Re: [MOSAIC] read alouds

[Robins Maureen (25Q194)]

I'm currently reading the Lightning Thief by Rick Riordan. It's exciting stuff! 
The main character is a sixth grader.
 
Maureen Robins
Assistant Principal, I.A.
JHS 194
[EMAIL PROTECTED]  



From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED]
Sent: Wed 10/24/2007 9:37 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Cc: Hayden_Jeanette
Subject: Re: [MOSAIC] read alouds



Hello, I am looking for good chapter book read alouds for grade 6.  Any 
suggestions?  Thank you in advance.  Kelly in RI

 Hayden_Jeanette <[EMAIL PROTECTED]> wrote:
> I have not received any discussions since Bonita's post a few days ago. Have
> I done something wrong:)
> Jeanette Hayden
> asdk12
>
>
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Re: [MOSAIC] mid yer strategy instruction

[Robins Maureen (25Q194)]

Question Answer Relationship

Maureen Robins
Assistant Principal
JHS 194
[EMAIL PROTECTED]



-Original Message-
From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED]
Sent: Sun 12/23/2007 1:43 PM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] mid yer strategy instruction
 
i totally agree with you about book clubs vs lit circles with the defined  
roles.  Book clubs are more authentic, by far. 
 
what is QAR...question, answer, respond
 
Thanks,
Leslie



**See AOL's top rated recipes 
(http://food.aol.com/top-rated-recipes?NCID=aoltop000304)
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Re: [MOSAIC] "To Understand" book discussion

[Robins Maureen (25Q194)]

Could someone re- post the scholastic link? Were there 2? Thank you!

Maureen Robins
Assistant Principal
J.H.S. 194
718/746-0818
[EMAIL PROTECTED]
-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Joy
Sent: Tuesday, February 26, 2008 7:32 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] "To Understand" book discussion

Have we decided when we will start the discussion? I'm using points from
a reward program to purchase the book.



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
   









   
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Re: [MOSAIC] middle school reading assessment.

[Robins Maureen (25Q194)]

Leslie and all, I am also turning this over and over again in my  mind and I 
have decided that a "running record" is definitely of value. The issue for us 
has been what text to use beyond Z. And, how to develop teachers into skilled 
assessors of retellings and other critical elements in order to really get a 
sense of the reader and that reader's progress over time. Acuity, the periodic 
assessment of McGraw hill, has recently posted high school -level by grade 
passages and I plan to use some of those in the "running records." I also think 
it's important to discern a running record that was done with a fictional work 
or a non fiction piece. Perhaps the challenges of non fiction in terms of non 
considerate text, an invisible author, and academic vocabulary is worthy of 
consideration in the middle school classroom. Uh, that may mean that content 
area teachers should do a "running record" with their students and the text 
books they are reading..
 
Maureen Robins
Assistant Principal
JHS 194
[EMAIL PROTECTED]  



From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED]
Sent: Sun 3/9/2008 9:56 PM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] middle school reading assessment.



Do you think, at the middle school level, that it is necessary to do a 
"running record"?  When our admin asks for reading levels every 6 weeks or  so, 
the
middle school teacher get their backs up.  My feeling is that at  the higher
(R and up, I'm talking Fountas and Pinnell here) readers can read a  passage
silently and then write a written retelling, followed by some  strategy-based
questions.  With upwards of 100 students, it is a huge task  to do a running
record with each child and I don't really think it is necessary  for every
child...maybe just he strugglers.

Leslie


In a message dated 3/9/2008 2:36:41 P.M. Eastern Daylight Time, 
[EMAIL PROTECTED] writes:

You  sound like you need a miscue analysis sort of assessment.  The  Goodman's
are the ones to look at, but there are ooodles of folks that have  written
books about it.  Google it.   It is a lengthy  test.  But you don't use it
with everyone.  You use it with the  kids that you know are struggling, but
are unsure why.

I have found  it irreplaceable when I want to know EXACTLY what a student is
doing when  they read.  No IRI or bubble test will tell me this.  I  know
there are folks against it.  But once I know where a kid is  truly
struggling, I can send them to the strategy to help fix it.   THAT is what
will show up on your numbers test.

Good teaching is  what will raise test scores...
Kim

On Sun, Mar 9, 2008 at 11:09 AM,  gina nunley <[EMAIL PROTECTED]>
wrote:

> I have to  chime in and agree about the need for multi-assessments.  I have
>  had students who scored high on the SRI  (scholastic reading inventory), 
low
> on the state test, and middle of the road on QRI.   I  use a spread sheet
> that has all the data side by side so I can surmise  who really needs a
> closer looking at.
>
> In regards to  Lori's plea for continuing discussion about middle level
> reading  assessment I would be thrilled to do that.
>
> Moderators-   Do we need to do this off this site?
>
> Our campus is trying to  create an RtI model and of course progress
> monitoring is the hurdle  for us.  QRI, STAR, SRI are all just to identify
> reading  levelsthey don't give short term "assessment for learning"
>  information.
>
> You know I am on this list because I am a  believer in MOT and strategy
> work.  But I have to be honest...my  attempt at using Ellin's strategy
> interview bombed.  I just  couldn't squeeze it in, and then I had trouble
> using it in a way that  I could bring to campus meetings.
>
>
> What I think is at  the core of the progress monitoring dilemma is coming
> to agreement on  what you want to assess in reading.  That then tells you of
>  course what you will be assessing on a frequent basis.  I have to speak 
the
> language of the campus committee but I am trying to avoid target  goals like
> will build vocabularywho decides that  list?
>
> I'll stop before I babble.  Again I'd like to have  this ongoing
> conversation.  Should we find another place to do  it?
>
>
>
>  _
>  Connect and share in new ways with Windows Live.
>
>  http://www.windowslive.com/share.html?ocid=TXT_TAGHM_Wave2_sharelife_012008
>  ___
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>


-- 
Kim
---
Kimberlee Hannan
Department Chair, ELA
Sequoia  Middle School
Fresno, California 93702

The best teachers teach from  the heart, not from the book.  ~Author  Unknown

[EMAIL PROTECTED]
_

Re: [MOSAIC] Poetry author

[Robins Maureen (25Q194)]

Ditto for me.

Maureen Robins
Assistant Principal
JHS 194
[EMAIL PROTECTED]



-Original Message-
From: [EMAIL PROTECTED] on behalf of Pat Kraus
Sent: Tue 4/1/2008 6:26 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Poetry author
 
Hi!  I don't know if anyone has answered your question yet, but his name is
Mel Glenn-I love most of his stuff for 7th and 8th graders!Pat Kraus

On Sat, Mar 22, 2008 at 8:53 AM, Carol Carlson <[EMAIL PROTECTED]>
wrote:

>
> Hi, all,
>
> I am doing some work from home and am wracking my brain trying to
> remember the author of the following:
>
> He wrote a series of books that are teens you would find in an
> adolescent classroom.
> I thought the author was Mel Close, but can't find anything on Amazon.
> He was an English teacher and I know there are several different
> titles he wrote.
>
> Help!
>
> Carol
>
>
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Re: [MOSAIC] State Testing - Marzano focus?

[Robins Maureen (25Q194)]

I believe there is an overlap in some ways. Sometimes MOT strategies can be 
uni-dimensional. With robust thinking as outlined by Marzano and as many of you 
have suggested about the comparison/contrast you are really helping students 
climb up the Bloom's ladder. Knowing Marzano's work might deepen you MOT work. 
Understanding some of Marzano's work will help you understand "the why" why 
workshop model, why certain strategies, why certain teaching moves in the 
classroom. 

Maureen Robins
Assistant Principal
JHS 194
[EMAIL PROTECTED]



-Original Message-
From: [EMAIL PROTECTED] on behalf of Kristin Mitchell
Sent: Sat 5/24/2008 11:30 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] State Testing - Marzano focus?
 
- Original Message 

I also wonder what the more academic of us out there think? Have you compared 
and contrasted the strategies? What are the differences? What would you suggest 
I add to my instruction that would help me bring in this focus? Are there any 
discussion groups for this type of instruction?

Joy/NC/4
 
Joy,

Hmm...is what I say to that...I don't find them mutually exclusive.  I weave 
Marzano strategies into everything I do.  I find it hard to believe that they 
would give up MOT to only teach Marzano/Pickering.

I would say to you that you should be able to weave them both into your 
instruction.  There is a way to do both!
 Kristin Mitchell  6th/CO 
"Be the change you want to see in the world"
-Ghandi


  
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Re: [MOSAIC] Big Words

[Robins Maureen (25Q194)]

I hear your frustration. I heard Beck speak at a conference and she did
talk about this. Yet there is so much else that she says in conferences
and in her book Bringing Words to Life that isolating this particular
notion really wrenches the entirely of her work out of context.  Can
kids learn more sophisticated vocabulary earlier in their lives? Yes.
Perhaps the larger point is something she deals with in her book and
that it is knowing what words to teach. Marzano in his book Building
Background Knowledge and its companion teacher manual, works well
together with Bringing Words to Life.

Maureen Robins
Assistant Principal
J.H.S. 194
718/746-0818
[EMAIL PROTECTED]

-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of
[EMAIL PROTECTED]
Sent: Saturday, May 31, 2008 11:11 AM
To: mosaic@literacyworkshop.org; mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] Big Words

I understand that knowing words and what words mean is really important
to making meaning. My concern is over what I have seen happen with any
of the work published by people like Isabel Beck. I don't doubt that
it's true, and I am happy to know there is not a rote hierarchy that can
be applied to learning words for example. But I still cringe every time
I see such information. District administrators, consultants, & building
principals glom onto the information as the new "answer" for their kids
scoring in the lowest quartiles. 

By the time the inservice reaches the classroom teachers the intent and
the activities shared might not even match what the researchers
intended. And, teachers often are more than comfortable to take on this
new instruction ("activities") because working with words can fill a lot
of time...it's often "easier," can be more fun, and I suspect might
provide some data that would make pretty graphs. (Although I worry what
assessment piece might tell me that a 6 year-old "learned" saturate
before they "learned" soak.) And, when it isn't easier or made fun by
teachers then it can be real  torture for kids, and literally kill any
potential motivation they once had to read.

Of course we all expect the teachers who get that 1/2 inservice to also
"differentiate" instruction, so the kids who already know what saturate
means (or soak for that matter) won't have to learn again in whole group
activities. I'd much rather the kindergarten teacher in my grandson's
classroom read aloud Cloudy With A Chance of Meatballs to teach him new
words (if saturate or soak aren't in there, they should be, but I'll
settle for the rest of the word choices anyway.) 

Didn't Mem Fox "teach" us about the power of read loud many years ago in
Radical Reflections? I think we need to remind ourselves about that
sometimes on a daily basis, and especially when we see new research.
Because if it's good enough for my grandson, then that's what I want for
all kids. 

P.S. "glom" was not a word in my spell-check, but it's a word from my
childhood in central illinois...even though I don't think I've ever seen
it in print, except when I use it. 

john d.


mosaic@literacyworkshop.org wrote:
>This came through my email, and I thought it would be of interest to
many on this list. I remember many suggesting Isabel Beck for vocabulary
instruction. The link is to an article that further explains why this is
beneficial.
>   
>  SATURATE BEFORE SOAK: EARLY LEARNERS CAN HANDLE BIG WORDS
>Researchers now believe that students in primary grades can acquire
>more advanced words earlier than previously thought, reports Laura
>Pappano in her article "Small Kids, Big Words: Research- Based
>Strategies for Building Vocabulary from Pre- K to Grade 3" in Harvard
>Education Letter. It is now felt that the mechanism for learning new
>vocabulary isn't the same as that for learning new math skills, where
>easier concepts are the building blocks for more complicated skills.
>"Words are not related hierarchically," said Isabel Beck of the
>University of Pittsburgh. "You can learn ~saturated' before you learn
>~soak'." What's more, children seem to enjoy it. More advanced words
>also enrich conceptual understanding and enhance reading ability as a
>student progresses. It's especially important in closing the
achievement
>gap for students who arrive to early grades with a limited vocabulary,
>and for English Language Learners. 
>http://www.edletter.org/insights/bigwords.shtml
>
>
>Joy/NC/4
>  [EMAIL PROTECTED]
>  How children learn is as important as what they learn: process and
content go hand in hand. http://www.responsiveclassroom.org
>   
>
>
>
>
>
>
>
>
>
>   
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Re: [MOSAIC] lexiles

[Robins Maureen (25Q194)]

I've been looking at Lexile levels too now because I need to know how to define 
"beyond Z." Has anyone created a "Beyond Z" list or migrated from Fountas and 
Pinnel to Lexile as a way to measure and match for seventh and eighth graders?
 
Maureen Robins
Assistant Principal
JHS 194
[EMAIL PROTECTED]  



From: [EMAIL PROTECTED] on behalf of Carol Carlson
Sent: Fri 7/4/2008 3:27 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] lexiles



Lexiles have the same limitations as any measure of the difficulty of 
a text. I, too, tried to correlate them to Fountas & Pinnell levels 
and / or grade equivalents from publishers. It really didn't 
correlate. However, both our Illinois state test and the MAP test 
give lexile measures. I explain to both parents and teachers that the 
lexile is a good screening measure--that is it does give us some idea 
about how to match students to the difficulty of text.

But, as we have previously discussed, that matching is only ONE 
criteria in matching students to text. Background knowledge, 
motivation, and interest also need to be considered.

There is a website www.lexile.com that provides students and parents 
with lists of books and purports to help match students to 
appropriate text. The site does provide a lot of information, but it 
does seem to give the idea that the lexile is the end all of matching 
students to text.

There is a section for parents and students that provides students 
with lists of appropriate. It does ask students to take a survey to 
identify their interests. I don't know, though, of any teachers that 
use it. Has anyone tried this? I suppose it would be one help for 
classroom teachers. Has anyone use it?

Just as with any text measure, I caution to use it judiciously.

Carol
La Grange, Il

Carol

On Jul 4, 2008, at 2:05 PM, gina nunley wrote:

> I too have just accepted a new job, working as a Literacy 
> Specialist for the state. I'll travel to different districts with 
> my focus being the use of the Strategic Instruction Model  (out of 
> University of Kansas).
>
> My biggest sadness and concern is leaving the classroom and KIDS.  
> Everything we do boils down to how kids react to what we do, and I 
> am more than a little concerned about losing that direct contact, 
> though I will have lots of opportunities for coaching in the 
> classroom.   I'll be all the more passionate about coming here to 
> listen to teachers in the classroom
>
> Right away I have a topic to research and I wondered what 
> understandings some of you may have.  How many of you use lexile 
> levels in your reading program?  I did but have to admit they never 
> totally made sense to me.  The ranges were difficult to understand 
> and hard to correlate to other programs.  Basically I used them to 
> determine who to give a QRI to.
>
> Can anyone share their thoughts on lexiles?  I apologize if this is 
> off the list topics.  I am thinking though that in all our strategy 
> comprehension work we're very concerned about matching kids to the 
> right book, and always looking for a good way to measure that.
> _
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Re: [MOSAIC] INVITATION

[Robins Maureen \(25Q194\)]

Here are my questions:
 
   What does the operator think of the woman trying to place all these phone 
calls?
 
   Does the woman feel a sense of guilt abandoning her literal brother
    -- or is it "brother" in the figurative or political sense.
 
   Does placing the line "this is where her brother lives" between "the lake 
where her vision ends" and "At such height there's nothing" give more or less 
meaning to those of us trying to locate the brother in actuality. Or is the 
sandwiching of this line between the others a means to inspire a larger 
interpretation on a figurative level.
 
   Sorry for the two-part-ers.
 
 
   It might be useful to know other poems by Philip Levine such as  "What Work 
Is" or "Starlight" and to understand the context here. The name Gary is a 
double entendre here, a brother's name possibly, but it's Gary, Indiana, a 
place of factory towns and industrial work. Levine has written many poems about 
work and "What Work Is" shows this same facility of the multiple levels of 
meaning when he addresses "brother" in the specific familial sense and 
"brother" as in co-worker.
 
 
   Thanks for wonderful poem.
 
   I love this thread.


 Maureen Robins
Literacy Coach, NYC


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Re: [MOSAIC] {MOSAIC} Middle school reading motivators

[Robins Maureen \(25Q194\)]

Susan, 
 
I'm really glad you posted: You're right (and you've got the latest non-fiction 
which can never be called non-fiction novels because by definition a novel is 
fiction). Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of e 
Civil Rights Movement by Ann Bausum and TEAM Moon by Catherine Thimmesh are 
exciting reads. I would add to that A Dream of Freedom by Catherine McWhorter. 
The book Freedom Riders would work really nicely as a companion book and it 
expands on one of her chapters about the Freedom Riders. Recently the NYTimes 
published an article about John Lewis taking college students on a bus and 
retracing those places and events of that critical summer. It might be 
interesting to ask kids to look at the same story through different points of 
view and perform them through hotseats (see Jeffrey Wilhelm). 
 
 If you are pursing a line of inquiry around the sixties or notions of civil 
rights you can add Kennedy Assasinated by Wilbourn Hampton, 10,000 Days of 
Thunder by Phil Caputo, Oh, Freedom! by Casey Osborne, and several books about 
the history of rock and roll. 
 
Actually, I am working on a project like this with my least motivated lowest 
scoring 8th graders and it's tough to motivate them. My teachers have found, 
incredibly, that "it's beyond the beautiful book." That is to say, it's not 
enough to give unmotivated middle schoolers beautiful books and expect them to 
read and be happy about it. We've incorporated some of the techniques and ideas 
of hotseat and other dramas from Jeffrey Wilhem's book on Deepending Reading 
Strategies and we've been using ideas from Myra Zarnowski's new book, Making 
Sense of History. And that is why I return the importance of keeping the 
definitions and distinctions appropriate between fiction and non fiction 
because we might also begin to use historical fiction as a motivator because of 
the appeal of story. So one might pair, for example, Fever 1793 by Laurie Halse 
Anderson with Jim Murphy's Yellow Fever. Or we might pair The Watsons Go to 
Birmingham or The Crossing with other non fiction texts about the 1960s. We 
might pair Karen Hesse's Out of the Dust with Jerry Stanley's Children of the 
Dust Bowl. Shifting back and forth from fiction to non-fiction deepens reading 
comprehension (what good readers do: self to text etc) but answers provides an 
assortment important historical understandings.
 
Gosh, sorry, this was a long way off from motivating middle school readers. Non 
fiction is a good way to go. But it needs purpose, action, something to do, and 
clear expectation. 
 
Sincerely,
 
Maureen Robins
Literacy Coach,
NYC



From: [EMAIL PROTECTED] on behalf of Feix, Susan
Sent: Thu 3/1/2007 7:26 AM
To: Mosaic: A Reading Comprehension Strategies Listserv
Subject: Re: [MOSAIC] {MOSAIC} Middle school reading motivators



Hey,
This is my second response, so if you have read the first, please
ignore.  As I didn't see my response appear on the list serve, I figured
I did something wrong and needed to send a second communication.
I am a middle school teacher in Kentucky and have been teaching for many
years.  This year, because of a program I am in, I have increased my
non-fiction material greatly.  DON'T STOP READING!!! I have found it to
be very motivating.  These novels are real materials, have graphics, and
are often not too long.  I have discovered several well written
non-fiction novels that appeal to the students.  They are all under 100
pages (around 40-50 exculding pictures, charts, etc.):
   Freedom Riders by Ann Bausum  
   Team Moon by Catherine Thimmes
   Quest for the Tree Kangaroo by Sy Montgomery
   Freedom Riders  ?
   Escape!  The Story of the Great Houdini by Sid Fleischman (longer)
   Kids At Work by Russell Freedman (his work is generally very strong)
   Hiltler's Youth by Susan Campbell Bartoletti
Certainly there are many, many more.  Non-fiction has recently been
recognized as a genre that can motivate greatly.  One key is teaching
the strategies to read this type of material. 

I also conduct Literature Circles, and this has been a great motivator
in my class.  Harvey Daniel's book is a wealth of knowledge, and the
great part is you can begin immediately in your classroom.  I am a firm
believer in CHOICE and DISCUSSION.

You might also take a look at the graphics novels.  There is an
onslaught in this area.  They certainly target a definite population of
readers.  The visual action in this type of material is a positive for
many students.  The graphic novels written today certainly cover the
essential elements of literature.

Finally, current magazines also add another area to explore.  Getting
students to read often simply involves finding their interests.  I do
feel choice and discussion are the keys.  Hope this helps. 

Susan R. Feix
Harrison County Middle School
[EMAIL PROTECTED]
  

-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL 

Re: [MOSAIC] NYC Middle School Reading

[Robins Maureen \(25Q194\)]

Hi. That's about it. Lots of reading. Lots of knowlege of levels and targeted 
instruction.  I'm trying to create a "challenge" level so that I can increae my 
Level 4s -- or keep them there. 

Maureen Robins
Literacy Coach
NYC


-Original Message-
From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED]
Sent: Mon 5/28/2007 11:52 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] NYC Middle School Reading
 
Good Morning-
As a former literacy coach in a New York City school district serving 20,000 
students with a range of disabilities I have focused most of my work in 
bringing the instructional framework of balanced literacy through the workshop 
model to our classrooms because in its highest form the workshop model 
represents the highest level of differentiation to meet the needs of all 
students.  This model also provides equity an access to authentic literacy 
education which is guaranteed under IDEA.  We have embraced the AMERICA'S 
CHOICE RAMP-UP to LITERACY program for our middle and high school students.  

Changes in promotional policy in the NYC schools has resulted in a significant 
RESPONSE TO INTERVENTION initiative which provides students with targeted 
literacy intervention in ADDITION to literacy instruction through the READERS 
and WRITERS workshop.  With specific programs to address specific targeted 
needs of students in word study and fluency building, programs that involve the 
use of technology ( a natural connection for middle school students) have 
proven to be quite successful as evidenced by the rise in 8th grade test scores.

Additionally, students who are identified as "promotion in doubt" are provided 
with an intense summer program across disciplines with students taking a 
standardized assessment in ELA and/or MATH for promotion purposes.  In the 
content areas of science and social studies, students are required to complete 
an "exit-project" with the components of a written document, a visual 
representation and an oral presentation.

When totaled together, all of these instructional initiatives provide several 
appropriate opportunities for students to make significant academic gains.

Shelley Levy
>-Original Message-
>From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]
>Sent: Sunday, May 27, 2007 09:27 AM
>To: mosaic@literacyworkshop.org
>Subject: Re: [MOSAIC] NYC Middle School Reading
>
> 
>In a message dated 5/27/2007 8:05:52 A.M. Eastern Daylight Time, 
>[EMAIL PROTECTED] writes:
>
>An article in the NY Times this morning talks about a substantial rise in
>middle school reading scores and attributes those rises to qualified
>teachers and a rigorous program. What, out of curiosity, is the program or
>approach? If anyone out there knows, please share.
>
>
>Several years ago NYC went to Balanced Literacy as part of a core 
>curriculum. In the elementary schools most NYC school are using the Teachers 
>College 
>Reading and Writing Workshop. We have some schools using America's Choice and 
>schools that were on the list for reconstruction were using Soar to Success. 
> In the middle school they are using RAMP Up and America's Choice. The 
>basic structure though is Balanced Literacy.
> 
>Laura
>readinglady.com
> 
>
>
>
>** See what's free at http://www.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] 'Cool Salsa' poetry book

[Robins Maureen \(25Q194\)]

Cool Salsa is a wonderful book but perhaps some of the poem might be too mature 
for an elementary setting. Poetry Speaks and its sister volume Poetry Speaks 
for Children are terrific ways to listen to the poet reading his or her works. 
On Poetry Speaks you can hear Syliva Plath (scary) as well as Elizabeth Bishop 
(nearly flat and foreign sounding). I also recommend the "listening room" link 
to the Academy of American Poets (poetry.org) as well as Robert Pinsky's 
"Favorite Poem" website. On both of those websites it is possible to see the 
words as well as listen to the poem. Of course on the Favorite Poem website 
there are also videos of people discussing why a poem is their favorite. In 
addition the actor John Lithgow is publishign a book Poets corner: The One and 
Only P9oetry Book for the whole family and in it is a bonus CD and each 
chapeter contains a website where one might go to for to hear the poet read the 
work. 

Maureen Robins
Literacy Coach
NYC

-Original Message-
From: [EMAIL PROTECTED] on behalf of Waingort Jimenez, Elisa
Sent: Thu 7/12/2007 11:19 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] 'Cool Salsa' poetry book
 
I have a copy.  A friend gave it to me for a present a few years back.  
I've never been able to use it in the classroom, though.
Elisa Waingort
Calgary, Canada
 
In my searching for the books with the cd's of the authors reading their 
poems, I came across this book that looks fabulous.

Cool Salsa: Bilingual Poems on Growing Up Latino in the United States
www.amazon.com/Cool-Salsa-Lori-Carlson/dp/customer-reviews/044970436X

Poems are in Spanish and English.
Anyone know of it?
Ginger 





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