Re: [MOSAIC] RIT with Stephanie Harvey continued...

[jan sanders]

Hello all-
I am a returning member to this list.  I have been off-list for about 3 years.

I have been a literacy/math coach for the last 6 years.  Before that I taught 
for 9 years, the last 6, in 4th grade. 
I (and teachers I have coached) struggle with that same issue.  What our 
district did was decide to set aside 20 to 30 minutes a day for skills work.  
This is not test prep, but rather specific skills.  We would teach the skill 
during this time, then during readers' (or writers') workshop we would 
incorporate the skills they had learned into the lesson.   This year we were 
also asked to incorporate Marzano's content vocabulary structures.  So, if 
teachers are going to be teaching inference, we will spend 2 or 3 days in 
skills getting to the meat of what it means to infer.   It was well worth the 
time.  The students now had some knowledge and understanding as they attempted 
to apply the strategy during their reading.
Jan 
We must view young people not as empty bottles to be filled, but as candles to 
be lit. -Robert Shaffer
  - Original Message - 
  From: Mary Manges 
  To: Mosaic: A Reading Comprehension Strategies Email 
Group 
  Sent: Friday, June 27, 2008 6:47 PM
  Subject: Re: [MOSAIC] RIT with Stephanie Harvey continued...


  Lynelle,  Mary Helen, or anyone else,

  What are your scores like on the reading assessment?  I am curious because
  mine have been low and the pressure is mounting.  I teach using strategies
  and use lots of literature circles and reading workshop.  I love the
  thinking, true thinking that I see in my classroom and would never trade my
  strategies for a basal or more test prep, but I feel that I'm going to be
  forced to change something.  This year I worked in a coach book lesson that
  I thought would tie in whatever I was teaching, hoping for a slightly more
  authentic approach to getting them ready for the test.  I spent the weeks
  leading up to the test teaching the format and trying to prepare them, which
  is a huge waste of valuable educational time.  I'm wondering if I should buy
  the Toolkit myself or try to talk someone in administration into buying it
  for me.  I have done everything I know to teach authentically and to stay
  true to what I believe.  I hate the testing pressure and am truly at a loss
  as an educator.  Can you give me any direction as far as a connection
  between testing and the Toolkit.  I feel so shallow asking that, but I think
  anyone in public education, especially in a testing grade would understand.

  Thanks a bunch!
  Mary
  5th grade/PA

  - Original Message - 
  From: "Lynnelle Winter" <[EMAIL PROTECTED]>
  To: "Mosaic: A Reading Comprehension Strategies Email Group"
  mailto:mosaic@literacyworkshop.org>>
  Sent: Friday, June 27, 2008 7:34 AM
  Subject: Re: [MOSAIC] RIT with Stephanie Harvey continued...


  > Mary Helen,
  >
  > Our school district just adopted the Toolkit as our reading program. (My
  > school is in year 3 of the reader's workshop with the strategies.)
  However,
  > I met with a group of ladies from another site who had gone to the
  training
  > with Stephanie Harvey's Consultant and it was fabulous! I sat down and
  asked
  > them what questions they had for me. Many of them were very thought
  > provoking.  Some of them were very simple. Our district is relatively new
  > with the PLC idea, but having been a curriculum instructor and a classroom
  > teacher I have learned the best approach for me is "What can I do to help
  > you with this new idea?"  My advice would be to allow the participants who
  > need to make "small steps" that opportunity. If there is one thing I
  learned
  > as a curriculum instructor it is not every goes "full throttle" with a new
  > idea like me! :-)  Your enthusiasm for this will also lead! Many people
  see
  > our passion and excitement and usually they will grab on!! Good Luck!!
  >
  > Lynnelle Winter
  > 5th Grade West Intermediate
  > - Original Message - 
  > From: "Mary Helen Chappetto" <[EMAIL PROTECTED]>
  > To: "Mosaic: A Reading Comprehension Strategies Listserv"
  > mailto:mosaic@literacyworkshop.org>>
  > Sent: Thursday, June 26, 2008 10:04 PM
  > Subject: [MOSAIC] RIT with Stephanie Harvey continued...
  >
  >
  > >I just spent 2 fabulous days learning from Stephanie Harvey along with 14
  > >staff members from my school.  The only other school that out-numbered us
  > >was Ginger'sLiberty!  Way to go!
  > > I had a great conversation with Ginger (so nice to put a face with the
  > > name!)  It was like meeting a 'rock star'!  My staff did not understand
  my
  > > excitement because they are new to mosaic...I hope some of them have
  > > signed on to learn!
  > > As I told Ginger, I have been a "lurker" on the site, was off for a
  while,
  > > but have been back for a bitreading and trying to refresh

Re: [MOSAIC] RIT with Stephanie Harvey continued...

[jan sanders]

Hi again-
I also need to add, we would look at how the skill or concept was tested and in 
our teaching we would include the language of the test or just have a 
conversation about what would a test question look like that wanted to test 
your ability to infer.  Our state (CA) has released test items from the state 
test and as teachers we would refer to them to see how it was tested so we 
could incorporate that in our teaching.
Jan 
We must view young people not as empty bottles to be filled, but as candles to 
be lit. -Robert Shaffer
  - Original Message - 
  From: jan sanders<mailto:[EMAIL PROTECTED]> 
  To: Mosaic: A Reading Comprehension Strategies Email 
Group<mailto:mosaic@literacyworkshop.org> 
  Sent: Saturday, June 28, 2008 10:29 AM
  Subject: Re: [MOSAIC] RIT with Stephanie Harvey continued...


  Hello all-
  I am a returning member to this list.  I have been off-list for about 3 years.

  I have been a literacy/math coach for the last 6 years.  Before that I taught 
for 9 years, the last 6, in 4th grade. 
  I (and teachers I have coached) struggle with that same issue.  What our 
district did was decide to set aside 20 to 30 minutes a day for skills work.  
This is not test prep, but rather specific skills.  We would teach the skill 
during this time, then during readers' (or writers') workshop we would 
incorporate the skills they had learned into the lesson.   This year we were 
also asked to incorporate Marzano's content vocabulary structures.  So, if 
teachers are going to be teaching inference, we will spend 2 or 3 days in 
skills getting to the meat of what it means to infer.   It was well worth the 
time.  The students now had some knowledge and understanding as they attempted 
to apply the strategy during their reading.
  Jan 
  We must view young people not as empty bottles to be filled, but as candles 
to be lit. -Robert Shaffer
- Original Message - 
From: Mary Manges<mailto:[EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>> 
To: Mosaic: A Reading Comprehension Strategies Email 
Group<mailto:mosaic@literacyworkshop.org<mailto:mosaic@literacyworkshop.org>> 
Sent: Friday, June 27, 2008 6:47 PM
Subject: Re: [MOSAIC] RIT with Stephanie Harvey continued...


Lynelle,  Mary Helen, or anyone else,

What are your scores like on the reading assessment?  I am curious because
mine have been low and the pressure is mounting.  I teach using strategies
and use lots of literature circles and reading workshop.  I love the
thinking, true thinking that I see in my classroom and would never trade my
strategies for a basal or more test prep, but I feel that I'm going to be
forced to change something.  This year I worked in a coach book lesson that
I thought would tie in whatever I was teaching, hoping for a slightly more
authentic approach to getting them ready for the test.  I spent the weeks
leading up to the test teaching the format and trying to prepare them, which
is a huge waste of valuable educational time.  I'm wondering if I should buy
the Toolkit myself or try to talk someone in administration into buying it
for me.  I have done everything I know to teach authentically and to stay
true to what I believe.  I hate the testing pressure and am truly at a loss
as an educator.  Can you give me any direction as far as a connection
between testing and the Toolkit.  I feel so shallow asking that, but I think
anyone in public education, especially in a testing grade would understand.

Thanks a bunch!
Mary
5th grade/PA

- Original Message - 
From: "Lynnelle Winter" <[EMAIL PROTECTED]<mailto:[EMAIL 
PROTECTED]<mailto:[EMAIL PROTECTED]:[EMAIL PROTECTED]>>>
To: "Mosaic: A Reading Comprehension Strategies Email Group"

mailto:mosaic@literacyworkshop.org<mailto:[EMAIL 
PROTECTED]:mosaic@literacyworkshop.org>>>
Sent: Friday, June 27, 2008 7:34 AM
Subject: Re: [MOSAIC] RIT with Stephanie Harvey continued...


> Mary Helen,
>
> Our school district just adopted the Toolkit as our reading program. (My
> school is in year 3 of the reader's workshop with the strategies.)
However,
> I met with a group of ladies from another site who had gone to the
training
> with Stephanie Harvey's Consultant and it was fabulous! I sat down and
asked
> them what questions they had for me. Many of them were very thought
> provoking.  Some of them were very simple. Our district is relatively new
> with the PLC idea, but having been a curriculum instructor and a classroom
> teacher I have learned the best approach for me is "What can I do to help
> you with this new idea?"  My advice would be to allow the participants who
> need to make "small steps" that op

Re: [MOSAIC] kindergarten

[jan sanders]

The Art of Teaching ReadingJan 
We must view young people not as empty bottles to be filled, but as candles to 
be lit. -Robert Shaffer> Date: Sun, 6 Jul 2008 12:22:31 -0600> From: [EMAIL 
PROTECTED]> To: mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] 
kindergarten> > Pat Cunningham has a few lessons using children's names and I 
think and in one of Lucy Calkins' books on reading (can't remember the title) 
there's a lesson on this, too.> Elisa> > Elisa Waingort> Grade 2 Spanish 
Bilingual> Dalhousie Elementary> Calgary, Canada> > > > There are some 
excellent resources out there for teaching letters (and other stuff) using 
children's names. One is Beyond the Names Chart: Using Children's Names for 
Word Study by Debbie Diller and I can't remember the other titles. But I'm 
pretty sure a couple more come from Scholastic. > 
_> > 
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Re: [MOSAIC] Measuring understanding

[jan sanders]

Hi Keya-
A great way to see how students are thinking and understanding is to have a 
conference with them.  It could be a one on one conference or a group 
conference.  One thing I learned to do from Carl Anderson (author of How's It 
Going? -a book on conferring) is to have the students try the strategy before 
you leave the conference -he calls it have a go.  If they aren't clear, then 
you can do a reteach.Jan 
We must view young people not as empty bottles to be filled, but as candles to 
be lit. -Robert Shaffer> From: [EMAIL PROTECTED]> To: 
mosaic@literacyworkshop.org> Date: Wed, 30 Jul 2008 12:24:19 -0400> Subject: 
[MOSAIC] Measuring understanding> > Hello, my name is Keya Roundtree. I am a 
WSU student, enrolled in Dr. Creech's class. > > How can I measure the 
effectiveness of my strategy teaching to ensure that the majority, if not all 
of my students understand?> > ___> 
Mosaic mailing list> Mosaic@literacyworkshop.org> To unsubscribe or modify your 
membership please go to> 
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > 
Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > 
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Re: [MOSAIC] Measuring understanding

[jan sanders]

Professor touched the world with "Last Lecture" 
 
ASCD SmartBrief | 08/04/2008
Shortly after Carnegie Mellon University professor Randy Pausch, 47, learned he 
had just months to live, he delivered a lecture that has inspired millions. "If 
I don't seem as depressed or morose as I should be, sorry to disappoint you," 
he said in the Sept. 18, 2007, standing room-only lecture that has been viewed 
by millions on YouTube, transformed into a best-selling book and condensed for 
Oprah viewers. "I'm dying, and I'm having fun," Pausch said in his lecture. 
Pausch died Friday at his home in Chesapeake, Va.
 
http://www.youtube.com/watch?v=ji5_MqicxSo Jan We must view young people not as 
empty bottles to be filled, but as candles to be lit. -Robert Shaffer> From: 
[EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Mon, 4 Aug 2008 
22:41:44 -0600> Subject: Re: [MOSAIC] Measuring understanding> > Okay, Mike - 
now for the third time tonight I've been brought to tears by something on a 
listserve. Is that a bad sign or a good sign? I just ordered The Last Lecture. 
Never should have listened to that interview teaser with Diane Sawyer.> > 
esponse. They are loved by some and hated by many. Many> otherwise wonderful 
teachers assign them over and over in the hopes of> raising "test scores." If 
only we can teach kids how to conform to a> formula for answering them, surely 
we will have proven comprehension.> Right? Answer the question, provide text 
support, extend your answer.> Repeat over and over until kids think they are 
doing the real work of> readers and writers and very likely hate to read AND 
write.> > By the way, thank you, Jennifer, for the friendly encouragement to 
stretch.> I can feel you right there beside me. You are an inspiration and I 
couldn't> thank you enough. One day, before I die, I hope to instill those 
feelings> in others. Which makes me think of a book I just finished (never 
should> have waited so long) The Last Lecture, by Pausch. Now I have 3 books 
to> read over and over until the cover disintegrates. The Hobbit (the cover is> 
long, long gone), To Understand (pages are already falling out - maybe it's> a 
bad idea to fall asleep with it out in a thunderstorm after reading into> the 
wee hours of the night?), The Last Lecture (just finished, but will have> to 
revisit - so many life lessons in such a short text).> > On Mon, Aug 4, 2008 at 
11:27 PM, Beverlee Paul <[EMAIL PROTECTED]>> wrote:> > > What I think is that 
I've tried and tried to figure out what BCRs are, and> > I'm coming up blank!!> 
> > Mike Schul> 1st Grade> NBCT '08 Literacy> 
___> Mosaic mailing list> 
Mosaic@literacyworkshop.org> To unsubscribe or modify your membership please go 
to> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > 
Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > 
_> Got Game? 
Win Prizes in the Windows Live Hotmail Mobile Summer Games Trivia Contest> 
http://www.gowindowslive.com/summergames?ocid=TXT_TAGHM> 
___> Mosaic mailing list> 
Mosaic@literacyworkshop.org> To unsubscribe or modify your membership please go 
to> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > 
Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > 
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Re: [MOSAIC] Re (Mosaic) Understanding

[jan sanders]

I really don't know what that (Oprah stuff) meant, that statement was in the 
article I read.  I actually sent the UTube link so you could watch the 1 hour 
16 minute lecture.Jan We must view young people not as empty bottles to be 
filled, but as candles to be lit. -Robert Shaffer> Date: Tue, 5 Aug 2008 
10:13:37 -0400> From: [EMAIL PROTECTED]> To: Mosaic@literacyworkshop.org> 
Subject: [MOSAIC] Re (Mosaic) Understanding> > Jan,> > In your post you talked 
about The Last Lecture. I just read it and loved it.> > What did you mean when 
you said it had been condensed for Oprah viewers?> > I saw Diane Sawyer and 
watched it on line, but I must have missed Oprah.> > Thanks,> Linda> > 
___> Mosaic mailing list> 
Mosaic@literacyworkshop.org> To unsubscribe or modify your membership please go 
to> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > 
Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > 
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Re: [MOSAIC] Amanda Posting

[jan sanders]

You can have them respond after a turn and talk.  If they are unsure, having 
the chance to talk it over with someone else helps.  If they are still 
relunctant to speak, ask them to share what their partner said.  
 
Sometimes it is a matter of wait time. This past year I worked in a 2nd grade 
classroom during math as a coach.  When I was modeling lessons I used "my turn 
cards" to choose who would add to the conversation.  Each student had their 
name on a card and a card would be chosen from the pile.  After they had a turn 
the card would be put in the "had a turn" pile -thus everyone had a chance.  I 
had made it clear from the beginning that if your card was chosen you must make 
a response.  I often wasn't looking for the answer, but rather thought 
processes or adding to what someone else had said.  I would also accept 
questions or confusions or clarifications.  For example, if were we working on 
a word problem and the student had no idea what to do, I would ask what do you 
know about this problem?  I would accept things like: there are 3 kids in it, I 
know someone is buying something, there is a 54 and an 8...   I would then use 
this information to build on, either by asking another student to add to it, or 
have the students do a turn and talk.  
 
So where does the wait time come in?  Sometimes it takes a long time for a 
student to verbalize their thoughts -we just wait.  In this particular 
classroom there was a girl who started out with well over a minute of wait 
time, but after a while it dropped to about 30 seconds.  Her teacher said by 
the end of the year she hovered around 20 seconds to begin her response.
I do think confidence plays a part as does comfort and feeling "safe"
 
Have you read Brian Cambourne's Conditions of Learning?  He has done a lot of 
research on how to engage students in their learning. (Not quite your question 
-but good information). Jan  literacy/math coach
We must view young people not as empty bottles to be filled, but as candles to 
be lit. -Robert Shaffer> Date: Tue, 5 Aug 2008 15:19:14 -0700> From: [EMAIL 
PROTECTED]> To: mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] Amanda 
Posting> > Amanda, there are lots of ways, but one of my favorites is to give 
them a heads up. I let them know that I will be calling on them in the near 
future (next person, after I've read the next section...just somehow give them 
fair warning that you will call on them so they have time to get their response 
ready. This might also be a student that you nudge during a conference and ask 
them to share their thinking at the wrap up lesson (or whatever you call the 
end of your lesson, when you bring back your students to synthesize their 
learning/thinking)> > Kristin Mitchell 6th-soon-to-be-4th/CO > "Be the change 
you want to see in the world"> -Ghandi> > > > - Original Message > 
From: amanda qandah <[EMAIL PROTECTED]>> I was curious about what steps I can 
take towards getting a shy student to become more involved in class discussions 
when he/she refuses to participate?> > > > 
___> Mosaic mailing list> 
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to> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > 
Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > 
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Re: [MOSAIC] H & M Reading

[jan sanders]

I have to comment on your new math program -I hope it is the one our district 
adopts.  Yes, 
it has "scripted lessons", but they are a guide and they are written in 
mini-lesson format and 
they are written by and under the leadership of John Van DeWalle, who believes 
in student-centered
mathematics.  He believes in constructivist learning.  He passed away a little 
over a year ago 
and it was, and is a great loss to the math world.  
In Envision, multiple strategies are given to lead to student understanding of 
concepts.  We are piloting it 
right now and we were not told to keep going, but rather use the support 
materials.
It sounds like your district has taken a good thing, and morphed it into the 
new illness: same-page-it is.

As for the HM/Keene connection, the only connection I see is the use of the 
terms inferring, questioning, and maybe 
others (I am drawing a blank).  Anyway, to me the similarity ends with the 
term.  They don't treat the instruction of the strategies the same -or even the 
meaning.  HM links inferring and prediction together in some lessons.  There is 
a difference and children need to learn that difference.
Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer
  - Original Message - 
  From: Joan Matuga 
  To: Mosaic: A Reading Comprehension Strategies Email 
Group 
  Sent: Wednesday, September 17, 2008 12:30 AM
  Subject: Re: [MOSAIC] H & M Reading


  I cannot believe that in the slightest.  The H&M program, especially as we 
are required to implement is the farthest thing from Ellin Keene as anything I 
can imagine.  It is all direct and guided instructiondown to the smallest 
details.  It is designed so robots can teach it.  On Day 1, you do this, this, 
this, and that.  You use transparency..., worksheet..., grammar..., We have 
even been "blessed" with a day by day writing program telling us what to do in 
writing each day.  One week the teacher directly models a particular lesson.  
The next day, there is guided instruction on the same format (lesson and prompt 
scripted) and the third week (using the same format) there are daily scripted 
lessons where the children supposedly do independent writing using a script 
provided.  We have a pacing calendar telling what to teach on what day and when 
to test.  

  We also have daily guided/scripted lessons for math using a new program 
called Envision (YUCK).  Our Planning Calendar gives us no leeway about how 
we can modify the program to meet the needs of the particular students in our 
class.  In fact, the head of the math said, if the students don't understand 
it, "Just move on."  We have just been given a planning calendar telling us 
which Science and Social lessons to teach on a particular week.
- Original Message - 
From: Beverlee Paul> 
To: Mosaic: A Reading Comprehension Strategies Email 
Group> 
Sent: Tuesday, September 16, 2008 9:16 PM
Subject: Re: [MOSAIC] H & M Reading


And I didn't fall off the back of a turnip truck!

On Tue, Sep 16, 2008 at 10:08 PM, jeanette hayden <[EMAIL 
PROTECTED]>wrote>:

> Dear Colleagues:
> I was at a presentation where a Literacy Coach made this statement "
> Houghton Mifflin is based on the work of Ellin Keene and Stephanie Harvey.
> I
> was so taken back that I did not respond. Several of us present did
> exchange
> looks of surprise. What is the collective response to this statement?
>
> Thank you.
> Jeanette Hayden
> Anchorage School District
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> 
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>.
>
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http://snipurl.com/MosaicArchive>.
>
>
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Re: [MOSAIC] H & M Reading

[jan sanders]

We are piloting Envision right now, and were given Investigations (by the 
publisher of Envision) as a supplement.There is even a guide that 
correlates what you are teaching in Envision with the Investigations activities 
and vice versa.
Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer
  - Original Message - 
  From: [EMAIL PROTECTED] 
  To: Mosaic: A Reading Comprehension Strategies Email 
Group 
  Cc: Mosaic: A Reading Comprehension Strategies Email 
Group 
  Sent: Wednesday, September 17, 2008 4:12 PM
  Subject: Re: [MOSAIC] H & M Reading


  Investigations is still out there (formerly TERC), but my district in its 
infinite wisdom, threw that out for enVisions. This is a program that is based 
on pacing for the NYS test, not in the children understanding any concept or 
seeing contections through patterning or anything. It's awful. I'm pulling from 
Investigations every chance I get!
  Myra
  Plainview, NY

  - Original Message -
  From: Beverlee Paul 
  Date: Wednesday, September 17, 2008 10:15 am
  Subject: Re: [MOSAIC] H & M Reading
  To: "Mosaic: A Reading Comprehension Strategies Email Group" 

  > So then is Everyday Math akin to Saxon Math - a mile wide and an 
  > inch deep?
  > What programs are there out there now that actually teach math
  > understanding?
  > 
  > On Wed, Sep 17, 2008 at 5:00 AM, Storti, Donna 
  > wrote:
  > > We have the HM program as well. I took the stories and 
  > assigned a
  > > strategy to go with each one. I am using it as a shared 
  > reading. The
  > > class can use the anthology if they choose to during free 
  > reading time
  > > if they want to reread the story. I am sorry to hear about 
  > Envisions,> it looked like a good program, we are using Everyday 
  > Math and the
  > > children who struggle with math get lost in the tornado 
  > (that's what we
  > > call the spiral).
  > >
  > > Donna
  > >
  > > -Original Message-
  > > From: [EMAIL PROTECTED]
  > > [mailto:[EMAIL PROTECTED] On Behalf Of Joan 
  > Matuga> Sent: Wednesday, September 17, 2008 3:30 AM
  > > To: Mosaic: A Reading Comprehension Strategies Email Group
  > > Subject: Re: [MOSAIC] H & M Reading
  > >
  > > I cannot believe that in the slightest. The H&M program, 
  > especially as
  > > we are required to implement is the farthest thing from Ellin 
  > Keene as
  > > anything I can imagine. It is all direct and guided 
  > instructiondown> to the smallest details. It is designed so 
  > robots can teach it. On Day
  > > 1, you do this, this, this, and that. You use transparency...,
  > > worksheet..., grammar..., We have even been "blessed" with a 
  > day by day
  > > writing program telling us what to do in writing each day. 
  > One week the
  > > teacher directly models a particular lesson. The next day, 
  > there is
  > > guided instruction on the same format (lesson and prompt 
  > scripted) and
  > > the third week (using the same format) there are daily 
  > scripted lessons
  > > where the children supposedly do independent writing using a script
  > > provided. We have a pacing calendar telling what to teach on 
  > what day
  > > and when to test.
  > >
  > > We also have daily guided/scripted lessons for math using a 
  > new program
  > > called Envision (YUCK). Our Planning Calendar gives us no 
  > leeway> about how we can modify the program to meet the needs of 
  > the particular
  > > students in our class. In fact, the head of the math said, if the
  > > students don't understand it, "Just move on." We have just 
  > been given a
  > > planning calendar telling us which Science and Social lessons 
  > to teach
  > > on a particular week.
  > > - Original Message -
  > > From: Beverlee Paul
  > > To: Mosaic: A Reading Comprehension Strategies Email
  > > Group
  > > Sent: Tuesday, September 16, 2008 9:16 PM
  > > Subject: Re: [MOSAIC] H & M Reading
  > >
  > >
  > > And I didn't fall off the back of a turnip truck!
  > >
  > > On Tue, Sep 16, 2008 at 10:08 PM, jeanette hayden
  > > wrote:
  > >
  > > > Dear Colleagues:
  > > > I was at a presentation where a Literacy Coach made this 
  > statement "
  > > > Houghton Mifflin is based on the work of Ellin Keene and 
  > Stephanie> Harvey.
  > > > I
  > > > was so taken back that I did not respond. Several of us 
  > present did
  > > > exchange
  > > > looks of surprise. What is the collective response to this
  > > statement?
  > > >
  > > > Thank you.
  > > > Jeanette Hayden
  > > > Anchorage School District
  > > > ___
  > > > Mosaic mailing list
  > > > Mosaic@literacyworkshop.org
  > > > To unsubscribe or modify your membership please go to
  > > >
  > > 
  > 
http://literacyworkshop.org/mailman/options/mosaic

Re: [MOSAIC] (Mosaic) H & M

[jan sanders]

"Houghton Mifflin Reading," was denied a What Works Clearinghouse effectiveness 
rating due to insufficient evidence of its effect on children's learning, per a 
report recently released by the U.S. Department of Education's Institute of 
Education Sciences...

It seems the Clearinghouse had trouble giving an effective rating to what is 
currently available.  The article did mention there were a handful of programs 
that were determined to have a positive effect on student learning.  However, 
they did not mention what they were.  I tried to download the report, but it 
hasn't loaded after 10 minutes.  It is on Adobe.  It might be rather LARGE, or 
my computer is not cooperating right now.

Once again, I believe we end up with what we have because of giant publishing 
companies that bully their way, or should I say buy their way onto the approved 
list.

Jan

We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer

Excerpts from the article:

The HM textbook is the latest of several widely used early reading series that 
failed to meet the rigorous review standards of the online clearinghouse, which 
evaluates data on educational programs and practices. 

Last month, reports by the clearinghouse on Open Court Reading and Reading 
Mastery, as well as Breakthrough to Literacy-all products of the New York 
City-based McGraw-Hill Cos.-contended that no studies that met the 
clearinghouse's rigorous review requirements. 

The latest review looked at nine studies of Houghton Mifflin Reading between 
1985 and 2007. The text is one of just two approved for use in California 
elementary schools, and is used across the country. 

The report is part of a series of reviews on beginning reading programs that 
the clearinghouse began releasing last year. Only a handful of the dozens of 
programs the clearinghouse studied were determined to have any positive effects 
on student learning. Those results have led many reading research experts to 
question the usefulness of the reviews. 


  - Original Message - 
  From: Kristin Mitchell 
  To: Mosaic: A Reading Comprehension Strategies Email 
Group 
  Sent: Friday, September 19, 2008 1:38 PM
  Subject: Re: [MOSAIC] (Mosaic) H & M


  Timely...

  
http://www.edweek.org/ew/articles/2008/09/17/04report-b1.h28.html?tmp=1153012894

   Kristin Mitchell/4th/CO 
  "Be the change you want to see in the world"
  -Ghandi



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Re: [MOSAIC] penpals

[jan sanders]

Hi Jeanette-
Laura Cannon (from Texas) and I have connected for pen pals.  I got the 
impression there was someone interested in being pen pals with you.  They 
really wanted someone from Alaska.  I don't remember who it was.
If no one connects with you maybe my class can write twice...  or we can do an 
every other month thing...
Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer
  - Original Message - 
  From: jeanette hayden<mailto:[EMAIL PROTECTED]> 
  To: Mosaic: A Reading Comprehension Strategies Email 
Group<mailto:mosaic@literacyworkshop.org> 
  Sent: Friday, September 19, 2008 8:09 AM
  Subject: Re: [MOSAIC] penpals


  I have not gotten any direct contact. Your email is the most specific. One a
  month sounds great to me. Would you like 20 individual letters? I have 24,
  but I will give a few the OPTION.http://[EMAIL PROTECTED]

  On Thu, Sep 18, 2008 at 7:53 PM, Laura Cannon <[EMAIL 
PROTECTED]<mailto:[EMAIL PROTECTED]>> wrote:

  > Did you find a penpal teacher yet?  I have 20 students also--a third grade
  > school in Texas.
  >
  > -Original Message-
  > From: [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>
  > [mailto:[EMAIL PROTECTED] On Behalf Of jan sanders
  > Sent: Friday, September 12, 2008 11:33 PM
  > To: Mosaic: A Reading Comprehension Strategies Email Group
  > Subject: Re: [MOSAIC] penpals
  >
  > I am a 3rd grade teacher in Morgan Hill, CA with 20 students, at a Title 1,
  > low socio-economic school.
  > I have 4 students who could possibly write two letters.  I would be
  > interested in writing once a month.
  > (Oct - May) That would be about 8 letters.  Anyone Interested?
  > Jan
  > We must view young people not as empty bottles to be filled, but as candles
  > to be lit.
  > -Robert Shaffer
  >  - Original Message -
  >  From: jeanette hayden<mailto:[EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>>
  >  To: Mosaic: A Reading Comprehension Strategies Email
  > 
Group<mailto:mosaic@literacyworkshop.org<mailto:mosaic@literacyworkshop.org>>
  >  Sent: Friday, September 12, 2008 8:38 PM
  >  Subject: Re: [MOSAIC] penpals
  >
  >
  >  I am a third grade teacher in Anchorage, Alaska. I have 24 students. Let
  > me
  >  know if that would work for you.Jeanette
  >  [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]:[EMAIL 
PROTECTED]>>
  >
  >  On Sun, Aug 31, 2008 at 12:36 PM, Sylla Zarov
  > <[EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]:[EMAIL 
PROTECTED]>>> wrote:
  >
  >  > I am a 2/3 teacher in Madison Wisconsin. I team with 2 other
  > teachers--we
  >  > have 2 classes of  2nd and 3rd graders , 26 in each class.  Is there
  > anyone
  >  > out there from a different part of the country who is interested in
  > being
  >  > penpals? I am thinking every other month or so--
  >  > Sylla
  >  > [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]<mailto:[EMAIL 
PROTECTED]:[EMAIL PROTECTED]>>
  >  > ___
  >  > Mosaic mailing list
  >  > 
Mosaic@literacyworkshop.org<mailto:Mosaic@literacyworkshop.org<mailto:[EMAIL 
PROTECTED]:Mosaic@literacyworkshop.org>>
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  >  >
  > 
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  >  ://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>.
  >  >
  >  > Search the MOSAIC archives at
  > 
http://snipurl.com/MosaicArchive<http://snipurl.com/MosaicArchive<http://snipurl.com/MosaicArchive%3Chttp://snipurl.com/MosaicArchive>>.
  >  >
  >  >
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  >
  >  Search the MOSAIC archives at
  > 
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  > 

Re: [MOSAIC] conferring with students

[jan sanders]

I do drop in on students because then my body is in different places in the 
classroom not just in one.  Often, if a table group is not as focused as it 
should be I conference with someone at that table.  Also, I like the idea that 
others may eavesdrop on the teaching point.  
This year I have 5 students out of 20 who have a hard time reading the whole 40 
minutes of independent reading time.  I teach 3rd grade.  I let them move to 
the floor and read stretched out if they want to.  I also, visit them in 
between guided reading groups or conferences and remind them that they can 
write their thoughts and ideas in their reader's notebook, then continue 
reading.  I have also had one sit near the guided reading table while I am with 
a group.  I do check their book boxes to make sure there are books at their 
independent and instructional level so they can be reading.  The students 
change books in their book boxes about once a week (or every other week if they 
have 2-3 chapter books).  After guided reading, those books go into their book 
boxes too. 
Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer
  - Original Message - 
  From: elisa kifer 
  To: Mosaic: A Reading Comprehension Strategies Email 
Group 
  Sent: Sunday, September 21, 2008 7:12 AM
  Subject: Re: [MOSAIC] conferring with students


  I know that in several workshops, I have heard that you "drop-in" on the
  student, but I too was having the same problem you are having.  My reading
  table is behind the students' desks, so I can see whatever is happening.  I
  just sit back there and quietly call the student's name I need to to confer
  with.  He/she comes to me at the reading table.  I have found that this is
  less distracting, b/c students are use to hearing a mumble at the reading
  table, since that is where i do my greading groups.

  On Sat, Sep 20, 2008 at 10:03 PM, <[EMAIL PROTECTED]> wrote:

  > I'd like to hear from middle school teachers.
  >
  > When you confer with students, either individually or in small groups, how
  > do you get the rest of the class to continue working?
  >
  > It seems to me that as soon as I start to talk with another student,
  > everyone else thinks, "She's not paying attention to me.  I can talk to my
  > friend now."  Or they think, "She's not paying attention to me, and I WANT
  > her to!"
  > Thanks!
  > Jan
  >
  >
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  > 
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  >
  > Search the MOSAIC archives at 
http://snipurl.com/MosaicArchive.
  >
  >


  -- 
  Elisa M. Kifer
  Third Grade Literacy Teacher
  Fox Meadow Elementary


  "Love of reading and writing is not taught, it is created.
  Love of reading and writing is not required, it is inspired.
  Love of reading and writing is not demanded, it is exemplified.
  Love of reading and writing, is not exacted, it is quickened.
  Love of reading and writing is not solicited, it is activated."
  -Russell Stauffer, 1980
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Re: [MOSAIC] Language arts block length

[jan sanders]

Hi Mary-
If the mini-lessons aren't mini, then perhaps they have more than one teaching 
point?  Too much at once?  Could the lesson be broken down in parts over two or 
three days?  The students need practice time -that is how they process the 
information.  Without the practice time, it becomes a lecture.  
One way to help with keeping the lesson to 10 minutes is to set a timer.  When 
it goes off, you know you need to wrap it up and let them go try it.  The 
trying it is valuable learning time.
Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer
  - Original Message - 
  From: Mary Manges 
  To: Mosaic: A Reading Comprehension Strategies Email 
Group 
  Sent: Thursday, September 25, 2008 7:23 PM
  Subject: [MOSAIC] Language arts block length


  Hi everyone,
  I'm wondering how long most of you have each day for teaching language  
  arts?  I teach fifth grade and have about 90 minutes to teach reading  
  and writing.  I've basically divided it into two 45 minute blocks.   
  This is the first year that I am following STW and Comprehension  
  Toolkit, but I'm really struggling to get everything in.  In the past  
  I taught strategies, somewhat haphazardly, but I wasn't struggling as  
  much with time.  I know that with STW and the Toolkit I am doing a  
  better job, it is just taking so long.  I'm not sure I can speed  
  things up without sacrificing the depth of thinking that comes with  
  the lesson.  Today it took almost 35 minutes to get through the lesson  
  on questioning, which didn't allow much for independent practice with  
  the strategy.  I also try to incorporate literature discussions into  
  everything as I know how important talk is to reading.  Add in testing  
  pressure, in PA I have to prepare them for both the reading and  
  writing assessments (by February and early March).  Every time I think  
  about testing season my heart starts racing.  My scores were the pits  
  last year, so there is  a lot of pressure to show some improvement.  I  
  have that "hamster in the wheel" feeling.

  I'm also struggling to get through writing workshop in the alloted  
  time.  I have had trouble keeping my writing workshop mini-lessons  
  mini.  I've always had this problem to an extent, but it just seems  
  worse this year.  We're working on using dialogue in narrative, which  
  is a difficult thing for fifth graders, as most have not used it or  
  been taught how to use it.  My mini-lesson turned into a maxi-lesson,  
  I didn't get it finished, and they didn't even have time to write.
  I'm wondering if it is me or the time that is the big issue.  I'm  
  basically the only person in my small, rural district who teaches this  
  way.  Everyone else uses the basal texts for both subject, so I'm  
  desperately seeking some help from this group.

  Thanks!
  Mary 

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Re: [MOSAIC] stopping and thinking/long

[jan sanders]

Reading your post the word engagement popped into my head.  We want the 
children to engage in the story.  
Not just read the words.  Have you ever read aloud, and not know what you read? 
 I have -I wasn't engaged -I 
wasn't taking in what I was reading -I was just saying the words.  Well, I do 
that sometimes when I read silently 
too.  Then I have to go back and reread.  I wasn't engaged
Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer
  - Original Message - 
  From: [EMAIL PROTECTED] 
  To: Mosaic: A Reading Comprehension Strategies Email 
Group 
  Sent: Saturday, September 27, 2008 7:27 PM
  Subject: Re: [MOSAIC] stopping and thinking/long


  Elisa,
  Join the late email reader's club. I've been so far behind that I don't
  know that l'll ever catch up!

  I think that what we are trying to accomplish is giving students a model
  of how to think, how to help them become more conscious of that little
  voice in their head. I don't think we are dictating when they should
  think, or what they should think. I think we are introducing them to
  this idea of dwelling in the words, soaking up the meaning; all the
  while training that voice, learning to have that conversation.

  Having said that, I reread a piece I wrote this summer, and there's no
  doubt that I held back, leaving it up to the reader to wonder what's
  going on. Although I do mention a storm, it's not until the last
  paragraph that I mention the word tornado. I give many clues throughout
  the piece, and if you live in the midwest you might make the connection
  earlier because of the setting, the characters' actions and dialog.

  But I'm still not convinced that this is what we are talking about. We
  want students to read and think. Mostly, though, I want my students to
  enjoy reading and to find it satisfying and worthwhile. To me, learning
  the strategies can help them come closer to doing that.





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[MOSAIC] thoughts on ability grouping

[jan sanders]

Hello!
I was reading a chapter from the book mentioned below and I thought I would 
share the part on ability grouping.  
I am not implying that the teachers involved in the afore mentioned emails 
expect little from low level students.  
That is just where the chapter started.
Jan



Totally Positive Teaching: A Five-Stage Approach to Energizing Students and 
Teachers

by Joseph Ciaccio

Communicating High Expectations
Ineffective teachers expect little from the lowest-level students, and this 
attitude shows up even when school resources are allocated. Cohen and Seaman 
(1997, pp. 564-568) discovered that "the better the students, the better the 
instructional environment. [There was] no special curricula, no additional 
technology, nothing to suggest that these neediest of youngsters were receiving 
special attention or additional funding." Teachers identified as being the best 
"were not able to create classroom environments for the lowest track that were 
as positive as those they created for the gifted." Most important, lower-track 
children have low expectations for themselves. Very few are able to overcome 
the system and rise to lofty educational heights.

Of course, low-level classes that are set up by a tracking program have a 
devastating effect on kids. (It appears that the only students who may benefit 
from tracking are the highest-level group.) Teachers expect very little from 
these kids. The teacher next door to me said we could give these kids the 
answers to the final exam in advance and they would still fail.

The Japanese have an entirely different approach. Instead of tracking, they 
view individual differences in the classroom as an asset. Furthermore, the 
Japanese believe that "tailoring instruction to specific students" prejudges 
what students are capable of learning (Stigler & Hiebert, 1998, p. 9).

Great teachers have a mantra: All of their students can learn and be 
successful. Does anyone doubt the link between the teacher's expectations and 
the students' achievement? I tried an experiment for 10 years. I had two 
low-level classes every year, and I told these students that I moved from 
one-third to one-half of them to Regents (average) classes every year. I told 
these students to expect to move up next year. Sure enough, every year, almost 
half of my low-level students moved up, and I never had one come back and tell 
me that he couldn't do the work at the higher level.
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Re: [MOSAIC] Text-to-Self Mini-Lesson Question

[jan sanders]

Hi Meghan-
I am confused with the comment "it should take several days to get through a 
mini-lesson doing think aloud for the students with one picture".  To me a 
mini-lesson is just that -mini.  It has one teaching point and should take 
about 10 minutes.   I use a read aloud to model my thinking as a reader.  You 
do not have to read the whole book in one sitting.  I model the strategy I want 
my students to try, have them try it in a turn and talk with a partner, and 
then restate what I want them to try during independent reading and send them 
off to practice it.  I do believe it will take several days for the students to 
be able to fully take on the strategy.   When teaching schema, I would often 
get frustrated with the surface, go no where connections.  The character has a 
dog, so a child says I have a dog -however, the dog is not meaningful to the 
story...  
So now I ask my students to figure out why the author wrote the story -what is 
the message.  Then they work on making a connection to the message of the 
story.   Example:  The message is you should try an be friends with people who 
are different than you.  I have a connection with this because when school 
started there was a new kid here from Georgia and he had no friends.  People 
thought he was weird because he talked "funny".  I made friends with him and 
you know what -he doesn't talk funny -he just sounds different than me.
I also learned over time, that if you want students to get better at something 
they need LOTS of practice time.  My independent reading time is 45 minutes.  
By the way, I teach 3rd grade this year.  I was a literacy/math coach for the 
past 7 years.
Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer
  - Original Message - 
  From: Pitzer, Meghan L. 
  To: mosaic@literacyworkshop.org 
  Sent: Thursday, November 13, 2008 10:48 AM
  Subject: [MOSAIC] Text-to-Self Mini-Lesson Question


  Hi!  I am just beginning to "teach" Reading the Mosaic way.  I have read the 
book and absolutely love it!  I began with a schema lesson and started right in 
to introducing text-to-self connections.  I was reading aloud a book to the 
class that I could make connections with.  I was getting through a picture book 
per lesson for 7 days.  I then talked to a good friend of mine over email who 
was floored that I was getting through that much!  She says that it should take 
several days to get through a mini-lesson doing think aloud for the students 
with one picture.  I was just wondering if someone could give me some insight 
as to what more I could be doing to make the lessons go a little deeper and 
some ideas of books that are great to model this strategy.  I feel that I am 
not being as effective as I could be.  Any suggestions would be greatly 
appreciated!  Thanks!
  Meghan

  Meghan Pitzer
  3rd Grade Teacher
  Clay Springs Elementary
  (407) 884-2275 x2233

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Re: [MOSAIC] Picture Books that inspire movement

[jan sanders]

Hoops
Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer
  - Original Message - 
  From: Beverlee Paul 
  To: Mosaic: A Reading Comprehension Strategies Email 
Group 
  Sent: Thursday, November 13, 2008 7:13 PM
  Subject: Re: [MOSAIC] Picture Books that inspire movement


  Of course - Where the Wild Things Are!

  On Thu, Nov 13, 2008 at 7:04 PM, Kristine Marks <[EMAIL 
PROTECTED]>wrote:

  >
  >
  > My Many Colored Days by Dr. Suess and Dinosaurrumpus.
  >
  > On Nov 13, 2008 1:33 PM, <[EMAIL PROTECTED]> 
wrote:
  >
  > Hello,
  >
  > My District's physical education teachers are looking to incorporate
  > literacy into their weekly lessons. I was wondering if anyone could
  > recommend any good picture books that inspire movement.
  >
  > Thanks in advance!
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  >
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Re: [MOSAIC] Text-to-Self Mini-Lesson Question

[jan sanders]

When I am teaching using a mini-lesson I do not read the whole book -just the 
portion needed for the mini-lesson.  
That does not mean I do not read the whole book.  I have read the whole book to 
them -before I use it in a 
mini-lesson.  They are familiar with the book and can concentrate on the 
lesson.  It is the 2nd and third read that 
often triggers the deepest comments.  Like revisiting an old friend -we know 
them and are here to learn more about them.Jan 
We must view young people not as empty bottles to be filled, but as candles to 
be lit. -Robert Shaffer> From: [EMAIL PROTECTED]> To: 
mosaic@literacyworkshop.org> Date: Mon, 17 Nov 2008 17:11:24 -0500> Subject: 
Re: [MOSAIC] Text-to-Self Mini-Lesson Question> > I just finished a mini-lesson 
unit on discovering the author's message and then the children just naturally 
started making "stronger" connections to the text through the message. At the 
same time we covered an author's study. I have been reading books by Eve 
Bunting: The Wall, Going Home and A Day's Work. The kids have been so engaged 
in their turn and talk conversations. It has lent itself to text connections as 
well. (I know you are only supposed to teach to one objective at a time 
but...). I still want to read one more to them, Smoky Night before I stop. I 
don't understand the advantage of picking up one of those books and just 
reading a portion of it. How is this "building lifelong readers" when I only 
read a small portion of a beautifully written picture book? I know time is of 
the essence, but how can we really not have enough time to engage our children 
in reading before we send them off to do it on their own. I am hanging on to 
this joy regardless of what the experts say!> > > -Original Message-> 
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Deaneen Pashea> 
Sent: Monday, November 17, 2008 11:34 AM> To: Mosaic: A Reading Comprehension 
Strategies Email Group> Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson 
Question> > > > -Original Message-----> From: [EMAIL PROTECTED] 
[mailto:[EMAIL PROTECTED]> kshop.org] On Behalf Of jan sanders> Sent: Saturday, 
November 15, 2008 7:16 PM> To: Mosaic: A Reading Comprehension Strategies Email 
Group> Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question> > Hi Meghan-> I 
am confused with the comment "it should take several days to get through a=> 
mini-lesson doing think aloud for the students with one picture". To me a=> 
mini-lesson is just that -mini. It has one teaching point and should take=> 
about 10 minutes. I use a read aloud to model my thinking as a reader. Y=> ou 
do not have to read the whole book in one sitting. I model the strategy=> I 
want my students to try, have them try it in a turn and talk with a partn=> er, 
and then restate what I want them to try during independent reading and=> send 
them off to practice it. I do believe it will take several days for t=> he 
students to be able to fully take on the strategy. When teaching schema=> , I 
would often get frustrated with the surface, go no where connections. T=> he 
character has a dog, so a child says I have a dog -however, the dog is no=> t 
meaningful to the story...> So now I ask my students to figure out why the 
author wrote the story -what=> is the message. Then they work on making a 
connection to the message of th=> e story. Example: The message is you should 
try an be friends with people=> who are different than you. I have a connection 
with this because when sch=> ool started there was a new kid here from Georgia 
and he had no friends. Pe=> ople thought he was weird because he talked 
"funny". I made friends with hi=> m and you know what -he doesn't talk funny 
-he just sounds different than me=> .> I also learned over time, that if you 
want students to get better at somethi=> ng they need LOTS of practice time. My 
independent reading time is 45 minut=> es. By the way, I teach 3rd grade this 
year. I was a literacy/math coach f=> or the past 7 years.> Jan> We must view 
young people not as empty bottles to be filled, but as candles=> to be lit.> 
-Robert Shaffer> - Original Message -> From: Pitzer, Meghan 
L.<mailto:[EMAIL PROTECTED]>> To: 
mosaic@literacyworkshop.org<mailto:mosaic@literacyworkshop.org>> Sent: 
Thursday, November 13, 2008 10:48 AM> Subject: [MOSAIC] Text-to-Self 
Mini-Lesson Question> > > Hi! I am just beginning to "teach" Reading the Mosaic 
way. I have read t=> he book and absolutely love it! I began with a schema 
lesson and started ri=> ght in to introducing text-to-self connections. I was 
reading aloud a book=> to the class that I could make connections with. I was 
getting through a p=> icture book per l

Re: [MOSAIC] Text-to-Self Mini-Lesson Question

[jan sanders]

There is usually one overriding assignment which they share at the end of 
readers' workshop.  I leave about 10 minutes for sharing.  When I send them off 
for independent reading I then meet with a guided reading group for about 15 
minutes.  Then I roam the room and confer for the next 15 minutes.  Then I meet 
with another guided reading group or book club group.  Then I confer again if 
there is time.  I have one student who is reading at mid 1st grade level who 
reads with me one on one everyday.  I still hold him accountable to complete 
the assignment of the day.  Each day I meet with 12-15 students.Jan 
We must view young people not as empty bottles to be filled, but as candles to 
be lit. -Robert Shaffer> From: [EMAIL PROTECTED]> To: 
mosaic@literacyworkshop.org> Date: Mon, 17 Nov 2008 17:23:22 -0500> Subject: 
Re: [MOSAIC] Text-to-Self Mini-Lesson Question> > Hi Jan,> How do you hold your 
students accountable to your lesson during their independent reading? Do you 
have a variety of tasks or one overriding assignment that the children have to 
complete? The management and accountability piece interests me.> Thanks.> 
Leslie> > > Hi Meghan-> I am confused with the comment "it should take several 
days to get through a mini-lesson doing think aloud for the students with one 
picture". To me a mini-lesson is just that -mini. It has one teaching point and 
should take about 10 minutes. I use a read aloud to model my thinking as a 
reader. You do not have to read the whole book in one sitting. I model the 
strategy I want my students to try, have them try it in a turn and talk with a 
partner, and then restate what I want them to try during independent reading 
and send them off to practice it. I do believe it will take several days for 
the students to be able to fully take on the strategy. When teaching schema, I 
would often get frustrated with the surface, go no where connections. The 
character has a dog, so a child says I have a dog -however, the dog is not 
meaningful to the story...> So now I ask my students to figure out why the 
author wrote the story -what is the message. Then they work on making a 
connection to the message of the story. Example: The message is you should try 
an be friends with people who are different than you. I have a connection with 
this because when school started there was a new kid here from Georgia and he 
had no friends. People thought he was weird because he talked "funny". I made 
friends with him and you know what -he doesn't talk funny -he just sounds 
different than me.> I also learned over time, that if you want students to get 
better at something they need LOTS of practice time. My independent reading 
time is 45 minutes. By the way, I teach 3rd grade this year. I was a 
literacy/math coach for the past 7 years.> Jan> We must view young people not 
as empty bottles to be filled, but as candles to be lit.> -Robert Shaffer> 
- Original Message -> > > 
___> Mosaic mailing list> 
Mosaic@literacyworkshop.org> To unsubscribe or modify your membership please go 
to> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > 
Search the MOSAIC archives at http://snipurl.com/MosaicArchive.> 
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Re: [MOSAIC] Text-to-Self Mini-Lesson Question

[jan sanders]

Leslie-
I teach 3rd graders this year.  I was a literacy coach for 7 years and I was 
able to apply this is all grade levels.  If I was going to use a book to teach 
from, I would have the teacher read it to the class before I used it to teach.
Now that I have my own class, I have a read aloud time every day from 11:45 
until 12:05.  It is at this time I read aloud, think aloud, and we share out 
thoughts and ideas about the text, the pictures, the format, etc...
 
Then at readers' workshop time if I want to teach something explicitly, I use 
the part of the text that is a great example or model of that.  In fact, 
sometimes I'll have 3 or 4 samples marked from the same or different books.  
But I have always read the book to them before I use it as a teaching tool. 
 I don't reread the entire text, only the few sentences, or pages, that are an 
excellent example of what I am teaching.
 
I have reread entire books to the class, but only because they are beloved 
favorites and the kids request to hear it again, or I thought we needed to hear 
the author's message again.
Jan 
We must view young people not as empty bottles to be filled, but as candles to 
be lit. -Robert Shaffer> From: [EMAIL PROTECTED]> To: 
mosaic@literacyworkshop.org> Date: Mon, 24 Nov 2008 16:17:48 -0500> Subject: 
Re: [MOSAIC] Text-to-Self Mini-Lesson Question> > Jan,> This is where you lose 
me. I can't seem to do this with my third graders. Once you have read the book 
and done the predictions and talked about the author's craft and whatever your 
strategy objective was, I can't see rereading the book. We always have a pile 
of books we never seem to get to. I leave the read-alouds in the classroom 
library for them to read on their own but I rarely revisit them unless I use 
them for a writing lesson or a different strategy. Do you teach younger 
children?> Leslie> > -Original Message-> From: [EMAIL PROTECTED] 
[mailto:[EMAIL PROTECTED] On Behalf Of jan sanders> Sent: Friday, November 21, 
2008 6:23 PM> To: Mosaic: A Reading Comprehension Strategies Email> Subject: 
Re: [MOSAIC] Text-to-Self Mini-Lesson Question> > > When I am teaching using a 
mini-lesson I do not read the whole book -just the portion needed for the 
mini-lesson.> That does not mean I do not read the whole book. I have read the 
whole book to them -before I use it in a> mini-lesson. They are familiar with 
the book and can concentrate on the lesson. It is the 2nd and third read that> 
often triggers the deepest comments. Like revisiting an old friend -we know 
them and are here to learn more about them.Jan> We must view young people not 
as empty bottles to be filled, but as candles to be lit. -Robert Shaffer>> > > 
___> Mosaic mailing list> 
Mosaic@literacyworkshop.org> To unsubscribe or modify your membership please go 
to> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > 
Search the MOSAIC archives at http://snipurl.com/MosaicArchive.> 
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Re: [MOSAIC] Text-to-Self Mini-Lesson Question

[jan sanders]

No...
For predictions yes, as you can not predict what you already know.

But inference is different.  When inferring, the clues or information given  
are used to make a decision or inference about something, but it may 
not be told or confirmed as you read ahead.  
Example:  The child stomped and pouted on the way to her bedroom.  
The writer does not say the girl is angry -we must infer that from the text.

During read aloud I would not use parts I plan to use as a model during the 
mini-lesson,
in my think aloud.  Even though the students have heard the text, you can still 
go back and
revisit portions of it to explicitly teach inference.

Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer
  - Original Message - 
  From: [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]> 
  To: Mosaic: A Reading Comprehension Strategies Email 
Group<mailto:mosaic@literacyworkshop.org> 
  Sent: Monday, November 24, 2008 7:35 PM
  Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question


  Is it hard to follow this order for inference?
  Sent from my BlackBerry Smartphone provided by Alltel

  -Original Message-----
  From: jan sanders <[EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>>

  Date: Mon, 24 Nov 2008 17:08:45 
  To: Mosaic: A Reading Comprehension Strategies 
Emailmailto:mosaic@literacyworkshop.org>>
  Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question



  Leslie-
  I teach 3rd graders this year.  I was a literacy coach for 7 years and I was 
able to apply this is all grade levels.  If I was going to use a book to teach 
from, I would have the teacher read it to the class before I used it to teach.
  Now that I have my own class, I have a read aloud time every day from 11:45 
until 12:05.  It is at this time I read aloud, think aloud, and we share out 
thoughts and ideas about the text, the pictures, the format, etc...
   
  Then at readers' workshop time if I want to teach something explicitly, I use 
the part of the text that is a great example or model of that.  In fact, 
sometimes I'll have 3 or 4 samples marked from the same or different books.  
But I have always read the book to them before I use it as a teaching tool. 
 I don't reread the entire text, only the few sentences, or pages, that are an 
excellent example of what I am teaching.
   
  I have reread entire books to the class, but only because they are beloved 
favorites and the kids request to hear it again, or I thought we needed to hear 
the author's message again.
  Jan 
  We must view young people not as empty bottles to be filled, but as candles 
to be lit. -Robert Shaffer> From: [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>> 
To: mosaic@literacyworkshop.org<mailto:mosaic@literacyworkshop.org>> Date: Mon, 
24 Nov 2008 16:17:48 -0500> Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson 
Question> > Jan,> This is where you lose me. I can't seem to do this with my 
third graders. Once you have read the book and done the predictions and talked 
about the author's craft and whatever your strategy objective was, I can't see 
rereading the book. We always have a pile of books we never seem to get to. I 
leave the read-alouds in the classroom library for them to read on their own 
but I rarely revisit them unless I use them for a writing lesson or a different 
strategy. Do you teach younger children?> Leslie> > -Original Message-----> 
From: [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]> [mailto:[EMAIL PROTECTED] On 
Behalf Of jan sanders> Sent: Friday, November 21, 2008 6:23 PM> To: Mosaic: A 
Reading Comprehension Strategies Email> Subject: Re: [MOSAIC] Text-to-Self 
Mini-Lesson Question> > > When I am teaching using a mini-lesson I do not read 
the whole book -just the portion needed for the mini-lesson.> That does not 
mean I do not read the whole book. I have read the whole book to them -before I 
use it in a> mini-lesson. They are familiar with the book and can concentrate 
on the lesson. It is the 2nd and third read that> often triggers the deepest 
comments. Like revisiting an old friend -we know them and are here to learn 
more about them.Jan> We must view young people not as empty bottles to be 
filled, but as candles to be lit. -Robert Shaffer>> > > 
___> Mosaic mailing list> 
Mosaic@literacyworkshop.org<mailto:Mosaic@literacyworkshop.org>> To unsubscribe 
or modify your membership please go to> 
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>.>
 > Search the MOSAIC archives at 
http://snipurl.com/MosaicArchive<http://snipurl.com/MosaicArchive>.> 
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Re: [MOSAIC] community book

[jan sanders]

Our school does a book of the month.  Each month the principal goes from grade 
level to grade level (for example, all the third graders would gather together) 
and reads the same picture book.  We have conversations about the book school 
wide.  During morning announcements a reference might be made to the book.  The 
book for November was Have You Filled a Bucket Today?: A Guide to Daily 
Happiness for Kids by Carol 
McCloud
 (Author), David 
Messing
 (Illustrator).  It is about how we all have a bucket, and kindness fills it 
and meanness empties it.  When you say or do inappropriate things to others you 
are a bucket dipper.  When you say or do kind things you are a bucket filler.
Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer
  - Original Message - 
  From: [EMAIL PROTECTED] 
  To: Mosaic: A Reading Comprehension Strategies Email 
Group 
  Sent: Sunday, December 07, 2008 7:58 AM
  Subject: Re: [MOSAIC] community book


  Our School did a whole school book read on the "Tale of Despereaux." THe 
families and students loved it! The principal asked questions each morning over 
the loud speaker. Teachers addressed vocabulary in class and on the last day we 
had a parade where everyone dressed up as a character of choice. 
  Eileen

  -- Original message -- 
  From: Kelly Andrews-Babcock <[EMAIL PROTECTED]> 

  > Kim we did something similar last year as well. I had obtained a grant for 
  > funding the cost of the books, we read, "Isabel of the Whales". We are a 
K-4 
  > school, so younger children were read the story in the classrooms or at 
home by 
  > an adult and older kids could read on their own. We had updates weekly on 
our 
  > morning announcements and culminated with the author visiting the school 
and our 
  > very own 30 ft Isabel whale. In the evening we had several activities for 
  > families too. It was a good pick for older children - it was a bit 
complicated 
  > for our younger students. But I've realized, you can't please everyone! We 
did 
  > it in 4 weeks and that was just enough time to hold interest. 
  > Some of the suggestions were non-fiction, but it sounds like you were able 
to do 
  > that as well. You could always look into the more classic children's 
literature. 
  > My first thoughts are "Pictures of Hollis Woods," "Loser," "Esperanza 
Rising," 
  > or Zachary Beaver Comes to Town." They are at a level that should be good 
for 
  > most kids, and allow for serious discussions as a classroom. I'm not 
familiar 
  > with Zack File books either. 
  > Good luck! 
  > Kelly AB 
  > 
  > 
  > On 12/6/08 5:44 PM, "kim lum" wrote: 
  > 
  > Last year our second - fifth grade school did a book for all families 
  > to read. It was the Mystery on Mackinac Island. We had many activites 
  > including a film and fudge night with a sing along. We did this in 
  > part to encourage all our families to read at home. March is reading 
  > month in the state of Michigan so we culminated this project with an 
  > open house. Familes came to school again to see our writing displays, 
  > art displays and to enjoy an ice cream social. 
  > 
  > We are looking for a title for our next book. Someone suggested the 
  > Zack File books since they are exciting and easy to read. Does anyone 
  > know these books or have a different suggestion? Thanks for your 
  > thoughts. 
  > 
  > Kim 
  > 
  > ___ 
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  > 
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  > 
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Re: [MOSAIC] departmentalization

[Jan Sanders]

I often wonder why teachers want to do this.  Who does it benefit?  Is it
for the children or for themselves?  They will say it is for the children,
but is it?  I myself refuse to switch kids for reading or math.  If you are
truly doing a workshop it is not necessary.  Also, when you group by
ability, the struggling student has few exemplar models to learn from.  Yes,
the teacher can scaffold, but in my experience, the teacher ends up doing a
lot of work during the discussion and sharing, that the more capable
students have done before.  It is powerful for students to learn from each
other.  
Another big reason not to...  If you truly believe learning is cross
curricular, across the day, linking all subjects and experiences, you lose
that connection.  How can you refer to a read aloud if only 1/3 of your
current class has heard it?  How can you use language experience to build
writing and vocabulary skills if your students change and so some were not
in the room when that happened?
AND... It would be hard pressed for a teacher to meet the needs of 20-30
"low" students in one class.  They often need 1 on 1 support and guided
reading.  ELLS need you to model language -much more successful with a group
of 5 interacting with you in close proximity, than 29 waiting while one
speaks in a class of 30.
Best to build a community of learners who respect and care for each other,
than have a revolving door where students are "running the bases" all day
touching home base once in awhile.

I believe in self-contained classrooms in all elementary grades.  I think
the statement we switch kids in 6th grade to get them ready for middle
school is ludicrous.  Our school used to do this and started out doing it
this year.  We had a primary teacher move up to sixth grade this year and
she hated the switching.  Behaviors were not up to par, homework was a chase
them down game and no one seemed to connect or care about the community.
She talked her teammates into going self contained and they love it.  The
students are doing better, and their is more accountability.
Jan
Holding a grudge is like eating rat poison and waiting for the rat to die.
-Anne Lamott


On 2/11/09 10:35 AM, "Delores Gibson"  wrote:

> Does  anyone  have  and/or  know  of  where  I  can  go  to  find  research
> on  departmental  teaching  for  FIRST  GRADE?   Some  of  the  teachers  want
> to  seen  six  year  olds  from  room  to  room  (switch classes)  for
> reading  and  math.   I'm  opposed  because  I  believe  strongly  in
> self-contained  classroom  for  first  grade.Instead  of  just  doing  it
> because  it  might  be  easier  I  can't  get  anyone  to  tell  me  what
> research  supports  or  does  not  support  this  for  first  grade.  HELP
> Dee

> 





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Re: [MOSAIC] Literature Circles

[Jan Sanders]

Hi Elisa-
My third graders are in book clubs right now and have been for a couple of
months.  I do not have them do "jobs" as I believe all students should be
doing all those things.  If they are assigned a job, they tend to only focus
on that job.  
Right now I have 4 book clubs going.  They are formed by the students'
reading level.  I bring in 4-6 chapter books at their level and they spend
some time looking them over.  They decide as a group which book they want to
read and then meet with me to share their reasoning for choosing that book.
I do make sure to listen to each and every student.  I make it clear that
everyone has ideas and thoughts and we can learn from everyone.

There have been occasions where they could not come to consensus in choosing
a book and that has been solved in 2 ways (by them) -one, they decided to
read the top two books -thus having a book in waiting. The second way was
they decided to break into 2 groups.  I did explain to them that when you
only have two people in a group the ideas and conversations could be limited
-but, it was their choice as to how they solved the problem.

After the mini-lesson the book club members meet and decide together how
much they are going to read that day, keeping aware of the time and allowing
the last 15 minutes of the period for discussion.  Then they go off and
read.  When everyone is finished reading (they have signals) or when there
is only 15 minutes left in the period, they meet and discuss what they've
read.  The discussions could include a response around the mini-lesson,
sharing difficult, confusing, or interesting words (they each note these on
a sticky note with a reference to page number and paragraph), analyzing the
setting and character (I do have some guiding questions to start them off),
noting and discussing the theme of the story, and for plot -story structure
(ex. Climax, problem/solution, summary of what was read today)

I remind them to link discussion from previous days with the new reading
-did the character change, does your idea of the theme still hold, or are
you thinking about it differently now?

They also incorporate a response to literature piece (like the book
because... If I could ask the author one thing...  )

They are usually very successful.  I start book clubs at level 22.  I have
done them at level 18 and 20, but I find those students still need support
and have trouble being independent during the discussion.   I often have a
teacher directed book club (sort of like guided reading) with those
students.

I have 2 guided reading groups a day and visit 1 of the 4 book clubs a day.
I have 1 hour for reading workshop.
Jan
Each day comes bearing it¹s own gifts, untie the ribbons.
-Ruth Ann Schabacker

On 2/11/09 5:13 PM, "elisa kifer"  wrote:

> I am wanting to let my 3rd graders conduct their own literature circles.  I
> have tried this in past years, but it doesn't ever seem to take.  I teach
> the expectations and model, model, model.  Any suggestions?






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Re: [MOSAIC] Departmentalizing

[Jan Sanders]

Angela-
It sounds like you work hard to make it all run smoothly.

I am blown away that 3 classes is only 48 students.  In my district in
California we are 20 to 1 in primary grades.  That is soon to disappear due
to budget.  Next year we will all have 30 -and we have no support people in
our classrooms.  We have 1 RSP teacher who does pull-out, and 1 speech
teacher who does pull-out.  No aides.

The bit about we all do _ at the same time is one of the things that
makes me a little nuts (yes, I have been involved in switching kids before).
I am the kind of teacher who has no ill feelings about continuing after
recess, or into the next subject's time slot  if we were hot on to
something...  And I do that -often.  If I need another 15 minutes I take it.
When you are tied to a schedule with 14 knots, that can not happen.  I try
to follow the students -not the clock.


Jan
The mind determines what is possible.  The heart surpasses it.
-Pilar Coslinta




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Re: [MOSAIC] Building comprehension of questions-was heartbreak /response to Reading Mastery

[Jan Sanders]

Jennifer, I have a couple of quick questions...
Is the student ELL?  If so, what level?  Maybe the questions are out of her
English Language Development "zone".  If worded differently, she may be able
to answer them?
Also, what reading level is she?

Maybe she doesn't know how to put her thoughts into words?  Response
starters could be used,  or scaffold the questions until she can respond to
the one you want her to.  This does take time.
Jan
Unless we reach into our students¹ hearts, we have no entry into their
minds.
-Regie Routman
>  
> Now...Let's talk comprehension...the purpose of our listserv. I have a
> question for all the wonderful minds on this list.
>  
> I just picked up a new little girl on my caseload today. When reading with
> her a couple of things became obvious to me. One: She isn't thinking about
> reading. (We all know what to do about that---time to pull out Strategies That
> Work...Reading With Meaning etc etc.) BUT another problem I detected is that
> she  doesn't seem to understand the questions posed to her by me or the other
> children...particularly questions that start with why and how. It really
> affects  how she interacts with other children when they are discussing text.
>  
> I want to teach her how to comprehend questions and was thinking about
> applying comprehension strategies to the genre of questions.
>  
> Can you all help me think this through?
> Jennifer







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Re: [MOSAIC] Building comprehensionofquestions-washeartbreak/response to R...

[Jan Sanders]

So do we, and I think it makes a tremendous difference.  With the new CA
budget, our district is thinking of ending class size reduction in K and
3rd.  Our K teachers are divided about doing all day kinder with 30
students.  They have to sign a waiver to have all day kinder and all
teachers must agree.  We'll see what happens...
They are thinking maybe extended day (15 come early for 1 hour, then all 30,
then the other 15 stay an hour)
Jan
Each day comes bearing it¹s own gifts, untie the ribbons.
-Ruth Ann Schabacker

On 2/21/09 8:15 AM, "ljackson"  wrote:

> Yes
> 
> 
> 
> Lori Jackson
>  District Literacy Coach and Mentor
>  Todd County School District
>  Box 87
>  Mission SD 5755
> 
> - Original message -
> From: Felicia Barra 
> To: 'Mosaic: A Reading Comprehension Strategies Email Group'
> 
> Date: Saturday, February 21, 2009  9:48 AM
> Subject: Re: [MOSAIC] Building comprehensionofquestions-washeartbreak/response
> to R...
> 
>> Lori,
>> 
>> Just curious, do you have full day kindergarten?
>> 
>> -Original Message-
>> From: mosaic-boun...@literacyworkshop.org
>> [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Ljackson
>> Sent: Saturday, February 21, 2009 9:33 AM
>> To: Mosaic: A Reading Comprehension Strategies Email Group
>> Subject: Re: [MOSAIC] Building comprehension of
>> questions-washeartbreak/response to R...
>> 
>> We have seen some amazing results this year in kindergarten classrooms using
>> No More Letter of The Week as a means of introducing and building
>> letter-sound associations in combination with a guided writing approach that
>> emphasizes shared composition and teacher modeling of invented spelling
>> (that becomes more sophisticated across the year). I have been monitoring
>> the data very closely and though this is simply comparison of existing
>> measures, what we see is compelling.  In our two classrooms where teachers
>> have fully implemented, in collaboration here are some of our celebrations:
>> The highest levels of letter recognition AND sound association; more than
>> 75% of each classroom meeting mid-year benchmarks for proficiency in
>> reading;  in one classroom, all but one child scored 3 or 4 on a four point
>> rubric for writing in use across the district (where, in the past, kinders
>> rarely score higher than 1)--the other classroom has no 1's and about one
>> third scoring two with the rest scoring
>>  3's (both teachers were so in awe of their own results that they asked that
>> the pieces be blind-scored by myself and two other teachers and the results
>> held up); Gentry's Monster test results showed all that 22 of 23 and 19 of
>> 25 children were advanced spellers, performing at end of kindergarten to mid
>> first grade when scored in early January.  Those who know me know the
>> challenges of reaching and teaching children in our setting and this has
>> been such an exciting year.  I have to say that this, in combination with
>> strategy work, is the most promising news we have had for our early readers
>> in years.  And, joyfully, these rooms are still the picture of what I would
>> hope early childhood should be--playful, age-appropriate with a sense of
>> playing at learning rather the kinds of environments that feel as though we
>> are stripping children of childhood.
>> 
>> 
>> 
>> Lori Jackson
>>  District Literacy Coach and Mentor
>>  Todd County School District
>>  Box 87
>>  Mission SD 5755
>> 
>> - Original message -
>> From: creeche...@aol.com
>> To: mosaic@literacyworkshop.org
>> Date: Saturday, February 21, 2009  8:13 AM
>> Subject: Re: [MOSAIC] Building comprehension of
>> questions-washeartbreak/response to R...
>> 
>>> 
>>> 
>>> In a message dated 2/20/2009 7:44:26 A.M. Eastern Standard Time,
>>> elwaingor...@cbe.ab.ca writes:
>>> 
>>> what  does the independent research say about Direct Instruction  programs
>>>  
>>> Elisa, 
>>> I did some research on this exact question in my dissertation. I  could
>> write 
>>> about it for hours (actually I did!),
>>> but what I found in a very limited nutshell, was that in kindergarten
>>> intervention students, DI works teaching children to decode. It did not
>> make a  
>>> difference in comprehension. In first grade intervention students, writing
>> 
>>> workshop worked just as well as DI in teaching children to decode and that
>> the 
>>> children also became better writers!
>>>  
>>> I did a lot of reading of the research Amy cited, Project Follow Through,
>> 
>>> and it had some major flaws.
>>> DI people rely heavily on Follow Through research, which is now over 40
>>> years old. 
>>>  
>>> Nancy 
>>>  
>>>  
>>> **Need a job? Find an employment agency near you.
>>> 
>> (http://yellowpages.aol.com/search?query=employment_agencies&ncid=emlcntusye
>> lp0003)
>>> ___
>>> Mosaic mailing list
>>> Mosaic@literacyworkshop.org
>>> To unsubscribe or modify your membership please go to
>>> http://literacyworksho

Re: [MOSAIC] All Day K

[Jan Sanders]

Good point Lori-
In our district even the schools where they stayed half day feed the Ks a
brunch and lunch.  They eat lunch right before or after school.
Since the length of the day must be a unified decision by all teachers at
that school, in our district we have 3 out of 10 schools full day, 3 on
extended day, and 4 half day.
By the way, the data shows the students of all day kinder to have more
growth.  I say growth because our 2 "white schools" are on half day and
often have better "scores", but not as much growth.  Am I making sense?


On another note...  At the school I worked at for 12 years, the primary
teachers wanted more teaching time so they shortened the 20 minute last
recess to 10 minutes -it came 55 minutes after lunch (which had a 20 minute
recess too) and 1 hour before going home.  We did this for 6 years.  Then
comes a new principal who didn't like our daily schedule and changes all of
it.  She found the extra 10 minutes and said we couldn't do it -we were out
of compliance.  We offered to sign a waiver but she says to us (after a
supposed trip to the district office) the only way we could do that was if
all schools agreed to do it.  I STILL DO NOT UNDERSTAND WHY SHE WAS SO
STRONGLY AGAINST EXTRA TEACHING TIME.  She took the extra time away and
chopped up our day so horribly.  We had an 1 hour 20 minute session and a 2
hour session (20 minute recess in between) then the 2 one hour sessions
after lunch.   She chopped the day into 1 hour, 45 minute, or 30 minute
sessions.  She was trying to fit the schedule to the Houghton Mifflin
reading series and the California ELL mandate of 30 minutes a day.  It was a
miserable year.  I was a coach and left the end of that year to coach in a
much more pleasant place.
The bad news is, this woman got her doctorate (after 1 more year at the
school) and was promoted to the district office and is now in charge of
assessment.  We are now mandated to use her HM pacing guide and take the HM
summative tests on computer each quarter.   I of course, do my own thing...
I could care less how my students do on those tests, except they do tell me
what skills they still need help on (as if I didn't know).The tests take
2 hours minimum to take as there are 3 subtests.
She has been talking dibles, but many are voiced against it.  She almost had
the superintendent convinced, but then the budget crunch hit.  They put all
coaches back in the classroom, and there were a few smart principals who
said no coaches, no dibels either.
Jan (who is sorry this was so long, but still harbors feelings I guess)

Unless we reach into our students¹ hearts, we have no entry into their
minds.
-Regie Routman



On 2/21/09 7:22 PM, "ljackson"  wrote:

> Another important advantage it offers to the disadvantaged--a guarantee of two
> meals a day. Take nothing for granted.
> 
> 
> 
> Lori Jackson
>  District Literacy Coach and Mentor
>  Todd County School District
>  Box 87
>  Mission SD 5755


>>  In a message dated 2/21/2009 3:05:26 P.M. Eastern Standard Time,
>> creeche...@aol.com writes:
>> 
>> But what  I wanted to say is, the difference I see between my half day and
>> all  day experiences is that the pressure is off. I felt that I had to cram
>> in  
>> everything the all day K students were getting in a half day  before.
>> Now we all feel much more relaxed and it is reflected in their  behavior and
>> their learning. I hope that doesn't result in more  curriculum being pushed
>> down.  But for now, even with 28, things are  good.
>> 
>> Nancy 








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Re: [MOSAIC] Reading Comprehension Assessment

[jan sanders]

Many years ago, before our district compiled its own set of running record 
assessments, our school used to use the Sucher-Allred Reading Assessment.  They 
were short passages with 4-5 questions to ask after reading orally.  Each 
question was a certain type -sequence question, main idea question, inference 
question... I can't really remember the details, I haven't used it in years.  
Here is a link:

 

http://openlibrary.org/b/OL11487526M/The-new-Sucher-Allred-reading-placement-inventory

 

The Sucher-Allred Group Reading Placement, used to determine the instructional 
reading level for students in grades 2-12. The test correlates well with other 
standard tests and is useful as an informal reading inventory. 

Jan 

We must view young people not as empty bottles to be filled, but as candles to 
be lit. -Robert Shaffer


 
> To: mosaic@literacyworkshop.org
> Date: Sat, 18 Apr 2009 07:56:46 -0400
> From: lmd...@aol.com
> Subject: [MOSAIC] Reading Comprehension Assessment
> 
> Hi All,
> Does anyone have a standard assessment that they like to diagnose specific 
> comprehension weaknesses?? I have used the DRA and IRI, but usually prefer to 
> assess comprehension through authentic text and my own observation.? I am 
> tutoring a student whose mother would like a more standardized diagnostic 
> assessment to share with her son's teachers- something that quantifies 
> whether he is lacking in inferences, predicting, making connections, etc.? I 
> know that these are behaviors that I could observe in him over time, but she 
> wants the info asap and I have met with him only once briefly.? Does such an 
> assessment exist?? Thanks in advance!
> 
> Lauren Moreno
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> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 
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Re: [MOSAIC] Reading Specialist

[Jan Sanders]

I think what we need to remember is that each district, or maybe school
decides the role of the reading specialist or literacy coach.  When I was
teaching 4th grade (8 years ago) we had a reading specialist at our school
(not all schools had them, each school decided how they wanted to spend
their money).  We were a Title 1 school.  Anyway, the reading specialist
only worked with 1st and 2nd graders and sometimes 3rd graders.  The idea
was to get to them early.  She did small group pull-out and 2 reading
recovery students a day.   K-3 had 20 students to 1 teacher, while the upper
grades had 33 to 1.  The upper grade got no support.  Year after year (we
had the reading specialist for 5 years) we would get 4th graders 2 years
behind in reading.  It was not uncommon to have 2 or 3 come in reading at
beginning 2nd and another 6 or so reading at running record levels of 20 and
22 -in each classroom.

The principal decided something needed to be done.  She decided to replace
the reading specialist with a literacy coach.  The idea was that the
literacy coach was there to help teachers -work side by side with them
modify teaching techniques and learn together.  It was not an us/them
situation.  The idea was if teachers improved their teaching knowledge,
strategies, and techniques then the students would benefit.  Also, all grade
level teachers would have access to the coach.  Building capacity in
teachers would benefit the students.

I was thrilled.  I applied for the job and was a literacy coach for 7 years.
My focus was to work with the teachers.  I did not do a pull out program.
The primary teachers were upset with the plan at first (and maybe some still
are) but we had teacher book clubs with professional books, we watched
videos of Strategies That Work and Reading With Meaning.  We had great
conversations.  I worked in classrooms, with teachers, modeling instruction,
we planned together.  I stayed with a teacher a minimum of 3 weeks and went
to that classroom 5 days a week.  I worked with 4 different teachers during
a cycle.  There were great changes on campus.  Our scores went up the first
year, and then a big jump of 34 points the 2nd year.  Did we still have
upper grade students behind in reading -yes, but there were less of them.

The big payoff - teachers were changing their teaching practices.  Guided
reading was one of our focuses and it made a difference.   We continued slow
growth the next 4 years, then we got a new principal with a different vision
and scores declined.  I ended up leaving the school because our philosophies
did not mesh at all, and coached elsewhere in the district. The school is
now on school improvement and is on its 3rd principal in 4 years.  This
principal is a good one though - I see positive changes coming in the
future.

I am back in the classroom now because schools got a directive from the
district office that due to the budget, no school may have a literacy or
math coach.  Coaches were paid with Title 1 money, so I am not sure why this
decision was made.  I think they felt they would not have enough Title 1
money to cover the salary.  Each school determines how they spend their
title 1 money.  We still do, except it cannot be used for a coach.

OK.  So I guess after that long response, it all boils down to leadership
and community, and the effectiveness of the principal to lead and teachers
to teach.

Jan

On 5/2/09 7:06 AM, "rid27...@cox.net"  wrote:

> In our district, we have no reading specialists. Just literacy coaches. The
> literacy coach is geared to work with all classrooms (K-6) in
> literacy-related areas. She takes small groups of struggling readers in
> various grade levels to do reading related skill work in her office. These
> children have been showing no or little growth throughout the quarter or
> semester. Or they were previously ear-marked by the previous teacher. The
> work that she does is created to target specific skills that all these
> children need work on in the 5 areas of literacy. I do not get a copy of
> any sort of lesson plan, or content area of what she does, since it is
> usually supporting all areas of reading. She has tested the students prior
> to this and targets one small area to work on for 6 weeks or so. Then
> reassesses who needs intervention next, after her small group is done.
>Reading specialists usually hold masters' degrees(although not always),
> and do work with struggling readers on a multitude of issues. Sometimes,
> it's one on one, sometimes its two students. Often, they have push-in or
> pull out programs that work all year, or for a semester, or sometimes for a
> couple of years. The reading specialist works closely with the classroom
> teacher to intervene on the lessons being taught in the regular classroom.
> Sometimes, the reading specialist tests the student, sometimes files a
> report for the classroom teacher to submit the documents for further
> testing, or for more services, or less services. Many times,

Re: [MOSAIC] Do we really need to teach explicit strategies?

[Jan Sanders]

Heather-
I have read the first 2 chapters of Readicide on-line and thought I would
share...
This past year (school is out already for me) my principal took on homework
and the idea of getting kids to read.  In the past teachers had the typical
homework -read for 30 minutes and respond in writing, and a math or spelling
or social studies assignment.  Well, after reading Homework Without Tears
and The Homework Myth (I think those are the titles), my principal decided
(with teacher collaboration and agreement) that homework would be "just
read".  That's it.  No written response -unless the child wanted to.  They
had a homework journal to jot notes in, make comments, note the title of a
loved book, etc.  But, it wasn't a requirement.  What was a requirement was
that they have a conversation about what they read, at home, and then come
back to school the next day ready to talk about what they read with a
partner.  In my class they chose their own partner each day.   The principal
even made up a list of comprehension questions that could be used to
generate a conversation.

I taught 3rd grade this year.  It was sketchy at first, the kids telling
their parents they had no homework, not being prepared to have a discussion
the next day, etc...
So, I read a few books aloud and generated a conversation about them using
the questions or sentence starters from the principal's list.  I even
modeled making a few notes in my journal so I would be ready to talk about
the book the next day -sort of like reminders.
And boy did things change!  I had them share their reading the first 10
minutes of each day.  Now they came in ready to talk!  They would find a
partner and share their reading experiences.  There was a bustle of activity
and discussion.  Students were starting to read books other students talked
about.  Students were forming their own book clubs or partnerships.  They
would read the same book and come back ready to talk.  I had a group of boys
(3 of them) each read a sci-fi/fantasy book then come back and share about
how they were the same and different.  None of this was assigned by me.
They just did it because they were interested and excited.  It made the
world of difference for 2 of my students who hated reading and became
"reading animals".  It increased the time spent reading on nearly all my
students.  Reading had become fun and enjoyable, not a task to do.

Many teachers were concerned about the accountability piece.  What about the
child that doesn't read, but pretends they do?  They wanted parent
signatures each night.  I have been down that road, and parents will sign
whether the kid read or not.   In my class, I walked around during the
discussion.  It was easy to figure out who had not read.  I had individual
conferences with them to find out why.  Sometimes there is a valid reason.
By a month into it, all but 1 or 2 were reading every night.  That was much
better than the return rate of worksheet homework.  When we gathered
together for the first lesson of the day, I would often call on one or two
students to share what their partner had said about reading.  This made them
accountable listeners.  They had to be able to share what was said to them.
It also made them active listeners in that if they didn't understand
something, they asked questions so they could share with others what was
said.

I loved this homework and it made many students love reading once again.

Jan
Unless we reach into our students¹ hearts, we have no entry into their
minds.
-Regie Routman


On 6/12/09 6:02 PM, "Heather Green"  wrote:

> I am reading through the responses now-- very interesting. Thanks for
> sharing that link.
> So, I just can't stop thinking about this now.  This year in my 1st grade
> room we kind of did Daily 5, but since we switch classes for reading, we
> only got an hour of daily 5 time in a day.  I split the hour into two
> sessions where they could choose either Read to Self or Work on Writing. At
> the end of each session I would give some students time to share what they
> were reading.  I think this was the BEST thing I could have ever done.  The
> kids like to hear each other talk about books, especially ones that kept
> coming up again and again.  There were always about 10 kids waving their
> hands in the air to be the next to read the book.
> I think this created an atmosphere where kids loved reading.  I had a few
> parents say to me at the end of the year "thank you for helping so-and-so
> love reading again".  I never gave much thought to why this occurred until
> this whole conversation started.
> The problem was that, I felt like I wasn't teaching enough.  I did teach
> some comprehension strategies, but mostly we just talked about books. I kept
> thinking, "This is too easy. I am being lazy."  Maybe we are making things
> harder than they need to be?
> And I know, too, that things different depending on the grade you teach.
> It's pretty easy to get 1st graders turned on to reading compared

Re: [MOSAIC] Do we really need to teach explicit strategies?

[Jan Sanders]

So many things to think about.
Many years ago I was fortunate in that my district sent me to Denver for a
week long workshop (PEBC) to work with Ellin and a group of teachers seeing
readers' workshop in action in the classroom.  Wow! What an experience.  I
was a 4th grade teacher at the time.

Anyway, I had been teaching the strategies, focusing on one a month.  (I was
really over-teaching the strategies.)   So, sometime around Feb., after all
the strategies had been taught and practiced, we now would apply that
knowledge as we read.  Students realized they had "favorite" strategies they
would use more often, and that sometimes the text lent itself to a certain
strategy.

I did some reflection and changed my approach.   The following years I did a
quick teaching of the strategies -what they were and how we use them.  Maybe
a week on each one.  I had charts up in the room about each strategy with
the important information and examples of that strategy from my lessons.
There also was lots of empty space left on the chart.  Then we applied what
we knew as we read, adding to our learning and going deeper in a strategy
when it was necessary, or the students were ready.  This new information was
added to the chart as we "discovered" it or it was taught.

It wasn't perfect, but it worked.  Readers use all the strategies and to
focus so long on one seemed to beat it up.
Jan


On 6/12/09 10:44 PM, "Lisa Szyska"  wrote:

> 
> Hmmm...so perhaps the error in delivery could come from teachers who are not
> readers themselves?  When I looped 3/4, obviously I moved forward and
> deeper...had some seriously gifted readers that year...still needed explicit
> instruction when learning to infer theme from complex novels, etc.  This was a
> natural progression for me, but I know teachers this would not be natural
> for...and they are NOT readers...so natural for some, not for others.  Just
> sayin'
> Lisa
> 3/IL
> 
>> I am so enjoying all of these
>> posts.  I wish we could sit and talk about this. 
>> I am worried that the "natural part" is gone.  I am so
>> tired of hearing kids say I am picturing or I have a
>> connection and half of the time the connections are so
>> superficial.  I had to explicitly teach my kids to talk
>> about the story or the information and not to hyper-focus on
>> talking about the strategies.  I shouldn't have to undo
>> what has been taught.  I should be able to move forward
>> and deeper.  If I am undoing previous teaching, I think
>> there is an error in our delivery, not in our
>> knowledge.  Please don't misunderstand - I believe in
>> strategy instruction but not to the extent that I am now
>> seeing it being taught. 





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Re: [MOSAIC] ***SPAM*** Re: Do we really need to teach explicit strategies?

[Jan Sanders]

Wow Lori, I want to respond, but don't know what to say.  It truly is our
personal experiences that lead us to understanding -in reading and life.

My oldest son (29) who has a very high IQ, can not spell correctly to save
his life, and it is difficult to read his writing.  In elementary school it
was a constant thorn in his side.  Every teacher up to the 8th grade harped
on him about it.  In 4th grade he was even put in the spelling group with
the easy words.   He now lives by his lap top and to me there is nothing
wrong with using technology.  He did use a spell checker at school, but some
teachers even had a problem with that.  GEESH!

Why do we try to mold kids into something they are not?  Why can't we just
accept them for who they are and help them grow?

My daughter struggled in school from 4th grade on.  She worked very hard to
get B's.  I suggested testing, but was denied because her scores and grades
were too high.  I kept telling them she was getting a lot of help from me at
home.  Nope, no testing.  Well, she is a phenomenal athlete and went to
college on a scholarship (her SATs were in the 800's).  She struggled her
freshman year -we live in CA and she was in Massachusetts, so we thought
that might be part of the problem.   Then the athletic director stepped in.
He got her tutors which helped some.  Then he referred her to a
psychologist, and lo and behold, they ended up testing her.  I have a 15
page report about her and she has 3 major things that impede her learning.
One of them is she can not follow more than 3 things (3 steps is it).  So in
lectures, she was still focused on point number 1 or 2 and the professor was
on 5 or 6.  Anyway, she qualified for all kinds of accommodations.  She had
note takers for every class, extra time on exams -and could have them
written or orally, tutors, recorded lectures...

Maybe Lori, when he gets to college it could be pursued again.
Jan (I guess I had something to say after all)


On 6/14/09 6:47 AM, "ljackson"  wrote:

> My youngest son is a brilliant thinker, a real outside the box kind of kid,
> but he reads slowly (with great understanding) and struggles with handwriting
> and spelling.  This year, as an eight grader, we began noticing that he was
> struggling to correctly copy mathematical equations. He would err in the
> transcription, not in the solution, and then correctly solve an incorrect
> problem.  He had a great year in language arts, but my husband was his teacher
> and believes that when laptops are available to students, they should all have
> the opportunity/choice to use them for drafting to publishing.  Unlike his
> previous middle school language arts teachers, one in particular, who harped
> on him constantly about neatness, letter formation and spelling, his dad
> grades all kids journals for thinking.  Even with the support of word
> processing, we both saw Isaac struggle with spelling of even simple words and
> began to push for evaluation in February.  Sadly, because he is a brilliant
> kid who still scores well on the standardized tests by local standards, we met
> with resistance. I could point to the decline in his test scores but since
> they were high in comparison to our general population, we ere dismissed. His
> math instructor was quick to label him lazy and a behavior problem (something
> we have discovered she does with any child who is struggling) and he was
> pretty quick to let her know she was an idot (which she is not, but she was a
> non-certified, math phobic person assigned to proctor a poorly designed
> distance learning class and is does appear she pretty much hates boys). I
> ended up having to threaten to call the State Department of Education and file
> a complaint before they finally decided to test him.  He did not qualify for
> services BUT was clinically diagnosed as dyslexic with a specific focus on
> dysgraphia.  In other words, he could spell and visualize words correctly but
> then scramble them when asked to write the same thing.  He cannot transcribe
> information well, makes reversals and transpositions that impact meaning.  He
> is not lazy, he CANNOT do this due to a specific processing disorder.  I had
> met someone about about a year ago with a son with the same diagnosis and as
> she described her son to me, along with the fight it took to get him services,
> she could have been talking about my son.
> 
> Your post, the comment about a boy afraid to take chances, made me cringe
> Isaac was blessed with elementary teachers who saw his gifts and his
> brilliance and looked beyond, not without cringing, his spelling and
> handwriting.  But when he got to middle school, all that changed. I honestly
> came close to decking his first language arts teacher as she messaged to him
> constantly that he was less than intelligent because of handwriting and
> spelling.  Every conversation we had with this women centered around these
> issues--never with a suggestion that he might need to be tested, b

Re: [MOSAIC] Reading for high first graders

[Jan Sanders]

Wow!  
My 3rd graders often had trouble fully comprehending The Magic Tree House
books as they are based on historical fiction and they had very little
schema. 
Jan


On 6/14/09 10:25 AM, "Jeanne Petty"  wrote:

> 
> My top reading group in first grade LOVES the Magic Treehouse series
> (especially the one about the Titanic).  They also enjoyed books from the
> Horrible Harry, Cam Jansen and Marvin Redpost series.  They liked reading
> Stone Fox too.  I think the key is to get children reading books that they can
> connect with or empathize with through the characters.  I love the awesome
> discussions we have over these types of stories.
> 
> Jeanne
>  
>> From: coo...@verizon.net
>> To: mosaic@literacyworkshop.org
>> Date: Sun, 14 Jun 2009 11:31:55 -0400
>> Subject: [MOSAIC] Reading for high first graders
>> 
>> Hi everyone,
>> 
>> Does anyone have any ideas of book titles for those first-graders who are
>> REALLY READING. Next year, we are implementing a Literacy Block using an RTI
>> model, where the kids will regroup based on needs. With those tip-top kids,
>> we would like to offer them some more challenging books that are still
>> appropriate for a first-grader. I would be grateful for any ideas.
>> 
>> THanks, Patty
>> ___
>> Mosaic mailing list
>> Mosaic@literacyworkshop.org
>> To unsubscribe or modify your membership please go to
>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>> 
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>> 
> 
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> 

Jan
Each day comes bearing it¹s own gifts, untie the ribbons.
-Ruth Ann Schabacker




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Re: [MOSAIC] ***SPAM*** Re: Do we really need to teach explicit strategies?

[Jan Sanders]

Hey Renee-
Do you think it is in the genes?  (Renee's son and mine are cousins)
Jan


On 6/14/09 11:55 AM, "Renee"  wrote:

> And I also have an adult son, 32, a professional musician with a very
> high IQ, whose spelling and handwriting are just about the most
> atrocious I have ever seen. Spelling is so unimportant in the grand
> scheme of things.
> 
> Renee
> 
> On Jun 14, 2009, at 10:41 AM, Jan Sanders wrote:
> 
>> Wow Lori, I want to respond, but don't know what to say.  It truly is
>> our
>> personal experiences that lead us to understanding -in reading and
>> life.
>> 
>> My oldest son (29) who has a very high IQ, can not spell correctly to
>> save
>> his life, and it is difficult to read his writing.
> 
> 
> "Our lives begin to end the day we become silent about things that
> matter."
> ~ Martin Luther King, Jr.
> 
> 
> 
> 
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> 

Jan
Each day comes bearing it¹s own gifts, untie the ribbons.
-Ruth Ann Schabacker




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Re: [MOSAIC] ***SPAM*** Re: Do we really need to teach explicit strategies?

[Jan Sanders]

Your response made me laugh out loud.  Come to think of it, I have never
seen dad write...  Hmmm.

Maybe we should simply ask our students that.  Is spelling important?

Maybe our boys don't think it is important.
Their minds are busy on other things.  Have you ever heard them have a
conversation together.  Makes my mind spin sometimes.


On 6/14/09 2:39 PM, "Renee"  wrote:

> I dunno. I can spell. You can spell. Their fathers can spell. Wait
> one of their fathers can spell.  hahahahahaha. Our mother can mostly
> spell. I don't think I've ever seen our father write anything (h. I
> wonder if he can spell?)
> 
> Maybe they can't spell because they don't think it's important? :-)
> 
> Renee
> 
> On Jun 14, 2009, at 2:23 PM, Jan Sanders wrote:
> 
>> Hey Renee-
>> Do you think it is in the genes?  (Renee's son and mine are cousins)
>> Jan
>> 
>> 
>> On 6/14/09 11:55 AM, "Renee"  wrote:
>> 
>>> And I also have an adult son, 32, a professional musician with a very
>>> high IQ, whose spelling and handwriting are just about the most
>>> atrocious I have ever seen. Spelling is so unimportant in the
>>> grand
>>> scheme of things.
>>> 
>>> Renee
>>> 
>>> On Jun 14, 2009, at 10:41 AM, Jan Sanders wrote:
>>> 
>>>> Wow Lori, I want to respond, but don't know what to say.  It truly is
>>>> our
>>>> personal experiences that lead us to understanding -in reading and
>>>> life.
>>>> 
>>>> My oldest son (29) who has a very high IQ, can not spell correctly to
>>>> save
>>>> his life, and it is difficult to read his writing.
>>> 
>>> 
>>> "Our lives begin to end the day we become silent about things that
>>> matter."
>>> ~ Martin Luther King, Jr.
>>> 
>>> 
>>> 
>>> 
>>> ___
>>> Mosaic mailing list
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>>> http://literacyworkshop.org/mailman/options/
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>>> 
>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>>> 
>> 
>> Jan
>> Each day comes bearing it¹s own gifts, untie the ribbons.
>> -Ruth Ann Schabacker
>> 
>> 
>> 
>> 
>> ___
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>> mosaic_literacyworkshop.org.
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>> 
>> 
> " What was once educationally significant, but difficult to measure,
> has been replaced by what is insignificant and easy to measure. So now
> we test how well we have taught what we do not value."
> ‹ Art Costa, emeritus professor, California State University
> 
> 
> 
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> 

Jan
We must view young people not as empty bottles to be filled, but as candles
to be lit.  
-Robert Shaffer




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Re: [MOSAIC] Reading for high first graders

[Jan Sanders]

I was wondering that too.  YouTube is blocked on our school computers.
Jan


On 6/14/09 3:27 PM, "beverleep...@gmail.com"  wrote:

> But the trick is - how could you get YouTube past your school's firewall?
> --Original Message--
> From: Jeanne Petty
> Sender: mosaic-boun...@literacyworkshop.org
> To: mosaic listserve
> ReplyTo: Mosaic: A Reading Comprehension Strategies Email Group
> Subject: Re: [MOSAIC] Reading for high first graders
> Sent: Jun 14, 2009 4:23 PM
> 
> 
> Oh yes!!!  My first graders love the Frog and Toad books.  I neglected to
> mention earlier that my top group of 1st graders didn't get to the Magic
> Treehouse, Marvin Redpost, etc. series until March.  Then we (my asst. and
> I--who also instructs a guided reading group) worked hard to provide
> background knowledge via resources found online, in our school library, etc..
> Believe it or not, I have found some of my best resources for building
> background on YouTube.  A group of my students were reading about Kate Shelly
> (true story about a young girl who saved a train full of passengers from
> crossing a bridge that had been washed out).  I found a clip on YouTube that
> showed a train crossing the repaired bridge.  This gave my students a
> perspective on how high and long the bridge was and the bravery exhibited by
> this heroic young lady.  Also, there were several clips depicting what the
> Titanic looked like inside and out as well as the passengers and the type of
> clothing they wore.  This helped my children get a grasp of this different
> time period in history thus helping them understand the Magic Treehouse book
> dealing with this tragedy.  Of course I always preview all clips before I
> share them with the kids.  We all know there are clips on this site that are
> not acceptable for children so I would never turn them loose on their own
> 
>  
> Jeanne  
>  
>> From: phoenix...@sbcglobal.net
>> Date: Sun, 14 Jun 2009 14:44:15 -0700
>> To: mosaic@literacyworkshop.org
>> Subject: Re: [MOSAIC] Reading for high first graders
>> 
>> Does anyone read the Frog and Toad books anymore? The stories are easy
>> but the content can be pretty thought-provoking and conversation
>> facilitating and connection-making oriented. When I taught third grade
>> the Frog and Toad books were standard reading fare in my classroom.
>> 
>> Renee
>> 
>> On Jun 14, 2009, at 2:40 PM, Felicia Barra wrote:
>> 
>>> It's the end of first grade and my strong readers are reading magic
>>> tree
>>> house books, aly cat takes over first grade and a really cute one
>>> called
>>> Daisy Dawson (donated to my class from a scholastic book fair-reminds
>>> me of
>>> Dr. Doolittle).
>>> 
>>> Felicia
>>> 
>>> -Original Message-
>>> From: mosaic-boun...@literacyworkshop.org
>>> [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Patty Cook
>>> Sent: Sunday, June 14, 2009 11:32 AM
>>> To: mosaic@literacyworkshop.org
>>> Subject: [MOSAIC] Reading for high first graders
>>> 
>>> Hi everyone,
>>> 
>>> Does anyone have any ideas of book titles for those first-graders who
>>> are
>>> REALLY READING. Next year, we are implementing a Literacy Block using
>>> an
>>> RTI model, where the kids will regroup based on needs. With those
>>> tip-top
>>> kids, we would like to offer them some more challenging books that are
>>> still
>>> appropriate for a first-grader. I would be grateful for any ideas.
>>> 
>>> THanks, Patty
>>> ___
>>> Mosaic mailing list
>>> Mosaic@literacyworkshop.org
>>> To unsubscribe or modify your membership please go to
>>> http://literacyworkshop.org/mailman/options/
>>> mosaic_literacyworkshop.org.
>>> 
>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>>> 
>>> 
>>> ___
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>>> http://literacyworkshop.org/mailman/options/
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>>> 
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>>> 
>>> 
>> "The test of a good teacher is not how many questions he can asks his
>> pupils that they will answer readily, but how many questions he
>> inspires them to ask which he finds hard to answer."
>> ~ Alice Wellington Rollins
>> 
>> 
>> 
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>> 
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Re: [MOSAIC] Strategies for Stronger Readers

[Jan Sanders]

Yes!  I have been using Readers' Workshop for 10+ years now.  I was even a
literacy coach for 5 years.  All I can say is when I got started it felt
like organized chaos.  The more I learned the better it got.  My readers'
workshop today does not look like my readers' workshop of 10 years ago.
Hang in there, keep reading, and if you can, go observe in a classroom where
it is being done successfully.
Jan


On 6/14/09 8:34 PM, "Darlene Cook"  wrote:

> Our school is implementing Reading Workshop (7 strategies). We have read many
> books by Ellin Keene, Debbie Miller, etcbut it still feels overwhelming on
> just how to get started. Did any of  you feel the same way?
> 
> Darlene S. Cook  KindergartenLone Oak ElementaryPaducah, Kentucky 
> 42001http://www.mccracken.k12.ky.us/loneoak/les/Teachers/dcook/home.htm 
> 
> --- On Fri, 6/12/09, Heather Green  wrote:
> 
> From: Heather Green 
> Subject: Re: [MOSAIC] Strategies for Stronger Readers
> To: "Mosaic: A Reading Comprehension Strategies Email Group"
> 
> Date: Friday, June 12, 2009, 8:13 AM
> 
> The Reading Zone sounds like a very intruiging book!  Do libraries generally
> have books like this? I hate to buy another book, but I really want to read
> this one!!
> 
> On Thu, Jun 11, 2009 at 9:49 PM, Stewart, L
> wrote:
> 
>> Kim,
>> Glad you butted in.  You said what I am thinking much more eloquently.  I
>> have the book The Reading Zone ready to read for summer.  Thanks for
>> reminding me.
>> Leslie
>> 
>> "I hope you don't mind my butting in...
>> My understanding of the strategies is that they become instinctual.  My
>> middle school readers that are fluent readers find my reminding them of the
>> strategies is cumbersome and destroys the entire reading experience.
>>   Nancie
>> Atwell, in *The Reading Zone*, says she never teaches the basic reading
>> strategies to experienced readers.  It would defeat the purpose.  If I have
>> one really struggling in his/her reading, I would see what strategies
>> he/she
>> does use judge from there as to how to use the strategies."
>> Kim
>> ___
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>> 
>> 
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> 
> 
> 
> 
>   
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Jan
If you are teaching children something they already know, you are not
teaching them anything.
-Harry Wong




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Re: [MOSAIC] 4th grade read aloud

[jan sanders]

I  read 4th Grade Rats (Spinelli), and Shredderman 1 (there are a series of 4) 
as my 1st or 2nd read alouds.   Shredderman is about a skinny, geeky, kid who 
is being bullied by a bigger boy with lots of friends.  He wants it to end as 
the guy bullies others too.  He doesn't know what to do, but then comes up with 
the idea to make a website...  Very realistic, and the kids love it.  Lots of 
lessons to learn and ripe for discussion.  The character always listens to "his 
good conscience" and the author lets us in on the character's decision making.

Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer



> Date: Mon, 15 Jun 2009 21:40:37 -0700
> From: jwidm...@rocketmail.com
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] 4th grade read aloud
> 
> Our third grade reads that, but I always include it as a Lit Circle choice 
> along with Fourth Grade Rats and Jack Adrift
> 
> 
> Joy/NC/4
>  
> How children learn is as important as what they learn: process and content go 
> hand in hand. http://www.responsiveclassroom.org
>  
> 
> 
> 
> 
> 
> From: "mndr...@mchsi.com" 
> To: Mosaic: A Reading Comprehension Strategies Email Group 
> ; mosaic@literacyworkshop.org
> Cc: Brenda White-Keller 
> Sent: Monday, June 15, 2009 6:05:21 PM
> Subject: Re: [MOSAIC] 4th grade read aloud
> 
> I always start the year with Judy Blume's Tale of a Fourth gRade Nothing.
> Carol
> 4th grade
> -- Original message from Brenda White-Keller 
> : -- 
> 
> Hi,  What read alouds do you all suggest for 4th grade.  I'm changing grades 
> and want a book that will grab them the first day.  I'm thinking the theme 
> will be 
>> journies (from our SS).  
>> Thanks, 
>> Brenda 
>> CA/4 
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> 
>   
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Re: [MOSAIC] ***SPAM*** Re: Do we really need to teach explicit strategies?

[Jan Sanders]

Message 
>> From: Renee 
>> To: Mosaic: A Reading Comprehension Strategies Email Group
>> >> 
>> Sent: Sunday, June 14, 2009 5:40:26 PM
>> Subject: Re: [MOSAIC] ***SPAM*** Re: Do we really need to teach
>> explicitstrategies?
>> 
>> Wow.
>> Here we are teachers discussing our own children trying to
>> survive school.
>> Think about that.
>> 
>> Renee
>> 
>> On Jun 14, 2009, at 1:56 PM, Ljackson wrote:
>> 
>>> Some people lack a grand scheme of anything., IMO. His old 4/5
>>> teacher, now the math coach and among the coolest people I know,
>>> called him to tell him he knew all along that there was something
>>> really special about the way his brain worked. Had lots of examples
>>> of brilliant, successful artists and musicians with similar issues,
>>> and painted the picture in glowing and positive terms--how thinking
>>> outside the boz is what makes him who he is and puts him a unique
>>> position to succeed in very non-traditional ways.  One look at my
>>> son, with his bleach-tipped hair dipping over one eye and his funky
>>> clothing choice tells me he was right, but hearing it from a
>>> teacher he (we!!)  adored made all the difference in the world.
>>> And Isaac wants to be an artist/photographer/teacher, so he can use
>>> his understanding of how to understand differently to tremendous
>>> creative advantage--if he can survive high school. ;-=)
>>> 
>>> 
>>> Lori Jackson
>>> 
>>> 
>>> - Original message -
>>> From: Renee 
>>> To: Mosaic: A Reading Comprehension Strategies Email Group
>>> >>> 
>>> Date: Sunday, June 14, 2009 12:59 PM
>>> Subject: Re: [MOSAIC] ***SPAM*** Re: Do we really need to teach
>>> explicitstrategies?
>>> 
>>>> And I also have an adult son, 32, a professional musician with a
>>>> very
>>>> high IQ, whose spelling and handwriting are just about the most
>>>> atrocious I have ever seen. Spelling is so unimportant in the
>>>> grand
>>>> scheme of things.
>>>> 
>>>> Renee
>>>> 
>>>> On Jun 14, 2009, at 10:41 AM, Jan Sanders wrote:
>>>> 
>>>>> Wow Lori, I want to respond, but don't know what to say.  It
>>>>> truly is
>>>>> our
>>>>> personal experiences that lead us to understanding -in reading and
>>>>> life.
>>>>> 
>>>>> My oldest son (29) who has a very high IQ, can not spell
>>>>> correctly to
>>>>> save
>>>>> his life, and it is difficult to read his writing.
>>>> 
>>>> 
>>>> "Our lives begin to end the day we become silent about things that
>>>> matter."
>>>> ~ Martin Luther King, Jr.
>>>> 
>>>> 
>>>> 
>>>> 
>>>> ___
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>>>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>>>> .
>>>> 
>>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>>>> 
>>>> 
>>> 
>>> 
>>> ___
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>>> .
>>> 
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>>> 
>>> 
>> "Sometimes it's a little better to travel than to arrive."
>> ~ Robert Pirsig
>> 
>> 
>> 
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>> 
>> 
>> 
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> 
> 
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Jan
We must view young people not as empty bottles to be filled, but as candles
to be lit.  
-Robert Shaffer




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Re: [MOSAIC] Do we really need to teach explicit strategies?

[Jan Sanders]

I am adding a few...
Choose two characgters in the book.  How are they the same?  How are they
different?




> It's always interesting to see what other people come up with, but I'll
> bet this list could generate a set of generic comprehension questions
> in less than a day.
> 
> I'll start:
> 
> Fiction:
Choose two characters in the book.  How are they the same?  How are they
different?
What questions would you ask the characters if you could talk to them?
Was there a problem in the story?  If so how was it solved?
How could the characters have prevented the problem in the first place?
Why do you think the author wrote this story?
What is the setting of the story (place and time)?  Is the setting important
to the story?  Why or why not?

> What can you tell us about the main character?
> How are you like the main character? How are you different?
> What is the most interesting thing that happened in the story?
> Does this story teach the reader a lesson?
> 
> Non-Fiction:
Was there a diagram or chart?  Why do you think the author put it in?
> What does the author of this book want to teach us?
> What is the most interesting thing you learned by reading this book?
> What new questions do you have about (the subject)?
> 
> Renee
> 
> 
> On Jun 15, 2009, at 3:29 AM, Jennifer Olimpieri wrote:
> 
>> .I would love to see the list your principal came up with. Please
>> share. Jennifer
>> 
>> --- On Sat, 6/13/09, Jan Sanders  wrote:
>> 
>> 
>> From: Jan Sanders 
>> Subject: Re: [MOSAIC] Do we really need to teach explicit strategies?
>> To: "Mosaic: A Reading Comprehension Strategies Email Group"
>> 
>> Date: Saturday, June 13, 2009, 2:06 PM
>> 
>> 
>> Heather-
>> I have read the first 2 chapters of Readicide on-line and thought I
>> would
>> share...
>> This past year (school is out already for me) my principal took on
>> homework
>> and the idea of getting kids to read.  In the past teachers had the
>> typical
>> homework -read for 30 minutes and respond in writing, and a math or
>> spelling
>> or social studies assignment.  Well, after reading Homework Without
>> Tears
>> and The Homework Myth (I think those are the titles), my principal
>> decided
>> (with teacher collaboration and agreement) that homework would be "just
>> read".  That's it.  No written response ...   The principal
>> even made up a list of comprehension questions that could be used to
>> generate a conversation.
> 
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> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 

Jan
We must view young people not as empty bottles to be filled, but as candles
to be lit.   
-Robert Shaffer




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Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy

[Jan Sanders]

Robert Marzano is wonderful for academic vocabulary.  As a literacy coach I
did district wide staff development (3, 3 hour sessions) using his Building
Academic Background Knowledge work.  He did some work in conjunction with
Stanford University and a brain researcher.  He has DVDs, one that explains
the research and a rep from Stanford (can not remember the name and it is
probably some big shot) and the brain guy both speak on it.  It gives the
WHY we should teach academic vocab.  There is also another DVD that has the
6 step process for teaching vocabulary.
There is a book too -paperback 8 1/2 x 11.  I believe the DVDs are quite
pricey -they come together.  They are published by ASDC (Association for
Supervision and Curriculum Development).
Jan
You do not really understand something unless you can explain it to your
grandmother.
-Albert Einstein


On 6/17/09 4:22 AM, "kjcec...@aol.com"  wrote:

> Marzano discusses this in? great detail
> 
> 
> Kristine 
> 
> 
> -Original Message-
> From: drmarinac...@aol.com
> To: mosaic@literacyworkshop.org
> Sent: Wed, Jun 17, 2009 7:17 am
> Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy
> 
> 
> Academic vocabulary. Interesting Is there an author who I can read up on??
> ?
> -Original Message-?
> From: cnjpal...@aol.com?
> To: mos...@literacyworkshop.org?
> Sent: Tue, Jun 16, 2009 9:50 pm?
> Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy?
> ?
> ?
> ?
> ?
> ?
> ?
> Academic vocabulary.?
> Jennifer?
> In a message dated 6/16/2009 7:03:25 P.M. Eastern Daylight Time,?
> drmarinac...@aol.com writes:?
> ?
> Can anyone think of the most recent trends and key issues in reading?
> pedagogy?
> ?

> 






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Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy

[Jan Sanders]

Marzano's work is about getting kids to really understand what a word means
Not just the definition of the word.   In fact, he states that often the
definition of a word is not helpful to a student who doesn't understand the
word.  You use academic vocabulary as the words sometimes go across the
curriculum.
Marzano has a six step method that leads towards fully understanding the
word.  He maps it out (and shows you in the DVD how to do this) and has a
worksheet the students fill out.
Example: compare/contrast
I had a second grade class work on the word compare. Some things the teacher
does is use the word in a sentence, read a book where the word is used or
has good examples of comparing...  It goes way beyond "the word compare
means the same".  The students come to a deep understanding of the word.
They draw a visual representation and other words that are like compare,
plus some other things...  Anyway, through our study of the word compare, a
little boy makes this statement.  "Well, I know why they put it with
contrast -in order to tell if something is the same, you have to know when
they are different. So when you are comparing, you are also contrasting."
You choose words that you use a lot in the classroom where kids are expected
to understand what to do.
Some other words we worked on:
Explain
Justify
Subtraction
Multiplication
Infer
Predict
Connection
Synthesize 
Sentence
Noun
Verb
Contraction
Community
Energy
Phase
Estimate

There are also some vocabulary games in the book that we used in the
classroom.
Jan




On 6/17/09 1:37 PM, "Stephanie Perry"  wrote:

> I recommend Bring Words to Life by Isabel Beck over Marzano's. Her book not
> only gives the research but it provides things that you can use in your
> classroom immediately.
> 
> On Wed, Jun 17, 2009 at 12:09 PM,  wrote:
> 
>> This is unbelievably helpful
>> 
>> 
>> You do not really understand something unless you can explain it to your
>> grandmother.
>> -Albert Einstein
>> 
>> 
>> 
>> 
>> 
>> 
>> -Original Message-
>> From: Jan Sanders 
>> To: Mosaic: A Reading Comprehension Strategies Email Group <
>> mosaic@literacyworkshop.org>
>> Sent: Wed, Jun 17, 2009 12:42 pm
>> Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> Robert Marzano is wonderful for academic vocabulary.  As a literacy coach I
>> did district wide staff development (3, 3 hour sessions) using his Building
>> Academic Background Knowledge work.  He did some work in conjunction with
>> Stanford University and a brain researcher.  He has DVDs, one that explains
>> the research and a rep from Stanford (can not remember the name and it is
>> probably some big shot) and the brain guy both speak on it.  It gives the
>> WHY we should teach academic vocab.  There is also another DVD that has the
>> 6 step process for teaching vocabulary.
>> There is a book too -paperback 8 1/2 x 11.  I believe the DVDs are quite
>> pricey -they come together.  They are published by ASDC (Association for
>> Supervision and Curriculum Development).
>> Jan
>> You do not really understand something unless you can explain it to your
>> grandmother.
>> -Albert Einstein
>> 
>> 
>> On 6/17/09 4:22 AM, "kjcec...@aol.com"  wrote:
>> 
>>  Marzano discusses this in? great detail
>>> 
>>> 
>>> Kristine
>>> 
>>> 
>>> -Original Message-
>>> From: drmarinac...@aol.com
>>> To: mosaic@literacyworkshop.org
>>> Sent: Wed, Jun 17, 2009 7:17 am
>>> Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy
>>> 
>>> 
>>> Academic vocabulary. Interesting Is there an author who I can
>>> 
>> read up on??
>> 
>>> ?
>>> -Original Message-?
>>> From: cnjpal...@aol.com?
>>> To: mos...@literacyworkshop.org?
>>> Sent: Tue, Jun 16, 2009 9:50 pm?
>>> Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy?
>>> ?
>>> ?
>>> ?
>>> ?
>>> ?
>>> ?
>>> Academic vocabulary.?
>>> Jennifer?
>>> In a message dated 6/16/2009 7:03:25 P.M. Eastern Daylight Time,?
>>> drmarinac...@aol.com writes:?
>>> ?
>>> Can anyone think of the most recent trends and key issues in reading?
>>> pedagogy?
>>> ?
>>> 
>> 
>> 
>>> 
>> 
>> 
>> 
>> 
>> 
>> ___
>> Mosaic 

Re: [MOSAIC] Fiction v. NonFiction

[Jan Sanders]

Gail Gibbons has a variety of titles.
If you have money Rigby has a series of books called Sails that have
nice leveled non-fiction.
There is also a series I like called The Kids Can Press Wildlife Series.
They have: Bears, Wild Cats, Wild Dogs, Whales, Beavers, Salmon, Eagles, and
Deer, Moose, Elk and Caribou.
Jim Arnosky has some good ones -All About Rattlesnakes, All About Turkeys.
There are also the Backyard Books:  Are You a Lady Bug?,  Are You An Ant?,
Are You a Bee?, Are You a Butterfly?, Are You a Dragonfly?, Are You a
grasshopper?, Are You a Snail?, Are You a Spider?
And... The Nature Upclose Series:  A Ladybug's Life, A Monarch Butterfly's
Life, A Luna Moth's Life, A Salamander's Life, A Slug's Life

I hope this is helpful.
Debbie Miller also lists books at the end of each strategy.  Did you see
that list?
Jan


On 6/18/09 8:08 AM, "Lauren Fahey"  wrote:

> 
>  
> 
> After reading Chapter 10 (Determining Importance in NonFiction) in Debbie
> Miller's RWM. I was wondering if anyone had any suggestions for great
> nonfiction books to really catch the children's attention. Specifically
> nonfiction books geared toward a first or second grade. How do you begin your
> non-fiction lessons and do you find the kids are engaged, or do they just want
> to jump right back into fiction? Thanks in advance for the suggestions!
> 
>  
> 
> Lauren 
> 
> _
> Lauren found her dream laptop. Find the PC that¹s right for you.
> http://www.microsoft.com/windows/choosepc/?ocid=ftp_val_wl_290
> ___
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> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 

Jan
Unless we reach into our students¹ hearts, we have no entry into their
minds.
-Regie Routman




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Re: [MOSAIC] Professionalism

[jan sanders]

I am guessing, but I'd say a little more than half -about 16 out of 26 teachers 
take a class or read a professional book.

Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer



> Date: Thu, 18 Jun 2009 18:00:23 -0700
> From: zeal4learn...@gmail.com
> To: mosaic@literacyworkshop.org
> Subject: [MOSAIC] Professionalism
> 
> Hello everyone,
> I have a side question for everyone. I know that at every school you can
> find at least one more more teachers that say come the end of the year that
> they are not going to have anything to do with teaching all summer. I am
> really curious as to how many teachers in your school, to your knowledge,
> actually take it upon themselves to do their own professional development.
> This can be in the form of reading, classes, or workshops.
> 
> What percentage of teachers at your school actually do this?
> 
> Thanks,
> Stephanie
> 
> 3rd/CA
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> 
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Re: [MOSAIC] Suggestions for Literacy Coaching Resources

[Jan Sanders]

Systems For Change -Lyons and Pinnell
Learning Along the sway -Diane Sweeney
Jan


On 6/19/09 10:34 AM, "Deb Gaby"  wrote:

> Hello all, 
> We are adding literacy coaches in our district. What would be a great Literacy
> Coach handbook type of read that we could use for the group?  We have Jennifer
> Allen's coaching book. Any others? Thanks!
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> 

Jan
Each day comes bearing it¹s own gifts, untie the ribbons.
-Ruth Ann Schabacker




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Re: [MOSAIC] themes- friendship vs friends help

[Jan Sanders]

Maybe because they don't "over think" it, or that innocence is usually right
on.
Jan


On 6/20/09 7:31 PM, "beverleep...@gmail.com"  wrote:

> Actually kinders and firsties quite often have an easier time with discovering
> and articulating themes than some older kids, in my experience.  Wonder
> why.
> Sent from my BlackBerry Smartphone provided by Alltel
> 
> -Original Message-
> From: Deb 
> 
> Date: Sat, 20 Jun 2009 17:14:40
> To: Mosaic: A Reading Comprehension Strategies Email
> Group
> Cc: 
> Subject: Re: [MOSAIC] themes- friendship vs friends help
> 
> 
> Joy,
> On her fabulous website, Beth Newingham has eight posters about the theme of
> books that you can download. I told my students that even though authors often
> write to entertain, they also have a "lesson" they are teaching us through the
> story.  When I read out loud and they turn and talk, the posters give them
> great language and ideas  to express what they are thinking.  I am often
> amazed.
> I hope this helps.
> Debbie/OH/3
> 
> --- jwidm...@rocketmail.com wrote:
> 
> From: Joy 
> To: "Mosaic: A Reading Comprehension Strategies Email
> Group" 
> Subject: Re: [MOSAIC] themes- friendship vs friends help
> Date: Sat, 20 Jun 2009 11:42:21 -0700 (PDT)
> 
> It was about thematic teaching, but what's wrong with going on a tangent about
> book themes? My difficulty with themes is not limited. I think I must have a
> mental block about this, as I get stuck with book themes, too!
> 
> OMG, if you all can help me learn how to identify themes you will have
> performed a miracle. I will be a better teacher, and my students will be the
> beneficiaries. 
> 
>  
> Joy/NC/4
>  
> How children learn is as important as what they learn: process and content go
> hand in hand. http://www.responsiveclassroom.org
>  
> 
> 
> 
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> 
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> 
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> 

Jan
We must view young people not as empty bottles to be filled, but as candles
to be lit.   
-Robert Shaffer




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Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything elsenew and exciting?

[Jan Sanders]

I don't quite understand the "no meat to it" statement.  When our district
started using writers' workshop and Calkin's lessons the student writing
improved immensely.  One of the huge changes we saw and loved was that the
students really wrote from the heart and from experiences.  Gone were the
formulistic paragraphs and boring essays.

We had lots of staff development though, and each school had a literacy
coach to help them muck through it all.
Jan


On 6/22/09 10:13 AM, "Delores Gibson"  wrote:

> I was and still am a fan of Lucy Calkins.  So when my school district
> decided to adopt her writing program I thought it would be great.  I
> guess her presentations didn't translate well into a writing program.
> My colleagues hate the program and none of them use it.  They feel it is
> to simple and there is no meat to it.  I think that they just don't get
> her and the district didn't do a good job with helping them understand
> the program.  I think everyone wants a more Six Traits approach and now
> I can't get anyone to even read ANY of her books.  It's nice to connect
> with fans.  Thanks.
> Dee
> 
> -Original Message-
> From: mosaic-boun...@literacyworkshop.org
> [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of
> drmarinac...@aol.com
> Sent: Monday, June 22, 2009 8:14 AM
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything
> elsenew and exciting?
> 
> Try to attend a presentation by Lucy ...listening to her tell the
> students' stories in person was really moving...I was lucky enough to
> attend...I think it was in early nineties ...at a Whole Language
> Conference at a Florida University that also featured Yetta Goodman:) I
> swear...FL classroom teachers at that time were ruled by a unified
> curriculum that required testing students after each isolated skill
> learned (in reading and math)... After that conference we were like
> born-again teachers:)
> 
> 
> -Original Message-
> From: thomas 
> Sent: Sun, Jun 21, 2009 9:34 pm
> Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything
> elsenew and exciting?
> 
> 
> 
> 
> 
> 
> 
> 
> 
> 
> Lucy is one of mine too.  This one more life changing than her later
> books
> even.
> 
> 
> On 6/21/09 5:22 PM, "beverleep...@gmail.com" 
> wrote:
> 
>> Sally, I feel the same way about Lucy Calkins' Lessons from a Child.
> Taylor's
>> Learning Denied and Lessons from a Child are
> professional-life-changing books.
>> You are never the same again after you've read them.  Bev
> 
> 
> 
> ___
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> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 
> 
> 
> 
> 
> 
> 
> ___
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> 
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> 
> 
> **
> **
> This e-mail message contains information that may be privileged or
> confidential and
> is the property of the Board of Education of Deerfield Public School District
> No. 109.
> It is intended only for the person(s) to whom it is addressed. If you are not
> the
> intended recipient of this message, you are not authorized to read, print,
> retain,
> copy, disseminate, distribute, or use this message or any part thereof. If you
> have
> received this message in error, please notify the sender immediately and
> delete all
> copies of this message.
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> 
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> 

Jan
Unless we reach into our students¹ hearts, we have no entry into their
minds.
-Regie Routman




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Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything elsenew and exciting?

[Jan Sanders]

Our district looked at it as the perfect differentiated "program" (I don't
believe writers' and readers' workshop to be programs.  I think of them as
structures).  The mini lessons are whole group, but in conferring you can
meet each child where they are and push them forward.  If children need
lessons on voice, you go there.  I also think of Calkins' lessons as a guide
-a starting place.  Just as in anything you do, you gear the lessons to what
your students need.  I never taught from a teacher's manual lock-step
either.

Jan


On 6/22/09 11:13 AM, "Delores Gibson"  wrote:

> I teach in a white middle to upper middle class community.  I think the
> teachers feel that this program was written so general so that it could fit
> any school but that it does not challenge our students.  I constantly have
> teaching say to me..."How long can you teach about small moments?"  They want
> to teach the students how to have a voice in their writing.  They wanted more
> concrete lessons on punctuation and grammar.  The 3,4&5 grades have Fletcher
> and they feel the same way.  Needless to say I am the only teacher who still
> believes in whole language, who is a member of mosaic, and who is reading
> Tanny's book along with the Daily5, and the new academic vocabulary books  A
> few teachers are starting to go to workshops with me but they still have a
> different set of beliefs.  I wish our school district had done more
> in-services because I think the program never had a chance.
> Dee
> 
> -Original Message-----
> From: mosaic-boun...@literacyworkshop.org
> [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Jan Sanders
> Sent: Monday, June 22, 2009 12:57 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything elsenew
> and exciting?
> 
> I don't quite understand the "no meat to it" statement.  When our district
> started using writers' workshop and Calkin's lessons the student writing
> improved immensely.  One of the huge changes we saw and loved was that the
> students really wrote from the heart and from experiences.  Gone were the
> formulistic paragraphs and boring essays.
> 
> We had lots of staff development though, and each school had a literacy
> coach to help them muck through it all.
> Jan
> 
> 
> On 6/22/09 10:13 AM, "Delores Gibson"  wrote:
> 
>> I was and still am a fan of Lucy Calkins.  So when my school district
>> decided to adopt her writing program I thought it would be great.  I
>> guess her presentations didn't translate well into a writing program.
>> My colleagues hate the program and none of them use it.  They feel it is
>> to simple and there is no meat to it.  I think that they just don't get
>> her and the district didn't do a good job with helping them understand
>> the program.  I think everyone wants a more Six Traits approach and now
>> I can't get anyone to even read ANY of her books.  It's nice to connect
>> with fans.  Thanks.
>> Dee
>> 
>> -Original Message-
>> From: mosaic-boun...@literacyworkshop.org
>> [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of
>> drmarinac...@aol.com
>> Sent: Monday, June 22, 2009 8:14 AM
>> To: mosaic@literacyworkshop.org
>> Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything
>> elsenew and exciting?
>> 
>> Try to attend a presentation by Lucy ...listening to her tell the
>> students' stories in person was really moving...I was lucky enough to
>> attend...I think it was in early nineties ...at a Whole Language
>> Conference at a Florida University that also featured Yetta Goodman:) I
>> swear...FL classroom teachers at that time were ruled by a unified
>> curriculum that required testing students after each isolated skill
>> learned (in reading and math)... After that conference we were like
>> born-again teachers:)
>> 
>> 
>> -Original Message-
>> From: thomas 
>> Sent: Sun, Jun 21, 2009 9:34 pm
>> Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything
>> elsenew and exciting?
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> Lucy is one of mine too.  This one more life changing than her later
>> books
>> even.
>> 
>> 
>> On 6/21/09 5:22 PM, "beverleep...@gmail.com" 
>> wrote:
>> 
>>> Sally, I feel the same way about Lucy Calkins' Lessons from a Child.
>> Taylor's
>>> Learning Denied and Lessons from a Child are
>> prof

Re: [MOSAIC] Bibliotherapy

[jan sanders]

For bullying:The Recess Queen (picture book)  Mean Jean controls the playground 
until a new kid comes to the school who isn't afraid of her and becomes her 
friend -the meanness stops.My Secret Bully (picture book)  About a girl who's 
"friend" of many years talks behind her back says mean things about her to 
others etc.  The girl doesn't understand why? They have been friends for years. 
 She goes to her mom for help...  There is a list of organizations to help with 
bullying included with my copy.Shredderman (chapter book, abt 3rd grade level) 
A geeky kid (elementary school) is picked on by the school bully.  He wants him 
to stop but doesn't know how to get him to stop.  He creates a website with a 
persona -Shredderman...

Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer



> From: carateres...@hotmail.com
> To: mosaic@literacyworkshop.org
> Date: Wed, 24 Jun 2009 11:22:40 -0400
> Subject: [MOSAIC] Bibliotherapy
> 
> 
> This year I had some challenging students...I just finishing taking a class 
> on Play Therapy and how to incorporate play in the classroom to help build a 
> sense of community. During the course bibliotherapy came up... I was 
> wondering if anyone had any suggestions for children's books on bullying, 
> divorce, and grieving...
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> 
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> 
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Re: [MOSAIC] Literature for ELL students (Preschool-2)

[Jan Sanders]

Any picture book with large pictures that could easily be named or talked
about.  ABC books, animal books,  counting books, books about shapes,
colors...
There is a book called Splash by Ann Jonas about a boy who goes to a small
pond in his back yard.  The dog falls in, the dog gets out.  The cat goes in
, there are frogs, turtles, fish, etc.  Lots of talk and naming could happen
with this book!


On 6/24/09 12:00 PM, "kaosay...@aol.com"  wrote:

> Hello everyone. My name is Kaori and I am a graduate student?persuing a
> master's degree for early childhood education.???I am currently working as an
> assitant teacher?at a preschool in Connecticut.? Most of the students at the
> preschool are learning English as a second language.? I was?wondering if you
> have any recommendations?on picture books to use to engage them in learning
> English in fun and exciting way.
> 
> Thank you,
> 
> Kaori
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> 

Jan
Each day comes bearing it¹s own gifts, untie the ribbons.
-Ruth Ann Schabacker




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Re: [MOSAIC] best assessments

[Jan Sanders]

To find out about the student as a reader I use running records.  My
district has put together a set of leveled readers and stories (excerpts)
that range from a a very beginning reader to 6th grade reading level.  What
is nice about running records is it gives you a nice snapshot of the reader
as they read aloud to you and answer comprehension questions.  You learn a
lot from their reading errors and their comprehension errors.
Jan
The mind determines what is possible.  The heart surpasses it.
-Pilar Coslinta


On 6/24/09 2:39 PM, "Jorge Carreno"  wrote:

> 
> 
>  
>  
>  
> Hello:
>  
>  
>  
> My name is Jorge and I will be certified in August in childhood education. I
> have worked in 4th and 5th grade classrooms. I was wondering, what do you guys
> think are the best assessments to see the level of reading of students mostly
> in first grade? Thank you

> 






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Re: [MOSAIC] Cunningham & Debbie Miller

[Jan Sanders]

I refer back to them all the time.  My books are full of sticky notes and
lots of highlighting.
Jan


On 6/24/09 6:25 PM, "gradeagross"  wrote:

> Hi all! I am a student taking a literacy course and have taught 5th grade.
> We have just finished Cunningham & Debbie Miller's book. While it seems
> practical, how many of you actually refer back to these texts in your
> career? Thx. Jen
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> 

Jan
We must view young people not as empty bottles to be filled, but as candles
to be lit.   
-Robert Shaffer




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Re: [MOSAIC] Bibliotherapy

[Jan Sanders]

Grieving:

The Old Dog  -Zolotow
The 10th Good Thing About Barney -Viorst
Lifetimes (The beautiful way to explain death to children) -Mellonie and
Ingpen



On 6/24/09 8:22 AM, "cara mendez"  wrote:

> 
> This year I had some challenging students...I just finishing taking a class on
> Play Therapy and how to incorporate play in the classroom to help build a
> sense of community. During the course bibliotherapy came up... I was wondering
> if anyone had any suggestions for children's books on bullying, divorce, and
> grieving...
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> 

Jan
We must view young people not as empty bottles to be filled, but as candles
to be lit.   
-Robert Shaffer




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Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do youthink the implications are...

[Jan Sanders]

I think answers are formed by gathering information and it is a long often
messy process.  It does take lots of thinking, reflecting, and evaluation.

That said, I just retired this year and I brought home all my picture books
as I was not ready to give them away -or sell them.  As I was putting them
on shelves at home, I stopped and reread quite a few of them.  The thought
going through my mind time and time again was wow, I should have let them
read more, as books can truly teach and give us experiences.  I felt sad
that they missed stories.  I felt sad that I only read one story (sometimes
2) to my class a day.  If I were still teaching I would make sure to get in
2 or 3 a day. I wanted my class back just so they could have a chance to
experience all the stories they missed.   I gave my students 40 minutes a
day of independent reading time where they read mostly at their level.  They
had full access to my library, yet there are 100's of books still waiting
for them to read.  I do believe kids need more time to just read.  I only
had them respond to their reading twice a week in their reader's notebook.
I learned a lot about my students through conferring and sharing.

I think the comprehension strategies are important for kids to know about
and use.  Accomplished readers often don't know what they are doing when
they read, so it is nice to teach them about it, have them become aware of
it, and name it.  Struggling readers need to know there are things they can
do to help the text have meaning to them.  It is exciting to watch a kid
realize they can make the story into a movie in their mind to help them
understand.  And when they say things like "I didn't know you could do
that", you know you have helped them as a reader and a thinker.
Sometimes I feel like the comprehension strategies get beaten to death.
Jan


On 6/26/09 4:02 PM, "Heather Green"  wrote:

> I hate not having answers. :) I think I am going to e-mail Atwell and see if
> I get a response. Hey you never know.  The school she teaches at sounds
> amazing.  Here are a few more of my thoughts:
> I always thought that teaching comprehension strategies was "where it was
> at" for in-the-know instructors. I thought it was the new, research-based
> best practice.  Now, I am questioning that.  But you have to teach
> SOMETHING...  How do you teach without taking the joy out of reading.  I
> liked in the book when she said that readers will comprehend text that is
> the right level for them.  (Unless its content-area text where using
> reading/comprehension strategies might be more appropriate to take apart a
> difficult text.)
> Anyway, I think you will really like Readacide. Let me know what you think
> of it.  It's definitely geared toward middle/high school, but I think he has
> a slightly more realistic approach.
> 
> On Fri, Jun 26, 2009 at 6:26 PM,  wrote:
> 
>> Yeah!  I just picked up my copy of Readacide!  I read The Reading Zone when
>> it first came out!  Anyone with a lick of sense will acknowledge the
>> cognitive dissonance TRZ causes.  And I think the thought process this book
>> initiates is one of those that requires an enormous conversation within
>> onself before, during, and after many, many conversations with others.  Deep
>> stuff.  Deep questions.  Unknown answers.
>> Sent from my BlackBerry Smartphone provided by Alltel
>> 
>> -Original Message-
>> From: Heather Green 
>> 
>> Date: Fri, 26 Jun 2009 18:18:03
>> To: 
>> Subject: [MOSAIC] Just Finished Readacide and The Reading Zone What do you
>>think the implications are...
>> 
>> 
>> . for lower elementary grades?  I wish there were a book written with a
>> similar theme, but geared toward 1-2.  There are plenty of teachers at our
>> school, include me last year, who taught "comprehension strategies".  I am
>> contemplating now-- is it enough to just let kids read? To talk about books
>> with them? To have them recommend books with each other?  Is it enough in
>> the younger grades to just get them to love reading? Do we teach the
>> strategies just because we feel it gives us something to teach during
>> reading workshop? In her book, Atwell mentions doing mini-lessons. I wonder
>> what these are.  SO MANY QUESTIONS!
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>> 
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>> 
>> 
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[MOSAIC] Listen to Ellin

[Jan Sanders]

You can listen to Ellin¹s thoughts on strategy instruction.
Jan
The mind determines what is possible.  The heart surpasses it.
-Pilar Coslinta


Strategy Instruction for Beginners: Advice from Ellin Keene (AUDIO)
Ellin Keene

In this excerpt from a longer interview, Ellin Keene (co-author of Mosaic of
Thought) talks about how a novice teacher might begin to understand strategy
instruction...and how veterans can re-invigorate their reading program.

This MP3 file requires high-speed Internet access.


http://www.choiceliteracy.com/public/126.cfm



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Re: [MOSAIC] Listen to Ellin

[Jan Sanders]

In response to...
I don't make a point to access my schema before I start reading.
These are all things my brain does automatically when I'm reading text at my
level.

Ah, but struggling readers often don't do this.  That is why we teach them
how.  What do I know about this topic, this genre, these characters...
My brain set is very different when I pick up a mystery as opposed to say
Moby Dick.  I also think differently when I am reading a book by an author I
read a lot, like Jodi Picoult.  I have an idea of what the novel will be
like because of my prior experiences.

Along with strategies, we need to teach text structures and what to expect.
Jan


On 6/27/09 9:19 AM, "Heather Green"  wrote:

> I don't make a point to access my schema before I start reading.
> These are all things my brain does automatically when I'm reading text at my
> level.

Jan
If you are teaching children something they already know, you are not
teaching them anything.
-Harry Wong




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Re: [MOSAIC] Silent Sustained Reading

[Jan Sanders]

This link has a interview with Steve Gardiner who wrote a book about
sustained silent reading.  Scroll way down -it is the 2nd one from the end.
http://www.ascd.org/Publications/Books/ASCD_Talks_With_an_Author.aspx
Jan

On 7/1/09 7:54 AM, "Renee"  wrote:

> Hi there Mark and/or Rachele'
> 
> I think one of the reasons that some teachers struggle with the concept
> of SSR is that it seems like "wasted time" or "time not well spent" or
> "time that is better used for something more explicit and direct" and I
> see that coming through in your comment that having SSR on one day a
> week would add up to almost 7 weeks of silent reading in class.  But
> here's a thought that's a GREAT use of seven weeks! Time for
> students to learn to enjoy reading on their own... something that will
> stay with them forever, something that might turn some non-readers into
> readers (and I'm not talking about competency, I'm talking about
> choice). But if it were me, I would turn it around, and have the SSR
> day be on Monday instead of Friday, because then the reading on Monday
> could serve as personal information from each student to add to
> whatever discussions happened during the week.
> 
> What if, for example, Monday was also a "book sharing" kind of day,
> where students read silently and independently for 3/4 of the period,
> something of their own choosing, and then met in small groups to just
> share with a few other students what they are reading? What if, after
> this got started, you started throwing out targeted questions for
> discussion in these small groups? For example, perhaps on one Monday
> you could suggest that students talk to each other about any visuals
> that popped up while they were reading, and on another Monday you might
> suggest that students tell others about any connections they made while
> reading.
> 
> I think it's hard for many of us to see this as a good use of time, but
> I'm with the person who said that SSR would be the last thing she would
> give up. I worked in a school where everyone stopped to read for 20
> minutes every day and in our case, that included teachers, the
> principal, the secretary, etc. I read all of Fountas & Pinnel's Guided
> Reading and Lucy Calkins' The Art of Teaching Writing during that time.
> I do not see it as wasted. Rather, I saw it as myself modeling reading
> for students. I did not worry whether or not they were really reading,
> unless I saw someone just turning pages, or obviously not engaged. Then
> I would quietly prompt them to please read or, if they were making
> noise, that they were interrupting my reading time. It only took a few
> weeks into this system for nearly all students to be on task most of
> the time, and I never, ever considered this to be a waste of time. But
> then, we had administrators who supported it, and that's a key thing.
> 
> Renee
> 
> 
> On Jun 30, 2009, at 6:11 PM, Mark & Rachele' Thummel wrote:
> 
>> I struggle with the Silent Sustained Reading as well . . .  and I was
>> wondering what you all thought about it at the upper levels.  I teach
>> a section of 7th grade and 9th grade English.  In both classes I'm
>> expected to teach reading and writing in 55 minutes--we don't get a
>> period of "reading" and a period of "writing".  I would love to have
>> my students silent read, but I always feel as though I'm "giving up"
>> valuable writing and group literature time.  I do teach with a teacher
>> who has her students read all period on Fridays . . . but when I add
>> that up, that's almost 7 weeks of silent reading in class!  The added
>> frustration is that students aren't reading outside of school, even
>> when there is a grade attached--so I feel as though for some of these
>> students, the only time they are reading is when it's "carved out" of
>> class time.  As I recall, the research says that for "struggling
>> readers," the best thing to have them do is read.  But when you only
>> have 1 period to do reading and writing, I feel as though using
>> "reading time" to do reading strategies is more valuable.  But I'm
>> interested to know what other middle/upper level teachers are doing
>> about outside reading and SSR?
>> --
>> From: 
>> Sent: Tuesday, June 30, 2009 12:01 PM
>> To: 
>> Subject: [MOSAIC] Silent Sustained Reading
>> 
>>> As teachers, do?you think that Silent Sustained Reading
>>> improves?individual reading scores on standardized tests??
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>> 
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Re: [MOSAIC] Sustained Silent Reading

[Jan Sanders]

I was going to say not without conversation and discussion.  But then I
thought wait a minute.  If the student uses (has?) metacognition, then yes.
They monitor their own reading to insure understanding.  At least an
understanding they can reach based on their schema.  Then that brings us
back to discussion.  We learn so much from others because they add their
schema to our thinking, and our thinking grows.
Jan, who seems to have talked in circles.


On 7/29/09 8:24 AM, "ebe...@comcast.net"  wrote:

> 
> 
> Do you think independent silent reading helps improve students comprehension?
> 
> 
> 
> Elizabeth Holste 
> 
> 5th grade 
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Jan
You do not really understand something unless you can explain it to your
grandmother.
-Albert Einstein




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Re: [MOSAIC] Help with reading issue!

[Jan Sanders]

Maybe trips where they pick out 5-10 books and these are the ones that get
sent over weekly.  Or when the weather is nice they create a nice long list
and these books are sent over a few at a time.  Some of the students may
even be interested in trading books.
Jan


On 7/30/09 2:16 PM, "nr...@rochester.rr.com"  wrote:

> Hi!
> I teach grades 6-8 students who read on a 1-3 rd grade level.  In my junior
> high building there are very, very few books in the library for the students
> to self select for independent reading.  Therefore we go over to the
> Intermediate Building (which is another building right on campus) 2 times a
> month to allow the students to make their own choices.  The librarian there
> allows us to have our own time without any other classes so my students really
> feel comfortable. My TA and I have been drivng the students over there for the
> last 4 years when the weather is bad (about 50% of the time)  One of my
> students is blind and the other has cerebral palsy with an unsteady gait.  Our
> Union is now forbidding us to put the kids in our own vehicles so I requested
> a bus for 30 min twice a month.  My Principal says this is going to be too
> expensive and the two librarians will coordinate so books can be sent back and
> forth.
> How do I convince him that self selecting books is so important and critical
> to low struggling reluctant readers?  To me, the library is like a candy store
> just filled with amazing choices which you never know what you'll pick till
> you get there!
> I know this is long so email me at nr...@rochester.rr.com with any ideas!
> 
> Please help!
> 
> Holly
> 
> 
> 
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> 

Jan
We must view young people not as empty bottles to be filled, but as candles
to be lit.  
-Robert Shaffer




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Re: [MOSAIC] Creating a database

[jan sanders]

Our high school has students do volunteer work as part of their civics class.  
I had 3 high school students use my Excell program to create a spreadsheet and 
type in titles of books, level, bin they were in (all were lettered A-Z), 
genre, and what teaching strategy the book could be used for.  So, the Excell 
spreadsheet had 5 columns.  I had previously leveled the books, but if they 
found one that wasn't leveled, they just left that field blank.  For what the 
book could be used for, I put a sticky on the books, they left it blank if no 
sticky and I filled it in at a later time.  
With Excell you can ask it to find a book by it's title, or just search for a 
word.  So if I want books that are good to teach inferring I use the find 
window and type in inferring.  It will highlight them, and I can easily scroll 
through to find the one I want.  And since the bin letter is one of the fields, 
it tells me right where the book is kept (unless of course a student has it!).
It took the high school students about 3 weeks to finish, but I had about 1,200 
books.  I now have over 2,000.  It did take me time to type in all the info 
when I got new books, but it makes locating them a breeze.  I am now retired 
and am enjoying my books at home.

Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer



> From: expecting2...@comcast.net
> To: mosaic@literacyworkshop.org
> Date: Tue, 11 Aug 2009 12:07:44 -0400
> Subject: [MOSAIC] Creating a database
> 
> I am interested in finding out what you are using to create a database for
> book cataloging.  All my books are leveled but not cataloged which can be
> frustrating when I am looking for a read-aloud book to match instruction.  I
> would like to create a system to find the books I want to use instead of
> digging through 4 bins in a certain level (Then of course enlisting the
> kids! LOL)
> 
>  
> 
> Sue
> 
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Re: [MOSAIC] Does strategy instruction inhibit comprehension?/Cross posting

[jan sanders]

I haven't read the article, only the abstract.Strategy teaching is teaching 
students to become aware of how we comprehend -what our brain does when we 
comprehend.  It is all about how we think, and teaching children to focus on 
that thinking to help themselves comprehend text.  It is giving the students 
the tools they need to be able to work on comprehension themselves 
-independently.  Teacher lead questions from a basal may lead to comprehension, 
but what happens when the teacher is no longer there?  Questioning is one of 
the strategies and teaching children how to question (deep questions, not 
surface questions) is one way to lead them to comprehension.
As a teacher I always felt teaching the strategies was teaching them to become 
independent at their learning.  When a teacher guides students through a text 
asking all the questions, who has done all the work and all the thinking?  The 
students are just scrambling for answers, often to please the teacher.  And 
yes, you can lead them to the understanding you want them to have through the 
questioning given, but have they learned how to do that themselves?

Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer



> From: creeche...@aol.com
> Date: Sun, 16 Aug 2009 09:14:57 -0400
> To: mosaic@literacyworkshop.org
> CC: t...@listserve.com
> Subject: [MOSAIC] Does strategy instruction inhibit comprehension?/Cross  
> posting
> 
>  
> _Click  here: Reading Research Quarterly : July/August/September 2009 : 
> Abstract of  Rethinking Reading Comprehension Instruction_ 
> (http://www.reading.org/Publish.aspx?page=/publications/journals/rrq/v44/i3/abstracts/rrq-44-3-mc
> keown.html&mode=redirect)  
>  
> I am more than one listserv. Within the past month, on one of the  
> listservs, someone posted the link to this recent article from Reading 
> Research  
> Quarterly. I read the abstract, sent the link to my students and printed  out 
> the article. It is 37 pages long so it got set aside. Recently, I woke  up at 
> 2:30 and couldn't get back to sleep. I decided that reading something on  
> the "dry" side might help me nod off. However, when I started reading this, I 
>  was hooked. Although this is a small study, the repercussions of this 
> research  project caused me some disequilibrium. I can't find the email  with 
> the link that originally prompted me to investigate this, even though  I've 
> searched the archives. It really doesn't matter. What I was hoping is that  
> others of you would take the time to read it in the next couple of days, and  
> then we could have an online conversation about it. Unfortunately, I believe 
> one  has to be a member of IRA or have access to a university library in 
> order to get  the complete article. You can read the abstract at the link 
> above. 
>  
> One more thing, in the notes at the end of the article, Tim Shanahan is  
> thanked for being "instrumental in the conception and design of the  study."  
> Tim has chatted with us on the Mosaic list before, and I know some  have 
> strong feelings about his beliefs in regard to literacy. If we  decide to 
> talk 
> about this research study, maybe someone could draw him, or one  of the 
> authors, into our conversation. 
>  
> Just to cause a little provocation, as they say in  Reggio, the research 
> that the article was written about suggests that  strategy instruction is 
> possibly the least effective in helping children  understand content area 
> reading as compared to a basal, or discussion with  questioning, about the 
> content. The authors also suggest that strategy  instruction might inhibit 
> comprehension because students ( 5th  graders in this case) are thinking 
> about the 
> strategy rather than the content. 
>  
>  Let me know if anyone is interested in having an online conversation  
> about this. 
>  
> Nancy 
> 
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Re: [MOSAIC] text structure

[jan sanders]

If you go to the CA Ed website there will be examples of 4th grade expository 
writing.  This will give you an idea of what they are looking for.  I would 
teach the structures of compare/contrast  cause/effect while using articles 
from magazines, other expository text, or excerpts from the social studies 
book.  You can download from the website too.Compare/contrast concepts can be 
taught in math as well as Language arts (fiction and non-fiction) and social 
studies.Cause/effect can be taught in science as well as Language arts (fiction 
and non-fiction) and social studies.

Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer



> Date: Sun, 23 Aug 2009 18:17:25 -0700
> From: brenda...@sbcglobal.net
> To: mosaic@literacyworkshop.org
> Subject: [MOSAIC] text structure
> 
> Hello,  I am in need of your expertise.  I've just started teaching 4th grade 
> and part of our writing program/comprehension is expository text structure.  
> I bought the book nonfiction reading power and have been using the 
> information, but after going to a district inservice, I realized they really 
> want the students to be able to read a text and determine if the author used 
> compare/contrast, cause/effect, etc.  Does anyone have resources or know of a 
> site that has paragraphs showing each of these for a 4th grade level?  The 
> reason the students have to know this is that on the 4th grade writing test 
> in March, expository text might be one they have to respond to.  Any help 
> would be greatly appreciated so that my students can be successful!
> Brenda
> Ca/4
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Re: [MOSAIC] Conferring during Workshop

[jan sanders]

You have a mini-lesson (or multiple ones) about what writers do, what to do 
when you think you are finished, how to get supplies, etc.  You make it very 
clear about what they are to be doing, and that you expect them to be doing 
that.  When expectations are not met by more than a few, I stop the entire 
class and have them do a self check.  If you have made charts about what the 
writer is doing, refer to the chart.  If it is only a few, when my conference 
is done, I do a drop by and have an expectations conference with those students 
one on one.  I go to the student when I confer, that puts me in multiple places 
around the room, and others nearby can eavesdrop.  At the beginning of the 
year, I do not confer right away.  I monitor the classroom and "confer" with 
any student not on task.  They also know I will have a 5-10 minute share at the 
end and they will need to be ready to share their writing experience or their 
writing.  On going throughout the year, you may have to revisit these 
mini-lessons.  Also, I usually "walk the room" after each conference to see how 
they are doing.  I do keep records and make notes so even if I do not talk to 
them right then, I will when I confer with them as it is in my notes. 

Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer



> From: wr...@att.net
> To: mosaic@literacyworkshop.org
> Date: Thu, 27 Aug 2009 18:10:51 +
> Subject: [MOSAIC] Conferring during Workshop
> 
> My school will start writing workshop this fall.
> 
> How do you make sure students continue working when you conference with 
> individuals about their work?  Other teachers have reported (and I have 
> noticed in my own experiences) that when the teacher works with one student, 
> the other students think they can take that time to socialize.
> 
> In a short time, no one is working, and everyone is just visiting.
> 
> I need some exact words that will work with middle school students.
> Thanks!
> Jan
> 
> 
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Re: [MOSAIC] workshop

[jan sanders]

I think you could let them pick their partner once in a while.  One of the 
reasons it is nice for partnerships to be more than a one time deal is that 
they get to know each other as writers or readers, and hopefully the discussion 
can go to another level.  It is also nice to have partnerships at about the 
same ability.  I know it is a common practice to put a high student with a 
lower one to "help" them, but the higher student needs a challenge too.  
"Teaching" helps solidify understanding so there is some merit there.  But, 
would I want this to go on all year -no.I changed my partnerships every so 
often -no set length of time, just when I felt it was time.I had semi-assigned 
seating at the carpet for the mini-lesson so turn and talk at this time was 
usually with the same 3 or 4 kids pretty much all year.  However, seating at 
sharing was open so partnerships weren't always the same.   

This might be a nice discussion with your grade level teammates -try it out 
different ways and note the successes and challenges.  It could lead you to how 
you want it to work in your classroom.
Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer



> From: lstew...@branford.k12.ct.us
> To: mosaic@literacyworkshop.org
> Date: Thu, 3 Sep 2009 13:01:37 -0400
> Subject: Re: [MOSAIC] workshop
> 
> "So... do I really have to let the students pick their partners?  If so, why? 
>  Do I need to keep the same pairs all year?  If so, why? Jan
> 
> Jan,
> I have a reading and science manual from Berkeley University that is research 
> based.  Turn and Talk was a major component of the teacher instruction.  It 
> was never suggested that the partners remain the same throughout the year.  
> Last year, I started out making the partnerships.  Later on in the year, I 
> would just tell them to make a smart choice when they came to our discussion 
> circle (meaning don't sit with someone that will cause you to be 
> inattentive).  The pairings varied.  If I child felt helpful, they might 
> choose to sit with someone they thought they might be able to assist with the 
> task, or they might sit with someone from their reading group, or with 
> someone they weren't often able to work with.  I think it would be stifling 
> to have to sit with the same person for an entire school year!  I would be 
> interested in the research behind that one!  (Not that I think the research 
> is always right either.)
> 
> Leslie R. Stewart
> (203)481-5386 X310  FAX (203)483-0749
> lstew...@branford.k12.ct.us
> 
> Be who you are and say what you feel because those who mind don't matter and 
> those who matter don't mind."
>   ~ Dr. Seuss
> 
> -Original Message-
> From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
> [mailto:mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On 
> Behalf Of Beverlee Paul
> Sent: Thursday, September 03, 2009 12:48 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Subject: Re: [MOSAIC] workshop
> 
> Why would you have partners at all for turn and talk?  Why not turn to
> whomever is next to you, which will hopefully be someone different most of
> the time?
> 
> On Thu, Sep 3, 2009 at 8:10 AM,  wrote:
> 
>> Yesterday the grade 3-8 teachers in my district met together to have
>> training on workshop.
>>
>> Our trainer said that partners for turn and talk should be kept the same
>> all year.  The trainer also said that students should pick their only
>> partners.
>>
>> I'd like to move partners around (maybe as often as every six weeks) as I
>> see that certain students could help each other learn more.  I also want to
>> pick the partners because there are always some students who want to work
>> together, but they just goof off.
>>
>> Letting students choose their partner, and then breaking up that partner
>> group a week later, will create lots of uproar.  It's smoother for me to
>> just match the partners from the beginning.
>>
>> So... do I really have to let the students pick their partners?  If so,
>> why?  Do I need to keep the same pairs all year?  If so, why?
>> Jan
>>
>>
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>>
>>
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Re: [MOSAIC] understanding value of DRA 2 testing

[jan sanders]

So who would know what level you tested them at?  This is a case where I would 
nod yes at the meeting and go do what I know makes more sense.  I rarely have 
half a class that maintains where they were.  And yes, 1 or 2 would be higher, 
but most would be lower.

Jan  We must view young people not as empty bottles to be filled, but as 
candles to be lit. 
-Robert Shaffer



> From: lstew...@branford.k12.ct.us
> To: mosaic@literacyworkshop.org
> Date: Mon, 7 Sep 2009 10:50:02 -0400
> Subject: [MOSAIC] understanding value of DRA 2 testing
> 
> This year our district has mandated that we test each of our students whether 
> they are on, below, or above grade level at the very start of the school 
> year.  We are to test each child one level above where they ended the 
> previous school year.  Out of my 20 students, only one student passed at a 
> higher level (and that was a child I had retained).  Now I have to retest all 
> 20 of them on the level they came to me.  If they don't pass that (my guess 
> is that some of them won't), I have to test them down until I find a test 
> that they do pass.
> 
> My argument was that we should test where they were last May and then test up 
> or down based on those results.  I was told absolutely not.  Why would we 
> think that our students would test higher in September than they did at the 
> end of May?  Most of them did not read over the summer and even those that 
> did read, showed no growth on the test.  I would greatly appreciate your 
> input.  I don't have an issue with testing but the test should be helpful to 
> my instruction of the child.  In my opinon this is just a phenomenal waste of 
> precious contact time.
> Thanks.
> Leslie
> 
> Leslie R.Stewart
> Grade 3 Teacher
> lstew...@branford.k12.ct.us
> 203-481-5386, 203-483-0749 FAX
> 
> To feel most beautifully alive means to be reading something beautiful,  
> ready always to apprehend in the flow of language the sudden flash of poetry. 
>  ~ Gaston Bachelard ~
> 
> 
> 
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Re: [MOSAIC] Vocabulary Test

[Jan Sanders]

Marzano has done a lot of research on vocabulary.  He focuses on academic
vocabulary, but to me, his work transcends all vocabulary.  You might want
to look at his findings.  Our district studied his work a couple of years
ago.  He has a "worksheet" students fill out when they are learning a new
word.  As they gain deeper understanding of the word they add to the
worksheet.  They gain deeper understanding through examples of use of the
word and through playing games using the words.

One thing that hit home was that writing definitions to a word does not
often lead to understanding.  If you can get students to understand the
"essence" and concept of the word, then it becomes one they understand.
We also found that often students could use the word in a sentence and still
not understand what it means.

Jan
We must view young people not as empty bottles to be filled, but as candles
to be lit.  
-Robert Shaffer




On 9/17/09 4:24 AM, "Kelly Andrews-Babcock"
 wrote:

> I've always like having the students create a sentence using the word. That
> allows you to know if they truly understand the meaning of the word. Also
> gives you an idea about mechanics as well, which you can grade separately.
> Kelly AB
> 
> 
> On 9/16/09 10:59 PM, "reading"  wrote:
> 
> Anyone have any advice on the best way to give teacher made vocabulary
> tests. I want it to be more than just matching definitions and was wondering
> what other teachers use as a vocabulary assessment.
> 
> 
> Thanks
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> 
> 
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> 
> 



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Re: [MOSAIC] Picture book to promoting listening (lit circles)

[Jan Sanders]

I have known teachers to give students "talking chips".  You decide how many
-one?, two?, three?.  When they talk, they give up a chip.
Jan


On 10/27/09 6:01 AM, "Joanne Dicke"  wrote:

> 
> 
 My class is doing literature circles and we are having trouble
> sharing "air time".  Everyone wants to talk and not listen to others.
> Does anyone have have any picture book suggestions to promote the art of
> listening to what others have to say? Any help would be appreciated.  (I
> have used The Conversation Club).  Need others.
> Joanne
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> 



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Re: [MOSAIC] philosophical wonderings

[jan sanders]

I think we teach the strategies so that readers have a "toolbox" of things to 
use when they get stuck, or are no longer understanding the text.  I just 
started reading The Foreign Correspondent and I had a tough time with the first 
15 pages or so.  The setting was Paris, France (very little schema for me) and 
it is about the political stuff going on before WW2.  Underground newspapers, 
Italian resistance, etc.  Since I have no schema on this, I kept rereading.  
Finally, I had to stop and think about what is important?  What is the big 
idea?  And I had lots of questions.  I just could of kept reading on (it is my 
level, and I can read all the words), but I needed a frame of reference for 
myself.  This is what we need to teach children to do.  They often read the 
words, but at what level of understanding?  Or did they understand at all?  
Sometimes we assume high level readers will get it by reading.  They too, need 
explicit instruction so they know how to attack the problem when they have one. 
  An awareness.  Ever ask a GATE (gifted) child how they got the answer, and 
their answer is "I just knew it".  That is not good enough, they need to be 
able to explain how they got there, so we as teachers, need to give them the 
language and practice of explaining, and the awareness.
As for the math manipulatives...  John van DeWalle has some interesting things 
to say.  I am just writing this from my memory and my take on his work.  Look 
him up for "the real thing". Without understanding, manipulation objects means 
very little to the student.  Manipulatives are a way to show how something 
works, but only if you understand it -otherwise it becomes mimmicing the 
teacher with no (or very little) understanding.

Jan  We must view young people not as empty bottles to be filled, but as 
candles to be lit. 
-Robert Shaffer



> From: lstew...@branford.k12.ct.us
> To: mosaic@literacyworkshop.org
> Date: Sun, 8 Nov 2009 12:41:07 -0500
> Subject: [MOSAIC] philosophical wonderings
> 
> I love teaching, but lately I have been questioning the way I teach, 
> particularly reading.  I am an avid reader.  Reading is an integral part of 
> my adult life.  I was never taught any reading strategies.  I have children 
> in my classroom who love to read and read way above grade level.  I feel that 
> they, like me, have already internalized the strategies and yes they can be 
> strengthened but probably that will happen naturally as well.  The more they 
> read, the stronger they will become.  It seems that we are prescribing 
> medication whether the child is ill or not.  It's like using manipulatives in 
> math.  Our new math program requires the use of manipulatives all the time.  
> It used to be that you used maniuplatives when you differentiated for the 
> child who was having difficulty with a concept.  It seems like we are heading 
> back to a one-size-fits-all mentality which scares me.  I sometimes think the 
> reading strategies were meant for educators so that we could become better 
> teachers of reading, particularly for our struggling readers, and I think we 
> have taken it too far and use it in all cases.  When I look at the current 
> guided reading models it is so prescribed:  everyone is in a quick guided 
> group with the teacher drilling a skill or they are reading independently.  I 
> am having a difficult time seeing the joy in that model.  Where do the rich 
> conversations that connect children to each other and to literature take 
> place in this current model?  Was the model intended for accomplished readers?
> 
> Leslie R. Stewart
> Grade 3 Teacher
> lstew...@branford.k12.ct.us
> 203-481-5386, 203-483-0749 FAX
> 
> To feel most beautifully alive means to be reading something beautiful,  
> ready always to apprehend in the flow of language the sudden flash of poetry. 
>  ~ Gaston Bachelard ~
> 
> 
> 
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> 
  
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Re: [MOSAIC] Theme/author's message

[jan sanders]

Having done some work on "theme" with other coaches (I was a literacy coach 
then) we found it to be a very complex topic.  Talking with others, and 
learning about their take on it helped form our own thoughts.  We worked 
together to determine a "definition" so when we used the word, we all had the 
same reference.  So what we called theme, may not be what someone else calls 
theme.  We also got into the significance of the piece.  We felt if we could 
help children determine the significance (why did the author write this?  what 
did they want us to learn? to walk away with?  What was the author's message.) 
children could start to write significance into their own pieces, so readers 
aren't left with the question so what?  H, I am adding more fuel to this 
smoldering fire...Anyway, we found that children will determine the 
significance, theme, message, etc., based on their own schema.  What stands out 
in the story for one person, may not be the same for another, because prior 
knowledge plays a part in the understanding.

Jan We must view young people not as empty bottles to be filled, but as candles 
to be lit. 
-Robert Shaffer



> Date: Sun, 8 Nov 2009 16:09:51 +
> From: mimos...@comcast.net
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Theme/author's message
> 
> I do think there is a difference, although students should be taught both, of 
> course. For example, we are reading RULES by Cynthia Lord right now. She says 
> that her theme was acceptance. My papers about it are at school right now, 
> but I do think she did call it her theme, not her message.We are using the 
> book in our thematic unit about growing up. I can clearly see how there are 
> many "life messages" in this book. The main character struggles through the 
> challenges of leaving childhood joys behind, as she thrills at the new world 
> of adolescence. The conversations about this book bring out the idea that 
> rich literature will usually have multiple themes, messages that resonate 
> with different people for different reasons. As long as the reader can use 
> the text to justify their opinion, I think a theme can be jaccepted, whether 
> it was the author's original intent or not. 
> 
> This inquiry was perfectly timed for me. Next week we will be focusing on the 
> author's purpose and then finishing up the book and learning about theme. I 
> am interested on hearing what others think about these topics! 
> Maura 
> 5/NJ 
> - Original Message - 
> From: "Kelly Andrews-Babcock"  
> To: "Mosaic: A Reading Comprehension Strategies Email Group" 
>  
> Sent: Sunday, November 8, 2009 7:45:51 AM GMT -05:00 US/Canada Eastern 
> Subject: [MOSAIC] Theme/author's message 
> 
> Perhaps you can help me with a question that has come up with our staff. We 
> were discussing theme (fiction) and at one grade level author's message came 
> up as being used interchangeably with theme. In our conversation that 
> followed some people thought theme was a more global or overarching idea and 
> the author's message was more specific to the lesson the author was teaching 
> through the text. But in realizing there can be multiple themes in books, 
> the confusion continues. I'd love to hear from you more on this topic. 
> Thanks, 
> Kelly AB 
> 
> 
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Re: [MOSAIC] objective vs strategy

[Jan Sanders]

I would say NO!  Do you know how long that would take teachers?  Especially
a pre, during and post?  The last administrator I worked for asked us for a
weekly plan of lessons, but not for lesson plans for each item taught.  If
she had a struggling teacher, the coach often went back to what was your
objective, was it met.  If the teacher didn't know what the objective was,
that was a starting point.
Jan 


On 11/8/09 1:16 PM, "Mena"  wrote:

> I am very interested in opinions on whether we need a lesson plan for
> every thing we do.Does anyone have an example of a behavioral objective
> written to teach a strategy? I get very confused about writing lesson
> plans for strategies in a scaffolded reading experience (SRE). A lesson
> plan has beginning, middle, and end activities and a SRE has pre-,
> during, and post strategies..so wouldn't a SRE be a lesson plan? I have
> a colleague who has her teachers write a lesson plan for each pre-,
> during, and post strategy.
> 
> Philomena Marinaccio-Eckel, Ph.D.
> Florida Atlantic University
> Dept. of Teaching and Learning
> College of Education
> 2912 College Ave. ES 214
> Davie, FL  33314
> Phone:  954-236-1070
> Fax:  954-236-1050
> 
> 
> -Original Message-
> From: cnjpal...@aol.com
> To: mosaic@literacyworkshop.org
> Sent: Sun, Nov 8, 2009 1:30 pm
> Subject: Re: [MOSAIC] objective vs strategy
> 
> 
> There was an article in Reading Teacher a while back that argued that a
> 
> skill was a strategy made automatic and unconscious. ...By that
> argument, if
> you  want kids to make connections as an automatic thing when they
> read...then it is  a skill. Otherwise if kids are consciously using it
> as a tool, it
> is a strategy.  As for objective...what do you want the kids to be able
> to do
> with connections  and how well do you want it to be learned?
> 
> Does that help or have I muddied the waters?
> Jennifer
> 
> In a message dated 11/8/2009 1:02:07 P.M. Eastern Standard Time,
> lstew...@branford.k12.ct.us writes:
> 
> Our  district is moving towards having teachers post their objectives
> and
> children  being aware of the objective.  We are having difficulty
> coming to
> terms  with our objectives.  Is making connections to text an objective
> or a
> strategy/skill?  I feel the objective is always to become stronger
> readers
> and the way we teach the children to become stronger readers is the
> strategy, but it is confusing.
> 
> 
> 
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> 
> 
> 
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> 



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Re: [MOSAIC] teaching fact and opinion

[Jan Sanders]

It is also good to use literary non-fiction books.  Children will often
think everything in the "story" is fact, when some is the author's opinion
embedded in the text.
Jan


On 11/8/09 8:11 PM, "jvma...@comcast.net"  wrote:

> Oooh, cool question, Barb. I can't imagine teaching fact/opinion with
> fiction--does that even make sense? Was it historical fiction and they were
> looking for the historical parts? When I've taught this with nonfiction, I've
> always used very obvious opinions to begin with (check some Seymour Simon
> books--his opinions are clearly stated). My next step is to read text where
> opinion is not clearly stated so that we must infer the author's opinion. Both
> of these discussions get us into the text. But I also like your idea of making
> kids go back (often the opinion is at the very end) and figure out the
> importance of the opinion to the facts presented.
> Judy 
> 
> 
> 
> - Original Message -
> From: "Ron Borchert" 
> To: "Mosaic" 
> Sent: Sunday, November 8, 2009 7:29:45 PM GMT -08:00 US/Canada Pacific
> Subject: [MOSAIC] teaching fact and opinion
> 
> Recently I was observing in a fourth grade classroom during guided reading.
> The teacher was teaching fact and opinion. This is the second classroom where
> I have observed the teaching of this skill. Both teachers' instructional
> objective was to have students identify fact and opinion in the text. I have
> come to the conclusion that fact and opinion is a harder skill to teach than
> one might first believe. This has been on my mind for the last few days. I
> would like the members of this list serve to give me some feedback.
> 
> The first teacher struggled with teaching fact and opinion because she was
> using fiction and released responsibility too soon. The second teacher did a
> better job because non-fiction text was used. Yet I felt that too much of the
> instructional time was spent in identifying opinions that weren't important to
> understanding the text. I'm wondering if part of the struggle with teaching
> fact and opinion is that the instruction isn't tied to the author's purpose
> (Persuade, Inform, Entertain). The author's purpose of the three non-fiction
> texts was to inform the reader about different facets of Chinese history. The
> first two texts really didn't have any opinions in it that added to the
> understanding of the topic. The teacher spent a lot of time trying to give
> those minor opinions the same weight as the facts. The third story, on the
> other hand, was a much better text for teaching fact and opinion because there
> was a issue with different opinions that was explained in the text.
> 
> My new thinking for teaching fact and opinion is to tie it to author's
> purpose. The author's purpose will determine how the skill will be taught. If
> the author's purpose is to inform, the bulk of the reading will be facts
> unless an issue with differing viewpoints is explained.
> 
> Choosing a text in which the author's purpose is to persuade may be a better
> choice for teaching fact and opinion. The text will have facts in it, even
> though they may be one-sided. The opinions should be easier to identify and
> will be important to the understanding of the text. Finding a letter to the
> editor or studying the editorial page may be a better text to use.
> 
> I'm less clear about fact and opinion when the author's purpose it to
> entertain (fiction). I think the facts would be tied to the story map and the
> opinions may be what the characters say about other characters or the events.
> The character's opinions may also be the factor that explains a characters
> actions. 
> 
> How do you teach fact and opinion? I think that asking students to identify a
> fact or an opinion may be the first step, but there is much more involved.
> Maybe the key is to choose a text that has an opinion that is important to the
> text. 
> 
> Thank you for your thoughts!
> 
> Barb 
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Re: [MOSAIC] opinion on advanced reading classes

[Jan Sanders]

No, but the high school does.  They move at a faster pace and often use more
difficult texts that challenge the students.  My son was in such a class and
he liked it because they had very rich discussions and he felt he wasn't
waiting for others -he liked the pace.

I have never taught leveled reading classes -only leveled groups.  I liked
that the higher students had rich discussion points that were tossed into
the whole group and gave everyone something to think about.   A lot of "I
never thought of it like that" from the low students.  It helped their
thinking process grow.
Jan


On 11/10/09 12:47 PM, "reading"  wrote:

> The school where I teach performs very well on state standardized tests. In
> reading I believe the scores are well above 90%. This is my first year
> teaching 7th grade and the first year of a newly developed "advanced"
> literature class which I am teaching. I'm struggling with how to make the
> class "advanced". And now we are supposed to present to the
> board.Theoretically, I don't like the concept of the class. I don't think my
> philosphy of teaching meshes well with leveled reading classes.  I wanted to
> hear others opinions. Does your middle school have advanced classes?
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Re: [MOSAIC] opinion on advanced reading classes

[Jan Sanders]

And I would say ALL students should be doing this.
Jan


On 11/10/09 4:48 PM, "shut...@fuse.net"  wrote:

> To help with the notion of an advanced reading class you may want to consider:
> 1.  Use questions that employ Bloom's top 3 levels, analysis, synthesis and
> evaluation 
> 2.  Use projects that allow students to use one or more of their multiple
> intelligences
> 3.  Use DeBono's six hats thinking framework to analyze various literature
> selections
> 4.  Have students create multi-media presentations for the class regarding
> various literature selections
> 5.  Have students engage in a debate regarding characters - protagonist vs.
> antagonist
> 6.  Use Kohlberg's levels of moral development and relate to various
> characters in the literature selection
> 
> Hope this helps.
>  reading  wrote:
>> The school where I teach performs very well on state standardized tests. In
>> reading I believe the scores are well above 90%. This is my first year
>> teaching 7th grade and the first year of a newly developed "advanced"
>> literature class which I am teaching. I'm struggling with how to make the
>> class "advanced". And now we are supposed to present to the
>> board.Theoretically, I don't like the concept of the class. I don't think my
>> philosphy of teaching meshes well with leveled reading classes.  I wanted to
>> hear others opinions. Does your middle school have advanced classes?
>> ___
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>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>> 
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>> 
> 
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> 
> 



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Re: [MOSAIC] RTI

[Jan Sanders]

Did he say what that 2 hours of reading should be?  Pure reading?  I
envision some to take it as lots of phonics and skills lessons.
Jan


On 11/10/09 12:27 PM, "Domina.Natasha"
 wrote:

> 
> I just heard Richard Allington speak on Saturday and he said that 2 hours of
> reading per day will mean that a struggling reader doesn't fall further
> behind.  If we want them to close the gap and catch up to their peers they
> should be reading even more than that.  (He was talking about RtI so maybe his
> new book on RtI would have more information about that.)
> Natasha
> 
> 
> --
> 
> Message: 24
> Date: Tue, 10 Nov 2009 04:11:07 +
> From: wr...@att.net
> Subject: [MOSAIC] RtI
> To: "Mosaic: A Reading Comprehension Strategies Email
> Group"
> Message-ID:
> 
> <111020090411.16339.4AF8E7DB0005A9DE3FD322218683269B0A02D29B9B0EBF0A9B079D
> 9...@att.net>
> 
> 
> This group really helped answer questions from me about universal screeners
> for RtI.  Now I'm wondering about when my middle school starts RtI.  I think
> that will happen next fall.
> 
> I have read that students who are two, three, or four years behind in their
> reading level by middle school need an additional 90 hours of reading time???
> instruction??? every day.  Can anyone point me to something authoritative that
> asserts this?
> 
> It seems as if we're going to go to half measures, and students who need
> additional help with get maybe 45 minutes a couple of times a week.
> 
> I fear that RtI will not be successful at my school because we will not put
> the time into additional support for students.
> 
> Thanks for any information you can give me.
> Jan
> 
> 
> 
> 
> 
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Re: [MOSAIC] thought-provoking reading for 1st graders

[Jan Sanders]

There are books out there called Pair-it Books.  They are a set of 2 books;
1 fiction, 1 non-fiction, on the same topic.  Mondo Press used to publish
them.  With the buying out of publishers, I don't know if this is true
anymore.  Anyway, they come in different reading levels, and when our school
purchased them (about 10 years ago?) there were about 12-16 sets (3-4 sets
per reading level).
Jan


On 11/10/09 3:51 PM, "Beverlee Paul"  wrote:

> Another technique for provoking thought in first graders is paired texts or
> text sets.  In paired texts, they would commonly read a fiction and a
> nonfiction text about the same topic, such as a fictional tale about bears
> and an informational book with lots of nonfiction text features and content
> about bears.  That gives a wider range of  difficulty for the ones needing
> more challenge, but the really important thing it does is cause
> comparison/contrast, analysis, synthesis, and evaluation.  The two texts
> greatly increase higher level thinking.  The same is true of text sets, but
> even more so.  And with text sets you can provide a nice range and quantity
> of texts which allows more choice for the children.  Because each child's
> comprehension is vital to the discussion, they all do a great job of
> reading, note-taking, reporting, sharing information, and coming to new
> thinking as a group.  It's also a nice way to mix poetry, nonfiction,
> fiction, song, and whatever other text you can scrounge up.  Some people are
> pretty tentative about asking first graders to tackle text sets, but give it
> a try...they'll pull through with some amazing discussions.
> 
> On Tue, Nov 10, 2009 at 1:21 PM, Stewart, L
> wrote:
> 
>> And Patricia Maclachlan
>> 
>> Leslie R. Stewart
>> (203)481-5386 X310  FAX (203)483-0749
>> lstew...@branford.k12.ct.us
>> 
>> Be who you are and say what you feel because those who mind don't matter
>> and those who matter don't mind."
>>  ~ Dr. Seuss
>> 
>> 
>> -Original Message-
>> From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org[mailto:
>> mosaic-bounces+lstewart =branford.k12.ct.us@
>> literacyworkshop.org] On Behalf Of EDWARD JACKSON
>> Sent: Tuesday, November 10, 2009 8:27 AM
>> To: mosaic@literacyworkshop.org
>> Subject: Re: [MOSAIC] thought-provoking reading for 1st graders
>> 
>> 
>> Don't forget Eve Bunting
>> 
>> 
>> Lori Jackson M.Ed.Reading Specialist
>> Broken Bow, NE
>> 
>> 
>> 
>> 
>> 
>> 
>>  EMAILING FOR THE GREATER GOOD
>> Join me
>> 
>>> From: hutch1...@juno.com
>>> Date: Tue, 10 Nov 2009 02:11:21 +
>>> To: mosaic@literacyworkshop.org
>>> Subject: Re: [MOSAIC] thought-provoking reading for 1st graders
>>> 
>>> 
>>> 
>>> Cynthia Rylant is also a great author for picture books with depth.
>>> norma
>>> 
>>> 
>>> -- Original Message --
>>> From: Melissa Kile 
>>> To: "Mosaic: A Reading Comprehension Strategies Email Group" <
>> mosaic@literacyworkshop.org>
>>> Subject: Re: [MOSAIC] thought-provoking reading for 1st graders
>>> Date: Mon, 9 Nov 2009 20:23:09 -0500
>>> 
>>> Lots of Eve Bunting's books are thought-provoking. Patricia Polacco's are
>>> longer, but they might work.
>>> 
>>> Melissa/VA/2nd
>>> 
>>> On Mon, Nov 9, 2009 at 7:26 PM, Heather Green 
>> wrote:
>>> 
 Hi there,
 Starting in December we will start breaking up into reading clubs in my
 school. We'll meet for 50 minutes, 4 days a week.  The groups are
 differentiated, and I have the highest group of first graders--reading
 anywhere from end of 1st grade level to 4th grade+ level.
 
 I decided that I wanted to stay away from chapter books this year
>> because
 in
 1st grade the focus doesn't need to be on reading chapter books. I want
>> my
 kids to be reading good quality literature that makes them think.  We
>> don't
 have many books available. I'm willing to buy some with my own money if
>> I
 will use them again and again.  So I need your help.  I am looking for
 books
 that meet this criteria:
 
 1) not a chapter book
 2) something written at about the 2nd grade level or so (I'm thinking
>> using
 this in small groups for the kids to read themselves)
 3) something thought-provoking that would spark good conversation
 4) not t preachy and still of interest to 1st graders
 
 Any ideas?!?
 ___
 Mosaic mailing list
 Mosaic@literacyworkshop.org
 To unsubscribe or modify your membership please go to
 http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>> .
 
 Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
 
 
>>> ___
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>>> 
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Re: [MOSAIC] Dr. Gay Levy

[jan sanders]

Brian Cambourne has also done major work on engagement if you want more 
information.

Jan  We must view young people not as empty bottles to be filled, but as 
candles to be lit. 
-Robert Shaffer



> Date: Thu, 12 Nov 2009 22:09:09 -0500
> From: lesliepop...@gmail.com
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Dr. Gay Levy
> 
> Kuenze,
> 
> Can you please provide more specifics about the 8th grade ELA classroom.
> How does it work with a balance between reading and writing.
> 
> Thanks,
> Leslie P
> 
> On Thu, Oct 15, 2009 at 1:49 PM, Kuenzl-Stenerson Kay <
> kay.kuenzl-stener...@oshkosh.k12.wi.us> wrote:
> 
> > I was fortunate to hear Dr. Gay Levy speak yesterday in a workshop about
> > her research with engagement.  It was excellent.  You may want to check out
> > her findings and how the literacy  class was set up.  Her interventions for
> > middle school were interventions with students that were not "engaged" with
> > text.  The intervention is to find out why they weren't engaged and get them
> > engaged. Her findings could really change how many teachers are teaching in
> > their classrooms and give us the next step.  It really made sense.  The
> > amount of reading that 8th graders were doing was amazing.  It is what I
> > dream of seeing in our middle school classrooms.  .
> >
> > 
> >
> > From: mosaic-bounces+kay.kuenzl-stenerson=oshkosh.k12.wi.us@
> > literacyworkshop.org on behalf of mosaic-requ...@literacyworkshop.org
> > Sent: Thu 10/15/2009 11:00 AM
> > To: mosaic@literacyworkshop.org
> > Subject: Mosaic Digest, Vol 38, Issue 13
> >
> >
> >
> > 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
> >mosaic-requ...@literacyworkshop.org
> >
> > You can reach the person managing the list at
> >mosaic-ow...@literacyworkshop.org
> >
> > When replying, please edit your Subject line so it is more specific
> > than "Re: Contents of Mosaic digest..."
> >
> >
> > Today's Topics:
> >
> >   1. Re: Mosaic Digest, Vol 38, Issue 11 (plongshell)
> >
> >
> > --
> >
> > Message: 1
> > Date: Thu, 15 Oct 2009 06:25:44 -0400
> > From: plongshell 
> > Subject: Re: [MOSAIC] Mosaic Digest, Vol 38, Issue 11
> > To: mosaic@literacyworkshop.org
> > Message-ID: <0368bd5c.1b15.4e97.8d9d.dd50d2875...@aol.com>
> > Content-Type: text/plain; charset="us-ascii"; format="flowed"
> >
> >
> > Thanks to all of those who wrote in to help with my middle school
> > questions...great info! Now, do you know of any really good
> > interventions that can be done in 3 40 minute blocks? Thats what I'm
> > working with on a rotating schedule with my groups--I usually do
> > strategies that can be used with their classroom reading, but anything
> > else would help!
> > Michelle-ais ny
> >
> >
> > --
> >
> > ___
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> >
> > End of Mosaic Digest, Vol 38, Issue 13
> > **
> >
> >
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Re: [MOSAIC] Reading Series

[jan sanders]

I'm not so sure there is any great -or even very good reading series out 
there...  We too used HM and I did not like it.  The stories for the most part 
were good, however, the lessons that went with them were crazy!   They 
expected you to do so much in one day you would need 2+ hours to get it done, 
and even more time to teach it well.  If your district is screaming for you to 
use HM with fidelity (I came to hate those words) then woe is you.  Our 
district was screaming, but my smart boss knew the power of readers' workshop 
and didn't harp on us about fidelity.  We are a Title 1 school and our scores 
were solid, but the district office didn't want to hear it, and screamed 
fidelity again the next year... the craziness goes on.  Under the "fidelity" 
method we had 2 schools (both Title 1) go into the improvement category for 
NCLB. 
A great reading series would be one that had all the skills and strategy 
lessons in a separate binder and didn't try to attach them meaninglessly to 
stories - comprehension, phonics, spelling, grammar...  Then the teacher could 
use it as a reference,, following the state standards.  For those that worry 
about all the skills getting taught... there could be a matrix you highlight.  
By the way, I don't know of anyone who finishes the text by test time anyway, 
so did those students get "ALL" the skills and strategies taught? Our district 
tried 2 years ago and the pacing was so fast, the on grade level students had 
trouble keeping up.  
Jan, also from CA We must view young people not as empty bottles to be filled, 
but as candles to be lit. 
-Robert Shaffer



> From: christine.pres...@verizon.net
> Date: Wed, 25 Nov 2009 06:37:46 -0800
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Reading Series
> 
> We have had Houghton Mifflin for about the last 6 years. I like it a lot. I
> have taught 3rd, 4th, and 5th using these books and resources. The Practice
> book is great and the spelling words are grade level appropriate. I like the
> stories and how they intermingle the Social Studies for each grade level,
> especially here in California.
> 
> On Tue, Nov 24, 2009 at 8:24 PM, Yingling  wrote:
> 
> > We have begun looking into adopting a new reading series.  What reading
> > series do you use?  And, do you like it or not and why?  Anything you could
> > tell me would be helpful because we're not even sure where to start.
> > Thanks,
> > Jenni
> >
> > ___
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> >
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> >
> >
> 
> 
> -- 
> Chris
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Re: [MOSAIC] AR

[jan sanders]

No, the levels do not correspond.  AR creates it's levels by the number of 
words on a page and the number of pages.  That is also how they decide the 
number of points.  If you make your own test, they give you the "formula" to 
figure out the point value...To me, AR is over rated and DOES NOT instill a 
love of reading for children.  They learn that that you read to earn an award, 
instead of the reward being the story on the page.  I was a rebel at my school 
and refused to have my students do it.  Some parents complained, so the 
computer was there for them to use, but I did not give out any awards.To really 
know your students as readers, have conversations and conferences with them.
Jan 



> Date: Thu, 17 Dec 2009 18:31:46 -0800
> From: brenda...@sbcglobal.net
> To: mosaic@literacyworkshop.org
> Subject: [MOSAIC] AR
> 
> We may have had this conversation, but I didn't have access to Accelerated 
> Reader.  What do you all think?  Do the levels correspond with the actual 
> reading level of the student?
> Thanks for your input.
> Brenda
> Ca/4
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Re: [MOSAIC] Grammar Guide

[jan sanders]

Lori-The Write Source has great examples.  They have books for different 
levels.  When I taught 6th grade we used Write Source 2000.  Last Year in 3rd 
grade it was called Write Source and had the word Elementary some where.
I found it on Amazon.  I typed in Write Source.  Here is the 
linkhttp://www.amazon.com/s/ref=nb_ss?url=search-alias%3Dstripbooks&field-keywords=write+Source&x=0&y=0

Jan  We must view young people not as empty bottles to be filled, but as 
candles to be lit. 
-Robert Shaffer



> From: lori_jack...@q.com
> To: t...@listserv.arizona.edu; mosaic@literacyworkshop.org
> Date: Thu, 14 Jan 2010 02:29:37 +
> Subject: [MOSAIC] Grammar Guide
> 
> 
> My son's high school requires a grammar class that revolves around the nit 
> picky.  The book is heavy on exercises but sadly lacking in instruction.  We 
> are in need of a good guide, with examples. Suggestions?  (Please, I know 
> this is not necessarily good instruction, but he is stuck with it).
> 
> 
> Lori Jackson M.Ed.Reading Specialist
> Broken Bow, NE
> 
> 
> 
> 
> 
> 
>  EMAILING FOR THE GREATER GOOD
> Join me 
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Re: [MOSAIC] Encouraging reading at home

[jan sanders]

Hello!For me, reading logs didn't work.  Kids wrote down things they did not 
read, and parents often signed-off without even checking to see if the child 
read the material listed.  It was a "school game"  -something done for school 
because we have to. Instead, I had children read for a minimum of 30 minutes 
every night (3rd grade) and they met with a partner the first thing in the 
morning to talk about what they read.  My goal was to get kids to love to read. 
 No written work, no grades.  They did not have the same partner everyday, but 
instead just chose someone when they walked into the classroom.  They had 10 
minutes to find a partner and discuss what they read.  At times I would have to 
help someone find a partner, but not very often.  I would listen in on 
discussions, and ask a question once in a while -but it was purely share what 
you are reading.  They were encouraged to make notes as they read so they 
wouldn't forget what they wanted to talk about (I assured them I would often 
forget if I didn't have notes -sometimes just a character's name and 1 word to 
remind me).  
After the 10 minutes we would gather at the carpet for sharing.  I would 
randomly choose someone (names on cards) and I would have them tell the class 
what their partner had to say today.  This taught them to really listen to what 
their partner was saying.  I would choose 2 or 3 students to share, and an 
additional student if someone was dying to say something.
Great things that happened...  kids got excited about reading!  They formed 
book groups (2-4 kids reading the same book and meeting in the morning to talk 
about it).  They read books that other students had talked about.  Most (about 
14 of 18) kept some kind of notes -I had provided a spiral journal for each 
student.  
I did provide a list of thinking about reading ideas for discussion (glued onto 
the inside front cover of their journal) and parents were thankful, and used 
them with their child.  The students used the list often in the morning during 
discussion time.  This was the only homework and the parents knew that.Jan 
"Life is not about waiting for the storms to pass...it's about learning how to 
dance in the rain."BJ Gallagher








> Date: Fri, 5 Mar 2010 09:51:37 -0600
> From: ebl...@ofallon90.net
> To: mosaic@literacyworkshop.org
> Subject: [MOSAIC] Encouraging reading at home
> 
> I need a little help.  I am trying to find a way to encourage students to 
> read at home. Has anyone used "reading logs" with their students (parents 
> would sign off that their child read each evening)? If you have, were they 
> helpful? My fear is that the students that really need the extra practice 
> would either never have their log signed or the parents would sign without 
> the reading being completed. I also don't want to turn reading for pleasure 
> into a chore. I would love to hear any and all suggestions. 
>  
> Elizabeth Blinn
> LaVerna Evans Elementary
> 3rd-5th Reading Interventionist
> ebl...@ofallon90.net
>  
  
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Re: [MOSAIC] Fluency

[jan sanders]

Why do people (is it the "program makers") link speed with fluency?  To me, 
fluency is cadence, and reading so it sounds like we talk.  Have you ever had a 
conversation with someone who talks fast?  They make me tired.  It is not 
normal.  I never used any bought program, but rather had children read like we 
talk.  They would tape themselves and listen, then reread the same passage if 
it needed more work.  Also, many times students struggle with fluency because 
they are reading above their independent level, usually their instructional 
level, and they have "work" to do with the text.  
Another point... there are times when I read aloud when I don't have a clue 
what I read.  My brain was not engaged in the meaning of the words, I just read 
them out loud.
Jan 
"Life is not about waiting for the storms to pass...it's about learning how to 
dance in the rain."BJ Gallagher








> From: creeche...@aol.com
> Date: Sat, 13 Mar 2010 06:22:10 -0500
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Fluency
> 
> 
> 
> In a message dated 3/10/2010 11:59:22 P.M. Eastern Standard Time,  
> creeche...@aol.com writes:
> 
> Could  you give me a reference for that research?
> So I'm behind on email, but don't see a response. I find often that  
> something that is supposedly "supported by lots of research," is kind of like 
>  the 
> telephone game. Everyone has heard that there is, but no one quite can  
> pinpoint it. Just the fact that people say there is research makes it so? I  
> agree with Maureen. I have seen a lot of evidence that often students who 
> read 
>  slowly and methodically with prosidy, rereading and thinking carefully, 
> are way  better at comprehension than those who are trying to beat the egg 
> timer. 
>  
> Nancy
> ___
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Re: [MOSAIC] Fluency

[jan sanders]

When I was coaching, if we said it was backed by research, we had to be able to 
back that up!  Marzano is wonderful at giving you the research that "backs up" 
his statements.  It makes for tough reading, but you have avenues to track down 
the info.  Also, Regie Routman gives the research that lead her to her 
statements.  In Reading Essentials she has a "Notes" section (right before the 
Index) that lists the research, or reading material she used to arrive at her 
statements.  The notes are listed by chapter and page number. 
Jan 
"Life is not about waiting for the storms to pass...it's about learning how to 
dance in the rain."BJ Gallagher








> From: phoenix...@sbcglobal.net
> Date: Sat, 13 Mar 2010 07:17:40 -0800
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Fluency
> 
> I agree with Nancy. I am so sick and tired of the "supported by  
> research" claim that I could scream. One of my principals sent out an  
> email a few weeks ago with a link and an article that showed research  
> about student achievement with Saxon math. ick. So I read it, and it  
> referred basically to test scores AND also mentioned that Saxon math  
> did not do well in problem-solving, which was better addressed with a  
> different program that was studied. I think it was three or four math  
> programs that were compared, and maybe it was Everyday Math that was  
> better at problem-solving, but please don't quote me. Anyway, the  
> point is that it truly is like a game of telephone. Perfect analogy,  
> Nancy.
> 
> Renee
> 
> 
> On Mar 13, 2010, at 3:22 AM, creeche...@aol.com wrote:
> 
> >
> >
> > In a message dated 3/10/2010 11:59:22 P.M. Eastern Standard Time,
> > creeche...@aol.com writes:
> >
> > Could  you give me a reference for that research?
> > So I'm behind on email, but don't see a response. I find often that
> > something that is supposedly "supported by lots of research," is  
> > kind of like  the
> > telephone game. Everyone has heard that there is, but no one quite can
> > pinpoint it. Just the fact that people say there is research makes  
> > it so? I
> > agree with Maureen. I have seen a lot of evidence that often  
> > students who read
> >  slowly and methodically with prosidy, rereading and thinking  
> > carefully,
> > are way  better at comprehension than those who are trying to beat  
> > the egg
> > timer.
> >
> > Nancy
> > ___
> 
> ___
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> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
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> 
  
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Re: [MOSAIC] Fluency

[jan sanders]

Renee, if you had the tenure, you could send back an email stating the fact 
about the lack of problem solving and that you were wondering what was going to 
be used to fill in that void.
For anyone not familiar with Saxon -they literally tell the student what to do. 
 I piloted in 4th grade and the directions  would tell the student what to do 
-no thinking there...  One day (long division) the directions said use the LSD 
method on this problem.  I had to laugh!  LSD!!  Of course LSD was an 
acronym for procedures used in the algorithm.  Anyone remember Daddy, Mother, 
Sister, Brother?  Divide, Multiply, Subtract, Bring down.
Saxon is a very rote program.
Jan 
"Life is not about waiting for the storms to pass...it's about learning how to 
dance in the rain."BJ Gallagher








> From: phoenix...@sbcglobal.net
> Date: Sat, 13 Mar 2010 07:17:40 -0800
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Fluency
> 
> I agree with Nancy. I am so sick and tired of the "supported by  
> research" claim that I could scream. One of my principals sent out an  
> email a few weeks ago with a link and an article that showed research  
> about student achievement with Saxon math. ick. So I read it, and it  
> referred basically to test scores AND also mentioned that Saxon math  
> did not do well in problem-solving, which was better addressed with a  
> different program that was studied. I think it was three or four math  
> programs that were compared, and maybe it was Everyday Math that was  
> better at problem-solving, but please don't quote me. Anyway, the  
> point is that it truly is like a game of telephone. Perfect analogy,  
> Nancy.
> 
> Renee
> 
> 
> On Mar 13, 2010, at 3:22 AM, creeche...@aol.com wrote:
> 
> >
> >
> > In a message dated 3/10/2010 11:59:22 P.M. Eastern Standard Time,
> > creeche...@aol.com writes:
> >
> > Could  you give me a reference for that research?
> > So I'm behind on email, but don't see a response. I find often that
> > something that is supposedly "supported by lots of research," is  
> > kind of like  the
> > telephone game. Everyone has heard that there is, but no one quite can
> > pinpoint it. Just the fact that people say there is research makes  
> > it so? I
> > agree with Maureen. I have seen a lot of evidence that often  
> > students who read
> >  slowly and methodically with prosidy, rereading and thinking  
> > carefully,
> > are way  better at comprehension than those who are trying to beat  
> > the egg
> > timer.
> >
> > Nancy
> > ___
> 
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
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> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 
  
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Re: [MOSAIC] new job as a Literacy Coach

[jan sanders]

In my district the coaches came from the classroom -teachers on special 
assignment.  So when the 7 year "program" was ended 2 years ago all 9 of us 
went back into the classroom which resulted in newer teachers getting pink 
slips.  The whole thing didn't make sense to me as the coaches were paid from a 
different pot of money -not from the general fund.  Rumor was, the 
superintendent wanted the money for a pet project of his...
Jan 
“When you encounter seemingly good advice that contradicts other seemingly good 
advice, ignore them both.   -Al Franken










> From: lcan...@satx.rr.com
> To: mosaic@literacyworkshop.org
> Date: Mon, 31 May 2010 16:16:51 -0500
> Subject: Re: [MOSAIC] new job as a Literacy Coach
> 
> Seems like they should have pink slipped the coaches.
> - Original Message - 
> From: 
> To: "Mosaic: A Reading Comprehension Strategies Email Group" 
> 
> Sent: Monday, May 31, 2010 2:43 PM
> Subject: Re: [MOSAIC] new job as a Literacy Coach
> 
> 
> > I'm a classroom teacher (and happy to be one); we've had coaches in our 
> > district for about 9 years. In my district, the coach's job is to work 
> > with teachers to improve student accomplishment. Each grade level meets 
> > with the coach twice per month for 2-3 hours. We write a cycle of inquiry 
> > then read, work, discuss, assess. When the coaches aren't working with 
> > teachers (which is a lot of time) they are supposed to be supporting 
> > teachers with demonstrations, observations, etc. Unfortunately, it is my 
> > belief that the coaches actually do administrative work. In the beginning 
> > of our collaborative work, I appreciated the guidance of the coach. Now I 
> > believe most of us have grown beyond the coaches (who have had no 
> > classroom experience for 6-9 years). You might need some background: in 
> > California, due to budget woes, most of our newer teachers were 
> > pink-slipped and class size grew; therefore most of our newest teachers 
> > still have 4-5 years experience. They are growing beyond the coaches, too.
> > Judy
> >
> > ___
> > Mosaic mailing list
> > Mosaic@literacyworkshop.org
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> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> >
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> > 
> 
> 
> ___
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> Mosaic@literacyworkshop.org
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> 
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> 

  
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Re: [MOSAIC] Book Room

[jan sanders]

Hello!Our bookroom is organized by level and there are some author sets.  Each 
book or set of books has an index card with the book title and number of books 
on it.  Each teacher has 3+ pockets on a big pocket chart (on the wall).  When 
you take the books, you put the index card(s) in your pockets.  This reminds 
you (at a glance) of what you have in your classroom and if you are looking for 
a particular title that is not in it's spot you can scan the pocket chart to 
see who has the books.
The books are kept in cupboards (labeled with levels) in the teacher workroom.  
When you open a cupboard door you can see a list of the books inside that 
cupboard.
At another school I was at again the books were by level, author sets, and 
individual titles for teachers to borrow to pad their classroom libraries.  The 
books were on shelves in tubs.  A level 6 tub could contain 8 different titles, 
with 6 copies of each... etc.   There were clipboards on the shelves with a 
list of all the titles of each level of books (or author set, or a list of 
individual books).  Next to each title were about 8 empty boxes (like a grid).  
When the teacher borrowed a set of books (or an individual book) they would put 
their room number in the box.  If someone was looking for a particular title 
and it wasn't in the tub, the paper on the clipboard told them where it was.  
It took a few hours to set it up (we used high school students earning civic 
credits to do the typing), but it was worth it.Jan 
“When you encounter seemingly good advice that contradicts other seemingly good 
advice, ignore them both.   -Al Franken










> From: cspine...@branford.k12.ct.us
> To: mosaic@literacyworkshop.org
> Date: Tue, 1 Jun 2010 15:02:33 -0400
> Subject: [MOSAIC] Book Room
> 
> As the end of the year approaches I am thinking about the reorganization of 
> our Reading Bookroom.  This room houses all of our leveled text for 
> kindergarten through grade four. I am hoping for some ideas on how to 
> reorganize the space so teachers can access materials quickly. Is your 
> bookroom organized by level? Genre? Author? Theme? Curricula? What system do 
> you use to keep track of books borrowed and returned? Do you have a 
> bibliography? 
> Any advice would be appreciated!
> Thank you!
> Carol
> 
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> 
> 
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[MOSAIC] ***SPAM*** RE: Beginning of the Year Assessments

[jan sanders]

Hello!In our district we do running records.  I always wanted to assess my 
students within the first 10 days of school so I could see their strengths and 
weaknesses first hand.  Then I could develop a reading plan for that child -not 
the masses.  If you are assessing just to give the the raw score, and they were 
assessed 2 months before -what's the point (3rd-6th)?  For incoming students, I 
waited a few days -let them feel comfortable.
We gave reading assessments 3 times a year (beg/mid/end) and we had to report 
them to the District Office.  At the last school I worked at, we had to attach 
their running record recording sheet to their placement card so next year's 
teacher had some info.  The school before that, we just sent scores to the D.O.
We also assessed writing 3 times a year (beg/mid/end). It was a narrative 
prompt the entire district used.  We would get together in grade level teams 
1-2, 3-4, 5-6 to score them and we had anchor papers to compare them to.  mid 
year and end of the year the kinder teachers joined the 1-2 group.Jan 
“When you encounter seemingly good advice that contradicts other seemingly good 
advice, ignore them both.   -Al Franken










> From: suzteac...@aol.com
> Date: Wed, 16 Jun 2010 19:10:49 -0400
> To: mosaic@literacyworkshop.org
> Subject: [MOSAIC] Beginning of the Year Assessments
> 
> Here in New York, I am finishing my last full week of school. We have begun 
>  the conversations that start us all up in September. I am in a 3-5 
> building. Our  third grades began RTI with Aimsweb this year for this first 
> time. I 
> teach  fourth grade, and we will be using Aimsweb, starting in September. 
> In addition,  we use DRAs, and ERBs which is a writing test. We are looking 
> at our DRAs and  wondering - how early is too early? Do incoming students 
> need to settle and  learn what is expected, BEFORE taking the DRA assessment? 
> Or do we do it as soon  as possible, to make sure that we know the level of 
> our students? Our students  do an end-of-year DRA in June, so is it necessary 
> to assess them again so early  in the next school year? Same in writing - 
> when is a good time to assess  students writing to get a beginning point or 
> baseline. Are there any great  writing assessments out there?
>  
> Suzanne/NY/4thGrade
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Re: [MOSAIC] Writing Textbook -- suggestion

[jan sanders]

Hello!Perhaps these?
Writing Workshop: The Essential Guide by Ralph Fletcher and JoAnn Portalupi 
(Paperback - Sept. 14, 2001)Buy new: $26.25 $18.12 38 new from $14.9951 used 
from $12.59
Get it by Monday, June 28 if you order in the next 17 hours and choose one-day 
shipping.Eligible for FREE Super Saver Shipping.   (17)
Launching the Writing Workshop: A Step-by-Step Guide in Photographs by Denise 
Leograndis(Paperback - Sept. 1, 2008)Buy new: $19.99 $13.59 20 new from 
$12.5310 used from $12.78
Get it by Tuesday, June 29 if you order in the next 65 hours and choose one-day 
shipping.Eligible for FREE Super Saver Shipping.   (3)Jan 
“When you encounter seemingly good advice that contradicts other seemingly good 
advice, ignore them both.   -Al Franken










> Date: Thu, 24 Jun 2010 12:34:41 -0500
> From: dmoriart...@verizon.net
> To: mosaic@literacyworkshop.org
> Subject: [MOSAIC] Writing Textbook -- suggestion
> 
> Hi,
> I teach reading and writing courses in elementary ed. at a university in MA. 
> I am looking for suggestions for a writing textbook (or teacher professional 
> book) to use in my literacy course (includes undergrad and grad students). 
> Nothing too overwhelming--(Calkins' The Art of Teaching Writing would be too 
> much...). Looking for something short, to the point yet gives a good overview 
> of writing in the elementary classroom. Any ideas?
> Thanks so much,
> Deborah
>  
> 
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Re: [MOSAIC] Writing Textbook -- suggestion

[jan sanders]

Hello!When I first learned about Writer's Workshop it was with Ray/Laminack's 
Writing Workshop: Working Through the Hard Parts and it was a great place to 
start!Jan 
“When you encounter seemingly good advice that contradicts other seemingly good 
advice, ignore them both.   -Al Franken










> From: lori_jack...@q.com
> To: mosaic@literacyworkshop.org
> Date: Sat, 26 Jun 2010 09:27:15 +
> Subject: Re: [MOSAIC] Writing Textbook -- suggestion
> 
> 
> Personally, I think Ray/Laminack's Writing Workshop: Working Through the 
> Hardparts is the best place to start.  Really addresses all the 
> issues...management, curriculum planning.  As much as I love Fletcher, I 
> think his writing workshop book just doesn't delve deeply enough to help 
> teachers really dig into writer's workshop and Wondrous Words (my own all 
> time favorite) may overwhelm those with no experience at all with this sort 
> of instruction.
> 
> 
> Lori Jackson M.Ed.Reading Specialist
> Broken Bow, NE
> 
> 
> 
> 
> 
> 
> > From: kandrews-babc...@killinglyschools.org
> > To: mosaic@literacyworkshop.org
> > Date: Fri, 25 Jun 2010 16:14:21 -0400
> > Subject: Re: [MOSAIC] Writing Textbook -- suggestion
> > 
> > I would suggest Katie Wood Ray, "Wondrous Words" one of the best writing 
> > workshop books and resources out there (in my humble opinion),but it may be 
> > too long. I use it for a writing course for elementary/middle school. Ralph 
> > Fletcher/JoAnn Portalupi have one called "Writing Workshop: the Essential 
> > Guide", it's shorter and a good resource.
> > Kelly AB
> > 
> > On 6/24/10 1:34 PM, "dmoriart...@verizon.net"  
> > wrote:
> > 
> > Hi,
> > I teach reading and writing courses in elementary ed. at a university in 
> > MA. I am looking for suggestions for a writing textbook (or teacher 
> > professional book) to use in my literacy course (includes undergrad and 
> > grad students). Nothing too overwhelming--(Calkins' The Art of Teaching 
> > Writing would be too much...). Looking for something short, to the point 
> > yet gives a good overview of writing in the elementary classroom. Any ideas?
> > Thanks so much,
> > Deborah
> > 
> > 
> > ___
> > Mosaic mailing list
> > Mosaic@literacyworkshop.org
> > To unsubscribe or modify your membership please go to
> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> > 
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> > 
> > 
> > 
> > ___
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> > 
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> > 
> 
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[MOSAIC] URGENT[reply soon please]

[jan sanders]

Hello!
 
how are you doing? I am writing to inform you that I am presently in London UK 
to be with my ill cousin. She's suffering from a critical uterine fibroid and 
must undergo a hysterectomy surgery to save her life because the fibroid has 
done a lot of damages to her abdominal area. I am deeply sorry for not writing 
or calling you before leaving, the news of her illness arrived to me as an 
emergency and that she needs family support to keep her going, I hope you 
understand my plight and pardon me.

Hysterectomy surgery is very expensive here, so I want to transfer her back 
home to have the surgery implemented there where my health insurance can cover 
the cost. Am wondering if you can be of any assistance to me, I need about 2500 
Pounds to make the necessary arrangement cos i traveled with little money due 
to the short time I had to prepare for this trip and never expected things to 
be the way it is right now. I'll surely pay you back once I get back home, I 
need to get her home ASAP because she is going through a lot of pain at the 
moment and the doctor have advised that it is necessary that the tumor is 
operated soon to avoid anything from going wrong.

Anticipating your reply at the earliest to my request !!!

Regards,
Jan  
“When you encounter seemingly good advice that contradicts other seemingly good 
advice, ignore them both.   -Al Franken 

  
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Re: [MOSAIC] First Grade Homework

[Jan Sanders]

Is homework an option?  Most research shows that there are no benefits to
homework until 8th grade.  How about just read and share what you read with
a friend the next day?
I was fortunate in that my principal read up on the homework issue and we
went to read for pleasure and share your thought about what you read to a
partner the next day.  LOVED IT!  And students gained a love for
reading -it was no longer a chore.  They had complete control over what they
read.

Jan
You do not really understand something unless you can explain it to your
grandmother.
-Albert Einstein



On Mon, Jul 26, 2010 at 4:55 AM,  wrote:

> I tried this too but found that errors (especially in math) that
> occurred during the week became more engrained because of all the faulty
> practice...even though I work in an affluent district... I am surprised to
>  observe
> how many parents do not check or sit in on homework... I am not asking
> parents to do homework... but monitor every back to school night I make
> a
> big deal that this is a parent's  teachable moment... a way to implant
> great questioning and strategies but I can count on my hands those who
> do
> take the opportunity i understand it... high powered jobs... commutes
> to
> the  city... at home after the kids go to bed  but it seems to me that
> learning as a social function of the family is dwindling in my neck of the
> woods.. and i think that is sad because it is at least in my opinion a
> joyful and hopeful act that occurs best when coached and celebrated by
> those who
>  love you.
>
> That much said... i did try something that I think made homework worthwhile
>  (esp. in math) in my district we use everyday math... and have lots of
>  smattering of Japanese math,too so my assignments are not based on
> what  we covered in class during the day or that week but rather usually
> follow about  a chapter behind by then I feel i have met with kids in
> small group and  independent conferences and have better secured the
> strategies
> for strugglers to  be successful with assignments.
> My team and I tried to develop a differentiated approach to homework 
> but creating assignments on the run is murderous... so we came up with a
> generic  grid that goes with most assignments based on strategies of
> comprehension  ex:(consider an algorithm)  what connections can you
> make to this
> problem when in your life do you think you might need to use math in
> this  way draw a picture of your thinking about this problem which
> strategy/tool will you use to solve the problem... and then finally create
> a
> word problem that based on this math sentence
>
> I think that when kids are able to transfer their knowledge then I feel
> secure that their learning is secure. That's also why most of my spelling
> tests  are based on unseen transfers of words that are similar in phonetic
> rule
> or  spelling pattern if you will to what we've studied in class this
> kind of  test always yields screams from parents in the beginning of the
> year
> because  they are words not on a list but most of my families agree by
> the end  of the year that their kids are fearless spellers most with a
> high degree of  accuracymy case in point... spelling homework is
> explicit
> study of phonics  and spelling patterns with lots of word hunts...
> transfers you get  my drift... no spelling list except for example of
> what we
> are working on in  class.
>
>
> In a message dated 7/26/2010 1:32:35 A.M. Eastern Daylight Time,
> kauraw...@yahoo.com writes:
>
> My first  graders receive their homework folders on Monday that includes
> all of
> the  homework for the week.  They are not required to turn the homework
> folder  in
> until Friday.  That way, I have the weekend to check over the  papers and
> re
> stuff the folders for the next week.
>
> Hope this  helps:-)
>
>
>
>
> 
> From: Robert  Kolvek 
> To: Mosaic@literacyworkshop.org
> Sent:  Sun, July 25, 2010 1:09:33 PM
> Subject: [MOSAIC] First Grade  Homework
>
> I was wondering about ideas for checking homework for first  grade class.
> Currently students place their H.Q. in a h.w. folder in  a h.w. basket I
> spend my
> lunch hour marking the h.w. and then putting  in the following night's h.w.
>  It's
> difficult to do in the AM as I  have about 15 students  in for the 37 1/2
> min
> extra help required in  NYC.  Some children skip some days, others come
> late.  I
> hate to  wait until the end of the day, because it can get late and hectic.
>
>
>
> Any ideas that work?  When they come in from Kinder,  they have had the
> h.w.
> placed in their folders for them by the Kinder  paras.  I don't have a para
> and
> may have 28 students this year.   I think it's too much for them to mark
> their
> own.  If I start  walking around checking each folder, I'm afraid it will
> be too
> time  consuming!
>
>
> Thanks!
>
>
>
> 

Re: [MOSAIC] data collection for analysis

[Jan Sanders]

In our district the teacher gives a running record to each student and
submits the data to the principal.
Plusses and minuses for teacher or team to assess.  Teacher knows the
student as a reader instantly after the assessment, but not all teachers
administer it the same, although there was a major training 6 years ago.
Each year they are given the criteria, a reminder of how to assess, and can
watch a video of a lit coach giving the assessment.

Jan
You do not really understand something unless you can explain it to your
grandmother.
-Albert Einstein



On Sat, Sep 11, 2010 at 12:00 AM, Betsy Lafontant
wrote:

> My school using a fairly low-tech but effective means of assessing the
> students' reading progress.  At the start of the year, the Student Support
> Services team (which consisted of ESOL, Learning Support, and the school
> counselor) tested the reading abilities of each child in our elementary
> school using a running record.  The tester started where the student tested
> out at then of last year or for new students, where the classroom teacher
> believes is the student's reading level.  It took two intense weeks for the
> SSS team and lots of pullouts for the classroom teacher. But at the end we
> had a comprehensive data on each child's reading levels.  This process is
> repeated at the end of the year to track progress and to reflect on our
> teaching practice and methods.
>
> This is the third year my school is doing this.  The first year it was a
> bit
> of a mess because some testers had different "lens" on when they were
> testing.  Some put more emphasis on fluency while others only tested for
> comprehension.  In the second year, the testing team met every day to
> discuss the process, streamline and normalize their practice.  In the third
> year, this process is sleek, fast and the end product, the data, is
> extremely valuable to the classroom teacher.
>
> For writing, we have a writing test.  With a common prompt, each child
> writes a story.  No names are on the writing test.  Then the writing tests
> are divided among the classroom teachers and are scored using a rubric
> based
> on the 6 traits (ideas, sentence fluency, mechanics, voice, organization
> and
> word choice).  This data is collected and used to drive the classroom
> instruction for each child.  Like the reading, this process is repeated
> towards the end of the year.
>
> On Tue, Sep 7, 2010 at 11:06 PM, Jeana Wise  >wrote:
>
> > What types of data does your schools collect for anaylsis? My district is
> > using Aimsweb,  but I am thinking that other forms of data may be helpful
> > when looking at interventions for our struggling students. My district no
> > longer gives the DRA, either.
> >
> > Jeana Wise
> > K-4 Literacy Coach
> > jw...@marshallschools.com
> >
> > ___
> > Mosaic mailing list
> > Mosaic@literacyworkshop.org
> > To unsubscribe or modify your membership please go to
> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> >
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> >
> >
> ___
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>
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>
>
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Re: [MOSAIC] High School request for ideas

[Jan Sanders]

While many people love jigsaw, I personally do not like it -especially when
I go to a conference and it is used.  Why?  You get someone's interpretation
of the piece, not necessarily what the author intended, or what you would
get from it.  Also, I hate it if I don't get the first part to read as I
have trouble entering into something at the middle or end of the piece.  I
often have to go back and scan what came before so it makes sense in my
mind.
I read only at a moderate pace and take time to absorb what is written
there, and often the time alloted is not sufficient for me.  As a coach, if
I was going to use an article at a training for the teachers I work with, I
would give it to them a few days ahead of time and allow about 15 minutes
reading time (or longer for longer articles) at the training.  The teachers
appreciated this as some needed more time to process like me.

I bring this up as there may be students with some of the same feelings.
 Maybe there is a person who needs to start at the beginning for it to make
sense, maybe someone's explanation of a section wasn't clear, maybe the
length of time given to read wasn't long enough...
Jan
You do not really understand something unless you can explain it to your
grandmother.
-Albert Einstein



On Thu, Nov 4, 2010 at 12:42 PM,  wrote:

>
>
>
> Hi Sally,
> I'd love to hear more about how the jig saw method has worked for you.
> I have done that, and it usually fails for me.  Too many students wait for
> others to do the work for them.  Parents (of the working students) have
> complained to me about the unfairness. Jan
>
>
> Quoting Sally Thomas :
>
>> I think many readers don't develop reading stamina.  The effort tires them
>> quickly, and it's especially hard when they are not motivated.  I would
>> not
>> lower the quality of the readings but make them shorter.  Pick out key
>> passages for them to problem solve with as readers and then you fill in
>> the
>> gaps with your input.  OR jig saw and let students teach each other their
>> shorter parts.  As an English teacher for example, I would pick 5 or 6 key
>> scenes (either because of theme, plot, whatever) and students would read
>> those in the original with great care and lots of discussion, often
>> reading
>> as readers theater etc.  But I would fill in the rest.  They did not have
>> the stamina to wrestle with the whole play in Elizabethan English.
>> How wonderful that you are seeing your role in supporting students reading
>> in the content areas!!!  Takes a village as the saying goes.  Thank you.
>> Sally
>>
>>
>> On 11/3/10 7:16 PM, "ginger/rob"  wrote:
>>
>> > I received this email and I believe she intended it for the Mosaic group
>> so
>> > I am forwarding it on:
>> > ++
>> > My name is C. Wright.  I am trying to incorporate reading into my 11th
>> grade
>> > content area because our students score low on the reading and social
>> > studies part of the exam.  I know part of the problem is that may
>> students
>> > do not know how to read.  Some do not comprehend.  So I am trying to
>> teach
>> > students how to be successful readers on the test as well as acquire a
>> life
>> > skill.  I noticed that if the passages are long many students do not any
>> > attempt to read.  My greatest problem is trying to find strategies that
>> work
>> > during a reading assignment.  The before and after is okay, but during
>> the
>> > reading my strategies fade. > Carolyn Wright
>> > wchwri...@wilcox.k12.al.us
>> >
>>
>
>
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>
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>
>
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Re: [MOSAIC] High School request for ideas

[Jan Sanders]

Sally, you make some good points!
For me, I usually go home and read the whole thing over so it makes sense in
MY mind.
Jan
You do not really understand something unless you can explain it to your
grandmother.
-Albert Einstein



On Sat, Nov 6, 2010 at 10:56 AM, Sally Thomas wrote:

> I agree with you Jan. Especially personally.  I do think committed adult
> learners always want every bit of the information, don't you think?And
> I
> definitely wouldn't use jig sawing all the time.But I do think it is
> useful for helping students who might have a very hard time reading a
> larger
> volume of text where there isn't really time. (and time is an issue in
> every
> classroom I know)  For example, English language learners have good reason
> to read slowly and can't necessarily handle the same volume of reading as
> others. And in the case of this request, it was a content area class where
> I'm sure teachers are accountable for the content of the curriculum, not
> just reading.  So class opportunities would help the students model how to
> go about accessing content area reading that at times they would need to do
> entirely independently.   It also would be my job as a teacher to be sure
> students had an appropriate "into" the text so that dealing with a middle
> section and "beyond" (debriefing and clarifying misinterpretations) were
> effective experiences.   "Into/thru/beyond" is the "used to be" descriptive
> framework for planning reading events during the more constructivist days
> of
> schooling!  I also think there is much value in having students expected to
> collaboratively construct meaning and share that construction with others.
> Of course it could happen as well with every group reading the same text.
>
> As a teacher of younger students or adults, I would always have available
> of
> the whole text for anyone who wanted it!!!
>
>
> On 11/6/10 9:34 AM, "Jan Sanders"  wrote:
>
> > While many people love jigsaw, I personally do not like it -especially
> when
> > I go to a conference and it is used.  Why?  You get someone's
> interpretation
> > of the piece, not necessarily what the author intended, or what you would
> > get from it.  Also, I hate it if I don't get the first part to read as I
> > have trouble entering into something at the middle or end of the piece.
>  I
> > often have to go back and scan what came before so it makes sense in my
> > mind.
> > I read only at a moderate pace and take time to absorb what is written
> > there, and often the time alloted is not sufficient for me.  As a coach,
> if
> > I was going to use an article at a training for the teachers I work with,
> I
> > would give it to them a few days ahead of time and allow about 15 minutes
> > reading time (or longer for longer articles) at the training.  The
> teachers
> > appreciated this as some needed more time to process like me.
> >
> > I bring this up as there may be students with some of the same feelings.
> >  Maybe there is a person who needs to start at the beginning for it to
> make
> > sense, maybe someone's explanation of a section wasn't clear, maybe the
> > length of time given to read wasn't long enough...
> > Jan
> > You do not really understand something unless you can explain it to your
> > grandmother.
> > -Albert Einstein
> >
> >
> >
> > On Thu, Nov 4, 2010 at 12:42 PM,  wrote:
> >
> >>
> >>
> >>
> >> Hi Sally,
> >> I'd love to hear more about how the jig saw method has worked for you.
> >> I have done that, and it usually fails for me.  Too many students wait
> for
> >> others to do the work for them.  Parents (of the working students) have
> >> complained to me about the unfairness. Jan
> >>
> >>
> >> Quoting Sally Thomas :
> >>
> >>> I think many readers don't develop reading stamina.  The effort tires
> them
> >>> quickly, and it's especially hard when they are not motivated.  I would
> >>> not
> >>> lower the quality of the readings but make them shorter.  Pick out key
> >>> passages for them to problem solve with as readers and then you fill in
> >>> the
> >>> gaps with your input.  OR jig saw and let students teach each other
> their
> >>> shorter parts.  As an English teacher for example, I would pick 5 or 6
> key
> >>> scenes (either because of theme, plot, whatever) and students would
> read
> >>> those in the original with great care and lots 

Re: [MOSAIC] Methods Course - book idea needed

[Jan Sanders]

Fountas and Pinnel Guiding Readers and Writers grades 3-6.  Also work around
assessments is a must.  While Marie Clay is tough to read, her stuff on
running records was very valuable to our district.  *Beyond Leveled
Books*is a great book to get teachers to understand the pitfalls of
easy chapter
books -are they so easy?  I know you said 4-8, but knowing the pitfalls is a
must to help the struggling readers.  Reading Essentials by Regie Routman
and *I Read it But I Don't Get it * by ???.

These are all books we used in my district.  The Fountas and Pinnel one is
well used by many teachers.

Jan
You do not really understand something unless you can explain it to your
grandmother.
-Albert Einstein



On Sat, Mar 12, 2011 at 5:13 AM, judy fiene  wrote:

> Hi All-
> I teach reading methods course (4th - 8th grade) to Elementary Education
> majors. I've been using Stephanie Harvey's book and Gail Thompson's book in
> this course. What are teachers reading now to stay current with reading
> instruction?
> Judy
>
> On Sat, Mar 12, 2011 at 6:47 AM, judy fiene  wrote:
>
> > This this what you're looking for -
> >
> >
> https://www.ocps.net/lc/west/moo/Documents/Gotta%20Keep%20Reading%20Lyrics.pdf
> > Judy
> >
> > On Sat, Mar 12, 2011 at 12:30 AM, Patricia Kimathi <
> pkima...@earthlink.net
> > > wrote:
> >
> >> thanks.  I need the words to The CST song using the black eyed peas
> song.
> >> Does any one else still have them.
> >> PatK
> >> On Mar 9, 2011, at 6:38 PM, judy fiene wrote:
> >>
> >>  Here you go!
> >>> http://www.youtube.com/watch?v=GNpNfhpqDk4
> >>> This will get your kids jumping up with a good book!
> >>> Enjoy
> >>> Judy
> >>>
> >>> On Wed, Mar 9, 2011 at 6:56 PM, Cheryl Consonni <
> >>> cherylconso...@sbcglobal.net> wrote:
> >>>
> >>>  Was this the listserve that sent a link with great reading videos,
>  including
>  librarians and the Florida school that sang the Black Eyed Peas song
>  with
>  changed lyrics on reading?  If so, would someone please send me that
>  link
>  again?  Thanks.
>  Cheryl
>  'Teaching is a work of heart.'
>  ___
>  Mosaic mailing list
>  Mosaic@literacyworkshop.org
>  To unsubscribe or modify your membership please go to
> 
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>  .
> 
>  Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 
> 
> 
> >>>
> >>> --
> >>> Judy
> >>>
> >>> Education would be so much more effective if its purpose were to ensure
> >>> that
> >>> by the time they leave school every boy and girl should know how much
> >>> they
> >>> don't know, and be imbued with a lifelong desire to know it."
> >>> --Sir William Haley,
> >>> British newspaper editor and broadcasting administrator
> >>>
> >>> Please consider the environment before printing this message.
> >>> ___
> >>> Mosaic mailing list
> >>> Mosaic@literacyworkshop.org
> >>> To unsubscribe or modify your membership please go to
> >>>
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> >>>
> >>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> >>>
> >>>
> >> PatK
> >>
> >>
> >>
> >>
> >>
> >> ___
> >> Mosaic mailing list
> >> Mosaic@literacyworkshop.org
> >> To unsubscribe or modify your membership please go to
> >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> .
> >>
> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> >>
> >>
> >
> >
> > --
> > Judy
> >
> > Education would be so much more effective if its purpose were to ensure
> > that by the time they leave school every boy and girl should know how
> much
> > they don't know, and be imbued with a lifelong desire to know it."
> > --Sir William Haley,
> > British newspaper editor and broadcasting administrator
> >
> > Please consider the environment before printing this message.
> >
>
>
>
> --
> Judy
>
> Education would be so much more effective if its purpose were to ensure
> that
> by the time they leave school every boy and girl should know how much they
> don't know, and be imbued with a lifelong desire to know it."
> --Sir William Haley,
> British newspaper editor and broadcasting administrator
>
> Please consider the environment before printing this message.
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>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
>
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Re: [MOSAIC] Teaching mini-lessons

[Jan Sanders]

The reason you want to keep your mini lesson, mini, is that brain research
shows kids are attentive for about 10-15 min. to really take in what you are
saying.  Then they need a "reset" -something active.  I often think of the
Charlie Brown adult voices.  Am I starting to sound like wa wa wa wa
w to the kids?

I read the book ahead of time so they have heard the story and revisit the
part I need for the lesson -unless you are working on predicting!

Jan
You do not really understand something unless you can explain it to your
grandmother.
-Albert Einstein
"*If people are good only because they fear punishment, and hope for reward,
then we are a sorry lot indeed.*" Albert Einstein



On Sun, May 15, 2011 at 4:43 PM, Rosa Roper  wrote:

>
> Hello,
> I am looking for some guidance on teaching mini-lessons - mostly b/c my
> mini's are actually maxi's...
> I found a book that somewhat breaks down the structure of a mini- lesson,
> but it also says to read a picture book, now when that happens we are
> looking at about a 40 minute lesson (NOT MINI)! Is the mini the amount of
> time you spend teaching, practice with a book not included???
> How do you keep your lessons in check? A run down would really be helpful -
> if you have a lesson already typed out that you could email me that would
> also be really helpful :-)
> So is there a place for shared reading in a mini? Or even a read aloud? A
> reading coach once told me that the mini lesson came after a whole group
> shared experience (I teach 3rd) however that seems like way too much to
> teach a whole lesson and then do another one even if it is a mini...
> I also had a question concerning the Comprehension Toolkit: those are
> really long lessons even if you use different text - to make them shorter I
> have tried breaking the components down so that one lesson lasts a few days
> - is that then considered a mini lesson?
> Right now I teach about 30 minutes and then students have up to an hour for
> independent reading while I confer or pull groups. 30 minutes seems too long
> and I would like to be more time effective so I try to a structure like
> Daily 5. My district allows us a 30 minute reading block.
>
> Any help would be appreciated!
> Thanks
> Rosa
> 3rd grade
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>
>
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Re: [MOSAIC] Teaching mini-lessons

[Jan Sanders]

Judy-
I was a literacy/math coach for 7 years before I retired (2 years ago).  The
research I am siting was from a book about the brain.  I believe Robert
Marzano also has some research about this as he worked with a brain
researcher when he put his academic vocabulary method of teaching together.
 Anyway, all my stuff is packed up in boxes in the garage and I haven't the
time to search -this turned out to be a crazy week for me.  If I find it I
will post the info.  I read it about 6 years ago.

Jan
You do not really understand something unless you can explain it to your
grandmother.
-Albert Einstein
"*If people are good only because they fear punishment, and hope for reward,
then we are a sorry lot indeed.*" Albert Einstein



On Tue, May 17, 2011 at 3:57 PM, Judy Shenker  wrote:

> Hi Jan,
>
> Intuitively I know 10-15 minutes is the limit before kids need to 'reset'
> but I was unaware of the research supporting this. I would be interested in
> reading this and related research. Would you be kind enough to send
> references for the research you are siting here.
>
> Thanks in advance,
>
> Judy
>
>
> -Original Message-
> From: mosaic-bounces+jshenker=lcc...@literacyworkshop.org on behalf of Jan
> Sanders
> Sent: Tue 5/17/2011 3:12 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Subject: Re: [MOSAIC] Teaching mini-lessons
>
> The reason you want to keep your mini lesson, mini, is that brain research
> shows kids are attentive for about 10-15 min. to really take in what you
> are
> saying.  Then they need a "reset" -something active.  I often think of the
> Charlie Brown adult voices.  Am I starting to sound like wa wa wa wa
> w to the kids?
>
> I read the book ahead of time so they have heard the story and revisit the
> part I need for the lesson -unless you are working on predicting!
>
> Jan
> You do not really understand something unless you can explain it to your
> grandmother.
> -Albert Einstein
> "*If people are good only because they fear punishment, and hope for
> reward,
> then we are a sorry lot indeed.*" Albert Einstein
>
>
>
> On Sun, May 15, 2011 at 4:43 PM, Rosa Roper  wrote:
>
> >
> > Hello,
> > I am looking for some guidance on teaching mini-lessons - mostly b/c my
> > mini's are actually maxi's...
> > I found a book that somewhat breaks down the structure of a mini- lesson,
> > but it also says to read a picture book, now when that happens we are
> > looking at about a 40 minute lesson (NOT MINI)! Is the mini the amount of
> > time you spend teaching, practice with a book not included???
> > How do you keep your lessons in check? A run down would really be helpful
> -
> > if you have a lesson already typed out that you could email me that would
> > also be really helpful :-)
> > So is there a place for shared reading in a mini? Or even a read aloud? A
> > reading coach once told me that the mini lesson came after a whole group
> > shared experience (I teach 3rd) however that seems like way too much to
> > teach a whole lesson and then do another one even if it is a mini...
> > I also had a question concerning the Comprehension Toolkit: those are
> > really long lessons even if you use different text - to make them shorter
> I
> > have tried breaking the components down so that one lesson lasts a few
> days
> > - is that then considered a mini lesson?
> > Right now I teach about 30 minutes and then students have up to an hour
> for
> > independent reading while I confer or pull groups. 30 minutes seems too
> long
> > and I would like to be more time effective so I try to a structure like
> > Daily 5. My district allows us a 30 minute reading block.
> >
> > Any help would be appreciated!
> > Thanks
> > Rosa
> > 3rd grade
> > ___
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> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> >
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> >
> >
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>
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>
>
>
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>
>
>
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Re: [MOSAIC] Defining Reading Strategies

[Jan Sanders]

Beverlee- I just kept chuckling as I read your post -although it probably
isn't funny to you.
This reminds me of politicians who just keep repeating the same words
without explaining anything.
She did didn't get it did she?  Obviously she doesn't know the difference
between the two either.  Why is the advantage plan an advantage?  I will be
going down this road in a few years and I already have a headache!

Jan
You do not really understand something unless you can explain it to your
grandmother.
-Albert Einstein
"*If people are good only because they fear punishment, and hope for reward,
then we are a sorry lot indeed.*" Albert Einstein



On Mon, Jun 13, 2011 at 11:48 AM, Beverlee Paul wrote:

> Oh, Ellin, Ellin, Ellin ... and Jamika!  I think I *understand*.  I so
> wanted you both with me the past few days as I've tried SO HARD to
> UNDERSTAND Medicare, Parts A, B, C, D; BC/BS/ United/, formularies,
> original
> medicare, Advantage plans, PPO, LMXYZ and whatever other letters could be
> strung together to make nonsense!!!  Jamika, I'm with you, girl!  I could
> barely restrain myself from saying to the 43rd (or so) chirpy Senior Health
> Insurance Information Program counselor:  "But, none a y'all ever say what
> make sense mean."
>
> chirpy lady:  Well, honey, there are two parts:  do you want Original
> Medicare or Medicare Advantage?
> me: I don't know.  That's why I called!!  (you and the other 12 girls: an
> aside)  Could you help me understand what the difference is between the
> two?
> chirpy lady:  Well, dear, the Original Medicare is what was original.  And
> Medicare Advantage is an advantage.  Now do you understand.
> me:  No, I don't.  Could you please give me an understanding of what would
> make one choose one or the other?
> chirpy lady:  Well, it would depend on whether you wanted Original Medicare
> or Medicare Advantage.  Would you like me to send a booklet to you?
> me:  No, I have several books.  I've read them all three times (true!) and
> I
> don't really understand the advantages of each.  What kind of a person
> would
> want Original rather than Advantage?
> chirpy lady:  Well, I guess that would be someone who wanted the Original.
>  I have some website links I could send you after I get them from my office
> assistant.  Would that help you?
> me:  Well, let's see.  Could you please tell me what characteristics about
> a
> person would make them take Medicare Advantage?  It would really help me if
> you could tell me with different words, because I DON'T UNDERSTAND!!!
> chirpy lady:  You know, it just occurred to me that a counselor from
> western
> Nebraska would be able to help someone like you more.
> me:  Well, let me get my boots and spurs on and I'll ride on over to the
> office.  Of course, it is 250 miles away.
> chirpy lady:  Well, you could come to Grand Island, that part of western
> Nebraska, would that be closer?
> me:  Well, I think my map would indicate that GI was not even in the
> western
> TWO-THIRDS of the state.  It would be a 320 mile trip, and that might take
> me and my steed a few days.
> chirpy lady:  I have an idea!!  I could send you a diagram of Original
> Medicare and Medicare Advantage.  Do you think a diagram would help?
> me:  I HAVE DIAGRAMS!!!  I need more words.  I DON'T UNDERSTAND!!
> not-so-chirpy lady:  SWEETHEART, let's review!!  Now, what is it again that
> the Original Medicare is for?  Original Medicare is for people who want
> original Medicare.  Who would want original Medicare?  People who want
> Original Medicare.  What People?  Yes, people who want Original Medicare.
>  Did that help?
> me:  NO!  I want to know what OM is!!  Then I would also be able to
> figure out Medicare Advantage!
> very-little-chirpiness lady:  (sigh)  All right.  I'll review that one more
> time.  If you can say it with a 13 % error rate, you'll UNDERSTAND.  Okay,
> get ready.  Medicare Advantage plans are wanted by people who want Medicare
> Advantage Plans.  Who would want MA plans?  People who want Medicare
> Advantage.  What people?  Yes, people who want Medicare Advantage.  Now you
> get it.
> me:  *WHICH PERSON AM I?*  And why?
> very-chirpy-lady:  Oh, my goodness, darling, look at the time.  We here in
> eastern Nebraska go to  lunch at Central Daylight Time 12:00.  It's only
> 11:00 way out there.  You know, Mountain Daylight Time.  Do you understand
> it's not regular Mountain Time?  Oh, look at the clock.  Let me give you
> someone to help you that's in your ZONE!!  Thanks for asking; I was very
> happy to help you today.  GO HUSKERS!!!
>
> Jamika, Jamika, Jamika:  Where are you when I need you?  I tried to tell
> them that "none a y'all ever say what make sense" but they just don't get
> it.
>
> Well, I'd better get back to my book.  I'm going to outline the *Medicare &
> You*, and make a glossary.  And I think I'll make myself some little
> flashcards, too, so I can remember the vocabulary.  If I still don't get
> it,
> I think I'l

Re: [MOSAIC] adding instruction for remedial...

[Jan Sanders]

You make great points Renee!  Also, the students being pulled out of these
"fun" parts of the day will resent it.  These activities are the very things
that keep the "struggling" student motivated to come to school -it certainly
is phonics practice or worksheets.
Jan
You do not really understand something unless you can explain it to your
grandmother.
-Albert Einstein
"*If people are good only because they fear punishment, and hope for reward,
then we are a sorry lot indeed.*" Albert Einstein



On Sun, Jul 17, 2011 at 7:54 AM, Renee  wrote:

> Oh my. I SO disagree with this!  No child should be excluded from
> equal access to the curriculum, and that includes Art, Music, P.E., or
> whatever else, no matter where they are performing. In fact, I would say
> that low-performing children might need these parts of curriculum most of
> all to help them see and experience the grand intertwining of all parts
> of learning. Children who are "underperforming" according to some
> standardized assessment shouldn't be punished and have their curriculum
> narrowed down. Children don't need *more* reading instruction, they need
> *better* reading instruction (and in my opinion, that means more actual
> reading and less actual drilling).
>
> I understand too well the frustration of having students pulled out of
> class for small group instruction and in fact I am not particularly
> supportive of trading students around among teachers that people do so much
> of these days. But narrow the curriculum because a child is reading below
> grade level? Sorry. can't support that one.
>
> Some food for thought:
>
> 10 Lessons the Arts Teach
>
> 1. The arts teach children to make good judgments about qualitative
> relationships.
> Unlike much of the curriculum in which correct answers and rules prevail,
> in the arts, it
> is judgment rather than rules that prevail.
> 2. The arts teach children that problems can have more than one solution
> and that questions can have more than one answer.
> 3. The arts celebrate multiple perspectives.
> One of their large lessons is that there are many ways to see and interpret
> the world.
> 4. The arts teach children that in complex forms of problem solving
> purposes are seldom fixed, but change with circumstance and opportunity.
> Learning in the arts requires the ability and a willingness to surrender to
> the unanticipated possibilities of the work as it unfolds.
> 5. The arts make vivid the fact that neither words in their literal form
> nor numbers exhaust what we can know. The limits of our language do not
> define the limits of our cognition.
> 6. The arts teach students that small differences can have large effects.
> The arts traffic in subtleties.
> 7. The arts teach students to think through and within a material.
> All art forms employ some means through which images become real.
> 8. The arts help children learn to say what cannot be said.
> When children are invited to disclose what a work of art helps them feel,
> they must reach into their poetic capacities to find the words that will do
> the job.
> 9. The arts enable us to have experience we can have from no other source
> and through such experience to discover the range and variety of what we
> are capable of feeling.
> 10. The arts' position in the school curriculum symbolizes to the young
> what adults believe is important.
>
> SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4,
> What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press.
> Available from NAEA Publications. NAEA grants reprint permission for this
> excerpt from Ten Lessons with proper acknowledgment of its source and NAEA.
>
>
> Renee
>
>
> On Jul 16, 2011, at 3:13 PM, Amy Lesemann wrote:
>
>  We had arguments about this, and I lost until a new teacher came in and
>> supported me. Frankly, if a student is 2 or more years- even less, frankly
>> -
>> then they really do need to sacrifice music, or art, or another special
>> for
>> extra reading instruction, and stay in the regular class for regular
>> reading
>> instruction. Before I got that extra vote in the faculty meetings, the
>> remedial kids were getting pulled out of their regular classes to meet
>> with
>> me...so they were getting exactly the same amount of instruction as
>> everyone
>> else. That's not the idea. They should be participating in reading and
>> writing workshop, and then going to the specialist to target their weak
>> areas - in phonics, using context clues, and so on.
>>
>> Good luck!
>>
>> --
>> Amy Lesemann, Reading Specialist and Director, Independent Learning Center
>> St. Thomas the Apostle Elementary School
>>
>
>
> " What was once educationally significant, but difficult to measure, has
> been replaced by what is insignificant and easy to measure. So now we test
> how well we have taught what we do not value."
> — Art Costa, emeritus professor, California State University
>
>
>
> __**

Re: [MOSAIC] reading logs

[Jan Sanders]

I had my students read every night.  The first 15 minutes of the school day
they met with a partner (their choice -could stay the same or change daily)
and told them about their book, why they liked it (or didn't) something
about the setting or character...  I had a list of conversation starters,
but once they understood this was to meet with someone and talk about
reading or what they read last night, the starters were rarely used.  Maybe
once a week I had 1 or 2 students not read.  They were allowed to read
whatever they wanted -just be ready to talk about it.  The students got very
excited about reading and loved that they didn't have to write about it for
homework, or bug mom or dad, or auntie, or grandma to sign a log.
During those 15 minutes I would walk around to listen in to partner talk.
 We would meet as a class afterwards at the open space on the carpet (close
together) and I would have a few students share what their partner had said
while they met that day (this kept them listening to their partner as they
never knew who would be called on to share that day).  The partner was
allowed to interject if they wanted to clarify something.
Jan

I had parents tell me they loved the homework and students became motivated,
excited readers.  I even had students decide to read the same book so they
could talk about it together.

Jan
You do not really understand something unless you can explain it to your
grandmother.
-Albert Einstein
"*If people are good only because they fear punishment, and hope for reward,
then we are a sorry lot indeed.*" Albert Einstein



On Sun, Jul 17, 2011 at 9:21 PM,  wrote:

>
>  Hello,
>
>  I would greatly appreciate your thoughts about the use of reading logs in
> my sixth grade reading/writing workshop. My homework policy is that students
> read 30 minutes 5 nights a week or 150 minutes a week. They are free to read
> any book they choose. I give students a reading log, due every Monday, that
> asks them to document the minutes they read nightly, I ask them to write
> about their independent reading weekly, based on the strategies and or
> elements of literature we were studying.  I maintain a classroom library and
> students have access to the school library every 2 weeks. My problem is that
> my homework completion rate is TERRIBLE. Rather , I should say that fewer
> than 50% of my students regularly turn in their homework. Atwell, Miller,
> and many, many other language arts teachers consider reading at home an
> important part of their reading program. I  am tempted to drop the the
> reading log requiremnent, but I don't want to "dumb down" my expectations
> for my students who are predominantly blue collar and poor. I want students
> to have some accountability, but at the same time I don't want to make the
> homework process so cumbersome that it turns my students off to reading
> independently. What are your experiences and insights that can help? Thank
> you.
>
> Darlene Kellum
>
>
>
>
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>
>
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