Re: [MOSAIC] Common core and reading

[Rosa Roper]

The different levels of text dependent questions are how they are being 
covered. Also through a performance tasks based on a close reading or an LDC, 

Sent from my iPhone

> On Oct 17, 2013, at 6:49 PM, "Tamara Westmoreland" 
>  wrote:
> 
> Hi All,
> As we move into the Common Core State Standards- I was wondering if/how
> people were incorporating DOK (depth of knowledge) into their planning of
> into the teaching of comprehension.
> Thanks,
> Tami
> 
> 
> On Wed, Oct 16, 2013 at 5:56 PM, jayhawkrtroy fredde > wrote:
> 
>> What is literary Nonfiction? I was asked this questions today by my third
>> grade team. It is nonfiction writing written with the elements of a story,
>> with intentional flow, and is intended for a wider audience than nonfiction
>> that is written for a specific audience. It is written as much to entertain
>> as to inform. Am I off here?
>> 
>> 
>> Troy Fredde
>> 
>> 
>> 
>> On Wed, Oct 16, 2013 at 6:17 AM, Patricia Kimathi >> wrote:
>> 
>>> I am also interested in what this looks like.  How does reading look
>>> different today from 3 years ago.  I notice how intricate reading
>>> assessment is, what do you do differently to prepare students for
>>> assessment. I want to cont
>>> Pat Kimathi
 On Oct 15, 2013, at 5:59 AM, MaryJo Costello 
>>> wrote:
>>> 
 We are using a balanced literacy format.  Been implementing the CCSS
>> for
>>> 3 years now. There is time set aside for guided, shared, read aloud and
>>> independent reading. Scheduling is tricky but can be done!
 
 From: Mosaic [mosaic-boun...@literacyworkshop.org] on behalf of Brenda
>>> Keller [brenda...@sbcglobal.net]
 Sent: Sunday, October 13, 2013 12:10 PM
 To: mosaic@literacyworkshop.org
 Subject: [MOSAIC] Common core and reading
 
 We are starting the transition to CC standards.  For those of you who
>>> are total CC, what does reading look like in your classroom? Are you
>> using
>>> more whole group, small group, lit circles...thanks for your input.
 Brenda
 4th grade CA
 
 Sent from my iPad
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>>> 
>>> PatK
>>> 
>>> 
>>> 
>>> 
>>> 
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Re: [MOSAIC] Close Reading Strategies

[Rosa Roper]

In my district, close reading in K-1 looks like an interactive read aloud, it 
will usually last 3/4 days. Our first reading we will stop to discuss any 
vocabulary (tier 2) that is critical to the meaning of the story and words that 
may confuse the students. However, the following readings have purposeful text 
dependent questions and as a class we may complete a graphic organizer/notes 
that will help students on the performance task which is at the end. Each day 
of the lesson we refer to the performance task and through our questioning each 
day students uncover evidence that will help them with the performance task. 
Each day prior to the performance task students also have some kind of response 
to reading as well.

Close reading was not created for such young readers and since what they read 
is not complex our district decided to use this format. It is up to the teacher 
to make sure the text he or she selects is complex using a text complexity 
worksheet prior to planning a lesson. 

Hope that helps! 

Sent from my iPhone

> On Sep 28, 2013, at 9:13 AM, "Krista Sadlers"  wrote:
> 
> Good morning,
> I'm preparing to give a professional development workshop for teachers on
> Close Reading Strategies. I'd love to hear from those who may have done this
> before with some ideas for applying it to the K-2 levels. 
> Thanks!!
> ~Krista
> 
> 
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Re: [MOSAIC] Lexile Levels

[Rosa Roper]

The common core uses lexile as only one aspect out of 3 for text complexity. 
They demonstrate text complexity with a triangle, which is divided into thirds 
with: lexile, reader and task, and qualitative. 

A great book that explains the three elements is: 
Text Complexity:Raising Rigor in Reading

What is critical to understand is that this is illustrated as a triangle with 
equal parts- meaning all aspects of text complexity are equally important. 

Also google some text complexity worksheets which can help you determine the 
complexity of a text.

Sent from my iPhone

On Jul 18, 2013, at 9:40 PM, "Maura Shea Sackett"  wrote:

> I have the same feeling regarding level vs. complexity of content. My
> understanding of lexile levels is they are based more on words rather than
> content. Don't like it. Unfortunately, it seems that the CCCS uses lexile
> to judge text complexity. Am I off in my thoughts? I have to delve more
> into this over the summer...as soon as summer school ends!
> Maura
> 5th grade ELA
> New Jersey
> 
> 
> On Thu, Jul 18, 2013 at 8:41 PM, Jason Tar  wrote:
> 
>> Hello,
>> The recent discussion on determining Lexile levels has me wondering what
>> others think about the levels themselves, as compared to F&P levels.  The
>> way they are computed makes me a bit tentative (strictly a math algorithm).
>> I've found several books that are rated at a much lower level than seems
>> appropriate given their content matter.  As such, I've been leery of charts
>> that attempt to match Lexile to F&P.  What are others thoughts on this, and
>> might anyone know why they seem to be the new trend in ELA?  (I know Common
>> Core references them, but was curious why they were chosen over F&P.)
>> 
>> Thanks,
>> Jason
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Re: [MOSAIC] Common Core

[Rosa Roper]

I agree that the actual teaching of reading and writing appropriate to content 
areas is called for by the core. However, I think they have been very clear 
that the text we use is 50% literature and 50% informational, it is not 
suggested that we abandon fiction.

Sent from my iPhone

On Jul 5, 2013, at 9:51 AM, "Renee Goularte"  wrote:

> I have read in more than one place that rather than bringing more social 
> studies and science content into language arts instruction AT THE EXPENSE OF 
> FICTION, what the common core standards are *meant* to do is bring more 
> language arts instruction into social studies and science.
> 
> Of course, that's not how they wrote them, so I personally think that is a 
> bit of CYA after the backlash about replacing fiction with non-fiction.
> 
> I have a lot of problems with the common core standards myself, mostly 
> centered around the developmentally-inappropriate  suggested texts for upper 
> elementary grades and beyond, but also in what they leave out, mostly in 
> math.  No patterning in Kindergarten, for example, when ALL math is 
> essentially patterning.  huh?
> 
> But that's a different conversation. :-)
> Renee
> 
> 
> On Jul 4, 2013, at 6:54 PM, Palmer, Jennifer wrote:
> 
>> All at once...I believe that refers to the major instructional shifts 
>> required by Common Core. You can't take on too many changes at once.
>> 
>> Many of the teachers in my buildings are integrating social studies and 
>> science content into language arts instruction, organizing thematic units 
>> around essential questions. The idea behind common core--going deeper--and 
>> creating connections across texts--happens more easily in thematic units.
>> 
>> Anchor standards--- they are k-12--- and the grade specific standards are 
>> drawn from those.
>> 
>> It's so interesting to see how different people read and interpret these 
>> standards differently. Some feel long texts are discouraged--others short 
>> text. I think it's all texts-- but more reading across several types of 
>> texts on the same topic--and requiring student to read and integrate ideas 
>> from all of them. Texts now include visual texts like video clips--audio 
>> clips like podcasts---so you perhaps read a novel that has the Holocaust as 
>> subject matter, see video clips related to survivor stories, read an 
>> article... And then students integrate content from all---
>> Much nonfiction written for younger readers is literary---think Magic School 
>> Bus-- etc
>> 
>> Sent from my iPhone
> 
> 
> "You can't stay in your corner of the forest waiting for others to come to 
> you. You have to go to them sometimes."
> --Winnie the Pooh
> 
> 
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Re: [MOSAIC] Common Core

[Rosa Roper]

As for types of nonfiction, I would not stick to literary nonfiction, but 
incorporate a variety of nonfiction types so students are learning how to read 
various types - literary nonfiction in my opinion is probably the easiest type 
of nonfiction for students. Think articles, primary source documents, 
biographies, just to name a few.

Sent from my iPhone

On Jul 4, 2013, at 9:56 PM, "Palmer, Jennifer"  wrote:

> All at once...I believe that refers to the major instructional shifts 
> required by Common Core. You can't take on too many changes at once.
> 
> Many of the teachers in my buildings are integrating social studies and 
> science content into language arts instruction, organizing thematic units 
> around essential questions. The idea behind common core--going deeper--and 
> creating connections across texts--happens more easily in thematic units.
> 
> Anchor standards--- they are k-12--- and the grade specific standards are 
> drawn from those. 
> 
> It's so interesting to see how different people read and interpret these 
> standards differently. Some feel long texts are discouraged--others short 
> text. I think it's all texts-- but more reading across several types of texts 
> on the same topic--and requiring student to read and integrate ideas from all 
> of them. Texts now include visual texts like video clips--audio clips like 
> podcasts---so you perhaps read a novel that has the Holocaust as subject 
> matter, see video clips related to survivor stories, read an article... And 
> then students integrate content from all---
> Much nonfiction written for younger readers is literary---think Magic School 
> Bus-- etc
> 
> Sent from my iPhone
> 
> On Jul 3, 2013, at 6:25 PM, "wr...@centurytel.net"  
> wrote:
> 
>> 
>> I have been reading the book Pathways to the Common Core. 
>> I have lots of questions from the book.  I'd love to hear your ideas.  I 
>> don't think you need to have read the book to have ideas about the answers. 
>> I'm not yet done with the book, so maybe some of my questions will be 
>> answered as I continue to read. 
>> 1.  The book repeatedly states that it is not possible to take on all the 
>> CCSS at once.  I'm not sure what "at once" means.  In one lesson?  In one 
>> month?  In one school year?  I get the impression as I continue to read that 
>> all standards (for that grade level) must be worked on in one school year. 
>> 2.  The book suggests that students need one hour a day for writing and 90 
>> minutes a day for reading.  The book only infrequently mentions specific 
>> grade levels.  Since I teach a 100 minute block that is ELA AND social 
>> studies, what can you suggest for me?  I don't see how I have enough time.  
>> I don't think ten minutes of reading in one class, and ten minutes of 
>> reading in another, plus 30 minutes of reading in my class, plus 20 minutes 
>> of reading in another class ... adds up to the same as 90 minutes all at 
>> once.  Is it necessary for the time to be all together?  Is there a minimum 
>> of time in one sitting that can count as reading?  I don't think reading 
>> today's objective and homework assignment on the board counts in any way as 
>> reading.  Plus since the book seems to discourage reading tiny excerpts to 
>> gain meaning, it seems longer chunks of text will be required reading.  What 
>> do the rest of you think about both ideas?
>> 
>> 3.  What is the difference between anchor standards and just plain standards?
>> 
>> 4.  Does the CCSS place an emphasis on literary nonfiction?  Is literary 
>> nonfiction that same as narrative nonfiction.  I ask because I think most 
>> nonfiction is NOT literary. 
>> I have many more questions, but I think this is more than enough in one 
>> e-mail.  I'm not expecting anyone to have answers to all these questions, 
>> but anything you can help me with would be great. Thanks!
>> Jan
>> 
>> 
>> 
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Re: [MOSAIC] spelling

[Rosa Roper]

I can't imagine that you would need another resource because WTW (especially 
the newest edition) has many activities and different types of sorts. If you 
are looking for something else I would suggest making Words,
How much time are you able to devote to word study? In my district we only get 
10-15 minutes a day.
. 



Sent from my iPhone

On Oct 10, 2012, at 11:42 PM, "Tammy Hubbart"  wrote:

> There is a mixup in the post. My name made it on someone else's post. I have 
> a very differentiated class. I have two kiddos that are beginning second 
> grade in reading. Therefore their spelling is about that as well. I also have 
> 3rd /4th grade level, 5th grade level and a sprinkling of great spellers.  I 
> teach a 5th grade classroom but have all title and resource kiddos.  I'm 
> looking for a program to fit all those needs. I have heard nothing but good 
> things about Words Their Way I have purchased the main book but am looking to 
> see what other resources anyone knows about that works with it. I will 
> appreciate any suggestions. 
> 
> Sent from my iPad
> 
> On Oct 9, 2012, at 9:08 AM, Renee G  wrote:
> 
>> I'm confused. If your class is filled with super spellers, then why waste 
>> time *doing* spelling at all? Why not do something more interesting?
>> 
>> Renee
>> 
>> On Oct 8, 2012, at 8:12 PM, Livingston, Marie wrote:
>> 
>>> My reading class this year is filled with super spellers.  I teach a 5th 
>>> grade beyond level reading class.  My spelling program is Sitton spelling 
>>> for 6th grade and I think it's too easy for them.  I want to make spelling 
>>> a meaningful activity as opposed to a waste of their time and my teaching 
>>> time.  Any suggestions?  Places I should look
>>> 
>>> Thanks!
>>> 
>>> Marie
>>> 
>>> Marie Livingston
>>> 5th Grade Teacher
>>> Tualatin Elementary School
>>> 503-431-4764
>>> ___
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>> 
>> "El fin de toda educacion debe ser seguramente el servicio a otros."
>> ~ Cesar Chavez
>> 
>> 
>> 
>> ___
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Re: [MOSAIC] spelling

[Rosa Roper]

Without a doubt try Words Their Way

Sent from my iPhone

On Oct 8, 2012, at 11:41 PM, "Livingston, Marie"  
wrote:

> My reading class this year is filled with super spellers.  I teach a 5th 
> grade beyond level reading class.  My spelling program is Sitton spelling for 
> 6th grade and I think it's too easy for them.  I want to make spelling a 
> meaningful activity as opposed to a waste of their time and my teaching time. 
>  Any suggestions?  Places I should look
> 
> Thanks!
> 
> Marie
> 
> Marie Livingston
> 5th Grade Teacher
> Tualatin Elementary School
> 503-431-4764
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Re: [MOSAIC] Reading Comprehension Program

[Rosa Roper]

Check out:
Reciprocal Teaching
http://www.amazon.com/Reciprocal-Teaching-Work-Strategies-Comprehension/dp/0872075079/ref=sr_1_1?ie=UTF8&qid=1343842047&sr=8-1&keywords=reciprocal+teaching
> 

The research base for this teaching strategy is very strong and you can choose 
your own text that is engaging to your students - it is not a program but a 
strategy that can easily be implemented with students.  
   
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Re: [MOSAIC] Daily 5 - opinions

[Rosa Roper]

Hi, 
I love cafe and liked the idea of D5 but your concern is also mine. I would 
rather have students in 3-5 reading their own just right books the whole time.

Sent from my iPhone

On May 5, 2012, at 4:02 PM, re...@aol.com wrote:

> 
> 
> "Over the summer I read the CAFE book and 
> this year have added the CAFE components to the Daily 5."
> 
> STACIE, thanks for your post.  I recently had the opportunity to 
> observe in two CAFE classrooms where there is a 90-min. literacy block.  
> I was impressed with the management and how the students knew what the 
> expectations were in each rotation.  Here's my concern, and it's really 
> for those of youout there who are Columbia trained and also know Daily 
> 5/CAFE: 
> With students changing stations every 22 minutes or so after the minilesson, 
> 
> Where's the sustained engagement with 'just right' text?
> Where's the conferring at the heart of the workshop?
> 
> 
> I would so love feedback from Columbia folks, and if it is more appropriate 
> to 
> contact me directly rather than through this list serve, please do.
> 
> Thanks for all your input and support everyone.
> 
> Martha
> 
> 
> 
> 
> 
> 
> -Original Message-
> From: Stacie Nickols 
> To: Mosaic: A Reading Comprehension Strategies Email Group 
> 
> Sent: Sat, May 5, 2012 2:48 pm
> Subject: Re: [MOSAIC] Daily 5 - opinions
> 
> 
> 
> 
> 
> 
> Stacie Nickols
> 
> Third Grade Teacher
> 
> Cottonwood Creek
> 
> 
> 
> 
> 
> 
> 
> 
> 
> From: mosaic-bounces+snickols=coppellisd@literacyworkshop.org 
> 
> [mosaic-bounces+snickols=coppellisd@literacyworkshop.org] on behalf of 
> 
> Jennifer Quinett Joyner [jjoyn...@wcpss.net]
> 
> Sent: Friday, May 04, 2012 4:02 PM
> 
> To: mosaic@literacyworkshop.org
> 
> Subject: Re: [MOSAIC] Daily 5 - opinions
> 
> 
> 
> I would like to begin this program next year for upper grades. Do you see the 
> 
> benefit for grades 3-5? Also, any resources that you have for the upper 
> grades 
> 
> would be helpful. I have heard from some teachers they feel there is no 
> 
> accountability for the students as they move from each station. Any thoughts?
> 
> 
> 
> Jennifer Joyner
> 
> Bugg Elementary-3rd Grade
> 
> jjoyn...@wcpss.net
> 
> (919)250-4750
> 
> 
> 
> 
> 
> -mosaic-bounces+jjoyner1=wcpss@literacyworkshop.org wrote: -
> 
> To: "Mosaic: A Reading Comprehension Strategies Email Group" 
> 
> 
> 
> From: Beverlee paul
> 
> Sent by: mosaic-bounces+jjoyner1=wcpss@literacyworkshop.org
> 
> Date: 05/04/2012 01:18AM
> 
> Cc: "" 
> 
> Subject: Re: [MOSAIC] Daily 5 - opinions
> 
> 
> 
> IMHO the Daily 5 has more potential than any other "change" today to 
> 
> revolutionize education in America. That said, D5 isn't solely and directly 
> 
> responsible for these changes, but rather provides the framework or format 
> which 
> 
> allows a balanced program to succeed"
> 
> 
> 
> Sent from my iPad
> 
> 
> 
> On May 3, 2012, at 8:38 PM, "Kathleen Robertson"  wrote:
> 
> 
> 
>> Hello everyone
> 
>> 
> 
>> Many primary teachers in our school are moving to the daily five. I have
> 
>> read the book but have not attended any workshops or conferences on this. I
> 
>> would love to hear your opinions based on your observations and experience!
> 
>> 
> 
>> Kathleen Robertson
> 
>> 
> 
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>> 
> 
> 
> 
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Re: [MOSAIC] (no subject)

[Rosa Roper]

Do your students understand the questions? Some of the questioning on our state 
tests is confusing and I noticed that my students don't understand what the 
question is asking. I am going to teach them this academic vocabulary - the 
other day I asked the students how 2 things differ and they were very confused.
Also, does your state offer question stems for tested items? That can be a very 
helpful guide so that you know how to frame your questions on a daily basis. I 
have also started giving students an open ended response question and then 
following up with the same question but with multiple choice answers, I like 
seeing the similarities and differences between both their responses.

Sent from my iPhone

On Feb 24, 2012, at 8:20 PM, "evelia cadet"  wrote:

> 
> 
> 
> 
> As I have said before, this is the first year I am following the Reader's 
> Workshop model.  My district does not follow/support reader's workshop.  I am 
> lucky to have the freedom in my school to use any teaching structure I want.  
> Out of almost 70 teachers, only 2 teachers in my school are doing reader's 
> workshop.  We are trying to convert the other teachers in our campus.  They 
> are noticing how our students are engaged in reading and are forming a 
> reading community that is extending outside the classroom. However, people in 
> my school are data driven (specifically standardized testing data), and they 
> will not consider any instructional method, unless there is tangible evidence 
> they drive results (standardized state testing).  Ok, this was just the 
> introduction, here is my concern.  My students seemed to be enjoying reading 
> and they are showing evidence of understanding/applying the comprehension 
> strategies/skills we are working on in class.  Nevertheless, when they take 
> one of those practice test we are required to give, everything seems to go 
> downhills.  It is like they are unable to transfer what we are learning with 
> authentic literature to the context of the test.  I honestly don't know what 
> to do.  I know there are people in my school, including some in the 
> administration, waiting to see what impact reader's workshop has on test 
> results.  Any ideas or advices.  HELP!!  Thank you. 
>   
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Re: [MOSAIC] Reader/Writer Worksop starter resources

[Rosa Roper]

In my district we follow many of the books/philosophies of Fountas and Pinnell 
to support our work in guided reading and independent reading but we look to 
other great authors for their expertise too. If you would like to see some of 
my districts documents on RW you can email me offline.

Sent from my iPhone

On Feb 18, 2012, at 2:16 AM, "Erika Victor"  wrote:

> Along with two colleagues we are heading pd for interested teachers about the 
> workshop model. One group will be early childhood to grade 2 teachers and the 
> other grades 3-5. Please share any great resources you would recommend. I 
> would love any video links so people can see it in action, but other 
> resources are welcome as well.
> Thanks for your help!
> 
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Re: [MOSAIC] vocabulary

[Rosa Roper]

Richard,I would suggest you read the book:
Bringing Words to Life: Robust Vocabulary Instructionby Isabel Beck
Her ideas are quick and researched based and easy to implement in any grade 
level. You may have to carve out some word study time after or before your 
workshop...

Rosa

>
> *
> *
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Re: [MOSAIC] Implementing Reader's workshop

[Rosa Roper]

Evelia,
Here is a website with quality videos of readers workshop (you just have to 
register but it is free - it has been a long time since I used it)
http://www.learner.org/index.html
Here is a website someone shared once that has some more 
videos:http://www.salkeiz.k12.or.us/content/comprehensive-k-12-literacy-model

Other helpful websites:
http://web.me.com/krissyjperkins/Site/Welcome.html
http://www.teachingvision.org/resources/rw.html
http://www.thelearningpad.net/readersworkshop.html
http://www.ourclassweb.com/sites_for_teachers_readers_workshop.htm
And of course there is Beth Newingham's website...
Hope those help! 

Rosa



  
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Re: [MOSAIC] Reading strategies/skills question

[Rosa Roper]

I have the same question as the original person sending this email - I am all 
on board with teaching the comprehension strategies and have read almost all 
the books suggested - but how is the best way to teach good reader strategies 
and skills such as compare, contrast, cause and effect, main idea etc.
Do any of you have a list of what strategies and skills you teach at the same 
time?Someone said they would use the strategies as the overall lesson and the 
skills as a mini-lesson - could you give a more explicit example of this? Do 
you mean that during your shared/read aloud you work on questioning and then do 
a mini-lesson on comparing characters???
I am very lucky where I teach, as long as I teach the state standards I can 
teach what I want when I want so I would like to come up with an outline / 
curriculum calendar for myself that combines strategies and skills somehow. 
I would love to hear how some of you combine these in your classrooms! 

Rosa3rd grade teacher




  
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Re: [MOSAIC] Teaching mini-lessons

[Rosa Roper]

Reading mini-lessons

Rosa



> From: beverleep...@gmail.com
> Date: Mon, 16 May 2011 18:21:27 -0600
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Teaching mini-lessons
> 
> reading, writing, speaking, or listening?
> 
> On Mon, May 16, 2011 at 4:03 PM, Rosa Roper  wrote:
> 
> >
> > Thanks Linda and Troy, I will totally start cutting my read alouds in half
> > (or thirds).I love interactive read alouds -I think that is why my lessons
> > last so long...
> > I also love what Troy said about the mini lesson is planting the seed -
> > gives me something to think about as I plan my end of year mini lessons :-)
> > Can anyone recommend any professional books that deal with mini-lessons?
> > Thanks!Rosa
> >
> >
> >
> >
> >
> > ___
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> >
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> >
> >
> 
> 
> -- 
> "If you want to build a ship, don't herd people together to collect wood and
> don't assign them tasks and work, but rather teach them to long for the
> endless immensity of the sea."  Antoine de Saint-Exupery
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Re: [MOSAIC] Teaching mini-lessons

[Rosa Roper]

Thanks Linda and Troy, I will totally start cutting my read alouds in half (or 
thirds).I love interactive read alouds -I think that is why my lessons last so 
long...
I also love what Troy said about the mini lesson is planting the seed - gives 
me something to think about as I plan my end of year mini lessons :-)
Can anyone recommend any professional books that deal with mini-lessons?
Thanks!Rosa




  
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[MOSAIC] Teaching mini-lessons

[Rosa Roper]

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

Any help would be appreciated!
Thanks
Rosa
3rd grade 
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Re: [MOSAIC] Mini Lessons

[Rosa Roper]

Hi,I have a question about some of the mini lessons (lucy Calkins) for example 
- I have looked at the information on the website, and while the lessons look 
like they really foster fabulous readers, I am also required to teach skills 
such as compare, contrast, cause and effect etc. in reading. My district has 
purchased Treasures for us, but as long as we teach grade appropriate and to 
the standards we are free to use what we want (I know we are very lucky!).
How do you fit it all in?It's a loaded question I know...
Rosa



> Date: Sun, 15 May 2011 16:01:57 -0600
> From: beverleep...@gmail.com
> To: mosaic@literacyworkshop.org; mzsmith...@yahoo.com
> Subject: Re: [MOSAIC] Mini Lessons
> 
> Check out the Denver Public Schools website as well as the New York City
> schools website. Sheryl Coats website is as good as it gets. Jennifer Jacobs
> site and book are fabulous.
> On May 15, 2011 1:59 PM,  wrote:
> > Hi I am creating curriculum maps for K-8 grades and I need advice on a
> good program or cuirriculum for Reading mini-lessons.
> > Sent via BlackBerry from T-Mobile
> >
> > -Original Message-
> > From: Patricia Kimathi 
> > Sender: mosaic-bounces+mzsmith917=yahoo@literacyworkshop.org
> > Date: Sun, 15 May 2011 11:10:14
> > To: Mosaic: A Reading Comprehension Strategies Email Group<
> mosaic@literacyworkshop.org>
> > Reply-To: "Mosaic: A Reading Comprehension Strategies Email Group"
> > 
> > Subject: Re: [MOSAIC] question regarding spelling
> >
> > Is this program on that the school must purchase or can individual
> > teachers use it?
> > PatK
> > On May 11, 2011, at 3:01 AM, Maureen Morrissey wrote:
> >
> >> I use Rebecca Sitton too and think it does a great job. The children
> >> learn
> >> both the commonly written words and spelling patterns. The program
> >> is weak
> >> on spelling pattern above the third grade level so I supplement with
> >> weekly
> >> making words activities. The program is aimed at transferring the
> >> correct
> >> spelling into writing immediately and there is no Monday to Friday
> >> list to
> >> memorize. It's probably as close to an authentic spelling program
> >> as I have
> >> seen in my 28 years in the classroom in several different grade
> >> levels.
> >> Best,
> >> Maureen
> >>
> >> On Tue, May 10, 2011 at 3:12 PM, Hoefling, Robyn <
> >> hoefli...@northshoreschools.org> wrote:
> >>
> >>> Hi Michelle,
> >>>
> >>> We are using Rebecca Sitton. A committee of teachers in our
> >>> district spent
> >>> a year investigating spelling programs and found this one to be the
> >>> most
> >>> authentic for learning words that are most often used in our
> >>> writing (they
> >>> call them priority words) and then you can customize the list based
> >>> on
> >>> content or frequently misspelled words from your writing workshop,
> >>> etc.
> >>>
> >>> Robyn
> >>>
> >>> 
> >>> From: mg...@verizon.net [mg...@verizon.net]
> >>> Sent: Tuesday, May 10, 2011 11:38 AM
> >>> To: mosaic@literacyworkshop.org
> >>> Subject: [MOSAIC] contents Mosaic digest question regarding spelling
> >>>
> >>> Hello
> >>> This is the first time I have asked for advice. I have been a
> >>> member for
> >>> years and read it regularly. I am in charge of putting together a
> >>> spelling
> >>> curriculum for a lower school that includes 3rd-6th grade. Do you
> >>> have
> >>> advice of spelling programs, books or activities (and listst) that
> >>> you have
> >>> found beneficial to help keds get inside the words rather than just
> >>> memorizing them for the test? I am interested in a SOUND approach
> >>> that is
> >>> grade level appropriate for 3rd, 4th, 5th, and 6th. Thanks for any
> >>> advice
> >>> or help.
> >>> Michelle Gips, speech-language pathologist and reading specialist
> >>> ___
> >>> Mosaic mailing list
> >>> Mosaic@literacyworkshop.org
> >>> To unsubscribe or modify your membership please go to
> >>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> >>> .
> >>>
> >>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> >>>
> >>>
> >> ___
> >> Mosaic mailing list
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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.
> >>
> >
> > PatK
> >
> >
> >
> >
> >
> > ___
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Re: [MOSAIC] back to school read alouds

[Rosa Roper]

Hi,It was late when I wrote the previous email and just realized we were 
talking about chapter books and not picture books - sorry...So here is a new 
favorite of mine that I will be using at the beginning of the year is:
OBI Gerbil on the Loose! by Michael Delaney
This book has wonderful word choice/vocabulary, highly engaging, and the first 
chapter is perfect for teaching inferring. For those of you in Florida it is on 
the 4th grade battle of the books list this year. The books is about a gerbil 
called OBI (named after Obi-Wan Kenobi) the family of the house goes on 
vacation --leaving the pets at home of course. A neighbor comes by to feed the 
pets but does not realize where Obi is, and Obi is left unfed! Obi must escape 
his cage and search for food. She travels the house meeting the other pets and 
adventure abounds! 

Rosa



> From: rosaro...@hotmail.com
> To: mosaic@literacyworkshop.org
> Date: Thu, 29 Jul 2010 22:36:24 -0400
> Subject: Re: [MOSAIC] back to school read alouds
> 
> 
> One of my favorites is:Do Unto Otters: A Book About Manners  by Laurie 
> KellerIt is based on the Golden Rule and very amusing!
> Another one I enjoy is an oldie:Miss Nelson is MissingI read them the book on 
> the first day of school and discuss how their teacher can be Miss Nelson or 
> Miss Viola Swamp - of course they want Miss Nelson so we start an anchor 
> chart titled KEEP OUT MISS VIOLA SWAMP!!!Then I have the students focus on 
> positive things we can do to keep her out - from this our classroom rules are 
> created. I have done this in both 2nd and 3rd grade and the students always 
> remember it.
> 'The OK Book' is a great book to teach that it is OK to be OK at something - 
> I have the kids draw a picture of something they are an expert at and then 
> after we read the story they draw a picture of something they are just OK at.
> I have a few more but I can't seem to remember them right now...
> 
> Rosa
> 
> 
> 
> >
> 
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Re: [MOSAIC] back to school read alouds

[Rosa Roper]

One of my favorites is:Do Unto Otters: A Book About Manners  by Laurie KellerIt 
is based on the Golden Rule and very amusing!
Another one I enjoy is an oldie:Miss Nelson is MissingI read them the book on 
the first day of school and discuss how their teacher can be Miss Nelson or 
Miss Viola Swamp - of course they want Miss Nelson so we start an anchor chart 
titled KEEP OUT MISS VIOLA SWAMP!!!Then I have the students focus on positive 
things we can do to keep her out - from this our classroom rules are created. I 
have done this in both 2nd and 3rd grade and the students always remember it.
'The OK Book' is a great book to teach that it is OK to be OK at something - I 
have the kids draw a picture of something they are an expert at and then after 
we read the story they draw a picture of something they are just OK at.
I have a few more but I can't seem to remember them right now...

Rosa



>
  
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Re: [MOSAIC] Words their Way

[Rosa Roper]

Hello,
I have been reading all of your posts on Words Their Way with interest as I 
have the books and I am deciding whether or not to use the program full force 
next year (I will either be teaching 2nd or 3rd grade). I also have F&P's 
Phonics program and Four Blocks Month by Month Phonics (my concern with Month 
by Month is it does not seem to be as sequential as I would like it to be). 
I guess my question is: Which program do you see as being the most effective 
when given 10-15 minutes daily for word study?
Thanks in advance,

Rosa





  
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The New Busy think 9 to 5 is a cute idea. Combine multiple calendars with 
Hotmail. 
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Re: [MOSAIC] text structure

[Rosa Roper]

I am pretty sure that Scholastic has a book about reading nonfiction and it 
covers text structure - you can do a search on their teacher store website. 
Sorry - I am getting ready for the first day of school Tuesday morning. If you 
can't find it email me and I will search for the title.

Rosa



> Date: Sun, 23 Aug 2009 18:17:25 -0700
> From: brenda...@sbcglobal.net
> To: mosaic@literacyworkshop.org
> Subject: [MOSAIC] text structure
> 
> Hello,  I am in need of your expertise.  I've just started teaching 4th grade 
> and part of our writing program/comprehension is expository text structure.  
> I bought the book nonfiction reading power and have been using the 
> information, but after going to a district inservice, I realized they really 
> want the students to be able to read a text and determine if the author used 
> compare/contrast, cause/effect, etc.  Does anyone have resources or know of a 
> site that has paragraphs showing each of these for a 4th grade level?  The 
> reason the students have to know this is that on the 4th grade writing test 
> in March, expository text might be one they have to respond to.  Any help 
> would be greatly appreciated so that my students can be successful!
> Brenda
> Ca/4
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Get back to school stuff for them and cashback for you.
http://www.bing.com/cashback?form=MSHYCB&publ=WLHMTAG&crea=TEXT_MSHYCB_BackToSchool_Cashback_BTSCashback_1x1
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Re: [MOSAIC] Cafe Book

[Rosa Roper]

Hello, Yes - you can use the CAFE book without daily 5. The daily 5 structure 
does not fit for me- I just teach students to  READ TO SELF and I use their 
early lessons for teaching students to build their stamina. Cafe is not about 
the choices - it is a structure for meeting students individual needs through 
teacher/student reading conferences or strategy groups. CAFE stands for 
Comprehension, Accuracy, Fluency, Extend Vocabulary. There are many aspects of 
CAFE that I really like and can't wait to use in my classroom. Students are 
focused on their goal and what strategy they are working on. I think the neat 
thing about CAFE is that you can incorporate your own state standards. A big 
part is the conferencing with students with their independent reading- along 
with the conference and needs based strategy groups I will also work in some 
guided reading. I hope that helps - you may be able to still preview the whole 
book online at the Stenhouse website - check and see...

Rosa



> From: lstew...@branford.k12.ct.us
> To: mosaic@literacyworkshop.org
> Date: Wed, 29 Jul 2009 21:18:03 -0400
> Subject: [MOSAIC] Cafe Book
> 
> Would someone please comment on the Cafe Book.  I would like to know how it 
> differs from the Daily 5.  Can it be used on its own?  What does it add to 
> Daily 5?  I bought The Daily 5 last summer, but it wasn't a good fit for my 
> teaching style and third graders.
> 
> Leslie
> 
> To feel most beautifully alive means to be reading something beautiful,  
> ready always to apprehend in the flow of language the sudden flash of poetry. 
>  ~ Gaston Bachelard ~
> 
> 
> 
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Re: [MOSAIC] ESE certification

[Rosa Roper]

Hi,Did you order the study guide? You can order a PDF copy if you have not done 
so through USF. I took the test so long ago so that is the best help I can 
offer.Good Luck!

Rosa



> Date: Wed, 29 Jul 2009 15:18:01 -0400
> From: cwo...@fau.edu
> To: Mosaic@literacyworkshop.org
> Subject: [MOSAIC] ESE certification
> 
> I am going to be taking the Florida ESE certification test on 
> Friday...Does anyone have any suggestions on how to prepare for this 
> test?
> Casey
> 
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Re: [MOSAIC] wrting workshop

[Rosa Roper]

HI,This is just an idea but - maybe you could have Monday as your mini lesson 
day - this will not take the whole time of course so they can try it in a short 
chunk -sometimes I give students a index card (4x6) to get them used to writing 
a practice chunk and share. Then the next day you could do a quick review and 
students could begin their writing. Day 3 could keep them writing or starting 
something new?? I guess it depends on the age of you students.Not sure if this 
helps, I am not sure what an expert would say about this, but if you only have 
30 minutes you have to be flexible. I have the same issues at my school...Good 
Luck!

Rosa



> Date: Wed, 29 Jul 2009 00:28:48 -0400
> From: vivianne.cre...@gmail.com
> To: mosaic@literacyworkshop.org
> Subject: [MOSAIC] wrting workshop
> 
> How can I incorporate writing workshop in my classroom effectively when I
> only have a 30 min block for writing everyday?
> 
> -- 
> Vivianne E. Creary
> 
> Isaiah 11:6 ...a little child will lead them.
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> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 

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Re: [MOSAIC] Independant Reading

[Rosa Roper]

Hello,When you say DEAR do you mean drop everything and read?In my district 
students read independently everyday and during that time the teacher is 
conferencing with students and/or doing guided reading with students. This is 
my student's favorite time of the day as they have choice of what they are 
reading. Making sure you get a chance to conference with students is also key 
in keeping them accountable and serves as an informative view of a child's 
reading ability - not to mention targeted instruction. At the beginning of the 
summer I purchased "The Cafe Book" after reading some of the posts by other 
members here and it was the best $20.00 I ever spent. It serves as a wonderful 
structure for an independent reading program!

Rosa



> Date: Fri, 24 Jul 2009 12:51:29 -0400
> From: jaclynclar...@gmail.com
> To: mosaic@literacyworkshop.org
> Subject: [MOSAIC] Independant Reading
> 
> Does anyone have any comments about idenpendant reading and their practices
> in the classroom with DEAR time of Silent Sustained Reading?
> Thanks,
> Jaclyn
> Second Grade Teacher
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[MOSAIC] short text - fiction / literature

[Rosa Roper]

Hello,

My school uses the Comprehension Toolkit, and we have the new toolkit text, and 
even Time for Kids Nonfiction articles- however we are looking for a collection 
of  fiction  short text for shared reading. 

Any recommendations?


Thank you,
Rosa
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Re: [MOSAIC] math resource

[Rosa Roper]

Hello,
It is called:
Comprehending Math
 
I am sure you can find it on Amazon.comRosa> 
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Re: [MOSAIC] just right books?

[Rosa Roper]

Hello,
I am joining this conversation late, however I will be moving into a 3rd grade 
classroom next year (from 2nd) and I am interested in learning more about
Literature Circles.
Can anyone recommend any titles of any professional resources that can teach me 
all about them?
Thanks!Rosa> Date: Tue, 29 Apr 2008 05:44:10 +0700> From: [EMAIL PROTECTED]> 
To: mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] just right books?> > 
Leslie, send me your email and I'll talk about this 'until the cows come home'. 
It's my passion. > > > -Original Message-> From: [EMAIL PROTECTED] on 
behalf of STEWART, L> Sent: Tue 4/29/2008 3:15 AM> To: Mosaic: A Reading 
Comprehension Strategies Email Group> Subject: Re: [MOSAIC] just right books?> 
> Suzanne,> I love reading your thoughtful and thought provoking messages. I 
also> love using literature circles for reading with my third graders and I> 
believe they help the children show the most progress on the DRA, while> 
developing lifelong readers. Shouldn't that be the ultimate goal?> > In my mind 
I think part of the problem with literature circles is that> some teachers have 
difficulty giving up the control of their reading> groups to children. I don't 
mind admitting that at times the questions> the children design are better than 
my "back-up" questions, but you have> to be open to that. Teaching with 
literature circles is not as linear> as teaching reading in a traditional 
guided reading format. I also> think that some administrators may not 
understand that a "child run"> reading group with children creating the 
questions is a goal that we> struggle to achieve. I sometimes wonder if they 
even recognize "best"> practices themselves. To see things from their point of 
view, I think> we all struggle to stay on top of all of the subjects we have to 
teach,> and the administrators must have the same challenge.> > I would love to 
hear how you have moved beyond the roles. I have had> the children create or 
tweak roles themselves. I also have difficulty> assessing literature circles 
beyond anecdotal records and looking over> the assigned "roles" once they are 
completed. If you would like to chat> about lit circles in a sidebar 
conversation email me off mosaic.> > I find the direction/s education is taking 
confusing. On one hand we> are told to differentiate to meet the needs of all 
learners while on the> other hand we are told to use a one-size-fits-all model 
to reach those> needs. I don't think children should have a steady diet of any 
one way> of teaching reading when there are so many different approaches that 
you> could take. > > Leslie> > Leslie R. Stewart> Third Grade Teacher> John B. 
Sliney Elementary School> 23 Eades Street> Branford, CT 06405> (203)481-5386 
X310 FAX (203)483-0749> [EMAIL PROTECTED]> > > > > > -Original 
Message-> From: [EMAIL PROTECTED]> [mailto:[EMAIL PROTECTED] On Behalf Of 
HERBERT> Suzanne> Sent: Thursday, April 24, 2008 10:44 AM> To: Mosaic: A 
Reading Comprehension Strategies Email Group; Mosaic: A> Reading Comprehension 
Strategies Email Group> Subject: Re: [MOSAIC] just right books?> > I am so 
thankful to hear your thoughts, as I actually thought I was> going crazy. The 
push is coming from the principal and all is being> based on the DRA and 
reading continuums. We actually had Bonnie> Campbell Hill come and do workshops 
here with us and she was fantastic,> and I loved what she said about Literature 
circles in that it supported> all I had been doing and many others in the 
school but let me give you a> picture of what is happening. Some teachers were 
struggling with LIT> circles, I offered to run some professional development on 
strategies in> the classroom, moving beyond the 'roles' and some of the older 
thoughts> about how these run. The principal said no and the reason, 'she 
didn't> want people to be overwhelmed as after all we are just starting with> 
DRAs and levelled books'. Now, for me, the kids know their levels and> if you 
look at their scores on a beginning DRA and the end DRA, sure> there has been 
development and there would have been regardless of the> DRA.> It's the way I 
teach reading I believe. I get 'guided reading' for> younger classes, I get it. 
But, once your kids become really good,> independent readers aren't you doing 
more of a 'lit circle' type thing.> I don't know but I agree with what you are 
saying about levels. And> then, they are just pulling titles from everywhere, 
not really matching> it up with units, trying to include fiction and non 
ficiton and ordering> this all online. The emphasis on good practice seems to 
be less> important than dotting the i and crossing the t. I was told yesterday> 
by the language arts coordinator that I could not order books for guided> 
reading that the kids had ever seen before. They had to be new texts to> the 
students. Now, I have a rotating library of 100 books in my room> every two 
weeks, where am I going to get titles the k

Re: [MOSAIC] january chant

[Rosa Roper]

I would also like a copy of the chant :)
Thank you!!!Rosa> Date: Wed, 2 Jan 2008 08:02:42 -0800> From: [EMAIL 
PROTECTED]> To: mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] january 
chant> > Hello and Happy New Year!> I am curious to see what the chants 
include. I'd love to look at the recommended resource to see if my students 
would benefit from this as well. Could someone either send it to me or to the 
whole group as previously requested? THANK YOU!> Lisa> > sheila eisen <[EMAIL 
PROTECTED]> wrote:> Hi!> I'm relatively new to this group and am not familiar 
with the January chant, but from what I'm reading, this sounds like something 
I'd like to try with my students. Could someone either send it to me or to the 
whole group? Thanks, Sheila> > > --- On Wed, 1/2/08, Nancy Liu wrote:> > > 
From: Nancy Liu > > Subject: Re: [MOSAIC] january chant> > To: "Mosaic: A 
Reading Comprehension Strategies Email Group" > > Date: Wednesday, January 2, 
2008, 9:10 AM> > Hi Deb,> > > > Could you also send it to me as well? Thank 
you!> > > > Happy New Year!> > > > Nancy> From: [EMAIL PROTECTED]> To:> > 
mosaic@literacyworkshop.org> Date: Wed, 2 Jan 2008> > 00:44:34 -0500> Subject: 
Re: [MOSAIC] january chant>> > > I sent it to you directly due to the no 
attachments> > rule> debfourblocks who is not "former"...> > four blocks but 
CURRENT> > -Original> > Message-> From:> > [EMAIL PROTECTED]>> > 
[mailto:[EMAIL PROTECTED] On Behalf Of> > [EMAIL PROTECTED]> Sent: Wednesday, 
January 02, 2008 12:23> > AM> To: mosaic@literacyworkshop.org> Subject: 
[MOSAIC]> > january chant> > This is a shout out to all my former> > four 
blockers ... does anyone have the> > January> > chant... I have misplaced my 
chart and I guess I never> > saved in my > files... not for anything... but all 
those> > chants are great ways to increase> > fluency, teach> > phonics skills, 
make connections, and set the tone of the> > > month... I love them and use 
them year after> > year...> Thanking you in advance...> Pam> >> > > > 
**See> > AOL's top rated recipes >> > 
(http://food.aol.com/top-rated-recipes?NCID=aoltop000304)>> > 
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Re: [MOSAIC] Letter tiles

[Rosa Roper]

Hi,
I bought a large tub at a craft store (Joanne ETC) for about 8.00 - it took a 
long while to sort the letters, but it cost much less than buying magnetic 
letters.Rosa> Date: Thu, 18 Oct 2007 13:14:51 -0400> From: [EMAIL PROTECTED]> 
To: mosaic@literacyworkshop.org> Subject: [MOSAIC] Letter tiles> > > 
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Mosaic@literacyworkshop.org> To unsubscribe or modify your membership please go 
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Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > 
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Re: [MOSAIC] (Mosaic) Fountas and Pinnell

[Rosa Roper]

Hi, 
Well, each phonics lesson is linked to one or two poems,  you can use the poem 
as a shared reading and then the students really enjoy using highlighter tape 
or wikki sticks to highlight examples of what we have been working on. About a 
week or two ago we were working on compound words, so they had to locate 
compound words in the poem. I place a copy of all the poems we have shared in a 
binder in our class library and students practice reading them during 
independent reading.
 
I hope that makes sense! :)
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Re: [MOSAIC] Fountas and Pinnell

[Rosa Roper]

Hi,I hear that you feel that the lessons and the activities take too long- we 
use the program so that it only takes about 10 - 15 minutes per day. We do this 
by splitting up the different portions of the lesson - for example this week I 
am stretching out a lesson over 3 days- many of the "apply" lessons are placed 
in a literacy center or independent work as I work with guided reading groups. 
I don't always stretch out the lessons- it just depends on what skill is being 
taught. I also have had success using their Sing a Song of Poetry book to 
support our lessons.> > > > **> See what's 
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Re: [MOSAIC] Fountas and Pinnell

[Rosa Roper]

Hi,
I use the Phonics program, and I am thinking that those cards are very over 
priced. I have the 2nd grade version and we do not have lessons with the 
pictures, but the CD rom that comes with the program is fantastic and you can 
print out exactly what you need - and even create your own word cards.
I hope that helps :)> 
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Re: [MOSAIC] persuasive writing

[Rosa Roper]

Try "I wanna Iguana" it is really fun and persuasive.Rosa> Date: Tue, 9 Oct 
2007 20:30:47 -0700> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> 
Subject: [MOSAIC] persuasive writing> > We are going to be doing some 
persuasive writing in both 2nd and 3rd grade. I am wondering now if anyone can 
recommend any picture books that have a theme of persuading or even a section 
of the book being about a character trying to persuade another character to go 
along with his opinion. I have Because of Winn-Dixie and will use the part 
where Opal is persuading her father, the preacher, to keep the dog she found in 
the store. Any other ideas out there? Thanks in advance. Barb> > 
-> Boardwalk for $500? In 2007? Ha! > Play 
Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games.> 
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Re: [MOSAIC] prediction

[Rosa Roper]

Hi,
I also have the interactive readalouds for grades 2-3 and I did my first lesson 
about 2 weeks ago and it went really great - I am using another lesson this 
week- we will see how it goes.
I really like how you are given extensions and most all of the literature is 
easy to find. I have not yet done the shared reading portion or the reader's 
theatre, but will be doing it this week.
Rosa> From: [EMAIL PROTECTED]> To: mosaic@literacyworkshop.org> Date: Sun, 30 
Sep 2007 23:25:53 -0500> Subject: Re: [MOSAIC] prediction> > > > > How do you 
like the Linda Hoyt resource?> > > > I've been using Linda Hoyt's comprehension 
strategy lessons in her> > Interactive> > Read Alouds series for gr. K-1 and 
2-3. My gr. 2 students enjoyed the> > predicting strategy> > lesson for 
Blueberries for Sal..their schema for bears led their thinking > > one> > way, 
so> > there were opportunities for them to revise their predictions throughout 
> > the> > book.> > There's always a readers theater script for after each 
lesson which is > > great> > for> > my students w non-English or 
limited-English proficiencies.> >> > here's the link:> > 
http://www.interactivereadalouds.com> >> >> > In a message dated 9/29/07 
7:29:04 PM, [EMAIL PROTECTED] writes:> >> >> >> Does anyone have titles of good 
picture books to teach predicting and> >> confirming or changing predictions 
for primary grades (grade 2)? I do > >> know> > that> >> almost any story can 
be used for this but I was looking in particular for> > short> >> books in 
which some predictions would not turn out as expected-that is, I> >> don't want 
everything to be so predictable. Thanks in advance.> >>> >> >> >> >> > 
**> > See what's new at http://www.aol.com> 
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Re: [MOSAIC] K-2 1st 21 days

[Rosa Roper]

I use Guiding Readers and Writers -- it is tanRosa> 
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Re: [MOSAIC] K-2 1st 21 days

[Rosa Roper]

Cynthia,
 
I know this has been mentioned before but "The Daily 5" has great lessons, for 
the beginning of the school year. I teach 2nd grade and I am actually going to 
combine some of the lessons from the 1st 20 days and "The Daily 5 lessons"-I 
think they mesh well together :)
I had a friend who even did some of the first 20 days in 1st grade, so you 
could look at it and see what seems appropriate. Rosa> To: 
mosaic@literacyworkshop.org> Date: Sat, 4 Aug 2007 01:20:59 -0400> From: [EMAIL 
PROTECTED]> Subject: [MOSAIC] K-2 1st 21 days> > > Hello,> > I know Guiding 
Readers and Writers contains 21 days for grades ?3-6. Does anyone know of 21 
days for k-2?> > Thanks,> Cynthia> > 
> AOL 
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Re: [MOSAIC] reading workshop help

[Rosa Roper]

I also went to "google" and had a hard time finding the information that you 
mentioned about "The Daily 5" I have read most of the book and why I think 
it is so great is b/c it teaches you how to train students to go through 
literacy centers - that is how I plan on using it. I am not sure what you 
mean by something is missing- it is not what you teach so much as training 
your students so you can teach (that is what I am taking from it). I am not 
comfortable using their complete framework for reading workshop, but that is 
ok for me.


Through my search I did find the followin quote (it was on the 2 sisters 
website however- the authors of the daily 5- but it was accompanied by a 
picutre of the ladies with Mr. Allington


Exhilaration
"I love the Daily 5, it does what almost no other book ever does and that is 
it gets right down to nitty gritty. Much of what you describe is what we saw 
in exemplary teacher classrooms. And your description of how to attain it 
fits well in the study that was never written up on the first week of school 
in exemplary classrooms."


Congratulations!

— Dick Allington




Rosa






From: ljackson <[EMAIL PROTECTED]>
Reply-To: "Mosaic: A Reading Comprehension Strategies Email 
Group"
To: "Mosaic: A Reading Comprehension Strategies Email 
Group"

Subject: Re: [MOSAIC] reading workshop help
Date: Fri, 22 Jun 2007 05:08:32 -0600

Google Richard Allington and The Daily 5.  He has a lot to say about the
missing pillars that is well worth considering.  This is not an argument
AGAINST the daily 5, but simply a caution that much is missing.

Lori


On 6/21/07 9:12 PM, "kimberlee hannan" <[EMAIL PROTECTED]> wrote:

> I really like the premise of The Daily 5.  I think I have to buy it.  I 
an
> see it would take some adapting.  I have the kids for two 55 minute 
periods,

> but I'll bet I can do it...
>
>
> Kim
> ---
> Kimberlee Hannan
> Department Chair
> Sequoia Middle School
> 4050 E. Hamilton
> Fresno, California 93702
>
>
> Laugh when you can, apologize when you should, let go of what you can't
> change, kiss slowly, play hard, forgive quickly, take chances, give
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>
> [EMAIL PROTECTED]
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--
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
"Literate Lives:  A Human Right"
July 12-15, 2007
Louisville, Kentucky

http://www.ncte.org/profdev/conv/wlu



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[MOSAIC] help with spelling and phonics

[Rosa Roper]

Hello,
I am working on planning for the next school year- and I could use some 
help. I am going to have a 2nd grade inclusion classroom- students with 
various disabilities will be included- mostly students with learning 
disabilities- so it is very important to me that I meet everyones needs.
I am planning on using Phonics Lessons for grade 2 from Gay Su Pinnell and 
Irene Fountas for my word work portion of my literacy instruction.


However, I want to really TEACH spelling versus "here are your spelling 
words for the week, and you will have a spelling test on Friday, for 
homework write your words..."

So, I have some ideas but I am not sure the best way to go.

I plan on having a word wall- and teaching from it- 5 words a week- 2nd 
grade sight words and then:


I really like Tim Rasinski's "Making and Writing Words" for grades 2-3, 
which is  making words with a phonics focus, but I also like the idea of 
using word families with poems ( I have Tim's book "Phonics Poetry Teaching 
Word Families").



So this leaves me with "is this too much word work?" I really want to focus 
on reading strategies and have a good balance. What are some suggestions for 
putting it all together??

Any help would be great!


Rosa

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Re: [MOSAIC] word study curriculum

[Rosa Roper]

HI,
Our team (2nd grade) is currently using
Phonics Lessons Letters, Words, and how they work for grade 2
By Gay Su Pinnell & Irene C. Fountas
They sell one for grades K-3 and it is very grade specific. It has so much 
and even goes beyond phonics it covers a years worth of mini lessons for:


Letter/Sound Releationships
Spelling Patterns
High Frequency Words
Word Meaning
Word Structure
Word Solving Actions

We really like it - and it includes a month by month planning guide, a word 
study continuum, and even includes assessments for the lessons.


You can check it out at

http://www.phonicsminilessons.com/


Hope this helps,

Rosa






From: [EMAIL PROTECTED]
Reply-To: "Mosaic: A Reading Comprehension Strategies 
Listserv"

To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] word study curriculum
Date: Mon, 16 Apr 2007 15:55:31 EDT

Has anyone seen a word study curriculum with expectations for each  grade?
Maxine



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Re: [MOSAIC] suggestions for commercial phonics/decoding games andactivities

[Rosa Roper]

Hi,
I teach 2nd grade also :)
I just bought Evan Moore's Take it to your seat phonics centers for grades 
1-2 and I plan on buying the same book for grades 2-3 for the second half of 
the school year. All you have to do is cut them out and laminate- you don't 
have a laminator so try using clear contact paper.
You should check out their website b/c they have so many take it to your 
seat centers (literacy, and writing) They even have a new book for word 
family games that students can play in small groups- everything is in full 
color so you save time. These books cost about 20.00 so the cost is minimal.
Hope this helps!



Rosa





>From: [EMAIL PROTECTED]
>Reply-To: "Mosaic: A Reading Comprehension Strategies 
>Listserv"
>To: mosaic@literacyworkshop.org
>Subject: Re: [MOSAIC] suggestions for commercial phonics/decoding games 
>andactivities
>Date: Tue, 10 Apr 2007 19:34:00 EDT
>
>
>
>Does anyone have recommendations for particular commercial games or
>activities that are good for independent or partner work for kids who need  
>practice
>with phonics/word families? I have Words Their Way and Four Blocks and  a 
>bunch
>of other books that suggest activities I could make, but I'm wondering  if
>any of the games I saw in the teacher store this weekend are really great. 
>We
>don't have a laminator yet (new school) so coming up with materials on my 
>own
>would involve some cost anyway. I teach second grade. You can email. 
>Thanks.
>
>Maggi
>
>
>
>
>
>** See what's free at 
>http://www.aol.com.
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Re: [MOSAIC] add to tools?

[Rosa Roper]

Could you email those to me? My teaching team is currently doing a book 
study on Reading with Meaning-it sounds like a great resource!

[EMAIL PROTECTED]

Rosa





>From: "[EMAIL PROTECTED]" <[EMAIL PROTECTED]>
>Reply-To: [EMAIL PROTECTED],"Mosaic: A Reading Comprehension Strategies 
>Listserv"
>To: Mosaic@literacyworkshop.org
>Subject: [MOSAIC] add to tools?
>Date: Wed, 4 Apr 2007 11:45:13 -0500
>
>Dear Mosaic:
>I have some strategy worksheets for primary students using the strategies, 
>and also a synopsis of every Debbie Miller chapter for Reading with Meaning 
>for professional discussion.  Is there someone I could mail these to for 
>approval for the tools page?  Thanks, Carolyn
>
>
>[EMAIL PROTECTED]
>EarthLink Revolves Around You.
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Re: [MOSAIC] Questioning in Texts

[Rosa Roper]

What is the name of Linda Hoyt's resource?

Has anyone used / seen  Linda Hoyt's Interactive Readalouds for grades 2-3? 
It is published by First Hand and I was thinking about buying it?
It seems like a great resource but I would like some advice before I 
purchase it.
Thanks,

Rosa





>From: [EMAIL PROTECTED]
>Reply-To: "Mosaic: A Reading Comprehension Strategies 
>Listserv"
>To: mosaic@literacyworkshop.org
>Subject: Re: [MOSAIC] Questioning in Texts
>Date: Sun, 25 Mar 2007 12:56:58 EDT
>
>To follow up on Lori's replyLinda Hoyt's resource about nonfiction in
>the classroom provides specific activities to focus on comprehension. For
>example... Linda suggests reading a paragraph at a time, covering  the 
>paragraph,
>remember something from the text and then say something/write something.
>Although I usually use this to make a  connection or a visual image it 
>would be just
>as logical to apply Lori's  suggestion and say if this were the answer then
>what would be the question  in fact making those connections and visual
>images first will help  kids  zone in on a good point to  question
>
>
>
>** AOL now offers free email to 
>everyone.
>  Find out more about what's free from AOL at http://www.aol.com.
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Re: [MOSAIC] correlation chart

[Rosa Roper]

Hi,
I would love it if you could foward me your correlation chart.

Thank you,
Rosa
[EMAIL PROTECTED]




>From: [EMAIL PROTECTED]
>Reply-To: "Mosaic: A Reading Comprehension Strategies 
>Listserv"
>To: "Mosaic: A Reading Comprehension Strategies 
>Listserv"
>Subject: Re: [MOSAIC] correlation chart
>Date: Sat, 24 Mar 2007 15:28:22 -0600 (CST)
>
>I do have a correlation that correlates six traits to mosaic, but not
>problem solving. In reorganizing the district web site, I must not have
>asked that it be posted. I do have a digital copy, but don't know how to
>get it to everyone without having the list become a bogged down.
>I'm on vacation for a few days. If someone has an idea, I can do it when I
>return to school.
>Carol
> > Good Morning
> >   I believe Carol Carlson has a  school dist website with that has a
> > correlation chart posted
> >   Carol, can you assit ?
> >   Have a sun filled day
> >   Susan D
> >
> > [EMAIL PROTECTED] wrote:
> >   This isn't a correlation chart, but Linda Dorn's book, Teaching for 
>Deep
> > Comprehension, gives very explicit information on linking the teaching
> > of comprehension skills with teaching writing.
> > Mary M.
> >
> > Kathy Conover wrote:
> > I know that I have this, but can't find it. I'm looking for a
> > correlation chart that shows how reading strategies, problem solving and
> > 6-traits can be taught together. Can you help?
> >
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