[MOSAIC] Atwell recommendation
Awhile back i mentioned that all of Atwell's books have been very useful to me as a writing teacher, especially intermediate (like 3/4) on up. Especially middle school of course - her teaching level and examples - but high school as well. The book I referred to as one of her latest and one that is particularly useful in using mentor texts, examples, of various kinds of writing and the lessons that ensure, and lots of important mini lessons along the way is Lessons that Change Writers. it is expensive yes but invaluable in my view. And that has been affirmed by several teachers whom I encouraged to try it! Sally ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Close Reading Strategies CCSS
Pat I so agree with the quote and agree that I need this book!! It would be well worth discussing the book or at least the issue on the list!! See too many lesson plans and programs etc. that are teaching close reading very narrowly and in isolation. so narrowly construed I don't agree with it at all. Not sure what part is misinterpretation and what part is mandate. (One of the problems of common core is this ambiguity.) Also saw some great great examples on Choice Literacy last week. I was so impressed with those discussions and recommend that everyone go that site and read them. They were on the free part of the list. Sally On Sep 29, 2013, at 11:40 AM, Patricia Kimathi wrote: In reading an excerpt from the new book Notice and Note I found this passage see below it indicates that people who study Mosaic of Thought still see things differently, which I assumed they would. I have to have this book. The sample is at: http://www.heinemann.com/shared/onlineresources/E04693/NoticeNote_sample.pdf Well, worth your time. The research they did says it works as well with struggling readers as it does with seasoned readers. Many PD companies are now training teachers to use the technique . Thank you Krista for starting this thread. I am really excited. Pat Kimathi Learning Tree Enrichment Center 8465 S. Van Ness Los Angeles, CA 90305 Characteristics of Close Reading Close reading, then, should not imply that we ignore the reader’s experience and attend closely to the text and nothing else. It should imply that we bring the text and the reader close together. To ignore either element ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Middle School Reader's Workshop
I've always valued Nancy Atwell's work as a middle school teacher using workshop approaches! Sally On Aug 14, 2013, at 8:28 AM, Cara Ramlow wrote: I was looking for any help/ideas for teaching Reader's Workshop at the 7 and 8th grade level! Thank you! ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Lexile Measure
Thank you Lisa This is an excellent meaningful approach to the issue! Sally On Jul 19, 2013, at 3:30 AM, Roy, Lisa wrote: And if the emphasis is on free assessments combined with quality (validity), the reading assessments at the Teachers College Reading and Writing Project http://readingandwritingproject.com/resources/assessments.html are excellent and use a running record and conversation to lead to a Fountas and Pinnell reading level which can then used to find a range of lexile levels which could be appropriate for a child. I say 'could' because the lexile levels are more of a mathematical measurement of sentence length and vocabulary, while the F P levels include issues of text complexity such as layout, content, theme... which can greatly impact a child's ability to access a text, which is why I prefer them. Lisa -Original Message- From: Mosaic [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of mosaic-requ...@literacyworkshop.org Sent: Thursday, July 18, 2013 9:00 PM To: mosaic@literacyworkshop.org Subject: Mosaic Digest, Vol 83, Issue 9 Send Mosaic mailing list submissions to mosaic@literacyworkshop.org To subscribe or unsubscribe via the World Wide Web, visit http://literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org or, via email, send a message with subject or body 'help' to mosaic-requ...@literacyworkshop.org You can reach the person managing the list at mosaic-ow...@literacyworkshop.org When replying, please edit your Subject line so it is more specific than Re: Contents of Mosaic digest... Today's Topics: 1. Re: Lexile Measure (evelia cadet) 2. Re: Lexile Measure (Diana Rea) 3. Re: Lexile Measure (evelia cadet) 4. Re: Lexile Measure (Tracy Montoya) 5. Re: Lexile Measure (Ken Jenni Yingling) 6. Re: Lexile Measure (Ann Walker) 7. Re: Lexile Measure (Palmer, Jennifer) 8. Re: Lexile Measure (evelia cadet) -- Message: 1 Date: Wed, 17 Jul 2013 14:00:42 -0500 From: evelia cadet cadeteve...@hotmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Lexile Measure Message-ID: blu401-eas5180e30e935c7a07adf0875aa...@phx.gbl Content-Type: text/plain; charset=us-ascii My question was related to Jennifer's comment below. How do I perform the informal comprehension check? Pardon my ignorance, I am still a new teacher. Thank you, Evelia Sent from my iPhone On Jul 17, 2013, at 7:04 AM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: The SRI costs money--but is the most reliable way to get a lexile.The cheapest thing to do is to test books you know the lexile of on children. Ask them to read a passage from several books of differing lexiles... Do an informal comprehension check and you are good to go. Less reliable but likely more valid to inform classroom instruction... Sent from my iPhone On Jul 16, 2013, at 11:17 PM, evelia cadet cadeteve...@hotmail.com wrote: Are there any free assessments out there that I could use to determine the Lexile reading level of my students? Thank you. Evelia Sent from my iPhone ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.o rg Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.or g Search the MOSAIC archives at http://snipurl.com/MosaicArchive -- Message: 2 Date: Wed, 17 Jul 2013 14:50:45 -0500 From: Diana Rea d...@dqud300.perry.k12.il.us To: 'Mosaic: A Reading Comprehension Strategies Email Group' mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Lexile Measure Message-ID: 01ce8326$ed39ff00$c7adfd00$@dqud300.perry.k12.il.us Content-Type: text/plain; charset=us-ascii My K-12 district has been looking into switching to NWEA Measure of Academic Progress for our universal screener. The only drawback we see is our current universal screener (K-8 AIMSweb, which provides Lexile) has progress monitor capabilities and MAP doesn't for RtI. What does your district use to progress monitor tier 2 and 3 students? -Original Message- From: Mosaic [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Monique Temple Sent: Wednesday, July 17, 2013 9:31 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Lexile Measure I have worked in several districts that all have used NWEA Measures of Academic Progress.
Re: [MOSAIC] ELL Asian High school students
such good advice. I strongly agree. Sally On Feb 18, 2013, at 9:28 AM, suzie herb wrote: What is the level of English I wonder that your school accepts in taking in ELL students? Is there a 'standard' that is being met before students are being admitted? What is the ELL testing before the students enter? It takes seven years for a non-English speaker to develop the level of academic vocabulary to be on an par with native English speakers so yes we are expecting so much if we expect these kids to even sit SATs. There are a number of strategies that you can try in supporting them. The first is to request from teachers key unit vocabulary. The students can then use Google translate to translate the words or some other tool to determine what the Engish word is and to be familiar with it. It would be expected that the school is offering some sort of support in terms of a 'differentiated' instruction program to support these kids. Text books with detailed pictures, diagrams, headings. Where possible diagrams should be drawn on whitebaords with vocabulary and the explanation of concepts. It would be really helpful if the students could have all presentations/slideshows used after the classes and that they be allowed to use IT to record lessons for later review. It is also important that the students are able to discuss their understanding in their 'own language' with each other to build their understanding of what is being taught...and no this does not go against supporting the English program but in the end will support it. If the kids are being taught a 'curriculum' we have to make the arrangements for them to be supported in that the best way. The assessments need to be tailored to show understanding and not English ability. The most difficult task for any ELL student is to speak and you might actually be surprised at how much is understood by the reading but the difficulty is in conveying the understanding. Where possible I would supply the kids with taped books to listen to the language and read, just right reading level materials to work with fluency and there are a never ending supply of websites that could be used independently. I would be strongly encouraging your administration to look at hiring teachers to work with these kids and for there to be an understanding set with parents about what the outcomes that can really be expected are. Good luck!! From: Michelle Parascandola plongsh...@aol.com To: mosaic@literacyworkshop.org Sent: Monday, 18 February 2013 3:10 PM Subject: [MOSAIC] ELL Asian High school students I am a newly hired literacy teacher for a K-12 private school. While I've worked with reading remediation for grades K-8 and occasional work with American high schoolers, this school has had a large influx of Chinese and Korean students in grades 9-12. They are literate in their own languages but their English (spoken) is pretty choppy and their reading levels in English seem pretty low. How can I best support them in the high school English classroom when there are no ESL supports and a strict curriculum to adhere to? Is it realistic to expect them to perform well on SAT's after only 2 or so years here? Thanks in advance for your support! -Original Message- From: mosaic-request mosaic-requ...@literacyworkshop.org To: mosaic mosaic@literacyworkshop.org Sent: Mon, Jan 28, 2013 3:53 pm Subject: Mosaic Digest, Vol 77, Issue 14 Send Mosaic mailing list submissions to mosaic@literacyworkshop.org To subscribe or unsubscribe via the World Wide Web, visit http://mail.literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org or, via email, send a message with subject or body 'help' to mosaic-requ...@literacyworkshop.org You can reach the person managing the list at mosaic-ow...@literacyworkshop.org When replying, please edit your Subject line so it is more specific than Re: Contents of Mosaic digest... Today's Topics: 1. Re: DIBELS online (Amy McGovern) -- Message: 1 Date: Sun, 27 Jan 2013 19:59:08 -0600 From: Amy McGovern mcgovern_amy64042...@hotmail.com To: mosaic listerve 2 mosaic@literacyworkshop.org Subject: Re: [MOSAIC] DIBELS online Message-ID: blu176-w39f585d635284c591faa65e9...@phx.gbl Content-Type: text/plain; charset=iso-8859-1 We use DIBELS 6th edition to progress monitor. It has worked well for us, kindergarten through 5th grade. The Online tool is very nice because it will help you see if what you are doing is actually working. For example, if the data begins to flat line, the online progress monitoring graph marks it with a yellow dot. And if it flat lines too long, the dot will turn red and suggest that a change be made. These added measures help teachers
[MOSAIC] a question
I guess I understand that the powers that be don't trust teachers to assess their own students. And I do get that it is useful to do some kind of assessment where teachers can come together around agreed upon understandings of what a child's strengths and needs are. So overall i get doing some agreed upon assessments perhaps several times a year. For me I prefer assessments that are closer to the actual work involved - like writing a real text or reading a real book. so I like the DRA better than anything remotely like Diebels. (I actually prefer miscue analysis and like the Teachers College assessments which are similar to DRA but more interesting texts etc. but that's just a preference.) but here is my question. At the beginning of the year I needed to get to know my students well. Needed initial reading and writing assessments to see their strengths and needs. Also to find out their feelings about reading and writing and their interests etc. That provided my baseline data. But after that I always read individually with my kids during reading workshop (besides shared reading etc. in other parts of my literacy time) at minimum once every two or three weeks, more often with those struggling a bit. During those times I listen carefully with miscue eyes and ears and take quick informal notes. I can catch that they are now self correcting. Or see them chunk a word. Or chuckle at a funny part so I know they're understanding. I need that information to see how they're growing and what I need to teach or help with next! I do not get how we support kids without this ongoing assessment. It is easy to do informally along the way. We don't need official numbers etc. You can easily judge if they are struggling with too many words for the chosen text. And i have pretty good ideas (not exact) about the challenge levels of different texts. sometimes here I get the impression that teachers are only assessing through the official assessments? And I wrongMaybe it's that teachers are doing most of their teaching whole class with basal type reading programs??? I am just not understanding I guess how many teachers there are who are still teaching in workshop formats at least some of the time. How many teachers assess in ongoing ways all the time? Just wondering. On another list we are sharing some transcripts of kids reading with the actual text and the child's reading of that text and then sharing our interpretations of their miscues and strategies. Is there any interest in doing some of that on this list? Sally ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Workshop research suggestions
Just googled it. Here is a link. It is not the exact format I have - which I liked better for appearance but it is the article. It's printed in a number of places so google and you could pick the one you think is most appealing. http://www.readingrockets.org/article/96/?theme=print The 6 Ts of Effective Elementary Literacy Instruction let me know if you like it AND if works! others on this list might like to get this article as well. Sally On Jan 29, 2013, at 6:40 PM, R.S. wrote: I've utilized reading and writing workshop for a number of years and up until this year, my choice in teaching method has always been fully supported by my administration. However a recent administration switch has me now in the position of needing to seriously defend my teaching practices. Unfortunately I'm dealing with a mindset that views summative, test-based assessment as the only type that is valid, and therefore our current workshop set-up is not meshing well with their view of what is effective. In order to keep our ability to read in class, I'm looking to flood my administration with research/articles/data/etc. that support independent reading in class. I've mentioned many of the works of Nancie Atwell to them already plus several other books, but specifically am looking now for shorter pieces to share (as they seem reluctant to take the time to read a book). So my question is: does anyone have any suggestions for good, supportive research and articles that might help convince my administration to let my kids continue to read? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Workshop research suggestions
Stephen Krashen has all the research. Go to his website. You can download particular articles. You might ask his advice about which ones would be good to hand to your particular audience/administration. He is a wonderful educator helping all of us to support our best practices!! Allington's work is also good on this. I like his Six T's article - I'll try to find the link for you tomorrow. He summarizes the extensive research done with Peter Johnston. Research over # years in a variety of states, variety of school contexts. They found six themes or characteristics of the practices of the most effective teachers (including picked by administrators and families) and test scores as well. One of the Ts was time to readlots and lots of reading. I really really like this article and so have my teacher ed students and teachers I've worked with in schools. Very readable. Very powerful. In fact this would be one of my best picks to try and it was substantiated by rigorous research in a very large study. too late tonight but I'llt ry to look for it tomorrow. Sally On Jan 29, 2013, at 6:40 PM, R.S. wrote: I've utilized reading and writing workshop for a number of years and up until this year, my choice in teaching method has always been fully supported by my administration. However a recent administration switch has me now in the position of needing to seriously defend my teaching practices. Unfortunately I'm dealing with a mindset that views summative, test-based assessment as the only type that is valid, and therefore our current workshop set-up is not meshing well with their view of what is effective. In order to keep our ability to read in class, I'm looking to flood my administration with research/articles/data/etc. that support independent reading in class. I've mentioned many of the works of Nancie Atwell to them already plus several other books, but specifically am looking now for shorter pieces to share (as they seem reluctant to take the time to read a book). So my question is: does anyone have any suggestions for good, supportive research and articles that might help convince my administration to let my kids continue to read? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Introduce myself - 1st Grade Decodables
Yes, I agree with Rene. On Jan 24, 2013, at 7:04 AM, Renee G wrote: I would say instead of looking for decodables use high-quality predictable text. Try R.C. Owen books. But even before that, I would make a journal out of plain, unlined white paper (about 15 sheets) tucked and stapled into a construction paper cover. Title it, __'s Journal then have him draw and write every day. Every day. Draw a line across the middle of the page, horizontally. On the top, draw first. Have him draw a picture of himself doing something he likes to do, then tell you about his picture. Then he writes what he said HE writes. Then, if necessary, YOU transcribe at the bottom of the page with conventional spelling and punctuation, but don't change the wording. Write legibly. Carefully. Make it look like bookwriting. Don't hurry. Make sure every letter is clear. Use a fine-tipped Sharpie. Black, so the color doesn't distract. Then have him read it back to you. More than once. Next day have him read what he wrote the day before, then do the same thing on the next page. Repeat, daily. Have him make his own books, with or without templates. Renee On Jan 23, 2013, at 9:55 PM, Kathy Lunsford wrote: Hi my name is Kathy and I am a special education teacher. I teach a K-2 Special Day Class for students with autism. I have one 2nd grade child who is reading at a beginning first grade level. He has great difficulty blending - it took him almost two years to master his letter sounds and read simple CVC words and he can read about 35 of the 100 first grade sight words. I use the 1st grade Open Court Language Arts curriculum and am finding that he is unable to keep up with the decodables. They are just to difficult for him. I would like some suggestions on a supplemental decoding series that might be good for him. He has good comprehension skills so to go back to the Kindergarten Decodables would be to boring for him. Thanks! ___ 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 El fin de toda educacion debe ser seguramente el servicio a otros. ~ Cesar Chavez ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Writing Punctuation
Yes, I agree totally with this Sally On Dec 10, 2012, at 4:53 AM, NANCY HAGERTY wrote: I highly recommend doing a Punctuation Study a la Katie Wood Ray. I have used it with all ages and have had the best results of anything else I have ever tried. The students need to actually experience why punctuation is so important. They need to see that the author (them) really has an obligation to show the reader exactly how to read the text infront of them. Only then do they take charge of their own writing. On Sat, Dec 8, 2012 at 4:58 PM, evelia cadet cadeteve...@hotmail.comwrote: My 4th grade students are not ending their sentences with a period. It's like they don't know when a sentence ends. This is my first year teaching writing. I honestly don't know how to help them recognize when to add a period. Any ideas would be appreciated. In few months they will be composing two pieces of writing for the state exam. It is a desperate situation. Thank you in advance. Evelia Sent from my iPhone ___ 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 -- *Nancy Hagerty **Reading Recovery/Literacy Support* *Bartlett Elementary* *Room B-8* *248-573-2521* hager...@slcs.us ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Writing Punctuation
an oldie but goodie strategy is to have kids read their piece's from the end backwards. So read what they think is the last sentence. use a slash or whatever but does it make sense the way you read it? then the next to the last sentence. Of course they won't know exactly where the sentence starts anymore than where it ends but it is experimenting till they get it as they want it. This breaks up that ongoing flow of meaning and kind of focuses their understanding on JUST the sentence. I think we lose sight of the fact that it is just not that easy to do! To wit, I work on it all the way thru graduate students. Clauses of all kinds have subjects and verbs so that determination alone doesn't do the trick. So I try to help the kids see they are the owners of their writing and need to work with it till it communicates clearly what they want. AND unless they actually have some ownership, none of this works very well. So it cannot all be assignments. I read a great great chapter in a book/article that I wish I could find now. But it was a plea that knowing where to put periods, e.g. a complete thought or idea, is a HUGE Sally On Dec 8, 2012, at 1:58 PM, evelia cadet wrote: My 4th grade students are not ending their sentences with a period. It's like they don't know when a sentence ends. This is my first year teaching writing. I honestly don't know how to help them recognize when to add a period. Any ideas would be appreciated. In few months they will be composing two pieces of writing for the state exam. It is a desperate situation. Thank you in advance. Evelia Sent from my iPhone ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] help for early reading difficulties
My expertise is in reading/literacy and many years of teaching experience albeit with at risk students often, e.g. basic (below) English classes high school where up to half my students were RSP (learning disabilities) and had the inclusion cluster of 7 - 8 children in my 5/6 multiage classroom. And my last years teaching in a 2/3 class of Native American children behind in reading. I have only the fuzziest belief in special ed as a separate category of disabilities but that's another story. Lots of cross study in special ed with the more progressive line of thinkers there. sooo have had many children meeting literacy challenges thru the years. Two books that were of enormous practical help to me were Reading with the Troubled Reader by Margaret Phinney and Readers and Writers with a Difference by Curt Dudley-Marling. Both authors expertise in special education but both clearly believe in learning as constructivist. Margaret calls her self a whole language special ed teacher (that was back in the day! I still claim whole language -- to heck with those who disavowed it.) anyway, just a thought. I have read quite a bit about blending being very hard for some kids and not at all the approach to use always. Better to use onset/rhyme. Much more natural to teach by word families and analogy. bat cat sat/light fright etc. And I also believe strongly in language experience with kids writing their own stories with your scaffolding and reading their own writing!!! and lots and lots of joyful experience reading meaningful texts (at appropriate levels - just right) but worth reading and rereading. Songs come to mind too. Just some thoughts. Sally On Nov 24, 2012, at 12:33 PM, Linda Rightmire wrote: In a volunteer (one-to-one) setting, I was working with three students in grade two and three, individually, a half hour each. The one little boy was in clearly a different boat than the others -- they were behind (a little), while he was clearly *at sea*, completely worried about reading, it appeared, and much guessing. Didn't like to read, etc. I observed both a *lack of directionality* (left to right, that is) and an unawareness/inability with *blending* (or even the notion of that). These are the suggestions I wrote up to share with the others that worked with this little boy (in gr. 2). Linda Rightmire SD #73 Kamloops, BC Early Reading Confusions Marie Clay, who developed Reading Recovery (a much researched one-to-one early grades reading intervention), liked to call them 'tiny tots with tangled knots'. This is what I saw with Austin. Two major problems -- directionality and blending -- he appears to have neither (this as of a few weeks back, the only time I saw him). DIRECTIONALITY -- children must have an absolutely grounded sense it all starts on the left. Austin randomly grabs some letter in the word and guesses. Simple example, common for people to point to the ending of a word -- you need a 's' sound here or some such. Clay teaches, *always* start with your (adult) finger on the left of the word to re-inforce this left-to-right directionality (sliding it over while you say the sounds to get to that ending). (We also teach chunking -- this was referred to in the workshop and would be applicable with longer words.) Directionality can be reinforced in this gimmick for teaching how to remember b and d -- huge issue that lasts for some kids into even grade three and four. I found this method to be far better than the classic bed, a visual device many teachers use -- better probably because of the motor and kinesthetic (muscle) involvement in the practice (multi-sensory in several ways -- voice, hands, head). • get the child (you model) to make with EACH hand the shape we sometimes make to signal A-okay -- the thumb and forefinger touching tips to make a circle, but you must keep the remaining fingers quite rigid and straight up -- stress this because it (a) looks more like a b and d but also (b) because of the muscular *effort*, the impact on memory is bigger. • then you remind the child, all reading is left to right, right? and you note how their alphabet on the classroom wall starts with a on the left. There is, with your hands, an *imaginary* a on the left of the left hand that makes a b, and an *imaginary* c in between the hands (prior to the d). • you model and insist the child do all these actions -- head nods down toward the 'a' (imaginary) while you say A, then nods down (touching, or not) to the 'b' and say B, then nod to the middle and the imaginary 'c' and say C, then nod to the right hand, the 'd' (touching or not) and say D. Do it slow and even a little exaggerated. (Praise, etc.) I have insisted kids practice this, frequently would ask them to show me. I observed even kids as late as grade three and four in their reading *and* their writing, doing this with their
Re: [MOSAIC] help for early reading difficulties
so glad someone else has read Phinney. She really helped with my 5/6 grade struggling readers! think you'd like Dudley-Marling - a rich rich resource book. Agree with what you say! On Nov 24, 2012, at 3:57 PM, Linda Rightmire wrote: Great tips re books -- Phinney was important to me but I didn't know she called herself that, pretty cool. :-) Did not know that other book; will seek. :-) Yes I agree as to not overdoing the blending and stuff but when I see kids that just pick any letter in the word and guess (especially at grade two), often not even in context, I think basics of this type are important -- I think they need to know there *is* a system and it's not a mystery. But the experiential side of it and all those other suggestions people gave are a huge part of the program. I think it's Pat Cunningham who says work with *systematic* phonics and don't overdo the time allowed. Example, 'making words' I think it's called in Phonics They Use -- the kids love this (I have a simpler version, don't have the kids use envelopes with pre-made letters), but really, you get the most value out of it in the first fifteen or twenty minutes. Then move on. At two and a half hours for Language Arts (our old-style time allotment), that gives you a lot of time for other approaches. Linda On Sat, Nov 24, 2012 at 1:57 PM, Sally Thomas sally.thom...@verizon.netwrote: My expertise is in reading/literacy and many years of teaching experience albeit with at risk students often, e.g. basic (below) English classes high school where up to half my students were RSP (learning disabilities) and had the inclusion cluster of 7 - 8 children in my 5/6 multiage classroom. And my last years teaching in a 2/3 class of Native American children behind in reading. I have only the fuzziest belief in special ed as a separate category of disabilities but that's another story. Lots of cross study in special ed with the more progressive line of thinkers there. sooo have had many children meeting literacy challenges thru the years. Two books that were of enormous practical help to me were Reading with the Troubled Reader by Margaret Phinney and Readers and Writers with a Difference by Curt Dudley-Marling. Both authors expertise in special education but both clearly believe in learning as constructivist. Margaret calls her self a whole language special ed teacher (that was back in the day! I still claim whole language -- to heck with those who disavowed it.) anyway, just a thought. I have read quite a bit about blending being very hard for some kids and not at all the approach to use always. Better to use onset/rhyme. Much more natural to teach by word families and analogy. bat cat sat/light fright etc. And I also believe strongly in language experience with kids writing their own stories with your scaffolding and reading their own writing!!! and lots and lots of joyful experience reading meaningful texts (at appropriate levels - just right) but worth reading and rereading. Songs come to mind too. Just some thoughts. Sally On Nov 24, 2012, at 12:33 PM, Linda Rightmire wrote: In a volunteer (one-to-one) setting, I was working with three students in grade two and three, individually, a half hour each. The one little boy was in clearly a different boat than the others -- they were behind (a little), while he was clearly *at sea*, completely worried about reading, it appeared, and much guessing. Didn't like to read, etc. I observed both a *lack of directionality* (left to right, that is) and an unawareness/inability with *blending* (or even the notion of that). These are the suggestions I wrote up to share with the others that worked with this little boy (in gr. 2). Linda Rightmire SD #73 Kamloops, BC Early Reading Confusions Marie Clay, who developed Reading Recovery (a much researched one-to-one early grades reading intervention), liked to call them 'tiny tots with tangled knots'. This is what I saw with Austin. Two major problems -- directionality and blending -- he appears to have neither (this as of a few weeks back, the only time I saw him). DIRECTIONALITY -- children must have an absolutely grounded sense it all starts on the left. Austin randomly grabs some letter in the word and guesses. Simple example, common for people to point to the ending of a word -- you need a 's' sound here or some such. Clay teaches, *always* start with your (adult) finger on the left of the word to re-inforce this left-to-right directionality (sliding it over while you say the sounds to get to that ending). (We also teach chunking -- this was referred to in the workshop and would be applicable with longer words.) Directionality can be reinforced in this gimmick for teaching how to remember b and d -- huge issue that lasts for some kids into even grade three and four. I found this method to be far better than
Re: [MOSAIC] Independent comprehension activities for students with Dyslexia
You could use poetry. Lots of comprehension possibilities there and you could read it together in class but they could take it home and practice and do some interactions with the text. Short and reasonable lengths for copying I work with struggling 5th/6th graders and they also love poems for two voices - check out the You read to me, I'll read to you series. One focuses on fables, one fairy tales, one scary stories. The poetry and illustrations and the two voices just make it all fun and they don't seem to feel its too babyish. They practice and practice so it builds their decoding and fluency. Of course those aren't quite as rich for comprehension. On 11/8/12 6:58 AM, Kahn, Chavie ka...@ou.org wrote: I'm looking for a resource that will allow my (high school) students who are decoding on a first grade level to practice 5th grade comprehension strategies independently. It has been very challenging to locate materials that will allow them to practice comprehension at home since they are not independent readers. Many of the students come from ESL homes and do not have computers. Any suggestions woulda be appreciated. Chavie Kahn IVDU Upper School ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Book suggestion - help!!
Just a thought but Nothing but the Truth by Avi. Story is about a boy who refused to do the pledge but the consequences for various stake holders spread out over time. Told through primary documents from various stake holders representing various points of view. Story never tells you the truth. My students had a fit trying to find the truth but understood in the end the complexities of the issue(s). I love Avi and would love to hear from anyone else re using this story. Sally On 8/29/12 9:27 AM, Megan Dorsay mdor...@sd735.org wrote: Hi everyone, Does anyone have a good book recommendation for an Honors 7th grade class to read during a unit on Rights Responsibilities? We previously read A Long Way Gone but it was deemed inappropriate by some parents. I would appreciate any suggestions!! Thanks Megan Dorsay District Reading Specialist Skokie District 73.5 8000 E. Prairie Rd. Skokie, IL 60076 McCracken Middle School 847-676-8204 Middleton Elementary 847-676-8035 mdor...@sd735.org From: mosaic-bounces+mdorsay=sd735@literacyworkshop.org [mosaic-bounces+mdorsay=sd735@literacyworkshop.org] on behalf of ... [dma...@aol.com] Sent: Sunday, April 22, 2012 3:43 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] Link to one district's CCSS templates for report cards A google search turned up this page that had report card templates for grades K-5. I hope this helps those of you searching for something. http://www.pulaskischools.org/elemrptcd.cfm I don't believe that Pearson has developed the report cards yet for national implementation. Too many problems again this year with the tests they have developed being administered. And they haven't even begun to score them. If you are less than enthusiastic about CCSS join one of many groups on facebook that are working to end this tireless parade of education reform. I suggest Testing Hurts Kids as a jumping off point into the world of counter-reform. :) https://www.facebook.com/groups/177487122369569/?ref=ts ___ 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 Skokie School District 73 1/2 The information contained in this e-mail message is intended only for the confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient, you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this in error, please notify us immediately by e-mail, and delete the original message. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Reading level
You can try the Teachers College Reading and Writing Project. They have assessments k-8. Free. They have most everything you need - similar to DRA. Only cost is the K-2 books. Though they have the assessments they believe, and should, that the kids read the text in a good picture book. So it does mean buying the picture books - they are somewhat inexpensive but good stories. Upper grade passages are excerpts from quality books. It's worth a look tho I don't know your grade level. On 7/24/12 11:43 AM, Cox, Daniel d...@aldenschools.org wrote: Does anyone know of a reading level assessment I can give my students at the beginning of the year? No budget, so I would be buying. Thanks Sent from my iPhone ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Reading level
So it would work. Check out the website. These are the teachers who work with Lucy Calkins at Teachers College. Built by teachers who share our vision I think. And it's free. I love that. They also are beginning to build writing assessments - very very rich with samples. So check those out too. On 7/24/12 7:14 PM, Cox, Daniel d...@aldenschools.org wrote: 7th grade this year Sent from my iPhone On Jul 24, 2012, at 3:59 PM, Sally Thomas sally.thom...@verizon.net wrote: You can try the Teachers College Reading and Writing Project. They have assessments k-8. Free. They have most everything you need - similar to DRA. Only cost is the K-2 books. Though they have the assessments they believe, and should, that the kids read the text in a good picture book. So it does mean buying the picture books - they are somewhat inexpensive but good stories. Upper grade passages are excerpts from quality books. It's worth a look tho I don't know your grade level. On 7/24/12 11:43 AM, Cox, Daniel d...@aldenschools.org wrote: Does anyone know of a reading level assessment I can give my students at the beginning of the year? No budget, so I would be buying. Thanks Sent from my iPhone ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Reading Workshop
See Day-to-day Assessment in the Reading Workshop by Sibberson and Szymusiak. (it's all about workshopdon't be mistaken by the word assessment. They mean the continuous rich classroom assessment that informs all teaching and which children are part of etc.) Anyway they cite many professional sources in the back! I LOVE this book. Wish I had had it when I started and used workshop years ago. Sally On 6/30/12 5:10 PM, Judy Fiene jfie...@gmail.com wrote: Nancie Atwell is the go-to person for Reader's Workshop. One of my favorite books -- *In the Middle.* Another good book she wrote is called -- *The Reading Zone.* * * http://www.sedl.org/cgi-bin/mysql/buildingreading.cgi?showrecord=18l=descript ion On Sat, Jun 30, 2012 at 7:04 PM, Lorraine boyerdimp...@aol.com wrote: Kathy Collins for primary workshops Sent from my iPad On Jun 30, 2012, at 2:36 PM, Meredith Glasser mknabeglas...@gmail.com wrote: I am doing a literature review for one of my graduate classes on Reading Workshop but having a hard time finding research. Any recommendations for where I should look for research data? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Mosaic Digest, Vol 70, Issue 2
Yes, I've used it with beginning teachers in my teacher ed program. Their main project is a case study using a wide range of authentic assessment practices including observations/anecdotal notes. The comprehension rubrics are not always used more formally. In fact of course many of these beginning teachers are not in settings which use good approaches to assessment. But they can see the usefulness and it helps them supplement things like retellings which are often simplistic in my view. They learn to listen differently, add these to their anecdotal notes etc. We haven't actually used the text passages themselves. Sally On 6/4/12 8:35 AM, Susan Hayden shayd...@cableone.net wrote: Does/Has anyone use/d Ellin Keene's *Assessing Comprehension Thinking Strategies*? It was published shortly after *Mosaic of Thought* 2nd ed. As I recall, it had rubrics and checksheets and a writing component for 1-1 comprehension assessment. Always wanted to try it but it hasn't fit the way I'm expected to teach. Susan from AZ Hello from Montreal! Our Junior School (grades K-6) PLC this year (and for the next two years) has focused on the explicit instruction of Reading Comprehension Strategies. The interest is high, teachers are beginning to embed this type of instruction into their classrooms and lots of talking and sharing has been happening as a result! Very exciting! The big question on the table at the moment is how to assess?? Specifically, teacher friendly practical ways to assess use of strategies NOT just knowledge of strategies. We have a professional read each summer and I am looking for the best book on the topic. Any suggestions? Thanks to everyone in this group ? I can't think of a better place to get this type of advice! Judy ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] short stories for middle grades
I love Sandra Cisneros and Gary Soto - each have short story collections that are great. On 4/25/12 7:17 AM, Conner-Righter, Mary mrigh...@pennsvalley.org wrote: Hi, Does anyone have a recommendation for a book of short stories appropriate for middle grade students? I'm looking for a mentor text to use in a writing workshop to show the craft of short story writing. Thank you! Mary ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] short stories for middle grades
I agree. Great idea. Great picture books are often very accessible great short stories! Thanks for reminding me. On 4/25/12 8:57 AM, Leah Fisher lfis...@dce.k12.wi.us wrote: In our Middle School program we use many Patricia Polacco books. Thank You, Mr Falker is a good mentor text, and other books by her can be used to reinforce. Leah Fisher DC Everest Middle School Language Arts (Reading) 9302 Schofield Ave Weston, WI 54476 241-9700 EX 2228 lfis...@dce.k12.wi.us Conner-Righter, Mary mrigh...@pennsvalley.org 4/25/2012 9:17 AM Hi, Does anyone have a recommendation for a book of short stories appropriate for middle grade students? I'm looking for a mentor text to use in a writing workshop to show the craft of short story writing. Thank you! Mary ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] School wide reading.
Renee and others, I remember vividly all that I learned when I went from high school teaching and a district language arts coordinator position to teaching in a progressive, multi age elementary school. It was there that I began the journey to understanding what it meant for myself - but also the whole school - to create a learning community based on intrinsic motivation. We had virtually no extrinsic motivation. Our so-called grades were narrative reports describing concretely and specifically children's strengths and needs. There were no practices like spelling tests, indeed there were virtually no tests in any traditional sense of the word. In fact, parents didn't even want money raising -athons. For me, as I struggled to make independent reading time more engaging, I went back to Nancy Atwell (who had influenced me as a writing teacher when I taught high school). Her book, In the Middle, started me on my journey. And it was this journey that I tried to mention in my first post response to the question posed here. I wrote about the passion and depth of my students' engagement with their reading in an article in the Reading Teacher years ago. (Remember this like most of my ideas are all ones gleaned from other teachers in my journey!) I also got involved with a 6 year research project focused on motivation following my elementary students thru middle and high school. It was funded by the National Reading Research Center. There are numerous articles that grew out of that research if anyone were interested. As part of that process I wound up reading the extensive research on motivation covering 4 or 5 decades.As a teacher, I had never really read that research other than superficially as part of a psych class. Wish I had known it long ago. Alfie Kohn's book Punished by Rewards is soundly based in all that researchthough written in a passionate and entertaining way. It's a way more entertaining way to tap that research than going to the actual research studies! You can't really put it down. He by the way has some strong things to say about Accelerated Reader and so on. I won't go on and on here except to say that one of the strong strong findings of all that research is that extrinsic rewards (and punishments as well ) may increase motivation in the short term but they quickly undermine long term intrinsic motivation. Something to think about. My own research totally supported all that research. The students I taught were co-researchers thru the years and they supported it too. And explained it eloquently to other educators when they presented at conferences over the years. So just a thought. Try the book at least and think about it. Alfie would say don't give contingent rewards - you'll get this if you do that. BUT he would also say that there is nothing wrong with non contingent celebrations. Wow we read a lot. Let's celebrate. Just curious if others on the list have dipped into that research on intrinsic motivation? And thanks Renee for your response. You've read Alfie I know. And I'm just getting to know Pink. Sally On 4/11/12 7:03 AM, Renee phoenix...@sbcglobal.net wrote: Disclaimer: This is an opinion. Mine. I know that many schools have competitions of many kinds, and that competition is part of society and that some competition is just good, healthy fun. But I think it's important to think about the message that *some* school competitions send, and to me, a reading competition just goes against my grain. If I were teaching in this school, I would not feel good about being pitted against all other classrooms AND I would find it hard to participate. That's why I suggested a school wide collaboration (ongoing documentation of books and pages read by the whole school), where everyone works together toward a common goal. Our current Secretary of Education, Arne Duncan, has pitted schools against schools and teachers against teachers with his stupid Race to the Top program. High stakes tests pit schools against schools and teachers against teachers and students against students. In my classrooms we always kept a running tally of how many books and pages kids read, throughout the year. The end numbers were pretty impressive; frankly, I think they were way more impressive than cafeteria displays of students names who had reached the Millionaire's Reading Club or classroom displays of race cars racing along on race tracks made of Accelerated Reading scores. Am I really the only one out there? Does anyone read Alfie Kohn or Daniel Pink? Renee Goularte 20 years teaching, all grades, ELL, at-risk, GATE, multiage, and Art. On Apr 10, 2012, at 10:14 AM, Phyllis Oliver wrote: At a school where I was reading specialist we used to have competitions between classes.(We only had one room per grade level.) We might have 3rd and 4th and 5th and 6th compete for the most AR points or most pages read. We did this by the month.
Re: [MOSAIC] School wide reading.
I'd like to add disclaimers to my last post as well. First, this experience in non competitive learning, learning based almost entirely on intrinsic motivation, came in my 23rd year of teaching. It was what I've called one of several what I call born again experiences in my teaching where I had huge huge aha's, not just the slow incremental learning. And second, I have to say that it was easier to come to that radical change being in a school which was based on those assumptions in general. IT would have been harder working upstream against kids who had been trained by extrinsic rewards through the years. It would have been harder being the odd person out if other teachers weren't also following much the same philosophy in general. Will say, once changed, I could never go back! On 4/11/12 7:03 AM, Renee phoenix...@sbcglobal.net wrote: Disclaimer: This is an opinion. Mine. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] School wide reading.
I HIGHLY recommend the book Day to Day Assessment in the reading Workshop; Making informed Instructional Decision in Grades 3 - 6. By Sibberson and Szymusiak. Honestly I taught a reading workshop classroom for years grades 5 - 6. Much of my doctoral research had to do with intrinsic motivation and also assessment (the good kind ) as integral to intrinsic motivation. This book is absolutely excellent in describinb the thinking and classroom practices that least to highly engaged and effective reading - the independent reading so critical along with some of the other balanced literacy needed - to complete the whole!!! Please please please check it out. It works for primary and middle school, probably hgih school if you have the flexible mindset that can see the underlying assumptions of the practices and figure out how to make them work at the different levels. Sally thomas On 4/8/12 4:42 PM, Jennifer Olimpieri ojen...@sbcglobal.net wrote: Hi. I work in a k-5 school as a reading consultant. We currently have a monthly calendar that kids turn in to get a small prize. At the end of the year the get recognized, so on and so forth. However, the program is old and not very enticing. The younger ones are usually the ones turning in their calendars but mostly it is ineffective anymore. I would like to revitalize a school wide reading program. Does anyone have fresh and exciting ideas that is easily recordable but effective? I would live to hear ideas out there. Thanks! ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Evaluating research, was SIPPS
Thanks Jennifer. This is such careful and thoughtful and informed thinking about the issues. I think some of what happens is that even if teachers keep up with current issues in literacy and trying to search out strengths and weaknesses and put together all that they've been learning from our mentor/leaders in the field, they have not necessarily been following the larger issues going on in education. Clearly it's a lot if not too much to expect that we all keep up with everything. But some of us for whatever reasons - sometimes going back to school for further degrees or taking on activism etc. - get the chance to really examine critically all those claims out there. You point out very concretely the problem with pressures to follow programs with fidelity. Or with programs which claim to be researched-based but it's their own research. I look at all the reading programs that have thrown in the language of the comprehensions strategies yet it isn't implemented in meaningful ways in my view, a little bit here, a little bit there. And in spite of extra materials to supposedly differentiate, the huge weight of the program more or less ensures whole class, one size fits all teaching. And no program, strategy, research etc. is without its own context and particularities. I've had a series of what I've called born again revelations (with apologies if anyone feels that this offends their religious sensibilities). I mean these as profound transformative understandings that kind of crank my head/thinking around totally. And that's beyond the slow steady process of learning over the years. My last one was when I left higher education for a third time cuz I've always had that need to roll up my sleeves and be back in a classroom. And I went to work at a newly created Native American school. It was a school where I had been helping a Lakota colleague (and other Native American educators) develop culturally relevant and social constructivist type curriculum with the help of many of the families. And they wanted me to come teach. I should add that half or more of teachers and staff were themselves Native American so this wasn't just a school planned and run by white do-gooders. Well the curriculum and the whole structure of the school was everything I believed in. Everything I dreamed of. Multi age, authentic assessment, curriculum growing outward from a Native American center gradually joining other meaningful cultural circles in outward ripples. Bottom line is I would've said that this school was built on everything I believe (of course not mine given that any perspective alone can be narrow), built on strong research. Bottom line, in spite of all that, it was tremendously hard, tremendously complicated, not necessarily right for that particular context. I came away knowing that teaching and learning HAS to grow out of the community that exists where it is. The children, the families, the community, the teachers all of whom are there. And it has to have time to grow. People have to have time to develop relationships and trust. THERE ARE NO SHORTCUTS that can be imposed however right we (or anyone) might think they are. I don't have the right answers for anyone else. All of this I say to support the points you Jennifer are making. The battles in education, the battles about research, the battles among those who believe we can prove things once and for all objectively and those who believe that there is no such thing as pure objectivity.yikes it's all overwhelming I know. And to top it, though I've never been a conspiracy theorist, I've come to see that some people, groups, with more power and clout are pounding us with their ideas and goals and it's hard for the everyday teacher, the teachers who is there doing the ongoing challenging day to day work of a meaningful classroom to find time and energy to fight back. Yikestoo carried away once again. At lest I am watching the snow fall finally. Not enough snow here in California so very happy to see it this late February afternoon. Thanks again Jennifer, Renee and other folks for these excellent discussions. Sally On 2/26/12 12:29 PM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: I have used SIPPS as a reading specialist in a non-title one school. I abandoned doing it with fidelity as I felt that it did not work very well. A few kids grew, but many did not. Our districts data did not support it either and we probably had about 20 schools using it. Some with fidelity, some less so. I tried modifying it...got slightly better results, but no better than when I just did what I knew to be best for kids. As an administrator now in a Title One school, I totally understand the accountability requirement. When you spend taxpayer money on a program you have to be able to justify that it is money well-spent. I sometimes grit my teeth at the time I spend away from instruction to deal with that, but I fully understand
Re: [MOSAIC] Determining Importance
Thanks I will check it out!! On 2/21/12 1:51 PM, LIsa Ward wa...@laramie1.org wrote: Put Thinking To The Test by Lori Conrad, Missy Mathews, Cheryl Zimmerman and Patrick Allen is another great source for thinking through a test, and Sally they actually use tests as a genre. It is an excellent book that came from the work that Lucy Calkins did. Lisa Ward -Original Message- From: mosaic-bounces+wardl=laramie1@literacyworkshop.org [mailto:mosaic-bounces+wardl=laramie1@literacyworkshop.org] On Behalf Of Sally Thomas Sent: Sunday, February 19, 2012 2:19 PM To: mosaic listserve Subject: Re: [MOSAIC] Determining Importance A book I thought was helpful is A Teachers' Guide to Standardized Reading Tests by Lucy Calkins, Beverly Falk and other NY teachers... They were a teacher study group who came from perspectives shared on this list and still felt a need to deal with tests, but not the usual test prep. They wound up involving kids in inquiry into the tests - like tests as a genre. Might be worthwhile exploring. I liked many parts of the book. I know Bev from her long time work in New York on authentic assessment. She did research on the Learning Record for example. She also has another book on demystifying assessment that is excellent. Sally On 2/19/12 11:28 AM, evelia cadet cadeteve...@hotmail.com wrote: Here is where I am struggling. How can I teach my students to determine what's important in a text, but at the same time they have to be able to answer those fake main idea questions from a test? Any advice? Sent from my Windows Phone -Original Message- From: Palmer, Jennifer Sent: Sunday, February 19, 2012 9:23 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Determining Importance It's the testing culture Renee. We test low level and that drives instruction. Think about main idea ... And it's relationship to what we are talking about. Determining importance becomes a game to guess what test authors feel is important... Sent from my iPhone On Feb 19, 2012, at 12:01 PM, Renee phoenix...@sbcglobal.net wrote: I wonder what would happen if we just asked a student, Why is this important? I'm thinking in a context, for example, of my own lesson, when the student asked how Washington's face got on Mount Rushmore. These were third graders. I can easily imagine a student ansswering, it isn't and I could also easily imagine a student giving a reason, maybe something like, well, because he was so important that they put him on a mountain so how did that happen? I think it's a good question: Why is this important? It has that lovely open-endedness that helps us learn what's going on the mind of a student. And by the way in my substituting travels to various classrooms, I am finding every year that it's harder and harder to get kids to answer open-ended questions with any kind of confidence. That frightens me. Renee On Feb 18, 2012, at 1:49 PM, Palmer, Jennifer wrote: I agree Renee. What I often do is spend a little time talking about our purpose for reading first and letting that guide the discussion ... I think it was Kylie Beers that uses the example of a text that is a description of a beautiful home. An interior decorator, a real estate agent and a thief, all would find different things in the text to be important because their purposes for reading would be quite different. It is possible to store the mind with a million facts and still be entirely uneducated. ~ Alec Bourne ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.o rg Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.or g Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.or g Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman
Re: [MOSAIC] phonics program
Pat, I've felt the same. Realizing mywhole identity is wrapped up in being a teacher and making a difference. I have loved volunteering on an ongoing basis in 4 classrooms where the teachers know me and my work and value having me there to really help - not just doing stuff. I work with struggling readers, sometimes I work with supporting writing and helping children publish etc. It's like I get to do all the most important stuff for me and don't have to do the parts that are wearing or frustrating or... That has helped me a lot. I also am active on a number of lists, some of which are more activist than mosaics. Arn and epata are assessment web sites fighting the current testing nightmare and the impact on classrooms and children and teachers. Opt out of testing is another aimed at parents as well as teachers again to fight the testing that is so changing the nature of our schools. I also love the TLN (teaching learning network) and the TAWL (whole language) Lists. I've joined in with a Facebook pledge to share widely the articles and blogs and passionate educators who are fighting against the neo liberal school reform moves, e.g. Privatization, online schools, charters (tho not against all charters certainly), teacher evals based on testing, quesitoning common core and so on and on. Idea being if each of us can share some articles for dicussion with our friends they can share on their pages and the ripples spread widely. This work all makes me feel like I still make a difference. I think the non profit you are planning sounds WONDERFUL. Until we can get parents, families, communities involved and knowledgeable it's going to be hard to make changes. Please keep in touch. I would be glad to be connected to your non profit and share your work as well as share links and groups that might be helpful to you. I forget the saying that has guided my life but it is something about working globally and locally. I've found I need both. Sally PS just too bad for that teacher who didn't understand your classroom. I've had that experience often in my teaching. We understand - on this list and on the other lists I know you're on!!! On 2/20/12 6:14 PM, Patricia Kimathi pkima...@earthlink.net wrote: At least you are in a position to help make changes as I get ready to retire I really feel horrible that I will no longer be able to share what I have learned reading and attending conferences and being part of listserv like this one. What do I do with my time and energy to help? My husband and I are working on creating a non-profit to help parents understand what is or is not happening in their child's classroom. They can help make a difference. I had a teacher observe my classroom. I had children sharing books that they had read with each other and then sharing what they had learned about the book with the class. She described the lesson as something that I had attempted that had failed. I was very pleased with the outcome and thought the lesson was very successful. She did not stop to talk to me but shared with my coordinator who has been out of the classroom for a long time and has not really kept up with the research. To her credit she removed her child from my classroom. I say to her credit because I know she would have been uncomfortable and would have kept my children from receiving the benefits from sharing their reading and their knowledge. I want them to love reading and look for books that they will enjoy. It really has worked for me and them. PatK On Feb 20, 2012, at 12:03 PM, Palmer, Jennifer wrote: When teachers don't understand why things work or don't work...when they lack the big picture.. and when profesional developers like me can't find a way to fill the gaps, the introduction of scripted teacher proof programs becomes a reasonable idea in the eyes of administrators. SO, let's keep getting the knowledge out there! Whatever vehicles it takes!! PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] phonics program
I agree with you Jennifer. Thanks for saying it so clearly. Would it be okay if I share it with my new teacher students? Also I think what makes me react so strongly to scripted programs is NOT that they don't use useful concepts (like the multisensory and the keyword associations you mention) but that in the hands of teachers (and administrators) who are not knowledgeable they get used in ways that I think are not positive in the long run. As you say, we need to know the developmental levels of unique children and help them learn at their point of need. (I like this concept that I got from a long ago wonderful book on writing) And because, as teachers teach Wilson with some of the children not ready to get the point, often without realizing they spend more and more time teaching something some children already have and other children weren't ready for in the first place. Thus the balance tips way in the direction of phonics and meaning/comprehension gets neglected or put off until the children can decode. I would never argue that we don't need to teach decoding. We just need to teach it WITH comprehension, in fact as a necessary tool for reading with understanding. It is these dynamics - things gone way askew I see in schools. I am seeing pure test prep factories out there. I am seeing childen left further and further behind and becoming behavior problems because they are being asked to do whole class drill really on learnings they are not in any way ready for. I am not clear on whether or not the teachers on this list have seen the full blown horrors out there in many schools. And if they haven't, they may not understand my level of concern. Some days I just cry after I leave the school. Over and over I see practices that might seem innocuous to begin or even actually effective, but applied rigidly and applied to all children regardless of their developmental levels become destructive. Example daily oral language, or the new Treasures series calling for rigid 5 minute quickwrites orthe list goes on and on. So for our list I am only asking how we can create a place where quick requests re (FOR EXAMPLE) scripted phonics program don't automatically just slide by because we are an open source for information exchange. I absolutely know that there are many thoughtful wise teachers on this list who are asking because their districts are mandating something. And they will do their best to use the programs wisely and carefully and help others to do so. But there may also be those on the list who don't know the dangers yet. Was thinking perhaps we could ask people who post requests to give us some context? Why is the program being mandated. Are they already aware of what to look out for or to be concerned about? Are they asking for critical in the sense of challenging feedback (not in the sense of criticizing)? I had my students in my literacy class last week, choose one practice they saw being implemented in the classrooms where they are student teaching. They were to describe the practice and its supposed purpose. They were to describe its positive consequences and its potentially negative consequences. And then to share how they thought the practice might be impacting their case study student. Their case studies are usually students who might be struggling or somewhat behind by the usual school expectations (not mine or ours necessarily!) for a variety of reasons. It was very powerful. I know we wouldn't be able to mandate giving context on the list, but perhaps just being aware of a rubric so to speak to think about when considering any practice might help all of us to think and to respond more thoughtfully. I will try my best not to react so strongly that it feels like criticism. I am just overwhelmed at times at the destructive things that are happening around me in schools. And they often begin with districts/schools adopting programs or practices with no real background and no incentive to think critically before hopping on board. Thanks to anyone who has read this far. I know I get long winded. I at least feel better for having spilled this out. And thanks Jennifer and Bev for hopping back into the dialogue. Know you are both doing important work outside the list too but do so appreciate your leadership. Sally On 2/19/12 8:51 AM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: Pat...I can tell you briefly what I think works about Wilson Fundations... it is the keyword/letter/sound association. Learning a consistent picture and keyword really helps struggling kids internalize that letter sound relationship. I also liked the skywriting---the use of large muscle movements helps the tactile kinesthetic kids. I think what is missing, even from Cunningham (who I love and borrow from all the time), is the idea that word learning has a developmental component. When we teach a phonics skill whole class there is only a small group ready for it. Often 1/3
Re: [MOSAIC] Determining Importance
A book I thought was helpful is A Teachers' Guide to Standardized Reading Tests by Lucy Calkins, Beverly Falk and other NY teachers... They were a teacher study group who came from perspectives shared on this list and still felt a need to deal with tests, but not the usual test prep. They wound up involving kids in inquiry into the tests - like tests as a genre. Might be worthwhile exploring. I liked many parts of the book. I know Bev from her long time work in New York on authentic assessment. She did research on the Learning Record for example. She also has another book on demystifying assessment that is excellent. Sally On 2/19/12 11:28 AM, evelia cadet cadeteve...@hotmail.com wrote: Here is where I am struggling. How can I teach my students to determine what's important in a text, but at the same time they have to be able to answer those fake main idea questions from a test? Any advice? Sent from my Windows Phone -Original Message- From: Palmer, Jennifer Sent: Sunday, February 19, 2012 9:23 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Determining Importance It's the testing culture Renee. We test low level and that drives instruction. Think about main idea ... And it's relationship to what we are talking about. Determining importance becomes a game to guess what test authors feel is important... Sent from my iPhone On Feb 19, 2012, at 12:01 PM, Renee phoenix...@sbcglobal.net wrote: I wonder what would happen if we just asked a student, Why is this important? I'm thinking in a context, for example, of my own lesson, when the student asked how Washington's face got on Mount Rushmore. These were third graders. I can easily imagine a student ansswering, it isn't and I could also easily imagine a student giving a reason, maybe something like, well, because he was so important that they put him on a mountain so how did that happen? I think it's a good question: Why is this important? It has that lovely open-endedness that helps us learn what's going on the mind of a student. And by the way in my substituting travels to various classrooms, I am finding every year that it's harder and harder to get kids to answer open-ended questions with any kind of confidence. That frightens me. Renee On Feb 18, 2012, at 1:49 PM, Palmer, Jennifer wrote: I agree Renee. What I often do is spend a little time talking about our purpose for reading first and letting that guide the discussion ... I think it was Kylie Beers that uses the example of a text that is a description of a beautiful home. An interior decorator, a real estate agent and a thief, all would find different things in the text to be important because their purposes for reading would be quite different. It is possible to store the mind with a million facts and still be entirely uneducated. ~ Alec Bourne ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Determining Importance
Love it - great idea. Am going to try it asap! Sally On 2/19/12 4:29 PM, donn...@optonline.net donn...@optonline.net wrote: I'd like to share a strategy that has worked well for me in the past, especially with nonfiction. Has anybody ever heard of an Information Walk? In a nut shell what you do is chunk the text you are working with into sections or by subtitles, and assign groups of 2-4 students to be responsible for each passage. The students collaborate in creating a poster with the information required by the teacher. Fpr example the class I work in we recently did this with main idea. We had students make a 4 square on their posters and one square was labeled Main Idea, Supporting Details, Important vocabulary, and Visualization. However, the fun starts when you hang them around your classroom or an empty hallway. Each student is given 3-4 post it notes and a set of 4-5 stickers or stars. As they roam around and learn from each other they have to leave post it note comments, and stickers next to new and interesting information that they acquired from one another. It really fosters student to student learning, and they are so excited to get their poster back to see what the others wrote. I have done this same activity for Determining Importance. Instead of 4 squares a I have them make 2 columns one titled Important Information and the other Interesting. You can adapt this to almost anything, and even use this to activate schema for prior knowledge or as a post reading activity. And of course the big question should always be Why is this important? thank you Renee for that! Earlier todayI tried to send my pics with this email but it bounced back to me. If anybody would like to see a photo of the finished product just email me personally and I will send it to you. This activity has been very successful, and as you well know the enthusiasm when you hand students post it notes and stickers is overwhelming. Also, I love setting it up outside of the classroomfor some reason the different environment adds to the excitement when students go on their Information Walk! Donna Intervention Gr3/4 On Sun, Feb 19, 2012 at 7:07 PM, Renee wrote: I would say that determining importance is important in getting to the main idea, and establishing the main idea is helpful in determining importance. Big help, huh? Kids need to know both. Determining importance helps them remember and retell stories. But knowing the main idea is useful in recommending books to other people; it reduces things down to one or two sentences. Renee On Feb 19, 2012, at 12:03 PM, evelia cadet wrote: Are determining importance and finding the author's main idea the same thing? If they are not, are they related? How? HELP! Evelia Sent from my Windows Phone -Original Message- From: Palmer, Jennifer Sent: Sunday, February 19, 2012 9:23 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Determining Importance It's the testing culture Renee. We test low level and that drives instruction. Think about main idea ... And it's relationship to what we are talking about. Determining importance becomes a game to guess what test authors feel is important... Sent from my iPhone On Feb 19, 2012, at 12:01 PM, Renee phoenix...@sbcglobal.net wrote: I wonder what would happen if we just asked a student, Why is this important? I'm thinking in a context, for example, of my own lesson, when the student asked how Washington's face got on Mount Rushmore. These were third graders. I can easily imagine a student ansswering, it isn't and I could also easily imagine a student giving a reason, maybe something like, well, because he was so important that they put him on a mountain so how did that happen? I think it's a good question: Why is this important? It has that lovely open-endedness that helps us learn what's going on the mind of a student. And by the way in my substituting travels to various classrooms, I am finding every year that it's harder and harder to get kids to answer open-ended questions with any kind of confidence. That frightens me. Renee On Feb 18, 2012, at 1:49 PM, Palmer, Jennifer wrote: I agree Renee. What I often do is spend a little time talking about our purpose for reading first and letting that guide the discussion ... I think it was Kylie Beers that uses the example of a text that is a description of a beautiful home. An interior decorator, a real estate agent and a thief, all would find different things in the text to be important because their purposes for reading would be quite different. It is possible to store the mind with a million facts and still be entirely uneducated. ~ Alec Bourne ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to
Re: [MOSAIC] Literature Suggestions for Teaching World War 2
I used Rose Blanche - a powerful book showing a young girl who discovers a camp and begins sharing her food. Ending is very hard but my 5th/6th graders were very moved by the book. I Never Saw another Butterfly is a collecion of children's poetry (and some pictures) found in the camps. Again, very powerful and moving. Faithful Elephants is from the Japanese side of the war. It's what happened to the zoo in the bombings. Let us know how it goes. Share some of your students' discussions, reactions. Would love to hear how they might be using the strategies to understand what they are reading. Sally On 2/17/12 6:41 PM, rascal...@aol.com rascal...@aol.com wrote: Hi Everyone, I'm searching for some great picture books that I can use to teach World War 2 to my fourth grade class. We just started Number the Stars and their interest level is running very deep. I'd love to expand on their curiosities! Thank you in advance for your help. Ali/FL ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] phonics program
And that was also one of Pat Cunningham's strategies. The person who joined us from Canada mentioned valuing her work tremendously. I loved using a poem a week to teach all those ideas. Love also that you didn't just use it for phonics. It was for poetry's sake with the skills needed as tools to make meaning! And yes, I think distinguishing between explicit instruction and scripted where the program is expected to do all the work and to be applied without exception to children who are unique and not at all standardized is very important. Explicit instruction has its place for sure. I had an exchange this morning with Lynn Stoddard who is a long time holistic educator - very thoughtful and wise. And I shared that my students were beginning to get that the hot topic of differentiated instruction is not in fact so hot. That when the expectation is that the differentiation is so that all the children reach the very same standards in the same time frame, it is hypocritical in my view. We have standardized our notion of children and goals for schooling. It's kind of like we still have one right answer. I don't think all children follow the same paths, follow the same pacing, and don't all have to wind up in the same place. My definition of differentiation would be very different from the use it's currently put to. Not that I'm against differentiationit's just very different than how it's being put to work in the classrooms my students are teaching in. I must say that this whole conversation as been rich and interesting and I'm glad we've had it. We are sorting out our practices and understandings through the dialogue. It's the sound bites that get us in trouble. Think Jennifer suggested as much that that is a part of our problem. Sally PS am thinking through some ideas about the list and how we might keep it in this more productive mode. Still need some time to sort through all this in my mind so will post later On 2/18/12 10:02 AM, Renee phoenix...@sbcglobal.net wrote: I think there may be some areas where definitions may not be in line. To me, there is a huge difference between explict phonics instruction and scripted phonics program. I believe the issue was at least for me and a few others who have spoken up that the Mosaic strategies would not be congruent with a scripted program. So the issue is how to teach phonics in a way that is congruent with a readers workshop model, or at least a model that is focused on the larger issue of comprehension and that of students building on their own knowledge. One thing I did in my classroom was use a poem every Monday for a variety of strategy lessons. One of those was word study. One was phonemic awareness. One was phonics. One was poetry appreciation. One was rhyming words. I found the poem of the week to be a very good way to introduce and teach phonics from a perspective of meaningful connection and student prior knowledge rather than in isolation. Renee On Feb 17, 2012, at 5:43 PM, mlred...@aol.com wrote: Personally, I do not understand the debate. Knowing phonics is integral to reading and does not mean that students are not reading for meaning. Bottom line-when we are doing reading instruction (reading for meaning) students should be reading texts that are in their zone of proximal development which means that they should not be reading texts that are so challenging in terms of decoding. Of course, for independent reading, they are reading at their independent level which is at 98 percent accuracy. Word study needs to be done outside of the workshop itself, but it is up to the teacher to make connections for students during reading workshop so that there is transfer. transfer does not happen automatically, it has to be intentional. Maxine In a message dated 2/17/2012 7:48:24 P.M. Eastern Standard Time, cara.aco...@gmail.com writes: Look, I don't want to start a debate, but there is a place for phonics skill instruction. It can be weaved into a Reader's workshop format as mini lessons, and then applied in context. There are some kids, particularly LD kids, dyslexic kids, or struggling readers, who do benefit from explicit phonics instruction. Does that mean that the purpose of reading isn't still making meaning? Of course not! You can't make meaning if you can't read the words! On Fri, Feb 17, 2012 at 10:50 AM, Lynette DeGraffenried l.degraffenr...@nebo.edu wrote: I have used the program with kindergarten through 3 rd grade and love it. As a Title 1 Coordinator it is great for para professionals working in small groups. It is flexible so that I can target specific needs of students. And it allows for sequential/developmental growth. I also used it as a teacher in my own class-1st and transitional first grades. Lynette l.degraffenr...@nebo.edu Sent from my iPad On Feb 16, 2012, at 8:51 AM, Suzanne
Re: [MOSAIC] phonics program
Thank you Carrie. And thank you Rene. Could we please get back to the original heart and purpose of this list serve? I guess what I am wondering is how many people are on this list that joined to talk about comprehension, making meaning, supporting thinking, and how we might use the strategies to support children in reading for real reasons. Am wondering why the list is so silent on these topics. Have people with those interests left the list? Have we all been beaten down by what is happening out there in schools that is so detrimental to children??? Makes me really really sad. Sally On 2/17/12 10:07 AM, Carrie Cahill ccah...@msd143.org wrote: I am going to make a bold move here and say that Ellin Keene does not believe in scripted programs for phonics or any other aspect of reading!! I seem to be in the minority at this point, but I am so disheartened by the conversation on this listserv. The word Mosaic really should be taken out of the title of the listserv. We used to talk about how teachers were putting together their own lessons for comprehension. Now, we're talking about scripted phonics programs? Thank you Renee for bringing back the researcher/practitioner - Ellin Keene - into this conversation! Carrie K-8 - Illinois I cannot help but wonder what Ellin Keene thinks of a scripted phonics program. Renee On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote: Our district uses Saxon Phonics K-2 and the teachers really like it. It is scripted and very easy to follow. Our students for the most part do very well with phonics. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] phonics program
I agree with Renee who essentially is agreeing with you Cara. The huge overwhelming approach to reading I see in schools (and I am out there in all kinds of classrooms) is an overwhelming overemphasis on phonics. And it's not phonics in meaningfulcontexts. It's not phonics that's differentiated. It usually comes from the reading series (e.g. Open Court, tReasures etc.) and/or phonics programs that are mostly one-size-fits-all. There is almost no healthy time spent on the kind of work with comprehension that Mosaics and Ellen and all the educators connected to their work have helped us with. The research says that overwhelmingly, excellent comprehension pedagogy (supported by research) - is not happening in schools - by and large. That is not to say that the teachers on this list aren't working with comprehension. The problem is balance. And I think the list was created to create that balance that is missing in schools. For me personally, the list seldom involves meaty talk about comprehension anymore. That's why I joined in the concern. I have other places I can go and will. But I am hoping that we can get back to the purpose of the list - at least a bit - to counter that counterproductive balance in schools. No insults are intended. We should be able to have healthy rigorous discussions without getting personally offended - in my view. Otherwise we get nowhere. We'll just all be too nice!! So what happens to the kids then??? Sally On 2/17/12 4:17 PM, Renee phoenix...@sbcglobal.net wrote: No one has suggested that phonics has no place in skill instruction. The question was about **scripted** phonics programs, which I and others do not feel are congruent with the Mosaic of Thought strategies for reading instruction. Of course phonics instruction is part of reading instruction. Part of it. And being able to decode is an important strategy in the comprehension process. But a scripted phonics program will not, by definition, look at individual needs of children, nor will it guide the teacher toward effective, individualized, kid-watching strategies. Renee On Feb 17, 2012, at 3:19 PM, Cara Acosta wrote: Look, I don't want to start a debate, but there is a place for phonics skill instruction. It can be weaved into a Reader's workshop format as mini lessons, and then applied in context. There are some kids, particularly LD kids, dyslexic kids, or struggling readers, who do benefit from explicit phonics instruction. Does that mean that the purpose of reading isn't still making meaning? Of course not! You can't make meaning if you can't read the words! On Fri, Feb 17, 2012 at 10:50 AM, Lynette DeGraffenried l.degraffenr...@nebo.edu wrote: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
[MOSAIC] Awakening the Heart poetry discussion
Hi all, We seem to have run out of steam on our discussion. Maybe we are all too stretched or busy at this time. I did want to share one exciting development. I went to an institute put on by a long time (40 years) charter school that is quite progressive in its practices: e.g. Multiage, theme/project based, workshops etc. One of the sessions was led by the two K/1 teams. And it was the Awakening the Heart ideas from Georgia Heard. I think they got it via Lucy Calkins professional development her series on teaching writing K-2. They credit Heard¹s book too in their materials. They shared the poetry stations and the children¹s poetry that emerged. It was wonderful and inspiring. And it was clear that poetry was in these teachers¹ hearts in the way they talked about poetry and their children!! We talked about how the focus on poetry spilled over into all of writing workshop. So I¹ll leave you with that. Let¹s see if any more discussion comes up. I¹ll try to get one more burst of energy this evening for chapter 3: Where does poetry hide? This chapter focuses on the children writing their own poetry. Otherwise hoping all of you will move forward into deepening poetry in your classrooms. Maybe we will want to come back to this at the end of the year to share what we found!! Sally ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] **SPAM** book publishing website
I googled and went to the site. It looks great and I can accesss the many many books. But it has a writing books half of the site that cannot be accessed without registering. When I go to register it needs an access code. I cannot find anywhere on the site to tell me what that code is or how I can get it. Also doesn't have any link to a system administrator to ask. Has anyone used this who could tell me/us more about how to use it?? Sally On 2/11/12 3:12 AM, Patricia Kimathi pkima...@earthlink.net wrote: Does anyone have a link for this. It sounds interesting. PatK On Feb 9, 2012, at 7:28 AM, Cathy Walker wrote: Have you ever heard of Tar Heel Reader? It is online and kids from all over the world create books for other kids to read. Cat On 2012-02-09, at 3:21 AM, DONNA FOX wrote: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] **SPAM** book publishing website
Tried it but only choices I see are log in or asking for new password. When I try the registration, it tells me I need the code. Then I tried asking for new password and it says I'm not registered. Still a circle I can't seem to enter! Is there a different place to register or where I can ask for help fromt he people who run it. I am going in to the writing choice which tells me I need to register. That's the route I'm using. Thanks and sorry to be evidently so clueless here. Sally On 2/11/12 7:24 AM, sdcteac...@aol.com sdcteac...@aol.com wrote: Google it again and look at your options. They have one choice for you to have the code e-mailed to you. Sherry Sent from my iPhone On Feb 11, 2012, at 8:56 AM, Sally Thomas sally.thom...@verizon.net wrote: I googled and went to the site. It looks great and I can accesss the many many books. But it has a writing books half of the site that cannot be accessed without registering. When I go to register it needs an access code. I cannot find anywhere on the site to tell me what that code is or how I can get it. Also doesn't have any link to a system administrator to ask. Has anyone used this who could tell me/us more about how to use it?? Sally On 2/11/12 3:12 AM, Patricia Kimathi pkima...@earthlink.net wrote: Does anyone have a link for this. It sounds interesting. PatK On Feb 9, 2012, at 7:28 AM, Cathy Walker wrote: Have you ever heard of Tar Heel Reader? It is online and kids from all over the world create books for other kids to read. Cat On 2012-02-09, at 3:21 AM, DONNA FOX wrote: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] book publishing website - code
Thanks Keith. You are a lifesaver on this! Sally On 2/11/12 9:50 AM, Keith Mack km...@literacyworkshop.org wrote: It appears that the owners of the site will provide you with the invitation code. You have to email them with a request for this. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] short leveled fiction
I loved the Cobblestone publications.magazines on non fiction topics with articles running in 4 - 8 levels approximately. Cobblestone is American history. Faces is world cultures. Calliope is ancient civiilzations. Go to website and you can order from hundreds of back issues on specific topics. We used them in a lit circles/book study group format in our 5/6 class when I had one on a specific topic that we were studying. Excellent and interesting.Sally On 2/9/12 11:05 AM, Carly Domin carlydomi...@yahoo.com wrote: Does anyone have a suggestion for a source of short leveled fiction pieces to use for guided reading? Currently our GR room only has novels in it. I teach 6th grade and am looking for levels T-Z. Thanks, Carly Morales Le Roy Elementary ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Awakening the Heart
Good morning all, our discussion has been quiet to say the list. Wondering if superbowl weekend kept everyone's minds off poetry??? Maybe we should write a poem? Meanwhile, Lisa's question for me went to the heart of this study of poetry. Interestingly, I've always found poetry to be the way in to students at all levels, students who were not confident and didn't believe in themselves as readers and writers. They almost always caught the fervor. Georgia suggests three layers for the way in and I think she is right on. The first layer is to let children grow into poetry in their own ways and their own time. Of course, as in chapter one, the teacher sets the stage. Immersing (ala Brian Cambourne) children by saturating the environment with poems, poetry books, and lots and lots of opportunity to see and observe the world around them. And beginning opportunities to share feelings and ideas from inside. TRUST and TIME. Then letting the children experience poetry in their own ways, building relationships with the poems through performance, drawing, painting, art - many ways of knowing! Letting the writing emerge naturally. And that involves LISTENING so respectfully, so carefully to what the children say and write. I suddently realized Georgia had organized her book in these layers. And I chuckle because in a funny way the first chapter bothered me. I had wondered why she hadn't begun by reading poems - of course in an open way. But now I realize building the enivironment of wonder and curiosity and noticing and the environment of trust and listening came first. Wonder if anyone else felt like I did at first. Sally On 2/2/12 11:26 AM, LIsa Ward wa...@laramie1.org wrote: This thread of fervor runs through this chapter, Georgia asks How do we ensure that poetry has a chance to sing to our students? How can we help our students form a relationship to poetry? I don't think I ever was given a chance to form a friendship with poetry, as I posted in the last chapter I avoided it every chance I got ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Civil War novels / 7th grade level?
Across Five Aprils? On 2/4/12 5:22 AM, Dluhos Sara (31R024) sdlu...@schools.nyc.gov wrote: We are working on a unit on historical fiction and looking for a high-interest historical fiction novel set around the time of the Civil War. Any ideas? I know about Red Badge of Courage, but I'm looking for other ideas. Thanks! :) Mrs. Sara Dluhos Barnes IS24 Tell me and I forget. Teach me and I remember. Involve me and I learn. -Benjamin Franklin ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Civil War novels / 7th grade level?
I went to the reviews too. One of the 5 star raters said that most o fthe low reviews were from kids being forced to read it. Also sounds like more mature young people like it better. So will you have choice??? Like lit circles. It might still be a good choice. It is not as action packed for sure. On 2/4/12 11:50 AM, Dluhos Sara (31R024) sdlu...@schools.nyc.gov wrote: I have never read that book, and it goes poor reviews by students on the webpages I reviewed. Mrs. Sara Dluhos Barnes IS24 Tell me and I forget. Teach me and I remember. Involve me and I learn. -Benjamin Franklin From: mosaic-bounces+sdluhos=schools.nyc@literacyworkshop.org [mosaic-bounces+sdluhos=schools.nyc@literacyworkshop.org] on behalf of Sally Thomas [sally.thom...@verizon.net] Sent: Saturday, February 04, 2012 10:30 AM To: mosaic listserve Subject: Re: [MOSAIC] Civil War novels / 7th grade level? Across Five Aprils? On 2/4/12 5:22 AM, Dluhos Sara (31R024) sdlu...@schools.nyc.gov wrote: We are working on a unit on historical fiction and looking for a high-interest historical fiction novel set around the time of the Civil War. Any ideas? I know about Red Badge of Courage, but I'm looking for other ideas. Thanks! :) Mrs. Sara Dluhos Barnes IS24 Tell me and I forget. Teach me and I remember. Involve me and I learn. -Benjamin Franklin ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
[MOSAIC] Awakening Heart poetry discussion
Hi Everyone, The discussion on chapter one has slowed down considerably. Lisa says she will open the discussion on chapter 2 by late this evening or early tomorrow. Hope you are reading ahead. I am. We¹ll ³up² the pace a bit since this is such a readable book. Feel free to always reread, comment again on earlier chapters!! And for those who haven¹t joined us yet, please chime in at any point. Looking forward to more conversation tomorrow! Sally ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Awakening Heart poetry discussion
Oh I see now, June.June was right between your comment and your poem. Think maybe I was thinking June was the title of the poem, maybe because it had something to do with weather??? It felt something like a found poem. Think Georgia talked about that. Thanks for suggesting that others might want to share poems throughout this disucssion, either favorites to use or our own. Though I should add, not required! Sally On 1/28/12 8:36 PM, rfiskno...@aol.com rfiskno...@aol.com wrote: My nearby neighbor Sally,on Mt. Baldy.. I did sign my name(June) thank you and I hope others will share their's too! and Yes it is a struggle to get something creative in. Since I'm first grade we have a tiny bit more leeway, but it's still very hard...We need to keep fighting for our students to be able to be creative. June In a message dated 1/28/2012 8:18:57 P.M. Pacific Standard Time, sally.thom...@verizon.net writes: Rfisk ( your name is ???) Soo glad you poetry is part of what you do. Have seen way to many classrooms focused on the tests lately here in California. So you gathered your courage and wrote a poem. Good for you! And I think you captured perfectly the blustery, tepid weather you're having in your urban paradise. I read it with a smile. You just captured the casual, eratic wind and weather and feel of our southern California - inland - life! I'm not far away - I live on Mt. Baldy and have driven by Norco often. Sally ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Awakening Heart poetry discussion
golden lines are a great way to sharelove this one too. On 1/28/12 6:58 PM, Carol Hessler carrollhess...@msn.com wrote: A line of poetry is divineComes from the heart I work with students with challenges and poetry is an excellent vehicle! Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Awakening Heart poetry discussion
Jennifer, What a wonderful school and wonderful wonderful story about the poetry event. Like Wow. Wish this could happen in more places. Did you all make videos of the event or publish informally books of the poems the kids presented? They need to be shared with wider audiences - to spread the idea far and wide! Thank you for sharing what happened. I always sleep better when I hear the positive stories that are happening around me. Sally ___ 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] Awakening Heart poetry discussion
Speaking of finding seeds. Maybe sharing seeds of other children. Last year I discovered Regie Routman¹s series called Kids Poems. She has ones for K, 1, 2, and 3 I think. She shares some of her ideas for getting kids to write poetry and to gradually start ³playing² with it as they decide on arranging and moving lines. More than half the book though are authentic poems from children in that grade. She shares both their drafts and final copies. My students really really loved these and moved right into writing as a consequence. A poem where a second grader shared how much she hated it when the boys called her ³curly fries² was the very very favorite poem of the year I think. I bring it up in the context of Georgia¹s book because these are so much examples of seeds growing out of children¹s very real experiences, both joyful and painful. I find Georgia¹s book takes me deeper and farther. But these others would be great to have in your libraries for the children to discover! Sally ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Awakening Heart poetry discussion
Donna, I so totally agree. The emotional environment is the basis for all the other wonderful things that happen. Without, it just becomes more school work! The magic is gone. The heart is gone. Sally On 1/29/12 6:27 AM, donn...@optonline.net donn...@optonline.net wrote: On page 2 where she described its the emotional environment that matters - not the desk or objects in a room. Therefore the emotional climate in a classroom is so important to nurture the poet inside of our students. ___ 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] Awakening Heart poetry discussion
Some of my thoughts to start us off with the Introduction and Chapter 1. Georgia mentions hearing a woman asking her husband if she has poetry inside her. Do you have poetry inside you? Do you think it¹s vital that a teacher has or learns to have poetry inside to teach children to love poetry?? If you don¹t think you have it, how would you go about growing it?? I remember writing kind of silly poems in elementary. Certainly not loving poetry. High school, hmmm not really. College I was an English major and did love the Romantics. But it¹s been since then that poetry has actually entered my life deeply. Think it was partly deciding to work with poetry with my high school students and later elementary students that dipped me in so deeply and passionately. My students enthusiastic response caused a reciprocal response inside me. So I would say I didn¹t originally have poetry in my heart. I think we can grow it as we experience it with our students!! I still feel unsure at times when I write poetry. It still feels like a risk. But my students demand that I take that risk. Georgia comments on the importance of listening deeply so we can hear the poetry seeds inside our students. I think about the pressures we are facing in schools at this point in time and that those pressures make me field hurried, and sadly that pressure seems to make me actually talk too much. How do we carve out that time to listen? And to see our children with new eyes that can find the important seeds that are theirs? Georgia talks about the importance of choice and time. She suggests poetry centers. I¹m wondering which center or centers would you start with and why? I do remember some powerful poetry my students wrote when I created a center (I didn¹t have this idea for regular centers then) around Georgia O²Keefe. We had studied her art a bit in my 5/6 class. I set up an art center which included a cow skull, a nautilus shell, and a red oriental poppy. Students observed first, just informally writing details they noticed. Then they sketched and/or painted. Then they wrote poetry. It was pretty amazing. It took well over a week but was one of the best experiences of the year.the kids said. Oh and I did use the poem that Georgia shares about looking at something carefully and deeply to introduce the whole thing. So I am eager to try some of the other centers here though some speak to me more than others. Grab onto any of these comments or start your own. HERE WE GO! Sally ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Awakening Heart poetry discussion
Rfisk ( your name is ???) Soo glad you poetry is part of what you do. Have seen way to many classrooms focused on the tests lately here in California. So you gathered your courage and wrote a poem. Good for you! And I think you captured perfectly the blustery, tepid weather you're having in your urban paradise. I read it with a smile. You just captured the casual, eratic wind and weather and feel of our southern California - inland - life! I'm not far away - I live on Mt. Baldy and have driven by Norco often. Sally On 1/28/12 5:20 PM, rfiskno...@aol.com rfiskno...@aol.com wrote: Maybe now is the time for me to start writing! June 1st grade in windy and warm Norco, Caoh wait I mean blustery and tepid, Urban paradise of the Inland Empire ___ 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] Discussion of poetry book
Hi all, My fault for a slightly delayed start almost on time (smile). Lisa Ward and I are co leading. We should have a tentative timeline by early Saturday morning and some thoughts to start us off. Get ready. I have loved rereading it. Know why I love Georgia Heard. Sally Thomas PS anyone can join us. You do not need to register or email back. We¹ll send directions for how to send your comments on Saturday (for example how we can keep keep specific subject headings so we don¹t bother everyone who doesn¹t want to be part and/or how to delete accumulating comments so we don¹t clutter the list) Stay tuned. If you have a burning question right now email me off the list sally.thom...@verizon.net ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Listening to reading
, at 7:03 PM, Sally Thomas sally.thom...@verizon.net wrote: Seems like all the benefits of read alouds would accrue. I use a handout summarizing those benefits. They include building vocabulary, building knowledge of syntax (especially for hearing the syntax of written language), comprehension etc. No they are not figuring out unknown words as far as decoding goes. But there are lots of benefits. I don't know specific research but sure it's there. It's one of those common sense notions. Bet Krashen has some research to support it. Try him. Sally On 1/14/12 1:52 PM, evelia cadet cadeteve...@hotmail.com wrote: Is anyone aware of research supporting listening to books? I know is one of the five components of the Daily 5. My students have been listening to books online and they are obsessed about it. I am glad that they are enjoying this activity, however, I don't have sufficient information on how it benefits their reading. I would love to hear your research, ideas or opinions. Thank you. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Listening to reading
Seems like all the benefits of read alouds would accrue. I use a handout summarizing those benefits. They include building vocabulary, building knowledge of syntax (especially for hearing the syntax of written language), comprehension etc. No they are not figuring out unknown words as far as decoding goes. But there are lots of benefits. I don't know specific research but sure it's there. It's one of those common sense notions. Bet Krashen has some research to support it. Try him. Sally On 1/14/12 1:52 PM, evelia cadet cadeteve...@hotmail.com wrote: Is anyone aware of research supporting listening to books? I know is one of the five components of the Daily 5. My students have been listening to books online and they are obsessed about it. I am glad that they are enjoying this activity, however, I don't have sufficient information on how it benefits their reading. I would love to hear your research, ideas or opinions. Thank you. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] elementary writing programs
So is that the source of the request to add the two new genres? In other words, administrators are thinking about the new common core standards?? Keep in mind that a number of teachers/educators are challenging the apprpriateness of at least some of those standards. Remember they were not created by teachers per se with lots of input and time put into thinking them through. Just an FYI. I've heard some horror stories. We all need to think critically. I am not against teaching genres of around beyond narrative. Just wanting to be sure that inappropriate or non authentic demands are being made from people who are not fully knowledgeable about teaching and learning. Sally On 1/10/12 4:14 PM, donn...@optonline.net donn...@optonline.net wrote: This is a response for Beth and anyone else following these comments. Im not sure what grade level you were inquiring about, but keep in the mind the new writing CCS for elementary K-5 is opinion writing not persuasive. Persuasive evokes more emotion and is writing to the audience to convince them to take action or share a belief. Opinion writing is stating a viewpoint and supporting it with reasons, facts and details in the upper grades. I have used many of the mentor texts suggested by others and they are all very good. But when planning for next year we have to remember the new common core standards Donna/ NJ Sent from my HTC Status on ATT - Reply message ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] elementary writing programs
Sorry genres beyond. I'm going too fast sometimes and I don't recheck. Oh well! It is just a conversation and we shouldn't get too caught up on perfection. Or whatever...sorry. Sally On 1/10/12 5:24 PM, Sally Thomas sally.thom...@verizon.net wrote: So is that the source of the request to add the two new genres? In other words, administrators are thinking about the new common core standards?? Keep in mind that a number of teachers/educators are challenging the apprpriateness of at least some of those standards. Remember they were not created by teachers per se with lots of input and time put into thinking them through. Just an FYI. I've heard some horror stories. We all need to think critically. I am not against teaching genres of around beyond narrative. Just wanting to be sure that inappropriate or non authentic demands are being made from people who are not fully knowledgeable about teaching and learning. Sally ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] elementary writing programs
Hate to sound snarky but shouldn't the administration be able to describe what they mean by appropriate persuasive and analytical for these age levels? And also tell you why? Just bugs the heck out of me when people throw out ideas which they often don't know anything about. That said, I would think about the kinds of things kids would be interested in persuading people about and go from there. Find mentor texts. An example that we used at our school: every year kids have the opportunity to vote for the California Young Readers Medal. They are given 3 books at primary, intermediate etc. to choose from. They have to have read (individually or as class) each book to vote. We had our students write persuasive essays (we actually used letters) to convince others of their choice. It was great.(My kids read samples of persuasive texts and came up with a rubric. I taught 5/6. Isn't there a great picture book where a child tries to persuad his mother to get a certain kind of pet? (I forget the title but it was a good one!) I would check James Moffett's classic work on genres and writing - the kinds of authentic writing we do in the world and connected to developmental levels. I know we spent many years on the state language arts assessment committee in California exploring the kinds of writing that it was appropriate to assess and how to formulate authentic type tasks and so on. Moffet's work informed some of the decisions about the types of writing to assess at various levels.We found for example that when we tried to assess information type writing, most of what we got was pretty bad writing - stiff and boring. And kids who didn't have background on whatever the topic (which happens in testing situations often) were especially disadvantaged. I am disgusted by much of what goes for writing assessment currently. We've lost so much ground in writing over the last more than decade. In short, I am not against persuasive or analytic as long as the writing experience is authentic and meaningful to children's lives. Be careful. Calkins work (along with the great teachers who helped her) is probably most meaningful to developing students as writers for the long run. Just IMOl!!! Sally On 1/9/12 8:50 AM, Beth OConnor ocon...@norfolk.k12.ma.us wrote: Hello, I am looking for suggestions on writing programs that could complement Lucy Calkins in grades K-5. Because of the Common Core, our administration would like us to focus more on persuasive and analytical writing and less on personal narratives. Does anyone use anything for this type of writing that they would recommend? Thank you, Beth ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Georgia Heard
This should be a perfect culmination of our book study. We will have been deeply immersed and have our questions and connections and observations ready to join the conversation! Sally On 1/1/12 2:47 PM, Linda Crumrine lc...@maine.rr.com wrote: NERA (New England Reading Association) is sponsoring 4 webinars with Georgia Heard (beginning Feb. 29th). If you would like more information, go to http://www.nereading.org. Georgia had been one of the keynote speakers at our 2010 fall conference and she followed up with a series of webinars. The webinars were well-received so she is returning for another series. Happy New Year, Linda ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] idea for book study group on poetry.
HI all, Lisa is going to lead with me, hopefully more than one chapter. Leading only means kind of being sure the conversation goes on, moving us along. Anyone else is welcome. I recommend our facilitator group communicate off list as individuals to avoid clogging the list serve. ONCE AGAIN, PLEASE NO ON NEED TO SAY HE/SHE WANTS TO JOIN THE TALK. THAT JUST CREATES WAY TOO MANY EMAILS FOR THE LIST TO FUNCTION. EVERYONE IS WELCOME AND YOU DON'T NEED TO TELL US! LET'S SAVE OUR EMAILS FOR GOOD TALK' about the book as we go. Contact me individually off the list if you have particular questions or would like to join the facilitator group. Remember the plan now is to start the last weekend of January, giving people time to get their books. And even if you're late getting your book there is no reason not to just join in when you do. This is not like school where you get marked absent or tardy - smile. Sally sally.thom...@verizon.net On 12/31/11 5:57 AM, Ward, Lisa wa...@laramie1.org wrote: I would like to be a part of this as well, will get my book ordered if you don't mind... I would be willing to lead a chapter as well... Thanks, Lisa Ward Instructional Coach Davis Jessup Elementaries wa...@laramie1.k12.wy.us ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] poems for comprehension strategies
Jen I'd be glad to facilitate unless someone else would like to do it. I'm not so interested in leading as in participating. But to make it happen I'll raise my hand. (LOL) Now to dig into my book boxes and find it! Sally On 12/30/11 5:02 AM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: I am totally in favor! Who would like to facilitate the discussion? I am finishing and defending my dissertation in the next few months, or I would offer to do it myself... Sent from my iPhone On Dec 29, 2011, at 11:21 PM, Laura lcan...@satx.rr.com wrote: I like that idea, I'm going to order the book Awakening the Heart. - Original Message - From: Sally Thomas sally.thom...@verizon.net To: mosaic listserve mosaic@literacyworkshop.org Sent: Thursday, December 29, 2011 3:29 PM Subject: Re: [MOSAIC] poems for comprehension strategies Jen, Is there any way that we could have a focused discussion around a shared read on the list. That might be a way of getting back our original focus. This poetry discussion is interesting. Might we take it deeper by some of us agreeing to read a good book on teaching poetry as a group? Know we've done it in the past. Would it work again??? Maybe even choose one of Georgia Heard's books. I would love to reread - I have several. What about awakening the heart. Just a thought. I get weary of finding programs and ways that we have to compromise our practices out there in schools. Know that is important discussion as well but this other kind of discussion is what fills me up and gives me hope. That may be most important at this time in education history! Sally On 12/29/11 10:15 AM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: I did it all the time... Great way to help kids understand the purposes of poetic devices... How they affect the reader. It's that whole idea of reading like a writer... what affect does onomatopoeia or alliteration have on your ability to create a mental image?? Sent from my iPhone On Dec 29, 2011, at 11:37 AM, Susan soozq55...@aol.com wrote: I use poetry to teach inferring. Off the top of my head I can say I use Every Living Thing by Cynthia Rylant. I also love anything by Georgia Heard...Awakening the Heart is awesome. I really would be interested in what others would have to say about teaching the strategies using poetry. I think that might be a little tricky if the kids didn't have a background in poetic devices. Sue Sent from my iPad On Dec 29, 2011, at 1:10 PM, norma baker hutch1...@juno.com wrote: Morning all! While we're on the subject of poetry, has anybody compiled poems to teach the comprehension strategies? As a reading specialist who goes into rooms I don't have the luxury of tying my lesson to a book previously read or start a picture book that I can finish later and I'd like to actually keep to a mini-lesson. I end up spending too much time because I use picture books which I totally love doing and am fortunate enough to have a great collection, but.I'm losing the mini in mini-lesson! If anyone has compiled a list of poems for the different strategies and is willing to share I'd be grateful. If not, that'll be next summer's project. I work in 4th grade primarily. Thanks! norma An old man once said, There comes a time in your life, when you walk away from all the drama and people who create it. You surround yourself with people who make you laugh. Forget the bad, and focus on the good. Love the people who treat you right, pray for the ones who don 't. Life is too short to be anything but happy. Falling down is a part of life, getting back up is living. 53 Year Old Mom Looks 33 The Stunning Results of Her Wrinkle Trick Has Botox Doctors Worried http://thirdpartyoffers.juno.com/TGL3131/4efc66c12a69e11808best05duc ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http
Re: [MOSAIC] idea for book study group on poetry.
Sent two responses this a.m. Which haven't come up yet on my computer and wondering why. Did I do something wrong in sending it? Just in case it's being held up for some reason, I'm volunteering to facilitate - though very open to giving that wonderful position to anyone else who'd like to do it. Second: I set out a draft/brainstorm plan which is open to discussion. I'm going to recopy it here. Here are a couple of ideas. Welcome your feedback and I can revise! 1. When to start. Thinking the last weekend of January. Gives us enough time to order and read a chapter or two??? Thinking weekends might be a good time to begin each new section discussion as our weeks are pretty filled with working - right??? 2. Pacing. Have to get my book out to see how it is divided but probably a chapter a week or so??? That's roughly. Or is that too fast a pace? 3. I'd be glad to start each week's discussion with my own connections and/or questions. And everyone can just join in. Or we can take turns with who wants to take the lead for different chapters. (I would love that!) let me know if you'd like to do this and we can set up a schedule. 4. My guess is that we'll be using the STRATEGIES as we read to understand. And also think about how using the ideas with kids will tap the strategies. 5. Speaking of strategies, I suggest we might begin by each of us tapping our own SCHEMA of poetry. Why not start by remembering our own early and schooling experience of poetry. The next chapter of that could be our own experiences of poetry since our schooling - has it been the same or different? Between these two chunks of schema, we will have reflected on our experiences and assumptions about poetry as we explore Georgia's book. 6. It would be great if someone would be the keeper of... poems mentioned or recommended by Georgia or any of us that we might want to use in our classrooms. (just gathering them as they come up naturally and keep as a simple list in a folder that we can put on the resources page of this list at the end of our discussion?) PLEASE GIVE ME FEEDBACK ON ANY OF THIS. IT'S JUST A BRAINSTORM TO BEGIN OUR PLANNING. Sally On 12/30/11 5:02 AM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: I am totally in favor! Who would like to facilitate the discussion? I am finishing and defending my dissertation in the next few months, or I would offer to do it myself... Sent from my iPhone ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] poems for comprehension strategies
Here are a couple of ideas. Welcome your feedback and I can revise! 1. When to start. Thinking the last weekend of January. Gives us enough time to order and read a chapter or two??? Thinking weekends might be a good time to begin each new section discussion as our weeks are pretty filled with working - right??? 2. Pacing. Have to get my book out to see how it is divided but probably a chapter a week or so??? That's roughly. Or is that too fast a pace? 3. I'd be glad to start each week's discussion with my own connections and/or questions. And everyone can just join in. Or we can take turns with who wants to take the lead for different chapters. (I would love that!) let me know if you'd like to do this and we can set up a schedule. 4. My guess is that we'll be using the STRATEGIES as we read to understand. And also think about how using the ideas with kids will tap the strategies. 5. Speaking of strategies, I suggest we might begin by each of us tapping our own SCHEMA of poetry. Why not start by remembering our own early and schooling experience of poetry. The next chapter of that could be our own experiences of poetry since our schooling - has it been the same or different? Between these two chunks of schema, we will have reflected on our experiences and assumptions about poetry as we explore Georgia's book. 6. It would be great if someone would be the keeper of... poems mentioned or recommended by Georgia or any of us that we might want to use in our classrooms. (just gathering them as they come up naturally and keep as a simple list in a folder that we can put on the resources page of this list at the end of our discussion?) PLEASE GIVE ME FEEDBACK ON ANY OF THIS. IT'S JUST A BRAINSTORM TO BEGIN OUR PLANNING. Sally On 12/30/11 5:55 AM, Sherry Elmore scou...@chatham.k12.nc.us wrote: Love this idea! I am in. Already have the book...just waiting on how we will proceed! Sherry From: mosaic-bounces+scourie=chatham.k12.nc...@literacyworkshop.org [mosaic-bounces+scourie=chatham.k12.nc...@literacyworkshop.org] on behalf of Sally Thomas [sally.thom...@verizon.net] Sent: Friday, December 30, 2011 12:03 AM To: mosaic listserve Subject: Re: [MOSAIC] poems for comprehension strategies H, thinking maybe we are on. What if we set a date a few weeks from now or a month and give those who want the chance to get it. Then we start a discussion, maybe reading a chapter or two at a time. And some of us might even try an idea or two. Woo HOO! sally On 12/29/11 6:54 PM, donn...@optonline.net donn...@optonline.net wrote: I love this idea! Im in and ordering the book tomorrow. Sent from my HTC Status on ATT - Reply message - From: Laura lcan...@satx.rr.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: [MOSAIC] poems for comprehension strategies Date: Thu, Dec 29, 2011 8:59 pm I like that idea, I'm going to order the book Awakening the Heart. - Original Message - From: Sally Thomas sally.thom...@verizon.net To: mosaic listserve mosaic@literacyworkshop.org Sent: Thursday, December 29, 2011 3:29 PM Subject: Re: [MOSAIC] poems for comprehension strategies Jen, Is there any way that we could have a focused discussion around a shared read on the list. That might be a way of getting back our original focus. This poetry discussion is interesting. Might we take it deeper by some of us agreeing to read a good book on teaching poetry as a group? Know we've done it in the past. Would it work again??? Maybe even choose one of Georgia Heard's books. I would love to reread - I have several. What about awakening the heart. Just a thought. I get weary of finding programs and ways that we have to compromise our practices out there in schools. Know that is important discussion as well but this other kind of discussion is what fills me up and gives me hope. That may be most important at this time in education history! Sally On 12/29/11 10:15 AM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: I did it all the time... Great way to help kids understand the purposes of poetic devices... How they affect the reader. It's that whole idea of reading like a writer... what affect does onomatopoeia or alliteration have on your ability to create a mental image?? Sent from my iPhone On Dec 29, 2011, at 11:37 AM, Susan soozq55...@aol.com wrote: I use poetry to teach inferring. Off the top of my head I can say I use Every Living Thing by Cynthia Rylant. I also love anything by Georgia Heard...Awakening the Heart is awesome. I really would be interested in what others would have to say about teaching the strategies using poetry. I think that might be a little tricky if the kids didn't have a background in poetic devices. Sue Sent from my iPad On Dec 29, 2011
Re: [MOSAIC] poems for comprehension strategies
Hey Jen, Can you tell us more about your dissertation? I would love to hear about it and your work. And wishing you well. I remember how life altering the whole process is! Sally On 12/30/11 5:02 AM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: I am totally in favor! Who would like to facilitate the discussion? I am finishing and defending my dissertation in the next few months, or I would offer to do it myself... Sent from my iPhone On Dec 29, 2011, at 11:21 PM, Laura lcan...@satx.rr.com wrote: I like that idea, I'm going to order the book Awakening the Heart. - Original Message - From: Sally Thomas sally.thom...@verizon.net To: mosaic listserve mosaic@literacyworkshop.org Sent: Thursday, December 29, 2011 3:29 PM Subject: Re: [MOSAIC] poems for comprehension strategies Jen, Is there any way that we could have a focused discussion around a shared read on the list. That might be a way of getting back our original focus. This poetry discussion is interesting. Might we take it deeper by some of us agreeing to read a good book on teaching poetry as a group? Know we've done it in the past. Would it work again??? Maybe even choose one of Georgia Heard's books. I would love to reread - I have several. What about awakening the heart. Just a thought. I get weary of finding programs and ways that we have to compromise our practices out there in schools. Know that is important discussion as well but this other kind of discussion is what fills me up and gives me hope. That may be most important at this time in education history! Sally On 12/29/11 10:15 AM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: I did it all the time... Great way to help kids understand the purposes of poetic devices... How they affect the reader. It's that whole idea of reading like a writer... what affect does onomatopoeia or alliteration have on your ability to create a mental image?? Sent from my iPhone On Dec 29, 2011, at 11:37 AM, Susan soozq55...@aol.com wrote: I use poetry to teach inferring. Off the top of my head I can say I use Every Living Thing by Cynthia Rylant. I also love anything by Georgia Heard...Awakening the Heart is awesome. I really would be interested in what others would have to say about teaching the strategies using poetry. I think that might be a little tricky if the kids didn't have a background in poetic devices. Sue Sent from my iPad On Dec 29, 2011, at 1:10 PM, norma baker hutch1...@juno.com wrote: Morning all! While we're on the subject of poetry, has anybody compiled poems to teach the comprehension strategies? As a reading specialist who goes into rooms I don't have the luxury of tying my lesson to a book previously read or start a picture book that I can finish later and I'd like to actually keep to a mini-lesson. I end up spending too much time because I use picture books which I totally love doing and am fortunate enough to have a great collection, but.I'm losing the mini in mini-lesson! If anyone has compiled a list of poems for the different strategies and is willing to share I'd be grateful. If not, that'll be next summer's project. I work in 4th grade primarily. Thanks! norma An old man once said, There comes a time in your life, when you walk away from all the drama and people who create it. You surround yourself with people who make you laugh. Forget the bad, and focus on the good. Love the people who treat you right, pray for the ones who don 't. Life is too short to be anything but happy. Falling down is a part of life, getting back up is living. 53 Year Old Mom Looks 33 The Stunning Results of Her Wrinkle Trick Has Botox Doctors Worried http://thirdpartyoffers.juno.com/TGL3131/4efc66c12a69e11808best05duc ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options
Re: [MOSAIC] idea for book study group on poetry.
I had suggested Georgia Heard's Awakening the Heart. Think it was her second book. She worked and works with Lucy Calkins and the reading/writing project in New York City. She is herself a poet and works with children in wonderful ways. I'm open to any other suggestion - had just thrown it out as an idea. On 12/30/11 10:19 AM, Deborah Lawson deblawso...@gmail.com wrote: I missed the name of the book somewhere along the way. On Dec 30, 2011 11:22 AM, Sally Thomas sally.thom...@verizon.net wrote: ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] poems for comprehension strategies
Visualization should be an easy one! Sally On 12/29/11 7:24 AM, Susan soozq55...@aol.com wrote: I use poetry to teach inferring. Off the top of my head I can say I use Every Living Thing by Cynthia Rylant. I also love anything by Georgia Heard...Awakening the Heart is awesome. I really would be interested in what others would have to say about teaching the strategies using poetry. I think that might be a little tricky if the kids didn't have a background in poetic devices. Sue Sent from my iPad On Dec 29, 2011, at 1:10 PM, norma baker hutch1...@juno.com wrote: Morning all! While we're on the subject of poetry, has anybody compiled poems to teach the comprehension strategies? As a reading specialist who goes into rooms I don't have the luxury of tying my lesson to a book previously read or start a picture book that I can finish later and I'd like to actually keep to a mini-lesson. I end up spending too much time because I use picture books which I totally love doing and am fortunate enough to have a great collection, but.I'm losing the mini in mini-lesson! If anyone has compiled a list of poems for the different strategies and is willing to share I'd be grateful. If not, that'll be next summer's project. I work in 4th grade primarily. Thanks! norma An old man once said, There comes a time in your life, when you walk away from all the drama and people who create it. You surround yourself with people who make you laugh. Forget the bad, and focus on the good. Love the people who treat you right, pray for the ones who don 't. Life is too short to be anything but happy. Falling down is a part of life, getting back up is living. 53 Year Old Mom Looks 33 The Stunning Results of Her Wrinkle Trick Has Botox Doctors Worried http://thirdpartyoffers.juno.com/TGL3131/4efc66c12a69e11808best05duc ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] poems for comprehension strategies
Love it. On 12/29/11 9:17 AM, donn...@optonline.net donn...@optonline.net wrote: I havent used poetry for teaching many comprehension strategies, but i do use them for visualization and mental imaging. I give students copies of a poem without a pic. On our 2nd read we highlight lines that we can feel and picture using our senses. For the older grades i have them record what they are picturing on a sensory graphic organizer. The younger ones draw what they see,feel. Hear etc. They love it! I have also made this into a literacy station. Sent from my HTC Status on ATT - ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] poems for comprehension strategies
One of my favorite strategies - which complements or overlaps with this idea - is to do poetry dialogues. Got the original idea from Practical Ideas for Teaching Writing fromt he California UC Irvine Writing Project. I read a poem aloud. Kids know they will be talking to the poem as I read it so they are prepared with their pencils and paper. They need to skip spaces between responses to each line of the poem. I read a line aloud. Their job is to respond with whatever their brain is thinking!!! They can ask a question. They can respond with a word or words that pop into their mind. They can comment. They can make a connection. They can ask a question. They can say I sure do hate poetry. Everything counts. It is their brains response to the poem. After they are done, I ask for a volunteer to have an out loud dialogue with the poem. I read a line and he/she reads the response. We do the whole poem that way. We laugh or ooh and ahhh or whatever. Then I ask for others. Eventually I ask if anyone wants to do a duet dialogue. I read a line and two children each read their response in turn. This is a great point at which to start the discussion. Cuz usually the duet turns out to be amazing too. They responses are different yet they seem to go together. So why is that? Kids will get well we are just different but also get that both are responding to the same words/poem. So they are bound to connect. Then we gather different kinds of responses. From connections we gather all the different ones: movies, books, similar experiences etc. It's then that I talk about reader response. And I ask them to do a quickwrite about the poem (if they are older) or just share another response orally if they're younger and the writing isn't yet so fluent. I copy them all and post. Kids love it. We put them in books. Kids eventually ask if they can do quadrophonic from 4 corners of the room. They start bringing me poems they think would work best for a dialogue. And wonderfully, they realize that sometimes their response creates its own stand alone poem!!! (They ask if they can change a line or two or three and I of course say yes.) This has been a favorite favorite activity all year long for most of my classes since I first used it with 5/6 graders. High schoolers lover it. First graders can do it. It worked well with reading buddies who could script the first graders responses. Have fun PS It also works when I teach new teachers. Gets them loosened up to the whole idea that we bring different schema to our reading and that is an important part of the process! On 12/29/11 11:11 AM, evelia cadet cadeteve...@hotmail.com wrote: I do something similar with my 4th graders. I make copies of several poems that I know my students have the background knowledge to relate to. They can choose any poem they like and draw their mental images about that poem. Since, many students choose the same poem, we use this opportunity to talk about how their unique experiences and background knowledge led them to draw different pictures of the same poem. I like to post their pictures along with the poem in the hall for people to read and look at. Evelia ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] poems for comprehension strategies
Jen, Is there any way that we could have a focused discussion around a shared read on the list. That might be a way of getting back our original focus. This poetry discussion is interesting. Might we take it deeper by some of us agreeing to read a good book on teaching poetry as a group? Know we've done it in the past. Would it work again??? Maybe even choose one of Georgia Heard's books. I would love to reread - I have several. What about awakening the heart. Just a thought. I get weary of finding programs and ways that we have to compromise our practices out there in schools. Know that is important discussion as well but this other kind of discussion is what fills me up and gives me hope. That may be most important at this time in education history! Sally On 12/29/11 10:15 AM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: I did it all the time... Great way to help kids understand the purposes of poetic devices... How they affect the reader. It's that whole idea of reading like a writer... what affect does onomatopoeia or alliteration have on your ability to create a mental image?? Sent from my iPhone On Dec 29, 2011, at 11:37 AM, Susan soozq55...@aol.com wrote: I use poetry to teach inferring. Off the top of my head I can say I use Every Living Thing by Cynthia Rylant. I also love anything by Georgia Heard...Awakening the Heart is awesome. I really would be interested in what others would have to say about teaching the strategies using poetry. I think that might be a little tricky if the kids didn't have a background in poetic devices. Sue Sent from my iPad On Dec 29, 2011, at 1:10 PM, norma baker hutch1...@juno.com wrote: Morning all! While we're on the subject of poetry, has anybody compiled poems to teach the comprehension strategies? As a reading specialist who goes into rooms I don't have the luxury of tying my lesson to a book previously read or start a picture book that I can finish later and I'd like to actually keep to a mini-lesson. I end up spending too much time because I use picture books which I totally love doing and am fortunate enough to have a great collection, but.I'm losing the mini in mini-lesson! If anyone has compiled a list of poems for the different strategies and is willing to share I'd be grateful. If not, that'll be next summer's project. I work in 4th grade primarily. Thanks! norma An old man once said, There comes a time in your life, when you walk away from all the drama and people who create it. You surround yourself with people who make you laugh. Forget the bad, and focus on the good. Love the people who treat you right, pray for the ones who don 't. Life is too short to be anything but happy. Falling down is a part of life, getting back up is living. 53 Year Old Mom Looks 33 The Stunning Results of Her Wrinkle Trick Has Botox Doctors Worried http://thirdpartyoffers.juno.com/TGL3131/4efc66c12a69e11808best05duc ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] poems for comprehension strategies
H, thinking maybe we are on. What if we set a date a few weeks from now or a month and give those who want the chance to get it. Then we start a discussion, maybe reading a chapter or two at a time. And some of us might even try an idea or two. Woo HOO! sally On 12/29/11 6:54 PM, donn...@optonline.net donn...@optonline.net wrote: I love this idea! Im in and ordering the book tomorrow. Sent from my HTC Status on ATT - Reply message - From: Laura lcan...@satx.rr.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: [MOSAIC] poems for comprehension strategies Date: Thu, Dec 29, 2011 8:59 pm I like that idea, I'm going to order the book Awakening the Heart. - Original Message - From: Sally Thomas sally.thom...@verizon.net To: mosaic listserve mosaic@literacyworkshop.org Sent: Thursday, December 29, 2011 3:29 PM Subject: Re: [MOSAIC] poems for comprehension strategies Jen, Is there any way that we could have a focused discussion around a shared read on the list. That might be a way of getting back our original focus. This poetry discussion is interesting. Might we take it deeper by some of us agreeing to read a good book on teaching poetry as a group? Know we've done it in the past. Would it work again??? Maybe even choose one of Georgia Heard's books. I would love to reread - I have several. What about awakening the heart. Just a thought. I get weary of finding programs and ways that we have to compromise our practices out there in schools. Know that is important discussion as well but this other kind of discussion is what fills me up and gives me hope. That may be most important at this time in education history! Sally On 12/29/11 10:15 AM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: I did it all the time... Great way to help kids understand the purposes of poetic devices... How they affect the reader. It's that whole idea of reading like a writer... what affect does onomatopoeia or alliteration have on your ability to create a mental image?? Sent from my iPhone On Dec 29, 2011, at 11:37 AM, Susan soozq55...@aol.com wrote: I use poetry to teach inferring. Off the top of my head I can say I use Every Living Thing by Cynthia Rylant. I also love anything by Georgia Heard...Awakening the Heart is awesome. I really would be interested in what others would have to say about teaching the strategies using poetry. I think that might be a little tricky if the kids didn't have a background in poetic devices. Sue Sent from my iPad On Dec 29, 2011, at 1:10 PM, norma baker hutch1...@juno.com wrote: Morning all! While we're on the subject of poetry, has anybody compiled poems to teach the comprehension strategies? As a reading specialist who goes into rooms I don't have the luxury of tying my lesson to a book previously read or start a picture book that I can finish later and I'd like to actually keep to a mini-lesson. I end up spending too much time because I use picture books which I totally love doing and am fortunate enough to have a great collection, but.I'm losing the mini in mini-lesson! If anyone has compiled a list of poems for the different strategies and is willing to share I'd be grateful. If not, that'll be next summer's project. I work in 4th grade primarily. Thanks! norma An old man once said, There comes a time in your life, when you walk away from all the drama and people who create it. You surround yourself with people who make you laugh. Forget the bad, and focus on the good. Love the people who treat you right, pray for the ones who don 't. Life is too short to be anything but happy. Falling down is a part of life, getting back up is living. 53 Year Old Mom Looks 33 The Stunning Results of Her Wrinkle Trick Has Botox Doctors Worried http://thirdpartyoffers.juno.com/TGL3131/4efc66c12a69e11808best05duc ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Teaching Poetry
Love Regie's books of kids poetry introduceed by some good ideas for teaching poems. My students 2/3 ins everal schools have been so inspired to write poetry by seeing the kids' work!!! Very real. She shows their drafts and final copies and shares ideas for mini lessons. Love love love Georgia Heard's books too. Sally On 12/28/11 4:30 PM, Tamara Westmoreland westmoreland.tam...@gmail.com wrote: Regie Routman and Georgia Heard have some great resources for teachers to use. Sent from my iPhone On Dec 28, 2011, at 2:52 PM, Risa Hunter rhun...@fortsmithschools.org wrote: Nanci Atwell has a book designed to teach a poem a day. I have used it quite a bit with 8th graders. On Dec 28, 2011, at 4:25 PM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: I like to use Donald Graves book of poems called Baseball Snakes and Summer Squash as mentor texts... Sent from my iPhone On Dec 28, 2011, at 12:36 PM, evelia cadet cadeteve...@hotmail.com wrote: Is anyone aware of good resources on teaching poetry (websites, books, etc.). Evelia ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] common formative assessments
Just a question for those using this. It does not appear to me that this program/approach is using the approach to comprehension that we study on this Mosaics list. Looks very traditional on first glance. Keep in mind that I did not take the time yet to dig in a do a complete lesson or complete assessment. But I don't see the important comprehension strategies and modeling and gradual release model here. Is it int here and I'm not seeing it? Sally On 12/27/11 4:32 PM, donn...@optonline.net donn...@optonline.net wrote: Readworks.org has over 500 nonfiction reading selections with test questions that are all aligned to the ccs and identify specific standards ie main idea, cause effect etc. Sent from my HTC Status on ATT - Reply message - From: Dluhos Sara (31R024) sdlu...@schools.nyc.gov To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: [MOSAIC] common formative assessments Date: Tue, Dec 27, 2011 6:09 pm Mastery Connect looks wonderful. Does anyone know of any free (or inexpensive) options to assess mastery of individual reading skills (such as main idea, details. cause effect)? My school is going to be running a program and we are in need of short tests to use as pre- and post-assessments. Thanks in advance everyone! Love this group. I find out so much interesting and useful information through you all!! Mrs. Sara Dluhos Barnes IS24 Tell me and I forget. Teach me and I remember. Involve me and I learn. -Benjamin Franklin From: mosaic-bounces+sdluhos=schools.nyc@literacyworkshop.org [mosaic-bounces+sdluhos=schools.nyc@literacyworkshop.org] on behalf of donn...@optonline.net [donn...@optonline.net] Sent: Tuesday, December 27, 2011 3:24 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] common formative assessments Thank you Brenda i will check out the site. Following some of these conversations have been so informative! Its nice to know we all share the same frustrations and sentiments. Donna Sent from my HTC Status on ATT - Reply message - From: Brenda White-Keller brenda...@sbcglobal.net To: mosaic@literacyworkshop.org Subject: [MOSAIC] common formative assessments Date: Tue, Dec 27, 2011 1:32 pm Donna, We are also creating our own CFAs (common formative assessments) and then using the data. Between 3 teachers we divide up the work, but it's still test, test, test. When the students realize all they have to do is blow the test, wow, imagine what would happen. Someone shared a site called: mastery connect (masteryconnect.com or .net). Teachers all over the country are sharing CFAs for the new standards. In some ways I think the new standards are easier, but having the technology to pull of the testing is going to require some big bucks (and my state is already in financial distress). Anyway, I've gone to the site and pulled off some tests to use with my kids. It's great if all band together to get the job done! Happy Holidays, Brenda ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Se arch the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Se arch the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Se arch the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Se arch the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] common formative assessments
Good question. I think you are onto something that is happening here. And the other thing anything like this does is take over your curriculum. Teachers who know how to do formative should be able to use it easily and flexibly with the reading and writing they are doing anyway, not with extra passages. (and hopefully that reading and writing is not itself a program). Sally On 12/27/11 6:40 PM, Kathy Heim khei...@gmail.com wrote: Sorry I'm jumping in during the middle of this conversation, but I'd be interested in knowing what the definition of formative assessments is. My fear is that some of the common formative assessments are just practice summative assessments, or checkpoints during a unit. My thinking is that formative assessments are quick and varied assessments used to give feedback and guide instruction for individual students, small groups and whole classes. Formative assessments, I think, should propel student thinking and involve students - not just used by the teacher. I'd be interested in what others think. On Dec 27, 2011 9:23 PM, Sally Thomas sally.thom...@verizon.net wrote: Just a question for those using this. It does not appear to me that this program/approach is using the approach to comprehension that we study on this Mosaics list. Looks very traditional on first glance. Keep in mind that I did not take the time yet to dig in a do a complete lesson or complete assessment. But I don't see the important comprehension strategies and modeling and gradual release model here. Is it int here and I'm not seeing it? Sally On 12/27/11 4:32 PM, donn...@optonline.net donn...@optonline.net wrote: Readworks.org has over 500 nonfiction reading selections with test questions that are all aligned to the ccs and identify specific standards ie main idea, cause effect etc. Sent from my HTC Status on ATT - Reply message - From: Dluhos Sara (31R024) sdlu...@schools.nyc.gov To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: [MOSAIC] common formative assessments Date: Tue, Dec 27, 2011 6:09 pm Mastery Connect looks wonderful. Does anyone know of any free (or inexpensive) options to assess mastery of individual reading skills (such as main idea, details. cause effect)? My school is going to be running a program and we are in need of short tests to use as pre- and post-assessments. Thanks in advance everyone! Love this group. I find out so much interesting and useful information through you all!! Mrs. Sara Dluhos Barnes IS24 Tell me and I forget. Teach me and I remember. Involve me and I learn. -Benjamin Franklin From: mosaic-bounces+sdluhos=schools.nyc@literacyworkshop.org [mosaic-bounces+sdluhos=schools.nyc@literacyworkshop.org] on behalf of donn...@optonline.net [donn...@optonline.net] Sent: Tuesday, December 27, 2011 3:24 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] common formative assessments Thank you Brenda i will check out the site. Following some of these conversations have been so informative! Its nice to know we all share the same frustrations and sentiments. Donna Sent from my HTC Status on ATT - Reply message - From: Brenda White-Keller brenda...@sbcglobal.net To: mosaic@literacyworkshop.org Subject: [MOSAIC] common formative assessments Date: Tue, Dec 27, 2011 1:32 pm Donna, We are also creating our own CFAs (common formative assessments) and then using the data. Between 3 teachers we divide up the work, but it's still test, test, test. When the students realize all they have to do is blow the test, wow, imagine what would happen. Someone shared a site called: mastery connect (masteryconnect.com or .net). Teachers all over the country are sharing CFAs for the new standards. In some ways I think the new standards are easier, but having the technology to pull of the testing is going to require some big bucks (and my state is already in financial distress). Anyway, I've gone to the site and pulled off some tests to use with my kids. It's great if all band together to get the job done! Happy Holidays, Brenda ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Se arch the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Se arch the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic
Re: [MOSAIC] Reading Enrichment for Middle School
I agree with Pat! Bradbury was a huge favorite of my 5/6 students! sally On 12/19/11 1:24 PM, Patricia Kimathi pkima...@earthlink.net wrote: I have used many stories from the internet with great success. Classic short stories from authors like Ray Bradbury have really caught on with the students I work with. Look print them up and let their imagination work. I usually have them draw pictures to help the story. PatK On Dec 14, 2011, at 1:27 PM, mrsjro...@aol.com wrote: Next semester, I will be doing a reading enrichment block with students who are fair to good readers but they need a little extra boost with comprehension to become much better readers. I will have from 5 - 10 students per block - one block each of sixth and seventh grade. I am thinking that I would like to use short stories, short non- fiction passages and possibly short novels to hone their comprehension. I have no budget to work with so I am looking to put together my materials and I really appreciate any and all ideas fro this particular assignment. Thanks, June ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] mentor texts for readers workshop?
I agree with you Jennifer, It's about the strategies that we know, modeling, gradual release by having kids apply strategies and thinking through turn and talk and sharing out. It's about the gift of time - this doesn't happen immediately for every child. Lots of time for children to gradually make this their own!!! I think even the best of us sometimes think it's always going to happen quickly. I always always remember annie sullivan telling Helen keller's mother - when she asked how long it would take for the finger spelling to reach Helen - that it might take a million (I think that's what she said ) times but it did happen. Not that we need a million times but I found that I always had to to give it the time that was needed!!! Sally On 12/14/11 6:30 PM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: Lots of opportunities to turn and talk... Lots of teacher and peer modeling of the kinds of thinking readers do... Variety of texts so children build schema, attention to vocabulary development... Sent from my iPhone On Dec 14, 2011, at 3:52 PM, Tennie Bramlett tbram...@hazelwoodschools.org wrote: Hi Everyone, I need your help. What activities would you suggest for 1st graders who read on above grade level but struggle with comprehension? -Original Message- From: mosaic-bounces+tbramltt=hazelwoodschools@literacyworkshop.org [mailto:mosaic-bounces+tbramltt=hazelwoodschools@literacyworkshop.org] On Behalf Of Cheryl Consonni Sent: Monday, November 21, 2011 4:18 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] mentor texts for readers workshop? Try www.readworks.org A free site if you sign up a user account. There's lesson plans for concepts of comprehension, reading passages with questions, and recommended read aloud book titles and suggested teaching points. Also, Linda Hoyt's Read Aloud book is great. (not sure what the actual title is.) Cheryl 'Teaching is a work of heart.' From: Mena drmarinac...@aol.com To: mosaic@literacyworkshop.org Sent: Fri, November 18, 2011 6:49:04 PM Subject: [MOSAIC] mentor texts for readers workshop? Does anyone know of a website for grade 3-6 mentor texts for readers workshop? /MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] mosaic@literacyworkshop.org
Don Holdaway (of Big Books fame) had us teach the sight words almost like the key words strategy of Sylvia Ashton Warner. The child gets to create his own sentence using the word and writes it on the back of the index card. Can illustrate as has been suggested if he wants. He makes it his own. Does the same with a few more. Works with no more than 5 words at a time until he has them. Gradually adds in words to keep the current working pack at 5!!! It's a strength that he reads them in context - which is a scaffold. Just probably needs more time as has also been suggested! Sally On 11/14/11 7:18 PM, Maura Shea Sackett maura...@gmail.com wrote: What strategies have you already tried? Some ideas that come to mind: - Have him trace the words in sand or shaving cream on a small tray - Have him illustrate each word (word such as is and etc. can be difficult. Try doing consonants in red and vowels in blue) - Have him trace the words in different colored pencils or crayons. - Build the words with magnetic letters. - Tap the words out on his fingers. One tap per phoneme. I'll bet you've already tried several of these. Good luck. Maura 5/NJ On Mon, Nov 14, 2011 at 9:00 PM, Jessica Lee Flynn jflyn...@fau.edu wrote: I am having trouble helping the little boy I am tutoring with 'sight words'. They just do not stick with him and I feel like I am tried many different approaches. Week after week he fails his spelling tests (he has to be able to identify the word and then spell it) and we work with those words when I tutor him but they just don't stick with him! He is great at memorizing a sentence frame (i.e. I like a tractor, I like a boat, etc.) but when asked to identify tractor, or boat in isolation or in a different context he has no clue what the word is... HELP?! I feel like I am running into a brick wall, constantly. Any input is great appreciated!! :D Jessica ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Common Core and F P
PLEASE EVERYONE. FOR THE GOOD OF THE LIST, SEND YOUR REQUESTS FOR COPIES OF THINGS TO THE INDIVIDUAL PERSON INVOLVED. THAT INDIVIDUAL EMAIL IS IN THE HEADING. COPY AND PASTE. WHEN EVERYONE DOES I would like a copy too it totally messes up our list serve provider. I'VE MADE THIS MISTAKE BEFORE MYSELF BY OFFERING SOMETHING THAT MANY OTHERS WANT. ALL OF YOU PLEASE LISTEN!!! ASK THE PERSON WITH A PERSONAL INDIVIDUAL EMAIL. DON'T JUST REPLY TO THE LIST. THANKS, SALLY On 11/1/11 3:59 PM, Susanne Lee susannelee...@yahoo.com wrote: I would love a copy as well. --- On Tue, 11/1/11, Willard, April D willa...@tcs.k12.nc.us wrote: From: Willard, April D willa...@tcs.k12.nc.us Subject: Re: [MOSAIC] Common Core and F P To: 'Mosaic: A Reading Comprehension Strategies Email Group' mosaic@literacyworkshop.org Date: Tuesday, November 1, 2011, 8:00 AM Students who are two or more levels behind the monthly target are the students who we focus on for extra intervention. This could be in the form of after school tutoring, extra small group instruction with the teacher or a reading specialist. April Willard Literacy Curriculum Specialist Liberty Drive Elementary 401 Liberty Drive Thomasville, NC 27360 336.870.8918 willa...@tcs.k12.nc.us -Original Message- From: mosaic-bounces+willarda=tcs.k12.nc...@literacyworkshop.org [mailto:mosaic-bounces+willarda=tcs.k12.nc...@literacyworkshop.org] On Behalf Of Renee Sent: Monday, October 31, 2011 4:42 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Common Core and F P What happens to students who do not meet these monthly targets? I'm curious Renee On Oct 31, 2011, at 11:18 AM, Willard, April D wrote: We have set month by month targets for F P levels. If you send me an email, I will be glad to send you what we do. Your end of year benchmarks are much higher then what we have established and I think our goals are a little lofty as well. Life's too short to paint on cheap paper. ~ Gordon MacKenzie ___ 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 All e-mail correspondence to and from this address is subject to the North Carolina Public Records Law, which may result in monitoring and disclosure to third parties, including law enforcement. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
[MOSAIC] Literacy strategies/math strategies connections
I remember some discussion re the parallels between literacy strategies and math strategies. Did anyone save any parts of that discussion, especially a comparison list. I know they are comparable but I am really tired and overwhelmed at the moment and would love to get a headstart on that rethinking. I have several teachers headed toward math that are having trouble seeing relevance in my reading/literacy class. Think I¹ve shared some good connections and certainly valuable input re writing but if you have any of those discussions or concrete list I WOULD VERY MUCH APPRECIATE IT. Just need to wake up! Sally ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] offense
Thanks for claifying Rene. I believe in both the asking questions and supporting each other. I think sometimes email communications are hard to read because we can't hear the friendly tone of voice or the smile etc. and things sound colder than they are intended. To repeat, I value those who question and do that myself at times. And I always want to think of us as a supportive, collaborative group of thinkers. I appreciate this list!! Sally On 10/12/11 7:31 AM, Renee phoenix...@sbcglobal.net wrote: I am going to jump in here, because I believe it was a comment I made that started this thread that seems to have turned into a bit of young vs old, which was NOT the original point, not really. The point was a question about what is being taught and not taught in teacher education programs, and what is being and has been lost over the last decade or so regarding classroom instruction, classroom environment, and teacher experience. This was my original statement: .I am concerned that it seems that newer/younger teachers are less and less able to rely on their own observations, and that it seems the norm to instantly look for a program of some kind, rather than cultivate the knowledge and observational skills necessary for good kid-watching. And once again, this is not a criticism of newer/ younger teachers... it is a criticism of the system and their trainers. Now, I admit there is some generalization in there, but it is an accolade to experienced teachers with a concern about what newer/ younger/less experienced teachers may not be learning about in teacher education programs. This also was prompted, for me, from a question that someone asked about DEAR and SSR. I was not criticizing the person who asked what they were I was lamenting that anyone teaching elementary school would need to ask, because in my day (sorry) these were standard acronyms that everyone knew, whether they supported them or not. We learned about them in our reading methods courses, used them in the classroom, had whole staff meetings about how we could implement such programs school wide, with everyone down to the custodian and secretary dropping everything to read for 20 minutes. It isn't a matter of ageism so much as a matter of good things being lost in the tsunami of data-gathering. Consider the words of Art Costa: What was once educationally significant, but difficult to measure, has been replaced by what is insignificant and easy to measure. So now we test how well we have taught what we do not value. Someone said in another post that we should support each other. And we should. And we should also ask questions and those of us who have been around the block a few times do have something to add, having lived through the pendulum swings. What I fear is that the current pendulum swings are more like wrecking balls. That's my two cents. Renee On Oct 11, 2011, at 8:49 PM, jeanette hayden wrote: Well you did offend many who, regardless of age, read the research, have strong convictions regarding reading instruction and have been fighting the battle many years. I won't even list my credentials, but I am over 60 and still kicking! On Oct 11, 2011, at 4:33 PM, Felicia Barra wrote: I didn't mean to offend anyone. My mentor taught 1st grade for 30 years and always prided herself on going to workshops to keep abreast of best practices. My observation was from the school I currently teach at. What was once educationally significant, but difficult to measure, has been replaced by what is insignificant and easy to measure. So now we test how well we have taught what we do not value. Art Costa, emeritus professor, California State University ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] title 1 reading - help
Jennifer, I agree with what you do. It doesn't scare or worry me as so many of the approaches to RTI do. I guess I just think that as a teacher (and working in a context with colleagues as knowledgeable as I am), what you describe below would still already be part of my ongoing knowledge gained from what I do all the time. Maybe what you are describing is the extra step, probably bringing together several good people to problem solve together and also pulling together the extra help - what, where, how etc. that would be part of that problem solving process. Yes, I might dig deeper into the phonological issues but again, think I would already have done that if the question was arising in my own classroom. I will look into the TPRI as an initial early screener. But that raises another issue for me. Yes probably to be on alert with kinders and even first. But some of the issues are in fact developmental. If children get steered into content poor strategies and programs early on, that early identification can become a problem, not a solution. Again, I trust wherever you are and work but I think this can be a big problem elsewhere. Being on alert is not a problem. Means extra good kidwatching and reading regularly and writing regularly and thinking carefully about what is happening with that particular child - no slipping betweent he cracks! I raise the issues because I have been seeing nightmare approaches going on in schools I am in every weekJust want to raise the red flags. Thanks for your careful, thoughtful reply. Sally On 10/10/11 5:48 AM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: Sally...you have described the tools we have used here to first screen students for reading difficulties. We then determine root causes for reading difficulties with more specific instruments such as phonemic awareness inventories, letter/sound tests, etc. if the screenings show decoding difficulties. For comprehension, we sometimes need to consider whether or not the comprehension issues are due to lack of strategy knowledge OR something else, like poor vocabulary, poor fluency etc. Not all kids with fluency problems have comprehension problems...but there are some kids who spend so much mental energy decoding that the comprehension suffers as a result. Those students have different intervention than those kids who decode beautifully but understand nothing because they fail to understand that they should be thinking while reading!! Every kid is so different and learns so differently... it is just so important for us to realize that when we work with kids. In our district, we only use an outside 'screener' (TPRI- Texas Primary Reading Inventory) in Kindergarten which does a great job identifying which kids could potentially be at risk. TPRI avoids nonsense words and timed tests, but does assess phonemic awareness and letter/sound knowledge and listening comprehension early on and has helped us identify kids who need extra attention at the beginning. It is quick, down and dirty, and does not encourage inappropriate instructional techniques such as teaching for speed... Jennifer L. Palmer Instructional Facilitator, National Board Certified Teacher (EC Gen) Magnolia Elementary School (Home School) 901 Trimble Road, Joppa, MD 21085 Phone: (410) 612-1553 Fax: (410) 612-1576 In EVERY child...a touch of GREATNESS!!! Proud of our Title One School! Norrisville Elementary School 5302 Norrisville Rd White Hall, MD 21161 Phone: 410-692-7810 Fax: 410-692-7812 Where Bright Futures Begin!!! ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] title 1 reading - help
Eloquently said!!! Sally On 10/10/11 1:28 PM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: I highly value teacher observation, especially, Renee, the one-on-one type that you describe. And certainly screening assessments have been misused in too many schools to count. In addition there are a lot of assessments that are just terrible, especially when used to guide teaching. (Like speeded tests for example.) And, finally, many schools are not assessment literate and try to use summative assessments meant for program evaluation to guide instruction. This misuse of assessment has made many teachers gun-shy of all assessments because they see the damage that the misuse causes. Assessment has been a major focus of my own professional reading for the past few years and what I have come to understand is that if it is done well, it is a tool that makes our work as teachers much easier. Misused, it is probably better to not use them at all given the damage that can occur. I have seen teachers teach nonsense words so that their kids could pass DIBELS. That is a grave misuse which sends the wrong signal about what reading really is!! BUT, I have also personally seen screening tools draw attention to kids that were missed by teachers in previous years who did not use the screening tools. It requires a thorough understanding of what the screening assessment can and cannot do... and above all it requires assessment literacy. Professional development is so crucial at ALL LEVELS...(especially administration!!) so that the tools are understood and not misused. Now about teacher observation... Speaking only for myself here, I found, however, that even my own experienced observations were contextual and very situational. Some decent assessments given to those kids in trouble really helped me gain insights into why I was observing what I was observing. The more experience I have gained, the more I have learned to verify my observations and not draw conclusions too hastily. Just another point of view...I guess I believe there is an art and a science to teaching. The art just might be in the decisions not only about instruction, but about gathering information to inform instruction. Teachers and schools are as individual as students. Jennifer L. Palmer Instructional Facilitator, National Board Certified Teacher (EC Gen) Magnolia Elementary School (Home School) 901 Trimble Road, Joppa, MD 21085 Phone: (410) 612-1553 Fax: (410) 612-1576 In EVERY child...a touch of GREATNESS!!! Proud of our Title One School! Norrisville Elementary School 5302 Norrisville Rd White Hall, MD 21161 Phone: 410-692-7810 Fax: 410-692-7812 Where Bright Futures Begin!!! From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on behalf of Renee Sent: Mon 10/10/2011 11:04 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] title 1 reading - help This was my first thought as well. There is no tool as good as ongoing teacher observation. The powers that be, especially publishers, have convinced so many people that this or that tool is more reliable than the teacher's own observations. Think about this: what does a tool tell you that you do not know yourself? I know that when I was teaching full time, I knew which students needed extra support just by listening to them read to me, in private, one on one. Renee On Oct 9, 2011, at 7:09 PM, Sally Thomas wrote: I wonder why special screning tools would be necessary if we use miscue analysis, words knowledge assessment (Words Their Way), observations, comprehension rubrics informally ala Keene etc. Those are part of ongoing classroom assessment. I would think a teacher would know strengths and needs and wouldn't need outside tools! Sally On 10/9/11 6:12 PM, Dear threedc...@aol.com wrote: I've been following this conversation and I am wondering what screening tools people are using to identify students' needs. What was once educationally significant, but difficult to measure, has been replaced by what is insignificant and easy to measure. So now we test how well we have taught what we do not value. - Art Costa, emeritus professor, California State University ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic
Re: [MOSAIC] title 1 reading - help
I wonder why special screning tools would be necessary if we use miscue analysis, words knowledge assessment (Words Their Way), observations, comprehension rubrics informally ala Keene etc. Those are part of ongoing classroom assessment. I would think a teacher would know strengths and needs and wouldn't need outside tools! Sally On 10/9/11 6:12 PM, Dear threedc...@aol.com wrote: I've been following this conversation and I am wondering what screening tools people are using to identify students' needs. Sandy -Original Message- From: Palmer, Jennifer jennifer.pal...@hcps.org To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sun, Oct 9, 2011 1:10 pm Subject: Re: [MOSAIC] title 1 reading - help Cathy...this is a model that works really well in Maryland too. Find root causes behind kid's difficulties and address them. NOT all struggling readers need phonics. Sometimes, it helps to also think about how kids learn when grouping for intervention... Jennifer L. Palmer Instructional Facilitator, National Board Certified Teacher (EC Gen) Magnolia Elementary School (Home School) 901 Trimble Road, Joppa, MD 21085 Phone: (410) 612-1553 Fax: (410) 612-1576 In EVERY child...a touch of GREATNESS!!! Proud of our Title One School! Norrisville Elementary School 5302 Norrisville Rd White Hall, MD 21161 Phone: 410-692-7810 Fax: 410-692-7812 Where Bright Futures Begin!!! From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on behalf of demiller...@aol.com Sent: Sun 10/9/2011 5:35 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] title 1 reading - help I work in a Title I school as a Title I Reading Teacher. We screen students individually and plan their intervention based on their specific needs. Some children are grouped for only comprehension, some for specific decoding strategies, some for phonological issues (yes, even older kids) and some for a bundle of combined skills. Cathy upstate NY -Original Message- From: Racine Stefancic 5...@suddenlink.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sun, Oct 9, 2011 8:59 am Subject: Re: [MOSAIC] title 1 reading - help Rhonda, ast year we implemented a new program at our school (K-8, but this program as for the 6-8). We knew the students had strong comprehension skills, but e noticed that this was only true orally. The kids could apply the trategies, but could not read the words! Our principal backed up and we ssessed all struggling middle schoolers. What we found was that many had ery weak phonics skills. The decision was made to use the reading nterventionist for the middle school to teach specific phonics lessons to roups using explicit phonics instruction. We also used phonics instruction nto the daily lessons (yes, middle school). The result was that our state est scores for middle school increased 15%. The program was the Ashlock xplicit strategies, Phonics for Reading, QPS to testetc. Just my two ents. acine Original Message - rom: Rhonda Brinkman rhonda.brink...@sendit.nodak.edu o: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org ent: Saturday, October 08, 2011 8:09 PM ubject: [MOSAIC] title 1 reading - help Hello everyone, We JUST received our first Title 1 monies at the middle school level. It is for targeted students only. We proposed that the Title 1 reading teacher would use the balanced literacy approach. We are interviewing and hiring this week. Please help with ideas on how this could work effectively. I will take any and all suggestions. What works and doesn't work. With school on its way we need this baby up and running brilliantly! Thanks in advance! Rhonda ___ 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 __ osaic mailing list os...@literacyworkshop.org o unsubscribe or modify your membership please go to ttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to
Re: [MOSAIC] Reading Requirement
My students set their own goals. We had great discussions about whether or not they wanted to use # pages, # books. We had great discussions about the value of rereading if one wanted to. And on and on. I have evidence of them raising and lowering their goals for different reasons (e.g. Afterschool commitments etc. for awhile). Of course at first it took them some getting used to. Did I really mean it? I shared the research about the importance of extensive reading but that it needed to be engaged reading. There was literally no way that I could ever really measure that - it meant that they had to want to read. Thus their own choices, their own goals. So this was their own goal for a reason. I did push sometimes, like in about the third month asking them to graph categories of books ( categories elicited in a class brainstorm) and they had to plot their own. In addition to amount, they had to try a text from one new category that month. Part of the secret is creating a reading culture where it is an activity that most (and eventually alll) kids treasure. Another part is using our teacher knowledge to help kids find the books they will love. They also learn to help each other find those books. Kids took this super seriously. Think if you are building in this kind of thinking (I also did reading dialogue letters once a week - authentic talk in writing about a book in the form of real letters back and forth) that the worry about assessment and the worry about not really reading just disappears. At least that was my experience. I LOVED this time and the letters and the talk. Sally On 10/4/11 11:06 AM, Terry trwr...@gmail.com wrote: Hello All, Would you share your thoughts about requiring a certain number of books to be read per quarter? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] we do...
I second the Amen and before that the cranky! On 10/3/11 6:13 PM, Kathy ka...@laurinburg.com wrote: Amen! Sorry, but I just had to say that. Sent from my iPhone On Oct 3, 2011, at 8:36 PM, mrsjro...@aol.com wrote: I agree with Cranky oops I mean Renee. When will the powers that be learn that life is not scripted? There is no canned scripted program that is ever going to be completely successful. What happened to teaching children to be independent thinkers which includes life lessons about making appropriate choices and taking responsibility for ones own actions? What happened to spontaneity and teachable moments? Some of the best learning that I have ever witnessed was seizing that precious moment in time and building something long lasting with it. So Renee if you are cranky then I guess I am the grouch! In a message dated 10/3/2011 7:44:47 P.M. Eastern Daylight Time, phoenix...@sbcglobal.net writes: On Oct 3, 2011, at 2:21 PM, Suzanne Goebert wrote: In my District they want us to use the gradual release model but they also want us to tell the children (I teach Gr.2) when we are changing to the next phase. They want to hear in our lessons that we are saying I do, we do together, and you do alone. That way the children will know what their job is. Does your district think children do not know what their job is when you say to them ok you're going to work in a group now or this one you are doing by yourself? My question is...Do most of you use the words to signal your children to change to the next phase? Or do you just make sure that your lessons have all of the phases?? no on both counts I am not one who believes that *every lesson* needs to include a prescribed list of certain components decided by somebody who isn't even in my classroom. In fact, I think this is silliness. Sounds like a scripted version of a gradual release model, which is not supposed to be a checklist but an overall way of doing things. Call me cranky. Renee ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Reader's Workshop Research
Just back from a trip so missed some of these. I do agree, especially in secondary classrooms. I do think Atwell got two periods/blocks of time for reading and writing in the school she runs. I've always loved Linda Rief's book Seeking Diversity - about a middle school literacy class. It may be out of print but I really loved it. She only had the one class and describes her decisions about how to use time. Made a lot of sense to me. If someone really wants it I could try to summarize a rough outline of her schedule - she did different chunks across a year with different balances. PLEASE DO NOT ALL ASK ME AT THE SAME TIME - REMEMBER OUR LISTSERVE RULES. I'll just do itcuz know ing the list I think at least a few will want it. Give me a few days as I'll need to catch up with unloading my car, laundry and all that stuff. Anyway it's clear at secondary that some of the reading time must come from across the curriculum for sure. And yes of course the english teacher has other very important things to do, writing being not the least!!! So some of the time would have to be outside class. But I'm thinking we must get kids passionately engaged in wanting to read to actually make that happen. So how do we use the time we do have to get the kids hooked and to share some of that reading thru talk and dialogue with peers and hot to self assess that and etc. Sally On 10/1/11 1:42 PM, Judy Shenker jshen...@lcc.ca wrote: I AGREE, PROVIDING KIDS TIME TO READ IS PROBABLY THE SINGLE MOST VALUABLE USE OF CLASS TIME BUT TWO HOURS A DAY IN MIDDLE SCHOOL, I ONLY HAVE MY ENGLISH STUDENTS ONE HOUR - 7 DAYS OUT OF 10. DOESN'T GIVING KIDS MAJORITY OF IN CLASS TIME TO READ REDUCE THE IMPORTANCE OF A GOOD TEACHER AN DGOOD TEACHING? JUDY Judy Shenker Learning Enrichment And Development Coordinator Coordinatrice en enrichissement et développement de l'apprentissage Lower Canada College 4090, avenue Royal Montréal (Québec) H4A 2M5 Téléphone (514) 482-9797 ext. 333 Fax (514) 482-0195 Site web www.lcc.ca Students first L'élève avant tout Celebrating 15 years of coeducation LCC célèbre 15 ans d'éducation mixte On 11-10-01 3:38 PM, wr...@centurytel.net wr...@centurytel.net wrote: Wow! Do any of you have classes in which students read two hours a day? I take this to mean the students are doing the reading. Not the teacher reading to the student. Jan Quoting Sally Thomas sally.thom...@verizon.net: Allington's research in various places including the big big study he did with Peter Johnston found that the most effective teachers (and that included test scores although much much more) had their students actually reading text for much longer times. I believe he would advocate as much as 2 hours a day of reading just right textsboth in literacy and content area contexts. Workshop is structured to get kids immersed in texts for long periods of time. Any other approach may be doing some things that are valuable but not nearly enough actual engaged reading time with texts. That research is very strong! Sally ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] we do...
It is great.sally On 9/29/11 5:08 PM, Renee phoenix...@sbcglobal.net wrote: Pat, I am not sure what geometric faces you are speaking of. I have art pages in a lot of different spaces. But most of the art I do with kids you can pretty much figure out. I do have a book of art activities that I put together, from things I did in my classroom. It is NOT a lesson plan book but more a list of activity ideas designed to be open-ended and subject to teacher alteration. There is information on that book on my website: www.share2learn.com Renee On Sep 29, 2011, at 2:03 PM, Patricia Kimathi wrote: Thank you. I also found the Geometric Face,, but I could not find the directions you gave the kids. I like the way you present and I think I give too many directions. How do you frame this assignment. Agin thank you in advance. Have you ever written a book I could buy. Pat Kimathi On Sep 29, 2011, at 7:28 AM, Renee wrote: Pat, You can see and read about this activity in a couple of places on my websites. I've done different versions for different grades. For the first grade version, go here: explanation: http://creatingartwithkids.blogspot.com/2008/11/ geometric-shape-collages.html more examples: http://share2learn.com/artmathsamples4b.html For the fourth and fifth grade version, go here: http://www.share2learn.com/artmathsamples4c.html Try it, and let me know how it comes out! Renee On Sep 28, 2011, at 9:08 PM, Patricia Kimathi wrote: Will you describe this activity. It sounds interesting. PatK On Sep 27, 2011, at 7:56 AM, Renee wrote: I recall one of my evaluation writeups when I was teaching art and my 1st grade students were doing a collage with geometric shapes. There was a little tricky problem-solving component and some of the students took a longer time to figure it out and that was ok because I was interested more in the PROCESS of creating than I was in the END PRODUCT and the principal wrote on my evaluation that some guided practice might have helped those students. Uh. no. I would say you didn't understand the art process nor the idea of the lesson. PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive Painting is just another way of keeping a diary. ~ Pablo Picasso ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Reader's Workshop Research
Allington's research in various places including the big big study he did with Peter Johnston found that the most effective teachers (and that included test scores although much much more) had their students actually reading text for much longer times. I believe he would advocate as much as 2 hours a day of reading just right textsboth in literacy and content area contexts. Workshop is structured to get kids immersed in texts for long periods of time. Any other approach may be doing some things that are valuable but not nearly enough actual engaged reading time with texts. That research is very strong! Sally On 9/28/11 4:55 PM, Kim kmara...@aol.com wrote: Does anyone know of any articles or research that prove the effectiveness of readers workshop? I'd be particularly interested in any research that compares readers workshop and literacy stations. Thanks! Kim ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Reader's Workshop Research
Read also allington's book on Response to Intervention. Says pretty mucht he same thing - kids need to be actually reading reading reading A LOT! On 9/28/11 6:41 PM, Cara Acosta cara.aco...@gmail.com wrote: I'd be interested in the information as well. I am about to embark on a reader's workshop-ish schedule and it would be interesting to see what is out there! On Wed, Sep 28, 2011 at 6:55 PM, Kim kmara...@aol.com wrote: Does anyone know of any articles or research that prove the effectiveness of readers workshop? I'd be particularly interested in any research that compares readers workshop and literacy stations. Thanks! Kim ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] we do...
Thinking about the the what I do.I find of course that our demonstrations and/or mini lessons have to occur over time. The learning doesn't click immediately for all students. During the guided/application part of the workshop my role is to observe and confer with students. I've found that using talk such as that described in Johnston's Choice Words helps me name and point to the strategies individual children are using. Or they help me prompt the child's own metacognition into thinking about what he/she is doing or planning to do. This talk can spill over into other children's awareness as the listen in. And/or I can use this as an opportunity to encourage a child to share at the end of workshop. The learning gradually spreads in ripples across the classroom. Sometimes the learning is seemingly a long time coming. Often I've found learning is happening underground so to speak and when I finally see it in concrete action a lot has actually been accomplished. Children learn at their point of need, not always on our adult schedules!! Sally On 9/26/11 11:06 AM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: I agree with this...but what does 'we do' look like in everyone's classrooms? Looking for some specifics as to how teachers do this... Jennifer L. Palmer Instructional Facilitator, National Board Certified Teacher (EC Gen) Magnolia Elementary School (Home School) 901 Trimble Road, Joppa, MD 21085 Phone: (410) 612-1553 Fax: (410) 612-1576 In EVERY child...a touch of GREATNESS!!! Proud of our Title One School! Norrisville Elementary School 5302 Norrisville Rd White Hall, MD 21161 Phone: 410-692-7810 Fax: 410-692-7812 Where Bright Futures Begin!!! From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on behalf of Hall Linda Sent: Mon 9/26/2011 1:32 PM To: Mosaic: A Reading Comprehension Strategies Email Group; C McLoughlin Subject: Re: [MOSAIC] we do... What about using Regie Routman's Optimal Learning Model? She says we try to move them to independence too quickly, so she has added another step. I do, we do, we do, you do. Linda Hall Literacy Specialist Lois Lenski Elementary 303-347-4286 lh...@lps.k12.co.us Flatter me, and I may not believe you. Criticize me, and I may not like you. Ignore me, and I may not forgive you. Encourage me, and I will not forget you. Love me and I may be forced to love you. William Arthur Ward -Original Message- From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org [mailto:mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org] On Behalf Of Palmer, Jennifer Sent: Saturday, September 24, 2011 2:51 PM To: C McLoughlin; Mosaic: A ReadingComprehension Strategies Email Group Subject: [MOSAIC] we do... Let's talk about the gradual release model... First... What do you all do to help move students toward independence in strategy instruction? Second... How do you help colleagues understand what this looks like and why it is important? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] we do...
I like them - effective ideas on way to accomplishing learning!! On 9/26/11 2:05 PM, Jan wr...@centurytel.net wrote: I don't know if this is we do, but sometimes I have students work with a partner or a small group before they work individually. Sometimes I use the document camera and have students suggest ideas that I write down for everyone to see. Are either of those (both of those?) examples of we do? Quoting Palmer, Jennifer jennifer.pal...@hcps.org: I agree with this...but what does 'we do' look like in everyone's classrooms? Looking for some specifics as to how teachers do this... Jennifer L. Palmer Instructional Facilitator, National Board Certified Teacher (EC Gen) Magnolia Elementary School (Home School) 901 Trimble Road, Joppa, MD 21085 Phone: (410) 612-1553 Fax: (410) 612-1576 In EVERY child...a touch of GREATNESS!!! Proud of our Title One School! Norrisville Elementary School 5302 Norrisville Rd White Hall, MD 21161 Phone: 410-692-7810 Fax: 410-692-7812 Where Bright Futures Begin!!! From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on behalf of Hall Linda Sent: Mon 9/26/2011 1:32 PM To: Mosaic: A Reading Comprehension Strategies Email Group; C McLoughlin Subject: Re: [MOSAIC] we do... What about using Regie Routman's Optimal Learning Model? She says we try to move them to independence too quickly, so she has added another step. I do, we do, we do, you do. Linda Hall Literacy Specialist Lois Lenski Elementary 303-347-4286 lh...@lps.k12.co.us Flatter me, and I may not believe you. Criticize me, and I may not like you. Ignore me, and I may not forgive you. Encourage me, and I will not forget you. Love me and I may be forced to love you. William Arthur Ward -Original Message- From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org [mailto:mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org] On Behalf Of Palmer, Jennifer Sent: Saturday, September 24, 2011 2:51 PM To: C McLoughlin; Mosaic: A ReadingComprehension Strategies Email Group Subject: [MOSAIC] we do... Let's talk about the gradual release model... First... What do you all do to help move students toward independence in strategy instruction? Second... How do you help colleagues understand what this looks like and why it is important? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive - ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] reluctant/struggling 6th grade readers
Spaceheadz? Knights of the Kitchen roundtable. Both by J. Sche..I cannot remember how to spell his name for the life of me but the author of the true story of the three little pigs. Lots of humor and silly adventure. Sally On 9/26/11 4:50 PM, Stacey McDonald s...@nycap.rr.com wrote: Perhaps Cris Tovani could help but I'm hoping you can too. I need to get my hands on a list of books (or online resource) designed to engage boys who are 11 or 12 years old but test at a reading level of a 3rd or 4th grader. Clearly the Cam Jensen and Horrible Harry series don't work because the kids would not only be ashamed to carry these books but the books feature protagonists who are themselves in 2nd or 3rd grades - so there's no connection. The ORCA books are usually a great fit for my low 6th graders but this year, the 15:1 kids exiting from 5th grade have been mainstreamed into my 6th grade reading class. Thanks in advance for your help. Stacey McDonald Team 6-1 Reading Teacher Gowana Middle School Shenendehowa Central School District Clifton Park, New York ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Reading and Writing Workshop
Read Nancy Atwell In the Middle and visit her school website. I also like her Lessons that Change Writers. She is my go to geru for writing at this age!! Sally On 9/2/11 5:22 AM, kshw...@aol.com kshw...@aol.com wrote: Does anyone know of a resource for middle school reading and writing workshop with sample mini lessons? In a message dated 8/30/2011 3:50:41 P.M. Eastern Daylight Time, mnacle...@athensacademy.org writes: I like writing fix On Tue, Aug 30, 2011 at 1:13 PM, Mena drmarinac...@aol.com wrote: Does anyone know of a good source on the internet for Reading and Writing Workshop mini lessons? Philomena Marinaccio-Eckel, Ph.D. Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -Original Message- From: Lapenas, Nicole lapen...@oakwood.k12.il.us To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Tue, Aug 30, 2011 11:50 am Subject: Re: [MOSAIC] RTI Pat Quinn, The RTI Guy also has great resources for RTI. You can find him online and he also holds seminars. I recommend attending one of his seminars. He really does a fantastic job explaining RTI from a teacher's perspective. Nicole Lapenas Literacy Coach Oakwood Grade School Reading is a basic tool in the living of a good life. -Mortimer Adler -Original Message- From: mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org [mailto:mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org] On Behalf Of norma baker Sent: Tuesday, August 30, 2011 10:24 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] RTI No Quick Fix? Is that the Allington book you mean? Thanks! An old man once said, There comes a time in your life, when you walk away from all the drama and people who create it. You surround yourself with people who make you laugh. Forget the bad, and focus on the good. Love the people who treat you right, pray for the ones who don't. Life is too short to be anything but happy. Falling down is a part of life, getting back up is living. -- Original Message -- From: Sally Thomas sally.thom...@verizon.net To: mosaic listserve mosaic@literacyworkshop.org Subject: Re: [MOSAIC] RTI Date: Tue, 30 Aug 2011 06:53:53 -0700 Read Richard allington's book on RTI. On 8/30/11 5:33 AM, norma baker hutch1...@juno.com wrote: Our school haphazardly implemented Tier II of RTI last year. In light of that, are there any schools out there that have done a thoughtful and successful implementation of RTI? What does each Tier look like? When (schedule-wise) is it being done and who delivers the services? Are you using specific programs for it? If so, which ones and how were they chosen? Are you only addressing literacy or have you managed to address math issues as well. Thanks ever so much! norma PS If you have any book recommendations I'd be interested in that info as well. Thanks again! An old man once said, There comes a time in your life, when you walk away from all the drama and people who create it. You surround yourself with people who make you laugh. Forget the bad, and focus on the good. Love the people who treat you right, pray for the ones who don't. Life is too short to be anything but happy. Falling down is a part of life, getting back up is living. 57-Year-Old Mom Looks 25 Mom Reveals $5 Wrinkle Trick That Has Angered Doctors! http://thirdpartyoffers.juno.com/TGL3131/4e5cd8d8cd1444f2f9st04duc ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive Get Free Email with Video Mail Video Chat! http://www.juno.com/freeemail?refcd=JUTAGOUT1FREM0210 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe
Re: [MOSAIC] RTI
Read Richard allington's book on RTI. On 8/30/11 5:33 AM, norma baker hutch1...@juno.com wrote: Our school haphazardly implemented Tier II of RTI last year. In light of that, are there any schools out there that have done a thoughtful and successful implementation of RTI? What does each Tier look like? When (schedule-wise) is it being done and who delivers the services? Are you using specific programs for it? If so, which ones and how were they chosen? Are you only addressing literacy or have you managed to address math issues as well. Thanks ever so much! norma PS If you have any book recommendations I'd be interested in that info as well. Thanks again! An old man once said, There comes a time in your life, when you walk away from all the drama and people who create it. You surround yourself with people who make you laugh. Forget the bad, and focus on the good. Love the people who treat you right, pray for the ones who don't. Life is too short to be anything but happy. Falling down is a part of life, getting back up is living. 57-Year-Old Mom Looks 25 Mom Reveals $5 Wrinkle Trick That Has Angered Doctors! http://thirdpartyoffers.juno.com/TGL3131/4e5cd8d8cd1444f2f9st04duc ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] RTI
No, What Really Matters in Response to Intervention. I trust allington on most things. He is usually not an ideologue but bases his ideas on careful and wide reading of research! Think what he says may be surprising to many. On 8/30/11 8:24 AM, norma baker hutch1...@juno.com wrote: No Quick Fix? Is that the Allington book you mean? Thanks! An old man once said, There comes a time in your life, when you walk away from all the drama and people who create it. You surround yourself with people who make you laugh. Forget the bad, and focus on the good. Love the people who treat you right, pray for the ones who don't. Life is too short to be anything but happy. Falling down is a part of life, getting back up is living. -- Original Message -- From: Sally Thomas sally.thom...@verizon.net To: mosaic listserve mosaic@literacyworkshop.org Subject: Re: [MOSAIC] RTI Date: Tue, 30 Aug 2011 06:53:53 -0700 Read Richard allington's book on RTI. On 8/30/11 5:33 AM, norma baker hutch1...@juno.com wrote: Our school haphazardly implemented Tier II of RTI last year. In light of that, are there any schools out there that have done a thoughtful and successful implementation of RTI? What does each Tier look like? When (schedule-wise) is it being done and who delivers the services? Are you using specific programs for it? If so, which ones and how were they chosen? Are you only addressing literacy or have you managed to address math issues as well. Thanks ever so much! norma PS If you have any book recommendations I'd be interested in that info as well. Thanks again! An old man once said, There comes a time in your life, when you walk away from all the drama and people who create it. You surround yourself with people who make you laugh. Forget the bad, and focus on the good. Love the people who treat you right, pray for the ones who don't. Life is too short to be anything but happy. Falling down is a part of life, getting back up is living. 57-Year-Old Mom Looks 25 Mom Reveals $5 Wrinkle Trick That Has Angered Doctors! http://thirdpartyoffers.juno.com/TGL3131/4e5cd8d8cd1444f2f9st04duc ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive Get Free Email with Video Mail Video Chat! http://www.juno.com/freeemail?refcd=JUTAGOUT1FREM0210 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Less is More book
No her book is aimed toward secondary language arts/ English teachers. But I also know that Harvey and Goudvis in strategies that work also recommend using short texts for teaching strategies. On 8/19/11 3:41 PM, Lori D loritheteac...@hotmail.com wrote: Would the Less is More book by Campbell be appropriate for first and second grade? Lori Northup Multiage 1-2 teacher Fremont Elementary School Mundelein, Illinois Date: Fri, 19 Aug 2011 09:20:47 -0700 From: sally.thom...@verizon.net To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Reading Workshop and/or Cafe model An idea: I like the book Less is More by Campbell. It's all about teaching literature with short texts. This could be a gradual weaning from full length novels though that is not her main point. She mostly wants to expand the range of genres kids read. Sally ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Mosaic Digest, Vol 60, Issue 15
I love Reading with the Troubled Reader by Margaret Phinney. I taught the 5/6 inclusion class at my school and had a number of students labeled RSP (resource specialist). This book helped me sort out struggling readers who needed reading instruction suited to their particular needs (she describes particular children so you can hone in ont he issue). Her overall strategies are for ALL students. She believes there are only a few students who are what she calls global learners who don't fit in the other groups. Ironically - given the current pushes in schools - she feels these learners don't actually benefit a lot from phonics but need a wider range of meaning making strategies. She is a special education teacher but also a whole language teacher. Her book really helped me meet the needs of all mys tudents. sally Hi, I have a wonderful student in my fourth grade class this year who has a medical diagnosis of dyslexia. I see it impacting both his reading and math skills. I was wondering if anyone has some great resources for me to read or access in regard to ways to best teach this student. Thank you in advance for your help. Ali/FL ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Reading Workshop and/or Cafe model
An idea: I like the book Less is More by Campbell. It's all about teaching literature with short texts. This could be a gradual weaning from full length novels though that is not her main point. She mostly wants to expand the range of genres kids read. Sally In a message dated 8/17/2011 2:42:34 P.M. Eastern Daylight Time, hutch1...@juno.com writes: In my effort to be succinct I clearly was very unclear! Also I was trying to word it more positively than this. We had been slowly implementing RW in our building. That's in no way to say everyone is willing and/or doing so successfully. We still have many people dragging their class thru the whole class novel. Now we are doing our PD on the Cafe model (3-5 building). My thought is that for those that are attempting to do RW, the Cafe will/might provide them with management tools to perhaps make it become a reality. But, how is this going to assist those less willingly and/or knowledgeable to move forward? My thought is that I don't see how it will. But, I am hoping to be wrong and was throwing it out to people who have had more experience with both to see what they thought. Hopefully this is clearer! Thanks! norma An old man once said, There comes a time in your life, when you walk away from all the drama and people who create it. You surround yourself with people who make you laugh. Forget the bad, and focus on the good. Love the people who treat you right, pray for the ones who don't. Life is too short to be anything but happy. Falling down is a part of life, getting back up is living. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Words to go. Words to know.
Here's the deelio. I looked at the samples. This is just another VOCABULARY PROGRAM. It looks okay and it would make life easier for teachers to just do. It's okay as programs go. But it is a program separated from whatever else is going on in the classroom. So what happens with the vocabulary that is being developed through the reading and writing activities. When you do a separate program, it really cuts into your extremely valuable class time. There is never enough time in my view to do think alouds and some guided reading experiences and lots and lots of independent reading where kids apply their strategies and build automaticity and build their incidental vocabulary (which is by far the way they build the largest amount of vocab!) We sometimes need to teach specific words explicitly because they are key to a particular text, subject area (e.g. Science concept being read about) etc. And kids should understand then what learning a word in depth actually means. We should be teaching strategies (like the word parts and synonyms and all the others) that are taught in this program. But why not teach those strategies in conjunction with a text kids are actually reading? Both the comprehension and the vocab are then doubly reinforced! I've been a curriculum coordinator in districts and seen practice in specific schools where language arts teachers use a program. The program takes up an inordinate amount of time, leaving much less time for doing the way more important (in my view) learning of actually reading authentic texts and having lots of opportunity to read myself in just right books that I want to read. Have your teachers read the research on teaching vocabulary??? I always like Janet Allen's work. Marzano talks about important research. Sally On 8/16/11 10:21 AM, Barbara Falotico barbara.falot...@verizon.net wrote: -- Sent from my Palm Pre On Aug 15, 2011 9:52 PM, Schroeder, Richard lt;rschroe...@nssd112.orggt; wrote: Has anyone used the Perfection Learning Program called Words to Go-Words to Know? IT is for Middle School and I am curious about what everyone thinks. My resource teachers want to purchase the program for our 7th grade resource students. What Works Clearinghouse does not have any info on the program. Thanks. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Websites to support Reading Comprehension and Vocabulary Development FOR MIDDLE SCHOOL
Google Reading Quest And I've personally found many of the tools on the Mosaics site support comprehension and vocabulary and can some can easily be turned into center activities appropriate for middle school. Honestly, I've found many things that are supposedly elementary work all the way through high school, especially if I'm careful to eliminate younger graphics etc. but the ideas work. Sally On 8/3/11 4:25 PM, Jennifer Bishop jengreen...@hotmail.com wrote: I am looking for websites to support reading comprehension and vocabulary development for MIDDLE SCHOOL for center activities! It seems that there are so many for elementary, but every year, I struggle with ones for middle school. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] problem-solution stories, fourth grade level
Try The Eighteenth Emergency by Betsy Byars. Kid who is constantly facing emergencies. It is very funny. I love Betsy Byars and haven't read her books for a long time. Think it's worth a try. IT is about a 4th grade boy actualyy. Sally On 7/30/11 10:15 PM, e h eshellm...@gmail.com wrote: HI All, I'm looking to teach my fourth grade students to summarize by identifying problems and solutions in a text. I'm wondering if anyone can recommend a chapter book where in each chapter the main character has a problem and solution that s/he needs to solve. I find that while most books have a problem and solution, they are presented across chapters. They are rarely embedded within a chapter. So far, I found this style in Wayside books. The problem with these books is that when I level them, they are really on a very low reading levelaccording to Lexile, they are a 440 range book (essentially end first grade and and beginning second.). Encyclopedia Brown series don't really have the solutions embedded in the chapters... Any suggestions I'm having a really tough time here.. Thanks! Esti ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] inferring
Jan I love the story Salvadore Late or Early - it's a short story from Sandra Cisneros's book Woman Hollering Creek. It is short and poignant, lots to infer, kids would make many connections, have quesitons. I LOVE THIS STORY!!! And know adolescents would as well. sally On 7/24/11 4:42 PM, Jan wr...@centurytel.net wrote: I am looking for a brief reading to use to work with students on inferring. Can any of you share your favorites? Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] miscue analysis
Absolutely Jan. I didn't know about it when I taught high school. But learned about it in depth when I taught 5/6 and believe it would be totally useful on up. We should be handing it back to the kids!!! How did you figure that word out etc. I sat with a some students who struggled because I wanted to figure out in more depth how to help - to ask them or have them tell me what was going on as they read while it was fresh. I used the strategies whole class in mini lessonsand using cloze passages at times. All my kids taped themselves reading and then marked their own miscues and analyzed their growing strategies. They taped themselves at the end of the year. I of course chatted with them. But I didn't have to sit with every student this way which I know is impossible at secondar. Debra Goodman has a book The Reading Detective club which involves the students in their own process of this in a fun way. It came out after I taught that 5/6 class but I've been really wanting to use it. Worth a try I think!! Sally On 7/25/11 10:01 AM, Jan wr...@centurytel.net wrote: Thanks to all of you who offered suggestions about books. And, thank you, Nancy for even more information. Since miscue analysis is a course, would this course help a middle school teacher? I'm always willing to take classes. Jan Quoting creeche...@aol.com: Running Records and Miscue Analysis are not the same thing. There is no easy quick read on Miscue and most people take a course. For an overview to see if it is something you might want to look at in more depth, Sandra Wilde's book is pretty good. _http://www.amazon.com/Miscue-Analysis-Made-Easy-Strengths/dp/0325002398/ref =sr_1_1?s=booksie=UTF8qid=1311593392sr=1-1_ (http://www.amazon.com/Miscue-Analysis-Made-Easy-Strengths/dp/0325002398/ref= sr_1_1?s=booksie=UTF8qid=1 311593392sr=1-1) For a beginning book of instruction in Miscue Analysis, this is the book most college level classes use as the text; _http://www.amazon.com/Reading-Miscue-Inventory-Evaluation-Instruction/dp/15 72747374/ref=sr_1_1?s=booksie=UTF8qid=1311593458sr=1-1_ (http://www.amazon.com/Reading-Miscue-Inventory-Evaluation-Instruction/dp/157 2747374/ref=sr_1 _1?s=booksie=UTF8qid=1311593458sr=1-1) Hope this helps, Nancy Creech In a message dated 7/25/2011 2:55:34 A.M. Eastern Daylight Time, rand_ray...@ddouglas.k12.or.us writes: Running Records for Classroom Teachers by Marie M. Clay: http://www.amazon.com/Running-Records-Classroom-Teachers-Marie/dp/0325002991 On Sun, Jul 24, 2011 at 4:08 PM, wr...@centurytel.net wrote: I would love more information about miscue analysis. Is there an easy, quick read book on this topic? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
