Re: [MOSAIC] fountas & Pinnell BAS

[Melissa Kile]

Jacki,
Our school has the F&P Assessment Kits (older edition & the new). We
currently have 2-3 per grade (with 5-6 teachers). We are discovering that
isn't enough. We really need one per teacher, since we do our running
records at pretty much the same time (beginning/middle/end of year, and as
needed for some kids). A few weeks ago, you could see us running up and
down the halls getting books from each other. Kind of a pain.

It is easy to use, but will take a little longer due to the comprehension
conversation. We previously used Rigby's kit, and we just handed the
questions to the kids to answer after they read to us. The conversation,
which I really like, takes longer. You can count on 10 minutes for Levels
A-H, and 15 minutes for the higher levels. We don't typically do the
writing portion of the comprehension.

I highly recommend 2-3 people on your staff get trained on how to use this
kit, either by really studying the CD videos and teacher's guides, or by
going to a workshop held by Heinemann. Then, I highly recommend training
your staff before they get their hands on the kits.

I don't use the data management component, and I don't know if anyone on
our staff does. It looks pretty handy, tho.

I would say the kits are worth the $350 or so that they cost. As far as I
know, most everyone at our school likes them.

Melissa/VA/2nd

On Wed, Jan 25, 2012 at 4:59 AM, Jacqueline Brick <
jacquelinebr...@asmadrid.org> wrote:

> Hello,
>
> Our school is considering purchasing the latest edition of the Fountas &
> Pinnell Benchmark Assessment System.  We are not sure if we need to order
> one kit per classroom, or one kit per grade level (we have 3 classes per
> grade level)  We currently use Reading A-Z Running Records and correlate
> them to F&P, but want to know how F&P kit works.  If you use F&P:
>
> Do we need one kit per grade level or one kit per teacher?
> Is it easy to use?
> Do you use the data management component?
> Any information would be appreciated, as it is a huge expense and I want
> to make sure it is worth it.
>
> Thanks,
> Jacki
> American School of Madrid
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-- 
*Melissa Kile*
Second Grade Teacher, Auburn ES
Tasting Room Mgr., Foggy Ridge Cider
www.foggyridgecider.com
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Re: [MOSAIC] ipad apps for language arts

[Melissa Kile]

rkers to be thinking
> of different words of different lengths and differing letter cubes.
>
> Not language related but math bingo that incorporated various levels of
> difficulty and covers addition, subtraction, multiplication and division
> done separately or in random questions has been a fun practice.
> I'm still pretty new to figuring it all out but the children figure this
> all out really quickly.
>
> Unfortunately I don't have the luxury of piloting and I just have my
> personal iPad in the classroom but the possibilities are endless,
> especially if you have the luxury of several in a classroom.
>
> I chose to get the kingston case that is like a book folder style and has
> a built in blue tooth keyboard that has an easy toggle for blue tooth on
> and off and an easy power switch.
>
> I've also created pdfs of several of the sample questions for our
> provincial testing for reading, writing and math using the method of
> photocopying and just putting on the iPad.
>
> Hope this is a start for some.
>
> I'd love t learn more and appreciate any recommendations and ideas ona nd
> off list.
>
> Sharon.
> On 2012-01-10, at 5:19 PM, Rochelle DeMuccio wrote:
>
> > Michelle,  We are working on a limited pilot with some elementary
> > special education and AIS reading students. Which apps are your fifth
> > graders using?  Rochelle
> >
> > -Original Message-
> > From: mosaic-bounces+rdemuccio=hhh.k12.ny...@literacyworkshop.org
> > [mailto:mosaic-bounces+rdemuccio=hhh.k12.ny...@literacyworkshop.org] On
> > Behalf Of Michelle Gips
> > Sent: Tuesday, January 10, 2012 2:03 PM
> > To: mosaic@literacyworkshop.org
> > Subject: [MOSAIC] ipad apps for language arts
> >
> > Hello
> >
> >
> >
> > I am curious to know if anyone uses ipads in the classroom for Language
> > Arts.  The school I work at is piloting them in the 5th grade.  Please
> > share
> > any information you might have.
> >
> >
> >
> > Thanks
> >
> > Michelle
> >
> > ___
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> >
>
>
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>


-- 
*Melissa Kile*
Second Grade Teacher, Auburn ES
Tasting Room Mgr., Foggy Ridge Cider
www.foggyridgecider.com
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Re: [MOSAIC] Methods Course - book idea needed

[Melissa Kile]

I've taught reading methods (K-6), and have used Strategies That Work,
Reading With Meaning, Fountas & Pinnell books (the students chose which to
buy, primary or intermediate).

Melissa/VA/2nd

On Sat, Mar 12, 2011 at 8:13 AM, judy fiene  wrote:

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

[Melissa Kile]

I totally agree with you! We used to do the PALS at the beginning & end of
year, now we have to do it at mid-year for those not passing in September. I
feel very fortunate I'm in 2nd grade, and don't have to deal with our SOL
tests (although I'm responsible for teaching the SOLs) in 3rd, 4th AND 5th!!
We do have some incredibly stupid benchmark tests (12 questions in reading
and 12 in math every 9 weeks--SO helpful in my quest for good instruction!).

I've been teaching 32 years, and basically, I just do what I feel is right
for the kids. I play by the administration's rules, do the benchmarks, and
carry on. I don't even look at the results. I tend to use running records to
plan instruction for reading, moreso than the PALS.

Sigh, from another Dinosaur!!

Melissa/VA/2nd

On Tue, Sep 7, 2010 at 10:57 PM, Jeanette Hayden wrote:

> Sounds like more testing and less teaching. Guided reading and running
> records were a terrific indicator of student need and growth.
> Now students are not given enough time to actually read and thus have a
> difficult time in becoming "Proficient".
> Just a Dinosaur's opinion.
>
>
> On Sep 7, 2010, at 4:36 PM, Melissa Kile wrote:
>
>  We use the PALS (Phonological and Literacy Screening, from UVa) for
>> PreK-3,
>> Fountas & Pinnell Benchmark assessments, Leveled Literacy Intervention
>> Running Records, SOL results (state standards tests). Some teachers use
>> STAR
>> (don't know what it stands for, but is reading), and the RPI (Reading
>> Progress Indicator), which measures various areas of comprehension.
>>
>> Melissa/VA/2nd
>>
>> On Tue, Sep 7, 2010 at 4:06 PM, Jeana Wise > >wrote:
>>
>>  What types of data does your schools collect for anaylsis? My district is
>>> using Aimsweb,  but I am thinking that other forms of data may be helpful
>>> when looking at interventions for our struggling students. My district no
>>> longer gives the DRA, either.
>>>
>>> Jeana Wise
>>> K-4 Literacy Coach
>>> jw...@marshallschools.com<mailto:jw...@marshallschools.com>
>>>
>>> ___
>>> Mosaic mailing list
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>>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>>>
>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>>>
>>>
>>>  ___
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>>
>
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Re: [MOSAIC] data collection for analysis

[Melissa Kile]

We use the PALS (Phonological and Literacy Screening, from UVa) for PreK-3,
Fountas & Pinnell Benchmark assessments, Leveled Literacy Intervention
Running Records, SOL results (state standards tests). Some teachers use STAR
(don't know what it stands for, but is reading), and the RPI (Reading
Progress Indicator), which measures various areas of comprehension.

Melissa/VA/2nd

On Tue, Sep 7, 2010 at 4:06 PM, Jeana Wise wrote:

> What types of data does your schools collect for anaylsis? My district is
> using Aimsweb,  but I am thinking that other forms of data may be helpful
> when looking at interventions for our struggling students. My district no
> longer gives the DRA, either.
>
> Jeana Wise
> K-4 Literacy Coach
> jw...@marshallschools.com
>
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>
>
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Re: [MOSAIC] need evaluative tool : PALS

[Melissa Kile]

I'm not real familiar with the Observation Survey (know what it is, but
haven't used it since teaching K several years ago), don't know DRA, but am
familiar with Johns reading inventory. I have used PALS in Kgn and 2nd grade
(they're different formats). Our county requires us to use PALS at the
beginning of the year for K-3, mid-year for students that are below grade
level, and end of year for all of K-2 and 3rd graders who are below grade
level.

PALS in K: alphabet recognition, letter/sound (you point to a letter, the
child makes the sound--short sounds for vowels, also includes ch, sh, th,
qu), concept of print (one-to-one, left-to-right, word finding)--these are
assessed after you teach the child a short rhyme (Rain Rain Go Away, e.g.)
using pictures then a small book, spelling (5 CVC words, after doing an
example w/ the child--the alphabet is printed across the top of the
recording sheet), auditory rhyming (choosing from 3 pictures to find the one
that rhymes w/ the first picture), auditory beginning sounds (same format as
rhyming). Spelling is scored: they get a point for each correct feature
(correct blend, vowel pattern, etc) and another point for spelling the word
correctly. All scores are combined to give a summed score, and there is a
benchmark (different for beginning, middle & end of year).

PALS in 1-3: word lists (Preprimer, primer, 1st-6th), based on results of
word lists choose a reading passage for child to read with 6 comprehension
questions after (child must read 15 words to "pass" and get the reading
passage for that level--child continues w/ word lists until fewer than 15
words are read on a list). Child continues reading passages until he/she
reaches instructional level. In 1st grade, if he/she can't read enough words
on the preprimer, there is an alphabet recognition & letter/sound assessment
similar to the K PALS. There is also a spelling component--1st grade 15
words maybe? 2nd grade 20 and 3rd grade 25. These correlate with the Words
Their Way Developmental Spelling Inventory (same folks, or some of the same,
who developed Words Their Way did the same w/ PALS--out of Univ. of VA).
Words start with CVC, include some beginning & ending blends & digraphs,
move on into long vowel spelling patterns, "other" spelling patterns (oi,
aw). The word list & spelling inventory combine to give a "summed score" and
there is a benchmark (different for different times of year).

I think that's everything!

Melissa/VA/2nd

On Sun, Jul 11, 2010 at 11:02 PM,  wrote:

> Can anyone give me more information about PALS?  I’m wondering how it
> stacks up with the Observation Survey, Word Analysis of DRA, Early Literacy
> Reading Inventory (J. Johns)?
>
>
>
>
>
> -Original Message-
> From: Elizabeth Hiles 
> To: Mosaic: A Reading Comprehension Strategies Email Group <
> mosaic@literacyworkshop.org>
> Sent: Tue, Apr 13, 2010 7:27 am
> Subject: Re: [MOSAIC] need evaluative tool for kindergartners and first
> graders
>
>
> PALS - Phonological Awareness Literacy Screening
> can be found at http://pals.virginia.edu
> It is designed for PreSchool through 3rd grade for teachers.
> You can contact the PALS office to find out how to get it for your
> school.
> It is the best!!!  It is not just a diagnostic tool.  It helps
> teachers plan instruction
> and provides excellent resources.
>
> On Apr 13, 2010, at 7:49 AM, Patricia Kimathi wrote:
>
> > Careful there are two PALS screening tools one is PALS and the other
> > is PAL Process Assessment of the Learner
> > Pat Kimathi
> > On Apr 12, 2010, at 3:24 PM, Elizabeth K. Hiles (ekhiles) wrote:
> >
> >> One of the best diagnostic tools for kindergarten and first grade is
> >> the
> >> Phonological Ability Literacy Screening  (PALS)  - go to
> www.pals.virginia.edu
> >> or  google  PALS
> >> PALS was designed by Marcia Invernizzi and colleagues at the
> >> University of Virginia.
> >> Also, Beverly Tyner has a screening inventory in her book that you
> >> can get through the
> >> International Reading Association   www.ira.org
> >> The book is Differentiated Instruction K-2
> >>
> >> 
> >> From: mosaic-bounces+ekhiles=henrico.k12.va...@literacyworkshop.org
> >> [mosaic-bounces+ekhiles=henrico.k12.va...@literacyworkshop.org
> >> ] On Behalf Of Amy Lesemann [amy.lesem...@gmail.com]
> >> Sent: Monday, April 12, 2010 3:08 PM
> >> To: mosaic@literacyworkshop.org
> >> Subject: [MOSAIC] need evaluative tool for kindergartners and first
> >> graders
> >>
> >> Hello - I am a reading specialist who needs to assess students
> >> entering our
> >> kindergarten and first grade. I have used Clay's Observation Survey.
> >> Any
> >> other suggestions out there? Opinions on DIBELS? Can you use it for
> >> entering
> >> kindergartners?
> >>
> >> How expensive is DIBELS?  Thanks - Amy
> >>
> >> --
> >> Amy Lesemann, Reading Specialist and Director, Independent Learning
> >> Center
> >> St. Thomas the Apostle Elementary School
> >> 

Re: [MOSAIC] Word walls

[Melissa Kile]

Dr. Jean has some word wall activities (various chants, etc) on her website,
www.drjean.org.

Enjoy!
Melissa/VA/2nd

On Sun, Jun 27, 2010 at 6:59 PM, Felicia Barra wrote:

> Look at Cunningham's 4 blocks book on Working with Words.  It will help you
> get started on how to use the word wall.  I'm moving to second grade next
> year but I can tell you that my first graders loved chanting and writing
> their word wall words on a daily basis and the activities that we did with
> them.  If you can't get your hands on a book, google it.  I think you might
> find a lot of information from the internet.
>
> -Original Message-
> From: mosaic-bounces+fcbsmom3=optonline@literacyworkshop.org
> [mailto:mosaic-bounces+fcbsmom3 =optonline.net@
> literacyworkshop.org] On
> Behalf Of Gena Schuck
> Sent: Sunday, June 27, 2010 5:09 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Subject: [MOSAIC] Word walls
>
> Does anyone have suggestions on how you use your word walls in your
> classroom? We are required to have one but I don't feel that I use mine to
> it's fullest potential. Do you use vocabulary from your literature books or
> spelling demons, etc. Vocabulary is a weakness in my room and I need to
> really focus on it this year! Thanks.
>
>
>
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Re: [MOSAIC] Professional Book Discussions

[Melissa Kile]

A discussion is starting July 1 about Catching Readers Before They Fall
and/or No More "I'm Done" (writing book). Both discussions are on the same
group--you just put CR or NM in your subject line.

Go to Yahoo groups and search "catchingreaders".

Melissa/VA/2nd

On Tue, Jun 22, 2010 at 1:24 AM, Teresa Terry wrote:

> I was wondering are any of your doing an online professional book
> discussion?  If so...
>
> Teresa
>
>
>
>
>
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Re: [MOSAIC] Mosaic Digest, Vol 46, Issue 10

[Melissa Kile]

There are no student books. There are books of sorts, which you make copies
of for the kids to cut apart & sort, and then do other activities with.

Melissa/VA/2nd

On Sun, Jun 13, 2010 at 3:15 PM, Rand Raynor  wrote:

> Not familiar with WTW. Question : do you need to buy a set of student
> books,
> or are you allowed to copy pages from one student book?
>
> Rand Raynor
> 3rd grade
> David Douglas District
>
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Re: [MOSAIC] Words their Way

[Melissa Kile]

The way I understand the assessment (I've been using it for about 8 years)
is that you give the assessment targeted for your grade level. There is one
for primary ,one for elementary, and even one in Spanish. There are stopping
points for 1st grade, 2nd grade, etc. that are based on the spelling
patterns that are developed by that age child. For example, at the beginning
of the year, the last few words given to 2nd graders have long vowel
spelling patterns (ai, ea, etc). Then you analyze the spellings of the words
to determine what developmental stage each child is in. If a child can spell
all CVC words correctly, for ex., and spell a few of the silent e patterns
correctly, then that child would be in the early within words spelling group
to continue working on silent e/short vowel pattern sorts, and eventually
moving on to other long vowel patterns, with blends & digraphs included.

I've used it even more now that I"m in 2nd grade (past 3 year), and
typically have 3 or 4 spelling groups--one "below" grade level (still
working on short vowel spelling), one "on" grade level (long vowel spelling
patterns) and one "above" (other vowel patterns--oi, au, etc).

Many of our upper grade teachers use it as well--and they often have 3
spelling groups, too.

FYI--the authors now have books of sorts for each spelling stage. Very
handy!

Melissa/VA/2nd

On Fri, Jun 11, 2010 at 7:20 PM, Sue and Paul Therrien <
sptherr...@sbcglobal.net> wrote:

> Hi, I think it is the new "in" method, but I am not sure I see it being
> successful long term. But we have just used it one year. They tell you to do
> an assessment and that you start after they get two wrong. But I would
> disagree because some kids have good memories. As it turned out I had to
> pull way back because kids did not have vowel digraphs patterns learned or
> basic patterns, because we use Readers Workshop (Caulkins) really does not
> focus on phonics. They are now supporting Words Their Way, so that is why we
> have it.
>
>
> --- On Fri, 6/11/10, Karen Back  wrote:
>
>
> From: Karen Back 
> Subject: [MOSAIC] Words their Way
> To: "'Mosaic: A Reading Comprehension Strategies Email Group'" <
> mosaic@literacyworkshop.org>
> Cc: the_daily_five-ow...@yahoogroups.com
> Date: Friday, June 11, 2010, 2:02 AM
>
>
> Hi there
>
>
>
> Apologies for cross posting
>
>
>
> I am interested in hearing from teachers who are using 'Words Their Way' as
> part of their spelling and vocab. program.  I particularly would like to
> know more about how it is managed in the room when you have children at
> various levels.
>
> The program is becoming very popular here (Queensland, Australia)  and
> schools are finding it is improving data.  I know from previous threads on
> these lists there are quite a few of you that use it, so I thought I would
> go straight to the experts!
>
>
>
> Any information you can provide would be a great assistance.
>
>
>
> Kind regards,
>
>
>
> Karen Back
>
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Re: [MOSAIC] response logs

[Melissa Kile]

Check out mswinston.com. Go to "Teachers", then "Reading Trifolds". I was
just looking at them today, but there's a note on that page saying that her
website is under reconstruction. Keep checking back. I'm using her
nonfiction trifold during a biography unit. It incorporates: text features,
questioning, determining important facts, making connections, summarizing &
interesting information. I'm using them in small groups.

She also has a general fiction trifold, as well as ones that are specific to
books (Ready Freddy, Magic Tree House, etc).

Melissa/VA/2nd

On Thu, Mar 4, 2010 at 4:32 PM, Suzanne Goebert
wrote:

> Just wondering what some of you do at the primary level to have kids show
> that they are monitoring their comprehension.  My second graders that are
> reading chapter books I feel need  to be encouraged to think more deeply.
>
> Suzanne Goebert
>
>
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Re: [MOSAIC] Professional Library

[Melissa Kile]

When Readers Struggle (Fountas & Pinnell)--really, any of their books
Reading W/ Meaning, Debbie Miller
Strategies That Work, Goudvis
On Solid Ground, Taberski

Melissa/VA/2nd

On Wed, Feb 24, 2010 at 1:42 PM, Kathy Prater  wrote:

> Hello.  I am a Reading Specialist in training and would like to begin
> working on building my professional Library.  I would love to have informed
> opinions on what books are helpful to you personally, the teachers you work
> with and the children you may provide services to.  I have a few books to
> start like Jim Trelease's Handbook for Reading Aloud and ARI assessment
> book.  I want to buy a few at a time so I am ready when I finish my studies
> next year.  Thanks for your help!
>
> Kathy Prater
>
>
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>
>
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Re: [MOSAIC] thought-provoking reading for 1st graders

[Melissa Kile]

Lots of Eve Bunting's books are thought-provoking. Patricia Polacco's are
longer, but they might work.

Melissa/VA/2nd

On Mon, Nov 9, 2009 at 7:26 PM, Heather Green  wrote:

> Hi there,
> Starting in December we will start breaking up into reading clubs in my
> school. We'll meet for 50 minutes, 4 days a week.  The groups are
> differentiated, and I have the highest group of first graders--reading
> anywhere from end of 1st grade level to 4th grade+ level.
>
> I decided that I wanted to stay away from chapter books this year because
> in
> 1st grade the focus doesn't need to be on reading chapter books. I want my
> kids to be reading good quality literature that makes them think.  We don't
> have many books available. I'm willing to buy some with my own money if I
> will use them again and again.  So I need your help.  I am looking for
> books
> that meet this criteria:
>
> 1) not a chapter book
> 2) something written at about the 2nd grade level or so (I'm thinking using
> this in small groups for the kids to read themselves)
> 3) something thought-provoking that would spark good conversation
> 4) not t preachy and still of interest to 1st graders
>
> Any ideas?!?
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Re: [MOSAIC] writing scary stories or guns

[Melissa Kile]

I teach 2nd grade, and our school uses Lucy Calkins' Units of Study. During
the first couple of units (Launching the Writing Workshop, and Small
Moments), kids are taught to write about something they did or something
that happened to them. I've asked kids before: "Did you play with the
butterflies and rainbows?" or something similar. Of course, they haven't. We
use mentor texts to model things that happen to us, like A Chair for My
Mother.

I have a group of boys this year that write about the computer games they
play (non-violent, thankfully). I let them write one, but then they have to
come up w/ other things to write about, and then publish. As a class we make
a list of things we can write about. Here are some examples:

A time when I went somewhere (beach, Walmart, field trip)
A time when I did something with someone special (cousins, mom, grandpa)
Something I saw, smelled, tasted, touched or heard
Something I've done once and would like to do again
Something I've done once and never want to do again
Something I did that made me happy, sad, embarrassed, angry, excited,
surprised

etc.

We worked on this list during a couple of minilessons. The next step is to
"zoom in" on a small moment. For example, say a child writes about his week
at Outer Banks beach. We talk about how to zoom in on the putt-putt game, or
the water slide, or when the wave knocked him over, etc. Makes for MUCH
better writing!

We do get into creative writing later, but this is a nice way to start,
because you can refer back to it when starting the creative writing.

Melissa/VA/2nd

On Sun, Oct 25, 2009 at 3:34 PM, Waingort Jimenez, Elisa <
elwaingor...@cbe.ab.ca> wrote:

> Hey Sue,
> I'm glad you brought this up.  I don't have much time to write a response
> but I am a bit uninspired with what I see some kids writing and have decided
> to make changes to my writing workshop; I'm still in the thinking stage.
>  While there will still be an element of choice I don't feel I can let days
> go by with kids writing about the same 'ole butterfly and flowers theme
> without intervening.  In the past, my response has been to just put a stop
> to it but this time I am doing some writers' notebook lessons instead.
>
> I am looking forward to reading others' replies.
> 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/
>
> Hello everyone,
>
>
>
> I teach 3rd grade and every year I go through students writing stories
> about
> guns/violence or scary "not Halloween" stories.  I teach in a rural area
> and
> students do hunt and we talk about the difference between writing a story
> with a gun that is about hunting or "video game" violence.  Last year I had
> a child obsessed with writing scary stories and I eventually let him write
> but he could not share with the whole class because I had kids that would
> get scared.
>
>
>
> I am wondering how you handle this in your room.  I don't want every story
> to only be a "happily ever after" story or stop them from writing but I
> need
> to have some limits.
>
>
>
> I just had a little boy write this story and he is SO excited and he
> wants to share it.  I don't want to dampen his enthusiasm for writing but..
>
>
>
> "Scary" is presumed here because they are Halloween prompts and we talk
> about the difference here as well.  Although maybe I shouldn't even
> encourage this with the prompts.
>
>
>
> It began with a prompt I got from Laura Candler: No one was ever seen going
> into the old house at the end of the street.  No one was ever seen coming
> out.  So when my friends and I saw lights flickering in the attic, we just
> had to go check it out..
>
>
>
> Here is what he wrote:  When I went in I had to climb a creaky staircase.
> Crek.  Finally I got to the top.  I looked over to the other wall.
> I saw a AK47.  I grabbed it.  When I looked back I saw..dancing skeleton
> dragging a chest full of candy.  I ran up to the skeletons and said "eat
> led" BB Bones were scattered all over the place.  I went home and
> ate all of the candy.  Brp.  The end.
>
>
>
> Should I go back and  help him think of "another way, without the gun to
> get
> the candy"
>
> Just not let him share it with the whole group.
>
> Let him share it and use it as a lesson about not using the guns- maybe
> have
> the class brainstorm other ways to get the candy.
>
> It is early in the year and I want to get this under control now.
>
>
>
> The other problem I have is kids writing something that happened in a movie
> or tv show.  Sometimes I think they have a good story but when they read it
> to the class the kids are like.that happened on "blah, blah, blah"...
>
>
>
> HELP Sue
>
>
>
>
>
> 

Re: [MOSAIC] Okay I'll try to start something!

[Melissa Kile]

Doesn't Richard Allington have a book with "struggling readers" in the
title? I know one of our previous principals said that the most qualified
teachers should work w/ our struggling learners, and he said it was
research-based. Sorry I don't know more details.

Melissa/VA/2nd

On Wed, Oct 21, 2009 at 9:56 PM, kelley dean  wrote:

> This year our principal has opted to send our weakest
> students to a room w/ three teacher's assistants. Prior to
> this, the highest students were sent while classroom tchrs
> worked w/lowest five students (30 min.daily). I am
> strongly opposed to this move. With a reading specialist
> degree, and nat. board candidate in literacy, I know that
> the at-risk students need me, their classroom teacher. I
> have a vested interest in their learning and I know about
> their interests and learning styles. I certainly have
> studied the field of education, esp. reading more that than
> the tchr aides. I will say their classroom offers a nice
> variety of materials (that look as new today as they did
> five years ago).
> Anyway, I need research regarding the importance of at-
> risk, weak learners benefiting from instruction from their
> teacher rather than a teacher's assistant.
> Thank you, Ashley
>
> On Wed, Oct 21, 2009 at 6:25 PM, Cathleen Cunningham  >wrote:
>
> > I few weeks ago I wrote to everyone about my situation during my reading
> > block.  Short story . . . we were
> > told that the students shouldn't be just reading during the reading
> block,
> > they should be working at their
> > station, etc.  So I lexile leveled ALL of my books (over 500), gave the
> > students their level, and a journal.
> > Told then if they have a book THEY BETTER HAVE THEIR JOURNALS! Anyway my
> > question is this... first I love journaling with the kids!  I have a few
> > due
> > each day and just write a
> > little but my question is . .. should I chat with them about their
> grammar,
> > puncuation, etc?  Sometimes
> > I want to take my purple pen and make the corrections.  So who journals
> > with
> > their kids . .. ? Do you
> > make corrections?  I've been really impressed with their responses to
> their
> > books.
> >
> > Thanks for your help!
> > Cathleen
> > ___
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> >
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> >
> >
>
>
> --
> Kelley Dean
> ___
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>
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Re: [MOSAIC] Promethean Board/Smart Board Literacy websites

[Melissa Kile]

One website is maintained by Rockingham County Schools (VA). The lessons are
listed by grade level, content area, and if you're in VA, by SOL. There are
Smartboard lessons, Powerpoints, Jeopardy games, etc, etc. Good stuff.

http://www.rockingham.k12.va.us/resources/soltechintegration.htm

Melissa/VA/2nd

On Fri, Sep 18, 2009 at 10:42 AM, Marcia Carrick  wrote:

> Hi Everyone   Our school just received new Promethean Boards and I am
> so excited.  I was wondering if anyone would be kind enough to share
> information/websites that they found useful to them? I teach all subjects at
>  the 2nd grade level.  I'd especially like to hear from anyone using
> Literacy by Design, RTI, Math Investigations, and FOSS.  Hope everyone is an
> awesome school year and thanks in advance for sharing.  Marcia
>
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Re: [MOSAIC] looking for a K teacher who does Daily 5/Cafe

[Melissa Kile]

Daily 5 is a management system for running your literacy/language arts
block. You would be able to use whatever you already have in place as far as
instruction (basal, strategy instruction, guided reading, etc). The
management components are Read to Self (independent reading), Read to
Someone (partner reading), Word Work (spelling), Work on Writing, and Listen
to Reading (CDs, mp3s, computer). Behaviors and expectations are taught and
modeled very specifically (starting right away, staying in one spot, working
quietly, focusing on work the whole time), and children work within each
component to build stamina. My 2nd graders started on the 3rd day of school
with Read to Self for 3 minutes. We are on the 14th day of school, and up to
20 minutes stamina (where we'll stay). We had 2 sessions most days,
increasing one minute each time. I have a really well-behaved, motivated
class this year, so we only "backtracked" once. Other years, it's taken us
longer to get to 20 minutes, but we do it.

After the students get up to 10-12 minutes stamina on Read to Self, you
begin teaching another component (Work on Writing, e.g.), and work on that
stamina, separately from Read to Self. When the children get to 10-12
minutes, you combine them, and begin letting them choose the component. And
so on.

The emphasis is on independence (the teacher is always working w/ kids
during these times--no walking around or monitoring). The assumption is that
the children will live up to your expectations--you've taught them specific
behaviors, and you've modeled and practiced the behaviors with them numerous
times.

While there are 5 components, many teachers (including the Sisters, who
wrote the book: The Daily 5) offer 2-3 choices during their workshop time,
with a gathering between each choice to teach a minilessons on
comprehension, accuracy, fluency or expanding vocabulary (acronym: CAFE).
Unless you have a really long block, there's no way you can do 5 (well, I
can't, anyway!). Based on posts on the Yahoo group The_Daily_Five, many
teachers have a separate writing workshop, during which they do their
minilessons on writing.

CAFE: The Sisters (The CAFE Book) have a Literacy Menu with strategies under
each goal (the CAFE menu). They have lots of resources in their book, and on
their website (subscription, but well worth the $$--many downloads & demo
videos) to help you plan and implement the strategy lessons. The focus here
is on conferencing w/ the students, noting needs, and forming strategy
groups, rather than leveled reading groups.

Personal testimony: All I can say is WOW. I moved to 2nd grade 2 years ago
(from K) and began Reading Workshop using the D5. I had a child who is
blind, 2 children w/ emotional issues, and one with ADD. They all loved
reading workshop and all made tremendous progress (because they were reading
A LOT). Last year--I had a wide range of abilities, and all progressed. It
actually would bring tears to my eyes to look around in October (or any
time) and see 18 kids focused on literacy work, sprawled on the floor
reading, or leaning against a wall listening to a book on CD. Fabulous.

This is my first year with CAFE, and I can already see that it will be very
helpful in keeping ME focused on what I need to teach.

The Sisters have techniques to use with students who have difficulty staying
on task, and they have lots of teachers provide information and ideas on
their website.

Check out the Yahoo group! The Sisters site (www.thedailycafe.com) is
subscription, but I've noticed that many teachers that post on the group get
a 3-month subscription in the summer when there's time (haha) to focus on it
more. Both books are available everywhere (Amazon, B&N, etc) and are
published by Stenhouse.

That was long--hope it helps!
Melissa/VA/2nd

On Sun, Sep 6, 2009 at 9:02 AM, Karen Williams(2141) <
william...@palmbeach.k12.fl.us> wrote:

> can you explain this 5cafe to me// thanks
>
>
> -Original Message-
> From: mosaic-bounces+williamska=palmbeach.k12.fl...@literacyworkshop.orgon 
> behalf of Matt Wachel
> Sent: Sat 9/5/2009 9:28 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Subject: Re: [MOSAIC] looking for a K teacher who does Daily 5/Cafe
>
> Shannon,
> I have done the Daily 5 for 3 years as a k teacher.  Feel free to pass
> my email on
>
> matthewwac...@yahoo.com
>
> Sent from my iPhone
>
> On Sep 5, 2009, at 3:32 PM, Shannon Lauer  wrote:
>
> > Hi,
> >
> > I just had PD with my staff and had a great response to D5 and
> > Cafe.  I have a K teacher who would like to get in touch with
> > another K teacher to see how they do it in K.  The other K teacher
> > isn't as interested, so she doesn't really have someone to talk to.
> >
> > Thanks!
> >
> > Shannon
> >
> >
> >
> > ___
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> > http://literacyworkshop.org/mailman/options/mosaic_

Re: [MOSAIC] looking for a K teacher who does Daily 5/Cafe

[Melissa Kile]

There is a yahoo group for Kindergarten D5 teachers. Go to Yahoo groups and
search for it (or someone else on this list might know).

Melissa/va/2nd

On Sat, Sep 5, 2009 at 4:32 PM, Shannon Lauer  wrote:

> Hi,
>
> I just had PD with my staff and had a great response to D5 and Cafe.  I
> have a K teacher who would like to get in touch with another K teacher to
> see how they do it in K.  The other K teacher isn't as interested, so she
> doesn't really have someone to talk to.
>
> Thanks!
>
> Shannon
>
>
>
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>
>
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Re: [MOSAIC] workshop

[Melissa Kile]

I teach 2nd grade, and am using Second Grade Writers from the Calkins "gang"
for Writing Workshop. During the next unit, the students can choose
partners, but in a way that the teacher has some control (like not letting
best buddies be partners). After minilessons in what makes a good partner
and how partners can work well together, they were given homework: to pick 3
other students with whom they think they'd be good partners, and be
successful during partner work. When everyone brought their lists back, I
sat down to pair them up. Everyone (I think--haven't done it this year) got
one of their choices.

That worked very well, and later in the year you could do it again. I'll
also do it this year for some reading partnership work.

Melissa/VA/2nd

On Thu, Sep 3, 2009 at 1:01 PM, Stewart, L wrote:

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

[Melissa Kile]

I taught K for 21 years (with 1st and preschool mixed in occasionally)
before moving to 2nd 2 years ago. Just one word comes to mind:

MODEL, MODEL, MODEL

If you want blocks put away in a certain fashion, model, then let them
practice. If you want the writing center materials to be used in a certain
way, model, then practice. Same goes for handwashing, lining up, signing up
for lunch, going through the lunch line, dismissal, packing up backpacks,
using math manipulatives, unpacking in the a.m., moving from their seats to
the floor, moving from rows on the floor to a circle around the rug, playing
on the playground equipment, etc. I think you get my drift!!  8-)

Your year will run (mostly) smoothly if you will dedicate the first 6 weeks
to do all this modeling, practicing, reinforcing, and reminding. Meanwhile,
you're still reading aloud, using big books, teaching math, doing the
calendar, starting reading and/or writing workshop, but the same thing
applies. No matter what you want them to do you MUST model it! You will
begin to wonder come the end of September if it will EVER get any better,
and then, magically, about 6 weeks in, they will be lining up like pros when
you say, "time for lunch!". They will quickly put center materials away when
you put on the clean-up song.

Have lots of fun with them--sing, dance, be silly, show them how to care for
one another.

Enjoy!
Melissa/VA/2nd

On Thu, Jul 23, 2009 at 6:41 PM, Kelly Doyle wrote:

>
> Hello, I have been teaching first grade for the past 3 years. This year I
> will be teaching kindergarten for the first time. I was wondering if anyone
> had any advice or suggestions for me to help next year be a successful year.
>
> Thanks,
>
> Kelly
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Re: [MOSAIC] Text Connections Discussion

[Melissa Kile]

**How long do you spend explicitly teaching each different type of

> connection?

I try to pay attention to the responses that the majority of the class gives
during whole group discussions, but typically plan on spending no more than
a week on each type. Then more teaching happens during individual
conferences for children who are still struggling with these strategies.

>
> **How do you move from "basic" connections to showing students connections
> that are really more meaningful? (move from "I have a dog" to "My dog acts
> that way when he isn't feeling well too.")

Debbie Miller has a couple of lessons in Reading With Meaning that I found
helpful (making a list of children's connections, then going back to decide
if each connection helps us understand the story better--kind of a simple
rating). This does take time, I've found.

>
> **What do you do for making students accountable for looking for
> connections
> in text?

I like to use post-its, but usually confine this to strategy group
lessons/meetings, rather than individuals doing it. However, I would use
post-its or another recording system if a child was struggling, and would
also focus on this strategy during conferences.

>
> **How do you keep this from interrupting the flow of students' normal
> reading patterns? (This may tie into the discussion recently of Readicide)


I haven't found a good answer for this!

>
> **Do you do anything to share these strategies with parents so that they
> can
> use them at home?

I usually send home a half-sheet note telling what we're working on and how
they can help.

Melissa/VA/2nd
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Re: [MOSAIC] Cunningham & Debbie Miller

[Melissa Kile]

I moved to 2nd grade 2 years ago after many, many years in Kindergarten.
Here are the professional books I refer to at least once a week (some more
often):

The Morning Meeting Book (www.responsiveclassroom.org)
The Daily 5
The CAFE Book (well, I WILL refer to it--just bought it)
Reading w/ Meaning and/or Strategies that Work
Words Their Way
Second Grade Writers (Parsons--compliments Calkins' Units of Study)

Occasionally refer to:
Guided Reading (F&P)
Teaching w/ Intention (Miller's newest book, still reading it and it will
probably be the text we use for a book study this fall)

Melissa/2nd/VA



> Date: Wed, 24 Jun 2009 21:25:05
> To: 
> Subject: [MOSAIC] Cunningham & Debbie Miller
>
>
> Hi all! I am a student taking a literacy course and have taught 5th grade.
> We have just finished Cunningham & Debbie Miller's book. While it seems
> practical, how many of you actually refer back to these texts in your
> career? Thx. Jen
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Re: [MOSAIC] Fiction v. NonFiction

[Melissa Kile]

My 2nd's LOVE nonfiction! I usually introduce them to biographies in the
fall, but before that--anything having to do with units of study. We've
looked at many butterfly books, while our monarch butterfly caterpillars
grow & change. The boys typically devour books about sharks (they're out
there--many different levels). They even love our social studies textbook,
which I even like--it was written by a former VA teacher, so it aligns
perfectly w/ our standards.

I usually choose a really interesting nonfiction book (Gail Gibbons has a
bunch, Jerry Pallotta, Seymour Simon), and before and during the reading, I
either ask what they notice as compared to, say, the Skippyjon Jones book we
read earlier that day.

I've found that nonfiction is an excellent way to get reluctant boy readers
engaged.

Hope that helps.
Melissa/VA/2nd

On Thu, Jun 18, 2009 at 11:08 AM, Lauren Fahey  wrote:

>
>
>
> After reading Chapter 10 (Determining Importance in NonFiction) in Debbie
> Miller's RWM. I was wondering if anyone had any suggestions for great
> nonfiction books to really catch the children's attention. Specifically
> nonfiction books geared toward a first or second grade. How do you begin
> your non-fiction lessons and do you find the kids are engaged, or do they
> just want to jump right back into fiction? Thanks in advance for the
> suggestions!
>
>
>
> Lauren
>
> _
> Lauren found her dream laptop. Find the PC that’s right for you.
> http://www.microsoft.com/windows/choosepc/?ocid=ftp_val_wl_290
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Re: [MOSAIC] daily 5

[Melissa Kile]

You need a yahoo acct (free). Log in, and go to Groups. Search for
The_Daily_Five. Make choices on the screen (email address, etc.), and tell
why you want to join. You should get an approval email within 24 hours, and
then you're in!

Melissa

On Sun, Jun 14, 2009 at 3:57 PM,  wrote:

> How can one become part of the daily 5 group?
> Thanks...Leslie
>
>
> In a message dated 6/13/2009 7:50:37 P.M. Eastern Daylight Time,
> pkima...@earthlink.net writes:
>
> Hi  Melissa,
> I am on the Daily5 group.  How many people on this list are  part of
> both groups.
> PatK
> On Jun 13, 2009, at 2:11 PM, Melissa  Kile wrote:
>
> > The Sisters' CAFE book addresses the teaching and  practice of
> > comprehension,
> > accuracy (word attack),  fluency & vocabulary strategies during
> > workshop. It
> >  was just published a couple months ago, and is available in the
> >  usual places
> > (Stenhouse, Amazon, B&N). I've skimmed the entire  book, and am now
> > going
> > back to really read it. I'm  several chapters in, and it sounds very
> > doable.
> > There  is a discussion going on in the Yahoo The Daily Five group.
> >
> >  Melissa/VA/2nd
> >
> > On Sat, Jun 13, 2009 at 12:54 PM, Patricia  Kimathi
> > wrote:
> >
> >> 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 
> >>> 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 
> >>>>  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
> >>>>>>
> >>>>&g

Re: [MOSAIC] Guided reading

[Melissa Kile]

I really don't know, but I have noticed several names that are on both (mine
included).

Melissa

On Sat, Jun 13, 2009 at 7:49 PM, Patricia Kimathi wrote:

> Hi Melissa,
> I am on the Daily5 group.  How many people on this list are part of both
> groups.
> PatK
>
> On Jun 13, 2009, at 2:11 PM, Melissa Kile wrote:
>
>  The Sisters' CAFE book addresses the teaching and practice of
>> comprehension,
>> accuracy (word attack), fluency & vocabulary strategies during workshop.
>> It
>> was just published a couple months ago, and is available in the usual
>> places
>> (Stenhouse, Amazon, B&N). I've skimmed the entire book, and am now going
>> back to really read it. I'm several chapters in, and it sounds very
>> doable.
>> There is a discussion going on in the Yahoo The Daily Five group.
>>
>> Melissa/VA/2nd
>>
>> On Sat, Jun 13, 2009 at 12:54 PM, Patricia Kimathi
>> wrote:
>>
>>  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 
>>>> 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 
>>>>> 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 
>>>>>> 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 wo

Re: [MOSAIC] Guided reading

[Melissa Kile]

The Sisters' CAFE book addresses the teaching and practice of comprehension,
accuracy (word attack), fluency & vocabulary strategies during workshop. It
was just published a couple months ago, and is available in the usual places
(Stenhouse, Amazon, B&N). I've skimmed the entire book, and am now going
back to really read it. I'm several chapters in, and it sounds very doable.
There is a discussion going on in the Yahoo The Daily Five group.

Melissa/VA/2nd

On Sat, Jun 13, 2009 at 12:54 PM, Patricia Kimathi
wrote:

> 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  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  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 
>>>> 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.
>>>>>
>>>>>
>>>>>  ___
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>>>> .
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>>
>
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Re: [MOSAIC] Guided reading

[Melissa Kile]

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  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 
> 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.
> >
> >
> ___
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> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
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>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
>
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Re: [MOSAIC] Guided reading

[Melissa Kile]

I use it pretty much as is, except for the Work on Writing. We use  Units of
Study for writing, so we have a separate writing workshop. Other than that,
I go through all the set-up lessons, modeling, practice, building stamina,
etc. I love it. My kids love it. The paraprofessionals and other teachers
that work in my room love it. I just got the CAFE book, and am reading that
to get ready for the fall.

Melissa/VA/2nd


On Tue, Jun 9, 2009 at 7:34 AM, Patricia Kimathi wrote:

> I use Daily5 and teach 2nd grade.  What adjustments to the management
> system do you suggest.  I have changed mine.  But I am interested in your
> suggestions.
>
> On Jun 8, 2009, at 2:26 PM, Melissa Kile wrote:
>
>  Check out The Daily 5 book (Stenhouse). There are adjustments that need to
>> be made to the management system (which is just a vehicle for having
>> children practice new skills and strategies--it's not a reading program)
>> for
>> Kindergarten. Search Yahoo groups for the KindergartenDaily 5 group.
>>
>> Melissa/VA/2nd
>>
>> On Mon, Jun 8, 2009 at 11:40 AM, Courtney Cook 
>> 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.
>>>
>>>
>>>  ___
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>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>>
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>>
>>
>
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>
>
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Re: [MOSAIC] Guided reading

[Melissa Kile]

Check out The Daily 5 book (Stenhouse). There are adjustments that need to
be made to the management system (which is just a vehicle for having
children practice new skills and strategies--it's not a reading program) for
Kindergarten. Search Yahoo groups for the KindergartenDaily 5 group.

Melissa/VA/2nd

On Mon, Jun 8, 2009 at 11:40 AM, Courtney Cook  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??
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Re: [MOSAIC] Book Study

[Melissa Kile]

Teaching With Intention, Debbie Miller

Melissa/VA/2nd

On Thu, Jun 4, 2009 at 12:08 PM, SPINELLO, Carol <
cspine...@branford.k12.ct.us> wrote:

> Hello,
>
> I am looking for professional book titles to use for a book study in my
> school. We are a K-4 school but we can split-up into separate groups if
> necessary. We have a three year plan to implement Balanced Literacy so I am
> looking for professional books that will support our plan.
>
> Thank you in advance for your help.
> Carol
>
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Re: [MOSAIC] Fluency Question

[Melissa Kile]

I may be opening a can of worms, but if she reads well silently, has good
comprehension, and uses higher order thinking skills, why does she need to
read smoothly aloud? There aren't too many professions that rely on fluent
read-alouds---ours and broadcast journalism come to mind. Don't we spend
most of our reading lives reading silently?

Thoughts?

Melissa/VA/2nd

On Wed, Apr 8, 2009 at 1:25 PM, Jennifer Olimpieri wrote:

> I have a student that reads well silently, her comprehension is fabulous,
> higher order thinker. However, when she reads orally, it is very choppy. I
> happen to be friends with her mother and she is frustrated because she has
> addressed this issue for the last couple of years and basically the school
> isn't doing anything anymore. The child is currently in fourth grade,
> received small group instruction is 2nd and 3rd grades and her mother also
> paid for her to have vision therapy. Nothing seems to help improve her
> fluency since it is not impacting her comprehension. Can anyone give me some
> suggestions on how I may help this child.
>
> --- On Tue, 4/7/09, Jennifer Hartkopf  wrote:
>
> From: Jennifer Hartkopf 
> Subject: [MOSAIC] Reading Comprehension
> To: mosaic@literacyworkshop.org
> Date: Tuesday, April 7, 2009, 10:27 AM
>
> Hi! My name is Jennifer and I am currently a student at Wayne State
> University.
>  I recently read an article that I found to be true in the class that I did
> my
> pre-student teaching.  A lot of students would read with fairly good
> fluency,
> but when confronted with comprehension and critical thinking questions they
> were
> unable to participate.  Is this a problem in other classes and are there
> strategies/activities to try to overcome this?  I would like to have strong
> readers as well as strong comprehenders in my classroom.
>
> Thanks!
>
> Jennifer Hartkopf
>
>
>
>
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Re: [MOSAIC] digital retelling

[Melissa Kile]

You're welcome!

Melissa
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Re: [MOSAIC] digital retelling

[Melissa Kile]

Jane,

I just watched the vidoe. Wow. It gave me a lot to think about.

I just did some digital storytelling for the first time. I used Photo Story
3 (using digital images), which I've heard typically comes with your Windows
"bundle" on your PC, which we have at school. I have an iMac at home, and I
haven't explored to see if we have something like it. There is also Windows
(I think) MovieMaker, on which you can import and edit video clips. The Macs
have iMovie, which is similar.

Anyway, what I did (our technology teacher helped me get started, but it's
very self-explanatory) is went to the internet, found 6-8 images of each of
our 6 famous Americans for our standards. I just Googled "Jackie Robinson",
then clicked "images", and saved the images into a folder on my hard drive.
Then I worked with a group of 3 kids (I teach 2nd) and showed them how to
import the images into Photo Story. The images go into a "filmstrip" (if
anyone remembers those!) at the bottom--slideshow, really. The pictures can
be moved around, edited, cropped, special effects (sepia, e.g.) added to
them, or text added to them. I did all the typing to save time, but they
told me what to type. Transitions can be added between slides. Voices can be
recorded over each slide (the kids LOVED this), and music can be added. Then
the whole thing is saved as a .wmv file, which is Windows Media Player. It
plays as a slideshow, similar to PowerPoint.

I will post a couple of the slideshows on the files. One of them is MLK, Jr.
That group wanted to write a rap! So, the music teacher helped them out with
that one. The other is Helen Keller.

My next plan is for each child to make their own slideshow. They each sent a
Flat Stanley to a job. Using information from Stanley's "host" and the
digital pictures that I asked hosts to send to me, they will discuss whether
the host is a producer or a consumer, of goods or services, and what
natural/human/capital resources were used.

I was able to go to a local technology conference last month, and as an
attendee, got a Flip video camera. Fun! I haven't used it with my kids yet,
but plan to by the end of the year.

Mosaic content: Making a slideshow/movie uses: summarizing, determining
important information, visualizing, at the very least!

I'm no expert, but will be glad to talk more about what I did w/ Photo
Story.

Melissa/VA/2nd

On Tue, Apr 7, 2009 at 8:52 PM, Jane Watson wrote:

> I just watched the you tube - how students learn.  What is didital
> retelling?
>
> --
> Jane A. Watson
> Curriculum Strategist
> Ruston Elementary School
> 200 N. Bernard St.
> Ruston, La 71270
> FAX # - 318.255-4728
> Work # - 1.318.255.4714
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Re: [MOSAIC] Book Clubs

[Melissa Kile]

www.the2sisters.com (free website)
www.thedailycafe.com (subscription--some downloads are free)--a good deal
for your money--lots of articles, forms, videos

Melissa/VA/2nd

On Mon, Mar 23, 2009 at 9:07 PM,  wrote:

> What is the website for the "sisters"?
> Thanks...Leslie
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Re: [MOSAIC] Building comprehension of questions-was heartbreak/response to Reading Mastery

[Melissa Kile]

I Googled Phyllis Hostmeyer, and the website is www.PhylsQuill.com (two
L's).

Melissa/VA/2nd


On Thu, Feb 19, 2009 at 10:28 PM, W.Robertson  wrote:

> I wasn't able to get the link to work. Is the correct?
> Wendy
>
> -Original Message-
> From: mosaic-boun...@literacyworkshop.org
> [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Christi Poteet
> Sent: February-19-09 7:20 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group;
> mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Building comprehension of questions-was
> heartbreak/response to Reading Mastery
>
> QAR would be awesome!!  Phyllis Hostmeyer has a great website for QAR and
> many other comprehension strategies.  Her website is www.PhylsQuil.com
>
>
>
> Christi A. Poteet
> Reading Specialist
> Delores Moye School
> cpot...@ofallon90.net
>
> 
>
> From: mosaic-boun...@literacyworkshop.org on behalf of cnjpal...@aol.com
> Sent: Thu 2/19/2009 8:23 PM
> To: mosaic@literacyworkshop.org
> Subject: [MOSAIC] Building comprehension of questions-was
> heartbreak/response to Reading Mastery
>
>
>
>
>
> I am just finishing up the second of two courses in my doctorate on
> "disciplined inquiry". One of the things I have learned is how to evaluate
> research
> articles. I thank you, Amy, for posting the research links...and I  look
> forward to reading through your links when I get a few minutes. It will be
> good
> practice for me as I work on my literature review for my  dissertation.
>
> There are many kinds of research in education...and yes...some research is
> done to create programs. Marie Clay, Fountas and Pinnell and many others
> have
> done research and then created programs or theories from their  research.
> Marie Clay was my hero but even her work needed to be  validated by many
> others
> over time. The fact that someone makes a  profit on their research makes
> this
> validation process essential.
> I am particularly interested in looking at the studies you mention to see
> if
> there is an improvement in comprehension scores...AND if improvement in
> reading skills holds over time. If there is no independent validation
> studies,
> then I am afraid the jury is still out for me.
>
> Now...Let's talk comprehension...the purpose of our listserv. I have a
> question for all the wonderful minds on this list.
>
> I just picked up a new little girl on my caseload today. When reading with
> her a couple of things became obvious to me. One: She isn't thinking about
> reading. (We all know what to do about that---time to pull out Strategies
> That
> Work...Reading With Meaning etc etc.) BUT another problem I detected is
> that
> she  doesn't seem to understand the questions posed to her by me or the
> other
> children...particularly questions that start with why and how. It really
> affects  how she interacts with other children when they are discussing
> text.
>
> I want to teach her how to comprehend questions and was thinking about
> applying comprehension strategies to the genre of questions.
>
> Can you all help me think this through?
> Jennifer
>
>
>
>
>
> In a message dated 2/19/2009 7:49:53 A.M. Eastern Standard Time,
> mcgovern_amy64042...@hotmail.com writes:
>
> Hi  Elisa,
> I appreciate your question.  There is a helpful report from the  Wisconsin
> Policy Research Institute that is worth looking at if you would like
> several
> specific examples regarding the research supporting Direct  Instruction.
>  In
> addition to listing some independently reviewed  research, it also
> summarizes the
> highlights of Project Follow Through. If you  are not familiar with this
> study, Follow Through is often described as the  single most expensive
> education
> experiment in history.  The experiment  lasted from 1967 to 1976 and
> on-going
> data was collected all the way through  1995 on literally thousands of
> students.  Please see Bonnie Grossen's  Overview:  The Story Behind Project
> Follow
> Through.  You can find  Grossen's article on-line if you google it.  I
> would
> encourage anyone who  is being asked to teach Direct Instruction, willingly
> or
> not, to take a look  at this info.
>
> The Wisconsin Policy Research Institute also can  be found by googling it.
> Once there, Go to the index and click on  "education k-12".  That will take
> you
> to the list of articles.  Look  for Direct Instruction and the Teaching of
> Early Reading.Wisconsin's Teacher-led Insurgency  (March 2001, Volume
> 14,
> number  2.)  It's near the bottom of the page.  There are other more
> current
>
> articles on Direct Instruction, but I am fond of this one because it begins
> with a really good description of Direct Instruction.  Samples from the
> research
> are sited on pages 6-10.  There's a list of references on page  25.
>
> Something to think about...
> A common criticism of the research  supporting Direct Instruction and
> Reading
> Mastery is that this research comes  from the author, meaning 

Re: [MOSAIC] Daily Five

[Melissa Kile]

I agree with Angela. This is my 2nd year in 2nd grade (after 20 years in K,
using literacy centers), and I started D5 last year. WOW! I followed the
lessons/language/expectations/anchor charts to a "T", and the results are
phenomenal. Remember--it is a management system for your language arts
program, so theoretically, any reading program can be taught using this
structure. One huge plus is that although there is much work and explicit
teaching "up front", after mid-October or so, when all components are in
place, the rest of the year is a breeze. No stations to set up every other
Sunday afternoon, very little copying, and the only prep I do is for small
group instruction, and whole-group comprehension strategy lessons.

It is easily tweaked to fit your schedule. I do writing during Writing
Workshop at 4 separate times during the week, so I don't incorporate Work on
Writing (altho I'm thinking about doing so, just to change it up some). I
usually get 2 "choices" in during each language arts block, sometimes 3.

We have several teachers at our school who have tried it this year (after
they listened to me going on ad nauseum last year), from K to 5th. They have
all tweaked it for their class, and they all love it.

My advice: read the book, start teaching the lessons on expectations &
behaviors, stick to your guns when building stamina (read: stop everyone if
one kid is off-task--it hurts, but is so worth it later), and wallow in the
success!

The kids love it too.

Melissa/VA/2nd

On Wed, Feb 18, 2009 at 5:19 PM, Angela Almond
wrote:

> I began using Daily Five this year to replace the SSR time that is
> required at our school.  I got special permission from the principal and
> the literacy coach to try it out this year.  I LOVE IT!  It has turned the
> dreaded SSR time to the "Is it time for Daily 5 yet" time!  I have
> modified it a lot to fit into my classroom but I used all of the lessons
> in the book to set up the format and I use all of the suggested language
> that the book uses.  I would be more than happy to share more info if
> someone has a particular question.
>
> Angela Hatley Almond, NBCT
> Fourth Grade
> East Albemarle Elementary School
>
>
>
>
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Re: [MOSAIC] professional readings

[Melissa Kile]

Reading Essentials (Routman)
Mosaic of Thought (Keene)
Daily 5 (Boushey & ??)
Teaching w/ Intention (Miller)--I'm currently working on this one myself.

Melissa/VA/2nd


On Sun, Jan 25, 2009 at 7:45 PM, Felicia Barra wrote:

> Hi everyone,
>
>
>
> My district is looking towards reading workshop and I was wondering what
> books you would suggest for staff professional development.  It is a K-5
> school that up till now has used a scripted basal program with a workbook.
>
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Re: [MOSAIC] test I haven't received any email in a week

[Melissa Kile]

Re: student teacher
I make sure I give her a class list and anything else having to do with the
day-to-day routines--weekly schedule, my plan book sheets (I make my own on
the computer), etc. I also write a note to parents letting them know her
name, where she's from, and whose class she was in last semester (we have a
yearlong partnership w/ the local university--they do an "early field
experience" in a primary or upper elementary class, and then 2nd semester do
student teaching in the other).

Since our interns have been in our school for a semester, I give her the
responsibility of transitioning the kids to and from specialty classes and
lunch first. She also will help check binders in the mornings. My usual
"schedule" of turning subjects over to the interns is:

Transitions
Morning meeting & afternoon wrap-up
Read-aloud
Math (Everyday Math, so there's a "script" to follow)
Top reading group
Content areas
another reading group
writing (Units of Study)
whole-group reading minilessons

Our interns typically do their 2-3 weeks of "fulltime" teaching in late
March or early April.

As she begins to take over activities, writing lessons, and teaching, I try
to give written concrete feedback, usually just on a legal pad with the
date, time, subject area at the top. I list things she did well on, and then
list "things to think about" (things to improve). I don't do this every
time, but I wish I would do it more! I think it helps your intern get off on
the right foot, understand your expectations, and improve all at the same
time.

Depending on the intern (for example, if I know I have a weaker student
coming to me), I have him/her observe mostly the first couple of weeks, with
a specific observation sheet for each segment of the day. The sheet also has
specific things to look for, like "how do I transition?" "What happens if a
child makes a poor choice?" "What are the children doing during Reading
Workshop?"

Hope that helps!
Melissa/VA/2nd

On Tue, Dec 30, 2008 at 11:40 AM, kim lum  wrote:

> I haven't either. I figured everyone was on a holiday and truly
> relaxing. However I just returned from a 3 hour stint in my classroom.
>
> I am getting ready for a student teacher which is something I haven't
> done in many years. Advice is welcomed. Thanks for sharing - Kim
>
> On 12/30/08, The Plumtree  wrote:
> >
> >
> >  ___
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> >
> >
>
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Re: [MOSAIC] overwhelmed gen. ed

[Melissa Kile]

EXCELLENT idea! We are severely understaffed in our special ed. department
this year. They are stretched so thin, and we have NO time to talk with the
specialists that work in our rooms (we are full inclusion, or are supposed
to be!).

Thanks for the idea.
Melissa/VA/2nd

On Wed, Nov 19, 2008 at 8:18 AM, Waingort Jimenez, Elisa <
[EMAIL PROTECTED]> wrote:

> Hello Everyone,
> I've searched high and low for this document, even writing to Choice
> Literacy for their help, but I haven't been able to locate it.  I made one
> up that provides a space for the teacher to start the conversation and then
> the specialist to continue it.  It's really a simple idea:  communication
> through a written conversation since we are all so busy to stop and have
> frequent talks about the children that we share.  I tried pasting it below
> but of course the formatting was off.  Basically, there are four columns.
>  The first and last columns are for the date.  The two columns in between
> are labeled "Teacher Comments" and "Specialist Comments".  The form then
> goes from mailbox to mailbox for each teacher to respond or give updates.
>  Hope this helps.
> Elisa
>
> Elisa Waingort
> Grade 2 Spanish Bilingual
> Dalhousie Elementary
> Calgary, Canada
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Re: [MOSAIC] Picture Books that inspire movement

[Melissa Kile]

>From Head to Toe by Eric Carle
Melissa/VA/2nd
On Thu, Nov 13, 2008 at 2:31 PM, <[EMAIL PROTECTED]> wrote:

> Hello,
>
> My District's physical education teachers are looking to incorporate
> literacy into their weekly lessons. I was wondering if anyone could
> recommend any good picture books that inspire movement.
>
> Thanks in advance!
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>
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Re: [MOSAIC] Response to Intervention question

[Melissa Kile]

Well, you and I certainly think alike!! They may be addressing behaviors--he
doesn't seem to retain information, and when he does, it's inconsistent. For
example, a simple math practice sheet (addition) is done almost entirely
correctly one day, and the next a very similar sheet has more wrong answers
than right.

Thank you! I plan to insist on a "pre-"intervention meeting w/ all involved.

Melissa


On Tue, Nov 11, 2008 at 10:51 PM, suzie herb <[EMAIL PROTECTED]> wrote:

> My thinking would be how can the problem be fixed if you don't know what
> the problem is and that there needs to be a collaborative meeting of this
> group of people discussing what strategies would best suit the style of
> learner this student is.  I can't imagine any boy, let alone one with issues
> carrying words around and learning them in isolation on a 'good' day or even
> learning isolated words.  I would imagine the support people would not be
> teaching reading but addressing behaviours.  Does he forget for example?
> What can he remain focussed on?  And, why wouldn't instructional level be
> the first place to start I wonder?  Nothing else makes much sense to me but
> I think a meeting of all the experts, lead by thet person, 'You" who knows
> him best as a learner to agree on a list of strategies, then reports on
> successes and otherwise, to then re assess the development and program would
> be a great way to go.
>
> --- On Wed, 12/11/08, Melissa Kile <[EMAIL PROTECTED]> wrote:
>
> From: Melissa Kile <[EMAIL PROTECTED]>
> Subject: [MOSAIC] Response to Intervention question
> To: Mosaic@literacyworkshop.org
> Received: Wednesday, 12 November, 2008, 2:31 PM
>
> I have a student (2nd grade inclusive classroom) who, recently, did not
> qualify as learning disabled. The discrepancy between his achievement &
> ability levels was significant, but there was not a large enough indication
> of a processing problem to label him LD. We also suspect ADD, but of
> course,
> that's the parents' call as to whether they take him to the doctor for
> a
> diagnosis, so that isn't being addressed right now. The team's
> recommendation was to refer him to our (new) county RtI team. I got a
> little
> bit of an explanation about what they do, but would like a more in-depth
> explanation.
>
> Here's what I got from our spec. ed lead teacher (who I respect): This is
> an
> example of one strategy--they choose a 2nd grade level text for Mason (he
> reads at beginning first grade), have him read it, and determine which
> words
> he can't recognize (which I suspect would be 70% or better). They write
> those words on small cards that he can carry around during the day and
> practice. Remember--ADD, in all likelihood. He's well-behaved--a typical
> active boy, and likeable. I was also told the team might work with him once
> a day or even more.
>
> Then I asked, "So, when would he work with text at his independent or
> instructional level?" She didn't know. I really wanted to ask if
> anyone on
> the team had a background in reading instruction (over and above special
> education). Two of the people on the team (besides the team leader) would
> be
> a county behavioral specialist and our school psychologist. Are these the
> best choices for this intervention? Is there a special training that takes
> place before they work with struggling readers?
>
> I know our special ed teacher was just able to give me a short answer to a
> question that I'm sure requires a very long answer. Can anyone help me out
> with some information, or point me to a reliable source on the Internet?
>
> Thank you so much!!
> Melissa/2nd/VA
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[MOSAIC] Response to Intervention question

[Melissa Kile]

I have a student (2nd grade inclusive classroom) who, recently, did not
qualify as learning disabled. The discrepancy between his achievement &
ability levels was significant, but there was not a large enough indication
of a processing problem to label him LD. We also suspect ADD, but of course,
that's the parents' call as to whether they take him to the doctor for a
diagnosis, so that isn't being addressed right now. The team's
recommendation was to refer him to our (new) county RtI team. I got a little
bit of an explanation about what they do, but would like a more in-depth
explanation.

Here's what I got from our spec. ed lead teacher (who I respect): This is an
example of one strategy--they choose a 2nd grade level text for Mason (he
reads at beginning first grade), have him read it, and determine which words
he can't recognize (which I suspect would be 70% or better). They write
those words on small cards that he can carry around during the day and
practice. Remember--ADD, in all likelihood. He's well-behaved--a typical
active boy, and likeable. I was also told the team might work with him once
a day or even more.

Then I asked, "So, when would he work with text at his independent or
instructional level?" She didn't know. I really wanted to ask if anyone on
the team had a background in reading instruction (over and above special
education). Two of the people on the team (besides the team leader) would be
a county behavioral specialist and our school psychologist. Are these the
best choices for this intervention? Is there a special training that takes
place before they work with struggling readers?

I know our special ed teacher was just able to give me a short answer to a
question that I'm sure requires a very long answer. Can anyone help me out
with some information, or point me to a reliable source on the Internet?

Thank you so much!!
Melissa/2nd/VA
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Re: [MOSAIC] guided reading training

[Melissa Kile]

I can answer the last question, from my perspective. I taught K for a long
time, so always taught leveled reading groups, starting after the students
had a good grasp of concept of word/print. I moved to 2nd grade last year,
and have noticed 3 changes in how I manage my reading program.

1. I no longer feel the need to meet with every group every day. Many of our
school's 1st grade teachers still work under that notion, but after reading
Taberski (On Solid Ground) & Diller (Making the Most of Sm. Groups), I "let
go" of that idea, and meet with my lowest group 3-4 times per week, my
on-grade-level groups 2 or so times per week, and my highest (way above
grade level group) 1-2 times a week. Since I also hold conferences
regularly, getting to everyone at least once a month (and hoping to increase
that this year), I sometimes go without meeting with my highest group for a
month, depending on assessment schedules, etc.

2. I now meet with strategy groups as much as I do leveled groups. At the
beginning of the year, I put them in leveled groups for work with a couple
of texts, until I get to know them better as readers. Then I start forming
strategy groups, NOT based on reading level necessarily. We work on
comprehension strategies, noticing punctuation, fluency, etc. Sometimes we
use the same text, depending on the levels of readers I have in that group,
and sometimes I teach a minilesson, and they try the strategy in their own
text. This is an excellent resource for that type of teaching: *Guided
Reading, One Lesson, All Levels, Any Text *(Tricia Burke)*.
*
3. I no longer have centers or literacy stations. I read The Daily 5 before
starting 2nd grade, and have designed my reading workshop mainly on their
management techniques. It's a thing of beauty! The kids are authentically
engaged in reading & word study, and I can teach small groups or conference
with no interruptions.

Hope that helps.
Melissa/VA/2nd

On Fri, Oct 24, 2008 at 9:46 PM, Ron Borchert <[EMAIL PROTECTED]> wrote:

> I will be giving a half day workshop to teachers in our district that have
> not had guided reading training for a long time.  This training has been
> suggested by the principals.  I'm wondering if anyone could point me in the
> direction of short texts that would challenge the teachers.  I am going to
> model a guided reading lesson using a more difficult non-fiction text with
> some of the teachers as the students in the group.  I used a great article
> about Phineas Gage, but some of the teachers attending the workshop have
> already read that text.  Also does anyone have any experience or resources
> for the guided reading plus groups that Linda Dorn describes in her reading
> intervention model?  And finally, how would you say guided reading has
> changed in the last ten years?
>
> This group always has an amazing wealth of information and resources.
>  Thank you for your help.
>
> Barb Parry
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Re: [MOSAIC] OFF TOPIC - math

[Melissa Kile]

We use Everyday Math county-wide, PreK-5. I used it in K for 6-7 years, and
liked it, except for the lack of lessons & practice with addition &
subtraction skills, for kids who are ready at the end of the year.

I used it one year in 1st grade, and last year and this year in 2nd grade.
Overall, it meets most of our state standards, but it goes beyond in many
ways (counting higher, telling time in small increments than required by the
state, teaching multiplication & division in 2nd grade). I typically only
teach the lessons that correspond to our standards.

It is a spiraled approach, which threw some of us "older" teachers, as we
were used to teaching units of math concepts. I do like the spiraled
approach, because developmentally, kids are ready at different times for
different concepts. Also, the program teaches various strategies for finding
sums & differences, which, for my kids, has worked, because it speaks to
different learning styles. However, even in 2nd grade, there is still very
little addition & subtraction fact practice. Also, some parents have a hard
time understanding just what it is we're doing! We have "Home Links" that go
home with almost every lesson, and many have explanations of the "weird"
ways we do things, but I'm not sure everyone reads them. The kids just do
the work.

I've taught K for about a hundred years, and until our county adopted EM, we
didn't really have a program. Mostly we used what we could find to meet the
standards, as well as Math Their Way (which would tend to be
constructivist). As far as on the continuum.not knowing a lot of other
programs... I think I'd be inclined to put it left of the halfway mark,
toward the constructivist end. I welcome any rebuttals on this!! That's just
a guess.

Melissa/VA/2nd

.

>
> -Original Message-
> From: [EMAIL PROTECTED]
> [mailto:[EMAIL PROTECTED] On Behalf Of Beverlee Paul
> Sent: Tuesday, October 14, 2008 10:17 AM
> To: Mosaic@literacyworkshop.org
> Subject: [MOSAIC] OFF TOPIC - math
>
> I'm sorry to post off-topic, but I need a way to start some
> considerations
> and this group is the best go-to source I know, so forgive me and I'll
> try
> not to take up too much of the group's space.  I have heard some
> discussion
> about Everyday Math, Investigations, and Expressions, but haven't paid
> adequate attention.  Would some of you who know something about these
> programs (or others) please take a second to briefly describe their
> opinions
> of these or other current math programs?  I know it's a simplistic
> model,
> but if a person put Saxon at one end of a spectrum, and the
> constructivist
> model of math education at the other end, where would these or other
> math
> programs currently being used fit?  Please feel free to reply to my
> personal
> mail if you'd like.  [EMAIL PROTECTED]  Thanks so much!!
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Re: [MOSAIC] length of mini lessons

[Melissa Kile]

While I agree with this in principle (reading the book at a separate time),
the lessons I've done out of Reading W/ Meaning have the teacher reading the
book and stopping to model and think aloud, using the focus strategy. How
would I do that if I had read the book earlier? For example, if I had read a
book previously that I plan to teach inferencing with, wouldn't I still need
the book to show the children how I interact with the text? That is my
dilemma!

Melissa/VA/2nd

On Wed, Oct 1, 2008 at 11:33 PM, Mary Manges <[EMAIL PROTECTED]> wrote:

> This has been part of my problem in being able to fit it all in.  I still
> believe I could use a longer language arts block, but I'm determined to
> work
> with what I have and do my best.  In my thinking of a mini-lesson I was
> including the read aloud as the mini-lesson and couldn't figure out how to
> keep it short.  I have the same problem in writing workshop when I use
> literature to teach a writing craft.  I do have to admit that after the
> advice I was given on this list I was much better at being as brief as
> possible this week.  I found myself choosing my words carefully and trying
> to be as direct as possible.  It also made me realize that I need to spread
> certain lessons out over more days instead of trying to cram too much at
> one
> time.  I can see that my kids are going deeper and getting the concept
> better than in the past.  The testing pressure demons are still hovering,
> reminding me that I'm not covering enough to be ready for state
> assessments,
> but I just keep ignoring them, knowing that I'm doing what is best for my
> students.
> Thanks,
> Mary
> - Original Message -
> From: <[EMAIL PROTECTED]>
> To: 
> Sent: Wednesday, October 01, 2008 5:36 PM
> Subject: Re: [MOSAIC] length of mini lessons
>
>
> >I must reiterate your mention of when to do your read aloud.  Read  Aloud,
> > according to everything I've read and seen, is a separate entity, not to
> > be
> > included in Reading Workshop minilesson.  It can be referenced during
>  the
> > minilesson, but how in the world  could a teacher teach a 10-minute
> > minilesson with
> > a read aloud included
> >
> > Leslie
> >
> >
> > In a message dated 9/26/2008 5:55:14 P.M. Eastern Daylight Time,
> > [EMAIL PROTECTED] writes:
> >
> > keep  your mini lesson very explicit, and short.  I do
> > realize it is hard to  get the read aloud in, do the vocab, then teach
> the
> > lesson, have time for  them to practice with you, then they practice
> > independently, but if you  keep the teaching part short, chances are
> > they'll
> > remember what you said  and us what you said.
> >
> > One way to keep the length of your mini lessons  short is to do the read
> > aloud at another time.  That is a major tenet of  Lucy Calkins' mini
> > lesson
> > structure.  Just use the part of the text that  matches your teaching
> > point.
> >
> > Barb  Parry
> > ___
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> >
> >
> >
> >
> >
> >
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> > challenges?  Check out WalletPop for the latest news and information,
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Re: [MOSAIC] writer's workshop

[Melissa Kile]

I teach 2nd, and this is my 4th year using Units of Study (Calkins). I used
it 2 years (well, one of those was January on) in K, and then moved up to
2nd last year. It is implemented school-wide in my school.

Our workshop looks like this:
minilesson (procedural or strategy)--this includes a Connection, Teaching
Point, Active Engagement, Link
writing independently
share

We typically use 45 minutes for Writing Workshop. We've been tracking our
writing stamina, and several days, the kids have written for 30ish minutes.
Amazing! Many of the children have been a part of writing workshop for 1-2
years, depending on the teachers they had in K & 1.

During the independent writing time, I am conferencing 1-1 or at a table of
4 kids. Sometimes, based on what I learn in conferences I take a small group
on the rug, and work with them. Yesterday, I did small group (7 kids, I
think) instruction on zooming in on a small moment to make a more focused
piece of writing. Today, I worked individually with one child for the major
portion of workshop--she is a struggling reader and writer, and needs lots
of support (still doesn't know some sounds, reverses b/d, etc.) to sequence
her story & make her writing "read-able". After a month or so of workshop 4
days a week, we publish one piece and have a writers' celebration. Then we
start a new unit.

I would never have been able to do any of this without the support of the
Units of Study writing program. I never enjoyed writing in school, and
certainly was never taught how to teach writing. It's absolutely wonderful.

Hope that helps.

Melissa/VA/2nd

On Thu, Sep 25, 2008 at 11:22 AM, Carrie Cahill <
[EMAIL PROTECTED]> wrote:

> I'm wondering if the 1st and 2nd grade teachers out there can please
> share how they run their writer's workshop - especially at this time
> during the school year?
>
>
>
> Carrie
>
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[MOSAIC] Persuasive texts

[Melissa Kile]

Friends,

I will be starting the "Writing for Change" unit from *Second Grade
Writers*(Parsons) in a couple of weeks. I'm in need of some persuasive
texts to
share w/ my 2nd graders. Here's what was in the list in the book, all of
which I've just ordered from Amazon (and which I'm hoping my principal will
pay for!!):
Common Ground, Bang
Dear Children of the Earth, Schimmel
Why Should I Recycle?, Green/Gordon
The Peace Book, Parr
The Librarian of Basra, Winter
Dear World, Noda

Our library has The Meanest Thing to Say by Bill Cosby, and I'm still
researching where to find 2 books by Joy Cowley (The Smile, and Sky to Sea).

If anyone has taught this unit, or one like it, are there any other
suggestions for mentor texts?

Thank you!
Melissa/VA/2nd
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Re: [MOSAIC] monitoring comprehension

[Melissa Kile]

Have you checked out the book Strategies That Work? There is a (new, I
think) chapter on Monitoring Comprehension. All the other strategy chapters
have lessons--that one may, also.

Melissa/VA/2nd

On Fri, Aug 15, 2008 at 4:26 PM, ncteach <[EMAIL PROTECTED]> wrote:

> Hi Everyone!
>
> I plan on spending the first couple of weeks with my sixth graders
> exploring
> monitoring comprehension. (I will need to do this with fiction due to my
> pacing guide.)  Does anyone have a terrific first day lesson plan that
> would
> work with 6th graders to introduce the topic?
>
> I would love to use a picture book and model the inner thinking.
>
> Thanks in advance for any help. I'm so stressed out right now, I can't
> think
> myself.  :)
>
> Kim
>
>
>
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Re: [MOSAIC] Wayne State Education Sutdent

[Melissa Kile]

If the oral reading records you're talking about are the same as "running
records", I usually have a wait time of about 10-15 seconds (I try to count
it in my head). New readers (I've taught K, 1, & 2) need more than a few
seconds to figure out unknown words. If it is a word that I think the child
won't be able to figure out using the strategies he/she knows, then I'll
tell the child that word after a little less time than the 10-15 seconds.

Melissa/VA/2nd

On Sun, Aug 10, 2008 at 11:45 PM, <[EMAIL PROTECTED]> wrote:

> Hi Everyone,
> My name's Kelly Frank and I'm a Wayne State student in the RLL4430 class
> for reading strategies.  In our reading and discussions we've talked about
> oral reading records.  I wanted to ask all of you a question and hopefully
> get some feedback on it.  My question is, For oral reading records how long
> do you wait for children to give their answers before telling them the
> correct word.  Thanks and I hope to hear from you.
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Re: [MOSAIC] master's program reflective of mosiac

[Melissa Kile]

I teach a reading course as an adjunct at our local university, Radford
University (southwest VA, near Va. Tech). I use Reading with Meaning,
Strategies That Work, and Reading Essentials as our textbooks, along with
selections from the two Fountas & Pinnell Guided Reading books. Many of our
preservice teachers write and thank us for using "real" books in their
coursework, as their first year teaching was so much more successful than
for others who didn't have that experience.

Not sure that helps you with your higher education dilemma, tho!! 8-)

Melissa/VA/2nd

On Wed, Jul 9, 2008 at 3:58 PM, kimberlee hannan <[EMAIL PROTECTED]>
wrote:

> I got my credential and most of my master's from Fresno Pacific University
> here in Fresno, CA.  Jean Finnacy is phenomenal.  She runs the Language,
> Literacy, and Culture program.
>
> It's a private university and kinda expensive, but absolutely worth every
> begged, borrowed, or stolen penny.  *Strategies that Work* was one of our
> textbooks, we've studied Constance Weaver, Janet Allen, Karen Earnst,
> Sandra
> Wilde, the Goodmans, Stephen Kraschen, ...You name it.  I took lots of
> classes from Bonnie and David Freeman before they moved to Texas.  I had to
> stop because of money, but I'd absolutely encourage you to look into it, or
> call them for recommendations in other areas.
>
>
>
>
> --
> Kim
> ---
> Kimberlee Hannan
> 7th CORE-ELA & WH
> Sequoia Middle School
> Fresno, California 93702
>
> The best teachers teach from the heart, not from the book. ~Author Unknown
>
> [EMAIL PROTECTED]
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Re: [MOSAIC] Daily 5 and Reader's Workshop

[Melissa Kile]

Pat,
If you haven't already, I'd read The Daily 5. I set up my reading workshop
based mostly on the lessons in that book. I typed up each lesson in 16-point
font (so I could read it easily off my lap), printed it out, and put it in a
page protector.
I took my time, doing a lesson or 2 each day for several days, and as we
increased our stamina, switched to one lesson. These were the lessons from
The Daily 5, not comprehension/decoding minilessons. I estimate it took a
solid 6 weeks to build independence and stamina to the point I could take
guided reading or strategy groups on a regular basis.

Here's what a typical reading workshop would look like:

11:00-11:10  Chapter book read-aloud
11:10-11:20ish  Minilesson (usually comprehension or decoding, sometimes
fluency)
11:20-11:40  1st choice (kids chose from Read to Self, Read to Someone, Word
Work, or Listen to Reading)
11:40-11:45   Check-in (reflecting on our behaviors during reading
workshop--I phased this out by January or so--sometimes we did it, if things
were getting rowdy--like during spring fever!)
11:45-12:10   2nd choice
12:10-12:30   Outside or indoor games
12:30-12:45   Minilesson
12:45-1:10 3rd choice & check-in

During the choice times I either had a reading group or was doing
conferences.

Hope that helps.
Melissa/VA/2nd
On Sun, Jun 29, 2008 at 10:15 AM, Patricia Kimathi <[EMAIL PROTECTED]>
wrote:

> Mellissa,
> Will you share what your reading workshop day would look like with
> Daily 5.  I am really interested.  Where should I start? What would you
> recommend I buy to read?  How did you begin.  I also teach second grade
> and am not familiar with Daily 5
> Pat K
>
> "to be nobody but yourself -- in a world which is doing its best, night
> and day, to make you like everybody else -- means to fight the hardest
> battle which any human being can fight, and never stop fighting."
>
> e.e. cummings
>
>
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Re: [MOSAIC] Daily 5 and Reader's Workshop

[Melissa Kile]

They are Daily5BookStudy and Daily5.

Melissa


On Thu, Jun 26, 2008 at 11:46 AM, Stephanie Sanchez <
[EMAIL PROTECTED]> wrote:

> Thanks!
> I would love to find out what are the names of the Daily 5 yahoo groups!
> The newbies one sounds great. Anyone who is apart of them, please send me
> the group name!
>
> Thanks,
> Stephanie
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Re: [MOSAIC] Daily 5 and Reader's Workshop

[Melissa Kile]

Stephanie,

First of all, there are several Yahoo groups focusing on Daily 5. One is
Daily5, one is Daily5BookStudy (1 chapter per week), and someone mentioned
another one for "firsties"--but don't know the name of it.

I used Daily 5 last year in 2nd grade (1st time for 2nd gr for me). My
reading workshop revolves around the Daily 5, altho we usually only got 3
choices in, sometimes 2, as I would take one choice occasionally for
teaching comprehension strategies (took longer than a typical minilesson,
since I was reading an entire picture book, or using poems). I also kept
writing separate--Lucy Calkins. However, I did do minilessons for decoding
strategies, etc. The independent practice was my favorite part--the kids did
a great job building stamina and everyone from low to high levels improved
over the year. I'm convinced it was because of all the extra time reading.

It will take at least 6 weeks to build stamina and get everyone doing what
they're supposed to be doing. I started taking individual kids for
assessments once everyone had reached 8-9 minutes of stamina. When the class
reached 15 minutes, I started taking groups for instruction.

Hope that helps. I encourage you to join one or more of the Daily 5 groups.
Melissa/VA/2nd

On Wed, Jun 25, 2008 at 11:33 PM, Stephanie Sanchez <
[EMAIL PROTECTED]> wrote:

> Hello group,
> After hearing people rave about the Daily 5, I decided to buy it. I
> finished it all in one sitting. Wow...what a read! I love all it has to say.
> I'm curious though, and would love to hear input, on how other teacher's
> have combined the Daily 5 with Reader's Workshop. What would your schedule
> look like? How does the Reader's Workshop model of mini-lesson, shared
> practice, and independent practice of the mini-lesson skill fit in with the
> Daily 5? I definitely am looking forward to teaching this in the fall. Any
> input would be greatly appreciated!
>
> Stephanie
> 3rd grade, CA
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Re: [MOSAIC] Help, how do you know?

[Melissa Kile]

Great points! I just switched to 2nd this past year after 21 years in K! (I
had a few years of 1st mixed in there--2 because numbers in K went down, and
one year I chose to loop). My reasons for the "change" included really
needing a change--the 5-year-olds were really starting to wear me out,
especially at the beginning of the year, plus mentally I needed a change,
and a challenge. I even sat down and did that pros and cons list thing, and
the only "con" was that I wouldn't be working with a great team (the K team
were all under 27 except for me--49!). Now, I'm the 2nd youngest on my 2nd
grade team--yikes!

I knew I could "go it" on my own, too, since I really didn't have a
collaborative team to work with, so that helped. I knew I had the skills and
experience and resources to get things done on my own. As it turns out, I
LOVE LOVE LOVE 2nd graders--they're funny and loving, can carry on a
conversation, get humor. I enjoy the new curriculum, and feel I can use
available technology more efficiently. Also, my youngest was a junior in
high school, and worked til 5 every day at the in-school child care, so I
didn't feel I had to rush home. I felt I had time to stay at school and work
on things.

As far as schools, I've been in this one since 93, and they'll have to wheel
me out on a gurney or in a wheelchair (I figure I have about 10 years to do
til retirement). I love working here--the staff, the parents, the community
(I live here), and the administration. They only thing that would make me
consider moving is if the administration changed and they were idiots
(always a possibility!). Even then, I'd probably shut my door and carry on.

And since we're on Mosaic--I guess we'd better have some reading content!
8-)  I have loved teaching comprehension strategies and using flexible
grouping, neither of which I did in K. For the past several years I took the
at-risk group, so I had 18 kids WAY below where they needed to be to start
K. It was all I could do to get them to a Level A or B before June.

Melissa/VA/2nd


On Wed, Jun 25, 2008 at 5:00 PM, <[EMAIL PROTECTED]> wrote:

>
>  -- Original message --
> From: "Zey, Melissa" <[EMAIL PROTECTED]>
> >
> "Change is hard.  Really hard.  But I think as teachers, change is good for
> us.
> It challenges our thinking.  It challenges our routine.  It challenges our
> beliefs.  And isn't that what
> makes good professionals great?"
>
> Kristin has a really good point about change.
> I switched to fifth grade form third last year, so I just finished my
> second year today. Before that I was in third for six years. I just felt
> that as an educator, I had to experience children as learners in a different
> part of their journey. I was also a bit bored with the literature. Fifth has
> richer thematic units and I was thrilled with the children's level of
> discussion. It was the same with their writing. I was really ready to meet
> them farther along the way in their learning of language arts. I loved third
> and am loving fifth. The change WAS  hard, no doubt about it. But it was
> also stimulating and exciting. I'll stick with it for a while, but I was
> only partly kidding with my first grade colleagues about wanting to teach
> children as they begin to learn to read and write. It is all so interesting!
>
> It also depends on what is going on in the rest of your life. Sometimes our
> home life needs more of our attention, so that could be a good reason to
> continue the status quo. Although that was not the case for me; I also
> decided to get my Master's and my son was graduating high school. Go figure!
> Still, it worked out. You sound like a very thoughtful person. Good luck
> with what you decide and keep us posted!
>
> Maura
> 5/NJ
>
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Re: [MOSAIC] One School, One Book

[Melissa Kile]

Our school did it for the first time this year (we're PreK-5), and we chose
Trumpet of the Swan. Everyone LOVED it! We had a reading "schedule", usually
one chapter per night/weekend, a trivia question on the announcements every
morning, and a fundraiser. A local businessman and th PTSO gave enough money
to buy every family a book, along with all the classroom teachers, with a
some of the specialty teachers getting a copy, too. The PTSO and 5th graders
made swan magnets (felt) and sold them for $1. The money was sent to a
foundation that helps protect trumpeter swans.

We culminated by having a Trumpet of the Swan night--crafts (origami swans),
computer activities (we had a list of relevant websites available), played
Duck, Duck, Swan, and another station that I don't remember. It was VERY
well attended.

Thanks to everyone for book ideas. I'm forwarding them on to our committee.

Melissa/VA/2nd

On Fri, Jun 13, 2008 at 3:56 PM, Domina.Natasha <
[EMAIL PROTECTED]> wrote:

>
> My K-5 school just did a One School, One Book program this year for the
> first time.  We ended up using the book A Cricket in Times Square by
> George Seldon and loved it.  (We decided to go with a classic because we
> wanted to be really sure no parents would complain about the subject
> matter the first year.--We figure once the program is more established
> we can move into books with touchier topics if we want.  We figured if
> anyone complained we could just say, "It's a classic."  I also had
> received the advice to do a story about animals because parents will
> tolerate a lot more problems in animals' lives than they might in
> reading about children's lives.)
>
> The kindergarten teachers found it worked well for their students, but
> it also was complex enough for the 5th graders.  It also was great
> because our music teacher got really excited about how central music is
> in the story and ended up doing a lot of activities that related to the
> book.
>
> The one less than perfect piece about the book was that there is a
> Chinese character in the book whose words are written in dialect.  He's
> a positive character, and is portrayed as having a lot of knowledge, so
> different people could have different opinions about whether the image
> of this character is stereotypical.  I had a great discussion with my
> 4th and 5th graders about whether they would consider it a stereotype,
> and appreciated the opportunity to have that kind of discussion.
>
> I wrote up suggestions of discussion questions and activities for
> families to talk about/do together.  If anyone is interested in seeing
> them feel free to e-mail me directly
> ([EMAIL PROTECTED]).
>
> We also considered using The Trumpet of the Swan.
>
> Natasha
>
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Re: [MOSAIC] New Member with Literacy Levels Question

[Melissa Kile]

A couple of other good resources: On Solid Ground (Taberski), and if your
school does Calkins' Units of Study schoolwide, Second Grade Writers
(Parsons, I think) is an excellent resource. This was my first year of 2nd
after many in K, and I loved loved loved it!

Melissa/VA/2nd

On Sun, Jun 8, 2008 at 7:17 PM, ljackson <[EMAIL PROTECTED]> wrote:

> I would lay my hands on a book called Significant Studies for Second Grade.
> Lori
>
>
> On 6/8/08 4:09 PM, "Mary and Pete Montoya" <[EMAIL PROTECTED]> wrote:
>
> > Victoria!
> > I think by using a balanced approach to literacy, you can differentiate
> your
> > instruction, while meeting the needs your various student groups. Be sure
> to
> > include a lot of word study, and comprehension instruction, using all
> kinds
> > of text/genres.
> > For your guided reading groups I would using recommend
> instructional-leveled
> > text. Taking ORAs and running records are important for monitoring
> student
> > progress.
> > If you're using a specific reading program (e.g. McMillan-McGraw) there
> will
> > be a lot of ideas and activities.
> > Good luck and have fun in 2nd grade!
> > Mary
> >
> >
> > - Original Message -
> > From: "Tori Manganello" <[EMAIL PROTECTED]>
> > To: 
> > Sent: Sunday, June 08, 2008 8:49 AM
> > Subject: [MOSAIC] New Member with Literacy Levels Question
> >
> >
> >> My name is Victoria and I am a new member to this group! I am eager to
> >> learn and to share ideas and expereinces with each other!  I
> >> graduated college a couple of years ago with degree in Elementary
> >> Education and am currently working on my masters in Literacy.  I am
> a
> >> substitute teacher for an elementary school, but was just hired a few
> days
> >> ago as a second grade teacher in New York City! I am very excited, but
> >> also very nervous! Any recommendations on how to meet the needs of
> >> students at different literacy levels, without losing anyone in the
> >> process?
> >>
> >>
> >>
> >> ___
> >> 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.
> >>
> >>
> >>
> >> --
> >> No virus found in this incoming message.
> >> Checked by AVG.
> >> Version: 7.5.524 / Virus Database: 269.24.6/1485 - Release Date:
> 6/5/2008
> >> 10:07 AM
> >>
> >>
> >
> >
> > ___
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> >
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> >
>
> --
> Lori Jackson
> District Literacy Coach & Mentor
> Todd County School District
> Box 87
> Mission SD  57555
>
> http:www.tcsdk12.org
> ph. 605.856.2211
>
>
> Literacies for All Summer Institute
> July 17-20. 2008
> Tucson, Arizona
>
>
>
>
> ___
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>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
>
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Re: [MOSAIC] test marking

[Melissa Kile]

In VA, we have the option to take the state tests online. Our school does
so. The kids can highlight portions of the text in the reading test, at
least. I don't know if they can do it on the others. They are allowed
scratch paper for all 4 testing areas (reading, math, soc. st, science).

Melissa/VA/2nd

On Sun, Jun 1, 2008 at 4:29 PM, <[EMAIL PROTECTED]> wrote:

>
> How about a separate two-column sheet to take notes? Our third graders in
> Maryland have not been allowed to write in their books but are allowed
> scratch
> paper which is then collected and shredded after the test. I have showed
> kids
> how to record their thinking and their reactions to it and it seems to
>  help.
> Jennifer
> In a message dated 6/1/2008 4:27:30 P.M. Eastern Daylight Time,
> [EMAIL PROTECTED] writes:
>
> are all  computerized.  Their format neutralizes any kind of test taking
> strategy  instruction I can think
>
> of.
>
>
>
>
>
>
>
> **Get trade secrets for amazing burgers. Watch "Cooking with
> Tyler Florence" on AOL Food.
> (http://food.aol.com/tyler-florence?video=4&?NCID=aolfod000302)
> ___
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Re: [MOSAIC] Centers/Literacy Stations--long!

[Melissa Kile]

I've always felt the two terms were interchangable (sp?). Having said that,
my suggestion is to run, don't walk, to the nearest Barnes & Noble and
purchase The Daily 5. I used it to set up my Reading Workshop this year. I
did literacy centers in K & 1 before. Now I'm in 2nd.

I continued to be amazed throughout the school year. Our last "official"
reading workshop day was last Wednesday (lots of special activities these
last few days), and they kids were just as engaged that day as they were
months ago. It is a lot of explicit teaching, modeling and practicing up
front, but when it's been taught well, and practiced, it is a thing of
beauty.

The only organization and set-up I did was:
Read to Self & Read to Someone--Classroom library set-up--kids helped with
this. I actually found a couple of articles about it on Choice Literacy and
www.responsiveclassroom.org; set up book boxes (used magazine boxes)
Listen to Reading--downloaded a bunch of videos from United STreaming and
copied them onto CD for the kids to insert into the CPU; Gathered up all my
books & CDs
Word Work--I already knew what I was going to do with word study (Words
Their Way), and found materials for them to work with (WikkiStix, white
boards, magnetic letters, etc)

Since the original set-up for the above, these are the only things I've done
(this is since October for Read to Self & Someone & Word Work, and since
January for  Listen to REading:
Added books to the classroom library as I found/bought/borrowed them
Downloaded some more videos onto CD, and found out a way to burn just the
audio portion so they can be used for book/CD sets
Replenished paper for certain Word Work activities (next year, I will have
this stuff more accessible and train the kids to do this)
Added some specific word work activities (contractions, compound words,
alphabetizing, etc)

THAT'S IT! No coming in on Sunday afternoon for 2 hours to set up another
week or two worth of center activities. No checking papers. Because I can
look around and see everyone working, I know they are doing it. The only
papers I had them turn in were the contractions, etc, for assessment
purposes.

I know this is long, but I'm preaching this to everyone I know!! The kids
have done so well. At the beginning of the year 9 of my 16 kids were on or
above grade level. Now there are 12 on or above! I'm thrilled.

There is a Yahoo Daily 5 listserv

I used a lot of resources from the Daily 5 website (www.the2sisters.com) and
Jessica Meacham's website (www.jmeacham.com). I'm glad to answer any
questions--on- or offline.

Melissa/VA/2nd

On Sat, May 24, 2008 at 9:30 AM, j browne <[EMAIL PROTECTED]> wrote:

> Would someone please explain to me the difference between Centers and
> Literacy Stations.
>
> Perhaps it's me, but I never had success with centers. I always felt they
> were too
> much work and I guess I wasn't organized enough to keep up with them.
> When our district embraced the Four Blocks framework, I was thrilled.  I
> really felt
> I had a handle on what the kids were doing at all times and knew  that they
> were fully engaged in
> each Block.  We have since moved to a more Reading and Writing workshop
> approach and
> that seems to suit our students as well.
> Now the buzz is  that we are going back to groups and Literacy
> Workstations.
> I am a little
> bit concerned.  My philosophy has been that teachers teach children and not
> centers.
> I know I can count on this list serve to help me see the light.
> Thanks for any input on this subject.
> Jean/NJ
> [EMAIL PROTECTED]
>
>
>
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Re: [MOSAIC] DailyFive/ReadersWorkshop

[Melissa Kile]

I'll start out by saying this is the first year I've done Daily 5, so for
what it's worth.I had reading workshop daily from 11:10-12:10, then
about 20 min. outside, and another session from 12:30ish to 1ish (depended
on weather for outside play, and when my specialties were scheduled). I
found most of my strategy lessons ended up much longer than a 5-10 minute
minilesson, since I went ahead and did some guided practice, or read an
entire picture book while modeling the strategy.

Basically every day I had 3 "choices", during which the kids chose from Read
to Self, Read to Someone, Listen to Reading, and Word Work. We have Writing
Workshop 3 times during the week, so that wasn't included in the Daily 5 (or
4, as it were). A few of my kids were pulled daily for Title I instruction
during the 11:10-12:10 hour, so I rarely did whole-group strategy
instruction then.

Mon/Tues/Thurs/Fri: 1st choice, 2nd choice, outside, 3rd choice
Wed: 1st choice, 2nd choice, outside, Writing Workshop (I did WW Thurs
afternoon and Fri am also)

Once or twice a week I would teach a strategy lesson during the 3rd choice
on MTThF. I was only able to get through Making Connections, Visualizing,
and Inferring (using Reading with Meaning). Again, this was the first time
I've used those lessons.

All in all, I was pleased with my schedule and instruction. This is my first
year in 2nd after many, many years in K. I would have liked one more chunk
of time for Writing Workshop, but I would've had to have used a content area
time or another reading choice, neither of which I wanted to do. I also
would love for all my Title kids to be pulled at one time, but that will
probably change yearly, depending on test scores. I also would have liked to
have done more strategy instruction (comprehension and word work), but felt
like the actual reading was the most important. I was pleased to discover
that at the end of this year, after doing running records and our state
reading test, 12 of 16 kids were at or above grade level, as compared to 9
of 16 at the beginning of the year. Although I give Title I teachers some
credit  8-)  , I feel sure that having them read, read, read, had a lot to
do with the increase, too.

Hope that helps, and looking forward to seeing other schedules.

Melissa/VA/2nd

On Tue, May 13, 2008 at 12:08 PM, <[EMAIL PROTECTED]> wrote:

> Hi all-
>
> Does anyone have a sample schedule they use that incorporates both a Daily
> Five model and Readers Workshop Model using comprehension strategy
> instruction?
>
>
> I would like to see how the two is integrated. If you can share, it would
> be most appreciated.
>
>
> Christina
>
>
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Re: [MOSAIC] changing grades-advice

[Melissa Kile]

I moved UP from many years in K to 2nd this year. I love it!

I read On Solid Ground, by Sharon Taberski (reading workshop, reading
conferences, small groups)
The Daily 5 (can't remember the 2 authors' names)--reading workshop model.
WONDERFUL! There's a yahoo group for it, too.

I focused on reading as I knew that would probably be the subject where I'd
have to change my teaching the most. It was a good opportunity for me to
change the way my literacy time went. I had always done literacy centers,
and wanted to try reading workshop.

Hope that helps.

Melissa/2nd/VA

On Sat, May 10, 2008 at 4:09 PM, <[EMAIL PROTECTED]> wrote:

> Hi all,
>
> I so trust advice from this list.  I am moving from fifth to second/third
> next year.  I have taught in 4-6 for fifteen years and could use some expert
> advice on my pending change:
>
> Any important professional books I should read prior to making this grade
> change?
> What are some great read alouds for this age group?
> What types of students books should I begin collecting for student
> reading?
> Anything else I should keep in mind?
>
> Now, I know this list is not built for this purpose and so I am thanking
> those of you who want to share your great advice by emailing me directly at
> [EMAIL PROTECTED]  I would appreciate getting the advice offlist so
> as not to cause an email clog for others (notice how I am expecting a FLOOD
> of great advice though!)
>
> Thanks to all,
> Remember--offlist at [EMAIL PROTECTED]
> :)Bonita
>
>
>
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>
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Re: [MOSAIC] initial reading assessment

[Melissa Kile]

running records
Dolch word list (broken down into sections for each 9-week grading period)

Melissa/VA/2nd

On Sun, May 11, 2008 at 9:46 AM, <[EMAIL PROTECTED]> wrote:

> DRA 2
>
>
> In a message dated 5/10/2008 5:49:28 P.M. Eastern Daylight Time,
> [EMAIL PROTECTED] writes:
>
> A  running record
>
>
> On 5/10/08 12:19 PM, "Brenda White-Keller"  <[EMAIL PROTECTED]>
> wrote:
>
> > Hi all,  I value your  opinions and advice.  What does your school use
> to
> > initially  assess reading skills in the primary grades.  I'm thinking
> the
> Fry
> > is ok, but I would like to use something this year that tests  their
> reading
> > strategies.  Is there a test that does that?   Thanks for your help and
> advice.
> >   Brenda
> >   Ca/2
>
>
>
>
> **Wondering what's for Dinner Tonight? Get new twists on
> family
> favorites at AOL Food.
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Re: [MOSAIC] Leveled books

[Melissa Kile]

Scholastic.com has a link to bookwizard.com (I think) that will tell you the
level of the book you enter.

Also, Fountas & Pinnell have a book called Matching Books to Readers (again,
I think) that has a bunch of books sorted by level.

Melissa/VA/2nd

On Mon, Apr 21, 2008 at 9:55 PM, HERBERT Suzanne <[EMAIL PROTECTED]>
wrote:

> Our school is in the process of creating classroom libraries of leveled
> books and we have been asked to come up with books that fit the Fountas
> and Pinnell's P. Q and R.levels for fourth grade.  Has anyone a source
> or place one can go with an abundance of good tiles but with the reading
> level determined?   To just start picking books out of the air seems a
> difficult task.  We are going to have classroom libraries of over 300
> titles each..so where do we start?  I am also concerned that we are
> heading into an emphasis on 'leveled books' even for transitional
> readers.  Comments please.
>
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Re: [MOSAIC] writing programs

[Melissa Kile]

Maxine,

I'm assuming you're asking how we differentiate lessons from grade to grade,
since the lessons are all the same (K-2, and 3-5).

If I'm assuming correctly, I still don't have a good answer! This year is
the first year everyone in the building has done it. The principal has been
pushing it for a couple of years, and made it mandatory this year. I taught
it starting in January a couple of years ago in K (that's when we got the
kits), taught it in K last year, and am now in 2nd. Most of my kids have had
UOS instruction at least one year (K or 1), and a few both years. It's
amazing how comfortable they are with writing.

Our 3-5 teachers have only been using it since about mid-year last year.
They are frustrated, as the lessons are not as specific as the K-2 ones. I
keep telling the 3rd grade teachers to hang on, because these 2nd graders
have got it down-pat!

I did order Stephanie Parsons' "Second Grade Writers", from Heinemann. She
helped Lucy write UOS. This book has 5 units appropriate for 2nd graders:
Writing for Change, Writing Book Reviews, something about Research,
Exploring Humor, and another one that I can't remember. The editing and
revising strategies that are taught in Units 3 & 4 are cumulatively
introduced throughout the 5 units. I can't wait to do those next year with
2nd graders. She also wrote "First Grade Writers."

Hope that answers your question!

Melissa/VA/2nd

On Mon, Apr 21, 2008 at 9:43 PM, <[EMAIL PROTECTED]> wrote:

> How have you decided to create a K, 1, 2, 3, 4, 5, program with
>  Calkins"work
> as it is K-2 and 3-5?
> Maxine
>
>
>
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Re: [MOSAIC] writing programs

[Melissa Kile]

Our school has been very pleased with Lucy Calkins' Units of Study. Every
classroom teacher has either the K-2 set or the 3-5 set. Our Literacy Lab
assistant (computer lab) also has a set, and the reading teachers share a
set. I believe our special ed. dept also has a set of each.

This is my 3rd year using it (2 yrs in K, 1 in 2nd grade). The 2nd graders
are rocking!! Most of them have been in classrooms where teachers taught
Units of Study, and the rest have at least 1 year. They were totally ready
to roll in September. I have been awed and amazed at their writing. It makes
me laugh and cry--their "voices" really come through.

Melissa/VA/2nd

On Sat, Apr 19, 2008 at 7:17 PM, sharon viol <[EMAIL PROTECTED]> wrote:

> My district wants to adopt a specific writing program for the whole
> district
> to use. What do you use? Is Lucy the answer to all? I would really
> appreciate any help.
> Shar
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Re: [MOSAIC] Words Their Way

[Melissa Kile]

I also test my 2nd graders this way. They have 10 spelling sort words,
scored as follows:
+2 points: right sort column, right spelling
+1 point: right sort column, wrong spelling
+1 point: wrong sort column, right spelling
-1/2 point: reversed letters or inappropriate capital letters
I include 2 "challenge words", words in the sort, but they don't know which
ones, and 5 "no excuse" words (high frequency words), all of which are worth
1 point. The total test is worth 25 points, with 2 possible extra points.

Melissa/2nd/VA

On Fri, Feb 22, 2008 at 8:13 PM, Bonita DeAmicis <[EMAIL PROTECTED]>
wrote:

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

[Melissa Kile]

Our school has 2 computer labs, one targeted for K-2 (with an instructional
assistant), and the other for 3-5. We have a county Technology Instruction
Teacher who is in our school one day a week. We can schedule her to work
with us (support) or the kids (direct instruction). We also have a Tech
Support person, also in our school 1 x week, working mostly on the hardware.
In the 3-5 lab is a SmartBoard. There are 2 SmartNotebooks available for
checkout from the library, as well as 2 SchoolPads (I think I have those
terms right). We have 2 Classroom Performance Systems available for
checkout. All 3-5 classrooms and the 3-5 lab have an LCD projector mounted
in the ceiling.

In our classrooms, we all have 4 computers, with one designated as the
"teacher" computer, due to certain software on it (attendance, etc).
However, depending on the room set-up, all are available for kid use, and
all are connected to the Internet by ethernet cables.

I am borrowing an ELMO visual presenter and LCD projector from our local
university education program. Two of the other 2nd grade teachers bought
their own ELMO, and one has her own projector, and the other is borrowing an
extra one (belongs to school). I LOVE my ELMO, and can't imagine teaching
without it now. I'm writing a grant for my own. Our principal is promising
to have LCD projectors put in 2nd grade classrooms this summer. I hope to
have mine hooked up w/ my teacher computer as well, so I can project images
from the Internet, or United Streaming.

There are also several scanners in the school, and the library has about 20
computers. The card catalog is available on any computer on the network.

All that being said, our schools (4 HS, 4 MS, 12 ES, 2 alternative HS) vary
widely in the technology they have available. I think it depends a lot on
the principal, and how much he/she is willing to do as far as writing
grants, etc. We have a grant writer for the county, so she is a wonderful
resource.

I think technology is a powerful tool for education, learning, and everyday
life. As you hear over and over, the kids that are in school today will have
jobs in 12-15 years that haven't even been "invented" yet. They must have
access to technology and become proficient in its use. It will be another
"literacy" (along with oral, phonological, visual, listening, reading,
writing, etc). A note we recently got from our Technology Education
Instructor mentioned that kids that are in school today are technology
"natives"--they've always had computers, CDs, etc. We (veteran teachers) are
technology "immigrants". I thought that was an interesting, and
easy-to-understand way to put it.

Melissa/VA/2nd

On Feb 18, 2008 12:49 PM, Brienne Jenna Karow <[EMAIL PROTECTED]> wrote:

> I was wondering what kind of access any of you have to technology in
> your own classroom or within the entire building? as well as how you
> use this technology in your own teaching practices? Also, is there a
> Technology person that supports you and the rest of your colleagues or
> are you kind of left on your own to figure it all out? One more
> question, How do you see technology and its applications for the
> classroom in the future?
>
> Thanks!
> Brie
>
>
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Re: [MOSAIC] Useful Resources

[Melissa Kile]

I think there's a book by Arthur Dorros about animal tracks. Not sure of the
title, but I know that's the author (okay, I'm pretty sure that's the
author!!).

I like the Boy Scout idea, too!

Melissa/VA/2nd

On Feb 11, 2008 11:42 PM, Ljackson <[EMAIL PROTECTED]> wrote:

> I would find myself a scout master--sounds like a job for a Boy Scout. ;-)
>
>
> - Original message -
> From: Katrina Kelder <[EMAIL PROTECTED]>
> To: Mosaic@literacyworkshop.org
> Date: 2008, 11, Monday Of February 19:03
> Subject: [MOSAIC] Useful Resources
>
> > Hello. I am a student at Syracuse University in the Literacy Masters
> > Program. I am getting ready to do a small project with a group of
> students
> > about animal tracks in the snow. Does anyone know of any good trade
> books or
> > websites about animal tracks that would be particularly useful to use
> with a
> > group of students between the ages of 5 and 8? I am also wondering if
> anyone
> > has any ideas about how I could integrate this topic into writing?
> > ___
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> >
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> >
> >
>
>
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Re: [MOSAIC] OFF-TOPIC - Words Their Way

[Melissa Kile]

I administer the primary spelling inventory from Words Their Way at the
beginning of the year. My classes usually divide out pretty close to "down
the middle", so I have 2 spelling groups. They get their word sorts on
Monday, sort them, have them checked, then write their words in their word
study notebooks. During the week, they use word work materials (I do Reading
Workshop based on the Daily 5) to work with their words for that week. On
Wednesday, they take their word cards home, along with the spelling homework
sheet, sort them, and write the "rule" for their sort. On Friday they have a
spelling test/writing sort.

I also give everyone the same 5 high frequency words, which are written in
their notebook and "worked" on during Reading Workshop as well.

Melissa/VA/2nd


On Jan 31, 2008 8:51 AM, SPINELLO, Carol <[EMAIL PROTECTED]>
wrote:

> Please share information about other spelling programs. How is everyone
> teaching spelling?
>
> -Original Message-
> From: [EMAIL PROTECTED]
> [mailto:[EMAIL PROTECTED] On Behalf Of
> [EMAIL PROTECTED]
> Sent: Wednesday, January 30, 2008 9:12 PM
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] OFF-TOPIC - Words Their Way
>
> My school system in NJ is using Word  Journeys by Kathy Ganske. Some
> love
> it, others do not. I have not seen much improvement in my students
> everyday
> spelling. I'd like to hear from someone who has used it for a few years
> and find
> out if they have noticed any difference in students spelling across the
>
> curriculum
>
>
>
> **Start the year off right.  Easy ways to stay in shape.
>
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489
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Re: [MOSAIC] reåders workshop

[Melissa Kile]

Another thing to consider (besides these excellent suggestions) is strategy
groups. I'm starting to play around with these. I've also read and am using
teaching strategies from Taberski's book. Based on my most recent running
records and some conferences, as well as what I know about the kids from
doing guided reading groups, I form several short-term strategy groups each
month. This month, one is made up of 4 of my struggling readers--we're
working on specific strategies to figure out long words--they seem to pull
up short when they get to one, and not even attempt them. Another group is
working on reading fluency, with an emphasis on paying attention to
punctuation. All four of these kids are at different levels. Another 3-4
kids have difficulty w/ inferencing questions. This approach has been really
effective w/ my kids. I also work with leveled groups as needed,
particularly my group who is below grade level.

Melissa/VA/2nd

On Jan 30, 2008 12:26 PM, Zey, Melissa <[EMAIL PROTECTED]> wrote:

> I hear you!!!  It is really hard to be the only one, and it makes it even
> more difficult when success is determined by test results.  At the same time
> we do need data to show progress and guide instruction.  It's a double edge
> sword!
>
> Anyway, I know many people mentioned guided reading.  Another way is
> through your reading conferences.  Sharon Taberski has great resources that
> address reading workshop and conferencing.  By conferencing with students
> (who would all be reading "just-right" books) you can tailor your
> discussion/lesson to the child's need.  You can set individual reading goals
> that will challenge all of your students in the areas that they need.
>
> About half way through the year, I stop doing whole group mini-lessons
> because of the varying needs to my students and strictly utilize guided
> reading or conferencing as my teaching opportunities.  I'm not sure if
> that's the way to go, but it has worked so far.
>
> Melissa Zey
>
> 
>
> From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED]
> Sent: Tue 1/29/2008 7:35 PM
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] reåders workshop
>
>
>
> Hi
> Hope this isn't too off topic but you are my "go to" people for anything
> reading related.
>
> This is only my second year doing readers workshop (i teach first grade).
> The rest of my school still regroups for reading meaning students switch
> classes and are grouped homogeneously.   They are slowly moving away from
> a basal
> into readers workshop but I'm really the only one who is implementing it
> completely with a heterogeneous group and have been coaching other
> teachers in order
> to help them get started.   I definitely believe in reåders workshop and
> believe it is going well but i'm feeling a lot of pressure to make sure my
> reading
> scores are good to show that it's meeting the needs of my students.
> Anyway,
> I'm almost done with my January DRA testing.   Profecient for now is a 12.
> As of now, one third of my class is at a 20 or above and the rest are at 4
> or
> below.   Many are still on a 2 which isn't even proficient for the end of
> Kindergarten.   I do have a huge ELL population and am used to having
> struggling
> readers but the discrepency between my low and high kids is unbelievable.
> I've
> always had many who fell in the middle and now I don't have anyone in
> between
> a 4 and a 20.
>
> My big concern now is how do I plan minilessons to meet the needs of very
> very low, and very high kids.   They are all reading books on their level
> everyday which i will continue to do but I'm at a loss of how to get the
> low kids up
> without boring the high kids.   Please share any ideas.
>
> Thanks,
> Cami
>
>
> **
> Start the year off right.  Easy ways to stay in shape.
>
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489
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>
>
>
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Re: [MOSAIC] units of study

[Melissa Kile]

There are 7 books (I think 7) that come with the Units of Study kit. Lucy
has written other books as well. One is called One on One (or One to
One--it's at school), about effective writing workshop conferencing. Very
helpful! She's also written The Art of Teaching Writing and The Art of
Teaching Reading. Both are wonderful reads that make you want to get out
there and save the world, one book or writing lesson at a time!

I'm sure she's written others. You can probably find all of them at
www.heinemann.com.

Melissa/VA/2nd

On Jan 13, 2008 9:29 PM, Deb Smith <[EMAIL PROTECTED]> wrote:

>
> These units seem to be the very same ones that we use with Teachers
> College.
>  We also use Lucy's books to help us plan.
>
> Thanks.
>
>  - what books?
>
>
>
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Re: [MOSAIC] Writing programs & philosophy

[Melissa Kile]

Leslie,

I'm not familiar with the 3-5, and our principal has been very flexible with
us as to how we implement them (not the order, but the timing). For example,
in K last year, I taught the at-risk class, so we didn't even start with
Launching the Writing Workshop until November. They had to be taught too
many basics (you know, like lining up!!).

I think this is how the K-2 set of books goes:
Launching the Writing Workshop (Aug/Sept, and each unit below--1 per month)
Small Moments (personal narratives captured across 3-5 pages)
Writing for Readers (editing)
Craft of Revision
And because I've never gotten further than that w/ my at-risk kids, I can't
remember the order, but here are the other units:
Authors as Mentors
Poetry
Nonfiction (all-about and how-to books)

They're available at Heinemann. Lucy also suggests some modification for K
and for 2nd. In K Small Moments can be done a month or two later. Before
that you can make list and label books. In 2nd, she suggests doing other
types of writing--persuasive, research, etc.

Sorry I couldn't help you w/ the 3-5!
Melissa


On Jan 12, 2008 11:41 PM, <[EMAIL PROTECTED]> wrote:

> Melissa,
>
> I wonder how similar your UOS are to the Teachers College Units...can you
> name a few across the grades, K-5?
> In Jan-Feb ours look like this:
> K - Print Strategies
> 1 - Print Strategies
> 2 - Nonfiction Strategies
> 3 - Book Clubs in Series
> 4 - Book Clubs in Historical Fiction
> 5 - Book Clubs in Fantasy
>
> Leslie
>
>
> In a message dated 1/12/2008 7:35:10 P.M. Eastern Standard Time,
> [EMAIL PROTECTED] writes:
>
> Our  school is currently in our 3rd year of Units of Study implementation.
>  I
> believe several other K-5 schools in our county (we have 12 K-5  schools)
> have started using this program. We love it. Stephanie Parsons,  who
> helped
> write UOS, has 2 books out that have more units of study from  which you
> can
> choose. They are First Grade Writers, and Second Grade  Writers. I don't
> know
> if there's anything similar for 3-5. I've used UOS in  K for 2 years, and
> now
> in 2nd. The kids do some wonderful  stuff!!
>
> Melissa/VA/2nd
>
> On Jan 12, 2008 4:27 PM, Kristin Tarnas  <[EMAIL PROTECTED]> wrote:
>
> > Hello Fellow Teachers-
> > This  is my first post.  My teacher cohort is going to be looking for a
> >  writing curriculum/program/philosophy that we can use with sequential
> >  integrity and passion.  Right now I have found that trait based
>  writing
> > makes a lot of sense for my third graders mixed in with other  resources
> > and
> > approaches.  We want to have consistency  K-5 that will support
> successful
> > writing skills through middle school  and beyond.  What are your
> > suggestions?
> > What programs  would you recommend exploring in our curriculum travels?
> > Mahalo,  Kristin
> >
> >
> >
> >
> >
> >
> >  ___
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> >
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> >
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>
>
>
>
>
>
> **Start the year off right.  Easy ways to stay in shape.
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489
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Re: [MOSAIC] Writing programs & philosophy

[Melissa Kile]

Our school is currently in our 3rd year of Units of Study implementation. I
believe several other K-5 schools in our county (we have 12 K-5 schools)
have started using this program. We love it. Stephanie Parsons, who helped
write UOS, has 2 books out that have more units of study from which you can
choose. They are First Grade Writers, and Second Grade Writers. I don't know
if there's anything similar for 3-5. I've used UOS in K for 2 years, and now
in 2nd. The kids do some wonderful stuff!!

Melissa/VA/2nd

On Jan 12, 2008 4:27 PM, Kristin Tarnas <[EMAIL PROTECTED]> wrote:

> Hello Fellow Teachers-
> This is my first post.  My teacher cohort is going to be looking for a
> writing curriculum/program/philosophy that we can use with sequential
> integrity and passion.  Right now I have found that trait based writing
> makes a lot of sense for my third graders mixed in with other resources
> and
> approaches.  We want to have consistency K-5 that will support successful
> writing skills through middle school and beyond.  What are your
> suggestions?
> What programs would you recommend exploring in our curriculum travels?
> Mahalo, Kristin
>
>
>
>
>
>
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>
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Re: [MOSAIC] Daily Five group

[Melissa Kile]

You need a Yahoo login (just create one--it's free). Once you're signed in,
go to Groups, and search for Daily 5, then join. Wonderful ideas and support
are posted daily!

Melissa/VA/2nd

On Jan 10, 2008 9:41 PM, <[EMAIL PROTECTED]> wrote:

> Could someone post directions for finding the listserv related to The
> Daily Five?  Thanks!   Sarah
>
>
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Re: [MOSAIC] Writing programs & philosophy

[Melissa Kile]

I bought, and have been skimming (haven't read it too deeply yet), Second
Grade Writers, by Stephanie Parsons (she wrote First Grade Writers, too).
It's not written in the same way as Mosaic, but each chapter has suggestions
for doing the writing and notetaking that you're going to be asking the kids
to do. These are both companion texts for the Units of Study writing
workshop kit. It's very good!! I haven't seen a text like the one you
describe. I'd be interested in finding out if there is one, as writing
narrative isn't a strength of mine.

Melissa/VA/2nd


On Jan 9, 2008 6:32 AM, Mary Kendall <[EMAIL PROTECTED]> wrote:

> Our school division has studied both editions of Mosaic of Thought and we
> now have the new Strategies That Work. In addition, we all worked with
> Reading with Meaning. As we begin to look at new and better ways to teach
> writing, we are wondering if there is any writing book or program out
> there
> that offers a book similar to Mosaic that allows adults to experience the
> ideas. Mosaic has the beautiful introductory passages that ask the reader
> to
> go through the process they are about to discuss. This is both useful and
> very meaningful to all of us as readers. Is there anything similar in
> writing?
>
> I'd love to hear all your thoughts of various writing programs to look at
> for grades 1-4. Many thanks to each of you.
>
> Mary Kendall
>
>
>
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Re: [MOSAIC] OFF-TOPIC - Daily 5 and Grinder

[Melissa Kile]

I know the answer to your Daily 5 question. There is a listserv on Yahoo
Groups. You need a Yahoo log in , and then you can search the Groups. It's a
good one--I'm a member as of this fall.

Melissa/VA/2nd

On Jan 9, 2008 1:03 AM, Beverlee Paul <[EMAIL PROTECTED]> wrote:

> Hello everyone!  I have two questions and I'm hoping to find help here.
>  First, is there a list serv such as this for The Daily Five and, if so, how
> do I access it?  Do any of you have personal knowledge of the books written
> by Michael Grinder?  All the reviews of one of his books I read were either
> 5 or 1.  I can't decide if it would be worth it to invest in a book or just
> play it safe and see if I can ILL it or something.  Any info is appreciated.
>  Thanks.  Bev from Nebraska
> _
> Put your friends on the big screen with Windows Vista(R) + Windows Live™.
>
> http://www.microsoft.com/windows/shop/specialoffers.mspx?ocid=TXT_TAGLM_CPC_MediaCtr_bigscreen_012008
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>
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Re: [MOSAIC] lessons and literature to practice connections GR 2 3

[Melissa Kile]

One of my favorite authors for teaching this strategy is Cynthia Rylant. I
can connect to just about anything she writes!

Melissa/VA/2nd

On Jan 8, 2008 11:32 PM, <[EMAIL PROTECTED]> wrote:

> I agree with finding a book you love, however, I will list a couple I
> love...
> Keeping Quilt and most anything by Patricia Polacco
> Owen, Chysanthemum, and most of Kevin Henke's stuff.
>
> I did a lesson with a file folder that I read about on this list. If you
> search the archives you can probably spot it. If not, e-mail me and I can
> explain it. [EMAIL PROTECTED]
> janelle
> > Does anyone have a two to five day lesson plan to teach connections to
> text?
> > I am finding that now that everyone in our school is teaching reading
> > strategies many of the books are overdone when the students arrive in
> third
> > grade. If you know of any newer book titles or book lists please share.
> > Thanks.
> > Leslie
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Re: [MOSAIC] what good readers do

[Melissa Kile]

There's a lot of information & minilessons in the book, The Daily 5, on this
subject.

Melissa/VA/2nd


On Jan 7, 2008 8:52 PM, <[EMAIL PROTECTED]> wrote:

> I would like to teach explicitly to my students what good readers do.
> Does
> anyone have any thing related to this.  I teach third grade.
>
> Rosie
>
>
>
> **Start the year off right.  Easy ways to stay in shape.
> http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489
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>
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>
>
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Re: [MOSAIC] WAS Differentiating Work Stations NOW Interactive Notebooks for Elementary

[Melissa Kile]

Carol (and any other K or 1st teachers interested),

I found my K Interactive Notebook information at school. Here are the
basics:

Day 1: ask prior knowledge questions about the SOL, do a read-aloud as a
springboard
Days 2-5: Begin the shared writing piece, 4-5 sentences, one sentence per
day. With each sentence, circle unknown words and discuss. Draw a picture
above the word that defines it. Adding sentences should take 15 min., leave
the remainder of the time for follow-up activities.
Days 6-7: Review paragraph, ask essential knowledge questions and have the
students find the answers in the text. Underline the answers to the
questions as the students find them.
Day 8: Students receive a copy of the shared writing piece to glue in their
notebooks. The notebooks are teacher-made using large pieces of white
construction paper and plastic binders. On their personal copies, have the
students box, circle and underline, as the whole class did on the shared
piece. Also, have them draw the definition pictures above the circled words.
Do this as a group, reviewing the circled words and essential knowledge as
you go.
Day 9: Review the text together. Students then draw pictures of the
underlined essential knowledge next to their notepage. (Even in 2nd grade, I
had to draw the pictures first, on the overhead, for several pages, until
they got the hang of what they were supposed to do.)
Day 10: after much modeling, pair the students and have them look at their
pictures and retell the information in the paragraph. If they leave
important information out, it is their buddy's job to remind them and help
them fix or add to their picture.
Assessment: Ask them to draw what they know about the subject.

Rubric for K/1
4: The student's picture shows that he/she understands all of the important
information. The pictures includes some details.
3: The student's picture shows that he/she understands the important
information.
2: The student's picture shows that he/she does not really understand the
topic. The picture shows some mistakes about the topic.
1: The student's picture shows that he/she does not understand the topic.
The picture shows many mistakes about the topic.
0: The student did not try to create a picture.

Hope that helps!

Melissa/VA/2nd




On Jan 6, 2008 4:34 PM, Carol Tavares <[EMAIL PROTECTED]> wrote:

> Melissa,
>
> Thanks for the information.
>
> Carol T.
>
> On Jan 6, 2008 2:12 PM, Melissa Kile <[EMAIL PROTECTED]> wrote:
>
> > Carol,
> >
> > If I remember correctly from the workshop, the teacher created a
> > "notebook"
> > using chart paper, and each of the kids had stapled or plastic-bound
> > "notebooks" made from large paper (12x18, I think). The class, as a
> whole,
> > went through the notepages using the strategies, with the teacher doing
> > all
> > the underlining, highlighting, defining, and writing of questions that
> > were
> > asked on the chart paper notebook. Then, she typed up and printed the
> > notepages and made copies for everyone on regular-sized copy paper,
> along
> > with the handwritten underlines, definitions, etc. The kids glued that
> on
> > to
> > one half of one of the pages in their "notebook", then used the other
> side
> > to draw pictures of their own connections.
> >
> > Having taught K for many years (now in 2nd), I think it would work just
> > fine. Obviously, the kinders need loads of hands-on and read-alouds when
> > learning about content, but I think this would be a great thing to do
> one
> > or
> > two days during your unit.
> >
> > All my interactive notebook stuff is at school. I will look to see if
> I've
> > forgotten anything. We did a 5th grade notepage during the workshop, but
> > they showed us how it looks in K & 1st.
> >
> > Melissa/VA/2nd
> >
> > On Jan 6, 2008 11:45 AM, Carol Tavares <[EMAIL PROTECTED]> wrote:
> >
> > > Melissa,
> > >
> > > Thanks for sharing!  Do you think it's practical to use the notebooks
> > for
> > > kindergarten?
> > >
> > > Carol T.
> > >
> > > On Jan 5, 2008 9:20 PM, Melissa Kile <[EMAIL PROTECTED]> wrote:
> > >
> > > > There are definitely interactive notebooks for elementary. I
> currently
> > > do
> > > > them in science & social studies w/ my 2nd graders. The website is
> > > > www.irncorp.com (that's i r n corp--it looked kind of scrunched on
> my
> > > > screen). These 2 ladies are fantastic. They offer a one-day
> workshop.
> > My
> > > > principal paid for me to go last summer, and then paid for the
> science
> > &

Re: [MOSAIC] WAS Differentiating Work Stations NOW Interactive Notebooks for Elementary

[Melissa Kile]

Carol,

If I remember correctly from the workshop, the teacher created a "notebook"
using chart paper, and each of the kids had stapled or plastic-bound
"notebooks" made from large paper (12x18, I think). The class, as a whole,
went through the notepages using the strategies, with the teacher doing all
the underlining, highlighting, defining, and writing of questions that were
asked on the chart paper notebook. Then, she typed up and printed the
notepages and made copies for everyone on regular-sized copy paper, along
with the handwritten underlines, definitions, etc. The kids glued that on to
one half of one of the pages in their "notebook", then used the other side
to draw pictures of their own connections.

Having taught K for many years (now in 2nd), I think it would work just
fine. Obviously, the kinders need loads of hands-on and read-alouds when
learning about content, but I think this would be a great thing to do one or
two days during your unit.

All my interactive notebook stuff is at school. I will look to see if I've
forgotten anything. We did a 5th grade notepage during the workshop, but
they showed us how it looks in K & 1st.

Melissa/VA/2nd

On Jan 6, 2008 11:45 AM, Carol Tavares <[EMAIL PROTECTED]> wrote:

> Melissa,
>
> Thanks for sharing!  Do you think it's practical to use the notebooks for
> kindergarten?
>
> Carol T.
>
> On Jan 5, 2008 9:20 PM, Melissa Kile <[EMAIL PROTECTED]> wrote:
>
> > There are definitely interactive notebooks for elementary. I currently
> do
> > them in science & social studies w/ my 2nd graders. The website is
> > www.irncorp.com (that's i r n corp--it looked kind of scrunched on my
> > screen). These 2 ladies are fantastic. They offer a one-day workshop. My
> > principal paid for me to go last summer, and then paid for the science &
> > social studies notepages for Virginia standards, teacher guides, etc
>  ($65
> > each). Everything comes on a CD, and you can reformat it to what your
> kids
> > need. They also showed us how to do them with K and 1st grade (mostly
> > whole-class).
> >
> > I highly recommend doing them if you can get to a workshop near you. My
> > kids
> > love them, I love them. They are a great way of reinforcing the
> strategies
> > that you teach in reading (making connections & predictions, inferring,
> > visualizing, asking questions, and synthesizing information). Check out
> > their website!
> >
> > Melissa/VA/2nd
> >
> > On Jan 5, 2008 8:34 PM, Mary Milner <[EMAIL PROTECTED] > wrote:
> >
> > > I google'd Interactive Notebook and got a site that was loaded with
> > > information.  A lot of the information was for secondary students or
> > > advanced intermediate students, but I am thinking I can use some of
> the
> > > ideas in a whole-class interactive notebook.  (Yes, I know this
> obviates
> > > the
> > > whole point, which was differentiation.  I've got a different goal in
> > > mind,
> > > though.)  I have a blank big book and my students and I can do
> > interactive
> > > writing to record our thinking using things from the Interactive
> > Notebook
> > > format.  Obviously it won't be all that sophisticated, but it's
> another
> > > way
> > > to go at recording our ideas.
> > >
> > > Any thoughts on this that would be helpful???
> > >
> > > Mary M.
> > > 1st grade/TX
> > >
> > > - Original Message -
> > > From: <[EMAIL PROTECTED]>
> > > To: 
> > > Sent: Saturday, January 05, 2008 7:04 PM
> > > Subject: Re: [MOSAIC] (Mosaic) Differentiating Work Stations
> > >
> > >
> > > >
> > > > In a message dated 1/5/2008 7:45:16 PM Eastern Standard Time,  mrs
> > > > [EMAIL PROTECTED] writes:
> > > >
> > > > If you  research Interactive
> > > > Notebook-type notebook, you will find the notebook  itself IS the
> > > product.
> > > > Kim
> > > >
> > > >
> > > >
> > > > Kim,
> > > >
> > > > This looks very interesting.  I just googled it and most of the
> > > > information
> > > > appears to be for middle and high schools.  Do you have any
>  specific
> > > > information for the primary grades?  I do have my students keep a
> > > > notebook in Reading
> > > > class.  They have a numbered section at the front where  we record
> > > > elements
> > > > of the various genres that they nee

[MOSAIC] WAS Differentiating Work Stations NOW Interactive Notebooks for Elementary

[Melissa Kile]

There are definitely interactive notebooks for elementary. I currently do
them in science & social studies w/ my 2nd graders. The website is
www.irncorp.com (that's i r n corp--it looked kind of scrunched on my
screen). These 2 ladies are fantastic. They offer a one-day workshop. My
principal paid for me to go last summer, and then paid for the science &
social studies notepages for Virginia standards, teacher guides, etc  ($65
each). Everything comes on a CD, and you can reformat it to what your kids
need. They also showed us how to do them with K and 1st grade (mostly
whole-class).

I highly recommend doing them if you can get to a workshop near you. My kids
love them, I love them. They are a great way of reinforcing the strategies
that you teach in reading (making connections & predictions, inferring,
visualizing, asking questions, and synthesizing information). Check out
their website!

Melissa/VA/2nd

On Jan 5, 2008 8:34 PM, Mary Milner <[EMAIL PROTECTED]> wrote:

> I google'd Interactive Notebook and got a site that was loaded with
> information.  A lot of the information was for secondary students or
> advanced intermediate students, but I am thinking I can use some of the
> ideas in a whole-class interactive notebook.  (Yes, I know this obviates
> the
> whole point, which was differentiation.  I've got a different goal in
> mind,
> though.)  I have a blank big book and my students and I can do interactive
> writing to record our thinking using things from the Interactive Notebook
> format.  Obviously it won't be all that sophisticated, but it's another
> way
> to go at recording our ideas.
>
> Any thoughts on this that would be helpful???
>
> Mary M.
> 1st grade/TX
>
> - Original Message -
> From: <[EMAIL PROTECTED]>
> To: 
> Sent: Saturday, January 05, 2008 7:04 PM
> Subject: Re: [MOSAIC] (Mosaic) Differentiating Work Stations
>
>
> >
> > In a message dated 1/5/2008 7:45:16 PM Eastern Standard Time,  mrs
> > [EMAIL PROTECTED] writes:
> >
> > If you  research Interactive
> > Notebook-type notebook, you will find the notebook  itself IS the
> product.
> > Kim
> >
> >
> >
> > Kim,
> >
> > This looks very interesting.  I just googled it and most of the
> > information
> > appears to be for middle and high schools.  Do you have any  specific
> > information for the primary grades?  I do have my students keep a
> > notebook in Reading
> > class.  They have a numbered section at the front where  we record
> > elements
> > of the various genres that they need to know.  Then we  take notes on
> > every
> > story.  The first two pages is a bubble map for the  vocab and then the
> > definitions of each vocab word.  We also use it to take  notes on
> > different parts of
> > grammar, but not much else.
> >
> > Rosie
> >
> >
> >
> > **Start the year off right.  Easy ways to stay in shape.
> > http://body.aol.com/fitness/winter-exercise?NCID=aolcmp0030002489
> > ___
> > Mosaic mailing list
> > Mosaic@literacyworkshop.org
> > To unsubscribe or modify your membership please go to
> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> >
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> >
>
>
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>
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Re: [MOSAIC] Reading Specialists Schedules

[Melissa Kile]

We have 3 "Title I" reading teachers (paid w/ Title I funds). They are also
Reading Recovery teachers. They each take 4 kids for Reading Recovery for 20
weeks (I think) before the kids are "dismissed", and another round of 4
starts. They see these kids one-on-one daily for 30 minutes.

The teachers spend the rest of their day working with small groups, K-2, no
more than 4 children in each group.

We also have a "county" (paid w/ county funds) reading teacher, who works
with 2nd and 3rd grade small groups, also no more than 4.

We determine which kids go to groups w/ our PALS (Phonological Awareness
Literacy Screening) scores, that are done in the fall. The teachers take the
lowest quartile of each grade.

We have 600 kids, PK-5, about 40% free/reduced lunch. We are a Title I
school.

Melissa/VA/2nd

On Dec 9, 2007 4:57 PM, Barbara McGrew <[EMAIL PROTECTED]> wrote:

> I am interested in hearing from reading specialists who work with small
> groups of children.  How many days a week do you see the same group of
> students and for how long?  I don't feel I am able to get enough reading
> in
> the way it is scheduled at my school.  I work with 3rd-5th grade and some
> groups I only see for 45 minutes twice a week.  We have district mandated
> curriculum that the students are required to receive in their homeroom
> classes.
>
> Any suggestions would be greatly appreciated.
> Thank you,
> Barbara
>
>
>
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Re: [MOSAIC] Words Their Way

[Melissa Kile]

I'm not sure how much word sorts are used, but the philosophy is there
(sort of, since the spelling focus is aimed toward the "middle"). I
don't use any of our Houghton Mifflin stuff. Ick. In any case, Shane
Templeton (I think) is the one who wrote the spelling component for
HM, and he is one of the 4 authors of WTW. I believe we adopted HM 3
years ago. As you can tell, I don't pay much attention to it!!

Melissa/VA/2nd

On Nov 14, 2007 9:47 PM,  <[EMAIL PROTECTED]> wrote:
> Are you sure that the Houghton Mifflin has a Words Their Way  component?
> Maybe our district has an old verison, but I thought ours had word  work 
> based on
> Pat Cunninghams making words. Doesn't McGraw Hill have the WTW  component? Can
> anyone clear this up for me???
>
>
>
> ** See what's new at http://www.aol.com
>
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>
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>
>

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Re: [MOSAIC] Words Their Way

[Melissa Kile]

If you have the $$ or if your school does, order the supplementary
books. There is one for each developmental level that has loads of
sorts in it. They are available from the same publisher as WTW (I
think it's Prentice-Hall). Their price is worth the time you save!

Melissa/VA/2nd

On Nov 13, 2007 12:16 AM, Joy <[EMAIL PROTECTED]> wrote:
> I started  using it this year too. I'm the only one at my school, and feel 
> like I'm groping in the dark a bit. The thing that I find challenging is 
> using the CD. The word cards print too small, so I have to retype them.
>
>   I really like the assessment, and tracking the students on the computer.
>
>
>
>
> 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.
> ___
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>
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>
>

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Re: [MOSAIC] Words Their Way

[Melissa Kile]

Thank you--good idea!! I haven't used chat rooms at all, so don't know
much about them!
Melissa


On Nov 12, 2007 9:22 PM, Amy Swan <[EMAIL PROTECTED]> wrote:
> You all might consider checking out www.proteacher.net
>
> I'm sure that you could set up a discussion "room" about WTW by asking one of 
> the ProTeacher admins.  It's a really fantastic site with great conversations 
> and ideas.  I'm sure that there are lots of teachers with questions as well 
> as lots with ideas/suggestions!
>
> *There are already some really interesting "rooms" set up for discussions 
> about picture books, Debbie Miller, Reading Essentials, National Board 
> Certification, poetry, Responsive Classroom, etc...
>
> :) Amy
>
> Amy Swan
> 3rd Grade Teacher
> Cedar Creek Elementary
> (913)780-7360
> CHECK OUT OUR CLASS WEBPAGE!! http://teachers.olathe.k12.ks.us/~aswancc/
>
> >>> Debbie Goodis <[EMAIL PROTECTED]> 11/12/07 5:25 PM >>>
> Melissa, I would like to be invited to chat somewhere with anyone using WTW. 
> I have always loved the idea and the book and now that I have our reading 
> program "under my belt" I feel I can add this and still stay withing our OC 
> reading program. I don't know what all the sorts are --- open, blind??? Not 
> sure yet, I am reading the book but it's a lot right now. We do the sorts all 
> together, so time isnt being wasted, the kids are playing with the  patterns.
>
> Debbie
>
> Melissa Kile <[EMAIL PROTECTED]> wrote: Many of the teachers in our school 
> use the program. One of the authors
> is the developer of the spelling component in Houghton-Mifflin, which
> our county adopted a few years ago. We've been told we can use WTW
> rather than what's in the program. That's good, because the program's
> spelling is for the average kid, and with WTW you can group kids by
> developmental level. In my 2nd grade classroom, I have 1/2 the class
> doing Within Words (long-vowel spelling patterns) and 1/2 the class
> doing Letter-Name (short vowels, digraphs, blends). I determined the
> groups by giving the developmental spelling inventory in the WTW book.
>
> I've also used this extensively in K and 1.
>
> Melissa/VA/2nd
>
> On Nov 11, 2007 4:46 PM,   wrote:
> > I would be interested in hearing from anyone who is currently using this 
> > program.?
> > 
> > Email and AIM finally together. You've gotta check out free AOL Mail! - 
> > http://mail.aol.com
> > ___
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> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> >
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> >
> >
>
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>
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Re: [MOSAIC] (Mosaic) Words their way

[Melissa Kile]

Words Their Way is a spelling program. It is developmental. The
spelling inventory is a list of words, starting w/ simple CVC words,
and moving on up to words w/ derivational endings (conversation, etc).
Depending on the grade you teach, there are certain places where you
stop giving words. For example, 2nd grade has 26 words, and the last
set includes long vowel spelling patterns (dream, coach, etc), as well
as digraphs & blends, and diphthongs (chewing, spoil).

Based on what your children are using but confusing (maybe they spell
everything w/ a silent e at the end, as a couple of mine did), you
decide what spelling patterns they need to focus on. I have about 1/2
my class working with short vowel spelling patterns (this week, they
are doing words with -ash, -ish, & -ush). The other 1/2 are still
working with CVC and CVCe words, using various vowels. That group
often has an "oddball" word or two which doesn't "follow the rules"
(like 'have' and 'done'). I give each group their words to cut apart
and sort, then they write the sorted words in their word study
notebooks. There are various activities that they use during the week
to practice their words, including a homework activity, and we have a
spelling test/writing sort on Fridays (10 words--they know which ones
will be on the test). That includes 2 Challenge Words (they don't know
which ones I'll choose) and 5 No Excuse words (sight words). Everyone
has the same No Excuse words.

The target words for each sort (fish, brush, dash) go on the vowel
word wall the following Monday, as do the No Excuse words (which go on
an alphabetical word wall).

Hope that helps!
Melissa/VA/2nd

On Nov 12, 2007 12:49 PM, Linda Buice <[EMAIL PROTECTED]> wrote:
> Hi everyone,
>
> I am watching the conversation and have heard of the program. Is this a 
> spelling program or vocabulary? What is the spelling inventory?
>
> Thanks,
> Linda
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>
>

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Re: [MOSAIC] Words Their Way

[Melissa Kile]

Many of the teachers in our school use the program. One of the authors
is the developer of the spelling component in Houghton-Mifflin, which
our county adopted a few years ago. We've been told we can use WTW
rather than what's in the program. That's good, because the program's
spelling is for the average kid, and with WTW you can group kids by
developmental level. In my 2nd grade classroom, I have 1/2 the class
doing Within Words (long-vowel spelling patterns) and 1/2 the class
doing Letter-Name (short vowels, digraphs, blends). I determined the
groups by giving the developmental spelling inventory in the WTW book.

I've also used this extensively in K and 1.

Melissa/VA/2nd

On Nov 11, 2007 4:46 PM,  <[EMAIL PROTECTED]> wrote:
> I would be interested in hearing from anyone who is currently using this 
> program.?
> 
> Email and AIM finally together. You've gotta check out free AOL Mail! - 
> http://mail.aol.com
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
>

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Re: [MOSAIC] optimal times for teaching reading

[Melissa Kile]

This is my first year of 2nd, and I'm doing Reading Workshop from 11-1
daily. That includes a read-aloud, Read to Self, Read to Someone, Word Work,
and guided reading groups, as well as a 20-minute outside break. We have
math 9:15-10:15, and then lunch (brunch) at 10:20. So far it's working
great. I personally wouldn't want to do it in the afternoon, because I'm
tired, too!!

Melissa/VA/2nd

On 10/19/07, Deb Burk <[EMAIL PROTECTED]> wrote:
>
>
> Hi!
> I am usually a lurker, and very much appreciate the conversations
> evoked by people on this list, but now have a question that I would
> like to throw out there.  Im curious to know what time of day 1-5
> teachers teach reading and if you have found research to support your
> choice of time.  My "gut" is that the last period of the day is not
> optimal but would appreciate feedback from this group!
> Thank You!
> Deb Burk
> Dresden Elementary School
> Dresden Maine
>
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