Re: [MOSAIC] at home reading
On Tue, Aug 28, 2012 at 3:34 PM, Livingston, Marie mlivings...@ttsd.k12.or.us wrote: My 5th grade team is looking for a way to revamp our students' at home reading assignment/expectations. We have asked students to read 20 minutes a night and write a brief summary. What we've noticed is that some students continually read the same book or their summaries are boring. A while back there was a similar question posted and someone spoke of goal setting they did with their students around pages read. I want them to want to read and not just go through the motions. We would love any suggestions! thanks! Marie Marie Livingston 5th Grade Teacher Tualatin Elementary School 503-431-4764 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
[MOSAIC] Visual Impairment
Hi. In addition to a much larger class this year, one of my students has a visual impairment that requires her to use Braille to read. I am struggling with how to teach her, as I don't have lessons written that are concrete enough for the VI teacher who comes to our school to help the student for 2 hours daily. (We don't have text books or work books.) This teacher wants detailed lessons, which I cannot provide, as I conference with students individually about their skills and strategies. She has told me that is not good enough, that she needs more concrete lessons. How can I do this? I don't work with the student, and have no idea what kind of skills she needs to read Braille. I also cannot spend hours each day writing plans to teach this teacher. G I feel like such a whiny baby. Anyone have any ideas? Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
[MOSAIC] OT - Four Blocks Conference
I used to post here frequently, but haven't in over a year. I do read posts from time to time. I hope this doesn't go against the list rules. My school is sending all of our teachers to the Four Blocks Conference on Friday, and I wonder if anyone from this list will also attend? I'd love to meet you if you are! We can talk about Mosaic of Thought and how we can use it within the Four Blocks Framework. Send me a message off the list and we can make arrangements! Joy/NC/4 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Fluency
My school district has also used Read Naturally, Quick Reads, and Fluency First. On Mar 9, 2010, at 10:10 PM, Yingling wrote: Does anyone know of an intervention program proven to improve fluency in upper elementary grades? Right now we have Soar to Success and Great Leaps. But, these programs aren't helping our 4th/ 5th grade fluency. Any ideas? Thanks, Jenni ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org . Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Joy Milner Literacy Coach Double Branch Elementary 813-346-0426 jmil...@pasco.k12.fl.us ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] logging in
Lori, Did you see the link in Keith's message? I highlighted it in greeen. You have to scroll all the way down. 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: Ljackson ljack...@gwtc.net To: km...@literacyworkshop.org, Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, July 5, 2009 9:01:09 AM Subject: Re: [MOSAIC] logging in Keith (or anyone who may know...), how do I go about changing my email to continue to participate in this group? Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 - Original message - From: Keith Mack km...@literacyworkshop.org To: 'Mosaic: A Reading Comprehension Strategies Email Group' mosaic@literacyworkshop.org Date: Friday, July 03, 2009 1:41 PM Subject: Re: [MOSAIC] logging in Before we get any more password requests, please don't send this type of message to the entire list. Requests about your personal information need to go to me or Jennifer or Ginger. We can NOT change your password. Only you can do this. You can request that your password be sent to you by taking the link at the bottom of every list message. The link is: http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Once you log in at this link you will find a section at the bottom of the page regarding changing of password. I would kindly suggest those of you that have requested passwords take the responsibility to change all of your passwords as soon as possible. This is a public list and your information could be found by ne'er-do-wells. Thanks, Keith Mack Web Administrator for Mosaic List ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Silent Sustained Reading
Renee, You make such a good point, and I'm learning how true it is to step back and let the kids. lead me. It is astounding when you do this. This year I am going to try more and more to do this, making my lessons as mini as possible, allowing the students increasing amounts of time to actually DO what I am teaching them. As much as possible I am going to turn to inquiry, which I believe to be one of the major components of learning and understanding. Even my rubrics are going to have direct student input. 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: Renee phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wednesday, July 1, 2009 2:43:50 PM Subject: Re: [MOSAIC] Silent Sustained Reading I'm glad my points felt so awesome to you. And we are all going to want to see how this works out. :-) Here is a little more of my thinking: I belong to a book sharing group (which I started, and for which I was very selective on the people involved). There are about eight of us and we meet once a month. We all read whatever we want and then come together to just share what we've read, whatever it is. Name a genre and at least one of us has read and shared. What's interesting though, is that with all the sharing of what's in the books and our impressions, we have also branched out into discussions of politics, religion, local issues, specific authors, death, Alzheimer's (one person in our group lost a husband to this insidious disease and we all shared the grief from its onset to his passing a couple of years later), food, art, . in other words you name it. Boy, do we make connections! What I'm thinking is that the book sharing part. voluntary sharing is so valuable and so complex and can teach so much. I was just thinking a while ago that some of the best teaching I've done was when I was not teaching at all. :-) Renee On Jul 1, 2009, at 9:06 AM, Mark Rachele' Thummel wrote: Renee--You make several AWESOME points--thank you! I do need to change my thinking on the whole silent reading approach and see it as an advantage. I guess I get frustrated with teachers who I see using that time to get things done--which is not what I have chosen to do with that time when I've given it in the past. Also, I just see so many of these struggling readers lacking in basic comprehension skills, so I've decided in the past to replace that silent reading time with a more structured approach. Students are certainly doing a lot of reading in this approach, but not as much self-selected--which is what I want them to get hooked on. Many middle schools have 2 periods to teaching reading and writing . . . whereas I'm limited to just one. So this is an added complication to make it through my curriculum. I'd love to add another class . . . but it might be a struggle. Then of course there are the students who are scrambling to find a book two minutes before class and reading something different every time. So I'm thinking that if I restructure my approach to silent reading, I might get better results. I'm planning on doing a coffee shop format with my 9th graders this year--allowing them a modified reading time. I thought that I would alternate weeks--one day a week they would silent read self-selected materials and the next week they would share in a group with coffee/cocoa/cider?! We have gender-grouped our 9th graders, so I will have 23 girls. I have never taught to just one gender, but since I will be doing this, I thought I'd try to make it a bit girlie. Thank you for your ideas! -- From: Renee phoenix...@sbcglobal.net Sent: Wednesday, July 01, 2009 7:54 AM To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Silent Sustained Reading 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
Re: [MOSAIC] Book Talks/was Silent Sustained Reading
Oh yes! The sharing makes the difference! It must be structured just right, though. The classroom environment is so important, as is the students preparing themselves. So much critical thinking goes into booktalks. And, like Heather, my students listen to the recommendations of their peers. 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: Heather Green heath...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wednesday, July 1, 2009 8:11:56 PM Subject: Re: [MOSAIC] Silent Sustained Reading I think it has to be more than just SSR. SSR has to be the basis of your classroom. It has to created this undercurrent of a love of books and good stories. So just as important as silent reading time, I think is sharing time. I know I have read a lot of good books because people have recommended them to me. Plus, it's more fun to read a book that you know someone else has read so you can talk about it . So I think as part of SSR, students should be able to spotlight books, and you should as well. There are some great examples of these booktalks in the book Readicide, or is it The Reading Zone, I can't remember which one. On Wed, Jul 1, 2009 at 4:20 PM, Mark Rachele' Thummel mrthum...@hotmail.com wrote: I have also thoroughly enjoyed the book group that I belong to and have been thinking about it a lot as I get ready to approach my 9th grade English class of girls. I have made great connections with women that I didn't know very well, and it's been great for me to get away from home to talk with intelligent women about all sorts of topics. I love thinking about reading a new book each month. . . and I'd like to establish an environment where my students (girls next year) WANT to come to book group to share and listen. Jan--thanks for the link to Gardiner . . . I'm going to definitely look into that! I like the analogy of reading and running--as a runner myself, I seriously suffer if I don't train on a daily level. I can't imagine running 5 miles just once a week! So I can see the connection of establishing good reading habits through consistent and daily reading. I just still struggle with the concept of only having 40 minutes left to cover reading strategies, vocabulary, and all the writing elements that are in my curriculum . . . . I'm going to take the summer to think about this! Further ideas are certainly helpful:) -- From: Renee phoenix...@sbcglobal.net Sent: Wednesday, July 01, 2009 11:43 AM To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Silent Sustained Reading I'm glad my points felt so awesome to you. And we are all going to want to see how this works out. :-) Here is a little more of my thinking: I belong to a book sharing group (which I started, and for which I was very selective on the people involved). There are about eight of us and we meet once a month. We all read whatever we want and then come together to just share what we've read, whatever it is. Name a genre and at least one of us has read and shared. What's interesting though, is that with all the sharing of what's in the books and our impressions, we have also branched out into discussions of politics, religion, local issues, specific authors, death, Alzheimer's (one person in our group lost a husband to this insidious disease and we all shared the grief from its onset to his passing a couple of years later), food, art, . in other words you name it. Boy, do we make connections! What I'm thinking is that the book sharing part. voluntary sharing is so valuable and so complex and can teach so much. I was just thinking a while ago that some of the best teaching I've done was when I was not teaching at all. :-) Renee On Jul 1, 2009, at 9:06 AM, Mark Rachele' Thummel wrote: Renee--You make several AWESOME points--thank you! I do need to change my thinking on the whole silent reading approach and see it as an advantage. I guess I get frustrated with teachers who I see using that time to get things done--which is not what I have chosen to do with that time when I've given it in the past. Also, I just see so many of these struggling readers lacking in basic comprehension skills, so I've decided in the past to replace that silent reading time with a more structured approach. Students are certainly doing a lot of reading in this approach, but not as much self-selected--which is what I want them to get hooked on. Many middle schools have 2 periods to teaching reading and writing . . . whereas I'm limited to just one. So this is an added complication to make it through my curriculum. I'd love to add another class . . . but it might
Re: [MOSAIC] Silent Sustained Reading
I think SSR is one of the most powerful tools I have as a teacher. While the children are reading, I'm conferencing with them one on one, and since I go to them, the other students near them get to eavesdrop on our discussion. This helps me build a relationship with the student as well as giving me a peek at his or her abilities and progress. As far as student's who are not reading, they get a daily conference because that points to me that there is a problem of some kind that needs my attention. Sometimes it's not a reading problem, but a cry for attention. I give it to them because I figure if they need the additional instructional time, great. If they need behavioral guidance, great. At any rate, they get the attention they need and soon I have a quiet class. 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: Ginger Anderson gingerander...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tuesday, June 30, 2009 6:35:59 PM Subject: Re: [MOSAIC] Silent Sustained Reading Yes! If kids are actually reading - and I have to say all but two of my fourth graders truly would get lost in their books daily. It gives them a chance to use the skills that they are taught. They get to read favorite books and they love to talk about and recommend books to friends. It points me toward new mini-lessons. From: linz...@aol.com linz...@aol.com To: mosaic@literacyworkshop.org Sent: Tuesday, June 30, 2009 12:01:00 PM Subject: [MOSAIC] Silent Sustained Reading As teachers, do?you think that Silent Sustained Reading improves?individual reading scores on standardized tests?? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do you think t...
Jennifer, Count me in. I am busy too, but will find a way - somehow. It seems the busier I am the more I can accomplish. Email me off list so we can discuss the parameters. I wonder if anyone else would be interested in helping us. 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: cnjpal...@aol.com cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Monday, June 29, 2009 6:19:58 AM Subject: Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do you think t... Joy I would love for the discussion to begin again...I could use some help moderating though. I am teaching summer school and am taking classes this summer so I have a pretty full plate. I do think Ellins' book is something everyone should read and discussion only enriches its messages. Jennifer In a message dated 6/28/2009 10:15:26 P.M. Eastern Daylight Time, jwidm...@rocketmail.com writes: You can also read the archives from our two rounds discussing it, as Jennifer suggested. Maybe there's enough interest to go at it again? It is really a valuable book with great implications for the classroom, to me even more than Mosaic of Thought. Joy/NC/4 **It's raining cats and dogs -- Come to PawNation, a place where pets rule! (http://www.pawnation.com/?ncid=emlcntnew0008) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] art and literacy
Oh my FAVORITE book! (Actually, as I was growing up I loved any book about running away!) I remember reading it when I was in 4th grade, and then when I actually got to go to the museum in 8th grade I was astounded! Connections popping all over the place. I even took the book with me! LOL, I guess I was even a geek back then! 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: craigz...@aol.com craigz...@aol.com To: mosaic@literacyworkshop.org Sent: Monday, June 29, 2009 11:58:55 PM Subject: Re: [MOSAIC] art and literacy Caitlin, I couldn't help but mention a wonderful book called From the Mixed-Up Files of Mrs. Basil E. Frankweiler by Elaine Konigsburg. If you live anywhere in the New York City area, it's a great introduction to the Metropolitan Museum of Art. I've used this book with 5th and 6th graders and they loved it. Sue Zahn **A Good Credit Score is 700 or Above. See yours in just 2 easy steps! (http://pr.atwola.com/promoclk/100126575x1221823281x1201398699/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072hmpgID=62bcd= JunestepsfooterNO62) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Running Record/Reading Level Question(s)
Not a book, but here are some links: http://www.edutopia.org/visual-thinking-strategies-art-curriculum http://www.vtshome.org/ 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: caitlin fairclough caitlinann...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wednesday, June 24, 2009 10:26:22 PM Subject: Re: [MOSAIC] Running Record/Reading Level Question(s) Thanks Lori, if you find out the title let me know! - Caitlin On Wed, Jun 24, 2009 at 10:23 PM, Ljackson ljack...@gwtc.net wrote: Hmmm... there is this terrific book out there that uses visual art to teach thinking strategies but everything we own is pretty much in boxes right now...anyone know the book? Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 - Original message - From: caitlin fairclough caitlinann...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Wednesday, June 24, 2009 6:54 PM Subject: Re: [MOSAIC] Running Record/Reading Level Question(s) I am a huge advocate for incorporating art in the classroom as much as possible. I don't feel that students have enough exposure to the arts. ...Art is my passion..How can you bring art and literacy together?? Thanks -Caitlin ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do you think the implications are...
You can also read the archives from our two rounds discussing it, as Jennifer suggested. Maybe there's enough interest to go at it again? It is really a valuable book with great implications for the classroom, to me even more than Mosaic of Thought. 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: Heather Green heath...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 27, 2009 9:53:59 AM Subject: Re: [MOSAIC] Just Finished Readacide and The Reading Zone What do you think the implications are... I will check that book out. Thank you. On Sat, Jun 27, 2009 at 9:48 AM, Susanne Lee susannelee...@yahoo.comwrote: What about the book To Understand by Ellin Keene. I have jus started reading it. The theme of it is how to we teach kids to make sense of what they are reading and is teaching just the strategies enough to help them understand. --- On Fri, 6/26/09, Heather Green heath...@gmail.com wrote: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] OT- Looking for a teaching position?
FYI - (sorry for the cross posts) Anyone looking for a teaching position: My school has one second grade position, and one part time PE position available. For more information about Crosscreek, click on the link or paste http://www.crosscreekcharterschool.com into your browser. Information about the school and the positions available can be found there. We are about 45 min to an hour from Raleigh, NC. Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Cunningham Debbie Miller
Everything I do in literacy refers back to the work of these two. While many others wrote about the workshop approach, to me they provided me with a clear picture of exactly how this looks, sounds, and feels. I cannot imagine what my class would be like without the routines and procedures they helped me establish. They taught me that this can and should be a joyful experience. Joy/4/NC In a message dated 6/24/2009 9:25:33 P.M. Eastern Daylight Time, gradeagr...@gmail.com writes: 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 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Cunningham Debbie Miller
Lori, Now here's a title I'm not familiar with! Can you tell me the author? Joy/NC/4 A Fresh Approach to Writing ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Synthesizing with younger ages
So, Carmen, how did you manage to observe my class without me knowing? LOL! Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Original Message From: Carmen Matsuura mrscma...@hotmail.com To: MOSAIC mosaic@literacyworkshop.org Sent: Sunday, June 21, 2009 5:48:35 PM Subject: Re: [MOSAIC] Synthesizing with younger ages I had that same boy in my class this year. I had never met someone so arrogant about his intellect. Our school has humility high on our list of expectations and his parents and I would always talk about this. Throughout the year he would cut down students, correct me, and just about die if he wasn't choosen first to give an answer (maybe that's why I called on him at least after five other students had a chance). Over the year, with pressure from myself and his classmates he did change a bit for the better. The biggest change came after a reading group session with an EA. The boy was in the middle of ranting about what he thought and how he knew he was right when he was shot down by a classmate and put in his place. The girl raised her voice and told him that he shouldn't talk that way because everyone has their own ideas which should be valued. He doesn't have to act as if he knows everything. Mind you, this came from a girl who is just as bright as him, but is so humble and quiet. When she speaks she always uses kind words. The EA told me that the whole group cheered for her while he sat there with his mouth open wide. I shared that incident with his parents and that I hoped that his classmate made a lasting impression on him. Date: Sat, 20 Jun 2009 07:31:03 -0700 From: jwidm...@rocketmail.com To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Synthesizing with younger ages This particular boy's parents never got it, went to my director and complained that I wasn't pushing him hard enough. She supported me. Parents chilled towards me, until his test scores came back, and they were very high and showed high growth. What was more important to me than test scores was how his personality developed this year. He started out as a not-so-likable smart-alack, who would put down others and their ideas in a heart beat. I've never met anyone with such an attitude at such a young age. He thought everyone else was dumb, and it was his job to correct them in the most harsh manner possible. (wonder where he got that idea?) Anyway, he went from being the person least welcome in a group, to neutral. I'd be more happy if others wanted him in their group, but this shift was huge for him. He still has to work on suppressing that arrogance, but at least it's not automatic any more. 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: Kathy Keyzer kkey...@carolina.rr.com To: beverleep...@gmail.com; Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 20, 2009 9:01:32 AM Subject: Re: [MOSAIC] Synthesizing with younger ages Amen! A dream come true would be that everyone would understand this FACT! - Original Message - From: beverleep...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 20, 2009 8:25 AM Subject: Re: [MOSAIC] Synthesizing with younger ages And it's a dangerous habit of mind or disposition to think that all learning is easy and you should never have to work To Understand. What a disservice to our young minds. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Joy jwidm...@rocketmail.com Date: Sat, 20 Jun 2009 05:21:10 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] Synthesizing with younger ages Sally, You've hit on a concept that is near and dear to my heart - approximations. If more people would understand that approximations is what we're after, that the growth and learning is somewhere in the approximations. It's those little changes, the slight adjustments, the tiny shifts in thinking that move children forward. You can't be perfect and learn at the same time, is something Marv Marshall says that is so true, because if you were perfect the first time, there is nothing to learn. I have this discussion with parents who are hyper-focused on their kids achievement, pushing them to perfection in every task they attempt. They think they are having high expectations, when in fact they aren't allowing them to struggle and come to the understanding naturally. Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand
Re: [MOSAIC] Professionalism-zmm
OK, OK! Multi-tasking got the better of me! Ordering a new copy today, want the one I can write in! Kindle is def. not for me! (unless they include an annotations feature!) Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Original Message From: creeche...@aol.com creeche...@aol.com To: mosaic@literacyworkshop.org Sent: Sunday, June 21, 2009 7:59:22 PM Subject: Re: [MOSAIC] Professionalism-zmm From someone who got a chuckle out of this, and is mad about Motorcycles, the title is Zen and the Art of Motorcycle Maintenance. Nancy In a message dated 6/21/2009 5:56:51 P.M. Eastern Daylight Time, jwidm...@rocketmail.com writes: Zen and the Art of Motorcycle Madness **A Good Credit Score is 700 or Above. See yours in just 2 easy steps! (http://pr.atwola.com/promoclk/100126575x1221323000x1201367220/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072hmpgID=62bcd= JunestepsfooterNO62) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Synthesizing with younger ages
Lori, Would you please give more specific details about minutia? Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Original Message From: Ljackson ljack...@gwtc.net To: beverleep...@gmail.com, Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 20, 2009 8:34:30 AM Subject: Re: [MOSAIC] Synthesizing with younger ages Anderson and Wilhelm's research with adolescent male readers showed that kids WANT to feel challenged--they want to know that teachers EXPECT them to be able to think. What they don't want is to be overwhelmed with minutia. Lori Jackson And it's a dangerous habit of mind or disposition to think that all learning is easy and you should never have to work To Understand. What a disservice to our young minds. - From: Joy jwidm...@rocketmail.com Sally, .. . . I have this discussion with parents who are hyper-focused on their kids achievement, pushing them to perfection in every task they attempt. They think they are having high expectations, when in fact they aren't allowing them to struggle and come to the understanding naturally. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] themes
Yes, that is closer, but it has to encompass all subjects. I add in music and art because I value them. (our school does not have an art or music teacher) 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: Beverlee Paul beverleep...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Friday, June 19, 2009 11:55:23 PM Subject: Re: [MOSAIC] themes So let me take a stab at this again. Like Oceans--Teeming with Life or Homes and Habitats. Is that closer? On Fri, Jun 19, 2009 at 9:52 PM, Joy jwidm...@rocketmail.com wrote: No, not for a cute sign.This is the name of my integrated thematic unit, and should be connected to an essential question, as well as everything we do. It would be connected to the literature we read, the math we do, etc. 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: Beverlee Paul beverleep...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Friday, June 19, 2009 11:35:51 PM Subject: Re: [MOSAIC] themes Joy, as I'm reading this over, I think it's dawning me on what you're asking, at least what I think maybe you were trying to ask us. Are you maybe thinking of a slogan such as librarians, etc. put on cute bulletin boards? Like at the beginning of the year when people put things by their door so kids can recognize their room easily? Like Hop into our Pad, only not that silly? I've now confused myself amazingly well. I'm with whomever said to please tell us more about what you were asking. There's something about the word theme that we are all defining according to our own schema, and maybe you weren't even asking anything about as deep as we're (I'm) thinking. Are you thinking of a specific use for why you'd want to name a theme one thing or another? Please clear up my fuzz! Bev On Fri, Jun 19, 2009 at 9:28 AM, thomas sally.thom...@verizon.net wrote: Hi Joy, Beverlee, etc. I got some of my ideas about developing inquiry yes from Harste, Burke and Barbara Flores and others from that wonderful connected group of educators many of whom are directly connected to the Goodmans and each other(thinking here there were some great articles in the Whole Language Catalog)...But I also got ideas from Coalition of Essential Schools and maybe they were influenced also by the above. Whatever, a useful way to think about themesespecially those that lead to an inquiry stance is to ask essential questions. Find the overarching question (or several interrelated questions) that is rich and authentic, keeping in mind the interests and developmental levels of your children and yes, sometimes, even the expected curriculum at your grade level. In other words you gain little by working against the science or social studies focus of your grade level per your particular state. (Some would differ with me here and its not like sometimes I didn't ignore that as well) It would sometimes take me weeks to figure out what the big question was, one that would include the concepts and strategies and knowledge that I wanted to cover. Phrasing it as a question I think automatically turns it to a sentence rather than a simple topic. Even if you start with a topic, if you turn into a question it pushes you on that inquiry journey and to deeper thinking about the topic. For example, your students would like to study horses. Ask why do horses play such a central role in the life of some Native American nations? Remember our Mosaic work and how learning to ask good questions is more important than giving right answers?? Next I think through the concepts(deeper understandings) I expect children to learn through this inquiry. Then I figure out the critical knowledge that they'll work with. Yes, knowing some stuff, some facts is important. But this forces me to narrow this down to pivotal knowledge, not just collections of facts, dates etc. that could be tested on a multiple choice test! Then I think through the skills and strategies they'll use to accomplish their inquiry - group and individual. Then and possibly throughout I consider the underlying values and assumptions underlying my plan and consider how they might emerge in the children's work. I always ask myself the social justice, fairness kind of questions here. How will different perspectives be privileged in this work? How will I respect the diverse children in my class and so on? Then I figure out how I will assess how we are accomplishing, whether we did accomplish (formative and summative assessment) and I run that back through
[MOSAIC] (no subject)
For some reason I'm getting posts out of order and/or delayed. Wonder what's up with that? Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Professionalism-zmm
Ok, let me locate my copy Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Original Message From: Renee phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, June 21, 2009 10:56:17 AM Subject: Re: [MOSAIC] Professionalism-zmm I am definitely game, anytime. Renee On Jun 20, 2009, at 5:13 AM, Joy wrote: Me too, thanks Renee for talking about this book, and for showing me the beauty of his words and thoughts. I'd even venture to say that a book talk may be in order. Anybody game? Sometimes it's a little better to travel than to arrive. ~ Robert Pirsig ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] themes
hmm, firefox can't process Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Original Message From: creeche...@aol.com creeche...@aol.com To: mosaic@literacyworkshop.org Sent: Sunday, June 21, 2009 11:36:59 AM Subject: Re: [MOSAIC] themes Here is the Theme book list. _http://www.readinglady.com/mosaic/tools/A%20Profundity%20Book%20List%20for% 20Children%20by%20Deb.pdf_ (http://www.readinglady.com/mosaic/tools/A%20Profundity%20Book%20List%20for%20Children%20by%20Deb.pdf) Nancy In a message dated 6/21/2009 10:30:10 A.M. Eastern Daylight Time, creeche...@aol.com writes: If you look on the Mosaic Tools page, you will find some lessons on profundity written by Jeff Beal some time ago. I have used these in order to help children get to theme. He might also have posted children's literature that supports certain themes. I haven't looked it up in a while. Nancy In a message dated 6/21/2009 9:05:45 A.M. Eastern Daylight Time, jwidm...@rocketmail.com writes: Yes, that is closer, but it has to encompass all subjects. I add in music and art because I value them. (our school does not have an art or music teacher) 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: Beverlee Paul beverleep...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Friday, June 19, 2009 11:55:23 PM Subject: Re: [MOSAIC] themes So let me take a stab at this again. Like Oceans--Teeming with Life or Homes and Habitats. Is that closer? On Fri, Jun 19, 2009 at 9:52 PM, Joy jwidm...@rocketmail.com wrote: No, not for a cute sign.This is the name of my integrated thematic unit, and should be connected to an essential question, as well as everything we do. It would be connected to the literature we read, the math we do, etc. 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: Beverlee Paul beverleep...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Friday, June 19, 2009 11:35:51 PM Subject: Re: [MOSAIC] themes Joy, as I'm reading this over, I think it's dawning me on what you're asking, at least what I think maybe you were trying to ask us. Are you maybe thinking of a slogan such as librarians, etc. put on cute bulletin boards? Like at the beginning of the year when people put things by their door so kids can recognize their room easily? Like Hop into our Pad, only not that silly? I've now confused myself amazingly well. I'm with whomever said to please tell us more about what you were asking. There's something about the word theme that we are all defining according to our own schema, and maybe you weren't even asking anything about as deep as we're (I'm) thinking. Are you thinking of a specific use for why you'd want to name a theme one thing or another? Please clear up my fuzz! Bev On Fri, Jun 19, 2009 at 9:28 AM, thomas sally.thom...@verizon.net wrote: Hi Joy, Beverlee, etc. I got some of my ideas about developing inquiry yes from Harste, Burke and Barbara Flores and others from that wonderful connected group of educators many of whom are directly connected to the Goodmans and each other(thinking here there were some great articles in the Whole Language Catalog)...But I also got ideas from Coalition of Essential Schools and maybe they were influenced also by the above. Whatever, a useful way to think about themesespecially those that lead to an inquiry stance is to ask essential questions. Find the overarching question (or several interrelated questions) that is rich and authentic, keeping in mind the interests and developmental levels of your children and yes, sometimes, even the expected curriculum at your grade level. In other words you gain little by working against the science or social studies focus of your grade level per your particular state. (Some would differ with me here and its not like sometimes I didn't ignore that as well) It would sometimes take me weeks to figure out what the big question was, one that would include the concepts and strategies and knowledge that I wanted to cover. Phrasing it as a question I think automatically turns it to a sentence rather than a simple topic. Even if you start with a topic, if you turn into a question it pushes you on that inquiry journey and to deeper thinking about the topic. For example, your students would like to study horses
Re: [MOSAIC] Professionalism-zmm
Zen and the Art of Motorcycle Madness Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Original Message From: Tracy Gaestel aj...@lafn.org To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, June 21, 2009 4:53:38 PM Subject: Re: [MOSAIC] Professionalism-zmm What book? I'm intrigued Tracy On Sun, 21 Jun 2009 13:04:03 -0700, Renee phoenix...@sbcglobal.net wrote: Oh yes, you must have your own copy, for writing in the margins. I have three copies, myself, and that's after giving two away to my kids. If you do buy one, I suggest you get the *black* one with the wrench on the front, because the book is bigger, the print is bigger and the margins are wider. :-) Renee On Jun 21, 2009, at 9:18 AM, Marjory Forbes wrote: I'm in--I actually went to the library after reading some of the messages and have started reading. I suspect I will be getting my own copy soon. Margie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Professionalism-zmm
LOL, I was talking to a friend while typing, what a slip! My hands typed what my mouth was saying, and the funny thing is that the conversations were totally different! That's what I get for multitasking! - Original Message From: Renee phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, June 21, 2009 6:42:21 PM Subject: Re: [MOSAIC] Professionalism-zmm hahaha! I love this! But it's Zen and the Art of Motorcycle Maintenance. :-) Renee On Jun 21, 2009, at 2:56 PM, Joy wrote: Zen and the Art of Motorcycle Madness Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Original Message From: Tracy Gaestel aj...@lafn.org To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, June 21, 2009 4:53:38 PM Subject: Re: [MOSAIC] Professionalism-zmm What book? I'm intrigued Tracy On Sun, 21 Jun 2009 13:04:03 -0700, Renee phoenix...@sbcglobal.net wrote: Oh yes, you must have your own copy, for writing in the margins. I have three copies, myself, and that's after giving two away to my kids. If you do buy one, I suggest you get the *black* one with the wrench on the front, because the book is bigger, the print is bigger and the margins are wider. :-) Renee On Jun 21, 2009, at 9:18 AM, Marjory Forbes wrote: I'm in--I actually went to the library after reading some of the messages and have started reading. I suspect I will be getting my own copy soon. Margie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. The cure for boredom is curiosity. There is no cure for curiosity. Dorothy Parker ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Professionalism-zmm
Me too, thanks Renee for talking about this book, and for showing me the beauty of his words and thoughts. I'd even venture to say that a book talk may be in order. Anybody game? 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: thomas sally.thom...@verizon.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Friday, June 19, 2009 2:40:08 PM Subject: Re: [MOSAIC] Professionalism-zmm I am just going to finally have to read it! Too many people I admire have loved it over and over. sally On 6/19/09 10:39 AM, Renee phoenix...@sbcglobal.net wrote: Funny. I was at our local espresso place yesterday having lunch and my copy was on the table. The owner was wandering around, spied the book, and asked, How many times have you read this, now? I thought it was pretty funny that he automatically assumed I was rereading it. He said he hadn't read it for about twenty years and that it might be time to reread. He also recommended a book by Buckminster Fuller, called Critical Path, which he said he has read several times. I haven't checked that out yet. Anyway, for those who don't know ZMM, yesterday I read the part about how Phaedrus experimented in his university writing class by giving no grades until the end of the semester, how students reacted to that, and his assertion that we, including students, already know what quality is even if we can't define it, and that the writing process itself is more important than knowing the rules about writing. And how this is all wrapped up together. Sound familiar? Renee On Jun 19, 2009, at 10:23 AM, creeche...@aol.com wrote: In a message dated 6/19/2009 12:53:19 P.M. Eastern Daylight Time, phoenix...@sbcglobal.net writes: Right now, I am rereading Zen and the Art of Motorcycle Maintenance, which is more about teaching than it is about motorcycles. Or Zen. Or Art. You addicted me to that book I would say it is much about life! Nancy El fin de toda educacion debe ser seguramente el servicio a otros. ~ Cesar Chavez ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Synthesizing with younger ages
Sally, You've hit on a concept that is near and dear to my heart - approximations. If more people would understand that approximations is what we're after, that the growth and learning is somewhere in the approximations. It's those little changes, the slight adjustments, the tiny shifts in thinking that move children forward. You can't be perfect and learn at the same time, is something Marv Marshall says that is so true, because if you were perfect the first time, there is nothing to learn. I have this discussion with parents who are hyper-focused on their kids achievement, pushing them to perfection in every task they attempt. They think they are having high expectations, when in fact they aren't allowing them to struggle and come to the understanding naturally. 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: thomas sally.thom...@verizon.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Thursday, June 18, 2009 9:44:04 AM Subject: Re: [MOSAIC] Synthesizing with younger ages What is amazing is that the Debbie's students WERE able to think in such beautiful and complex ways. By not simplifying, by believing they were/are capable, and by using some of the approaches described in the book (and other books by keene, Harvey, et al) children can do this! Debbie would say don't simplify but show them how you do it, gradually release the strategies to them, expect approximations (that's how we learn) Watch Debbie and her class on video. Many or most of us on this list have seen other children do it too. Don't simplify or lower your expectations. Children have enormous potential. Sally On 6/17/09 10:27 PM, Katherine M. Salvia salv...@mville.edu wrote: Hello, My name is Kate Salvia and I am a elementary school teacher and high school theatre teacher. I am taking a literacy course right now towards my masters. We just completed reading Reading with Meaning by Debbie Miller, and the last chapter struck my interest especially, Synthesizing Information. What is the best way to introduce synthesizing to the younger grades? Some of the techniques in the book seemed very advanced, and I was wondering if anyone had recommendations to simplifying so it can be introduced to younger grades. Thank you, Kate Salvia ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Synthesizing with younger ages
This particular boy's parents never got it, went to my director and complained that I wasn't pushing him hard enough. She supported me. Parents chilled towards me, until his test scores came back, and they were very high and showed high growth. What was more important to me than test scores was how his personality developed this year. He started out as a not-so-likable smart-alack, who would put down others and their ideas in a heart beat. I've never met anyone with such an attitude at such a young age. He thought everyone else was dumb, and it was his job to correct them in the most harsh manner possible. (wonder where he got that idea?) Anyway, he went from being the person least welcome in a group, to neutral. I'd be more happy if others wanted him in their group, but this shift was huge for him. He still has to work on suppressing that arrogance, but at least it's not automatic any more. 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: Kathy Keyzer kkey...@carolina.rr.com To: beverleep...@gmail.com; Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 20, 2009 9:01:32 AM Subject: Re: [MOSAIC] Synthesizing with younger ages Amen! A dream come true would be that everyone would understand this FACT! - Original Message - From: beverleep...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 20, 2009 8:25 AM Subject: Re: [MOSAIC] Synthesizing with younger ages And it's a dangerous habit of mind or disposition to think that all learning is easy and you should never have to work To Understand. What a disservice to our young minds. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Joy jwidm...@rocketmail.com Date: Sat, 20 Jun 2009 05:21:10 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] Synthesizing with younger ages Sally, You've hit on a concept that is near and dear to my heart - approximations. If more people would understand that approximations is what we're after, that the growth and learning is somewhere in the approximations. It's those little changes, the slight adjustments, the tiny shifts in thinking that move children forward. You can't be perfect and learn at the same time, is something Marv Marshall says that is so true, because if you were perfect the first time, there is nothing to learn. I have this discussion with parents who are hyper-focused on their kids achievement, pushing them to perfection in every task they attempt. They think they are having high expectations, when in fact they aren't allowing them to struggle and come to the understanding naturally. 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: thomas sally.thom...@verizon.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Thursday, June 18, 2009 9:44:04 AM Subject: Re: [MOSAIC] Synthesizing with younger ages What is amazing is that the Debbie's students WERE able to think in such beautiful and complex ways. By not simplifying, by believing they were/are capable, and by using some of the approaches described in the book (and other books by keene, Harvey, et al) children can do this! Debbie would say don't simplify but show them how you do it, gradually release the strategies to them, expect approximations (that's how we learn) Watch Debbie and her class on video. Many or most of us on this list have seen other children do it too. Don't simplify or lower your expectations. Children have enormous potential. Sally On 6/17/09 10:27 PM, Katherine M. Salvia salv...@mville.edu wrote: Hello, My name is Kate Salvia and I am a elementary school teacher and high school theatre teacher. I am taking a literacy course right now towards my masters. We just completed reading Reading with Meaning by Debbie Miller, and the last chapter struck my interest especially, Synthesizing Information. What is the best way to introduce synthesizing to the younger grades? Some of the techniques in the book seemed very advanced, and I was wondering if anyone had recommendations to simplifying so it can be introduced to younger grades. Thank you, Kate Salvia ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Professionalism-zmm
Ah, a most treasured text, for sure! mine looks much like Dave's Zen. One question for Dave, you haven't turned it into a scroll? 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: beverleep...@gmail.com beverleep...@gmail.com To: Dave Middlebrook davemiddlebr...@verizon.net; Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 20, 2009 9:00:55 AM Subject: Re: [MOSAIC] Professionalism-zmm And how many of us have the deceptively simple To Kill a Mockingbird, looking much like Dave describes above, rubber-banded together to wait for the next read? Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Dave Middlebrook davemiddlebr...@verizon.net Date: Sat, 20 Jun 2009 08:55:24 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] Professionalism-zmm Zen... Incredible book. I've read it with new eyes three or four times over the decades. The margins of my copy are filled with scribbled notes in different inks and different handwritings. Amazing to see how my handwriting has changed over the years! The pages are brittle, slightly tea-colored (the acid in the paper, I'm thinking) and the dog ears are dog-eared. Where I've run out of margin, I've got stapled bits of paper (from the days before sticky notes). There are only four other books that I have worked over this intensely: The Greening of America by Charles Reich, a collection of the works of Karl Marx, The Marx Engels Reader, edited by Robert Tucker, Stephen Hall's Mapping the Next Millenium, and Rudolf Arnheim's Visual Thinking. I've read lots of other books, but these five keep pulling me back. And Pirsig's Zen was, for me, the first book that really just stopped me in my tracks. It is breathtaking and emotionally powerful. What a great thing to wake up and read Renee's post, and then to read the nods and smiles that followed! Feeling good! - Dave Dave Middlebrook The Textmapping Project A resource for teachers improving reading comprehension skills instruction. www.textmapping.org | Please share this site with your colleagues! USA: (609) 771-1781 dmiddlebr...@textmapping.org - Original Message - From: Joy jwidm...@rocketmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 20, 2009 8:13 AM Subject: Re: [MOSAIC] Professionalism-zmm Me too, thanks Renee for talking about this book, and for showing me the beauty of his words and thoughts. I'd even venture to say that a book talk may be in order. Anybody game? 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: thomas sally.thom...@verizon.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Friday, June 19, 2009 2:40:08 PM Subject: Re: [MOSAIC] Professionalism-zmm I am just going to finally have to read it! Too many people I admire have loved it over and over. sally On 6/19/09 10:39 AM, Renee phoenix...@sbcglobal.net wrote: Funny. I was at our local espresso place yesterday having lunch and my copy was on the table. The owner was wandering around, spied the book, and asked, How many times have you read this, now? I thought it was pretty funny that he automatically assumed I was rereading it. He said he hadn't read it for about twenty years and that it might be time to reread. He also recommended a book by Buckminster Fuller, called Critical Path, which he said he has read several times. I haven't checked that out yet. Anyway, for those who don't know ZMM, yesterday I read the part about how Phaedrus experimented in his university writing class by giving no grades until the end of the semester, how students reacted to that, and his assertion that we, including students, already know what quality is even if we can't define it, and that the writing process itself is more important than knowing the rules about writing. And how this is all wrapped up together. Sound familiar? Renee On Jun 19, 2009, at 10:23 AM, creeche...@aol.com wrote: In a message dated 6/19/2009 12:53:19 P.M. Eastern Daylight Time, phoenix...@sbcglobal.net writes: Right now, I am rereading Zen and the Art of Motorcycle Maintenance, which is more about teaching than it is about motorcycles. Or Zen. Or Art. You addicted me to that book I would say it is much about life! Nancy El fin de toda educacion debe ser seguramente el servicio a otros. ~ Cesar Chavez ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http
Re: [MOSAIC] themes- friendship vs friends help
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 From: Renee phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 20, 2009 12:59:11 PM Subject: Re: [MOSAIC] themes- friendship vs friends help I thought this discussion was about thematic teaching, not book themes. Perhaps I'm wrong. Having said that, I think having the reader figure out what specific behaviors demonstrate friendship is a good thing. :-) Renee On Jun 20, 2009, at 8:40 AM, cfoa...@aol.com wrote: I think the difference is that Friendship covers many specific behaviors whereas Friends help out in hard times is just one specific example.? So the book may be about friendship ( general) and specifically about helping in hard times.? If you use the general label, then the reader must figure out what specific behaviors demonstrate friendship. Carolyn The most important office in a democracy is the office of citizen. ~ Barack Obama ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Professionalism-zmm
Dave, I didn't , mean to imply that you couldn't comprehend, was just curious if you had turned it into a scroll. Do you wonder what it would be like? I do. I even think this might be the perfect book to scroll because if I copied it I'd have nice big margins to write on! 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: Dave Middlebrook davemiddlebr...@verizon.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 20, 2009 3:58:43 PM Subject: Re: [MOSAIC] Professionalism-zmm No, I didn't scroll it. It's still in book form. This was long before I started scrolling my books. An interesting side effect of this is that when I tried to talk with those amongst my friends who had read it, they thought I was crazy. The book that I had read was not the book that they had read. Our comprehensions were different. But there was no grade or income at stake, so it didn't really matter. I'm happy with what I comprehended. I know that I'm more mainstream in my comprehension when I read a scroll, but that doesn't mean that I can't read a book and make sense of it. Sometimes the sense I make is, frankly, much more intersting than anything in the book! But I know that there is a mainstream comprehension that people seem to form, and I have learned how to find this. I have learned a lot about how to read bound books from reading unrolled books. I still prefer scrolls, but I am now capable of anchoring my comprehension a bit more closely to the text when I read a book that has been fragmented into pages. - Dave Now, if I had to read something today, knowing that I would need to discuss it with other people, - Original Message - From: Joy jwidm...@rocketmail.com To: beverleep...@gmail.com; Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 20, 2009 2:38 PM Subject: Re: [MOSAIC] Professionalism-zmm Ah, a most treasured text, for sure! mine looks much like Dave's Zen. One question for Dave, you haven't turned it into a scroll? 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: beverleep...@gmail.com beverleep...@gmail.com To: Dave Middlebrook davemiddlebr...@verizon.net; Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 20, 2009 9:00:55 AM Subject: Re: [MOSAIC] Professionalism-zmm And how many of us have the deceptively simple To Kill a Mockingbird, looking much like Dave describes above, rubber-banded together to wait for the next read? Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Dave Middlebrook davemiddlebr...@verizon.net Date: Sat, 20 Jun 2009 08:55:24 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] Professionalism-zmm Zen... Incredible book. I've read it with new eyes three or four times over the decades. The margins of my copy are filled with scribbled notes in different inks and different handwritings. Amazing to see how my handwriting has changed over the years! The pages are brittle, slightly tea-colored (the acid in the paper, I'm thinking) and the dog ears are dog-eared. Where I've run out of margin, I've got stapled bits of paper (from the days before sticky notes). There are only four other books that I have worked over this intensely: The Greening of America by Charles Reich, a collection of the works of Karl Marx, The Marx Engels Reader, edited by Robert Tucker, Stephen Hall's Mapping the Next Millenium, and Rudolf Arnheim's Visual Thinking. I've read lots of other books, but these five keep pulling me back. And Pirsig's Zen was, for me, the first book that really just stopped me in my tracks. It is breathtaking and emotionally powerful. What a great thing to wake up and read Renee's post, and then to read the nods and smiles that followed! Feeling good! - Dave Dave Middlebrook The Textmapping Project A resource for teachers improving reading comprehension skills instruction. www.textmapping.org | Please share this site with your colleagues! USA: (609) 771-1781 dmiddlebr...@textmapping.org - Original Message - From: Joy jwidm...@rocketmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 20, 2009 8:13 AM Subject: Re: [MOSAIC] Professionalism-zmm Me too, thanks Renee for talking about this book, and for showing me the beauty of his words and thoughts. I'd even venture to say that a book talk may be in order. Anybody game? Joy/NC/4 How children learn is as important as what
Re: [MOSAIC] Professionalism
As far as I know there are only 2 of us who do. However, we have a very small faculty - 8 teachers. Three of them are new to our school, so I don't have any experience with their habits. So 2 out of the remaining 5 isn't bad. 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: beverleep...@gmail.com beverleep...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Friday, June 19, 2009 1:28:30 AM Subject: Re: [MOSAIC] Professionalism All but one or two. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Stephanie Perry zeal4learn...@gmail.com Date: Thu, 18 Jun 2009 18:00:23 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@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 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] themes
Beverlee, If there is a group that can help me push my thinking, this is it. I'm pondering your suggestion that sentences are needed to describe themes. That is an interesting idea. Does the sentence narrow the concept, or does it broaden it? I wonder if I struggle with this because our standards are given to us in bits or because I am not thinking globally? I always thought I was a big picture kind of person, maybe I'm mistaken. I can see how things tie together, and have developed projects that are integrated, but struggle with the label. Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] More on Themes--Really Long
Cherylle, Not TMI at all! I want to know more! Many of your topics overlap mine, especially in Science. Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org This unit was a huge success even if I did provide you with TMI!!! Cherylle in CA 3rd Grade ___ ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] themes
No, not for a cute sign.This is the name of my integrated thematic unit, and should be connected to an essential question, as well as everything we do. It would be connected to the literature we read, the math we do, etc. 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: Beverlee Paul beverleep...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Friday, June 19, 2009 11:35:51 PM Subject: Re: [MOSAIC] themes Joy, as I'm reading this over, I think it's dawning me on what you're asking, at least what I think maybe you were trying to ask us. Are you maybe thinking of a slogan such as librarians, etc. put on cute bulletin boards? Like at the beginning of the year when people put things by their door so kids can recognize their room easily? Like Hop into our Pad, only not that silly? I've now confused myself amazingly well. I'm with whomever said to please tell us more about what you were asking. There's something about the word theme that we are all defining according to our own schema, and maybe you weren't even asking anything about as deep as we're (I'm) thinking. Are you thinking of a specific use for why you'd want to name a theme one thing or another? Please clear up my fuzz! Bev On Fri, Jun 19, 2009 at 9:28 AM, thomas sally.thom...@verizon.net wrote: Hi Joy, Beverlee, etc. I got some of my ideas about developing inquiry yes from Harste, Burke and Barbara Flores and others from that wonderful connected group of educators many of whom are directly connected to the Goodmans and each other(thinking here there were some great articles in the Whole Language Catalog)...But I also got ideas from Coalition of Essential Schools and maybe they were influenced also by the above. Whatever, a useful way to think about themesespecially those that lead to an inquiry stance is to ask essential questions. Find the overarching question (or several interrelated questions) that is rich and authentic, keeping in mind the interests and developmental levels of your children and yes, sometimes, even the expected curriculum at your grade level. In other words you gain little by working against the science or social studies focus of your grade level per your particular state. (Some would differ with me here and its not like sometimes I didn't ignore that as well) It would sometimes take me weeks to figure out what the big question was, one that would include the concepts and strategies and knowledge that I wanted to cover. Phrasing it as a question I think automatically turns it to a sentence rather than a simple topic. Even if you start with a topic, if you turn into a question it pushes you on that inquiry journey and to deeper thinking about the topic. For example, your students would like to study horses. Ask why do horses play such a central role in the life of some Native American nations? Remember our Mosaic work and how learning to ask good questions is more important than giving right answers?? Next I think through the concepts(deeper understandings) I expect children to learn through this inquiry. Then I figure out the critical knowledge that they'll work with. Yes, knowing some stuff, some facts is important. But this forces me to narrow this down to pivotal knowledge, not just collections of facts, dates etc. that could be tested on a multiple choice test! Then I think through the skills and strategies they'll use to accomplish their inquiry - group and individual. Then and possibly throughout I consider the underlying values and assumptions underlying my plan and consider how they might emerge in the children's work. I always ask myself the social justice, fairness kind of questions here. How will different perspectives be privileged in this work? How will I respect the diverse children in my class and so on? Then I figure out how I will assess how we are accomplishing, whether we did accomplish (formative and summative assessment) and I run that back through All of the above to add, delete, refine etc. Then I begin work on resources and particular ways to begin the unit and so on. In some ways, this last step is where I used to start my planning. But doing all the other thinking above results in much better teaching and learning I think. It is open to emerging understandings and information because I start with the stance that the question is a real one for me, not just the children. Gosh, sorry if I've gone on to long. It just always help to think through what we're doing and I love it that the whole question of themes has emerged here. Sally On 6/19/09 3:50 AM, Joy jwidm...@rocketmail.com wrote: Beverlee, If there is a group that can help me push my thinking, this is it. I'm pondering your suggestion
Re: [MOSAIC] Fiction v. NonFiction
When I taught second grade I found that the children LOVED nonfiction. Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org --- On Thu, 6/18/09, Lauren Fahey lfahe...@hotmail.com wrote: From: Lauren Fahey lfahe...@hotmail.com Subject: [MOSAIC] Fiction v. NonFiction To: mosaic@literacyworkshop.org Date: Thursday, June 18, 2009, 11:08 AM 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 that’s right for you. http://www.microsoft.com/windows/choosepc/?ocid=ftp_val_wl_290 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy
http://jc-schools.net/tutorials/vocab/TN.html Look at this website for information about Marzano's Academic Vocabulary Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org --- On Wed, 6/17/09, drmarinac...@aol.com drmarinac...@aol.com wrote: From: drmarinac...@aol.com drmarinac...@aol.com Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy To: mosaic@literacyworkshop.org Date: Wednesday, June 17, 2009, 3:09 PM 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 jgou...@hotmail.com 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 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 mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything else new and exciting?
I still need help coming up with themes for my units. Don't know why, but I guess I can't see the big picture. Do you have any suggestions as to how to develop an overarching theme? Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org --- On Thu, 6/18/09, drmarinac...@aol.com drmarinac...@aol.com wrote: From: drmarinac...@aol.com drmarinac...@aol.com Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything else new and exciting? To: mosaic@literacyworkshop.org Date: Thursday, June 18, 2009, 10:44 AM Sounds good. So academic vocabulary, RTI, anything else new and exciting? I also like the textmapping but I learned about that two years ago on this LISTSERV. I'm a little bored:) If there are any teachers out there...What do you NEED in terms of issues in your classroom? -Original Message- From: Stephanie Perry zeal4learn...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wed, Jun 17, 2009 4:37 pm Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy 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, drmarinac...@aol.com 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 jgou...@hotmail.com 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 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 mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic 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
[MOSAIC] Come join me on Taking Back The Classroom
Taking Back The Classroom: Education Reform Begins With Teachers and Parents Join our cause exploring sensible options to the madness created by standardized testing and NCLB mandates. Help us find solutions and reccomendations for the sake of the children. Thank you. Click the link below to Join: http://takingbacktheclassroom.ning.com/?xgi=g9pWx0Q If your email program doesn't recognize the web address above as an active link, please copy and paste it into your web browser About Taking Back The Classroom It's time for teachers and parents to speak up for sensibility and professionalism in the classrooms. Taking Back The Classroom includes: Blogs Events Groups Photos Videos To control which emails you receive on the corner, or to opt-out, go to: http://takingbacktheclassroom.ning.com/?xgo=dw-ocQEG3NlWx8G6B9kj31PE/GkZed2xtV7FkLOxdn6m5rafryJtco2UQ68X-C9H ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] sorry
I did not mean for the message to go out to the whole group. Please accept my appologies. Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything elsenew and exciting?
Thanks! Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org --- On Thu, 6/18/09, Kim Catano catano8...@roadrunner.com wrote: From: Kim Catano catano8...@roadrunner.com Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything elsenew and exciting? To: 'Mosaic: A Reading Comprehension Strategies Email Group' mosaic@literacyworkshop.org Date: Thursday, June 18, 2009, 9:13 PM Jay McTighe and Grant Wiggins Understanding by Design! There is a professional book and workbook...it helps you with the enduring statements and essential questions to help you with designing a unit. McTighe's website also has resources to help you with those units. -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Joy Sent: Thursday, June 18, 2009 7:52 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything elsenew and exciting? I still need help coming up with themes for my units. Don't know why, but I guess I can't see the big picture. Do you have any suggestions as to how to develop an overarching theme? Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org --- On Thu, 6/18/09, drmarinac...@aol.com drmarinac...@aol.com wrote: From: drmarinac...@aol.com drmarinac...@aol.com Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything else new and exciting? To: mosaic@literacyworkshop.org Date: Thursday, June 18, 2009, 10:44 AM Sounds good. So academic vocabulary, RTI, anything else new and exciting? I also like the textmapping but I learned about that two years ago on this LISTSERV. I'm a little bored:) If there are any teachers out there...What do you NEED in terms of issues in your classroom? -Original Message- From: Stephanie Perry zeal4learn...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wed, Jun 17, 2009 4:37 pm Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy 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, drmarinac...@aol.com 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 jgou...@hotmail.com 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 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 mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org
Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything else new and exciting?
Sally, I've been doing this for many years, and YES it is fun and engaging, but I always struggle with coming up with the overarching theme! I'm trying to help our third grade teacher, so if I can't understand it, I know I can't help her! Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org --- On Thu, 6/18/09, thomas sally.thom...@verizon.net wrote: From: thomas sally.thom...@verizon.net Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything else new and exciting? To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Thursday, June 18, 2009, 9:10 PM Joy, So just bouncing off of academic vocab and RTI and on and on, thematic teaching is a big answer in my view. When we teach thematically, we can involve kids in inquiry at many different levels of reading and writing and research and modes of communication. This allows us to differentiate while they have a common overarching theme - thus ALL can contribute in authentic ways. And vocabulary is going to be benefited in huge waysbecause the words are all connected and thus easier to learn because they are meaning based. And they are used over and over throughout the reading and writing and so on. So thematic teaching is a big overarching picture that often never gets mentioned in all this focus on different aspects of literacy!!! AND THANK YOU FOR BRING US BACK TO THIS IMPORTANT FOUNDATION FOR LEARNING. I teach in an American Indian school as I've mentioned. This fall the whole school is focusing on oceans initially. So I've started playing with all the ideas. My social studies focus is communities...and I'm thinking that connects with the ocean as an interconnected community of living things. I'm also thinking of oceans being interconnected to planet earth so taking care of the ocean matters. Native American connections - the emphasis we are all connected. and I can use a number of traditional American Indian stories centered on the sea. I found a book by the son of a friend All the Way to the Ocean connected to Save our Seas Foundation with tons of activities and links and resources and that definitely brings activism to the front. And then the issue of salmon and dams and use of water are critical issues to Native Americans in California (and further north)right now. In fact, the dams are coming down as a result of Native American activism. And on and on and on and so exciting. And I can teach differences between fiction and non fiction and bring us back to community and still focus on interconnections by using Swimmy and Rainbow Fish and use those to be teaching some readingin addition to all our non fiction. Even thinking about a contrast between NEMO AND A NEW MOVIE COMING TURTLE: can't quite rmemeber the title but it's non fiction and will be out this year. EGAD THIS IS ALL SO MUCH FUN. Now I will need to start pinning this down to the actual days and shape of the unit for my second and third graders. But just think.this is so ideal for RTI and differentiation and building vocabulary and teaching all the language arts strategies and skills as well as social studies and science. This is why we need to go back to thematic teaching and many of the approaches so advocated in whole language. We will not neglect the skills. We can of course do phonics and words families and fluency. But our foundation is a meaning-centered inquiry into something that matters! Sorry I am just flat out getting so excited to be back to an elementary classroom in a place that values meaning-centered learning. Good luck Joy. I know you will do the same. Of course I thought at first that oceans was just a topic. But when I then crank it up to we are all connected the universe is possible.. Sally On 6/18/09 4:52 PM, Joy jwidm...@rocketmail.com wrote: I still need help coming up with themes for my units. Don't know why, but I guess I can't see the big picture. Do you have any suggestions as to how to develop an overarching theme? Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org --- On Thu, 6/18/09, drmarinac...@aol.com drmarinac...@aol.com wrote: From: drmarinac...@aol.com drmarinac...@aol.com Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything else new and exciting? To: mosaic@literacyworkshop.org Date: Thursday, June 18, 2009, 10:44 AM Sounds good. So academic vocabulary, RTI, anything else new and exciting? I also like the textmapping but I learned about that two years ago on this LISTSERV. I'm a little bored:) If there are any teachers out there...What do you NEED in terms of issues in your classroom? -Original Message- From: Stephanie Perry zeal4learn...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group
Re: [MOSAIC] ***SPAM*** Re: Do we really need to teach explicitstrategies?
Blasted, it's teachers like this that give us a bad rap. 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: Patricia Kimathi pkima...@earthlink.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Monday, June 15, 2009 1:41:13 AM Subject: Re: [MOSAIC] ***SPAM*** Re: Do we really need to teach explicitstrategies? Should we write a book. I once had a second grade teacher tell me my son could not read. (Of course she did not ask her best friend across the hall who had taught him 1st grade and knew he read above grade level) When I pulled out a book he was reading. The low level/high interest version (middle school) of The Three Musketeers I opened it and he started to read pronouncing the French names. She said he must have memorized it. He continued to read and told her what the story was about and how he had to call his Godfather to find out how to say the French words. He had been in her class for 3 months and refused to read at circle time. She never called me and when I asked, saw her everyday, she said he was fine. For spelling she had them practice dictation spelling sentences. He memorized the sentences as one word. He hated her class. She said he had problems he said she bored him. We went on and on all day. He finally asked me why did she cry after she talked to me. I didn't know she cried. And he was in private school. On Jun 14, 2009, at 4:40 PM, Joy wrote: And the stories do not all have a happy ending. Many of you know the story about my son, who is now 24. He had a right temporal brain tumor, which was successfully removed. He was second in his class, an honor student with 2 part time jobs, manager of the football team, band member, good citizen of his school. He didn't want to give up his standing, and insisted on going right back to school, probably a little too early. He was on quite a cocktail of anti-seizure, anti-inflammatory, anti-depressants, and pain meds. The school held an IEP/504 meeting where I was told my son was on drugs (no kidding, they all implied that he was on illicit drugs!) and was falling asleep in class (duh, he had a doctor's note explaining it would happen.) They yanked him out of regular classes, sending him to the alternative school. He completed a 15 hour class in a half day, and aced the exit exam. Their solution, make him do word associations for the rest of the term. We asked could he start another class, and they wouldn't hear it (something about seat time) I asked what about just letting him take the other class for enrichment, no way. Plus, they had no one who could teach him advanced calculus II, or French. Long story short, they dropped him from the rolls without telling us. He went to school one day, and they said What are you doing here, you're not enrolled any longer. so my son is an involuntary drop out. We looked into filing a law suit, but I was advised against it since I worked for the school system. He lost all respect for education, thinks it's a waste, won't get his GED or Adult HS Diploma, forget going to college. So I have a 24 yr old with a 180 IQ who sits at home all day playing Warcraft. Tell me about falling through the cracks, my son was swallowed. Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Original Message From: Renee phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org 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
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 mndr...@mchsi.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org; mosaic@literacyworkshop.org Cc: Brenda White-Keller brenda...@sbcglobal.net 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 brenda...@sbcglobal.net: -- 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 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Do we really need to teach explicit strategies?
Keith can help with that. Email him off list 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: thomas sally.thom...@verizon.net To: Mosaic: A Reading Comprehension Strategies Email Group beverleep...@gmail.com, mosaic@literacyworkshop.org Sent: Sunday, June 14, 2009 1:54:33 AM Subject: Re: [MOSAIC] Do we really need to teach explicit strategies? Will do. I'll take good notes and type them in for everyone - maybe in several chunks. Then someone will need to tell me how to put them in the files too??? Sally On 6/13/09 2:47 PM, beverleep...@gmail.com beverleep...@gmail.com wrote: Please put as much as you can in the files!!! Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: thomas sally.thom...@verizon.net Date: Sat, 13 Jun 2009 07:18:25 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] Do we really need to teach explicit strategies? I and several teachers from my school are going to an institute with Harvey and Daniels in a few weeks. Would be glad to share back what we learn! Sally On 6/13/09 6:24 AM, Joanne Stano jst...@wadsnet.com wrote: I am currently reading Comprehension by Collaboration by Harvey and Daniels. In chapter 2 they discuss reading is thinking . Comprehension is about understanding. When we teach comprehension, we are teaching for understanding. They go on to say that readers need explicit instruction to decode and comprehend text and that when teachers explicitly teach they show kids how the reading process happens. The point is we need to teach the comprehension strategies explicitly but need to also let students respond to their reading in authentic ways. I think we get caught up in the responses, thinking we need evidence for reporting tools. Thus the over emphasis in strategy instruction. I am really excited about this book and can't wait to put the ideas to work. I also like the fact that they talk about how in the business world if you get 85% participation you are a success if we get 85% we fret and stew. They also give ideas for making small groups inquiry circles successful and lesson ideas. The book also sites many sources and makes me want to look them up which is exactly what I want my students to feel and do. Joanne/Ohio/3rd ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Do we really need to teach explicit strategies?
LOL, they say that here (NC) too! Along with carry as in I'm going to carry the team to soccer practice. It means take or transport. 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: thomas sally.thom...@verizon.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, June 14, 2009 1:58:39 AM Subject: Re: [MOSAIC] Do we really need to teach explicit strategies? I just love the way you way this. Is it from a particular dialect region?? My favorite and my children's favorite after living in the south for awhile Was I'm fixing to Meaning I'm starting to get started to Anyway I truly love the way you add this! sally On 6/13/09 4:06 PM, Renee phoenix...@sbcglobal.net wrote: I'm just sayin' Renee On Jun 13, 2009, at 12:30 PM, cnjpal...@aol.com wrote: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] ***SPAM*** Re: Do we really need to teach explicit strategies?
omg, one of the defining moments that got me to quit my job and go back to college and become a teacher was when camping with Girl Scouts. It was time to prepare dinner, and being the constructivist that I am, I pretty much left it up to the girls.(I didn't know that's what it is called) It wasn't very long before I discovered that they did not know how to slice, chop, or peel any vegetables or fruit. These girls were in middle school! Last year I brought in a chef who taught each child basic cutting skills, allowing them to do the chopping, slicing, and peeling while he stood nearby. The kids made 8 large trays of sushi for our international festival. They did it ALL. I watched him teaching them, guiding them, and used what I learned from him with my class this year. I plan to always give students experiences with real life skills. I think parents today coddle their kids way too much. 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: Renee phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, June 14, 2009 10:51:29 AM Subject: Re: [MOSAIC] ***SPAM*** Re: Do we really need to teach explicit strategies? Hi Deidra, I agree with you and whoever said that it is also due to parents' expectations. I recall two years ago when I was working in a Kindergarten classroom and we had a certain student who was VERY bright but who sometimes just seemed to really lack confidence. Then one day we were making stone soup and his mom came in to help with the vegetable preparation, etc. She and I were working at a table together, calling each student over to cut up the particular vegetable he/she had brought. While I was guiding each child in the use of a knife, watching carefully while he or she did the cutting, this mom was doing ALL the cutting FOR the child while the child watched her. I kid you not. I got a huge insight that day. Renee On Jun 14, 2009, at 5:04 AM, djchan wrote: Renee, I am a retired teacher and I found these same problems when I taught. I think it comes from adults in the child's life who are controlling and do not allow the child to learn by mistakes. I once had a child (boy) in my first grade classroom who was held back because of failure to perform. Trying to get him to put anything on paper was a nightmare. He was so scared of making a mistake that he refused to try to do anything. I later found out his previous teacher stood over him while working and pointed out every mistake he made and he had to do it all over. It took over half the school year for him to relax and gain confidence in himself before he could write anything other than his name on a piece of paper. He ended the year well but had lots more 'trauma' to overcome from that year with the controlling teacher. Children who have issues with self confidence ie Is this right? have not been allowed to feel successful after a mistake and fear being wrong and punished. They don't understand that it's ok to make mistakes and that mistakes are normal parts of learning. I hope you have a very successful school year next year. Deidra Chandler MA Reading MA Early Childhood Ed. ps. I teach adult education now and still find this same mentality among them. - Original Message - From: Renee phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 13, 2009 10:32 PM Subject: Re: [MOSAIC] Do we really need to teach explicit strategies? I teach Art to Kindergarten, first, and second graders. I have many, many, many students who constantly ask, Is this right? and Can I (whatever)? and What do I do? and many, many, many students who say, I don't know how to (whatever) and the most disconcerting of all many students who, right after I give directions for whatever we are doing and send them off to the tables to get started, will just sit there. Just sit, and sit, waiting for me to tell them to start, even though the paper and/or other materials is sitting right there in the middle of their table. I walk by and say, I'm not sure what you are waiting for and they look at me. This is all AFTER I give directions, perhaps model the use of a new tool or show a couple of techniques or show a few examples (which I then put away) to spark some ideas. I always end my introduction (which takes place as a whole group, sitting on the floor), with directions to go find a seat and get started. I really think this is a direct result of way too much direct instruction and focus on the right thing and the right answer and not enough discovery and/or inquiry. I base this, of course, on my own deductions relating to the degree of is this right? behavior among different classes
Re: [MOSAIC] Do we really need to teach explicit strategies?
I would certainly be up for lurking on this one. I've overcommitted already for the summer and we return July 27th. 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: Waingort Jimenez, Elisa elwaingor...@cbe.ab.ca To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, June 14, 2009 8:49:29 AM Subject: Re: [MOSAIC] Do we really need to teach explicit strategies? Jennifer, So, am I. However, I could take responsibility for leading a discussion around a section or two of the book but not for the entire discussion. Sally, do you have the book, yet? Maybe you'd be interested in leading the discussion since you will be going to an institute with Harvey and Goudvis?? Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. —Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ Elisa I have it also. I would be up to a discussionbut I have too much going on to lead it this year. Anyone else? Jennifer ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Guided reading
Teachers Applying Whole Language The LearningNetwork 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: Primary email tinadud...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, June 14, 2009 10:59:15 AM Subject: Re: [MOSAIC] Guided reading what are these abbreviations for? From: Joy jwidm...@rocketmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, June 14, 2009 12:28:02 AM Subject: Re: [MOSAIC] Guided reading And there are several who are on TAWL and TLN too. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] ***SPAM*** Re: Do we really need to teach explicitstrategies?
And the stories do not all have a happy ending. Many of you know the story about my son, who is now 24. He had a right temporal brain tumor, which was successfully removed. He was second in his class, an honor student with 2 part time jobs, manager of the football team, band member, good citizen of his school. He didn't want to give up his standing, and insisted on going right back to school, probably a little too early. He was on quite a cocktail of anti-seizure, anti-inflammatory, anti-depressants, and pain meds. The school held an IEP/504 meeting where I was told my son was on drugs (no kidding, they all implied that he was on illicit drugs!) and was falling asleep in class (duh, he had a doctor's note explaining it would happen.) They yanked him out of regular classes, sending him to the alternative school. He completed a 15 hour class in a half day, and aced the exit exam. Their solution, make him do word associations for the rest of the term. We asked could he start another class, and they wouldn't hear it (something about seat time) I asked what about just letting him take the other class for enrichment, no way. Plus, they had no one who could teach him advanced calculus II, or French. Long story short, they dropped him from the rolls without telling us. He went to school one day, and they said What are you doing here, you're not enrolled any longer. so my son is an involuntary drop out. We looked into filing a law suit, but I was advised against it since I worked for the school system. He lost all respect for education, thinks it's a waste, won't get his GED or Adult HS Diploma, forget going to college. So I have a 24 yr old with a 180 IQ who sits at home all day playing Warcraft. Tell me about falling through the cracks, my son was swallowed. Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Original Message From: Renee phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org 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 phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Sometimes it's a little better to travel than to arrive. ~ Robert Pirsig
Re: [MOSAIC] ***SPAM*** Re: Do we really need to teach explicit strategies?
I also taught kids sewing at the county extension office before becoming a teacher. Found out a qualifier for running a sewing machine - reading. Seriously, the kids who could read could handle using a machine the ones who couldn't read had a much harder time with it. Maybe it was more cognitively tied to their age, but 5-6 year olds on a Singer were not successful if they couldn't read. Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Original Message From: Renee phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, June 14, 2009 5:42:37 PM Subject: Re: [MOSAIC] ***SPAM*** Re: Do we really need to teach explicit strategies? hahaha Joy. The first year my son was in high school, his best friend's mom and I were helping the dozen or so girls in the marching band color guard put elastics in the necks of their costumes/uniforms. She and I discovered that the ONLY students present who knew how to thread a needle and sew a button were OUR TWO SONS! :-) Renee On Jun 14, 2009, at 12:18 PM, Joy wrote: omg, one of the defining moments that got me to quit my job and go back to college and become a teacher was when camping with Girl Scouts. It was time to prepare dinner, and being the constructivist that I am, I pretty much left it up to the girls.(I didn't know that's what it is called) It wasn't very long before I discovered that they did not know how to slice, chop, or peel any vegetables or fruit. These girls were in middle school! Last year I brought in a chef who taught each child basic cutting skills, allowing them to do the chopping, slicing, and peeling while he stood nearby. The kids made 8 large trays of sushi for our international festival. They did it ALL. I watched him teaching them, guiding them, and used what I learned from him with my class this year. I plan to always give students experiences with real life skills. I think parents today coddle their kids way too much. 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: Renee phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, June 14, 2009 10:51:29 AM Subject: Re: [MOSAIC] ***SPAM*** Re: Do we really need to teach explicit strategies? Hi Deidra, I agree with you and whoever said that it is also due to parents' expectations. I recall two years ago when I was working in a Kindergarten classroom and we had a certain student who was VERY bright but who sometimes just seemed to really lack confidence. Then one day we were making stone soup and his mom came in to help with the vegetable preparation, etc. She and I were working at a table together, calling each student over to cut up the particular vegetable he/she had brought. While I was guiding each child in the use of a knife, watching carefully while he or she did the cutting, this mom was doing ALL the cutting FOR the child while the child watched her. I kid you not. I got a huge insight that day. Renee On Jun 14, 2009, at 5:04 AM, djchan wrote: Renee, I am a retired teacher and I found these same problems when I taught. I think it comes from adults in the child's life who are controlling and do not allow the child to learn by mistakes. I once had a child (boy) in my first grade classroom who was held back because of failure to perform. Trying to get him to put anything on paper was a nightmare. He was so scared of making a mistake that he refused to try to do anything. I later found out his previous teacher stood over him while working and pointed out every mistake he made and he had to do it all over. It took over half the school year for him to relax and gain confidence in himself before he could write anything other than his name on a piece of paper. He ended the year well but had lots more 'trauma' to overcome from that year with the controlling teacher. Children who have issues with self confidence ie Is this right? have not been allowed to feel successful after a mistake and fear being wrong and punished. They don't understand that it's ok to make mistakes and that mistakes are normal parts of learning. I hope you have a very successful school year next year. Deidra Chandler MA Reading MA Early Childhood Ed. ps. I teach adult education now and still find this same mentality among them. - Original Message - From: Renee phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 13, 2009 10:32 PM Subject: Re: [MOSAIC] Do we really need to teach explicit strategies? I teach Art
Re: [MOSAIC] Strategies for Stronger Readers
Teaching for Deep Comprehension? 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: beverleep...@gmail.com beverleep...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, June 14, 2009 11:44:40 PM Subject: Re: [MOSAIC] Strategies for Stronger Readers I know you probably feel like you're on reading overload -- but a little but mighty book on readers' workshop is by Linda Dorn and Carla Soffos and it will really help your confidence and sense of practicality. Check out amazon--I can't remember the book's name right now. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Darlene Cook dscook...@yahoo.com Date: Sun, 14 Jun 2009 20:34:16 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] Strategies for Stronger Readers 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 heath...@gmail.com wrote: From: Heather Green heath...@gmail.com Subject: Re: [MOSAIC] Strategies for Stronger Readers To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org 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 lstew...@branford.k12.ct.uswrote: 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 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Do we really need to teach explicit strategies?
All of this rich discussion leads me back to our upcoming examination of strategy instruction. One of the things I hope to garner from the discussion is the differentiation between strategy instruction say in K vs. 4th, or even HS. 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: cnjpal...@aol.com cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Saturday, June 13, 2009 7:34:25 AM Subject: Re: [MOSAIC] Do we really need to teach explicit strategies? I think sometimes our teaching context influences how we interpret each other's posts...and apparently I have misunderstood the direction this thread was taking. I am glad that the intent was not to dismiss strategy teaching. I do, respectfully, disagree with the thought that we do not need to give kids explicit language for strategies. I just feel that by doing so, I have elevated the levels of discussion with my students. I may have been teaching the kids to comprehend when I simply asked them what would happen next...but I did NOT get the rich discussion I do now. I think this is part of the push in our field now to teach academic vocabulary...we need to give kids the words to describe their thinking. I do agree that we don't need to teach strategies the same way, year after year. I do agree that we have gone overboard as a profession. I simply am arguing, as you are I think, that we need to closely watch our kids and give them what they need. SO...in answer to your last question, no...you weren't wrong. I would have done the same thing. Jennifer In a message dated 6/12/2009 10:19:25 P.M. Eastern Daylight Time, sz_h...@yahoo.com.au writes: With all due respect, I don't think anyone in replying to this post about explicit strategies is saying not to teach them but rather how we are teaching them. The focus in the last number of posts has been about developing 'reader's thinking' and isn't that what teaching strategies is all about? I doubt very much that you did not teach comprehension strategies when you were teaching readinganyone who has ever talked about what has been read with their students has been teaching comprehension strategies but just not giving all the 'elements' a name. Asking your two year old, 'what do you think is going to happen?' is teaching a strategy. It starts from the day we start reading to and with our kids. We just never thought to call it 'inference' or 'making connections' or identifying which 'megacognitive' strategy was being developed at a particular time. We never thought to teach a 'strategy' a week because we were using all strategies all the time. Tell me a teacher who has never said to a class with a picture story book, 'what do you think this is going to be about?' or, 'what is the picture telling you? Or have you ever felt like this, when and why? And I'm not talking about superficial questions and answers but when children are probed to explain their thinking and why. The questions that are coming up over and over about teaching strategies has to do with the 'contrived' nature of it that we are feeling now with teaching reading comprehension. I'll never forget one of my students saying to me this year when he was deeply engrossed in reading to please, please not talk about it or ask him to stop and think about it as he was so enjoying what he was doing? I didn't stop him. Was I wrong? **A Good Credit Score is 700 or Above. See yours in just 2 easy steps! (http://pr.atwola.com/promoclk/100126575x1222377049x1201454365/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072hmpgID=62bcd= JunestepsfooterNO62) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Summer reading
I want to send home summer reading choices for the rising 3rd and 4th grade students. I don't want a long list of books, just 3 or 4 titles they can choose to have read by the first day of school. I want us to start off the year with book talks about their reading and thinking. Anyone have any ideas of fun titles for this age group? The rising 4th grade students are mostly on or above grade level, the 3rd grade students are at or below grade level. I'm mostly worried about making the book accessible to all. Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org a ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Do we really need to teach explicit strategies?
Renee, This is a question that I asked about 5 or 6 years ago! I got shot down by several members here! I think it is more important to have a discussion with the student that probes their thinking than it is to label the strategy. While naming the strategy is nice, to me what the students do is more important than what they call it. I think there is something to be said about having common vocabulary, but the action is what matters most. You know that I'm a constructivist at heart, as well. Joy/NC/4 From: Renee phoenix...@sbcglobal.net . . . But I am wondering whether, especially with confident readers, the strategies can be *taught* largely through the kinds of questions we ask children, so that they are pushed to use the strategies. For example, in a book discussion with a child, if we ask, what did you see in your mind's eye while you were reading this section would/could/should inherently push a child to learn to visualize. I guess I am looking at more of a natural and constructivist direction. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Guided reading
I'd be interested in that discussion. Also, how to blend in Marzano. 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: Patricia Kimathi pkima...@earthlink.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 13, 2009 12:54:21 PM Subject: Re: [MOSAIC] Guided reading Is anyone that uses and is thinking about using Daily5 interested in looking at how to combine Mosaic strategies with Daily 5 procedures. I love both, but I am working on how to include the best of both worldssmoothly. On Jun 13, 2009, at 8:14 AM, Courtney Cook wrote: I'm going to look into the Daily 5- Thanks for the suggestion. And as far as the center activites go- I have academic times for guided reading centers, and then centers which revolve mostly around play and creative exploration. On Fri, Jun 12, 2009 at 2:18 PM, Melissa Kile tchkg...@gmail.com wrote: The Daily 5 is just for my literacy block. I teach 2nd grade, so we don't do other center activities. When I taught K (for 21 years, up to a couple years ago), I had a literacy center block AND a free choice center block (art, painting, blocks, legos, explore table, etc). Sometimes those centers included an academic activity or connection. I have a colleague in K that has modified D5 a bit for the little ones, but her D5 time is separate from center time. When I taught 1st, they occasionally had K-type centers as part of their reading contract. You can see that I've tried various management systems--Daily 5 beats them all for ease of management and kids' independence. Love it!! Melissa/VA/2nd On Fri, Jun 12, 2009 at 8:35 AM, Susan Cronk slhcr...@gmail.com wrote: Do they get to play and build in blocks, work at a water table, dress up, have a writing center with all kinds and sizes of paper, mini books, markers, pencils, gel pens for creative writing??? On Mon, Jun 8, 2009 at 10:40 AM, Courtney Cook flynnte...@gmail.com wrote: I currently teach kindergarten. I am wondering what independent lessons would benefit my students when I am working with another group. So far I have students copy the morning message ( filling in the missing letters); make weekly picture dictionaries (using a current theme we are studying); glue poems in order and underline any sight words or rhyming words; listen to books on tape; and complete a word family packet. What else could I have them do that could work for the variety of levels in my classroom?? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Do we really need to teach explicit strategies?
I'm not saying don't name the strategies, I'm saying it's more important that they do them.That doesn't mean I don't teach the strategies explicitly, it just means I don't emphasize naming them at first. And honestly, if they can do them effectively to help them understand what they are reading, that's all I care about. 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: Patricia Kimathi pkima...@earthlink.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 13, 2009 6:36:32 PM Subject: Re: [MOSAIC] Do we really need to teach explicit strategies? Joy, I am a constructivist, also. I have always taught by modeling and questioning. Mosaic helped my to organize my teaching using terminology. I like teaching the terminology so that my students can have conversations about the strategies. I am believe it is important to empower students, teaching them responsibility for their own learning. On Jun 13, 2009, at 2:16 PM, Joy wrote: Renee, This is a question that I asked about 5 or 6 years ago! I got shot down by several members here! I think it is more important to have a discussion with the student that probes their thinking than it is to label the strategy. While naming the strategy is nice, to me what the students do is more important than what they call it. I think there is something to be said about having common vocabulary, but the action is what matters most. You know that I'm a constructivist at heart, as well. Joy/NC/4 From: Renee phoenix...@sbcglobal.net . . . But I am wondering whether, especially with confident readers, the strategies can be *taught* largely through the kinds of questions we ask children, so that they are pushed to use the strategies. For example, in a book discussion with a child, if we ask, what did you see in your mind's eye while you were reading this section would/could/should inherently push a child to learn to visualize. I guess I am looking at more of a natural and constructivist direction. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Do we really need to teach explicit strategies?
Have you read Reading With Meaning? Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Original Message From: Felicia Barra fcbsm...@optonline.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 13, 2009 10:53:08 PM Subject: Re: [MOSAIC] Do we really need to teach explicit strategies? Joy, I have always wanted to do this with my first graders but I sometimes have a hard time with my non/struggling readers especially when you send them off to read on their own. Anyone care to explain how this would look in first grade? Joy posted: Here's what I'm thinking, you start with a Read Aloud/Think Aloud. Then you ask the students what they notice about your thinking. Ask them to define what you are doing. Send them off to read, and conference with them individually, being more explicit with those who need the explicit instruction. I've noticed that frequently the students near the one I'm conferencing with will join in the conversation, or at least listen carefully. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Guided reading
And there are several who are on TAWL and TLN too. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Do we really need to teach explicit strategies?
There is an interesting discussion about Readacide going on here: http://englishcompanion.ning.com/group/ecnbookclubreadicide/forum/topics/readicide-let-the-discussion Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Original Message From: Heather Green heath...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Friday, June 12, 2009 6:00:49 PM Subject: Re: [MOSAIC] Do we really need to teach explicit strategies? I just ordered Readacide and The Reading Zone from Amazon today. I can't wait to get my hands on them! On Fri, Jun 12, 2009 at 1:54 PM, Stewart, L lstew...@branford.k12.ct.uswrote: Do you think it would be enough to teach just ONE strategy which would be Readers think while they read. Join the club. I think we are absolutely killing reading with our zeal to teach strategies. I am a voracious reader and I was not taught any specific strategies. I was exposed to good literature and I had friends with whom I still talk about books thirty years later. I know struggling readers need explicit instruction and everyone needs a level of exposure, but I really think we are going above and beyond. Reading should be exciting and purposeful. The first book I am reading this summer is Readicide. Leslie ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Strategy discussion
I've read the posts about the upcoming strategy discussion, and it strikes me that many of you are looking for lesson ideas rather thanmore forms, templates, or stuff. I know that we have the best teachers on this list, and this seems like a natural focus for us. I'd like to add that I'd like to hear about specific texts you use with your class. While the strategies work with any text, I'm particularly interested in learning about reading selections used in various grades that provide a clear example of each strategy. (Mentor texts, if you will.) I think it would be great for us to develop a list like this to help teachers who are beginning with strategy instruction. I'd be willing to keep a list of the texts and strategies, anyone willing to revise/edit the list to make sure I don't miss something? Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Strategy discussion
Gwen, Follow the discussion, and save the posts until I send you the list. Double check that I got the references for the titles and the strategies used correct. Also check that I got the correct author and spelled everything correctly. Then I will send it to Jennifer for approval. (Jennifer, does this sound ok to you?) I guess then either she or Keith will post it on the tools page. Thanks for your help! Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Original Message From: quin...@comcast.net quin...@comcast.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tuesday, June 9, 2009 9:35:06 PM Subject: Re: [MOSAIC] Strategy discussion Joy- I can help in any way. I just joined this discussion group, so I'm new at this. Gwen - Original Message - From: Joy jwidm...@rocketmail.com To: Mosaic mosaic@literacyworkshop.org Sent: Tuesday, June 9, 2009 9:31:13 PM GMT -05:00 US/Canada Eastern Subject: [MOSAIC] Strategy discussion I've read the posts about the upcoming strategy discussion, and it strikes me that many of you are looking for lesson ideas rather thanmore forms, templates, or stuff. I know that we have the best teachers on this list, and this seems like a natural focus for us. I'd like to add that I'd like to hear about specific texts you use with your class. While the strategies work with any text, I'm particularly interested in learning about reading selections used in various grades that provide a clear example of each strategy. (Mentor texts, if you will.) I think it would be great for us to develop a list like this to help teachers who are beginning with strategy instruction. I'd be willing to keep a list of the texts and strategies, anyone willing to revise/edit the list to make sure I don't miss something? Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Mentor Texts
Wait until we get the strategy discussion going. I'm going to collect the text - strategy connections and create a document based on our discussion. Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Original Message From: quin...@comcast.net quin...@comcast.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tuesday, June 9, 2009 9:29:18 PM Subject: Re: [MOSAIC] Mentor Texts I would love a mentor list for 3rd... - Original Message - From: Betty Laughlin cnjs...@yahoo.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tuesday, June 9, 2009 5:04:58 PM GMT -05:00 US/Canada Eastern Subject: Re: [MOSAIC] Mentor Texts I would like a list of mentor texts for 2nd grade too if anyone has one. --- On Mon, 6/8/09, Moyer, Rob rmo...@pvsd.org wrote: From: Moyer, Rob rmo...@pvsd.org Subject: [MOSAIC] Mentor Texts To: mosaic@literacyworkshop.org mosaic@literacyworkshop.org Date: Monday, June 8, 2009, 6:48 AM We are beginning to write Independent Reading Workshop Unit sof Study. We are trying to match grade levels up with Great literature as mentor text. Does anyone have any suggestions for great 5th Grade mentor texts? or list of mentor texts by grade level. Rob ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Strategy discussion
Absolutely! This list will not replace the running discussion, but rather serve as a quick reference. Anyone out there interested in chronicling our discussion? Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Original Message From: cnjpal...@aol.com cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Tuesday, June 9, 2009 10:31:43 PM Subject: Re: [MOSAIC] Strategy discussion Joy and Gwen This works for me! I would rather we not just list books though. Let's talk about how we use them...and how kids react! Jennifer In a message dated 6/9/2009 9:49:46 P.M. Eastern Daylight Time, jwidm...@rocketmail.com writes: Gwen, Follow the discussion, and save the posts until I send you the list. Double check that I got the references for the titles and the strategies used correct. Also check that I got the correct author and spelled everything correctly. Then I will send it to Jennifer for approval. (Jennifer, does this sound ok to you?) I guess then either she or Keith will post it on the tools page. Thanks for your help! Joy/NC/4 **A Good Credit Score is 700 or Above. See yours in just 2 easy steps! (http://pr.atwola.com/promoclk/100126575x1221322977x1201367197/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072hmpgID=62bcd= JunestepsfooterNO62) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Textmapping for beginners
I'm not trying to put a damper on the enthusiasm, but want everyone to be aware of the issues. My thinking is similar to Dave's, and if you go to the link he provided, you can decide for yourself. I've been doing textmapping for 4 or 5 years now, and haven't had anyone deny my request. 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: Dave Middlebrook davemiddlebr...@verizon.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Monday, June 8, 2009 1:56:28 PM Subject: Re: [MOSAIC] Textmapping for beginners Getting permission is the safest route. Another approach is to buy two copies of the book, cut the spines off, and then make your scroll from that. That's what I do most of the time. It's faster and easier, and the quality is better than you get with photocopies. And then there's the copying route. Infringement or Fair Use? I can't say for sure where the line is on this issue. There may never be one. Here's my stab at it: http://www.textmapping.org/fairUse.html I am a bit rushed today and so must cut this short. But I have irons in the fire on this. More another time. Thanks for your interest, - Dave Dave Middlebrook The Textmapping Project A resource for teachers improving reading comprehension skills instruction. www.textmapping.org | Please share this site with your colleagues! USA: (609) 771-1781 dmiddlebr...@textmapping.org - Original Message - From: Joy jwidm...@rocketmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 06, 2009 1:05 PM Subject: Re: [MOSAIC] Textmapping for beginners While this is a good idea, make sure you get permission from the publisher. You don't want to break copyright. 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: Michelle TeGrootenhuis tgfa...@c-i-service.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 6, 2009 10:31:03 AM Subject: Re: [MOSAIC] Textmapping for beginners Love the idea of laminating the scroll on butcher paper. Then you can also use overhead markers to mark it each year. Thanks for the idea, Lori! I wrote about using scrolls to teach nonfiction features here: http://www.classroom20.com/profiles/blogs/649749:BlogPost:190834 Dave--when is your book coming out? This message sent from the home of Scott and Michelle TG 712.752.8641 www.mrstg.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] possible weekly study of strategies?
I think it's always a great idea to revisit the strategies. I'm busy this summer, but would like to participate. Count me in! 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: Sharon Hall lh...@cinci.rr.com To: mosaic@literacyworkshop.org Sent: Sunday, June 7, 2009 7:37:40 PM Subject: [MOSAIC] possible weekly study of strategies? I am fairly new to this group and now that I'm out for the summer I feel like I have time to really think about how to use the different strategies as well as research more information. Forgive me if this has been done, but would anyone be interested in doing a weekly study of each of the strategies - for example, one week on questioning, the next on visualizing, etc? Each week we could talk about different resources you use, books, strategies for teaching and sharing any materials you have created. I'd be willing to create a website linking anything shared so that we could all have ready access to the materials. If this has been done already or you know of somewhere with all of this information, please let me know. If you are interested in doing a weekly strategy study, please respond and perhaps we can set something up. Sharon ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] New teacher. How do I make ELA fun?
Grade level? State? Have you read read Reading with Meaning, Mosaic of Thought or Strategies That Work? 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: Jorge Carreno nasn...@hotmail.com To: mosaic@literacyworkshop.org Sent: Thursday, June 4, 2009 10:13:52 PM Subject: [MOSAIC] New teacher. How do I make ELA fun? Hello: I am a new teacher. I am looking for a position in the older grades in Elementary (4th, 5th) and I do not like ELA. I love math. I can teach ELA but I want to make it fun and interesting. If you guys have any suggestions please let me know. Thank you. _ Lauren found her dream laptop. Find the PC that’s right for you. http://www.microsoft.com/windows/choosepc/?ocid=ftp_val_wl_290 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] 7th grade position
I agree with Bev, To Understand is amazing and has brought me to another level, but it is not a place to begin. 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: beverleep...@gmail.com beverleep...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Thursday, June 4, 2009 4:21:09 PM Subject: Re: [MOSAIC] 7th grade position I agree. Exception might be that it wpould definitely NOT be introductory. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Rhonda Brinkman rhonda.brink...@sendit.nodak.edu Date: Thu, 4 Jun 2009 15:18:30 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] 7th grade position Definitely To Understand it is a must for all teachers. It would be a great for the summer because it is deep and you'll need time to process and reflect. Not sure about The book whisperer I haven't read it--- yet. But Andrea just responded on the list-serv that she has read and like it. Maybe see what she thinks. Enjoy, Rhonda Rhonda are these books written for a first grade teacher also or just middle school? Dee -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Rhonda Brinkman Sent: Wednesday, June 03, 2009 1:53 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] 7th grade postion Congrats to you! What a great opportunity. I'd suggest To Understand by Ellin Keene-- Since it is an advanced class you can REALLY focus on deep understanding. I have read this book twice and parts of it multiple times. ---Incredible approach to teaching!!! I also just received from Amazon today in the mail--(can't wait to dig in) A new author Donalyn Miller The Book Whisperer This teacher discusses how she engaged students to read 40 books a year and how reading and scores improved. Good Luck and have fun!!! Rhonda I was recently offered a position teaching an advanced 7th grade reading class! I'm very excited but also a little overwhelmed in trying to decide what I need to do to prepare. The class is new next year so it's pretty open as to where I take it. I would love to incorporate lit circles this requires ordering new books. Any suggestions on how to organize the lit circles? Based on genre? Author? Theme? Any suggestions on novels? The advanced 8th grade teacher is using a lot of classic texts so I'd like to go more contemporary. Any advice would be much appreciated! ___ 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. -- SECURITY REMINDER: DO NOT give your e-mail login and password to anyone. EduTech will NEVER ask you to provide this information. If this message is asking for personal information, it did not come from EduTech. - Vaccine4 ___ 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. 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. ___ 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. -- SECURITY REMINDER: DO NOT give your e-mail login and password to anyone. EduTech will NEVER ask you to provide this information. If this message is asking for personal information, it did not come from EduTech. - Vaccine4 ___ 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
Re: [MOSAIC] (no subject)
Ditto what Lori said times ten! 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: Ljackson ljack...@gwtc.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, June 6, 2009 7:55:37 PM Subject: Re: [MOSAIC] (no subject) Teach them to love to learn. Make them want it bad. Teach them to share, play nice and think deeply. Don't turn it into kindergarten--they have so little time to be children these days. Sing and dance. Explore. Read to them--lots. Play blocks, dress-up and pretend--we see so many coming to school who don't seem to know how to be fanciful and imaginative. Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 - Original message - From: Mary Jo Chevalier mjchevalier1...@yahoo.com To: mosaic@literacyworkshop.org Date: Saturday, June 06, 2009 2:43 PM Subject: [MOSAIC] (no subject) Hi my name is Mary Jo and I am an early childhood educator currently working in a pre-k classroom. My question is directed toward Kindergarten teachers however all teaching levels are welcome to respond. My question is : What can I do as a teacher in a pre-k classroom to help prepare the children for the literacy expectations that occur in kindergarten. With the push down of curriculm so much more is expected of kindergarteners and I want to do all that I can to ensure their success in kindergarten. Mary Jo ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Textmapping for beginners
Very nice, Dave. I like that you included walking on the scroll, I find that important. 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: Dave Middlebrook davemiddlebr...@verizon.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Friday, June 5, 2009 6:56:51 PM Subject: Re: [MOSAIC] Textmapping for beginners Hi Diane, I'll start with a simple idea: Try scrolling a short novel that the students have read, and post the scroll on the wall somewhere in the room. Do a quick walk-through summary -- literally, by walking along the scroll and saying what happens. As you walk and talk, make marks or use sticky notes along the scroll. You'll come back to these later. Encourage your students to interrupt you as you are doing this. They may want to mention something that you missed -- for example, an observation about the plot or the characters, or some detail. Others may want to weigh in, as well. Encourage conversation. Post sticky notes to record student observations. Have them tell you where the notes should go. If a student needs to find a particular event so that a note can be posted there, have the other students help -- tell them that their job is to be detectives. If, for instance, one student finds an event that happened before the one in question, that's a useful clue as to where to look. Help your students be strategic about bracketing and homing in on specific parts. These are useful searching skills that are even more important in bound books. If you let the students engage and share their thoughts, you will likely not make it through your summary. I'd consider that a success! Student engagement in the conversation is the real goal. You're walk-through is just a conversation-starter. The scroll will help your students remember the story. It will help them generate questions and inferences. I will help them determine importance. It will help them with sequencing, recalling details, and putting it all together for a much richer comprehension. There are significant differences between the process of doing this by paging through a bound book and doing this on a scroll. The spatial diimension -- the physical sense of the scroll's length and of where different observations tie to the text (the scatter-plot trail of sticky notes -- is very powerful. The fact that you and your students can see it all at once is very powerful. You can do a lot with scrolls. If this sounds like it might work for you, then save it and use it. Contact me if you want to talk through the lesson in more detail. Or if this doesn't sound right for you, tell me what you might be starting off with next Fall and I'll suggest a way that scrolls can help improve the lesson. I hope that this is helpful. Thanks for your interest! - Dave Dave Middlebrook The Textmapping Project A resource for teachers improving reading comprehension skills instruction. www.textmapping.org | Please share this site with your colleagues! USA: (609) 771-1781 dmiddlebr...@textmapping.org - Original Message - From: Diane Smith dianelyn...@yahoo.com To: mosaic@literacyworkshop.org Sent: Thursday, June 04, 2009 9:24 PM Subject: [MOSAIC] Textmapping for beginners Hi! I am going to be teaching fourth graders next fall and just heard about the idea of textmapping. I find it intriquing. No one I know has heard of this concept at my school, so my students will not have any previous experience with it. Can you give suggestions on how to begin and types of text to use? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] book suggestions
Does anyone have any inspirational books they can recommend reading to elementary students? Thanks in advance for any suggestions. Joy ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Big Words/reaching kids
Lori, I see this too, and this again points to the gap between the haves and have nots. The internet is another source that can impact kids experiences. Again, a have and have not issue. This is why I've started trying to give kids who I know or suspect don't have the Internet at home first licks at the computer. I try to teach them the new technology skills first. In addition, I'm trying to teach kids who are struggling in the classroom these skills first, as well. since I've started doing this I've noticed gains in the kids who fit into this category. More self confidence (they are now the purveyors of important knowledge), more engagement with projects involving technology, and improvement in their projects. I'd never thought about this as being important until I heard Dr. Lieu from UConn speak this spring. He really opened my eyes. http://www.newliteracies.uconn.edu/ Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] passion and emotion in teaching
Bonita, Yes, that awe and excitement is what I try to keep in mind when planning my projects for the year. (Which is what I'm supposed to be doing right now, my first 9 weeks unit plans are due and we haven't even ended this year yet!!!) The hard part is starting the year and discovering what excites students you barely know. This is why I try to plan the first 4-6 weeks with lessons that teach them how to. How to make books, how to use the calculator, how to write a reading response, how to show your work in math, how to select a topic for writing, how to write in your writer's notebook, how to take notes during mini lessons, how to be a member of a lit circle, how to (glue, paint, cut, etc.), how to create your own projects, etc. This year I discovered most of my students were fascinated by chemistry, so I tried to add a chemistry connection into every science unit, and added some chemistry whenever we had a bit of time. Nothing too complicated, things like observing molecules moving through a liquid. Next year should be interesting, my class size will be almost double, and there are only a few girls! Yikes! I also find it interesting that the teachers check for the awe. I'd like to read the wording of that, it would be interesting to track! Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Keith, I'm not getting all messages
Hey Keith, I've unsubscried from the digest, and I still don't think I'm getting all the emails sent out. I'll see a reply to a message and I've never seen the original. I wonder what's going on? Do you Have any ideas? Thanks so much, Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Big Words
I'm finding myself smiling and nodding to everyone's posts. Vocabulary development stems from many things you've all mentioned, but I really think I agree most with those who mentioned reading volume as a vocabulary booster. When the author finds the exact specific word to describe the action it can raise those chillbumps on your arm, make your mind soar, or catch like a hiccup in your throat. This is why read aloud/think alouds are so important, even in the intermediate and upper grades. Helping kids know all the different ways (for example: water can be wet) is a beginning for understanding (there's that pesky word again) the vast semantic diversity in our language. I think most of us here would agree that worksheeets are not the way. And sometimes experiences are not practical (For example, a trip to the beach for the kids in Lori's district). So how do we transfer the knowledge in authentic ways without the experiences? How do we teach abstract concepts that are not tangible? Can students learn what freedom or democracy are without experiencing tyranny? OK I've gone off the deep end again, but I'm enjoying floating around. Keep up the talk everyone! Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Big Words
This came through my email, and I thought it would be of interest to many on this list. I remember many suggesting Isabel Beck for vocabulary instruction. The link is to an article that further explains why this is beneficial. SATURATE BEFORE SOAK: EARLY LEARNERS CAN HANDLE BIG WORDS Researchers now believe that students in primary grades can acquire more advanced words earlier than previously thought, reports Laura Pappano in her article Small Kids, Big Words: Research- Based Strategies for Building Vocabulary from Pre- K to Grade 3 in Harvard Education Letter. It is now felt that the mechanism for learning new vocabulary isn't the same as that for learning new math skills, where easier concepts are the building blocks for more complicated skills. Words are not related hierarchically, said Isabel Beck of the University of Pittsburgh. You can learn saturated' before you learn soak'. What's more, children seem to enjoy it. More advanced words also enrich conceptual understanding and enhance reading ability as a student progresses. It's especially important in closing the achievement gap for students who arrive to early grades with a limited vocabulary, and for English Language Learners. http://www.edletter.org/insights/bigwords.shtml Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Marzano - Margaret
Margaret, I teach at a charter school and am not familiar with training given by the county. It's sad, but unfortunately, charter schools are frequently left out of the loop when it comes to changes and their implementation. I wish NCDPI would do something so that information and needed training would get to teachers, or that there was a way that charter school teachers could attend county training (maybe at a nominal cost?) Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] State Standardized tests - marking text
In NC students are allowed to mark in the test book, and may even use highlighters (if this strategy was taught and used in class). I'm not aware of the use of sticky notes during testing. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] State Testing - Marzano focus?
My fourth grade students take the NC end of grade test starting next Wednesday, Thursday, and Friday. I am nervous about it because we've heard that the state switched the emphasis from MOT strategies to Marzano and Pickering's strategies. (Yet I've not heard of any state sponsored training for teachers regarding the switch or the new strategies.) Is this something that those who have given the test have seen? Obviously, there is nothing I can do at this time to influence what my students do this year. If this is something many of us see regarding the test, then I may need to change my practices for next year to include this. Also, rereading the book with would be beneficial, as would seeking training. I also wonder what the more academic of us out there think? Have you compared and contrasted the strategies? What are the differences? What would you suggest I add to my instruction that would help me bring in this focus? Are there any discussion groups for this type of instruction? Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Digest Burden
Keith, I have to agree and disagree with you. There is a burden involved with being a digest subscriber, but it is not 20 off topic messages. As a subscriber to the digest, I have to tell everyone that the biggest burden to digest subscribers is folks who absent-mindedly forget to delete the previous discussion text before posting their reply. I know it's not intentional, but it does scramble things up significantly. (A real comprehension issue for me!) Somemtimes I cannot tell who is responding, or what they are saying because everything is so heavily embedded in previous posts and all the junk that's tagged onto each post. I've been guilty of this in the past, and don't claim that I've totally erradicated it from my habits, but I do try to only include the most succint points I'm responding to when I reply. And I appreciate others who do, as well. Just my two cents. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Off Topic Math discussion
Jennifer, and all other Mosaic members, I love this group dearly, and respect the opinions and information shared. This is where I get my intellectual fix. If the discussions are taken off the list, then I fear I, and others will miss out in the rich discussions about what matters most - how to help my students understand what they need. I post in fits and spurts, but that doesn't mean I'm not reading and nodding my head, and pondering what you all are talking about. I'm hungrily eating up the discussion about EDM, and math instruction in general. There are no math groups that equal this group for intellegent, respectful discourse. As long as the OT label is included, can't folks just skip the message if they are not interested? Or, is there some way that a general discussion group about best practices in instruction could be started? Would anyone on this list be interested? I'm yearning for more, Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Research Reading/Writing Connection
Does anyone know of any research for the reading/writing connection or using mentor texts for reading/writing strategies? Thanks so much. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Online Comprehension
Maybe I didn't describe what Dr. Leu was talking about accurately enough. He's not talking about literacy as decoding per se, but as using specific strategies to understand information online. His description of these strategies brought connections to Mosaic and Strategies That Work to my mind. The strategies he outlines are: Understand and Develop Questions - both teacher and student generated Locate Information - Using a Search Engine Locate Information - Within a Website Critically Evaluate Information - Identifying Bias and Stance, Reliability, and Accuracy Synthesize Information Communicate Information He is describing a new type of literacy necessary to use the online tools to learn. He also talked about learning to learn. There is more information here: http://www.newliteracies.uconn.edu/events.html http://www.learner.org/channel/workshops/teachreading35/session5/index.html Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Online Reading Comprehension
Yesterday I attended a lecture by Donald Leu, How Reading Comprehension Has Changed While We Weren't Looking. I learned that online reading has some novel literacy skills; however, many connected back to Ellin's work. Questioning is very important. Students must be able to identify important questions because in order to do a search or analyze the results they have to know what question they are trying to answer. They must citically evaluate the usefullness of the information, or determine importance. They must synthesize the information in order to answer their questions. Finally, they must communicate what they learn to others. Dr. Leu asserts that your create your own text with each click. The biggest problem he sees is that there is no correlation between state reading tests and online reading. Evidently the US is way behind the rest of the world in this respect. He showed us data that indicates that being able to read online well is not correlated to high/low reading abilities, and that the kids who tested poorly in traditional reading actually scored the highest for online reading. He believes teaching online reading skills to the less able readers is the way to go (rather than allowing students who finish first to go online, he suggests starting the lowest readers online, and allowing them to teach and scaffold their peers.) I join faculty, staff, and graduate students at NC State today for a lunch discussion about the New Literacies today. I hope to learn more, and make more connections. This is fascinating. Has anyone else had any experience with this? Do you see the things he describes? Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Writing to be displayed for public viewing-should it be perfect?
Susan, I attended a workshop given by J. Richard Gentry, and his suggestion was for the teacher to write below the child's text so the child could learn from a correct model. (Their words translated by you) He's done loads of research, and I'd bet he'd answer an email. Here's his website: http://www.jrichardgentry.com/ Hope this helps. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] NC Writing Workshop presenter
Hi Mary, I'm in NC, too. If you contact Dr. Ruie Pritchard at NCSU ([EMAIL PROTECTED]), she could point you in the right direction. She is in charge of the Capital Area Writing Project. If you aren't close to Raleigh she may be able to direct you to another Writing Project center near you. If you contact me next year, I will be able to help as I've been selected as a fellow for this summer! Good Luck! My school division is grades 1-4. We are interested in finding a good writing workshop leader who might come for a professional day. We are in North Carolina. Does anyone have a suggestion about something they have heard or worked with and felt was a great and inspiring leader? Thanks, Mary Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - You rock. That's why Blockbuster's offering you one month of Blockbuster Total Access, No Cost. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Mosaic Digest, Vol 20, Issue 5
Amy and Elisa, Thanks. I'd never heard of him before, either. I respect the opinions of our members. I have a friend who teaches at UConn, but she's in the Foreign Language Dept, and hasn't heard of him! I guess what I want to know is if he's more of a whole language or phonics guy. Maybe it doesn't matter since the kind of reading he will be talking about is more for older students. Sigh, you have no idea what's involved in planning for a sub at my school. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - You rock. That's why Blockbuster's offering you one month of Blockbuster Total Access, No Cost. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Need info on Donald Leu
Does anyone know of this man's work? I've an invitation to hear him speak in a couple of weeks. Just like a heads up to see if it's worth taking a personal day and the hour and a half drive. http://www.education.uconn.edu/directory/details.cfm?id=46 Thanks in advance! Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - You rock. That's why Blockbuster's offering you one month of Blockbuster Total Access, No Cost. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Book for reluctant boys and girls
Today's Choice Literacy message suggested some beginning graphic novels. Two that looked interesting were new versions of The Babysitter's Club and Time Warp Trio. MaryJane Waite [EMAIL PROTECTED] wrote: . . . What next? I hope to locate some similar reads, so if you know of any other books that would continue the fire; send those titles my way. MJ Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Book for reluctant boys
My fourth grade boys went ga ga for Diary of a Wimpy Kid #1 and #2 by Jeff Kinney. One boy read it, and couldn't keep his eyes out of it. When his friends finally plied him from the book, that's all he could talk about Soon, every boy had a copy of the book, and they had formed their own lit circle for it. About the time I knew what had happened, they finished the book and moved on to book #2 Somedays are diamonds . . . Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Never miss a thing. Make Yahoo your homepage. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Taberski at MRA
These comments sparked a connection for me: Could that be why people think the strategies may be developmental? Because of the assessments that are used? . . . I am beginning to think that many of the comprehension problems I am seeing with my struggling readers stem from a lack of experience and conversation. If we spend more time on conversations and discussions and less on pencil paper activities and assessment . . . I'm behind on my reading, but this conversation has me thinking about how I assess my kiddos. As many of you know, I teach at a project based school. We don't give grades, I write holistic narratives about each of my students. (one reason why I'm behind on my reading, our Report Cards went home with the students yesterday.) While I'm not able to give any suggestions about how to assess students in a way that would transfer to grades, I can speak to some of the informal things I do with my kids. I do assess them in more formal ways, but find the informal assessment is the most useful for writing narratives about individual progress and acheivement. Of course I conference with them during Self Selected Reading time. I have them read to me, and we talk about their reading and their thinking. I also have Book Talks where they tell the class about what they are reading during SSR, and the students ask them questions or offer comments about that book. While they are doing this, I'm taking notes on 5x7 index cards. Because I just finished writing the narratives, these comments are fresh in my mind. I noticed some kids making connections in their talk, others in their comments. I noticed students using sensory details and metacognition in their talk, and others telling about questions they asked themselves while reading. Still others I noticed using inferences and fix up strategies when meaning broke down. I noticed the progression from surface questions to deeper questioning skills in some of the students. I really think this daily ten minute sharing time is some of the most valuable time we spend. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Looking for last minute shopping deals? Find them fast with Yahoo! Search. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] off topic Poetry title
I just bought: Poetry Speaks to Children it comes with a CD that has recordings of 50 poems. http://tinyurl.com/2nm7eb Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Never miss a thing. Make Yahoo your homepage. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Guided Reading in Intermediate?-Joy
Rhonda, I like the language she uses when talking with students. I love the respect she has for children, the way she honors them and their work. The Art of Teaching Writing is worth the time and effort. I read it for the second time two summers ago. If I didn't have such a deep stack of must reads I'd read it again this summer. Rhonda Brinkman [EMAIL PROTECTED] wrote: Joy, Tell me what you like about Lucy Calkins writing. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Never miss a thing. Make Yahoo your homepage. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] middle school reading assessment.
Personally, I'd love this discussion to stay here. It is related to literacy, it is important, and as long as we treat the topic and each other's opinions and experiences with respect, I believe we can all learn something about how to use Mosaic more effectively to help our students improve their reading (for pleasure, for adacemics, and yes, for the test.) gina nunley [EMAIL PROTECTED] wrote: I have to chime in and agree about the need for multi-assessments. I have had students who scored high on the SRI (scholastic reading inventory), low on the state test, and middle of the road on QRI. I use a spread sheet that has all the data side by side so I can surmise who really needs a closer looking at. In regards to Lori's plea for continuing discussion about middle level reading assessment I would be thrilled to do that. Moderators- Do we need to do this off this site? Our campus is trying to create an RtI model and of course progress monitoring is the hurdle for us. QRI, STAR, SRI are all just to identify reading levelsthey don't give short term assessment for learning information. You know I am on this list because I am a believer in MOT and strategy work. But I have to be honest...my attempt at using Ellin's strategy interview bombed. I just couldn't squeeze it in, and then I had trouble using it in a way that I could bring to campus meetings. What I think is at the core of the progress monitoring dilemma is coming to agreement on what you want to assess in reading. That then tells you of course what you will be assessing on a frequent basis. I have to speak the language of the campus committee but I am trying to avoid target goals like will build vocabularywho decides that list? I'll stop before I babble. Again I'd like to have this ongoing conversation. Should we find another place to do it? Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Online Reading Sites Needed
Thanks for the suggestion. Unfortunately, we are looking for something that is available free, or at very low cost. Neither the school or his parents can afford the price of this. [EMAIL PROTECTED] wrote: You should see if EducationCity.com would do something for him. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Online Reading Sites Needed
Thanks for reminding me! I was so overwhelmed after our IEP meeting, and feel very brain dead. That will be a great place to start! I love your idea about the boys reading club. He is a real popular kid, and he could lead younger boys who would really look up to him. Then he wouldn't feel so weird reading below level books because he would have a purpose for having them - I envision this making him very proud. Thanks so much for this suggestion! Amy Swan [EMAIL PROTECTED] wrote: Joy, This may not be what you're really looking for, but have you checked out www.guysread.com ? It's created by Jon Scieszka - so you know it rocks! From the website: Guys Read is a web-based literacy program made to help boys find stuff they like to read. I absolutely LOVE the mission statement of the website: Our Mission Our mission is to motivate boys to read by connecting them with materials they will want to read, in ways they like to read. Our mission is to: 1. Make some noise for boys. We have literacy programs for adults and families. GUYS READ is our chance to call attention to boysâ literacy. 2. Expand our definition of reading. Include boy-friendly nonfiction, humor, comics, graphic novels, action- adventure, magazines, websites, and newspapers in school reading. Let boys know that all these materials count as reading. 3. Give boys choice. Motivate guys to want to read by letting them choose texts they will enjoy. Find out what they want. Let them choose from a new, wider range of reading. 4. Encourage male role models. Men have to step up as role models of literacy. What we do is more important than all we might say. 5. Be realistic. Start small. Boys arenât believing that âReading is wonderful.â Reading is often difficult and boring for them. Letâs start with âHere is one book/magazine/text you might like.â 6. Spread the GUYS READ word. Encourage people to use the information and downloads on this site to set up their own chapters of GUYS READ, and get people thinking about boys and reading. There is an anthology of stories wriiten by guys - for guys and I went to the find a book feature, typed in 'dragons' and came up with 178 recommended books. There are also links to over a hundred websites of authors who write 'boy-friendly' books. Maybe the site would help to 'hook' this reluctant guy reader? I teach 3rd and my boys love this site! Even if your little guy could just use the site at school to spark an interest in a book, he could check it out from the library that day and might be more motivated to read it at home that night. Maybe let him start his own little 'guys read' club and give them a few minutes at the start of the day to talk with each other about what they read the night before. I was also wondering if you thought you might be able to find funding for one of those handheld reading devices that you can download ebooks onto? Maybe the handheld would be motivating? Good luck to you and him! Amy Swan 3rd Grade Teacher Cedar Creek Elementary (913)780-7360 CHECK OUT OUR CLASS WEBPAGE!! http://teachers.olathe.k12.ks.us/~aswancc/ Joy 03/07/08 5:08 PM Does anyone know of any good on line reading sites that don't require a lot of bandwidth? I have a struggling fourth grade student who will do anything on the computer. We are hoping to find him some reading material on line. He is reading at DRA level 20. He doesn't have a printer, and his Internet connection is dial up. e really need something he can use with a computer to hook him. I have a subscription to Reading A-Z, but I don't think that will inspire him. He likes dragons and magic, and Harry Potter. He's a boy's boy if you know what I mean. Adventure, pirates, rough and tumble. He's well liked by his peers, and would rather be a non-reader than be seen with a picture book, or anything he perceives as for babies. Thanks in advance. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Never miss a thing. Make Yahoo your homepage. ___ 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 MOSA ** CONFIDENTIALITY NOTICE: This message is from the Olathe District Schools. The message and any attachments may be confidential or privileged and are intended only for the individual or entity identified above as the addressee. If you are not the addressee, or if this message has been addressed to you in error, you are not authorized to read, copy or distribute this message or any attachments. We ask that you please delete this message and any attachments and notify the sender by return email or by phone (913) 780-7000
[MOSAIC] Online Reading Sites Needed
Does anyone know of any good on line reading sites that don't require a lot of bandwidth? I have a struggling fourth grade student who will do anything on the computer. We are hoping to find him some reading material on line. He is reading at DRA level 20. He doesn't have a printer, and his Internet connection is dial up. e really need something he can use with a computer to hook him. I have a subscription to Reading A-Z, but I don't think that will inspire him. He likes dragons and magic, and Harry Potter. He's a boy's boy if you know what I mean. Adventure, pirates, rough and tumble. He's well liked by his peers, and would rather be a non-reader than be seen with a picture book, or anything he perceives as for babies. Thanks in advance. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Never miss a thing. Make Yahoo your homepage. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Guided Reading in Intermediate/now K
Jane, Building Blocks is for Kindergarten. Have you read Reading With Meaning by Debbie Miller? Her book is like a road map for primary grades. I believe her class was second grade, but you can adapt what she does for your little ones. [EMAIL PROTECTED] wrote: In a message dated 3/3/2008 10:40:34 PM Eastern Standard Time, [EMAIL PROTECTED] writes: Joy - I appreciate your kind words! It is so much fun hearing from people the paths they have taken. Pat has been a blessing in my life. I don't know if you have read Pat's and my newest book, Beyond Retelling Toward Higher Level Thinking and Big Ideas, by Cunningham and Smith, published by Pearson, Allyn and Bacon. It is a great comprehension teaching tool that many teachers have found helpful. deb Here comes my usual questionwhat grade levels is this for? will I find it useful for me in Kindergarten? I know this is where retelling and comprehension get their foundation. I ordered To Understand at the end of last week and got it yesterday. WOW! It isn't 6AM yet, and I have already been reading this morning. WOW! Jane in SC :-) **It's Tax Time! Get tips, forms, and advice on AOL Money Finance. (http://money.aol.com/tax?NCID=aolprf000301) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] texts to teach connections
I also like Cynthia Rylant's The Relatives Came to teach connections. Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Be a better friend, newshound, and know-it-all with Yahoo! Mobile. Try it now. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Guided Reading in Intermediate?
Deb, The Four Blocks series of books is what led me to MOT, via Debbie Miller's Reading With Meaning. Although I now teach fourth grade, many of the procedures, strategies, and philosophies still thread their way through my lessons every day. (BTW, Deb, your book led me to Lucy Calkins and the world of writing workshop. I can't imagine teaching any other way now!) Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Never miss a thing. Make Yahoo your homepage. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] vowel sounds
Lori, I stand with you, but refuse to duck. My kids not only read well, but make unbelievable gains in their testing, across the board. (Not that testing is everything, but it's hard to ignore 30 and 40% gains for every single child who walks in my door.) Ljackson [EMAIL PROTECTED] wrote: I am going to say this and run for cover. I never, in thirteen years in the primary classroom, taught long and short vowel sounds. I would say things like, Sometimes when we see an e at the end of a work like this (like) it sounds like the i we hear in vine. My kids read extremely well. This ability to identify sounds as long and short seems to me to oversimplify thngs liguistically speaking and though this requirement has resurcased in our state standards, I guess I don't get it. Ducking, Lori Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Looking for last minute shopping deals? Find them fast with Yahoo! Search. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
