting study given our discussion on retention.

http://www.rand.org/labor/adp_pdfs/2007_lubotsky.pdf

:)Bonita

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Re: [MOSAIC] WSU-Multi-intelligence test

[Bonita DeAmicis]

> During many of my university courses, I have been lectured to use the 
> multi-intelligence test to see how your students comprehend. Is it something 
> teachers really use in the beginning of the school year and do you really 
> apply the different intelligences in each lesson? Also for the few students 
> that comprehend differently from the majority of the class, do you 
> individually modify for the student and does it affect the other students?

Which multiple intelligence test would that be?  I have used MI inventories 
with my students to help them see that they have difference leanings in terms 
of the ways that they are smart, but I have not seen any test that predicts 
intelligence in the multiple areas.  I am not sure I would trust such a test if 
I did see it. Musical, spatial, interpersonal and intra personal "tests" would 
be difficult to make valid in a written format. Inventories are surveys that 
help students to see their particular strengths, but have a built in biased as 
all is self-reported. 
 
I do not find that intelligence leanings are particularly helpful in reading 
comprehension, except to note that stylistically some people prefer kinesthetic 
verbs, while others like auditory or visual verb-choices. I have not found, for 
instance, that musical people read better with music playing or that spatial 
people need pictures in books. I believe Gardner would say that intelligences 
fall into domains where people may find they have special talents.  Thus he has 
worked toward project-based learning rather than applying, say, musical 
intelligence as a key way to learn math.

I would be curious to hear more about what you are learning about MI use in the 
classroom.

:)Bonita


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Re: [MOSAIC] web sites

[Bonita DeAmicis]

> I am really interested in creating a web site. Actually, I am being
> encouraged to do so. I have visited so many wonderful sites and I am curious
> as to the purpose??? Are these sites created for parent education or for
> teacher information. Some are s elaborated that they totally
> intimidating me. 
> Any advice?
> Hayden/AK

Hi there, 
I can give you ideas and thoughts on website-making.  First, it is a good idea 
to decide why you would would one (purposes) and how much time you (or someone 
else) have to devote to it. I have made webpages for businesses as student 
projects, webpages for my students to access documents, homework, and links, 
webpages for parents to access newsetters, pictures, homework info and grades, 
webpages for teachers as part of training where they access documents, syllabi, 
powerpoints, discussion threads and weblinks.  These are all different purposes 
and I have used different sources to make them.  I also share a web wiki with 
fellow teachers where we talk online and set up our planning and ideas for 
lesson units.  So...once you have decided what you might use a webpage for, 
then the next step is to figure out who will be updating and changing it and 
how often.  These two factors: purpose and time (plus money-I suppose--though I 
have always used free services)  pretty much help decide the complexity of the 
page and how best to proceed.

Think about what you want to use it for and email me offlist and I will be 
happy to send you to some good resources.

:)Bonita


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Re: [MOSAIC] web sites

[Bonita DeAmicis]

Who will be using your site to copy and such?  Will all the material be yours 
and available to share via copyright laws?

If you are posting videos you may want to consider a different kind of space 
like a wiki or moodle.

:)Bonita

 Beverlee Paul <[EMAIL PROTECTED]> wrote: 
> to MOT members - I'm sorry because I think some of this information was 
> provided earlier, but recent developments now cause me to need new 
> learning!!  I am a literacy coach and need to use a site (or a link from my 
> school site) to post materials for copying, video clips, etcetera on the 
> web.  I used to have a site (I think teacher web) earlier, but had nothing 
> last year.  How would you suggest I find the simplest, cheapest, and most 
> valuable way to create a site for a lit coach?  Thanks so much.  Bev


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Re: [MOSAIC] Student teacher question on fluency/retention-Juliana

[Bonita DeAmicis]

 
> I'd like to know what the research has to say about EARLY retention.  I've
> personally seen quite a few successes with retaining kinders and 1st graders
> (age/maturity being main issue). Does anyone know of any age related
> research on retention? 
> Just wondering.
> 
> Michelle TG/IA

It is interesting you bring this up and I hope someone has information on it.  
In my few experiences with retention at upper grades (4,5 6), it has always 
been the case that the child started kindergarten much younger than his or her 
classmates--in one case at 4.5 years old).  I suspect making these decisions 
before students begin school or in the first few years is by far the preferable 
approach. 

:)Bonita

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Re: [MOSAIC] retention decisions

[Bonita DeAmicis]

I have recommended retention four times in 15 years.  

In two cases the children started school too soon (like 4 1/2 in kindergarten). 
They were immature and young compared to classmates.  They had younger-aged 
friends. They had attention difficulties that were likely to improve with 
maturity.  Both of these students had good results for at least the next few 
years, although I would have preferred they were retained in a younger grade 
than fifth.

In the third case, the student was small and young, but also had missed more 
than 28 days of school every year of school (this was fifth grade).  That added 
up to almost a year of school missed. He showed a great inclination once he was 
presented with material, but he had missed a lot. I hoped having a good next 
year where he was on top of the class might encourage him to be the proactive 
one in terms of school attendance and thus repair a continuing problem that was 
not going to be solved by the given parents. I felt sure if he did not get 
ahead and have a good experience for a year, all might very well be lost 
anyway--sadly enough. he was also changing schools so no one would realize he 
was retained.

The final recommended retention was a girl that was very, very small. She too 
had started school very young.  She was extremely timid and showed skills 1-2 
years below grade level in language arts, though she was on target in math.  
Testing revealed no particular learning issues.  The parents and she decided 
retention would not be good.  I am not sure how she will handle junior high 
when it hits...my fingers are crossed for her.

:)Bonita





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Re: [MOSAIC] The BIG question - expert advice needed!

[Bonita DeAmicis]

 
> Questions for Kristin and everyone - so you don't really plan much in
> advance for guided reading; it's completely based on what you observe in the
> students? Do you pick out texts beforehand, or do you decide week to week?
> Finally, how do you make sure you meet with everyone enough? I teach gifted
> kids, and some of them are very strong readers, so I can see them getting
> somewhat neglected. Is it essential to meet equally with every kid?

I think guided instruction varies, Maggie, but often the teacher has planned 
for something.  They observe it in the students (say a lack of making meaning) 
and then meet with the students to address the issue. For instance--if you set 
up a group to work on a specific skill, you may have your rolling charts handy 
and teach a minilesson just to those students--that takes planning.  In terms 
of meeting everyday with students.  Some groups or students I visit often if 
not every day, others I see less because they are learning independently and 
need me less. Some GATE students do well independently, and so when I meet with 
them I might crank up the discussion considerably and expect them to do so as 
well when meeting with each other. Other GATE students are not GATE for reading 
or independent learning reasons, so meeting intervals with students are not 
necessarily determined based upon that classification.

Does that help?
:)Bonita

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Re: [MOSAIC] Round Robin Reading

[Bonita DeAmicis]

 The only way you get better at reading is by reading.  Having said
> that, I too have noticed that kids do want to get together in larger groups 
> to share the books 
> they're reading.  This is different and I will be making more time for this 
> for those kids that 
> want to do this.  But this is really about sharing and not about reading.  
> The purpose is social, 
> I think.  Even though kids choose to get in groups to do round robin reading 
> I'm not sure I 
> would let this go on indefinitely or encourage it.  I think we have to be 
> careful that in our haste 
> to validate choice we are not sacrificing learning. 

Great point here, Elisa. Perhaps some balance between the two would be best.  I 
will need to think more on this. My daughters and I have always loved reading 
together.  We did the entire Harry Potter Series aloud together, so I always 
assumed there is an argument for reading together if it is joyful and fun, not 
rote and boring.  I do think it is important to have students do as much 
reading as possible--so your argument speaks to me.

Thanks,
:)Bonita

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Re: [MOSAIC] the business case against high stakes testing

[Bonita DeAmicis]

> My apologies for not testing the "Free Trial" button.
> 
> Dave Middlebrook

We forgive you, Dave. Thank for offering highlights of the article!  I love 
analogies that bring things to light for folks.  When my husband, a manager in 
business, asked me why I worked so hard, wasn't teaching "easy?"  I asked him 
if he had ever directly managed thirty people at once (no interim 
managers)--all 30 who needed to be trained (none who were entirely ready to 
just go and do the job)? AND, I added, you would also need to put together 
measurable performance evaluations on a quarterly basis that address EVERY 
topic of the business (no specialties) AND you would all be working in the same 
large room sharing all your supplies, all together at all times. Plus, I 
proffered, some of them might need some assistance with bathroom habits.  He 
stopped asking me why teaching took so much time and energy:)

I love the analogy of dentists being judged by their patients' cavities or 
doctor's being judged by their patients' illnesses, too. Numbers offer us some 
guides, but hardly the whole picture.

It makes sense that even in business, number measurements do not always lead 
the way.  I believe one of the problems with businesses today is an over 
reliance on quick numbers for stockholders which can quickly lead to poor 
short-term decisions for the business itself.

:)Bonita

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Re: [MOSAIC] cloze answers

[Bonita DeAmicis]

 ginger/rob <[EMAIL PROTECTED]> wrote: 
> You guys are so smart!  I totally fell for it when he handed it to me.  I 
> read it from my schema as a parent obviously Which I guess is the point.

Ginger,
I thought that was a really interesting activity.  I was thinking that perhaps 
the other thing this activity revealed to me is how stuck in schema I can be, 
trying to make it fit instead of looking for another schema.  I imagine that 
happens  quite a bit to students during reading. I remember an older movie, The 
Green Mile (I think) where the genre appears to start off as gritty, very human 
 jail movie and then changes into mixed fantasy genre at some point.  I loved 
the movie, but the genre change really threw me for a bit.  I always expect to 
know my genre within the first minutes and I think I get a genre "mindset."  
When the book or movie changes--t is like I have to readjust.

:)Bonita

> You should have seen me, though.  I was so convinced that I could whip off 
> the correct words and yet when I got to the last two sentences my mind said, 
> "These two sentences don't really fit with the rest of the piece."  The 
> presenter said in all her workshops only once did a participant read it 
> correctly.  Read below to see why.
> Ginger
> moderator


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Re: [MOSAIC] case against high stakes testing/I got it!

[Bonita DeAmicis]

 Joy <[EMAIL PROTECTED]> wrote: 
> Dave,
>   I got it!
>
>   At first I didn't, mainly because I didn't want to give my credit card #. 
> But after following step 2, I got the entire article with no problems! Now 
> I'm going to re-read it.
>
I tried and it will not complete the process without my card info.  How did you 
do it?

:)Bonita

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Re: [MOSAIC] Different ? related to Interventions vs. goodinstruction

[Bonita DeAmicis]

 [EMAIL PROTECTED] wrote: 
> Has anyone seen the book, PreReferral Intervention Manual by Mc  Carney  
> Hawthorne Educational Services  573 874 1710
>  
> EXCELLENT RESOURCE!!

Please tell us more about this resource:)
Bonita

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Re: [MOSAIC] Round Robin Reading

[Bonita DeAmicis]

 Debbie Goodis <[EMAIL PROTECTED]> wrote: 
> I think we really put this in perspective when we consider the alternative. 
> What teacher is going to discourage the child from reading out loud in or to 
> a group of peers. We wouldn't do that, right? So, this tells me to let it 
> happen. It's such and incredible moment of interaction and community.
> Debbie

Yes.  That is what I decided when it kept happening in my room when they had 
choice.   I think they liked being on the same page together reading aloud 
because they liked to gasp, laugh, and groan together.  I did have to set some 
ground rules down on the "help" part because some students would have a 
tendency to jump in quickly when a student had any trouble with a word. Still, 
they all continuously chose to read like this.  Only a few reading groups went 
for the silent read around or the select a page to meet up on.  Interestingly, 
when I asked the students about this choice, some said they liked hearing the 
words together, and some said the read around helped them to stay focused 
whereas reading alone did not. When they also chose their own groups, boy 
groups almost every time chose the read around--why do you think that is so?

:)Bonita


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Re: [MOSAIC] Handhelds in the classroom

[Bonita DeAmicis]

I also use the memos function of handhelds to track my student conferences 
duing writer and reader workshop.  I made one memo for each student, so on the 
memo list (in a single category), I have a table of contents by student name.  
When I meet with a student I hit their memo, add the date, and add what we talk 
about and anything I might want to check on later.  I can also beam the memo to 
the student's handheld so they have a reminder of what we talked about, too.  I 
thought of buying a database program for this process, but memos worked great 
so I never bothered.

:)Bonita

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Re: [MOSAIC] Collecting horror stories

[Bonita DeAmicis]

Oops, I should have added to post that I would rpefer yous end those horror 
stories to my address and not the whole list:
[EMAIL PROTECTED]


 Bonita DeAmicis <[EMAIL PROTECTED]> wrote: 
> Hi All, I put out the call before and only a few caught it.  I am collecting 
> any stories you may have (first-hand) of textbook companies or administrators 
> taking books out of your rooms or not allowing the use of any books beyond 
> the texts.  If you have stories of such happenings in your school and 
> classroom and you wouldn't mind sharing some info, I would greatly appreciate 
> it.  I would like to go public with the info, but would, of course, keep all 
> of you folks anonymous.
> 
> Thanks,
> Bonita DeAmicis
> Gr. 5
> California
> 
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Re: [MOSAIC] Round Robin Reading

[Bonita DeAmicis]

Question for the passionate round robin folks.  What about when students are in 
literacy groups and they CHOOSE to read together round-robin style?  Thoughts 
on this?

:)Bonita

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Re: [MOSAIC] Collecting horror stories

[Bonita DeAmicis]

Hi All, I put out the call before and only a few caught it.  I am collecting 
any stories you may have (first-hand) of textbook companies or administrators 
taking books out of your rooms or not allowing the use of any books beyond the 
texts.  If you have stories of such happenings in your school and classroom and 
you wouldn't mind sharing some info, I would greatly appreciate it.  I would 
like to go public with the info, but would, of course, keep all of you folks 
anonymous.

Thanks,
Bonita DeAmicis
Gr. 5
California

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Re: [MOSAIC] Students who don't learn to read

[Bonita DeAmicis]

Kimberly--
Can I add this story to my collection for an article about censureship in the 
schools?

Let me know,
Bonita
Gr. 5, California

 kimberlee hannan <[EMAIL PROTECTED]> wrote: 
> Our district does that with the Reading First mentality, especially in the
> primary grades.  When the literacy coaches (reading police) come around all
> in a certain grade level need to be on the same page.  At my last school the
> Reading First folks from the state told the teachers that they should be
> able to go from room to room and see the same lesson.  The teachers are
> expected to carry the TE around with them and be referring to it.  One
> teacher at my last school came in one morning and the furniture had been
> rearranged by the lit. coach because she didn't agree with the teacher's
> philosophy.  We, as teachers, are being set up for failure.
> 
> In my 5th and 6th grades, I got sneaky, keeping two set of lesson plans.  I
> taught the kids the strategies and the importance of reading.  I used the
> text for mini lessons only.  I kept the textbooks on the table and taught
> the kids to pick them up when the admin. came in.  I finally had to escape
> elementary to get rid of that.  Ironically, in now in 7th grade, I see the
> results of that sort of teaching.  The kids get have a horrible time reading
> and comprehending, among many other bad attitudes.  We won't even discuss
> writing.
> 
> Please remember that it is not your fault that you can't meet the needs of
> your kids.  The politicos that sit in the cushy chairs don't have a clue.
> We cover their butts.  Since there is no trust, they give us the script,
> just so they can say they did everything they could.  It has to be the kids'
> fault they aren't reading, or the teachers' fault.  It certainly can't be
> the program's fault.  Everything you say is true.  And yes, any monkey off
> the street can follow the script.
> 
> How do we fight this?  We keep up the good fight.  We get the kids to read
> and LOVE it.  We point out to the parents what works and get them to watch
> their children.  We get on the committees and leadership teams.  We go to
> the board meetings at the district and state level.  We get our voices out
> there.  We talk to people.  Try to convince them to change their votes.  We
> keep reading and stay on top of the current research.  Stay informed.
> kim
> 
> 
> 
> On 7/21/07, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote:
> >
> >
> > In a message dated 7/21/2007 8:13:36 AM Eastern Daylight Time,
> > [EMAIL PROTECTED] writes:
> >
> > Wow! I  thought we were the only school that heard the word "fidelity"!
> > Not
> > only that,  but we are required to keep the teacher's manual  with us at
> > all
> > times.
> >
> > Not only I'm I not meeting the needs of 90%  of my students but I feel I'm
> > ZAPPING the joy of reading right out of  the students - all of them!
> >
> > Cathleen
> >
> > PS  I hate blue dots!  (You  know, from the teacher's manual that tell you
> > when to stop and  talk.)
> >
> >
> > >From Jane:
> > That is AWFUL!!  Why pay someone with a teaching degree?  It  sounds like
> > they could hire people who don't even have a diploma as long as they  can
> > read
> > the teacher's manual.
> > We have new standards in SC and I have spent many hours this
> > summer  revising
> > my curriculum (also incorporating more of the comprehension
> > strategies)  and
> > loving every minute of it!  I am totally on my own to teach as I want  as
> > long
> > as I cover the standards, and there is really no one paying
> > attention  that I
> > do that! I really feel for those of you who are not allowed to make the
> > curriculum your own.  I feel for your children, too.  Through no fault  of
> > your
> > own, you are not allowed to meet their needs.  Jane in SC   :-(
> >
> >
> >
> > ** Get a sneak peek of the all-new AOL
> > at
> > http://discover.aol.com/memed/aolcom30tour
> > ___
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> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> >
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> >
> >
> 
> 
> -- 
> Kim
> ---
> Kimberlee Hannan
> Department Chair
> Sequoia Middle School
> Fresno, California 93702
> 
> 
> Laugh when you can, apologize when you should, let go of what you can't
> change, kiss slowly, play hard, forgive quickly, take chances, give
> everything, have no regrets.. Life's too short to be anything but happy.
> 
> [EMAIL PROTECTED]
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> 


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Re: [MOSAIC] Complacency vs. Implementing What I've Learned -The Power is in Our Hands

[Bonita DeAmicis]

Lise, I am in agreement here, but when I went to those web pages, there was no 
real information on who the writers are and where they get their information.  
That generally leaves me uncomfortable with the reliability of what I am 
reading.  Is there better information somewhere?

:)Bonita


> We no longer have the liberty of complacency. Not if we truly believe that 
> what we do daily is worthwhile.
> 
> Lise 


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Re: [MOSAIC] OT: Complacency, Unions, and Teaching Reading

[Bonita DeAmicis]

> >  Instead, I have witnessed a situation where a weak
> > administrator resorts to foul play, plain and simple, to 'force' out
> > teachers.  Then the union plays its role and protects but there is a
> > procedure in place for addressing teachers who might be better off in
> > another profession.
> 
> I have also witnessed this, on more than one occasion. Including my own 
> self.

I have also witnessed the reverse--where a hard working administrator did the 
necessary paperwork and follow-up to actually remove a teacher who was truly 
bad for the classroom. It is possible for administrators to do this if they 
follow the procedures as outlined by the district and the union. I do not know 
why unions get blamed for merely doing what they are built to do.

:)Bonita


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Re: [MOSAIC] OT: Complacency, Unions, and Teaching Reading

[Bonita DeAmicis]

>Rene: I have gone one further and changed the topic line a bit. I am one who 
> does not think it is really off topic, although it is a bit of a 
> meander in the reading comprehension stream.

"Meaner in the reading comprehension stream" is a great line. I love the new 
subject title--works for me:)

> Some questions for thought:
> 
> If you are the only teacher at your school (or in your district) 
> teaching reading using the strategies, and your principal wants you to 
> do what everyone else is doing, are you a  bad teacher? What if your 
> principal writes you up for insubordination?

Exactly--this is one of the reasons I support tenure and unions.  Tenure, 
because I have been around both teachers (and administrators) who would love to 
"rid" the school of ideas that challenge the textbook and besides, they like 
going page by page each day.  Unions, because even though I have experienced 
union abuse (in regards to some teachers wielding their union power for 
personal gain), I still believe they play an important role in keeping our 
profession protected. 
 
> If you are doing most of your reading of student work and other prep 
> work at home, as well as reading as many books on teaching the 
> strategies as you can on your own time, so you come to school a bit 
> early and leave with the students, are you a bad teacher?

Nope.  And I have another point to add: do not assume from teacher talk you 
know the teacher.  I remember a teacher from the staff room that horrified me 
with negative talk my first year of teaching.  She was so bitter and negative 
about children.  My students were sent to her the next year and one day I had 
to go into her room to observe--it was a wonderful place.  She was entirely 
different with the children present.  My ex-students would come back in my room 
after school and share stories.  She made them work hard but with a very loving 
touch.  Go figure.  I learned after that never to judge a teacher by the staff 
room talk or the hours they "seem" to keep.

> I don't remember who said it. perhaps it was Paulo Friere.. 
> that ALL teaching is a political act. This is so true from my head 
> space that I can't really separate the two. 

Haha, somehow we readers KNOW that about you, Renee. And I would add that if we 
try to pretend we can separate the two we are not noticing what happens in the 
classroom as a result of politics. I would so LOVE to remove education from the 
push-pull of political opinions, but given that public education was born from 
the need for literate "citizens," I do not think it can ever be separated. As a 
result, I think teachers need to find a megaphone that works. Unions are great, 
but they serve a dual purpose because they must protect our jobs and our 
livelihood.  I like that the teachers of the year have formed a political group 
that intends to go public and lobby with ideas about what is needed in 
districts, schools, and classrooms. I think they will be difficult for 
politicians to demonize the way they have the unions.
 
> But also, maybe it's because in the current climate do you know 
> that they are right now arguing about what to do with No Child Left 
> Behind? In Washington?.. those who want to teach the whole child 
> are not only a decided minority, but also are being raked over the 
> coals by people with very loud voices and very deep pockets.

Yes.  And some of the deep pockets are the companies that sell us professional 
development, textbooks, and tests.  They have a more powerful voice than 
teachers at present.  More of folks from these industries serve on education 
committees than teachers. We are left out of the discussion more often than 
not.  
 
> That's why it's not off-topic. :-)

I stand corrected, but still think it wise to preface with "OT" since it 
"meanders in the reading comprehension stream." 

:)Bonita 

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

[Bonita DeAmicis]

This thread has become a compilation of stories about unions, other teachers, 
and administrators. It is no longer a discussion on reading comprehension, 
though I personally find it very interesting to hear the many diffferent 
experiences people have in their given situations.  I have marked it "OT" in 
the subject line for "off topic" so that those that tune in to this list to 
discuss and hear about reading comprehension can quickly scan or delete these 
messages if they choose. 

I think the reason we all feel so passionate about this is we recognize that 
one of the difficulties of education is the system itself and not just what 
happens in our own classrooms.  Unions, administrators, teacher committment, 
all of these things vary from school to school and district to district.  The 
variety of frustrations and counter-frustrations are a reflection of that 
variety. 

So where can we go with this on this list?  Is there something productive that 
can come of it for us?  Or do we just need a place to vent and be heard?  In 
any case, let's be sure to mark these comments off topic in the subject line as 
a courtesy to the other members of the list who may tune in solely for learning 
about reading comprehension.

:)Bonita

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

[Bonita DeAmicis]

Michele--your classroom lesson sounds like it was fabulous and I am so sorry 
you are having to fight a battle just to defend that practice.  You are so 
right about the important work that our unions do for us.  I have realized (as 
I have become more vocal and strong) that tenure is an important device in 
education and the union is often the best defense for those of us trying to do 
the right thing.  On the other hand, like Jennifer, I have also experienced 
union (and nonunion) members and leaders who use their power for the wrong 
things and in ways that hurt other teachers, not something the national or even 
regional union would ever advocate--but it happens. I am sure we all have very 
varied tales about misuse of power in both unions and administration. 

I like what you said about not generalizing.  All of us are experiencing 
different union membership and different administrators in different states.  

One email I received offlist was from a teacher who is experiencing exactly the 
opposite of basal overload in her district. Instead of the textbook companies 
coming in and saying, "You may only do this or that," the school decided no 
textbooks would be allowed whatsoever, but in the process they did not provide 
the budget for other types of texts or books. Imagine classrooms empty of 
things to read unless the teacher buys stuff or checks it out of the local 
library!  An equally difficult position to put teachers in, but on the opposite 
end of the textbook-overload spectrum.  I wish, wish , wish for stronger 
political power for teachers that allows us to keep more balance in our schools 
and classrooms.  The pendulum of politics gets quite tiring and has nothing to 
do with quality education. 

What you point out about not generalizing is important to this list. We are all 
in different situations.  Hopefully we can forgive each other our passionate 
emotions in the interest of knowing that passionate people are serious about 
what they do. 

Thanks for speaking up,
:)Bonita

>am a union leader in both my state and local chapters.  I am also a very 
>dedicated teacher.  I have taught for more than 20 years and work hard at my 
>profession to stay on top of new ideas and methodologies.  Be careful about 
>over-generalizing on this topic.  I am currently fighting a reprimand for 
>insubordination because I supplemented the basal curriculum with something 
>that was not suggested in the text; I shared music from a gospel/blues singer, 
>Mahalia Jackson, after the students read a story about her.  I fight for the 
>contract because it's an agreed upon understanding between the district and 
>teachers.  If we don't stand up for our rights, someone else, namely 
>administrators, will require us to do whatever they want.  I have no doubts 
>that I was targeted because I speak up, ask questions and am a union leader.  
>Take a look at your district's history.  Many of the benefits you receive now 
>is because previous teachers fought f
> or them.
> Michele


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Re: [MOSAIC] question from student in Nancy Creech's class

[Bonita DeAmicis]

You know, in a way, by a number of factors. You know because of their interest 
and stamina for reading (you can't maintain interest/attention if you have no 
idea about meaning).  You will also note their ability to talk about their 
reading in more than general terms when discussing in book circles or in 
conferences. They will not always just say what you say and many times may even 
offer a counter idea to what you say. You will also notice they most can write 
about what they read with some specifics and feelings and such that would not 
come without comprehension. Also, you will notice an emotional connection 
(enthusiasm, curiosity, disagreement, sadness).  Emotional responses also 
reveal the level of student interaction and understanding of the text. I am 
sure there are more--but those are a few things that tell me something about 
comprehension.

:)Bonita

>   As a new teacher how do you know if your students are comprehending what 
> they are reading as apposed to just mimicking the models you are 
> demonstrating?
>  thank you,  Alana  


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Re: [MOSAIC] Off topic (OT): Japanese Lesson Study

[Bonita DeAmicis]

Hi Bev,

Well, I sent some info to somebody, but now, of course, I cannot find the email 
that I sent so here is some starter info for people who wish to learn more 
about Japanese lesson Study.

Stigler and Heibert wrote a book called The Teaching Gap which discusses the 
TIMMS international studies (math and science testing + videotaped 100 
classrooms in seven different nations) and that was when researchers learned 
about Japanese Lesson Study. They noticed how Japanese lessons were quite honed 
and purposeful, and yet at the same time dfferentiated. They kept viewing these 
lessons that were randomly taped in classrooms in different countries (by 
randomly, I mean the countries that participated were told they would draw a 
school out of a hat and a classroom out of that school and just show up to tape 
the goings-on).  Almost everytime the researchers appeared in a Japanese 
classroom there was a lesson being taught that would be considered by many to 
be at the quality of an "observation lesson."  Then they noticed they were 
seeing the same lessons again and again in different classes, but with slightly 
different emphasis and teacher guidance. Asking more questions led them to a 
study of this Japanese form of professional development.  Teaching Gap gives a 
pretty good accounting for what they found in this process. It is not a series 
of perfectly designed lessons, it is actually a process that teachers undergo 
that does, in fact, yield a series of excellent lessons.  Nevertheless, the 
Japanese teachers that participate  say it is the process that makes them 
better teachers, not the lessons.

Since that time there have been a few books developed to help US teachers try 
this form of professional development.  I, myself, have participated in a round 
of lesson study with teachers at my own school.  It was the most rewarding 
professional development that I have ever had, but also the most misunderstood 
and the most time consuming.  All the other teachers that participated felt the 
same way. We would run into each other in the stff room and could not stop 
talking about our findings and our thoughts--rather freaking out the other 
folks on staff. It was amazing, but requires greater support from the system 
(aka adminstrators, current prof development practices, etc.) to be realistic. 
What we learned still haunts us, yet we haven't tried it again because we don't 
know how to fit it in and still have lives. In Japan, it is built into the 
system.

The other warning I give to those interested is that it is important to really 
understand the process--read about Lesson Study and its US pitfalls prior to 
trying it.  It is easy for US teachers to fall off the track because we tend to 
look at the teacher rather than the students and we do not tend to set purposes 
the way the Japanese teachers so it.
For those that want to hear more, there are materials and articles available on 
the lesson study research site and Catherine Lewis provides great stuff as 
well.  

http://www.tc.columbia.edu/lessonstudy/
Lesson study research site

http://lessonresearch.net/  
Catherine Lewis and Mills college


I would be happy to give anyone interested further information OFFLIST (ie 
email [EMAIL PROTECTED]) once you have checked out the sites above and done a 
little reading.  I am pretty versed as it was a component of my dissertation.

:)Bonita


 Beverlee Paul <[EMAIL PROTECTED]> wrote: 
> I would also like further info on this fascinating story.  It reminds me of 
> a movement in France at about the same time as Dewey which was led by a man 
> named Freinet.  I can't remember the correct spelling, though.  It was 
> fascinating because these French teachers banded together to develop what 
> they called "pedagogical curriculum materials" but sounds much like you 
> describe in Japan.
> 
> Bonita,
> 
> HOw did you learn about Japanese Lesson Study? Is there a website? book? 
> conference?
> 
> _
> http://imagine-windowslive.com/hotmail/?locale=en-us&ocid=TXT_TAGHM_migration_HM_mini_2G_0507
> 
> 
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> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. 
> 


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Re: [MOSAIC] Complacency vs. Implementing What I've Le arned

[Bonita DeAmicis]

The Lesson Study Research Group might be a place to begin your research.
http://www.tc.columbia.edu/lessonstudy/

I also recommend reading The Teaching Gap by Stigler and Heibert.

If you think it is something you are interested in trying with colleagues--you 
will need a great deal of time and best to have strong administrator support.  
I would also recommend contat with a lesson study expert. I believe Catherine 
Mills (you will find articles by her on that website) has some great materials 
to help groups get started.

Have fun--it is a fascinating process to learn about. Let me know as you go if 
you have any questions that I might help answer!

:)Bonita


 Heather Wall <[EMAIL PROTECTED]> wrote: 
> Bonita,
> 
> HOw did you learn about Japanese Lesson Study? Is there a website? book? 
> conference?
>  
> Heather Wall/ 3rd grade/ Georgia
> NBCT 2005
> Literacy: Reading - Language Arts
> 
> 
> 
> - Original Message 
> From: Bonita DeAmicis <[EMAIL PROTECTED]>
> To: Mosaic: A Reading Comprehension Strategies Email Group 
> 
> Sent: Monday, July 16, 2007 2:22:21 PM
> Subject: Re: [MOSAIC] Complacency vs. Implementing What I've Le arned
> 
> 
> This is an interesting thread to me as it relates to what I have learned from 
> Japanese lesson study.  When I first started learning about Japanese Lesson 
> Study (a form of professional development used in Japan where teachers write 
> and test lessons together), I was concerned about the idea that a single 
> lesson was developed for all teachers to learn.  It seemed awfully rote to 
> me, like teaching from a text can be. As I studied the lesson study process 
> more deeply, I began to understand that though these teachers were developing 
> and using the same lesson, through the "study" of the lesson they gained 
> much, much more. What I watched and examined were lesson study datum from 
> math and science lesson study groups--but I think much applies to all 
> teaching. What I see now (and I may see more later) is that the Japanese 
> teachers gained the following from their lesson-studies:
> 1.  A in-depth understanding of the content they were teaching (working 
> together to examine a lesson caused them to examine the subject being taught 
> at a very deep level. They came to "know" the topic at a multitude of 
> levels--really understanding the math concept from many perspectives 
> including where the topic came from and where it was going.)
> 2.  A deep, deep knowledge of what might happen inside the minds of different 
> types of students during the particular lesson, and how they could address 
> the many different students' minds through their own responses and questions 
> as teachers.
> 3. A thorough ability to move seamlessly from lesson format to addressing 
> real learning throughout the given lesson.
> 
> Although I had initially imagined teachers teaching a lesson lock-step, what 
> I actually saw was the nuances that occur when teachers truly take full 
> professional responsibility for what they teach.  In lesson study teachers do 
> work from a type of script (not word for word--although often "best words" 
> are included). If teachers do not understand the original lesson design, the 
> changes wrought by the lesson study, the student learning that can occur, and 
> the teacher change gained by participation in the study, they will not be 
> very successful in their lesson delivery.  it is really all about teacher 
> knowledge of both content and pedagogy, not just lock-step script. 
> 
> The reason lesson study relates to this thread about complacency is that I 
> believe the more honed a teacher is to the learning goals, the content, and 
> the student differences, the less offensive it is to "have" a script because 
> a teacher who is versed and professionally-oriented will adjust and emphasize 
> and change pace and cut out things and do whatever else is needed to make the 
> learning real for the students.  New teachers can benefit from the text 
> script, but I would advise them to (immediately) begin to reflect on the 
> lessons (right into the margins of the textbook if it helps) so that they are 
> never teaching a scripted program in a complacent manner. That is anethema to 
> learning, I think.
> 
> Lest you all imagine I support texts, let me add that I find US texts in all 
> subject matter to be far too lengthy, too all-encompassing, and too droll to 
> offer the best in instruction. Though it really is nice to have all the stuff 
> premade.  But I do believe new teachers and teachers required to use such 
> programs can make smart adjustments based upon professional judgment and 
> reflection.  Their lack of complacency will make a great diff

Re: [MOSAIC] complacency and keeping this conversation afloat

[Bonita DeAmicis]

Renee, Elaine, Barb, Bill, Lori, Kim, and more I am sure,

Wow. I have been away from my computer on vacation (who knew national parks 
seldom have Internet?) But I feel the need to comment on how much I am loving 
all of your posts on where instruction needs to go and how teachers need to 
drive it there.

Someone asked what to do if basals are bought by your district and brought to 
your classrooms and my thought was, "Pile them up to use as props for slanting 
tables? Use them as writing boards if students choose to sit on the floor?  How 
about cutting out pictures for collages?" Kidding here...

In reality I know (and read here) that many of our colleagues are being coraled 
into addressing the basal and only the basal and it is such a sad commentary on 
the complacency of our profession that we are not kicking and screaming louder 
at some of the atrocities (like removal of all books but basals?). Instead this 
list works to talk about the classroom and to help each other out in the 
classroom the best that we can despite whatever roadblocks we each have within 
our teaching systems.

I would like to do 2 things in my post.  I would ask that those of you 
receiving directives like: "Use only the basal materials and nothing else", or 
"Take out all other books to read"...would you mind emailing me with your 
stories offlist?  I am thinking of writing a piece for the general public and I 
promise to keep names out of it--I just want a taste of how widespread and what 
sorts of things are happening... Again--this should not clog up the 
list--please email me at [EMAIL PROTECTED] if you have such a story to share.

The second thing I want to suggest through this post is that we continue this 
conversation. I agree with so many things that all of you have said here. The 
passion and knowledge base is impressive.  It must be good talk given that I 
came home to 721 emails and I am actually trying to read them all! I would like 
to continue this conversation, but at the same time I recognize Ginger's mighty 
efforts to keep the list focused on reading comprehension in the classroom. It 
is a tough line to draw--like when our students go off-topic in say, science, 
and you do not want to block the passion and excitement, but then again, how 
long do you let it go before you return to the actual science topic you are 
teaching? (in my case, sometimes way too long). I am so happy to wander off 
topic--being the rather connection-orientated person that I am (my husband 
calls it a pinball discussion), but I know that quality of mine can be quite 
annoying to some.

How do we keep this list focused and still open up to these broader connections 
that are so important? I am wondering if we could fix the issue by having 
parallel conversations--perhaps labeled "teachers and professionalism" in the 
subject line--that would be easy for people to participate in, listen in on, or 
delete based upon whether their reading comprehension interests stray to 
teacher professionalism? That way our talking would not interfere with the 
purposes of the list, but we could keep talking about this and people could 
bypass these posts if they are not interested? I do not know if this would 
appropriately address the issue of staying focused versus the issue of free 
conversation or if it is even needed, but I thought I would jump in and ask the 
question. Beat me up if you must.

:)Bonita DeAmicis
California, Gr. 5



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

[Bonita DeAmicis]

I remember once experiencing a book for special education that had a very 
comprehensive index with a thinking about instruction chart (called something 
else) that listed out problems and then steps to proper diagnosis of cause and 
then appropriate classroom modifications for each cause.

I am wondering, after reading Elaine's thoughts below, whether such a resource 
exists anywhere for reading issues.  I recognize that there is never one remedy 
nor one cause, but it would be helpful to have such a diagnostic and 
instructional tool.  Has anyone seen or heard of such an instrument for reading 
issues?

Just wondering.
:)Bonita DeAmicis
California, Gr.5


> I'm curious too about how he sounds when he speaks. Is he flat and 
> atonal (some people are)-- and actually speak with little expression. 
> I'm really troubled by his lack of use of punctuation. Does he use 
> punctuation when he's writing? How was he taught before you got him? 
> You can model reading a page without punctuation and then again with 
> punctuation so that he sees the purpose of it. I also don't let kids 
> skip punctuation and stop them then and there and have them reread. I 
> don't know if that's wrong or right, but it seems to work. I can't 
> stand the thought of reinforcing a really dangerous habit in skipping 
> punctuation.
> What do the rest of you think? I believe to really come up with 
> possible suggestions, we need to know 1) how he speaks-- if he's flat 
> and expressionless in oral language, 2) how he writes (if he uses 
> punctuation in his writing-- if he does, good. You can then use that as 
> a wedge/entree into using it in his reading. If not, then we need to 
> get him to understand why punctuation is more than just something there 
> to complain about when it's skipped, perhaps by using his own writing 
> to demonstrate the importance of punctuation 3) does he understand that 
> reading is about meaning? If not, you need to start there, perhaps by 
> using his own writing.

> When we have a child like this in clinic, I literally stay awake at 
> night pondering the options and thinking of books to hook him with. 
> Tim-- what do you think? Would you agree with the questions and 
> possible approaches? Now this is going to be haunting me. Elaine


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Re: [MOSAIC] Complacency vs. Implementing What I've Le arned

[Bonita DeAmicis]

This is an interesting thread to me as it relates to what I have learned from 
Japanese lesson study.  When I first started learning about Japanese Lesson 
Study (a form of professional development used in Japan where teachers write 
and test lessons together), I was concerned about the idea that a single lesson 
was developed for all teachers to learn.  It seemed awfully rote to me, like 
teaching from a text can be. As I studied the lesson study process more deeply, 
I began to understand that though these teachers were developing and using the 
same lesson, through the "study" of the lesson they gained much, much more. 
What I watched and examined were lesson study datum from math and science 
lesson study groups--but I think much applies to all teaching. What I see now 
(and I may see more later) is that the Japanese teachers gained the following 
from their lesson-studies:
1.  A in-depth understanding of the content they were teaching (working 
together to examine a lesson caused them to examine the subject being taught at 
a very deep level. They came to "know" the topic at a multitude of 
levels--really understanding the math concept from many perspectives including 
where the topic came from and where it was going.)
2.  A deep, deep knowledge of what might happen inside the minds of different 
types of students during the particular lesson, and how they could address the 
many different students' minds through their own responses and questions as 
teachers.
3. A thorough ability to move seamlessly from lesson format to addressing real 
learning throughout the given lesson.

Although I had initially imagined teachers teaching a lesson lock-step, what I 
actually saw was the nuances that occur when teachers truly take full 
professional responsibility for what they teach.  In lesson study teachers do 
work from a type of script (not word for word--although often "best words" are 
included). If teachers do not understand the original lesson design, the 
changes wrought by the lesson study, the student learning that can occur, and 
the teacher change gained by participation in the study, they will not be very 
successful in their lesson delivery.  it is really all about teacher knowledge 
of both content and pedagogy, not just lock-step script. 

The reason lesson study relates to this thread about complacency is that I 
believe the more honed a teacher is to the learning goals, the content, and the 
student differences, the less offensive it is to "have" a script because a 
teacher who is versed and professionally-oriented will adjust and emphasize and 
change pace and cut out things and do whatever else is needed to make the 
learning real for the students.  New teachers can benefit from the text script, 
but I would advise them to (immediately) begin to reflect on the lessons (right 
into the margins of the textbook if it helps) so that they are never teaching a 
scripted program in a complacent manner. That is anethema to learning, I think.

Lest you all imagine I support texts, let me add that I find US texts in all 
subject matter to be far too lengthy, too all-encompassing, and too droll to 
offer the best in instruction. Though it really is nice to have all the stuff 
premade.  But I do believe new teachers and teachers required to use such 
programs can make smart adjustments based upon professional judgment and 
reflection.  Their lack of complacency will make a great difference in 
instruction.

:)Bonita DeAmicis
California, Gr.5

> However, saying that, each teacher approaches the
> curriculum in a different way and that's how you can
> make these programs your own. It's still possible to
> integrate what you've learned into these programs.  
> It's up to you to make sure that you reach all of your
> students
> and convince the powers that be that you're doing what
> best for your students. 
> 
> Felicia,
> 
> I think you make some excellent points.  Programs have
> some very useful components, and when used
> thoughtfully, can be wonderful resources. > Lisa
> 2/3 IL


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Re: [MOSAIC] songs for reading, phonemic awareness and fluency

[Bonita DeAmicis]

> I want to sing songs that teach important concepts and vocabulary coupled 
> with the fluency, grammatical structure of the language and phonemic 
> awareness.  Can anyone suggest either a CD or songs that would benefit my 
> students?  Do you see where I don't see the value in teaching my students 
> Humpty Dumpty or some of the cute silly songs that native speakers enjoy.  I 
> feel as though I don't have the time to waste.  I need songs rich in language 
> and meaningful vocabulary.  

Donna,
I have bought a number of content rich CDs from an online source.  They are 
science and social studies songs that are fun to sing and filled with content 
language.  I imagine they would be very useful in your situation. You can buy 
them as individual downloads and as full CDs. You can listen via your computer 
to many of them and see the words as well.

Some web pages:
http://www.illumisware.com
http://www.songsforteaching.com

:)Bonita

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Re: [MOSAIC] 10 questions

[Bonita DeAmicis]

How about--

What are some purposes for reading?  Are there better/worse ways to reach those 
purposes?

How is it different to read for entertainment versus reading for learning?

What strategies do you rely on when you get stuck in a text?  How do you use 
them to unstick yourself?

Which strategies do you think are most important and why?

Give examples of when you might use strategies outside of reading

:)Some ideas,
Bonita
California, Gr. 5

> 
> Do any of you have a few concepts you feel are critical to teaching Reading?
> 
> Ex:  STrategies
> 
> Thanks, Gina


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Re: [MOSAIC] traditional vs. progressive teaching

[Bonita DeAmicis]

I did much research in this respect expect under the banner of "math" for my 
dissertation.  Elaine is so right about the appeal of progressive methods if 
students are given a chance to experience it in action.  Yet changing teaching 
practice is not as easy as it might sound.  Within the math literature, the 
argument is that traditional methods are entrenched because that is what was 
modeled throughout the majority of our learning years.  To break with that 
model is like trying to learn a new way to chew food.  Even if you try it a new 
way you tend to go back to the one you know best. (Bad metaphor--I know--we 
don't really need to learn a new way to chew food--I just have a cavity right 
now so I can only think about teeth). In the US, our math focus (yes, quite 
researched) is procedural, step-by-step instruction.  Certainly there are some 
that do otherwise, but the overwhelming majority still teach math this way, 
even in advanced classes.

In Japan, math and science instruction has undergone quite a transformation.  
While essentially it can often "look" the same from the outside (students at 
desk, teacher at board), the actual presentation can be revolutionary.  It is 
based on the idea that problem-solving (and math concepts) is the core of math 
thinking and that students need to participate in that kind of math thinking on 
a regular (almost half of  the time) basis. Review, challenge, 
differentiation--all can be built right into the math lesson. The other half of 
lessons are for vocab and practice, with some procedural instruction thrown in 
there.

How did their teachers make this change?  One--SLOWLY and with PATIENCE.  they 
did not go through 20 different professional development "programs" with new 
"curriculum" every decade.  Quite the reverse.  They work in teacher teams on 
lessons--called lesson study. Together they develop learning goals--including 
one for the content and one for student learning behavior ( persistance, or 
questioning, or such). Then they design a lesson--one teacher carries it out 
while the others take down observations on students--then they meet and revise 
the lesson and do it again until they feel they achieved the learning results 
and behaviors they were aiming for. (Maybe 1-2 lessons get revised in a school 
year!)  In Japan,  they devote much, if not all, of professional development to 
this process. Teachers claim (and having experienced a small taste--I agree) 
that though the process seems slow--they grow exponentially from it.  The one 
lesson influences all future lessons.  Plus they learn about other lessons and 
learnings from their colleagues.

TWO, their educational system has supported this type of change. It has meant 
redesigning textbooks to slow down the learning (their math textbooks are the 
size of our workbooks), redesigning lesson formats to open them up to inquiry 
(not really a seven-step thing) and arranging national standards that reflect 
value-laden goals like: students will "appreciate" the complexity of living 
organism and will express "curiosity" about how living systems interact. 
(Aren't those rockin' standards? Puts the heart right back into the learning...)

THREE, they have found that this method helped traditional-style teachers to 
truly change, but because young teachers grew up with this sort of 
instruction--it is quite natural to them and not such a change at all. 

I find it all quite fascinating and I have come to believe if we do not involve 
practicing teachers in a more thoughtful, deep form of inquiry in their 
professional development, all the education classes in preservice training (no 
matter how good) will be for naught. I teach a math methods course for a local 
college and as I let those poor students go out into the world, I know all my 
lessons will not matter a hill-o-beans once they are handed a 300lb. textbook 
and given a pacing guide that ignores real learning in favor of coverage. Plus, 
they will then receive countless hours of professional development from either 
the textbook company (argh) or from some well-meaning consultant  that does not 
realize the teachers need to be "thinking" not hearing.

I wish, I wish, I wishwhat would it take for us to become more patient and 
thoughtful about educational change? I now hate pendulums.

Bonita
California, Gr.5 


> I teach new teachers as well as older "newer" teachers in our reading  
> methods courses. Here's what I believe. I believe that when we as  
> university instructors present student- centered, interactive methods  
> rather than the more traditional, "stand and deliver", transmission  
> approaches, our students find the more progressive methods appealing  


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Re: [MOSAIC] reading songs

[Bonita DeAmicis]

Scholastic also offers a "reading book coupon" for about $1 around November (to 
give as gifts).  I buy a class set and then use them throughout the year to buy 
books cheap, or I have bought a class set and then used them to buy a set of 
books that I want when it comes out in the catalog.

:)Bonita

>  
> This book--the one with Stinky Stinky Diaper Change--was a 99center from a 
> book order some years ago and the smartest 
> thing I did was buy one for every kid for shared reading.  Then I gave it to 
> them at the end of the year.  


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Re: [MOSAIC] Blogging Question

[Bonita DeAmicis]

Try Nicenet.com and tappedin.org
Both do all that you require with no ads and the ability to keep it 
private--they have class chat, too.  I do not believe they have a wiki or blog 
yet. :)Enjoy.

Ps.  Loved using a wiki this year, but my students quickly found ways around 
the safety measures that I had set up.  Google blog let me lock out others, but 
all students have to own an email address.

Bonita
California, Gr. 5

 Angela Almond <[EMAIL PROTECTED]> wrote: 
> I am currently trying to find something:  blog, wiki, discussion board, to
> use in the classroom next year to replace the reading response journals. 
> We are going to a one-to-one classroom where every fourth grader will have
> their own laptop and I think this is a great way to incorporate the
> technology with something I already do.
> 
> However, when I have looked for something (blog, wiki, discussion board)
> to use, I keep running into the same problem.  I am hoping you guys can
> point me in the right direction.  Let me tell you exactly what I am
> looking for:
> 
> I want a site that only the students in my class can respond on.  I don't
> want just anyone to be able to post on it.  My students don't have e-mail
> addresses so the site can't require them to sign up with one.  It needs to
> be somewhat kid-friendly because this is the first year they will have had
> access to laptops and many may not have the skills to navigate a
> complicated site.  It also needs to be free because, although I love my
> kids, I just don't have any extra cash I can shell out on this!
> 
> I have a call into our technology person in the county office with these
> same questions but since the topic had been brought up here, I thought I
> would see if any of you have any suggestions.
> 
> Thanks in advance!
> 
> Angela Hatley Almond
> Fourth Grade
> East Albemarle Elementary School
> 
> 
> 
> 
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> 


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Re: [MOSAIC] Blogging

[Bonita DeAmicis]

I have used both blogs and discussion groups with students.  I find some 
students that never participate in class come to life via technology 
discussions. I like offering a different way for students to jump in.

I like discussion groups because of the threading, but I like blogs for when I 
want it to stay more direct.  On google blogger I can set it up as a closed 
membership and multiple authors--and I am still the administrator.  It is 
pretty easy for me to check through the postings because I can set it up to 
email me whenever a new post is listed--pretty easy to monitor.  I have used 
nicenet and tapped-in for discussion groups.

:)Bonita

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Re: [MOSAIC] Read Alouds

[Bonita DeAmicis]

> Okay, suppose I might be just a tad overzealous about this issue... Nah.
> 
> Lori

Haha!  No you are dead-on! I have learned the importance, too, of selecting 
just the right book for the class.  Have you noticed that just because a book 
was perfect the year before, does not make it perfect the next year? I read 
picture books, but as a fifth grade teacher spend the majority of read aloud 
time on longer novels. My starting read aloud book for each class is the 
hardest to select and the most important for the year. What do other folks use 
for their first book?

:)Bonita

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Re: [MOSAIC] Take Home Parent/Student Reading Connections

[Bonita DeAmicis]

Hi Ali,

Great ideas! I added a thought to two of yours.

> 1.  A book sent home with each child for a week.  I'd like to  attach various 
> activities that will engage the parent
> fluency, etc.  Do any of you do anything like this?  Any  hints/or 
> suggestions?

The last two years I added a once a month homework assingment where students 
were to "perform" a reading for their parents.  I asked students to pick out 
one passage (a page or two) that they would practice again and again and at the 
end of the week they would "perform" the passage for their parents.  I had they 
find a passage in their wn reading that they really liked (lots of 
action--great description, raised interesting questions, etc.).  Then to 
practice--to fix up any words they  didn't know, to use intonation and 
expression, etc.  The parents then filled out a paper that returned to tell me 
how their child did.  It was fun for the students, the parents, and for me. 
High readers often chose rather lofty passages to work on.  At the beginning 
and once in a while, I gave out passages that I had picked out for them to 
perform for their parents.

> 2.  Hold a "read-in" twice a month where parents will be invited to  come in 
> and "relax and enjoy a good read" with their child.  I'd provide  milk, 
> cookies, tea.something.  I figured maybe they could spend 30  minutes in 
> the 
> classroom on designated days and times.  For the students  that didn't have 
> parents that could come in, I'd buddy them up with a 5th  grader, principal, 
> counselor, another teacher, or something like that.

I had six parents one year who LOVED to come in the room.  I just added them to 
reader's workshop and they wandered the room talking to 5-6 children about the 
books they are reading.  I gave the parents a brief how-to training after 
school prior to initiating this.  I saw these parents stopping students out 
front after school to find out what happened in the story and some even began 
reading the books the students were reading.  It was great fun.

:)Bonita


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Re: [MOSAIC] [MOt2] ch2

[Bonita DeAmicis]

Sorry--I sent that last post to the wrong list--it was meant for the book talk!

Bonita

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Re: [MOSAIC] [MOt2] ch2

[Bonita DeAmicis]

>studies." (showing there is a potent relationship between volume of reading 
>and reading achievement).  I pledge to get more time in my day for reading. 
>Some things have to go.

Exactly, Ginger, some things have to go.  Well said.  Now, what to throw out? 
Time is such a dilemma in our industry.  I am so with Mosaic on the idea that 
we must hold sacred student reading time, student discussion time, and 
read-aloud time, but wow, sometimes it is hard to put these things first.  I 
think our culture plays a role in this. I notice as parents we have a hard time 
reserving free time for our children.  We fill (and allow them to fill) their 
dockets with everything from piano, to sports, to tutoring.  When we compare 
these activities to free time, it seems hard to choose the free time. The 
activities promise specific results we are loathe to sacrifice on the altar of 
free time.  Yet, isn't free time where the imagination blossoms?  Where 
children find joy?  Where friendships are born?  We do not trust our children 
to develop these things on their own (partially because we quickly fall prey to 
the TV monster if our children seem bored for two seconds). 

In a classroom--student reading, student discussion, teacher read alouds--these 
do not provide the almighty "evidence" we get from worksheets, response 
journals, projects and the like.  Sure, these are the time-consuming activities 
that would most benefit our readers, but it is difficult to have naught to show 
in some solid form for that time at the end of the day or week. Strategy 
instruction falls prey to the same monster because we become sticky-note 
meisters, or require reading responses en masse to prove the worthiness of our 
activities.  I am not advocating this position here, just recognizing it as a 
long-running problem.  

Do any of us believe the breadth of coverage listed in state and national 
standards are good for student learning? in the end we all know too much is too 
much, but at the same time we do not agree on what to take out. To develop 
thoughtful, critical thinkers we must allot time to the process without 
expecting a product.  

We must also be willing to give up our favorite projects, lessons, or 
activities if they stand in the way of giving time to the process. Easy to say, 
explain, think about...not as easy to do, especially if students come to the 
room in "read avoidance mode".  Has anyone had those students?  The ones that 
hold their face in a book quite beautifully? Such a struggle to manage 30 
students when even a handful are hold-a-book experts.  on the other hand, I 
have had that class of 31 that buries itself happily in independent reading or 
cries for more during teacher read-alouds.  Now that makes reading instruction 
rock.  Is there a way to guarantee that every year?

My rambling on chapter 2 is through,
Bonita
California, gr.5



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