Re: [MOSAIC] Magazines

[Stewart, L]

Time for Kids is Grades 2/3.  I find it too young for most of my third graders 
and better for second.  I wish they made one specifically for third grade!

Leslie R. Stewart/Grade 3
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

The greater danger for most of us lies not in setting our aim too high and 
falling short; but in setting our aim too low, and achieving our mark.
~Michelangelo

From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of 
Nancy Hagerty [hager...@slcs.us]
Sent: Saturday, August 14, 2010 9:52 AM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] Magazines

Time for Kids magazines are great.  You can see a sample at their website 
timeforkids.com.  The articles are not too long and they are grade level 
specific.  I like their content better than Scholastic.

Nancy

>>>  08/13/10 10:26 AM >>>
I've bounced around for years on the topic of magazines, from individual to 
class sets. I've subscribed to Nat'l Geo for Kids, SI for Kids, Ranger 
Rick--and often found kids 'read' only the pictures. So I let the subscriptions 
lapse. We chose a class set of Nat'l Geo Explorer for the last few years; it's 
visually stunning and has excellent and engaging articles--but the articles are 
long. To use them for modeling and groupwork was tough because of their length 
(and the kids wanted to read to the end). I tested 1 issue of Scholastic News 
last year and it actually was better: short articles but still appealing to 
kids--and I could easily model with them (and SN is what Harvey and Goudvis 
used for Strategies That Work). So I'm going with a class set of Scholastic 
News this year and keeping my fingers crossed. I get lots of good articles 
elsewhere (newspapers, magazines, Comprehension Toolkit, etc.) but I don't want 
to spend time/paper running off copies for the kids, so I'm goin

 g to try Scholastic News this year. We'll see.
Judy
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[MOSAIC] education periodicals, etc.

[Stewart, L]

I am curious to know if any of you subscribe to any periodicals/organizations 
regularly and find they fill an important function in your practice.  I am a 
member of NSTA and go back and forth between IRA and NCTE but sometimes I feel 
like I am "collecting" and not using.  There aren't enough hours in the day!

Leslie R. Stewart/Grade 3
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

The greater danger for most of us lies not in setting our aim too high and 
falling short; but in setting our aim too low, and achieving our mark.
~Michelangelo
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Re: [MOSAIC] Magazines

[Stewart, L]

I am curious.  Cobblestone magazines are expensive.  Do you buy one 
subscription for your classroom and use it for the entire class?  Has anyone 
used a periodical for third grade?  

Leslie R. Stewart/Grade 3
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

The greater danger for most of us lies not in setting our aim too high and 
falling short; but in setting our aim too low, and achieving our mark.
~Michelangelo

From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of 
Sally Thomas [sally.thom...@verizon.net]
Sent: Friday, August 13, 2010 12:50 AM
To: mosaic listserve
Subject: Re: [MOSAIC] Magazines

Try Cobblestone publishers.  Three magazines, one for world cultures, one
for US> history, and one for classics (greek, Roman etc.)  They are aimed at
grades 5 - 8.  Issues are themed on a topic under the umbrella of each mag
series.  You can back order.  Each issues has approx 6 articles plus extras.
I used them for lit circles, using one for whole class modeling, then had
groups report on other articles in issue (mapping, using lit circle roles,
etc.)  They are great for social studies topics.

Sally


On 8/12/10 4:36 PM, "kimberlee hannan"  wrote:

> Hi, all,
> When you are looking for current expository articles (any genre) to pull for
> kids for reading and writing opportunities, what magazines/newspapers do you
> pull from?  I teach middle school and have struggling readers, both in
> interest and experience.



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Re: [MOSAIC] Back to School Read Alouds

[Stewart, L]

I LOVE Andrew Clements!  If you are fifth grade I hope you have done Frindle.  
I usually do it with my advanced readers in a literature circle format.  I 
always read the last chapter with them and cry.  That, Love That Dog, and Stone 
Fox never fail to bring tears to my eyes which in itself brings about 
conversation regarding the power of books.  Thanks.

Leslie R. Stewart/Grade 3
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

The greater danger for most of us lies not in setting our aim too high and 
falling short; but in setting our aim too low, and achieving our mark.
~Michelangelo

From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of 
Jeff Lucas [jlu...@new.rr.com]
Sent: Thursday, July 29, 2010 3:32 PM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Back to School Read Alouds

I am a huge Andrew Clements fan. One book I read last year to the fifth
graders (but it is certainly appropriate for 3rd) was Jake Drake Bully
Buster. It lead to engaging discussions and was a way to highlight some of
the ways students don't like to be treated. It also was a great source for
connections and inferences. It encouraged students to read other Andrew
Clements' books which usually are based on school experiences.



-Original Message-
From: mosaic-bounces+jlucas=new.rr@literacyworkshop.org
[mailto:mosaic-bounces+jlucas=new.rr@literacyworkshop.org] On Behalf Of
mosaic-requ...@literacyworkshop.org
Sent: Thursday, July 29, 2010 11:00 AM
To: mosaic@literacyworkshop.org
Subject: Mosaic Digest, Vol 47, Issue 29

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Today's Topics:

   1. back to school read alouds (Stewart, L)
   2. Re: First Grade Homework (Laura)
   3. Re: back to school read alouds (teridavi...@cox.net)
   4. Re: back to school read alouds (robin kynoch)
   5. Re: back to school read alouds (Andrea Pepitone)


--

Message: 1
Date: Wed, 28 Jul 2010 13:05:26 -0400
From: "Stewart, L" 
To: "Mosaic: A Reading Comprehension Strategies Email Group"

Subject: [MOSAIC] back to school read alouds
Message-ID:



Content-Type: text/plain; charset="iso-8859-1"

I know it's been done before but would you share your most favorite, highly
engaging read-alouds for the start of school.  My old standbys did not work
well last year.  My students weren't enchanted by Roald Dahl or Creecher's
Love That Dog.  I am looking for great, not too long, novels.  I have many
wonderful picture books to select from, but I would even like to hear of any
newer ones.  On that note I just purchased Miss Malarkey Leaves No Reader
Behind by Judy Finchler and Kevin O'Malley and I really enjoyed it.  It is
about a teacher trying to find that one book for each of the children in her
classroom that will turn them into readers.
Thanks!
Leslie

Leslie R. Stewart/Grade 3
lstew...@branford.k12.ct.us<mailto:lstew...@branford.k12.ct.us>
203-481-5386, 203-483-0749 FAX

The greater danger for most of us lies not in setting our aim too high and
falling short; but in setting our aim too low, and achieving our mark.
~Michelangelo<http://www.brainyquote.com/quotes/quotes/m/michelange108779.ht
ml>


--

Message: 2
Date: Wed, 28 Jul 2010 14:59:05 -0500
From: "Laura" 
To: "Mosaic: A Reading Comprehension Strategies Email Group"

Subject: Re: [MOSAIC] First Grade Homework
Message-ID: 
Content-Type: text/plain; format=flowed; charset="iso-8859-1";
reply-type=response

I teach third grade and I follow your homework philosophy with my third
graders.  We g over homework in class and students check their own work,
grades are not taken on it.  You expressed what I do really well--thanks!
- Original Message -
From: "Renee" 
To: "Mosaic: A Reading Comprehension Strategies Email Group"

Sent: Wednesday, July 28, 2010 9:32 AM
Subject: Re: [MOSAIC] First Grade Homework


Homework and pencils must be the two biggest tedious issues for
teachers.

When I was teaching in a regular classroom, the district homework
"guidelines" suggested that homework should be approximately ten
minutes per grade level. That meant ten minutes if it was a first
grader, twenty minutes for a second 

[MOSAIC] back to school read alouds

[Stewart, L]

I know it's been done before but would you share your most favorite, highly 
engaging read-alouds for the start of school.  My old standbys did not work 
well last year.  My students weren't enchanted by Roald Dahl or Creecher's Love 
That Dog.  I am looking for great, not too long, novels.  I have many wonderful 
picture books to select from, but I would even like to hear of any newer ones.  
On that note I just purchased Miss Malarkey Leaves No Reader Behind by Judy 
Finchler and Kevin O'Malley and I really enjoyed it.  It is about a teacher 
trying to find that one book for each of the children in her classroom that 
will turn them into readers.
Thanks!
Leslie

Leslie R. Stewart/Grade 3
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

The greater danger for most of us lies not in setting our aim too high and 
falling short; but in setting our aim too low, and achieving our mark.
~Michelangelo
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Re: [MOSAIC] Writer's Workshop

[Stewart, L]

Great idea, Carol!

Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss

-Original Message-
From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mailto:mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On 
Behalf Of SPINELLO, Carol
Sent: Wednesday, March 17, 2010 10:34 AM
To: 'Mosaic: A Reading Comprehension Strategies Email Group'
Subject: [MOSAIC] Writer's Workshop

Hello

I teach in Connecticut and our school is moving toward implementation of 
Writer's Workshop next year. Does anyone have the name of an outstanding 
consultant to recommend??

Thank you,
Carol

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Re: [MOSAIC] Fluency

[Stewart, L]

I personally have not found anything that seems to work but we use RAZ KIDS and 
Read Naturally.  I believe Read Naturally has scientific research behind it.  

Leslie R. Stewart/Grade 3
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX


"Not everything that counts can be counted, and not everything that can be 
counted counts."
(Sign hanging in Einstein's office at Princeton)

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Re: [MOSAIC] Off Topic - Grammar Curriculum

[Stewart, L]

If anyone is trying to access this, the "k" is missing from the ar in the 
website,
www.starfish.k12.ark.us


Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss


-Original Message-
From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mailto:mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On 
Behalf Of Smith, Sharon L.
Sent: Wednesday, February 03, 2010 9:08 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Off Topic - Grammar Curriculum

AAAWWUBBIS is an acronym used by Six-Traits and Jeff Anderson for the
common coordinating conjunctions after, although, as, when, while,
until, because, before, it, since.

You can find a curriculum map that we use in northwest Arkansas, that
has been compiled by the educational coop. at;  www.starfish.k12.ar.us .
You will need to click on TIA (Total Instructional Alignment) documents.
They have aligned the standards for K-12 and have completed a task
analysis and essential vocabulary section for each in language arts,
math, science, and social studies.

Sharon Smith,
 Literacy Coach
Centerton Gamble Elementary
shsm...@bentonville.k12.ar.us
479-696-3363



-Original Message-
From: mosaic-bounces+shsmith=bentonville.k12.ar...@literacyworkshop.org
[mailto:mosaic-bounces+shsmith=bentonville.k12.ar...@literacyworkshop.or
g] On Behalf Of Joan Follansbee
Sent: Tuesday, February 02, 2010 5:20 PM
To: 'Mosaic: A Reading Comprehension Strategies Email Group'
Subject: Re: [MOSAIC] Off Topic - Grammar Curriculum

Lori,
Can you tell me what AAAWWUBBIS is from your standards?
Thank you,
Joan 

-Original Message-
From:
mosaic-bounces+jfollansbee=hopkintonschools@literacyworkshop.org
[mailto:mosaic-bounces+jfollansbee=hopkintonschools@literacyworkshop
.org
] On Behalf Of EDWARD JACKSON
Sent: Tuesday, February 02, 2010 4:24 PM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] Off Topic - Grammar Curriculum


I don't know if this will help, but here is the 6-8 piece developed in
my
former district.  We leaned heavily on Jeff Anderson's books in
developing
these standards.
http://www.tcsdk12.org/literacy/Word%20Study/Middle%20School%20Standards
_fil
es/Todd%20County%20Middle%20School%20Grammar%20Standards%20Version%202-1
.pdf



Lori Jackson M.Ed.Reading Specialist
Broken Bow, NE






 EMAILING FOR THE GREATER GOOD
Join me

> From: sarah.stork...@sendit.nodak.edu
> Date: Tue, 2 Feb 2010 14:28:00 -0600
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Off Topic - Grammar Curriculum
> 
> We are in the same boat, but would love to be able to see examples
from
other schools rather than trying to start from scratch.  Anyone have
language arts grade expectations for K-8 that they would be willing to
share?
> 
> Thanks,
> 
> Sarah Storkson
> 
> On Feb 2, 2010, at 2:17 PM, EDWARD JACKSON wrote:
> 
> > 
> > Having had some recent experience with developing something similar
at
the middle school level, I suggest you think about what is expected from
children in terms of expectations that relates to writing and work
backwards
from there.  Combine this with any guidance from your state curriculum
standards and focus on what matters most to successful writing
experiences.
In kindergarten, that might mean starting a simple sentence with capital
letter and using a period.  In third grade, that might mean the ability
to
write statements, questions and interjections that are correctly
punctuated
along with the ability to use internal punctuation in dialogue and list
sentences plus the ability to use a variety of conjunctions and
transitions
in their writing.
> > 
> > 
> > Lori Jackson M.Ed.Reading Specialist
> > Broken Bow, NE
> > 
> > 
> > 
> > 
> > 
> > 
> > EMAILING FOR THE GREATER GOOD
> > Join me
> > 
> >> Date: Tue, 2 Feb 2010 09:18:20 -0600
> >> From: jenki...@oakhillschool.org
> >> To: mosaic@literacyworkshop.org
> >> Subject: [MOSAIC] Off Topic - Grammar Curriculum
> >> 
> >> Hello. We are curriculum mapping and need a consistent grammar
scope
and sequence 1st-6th. Does anyone recommend a solid grammar scope and
sequence? Does anyone have a program that they like and find useful? 
> >> 
> >> We are a writing workshop school and use Sitton Spelling, which has
some elements of grammar, but I'm looking for grade-level goals and
expectations. 
> >> 
> >> Many thanks! 
> >> Andrea Jenkins 
> >> ___
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> >>
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> >> 
> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> >> 
> >   
> > ___
> > Mosaic mailing list
> > Mosa

Re: [MOSAIC] comprehension strategies in my school

[Stewart, L]

Judy,
"Reading is a life skill and a life joy."
You are now a quote on my wall.  
Thanks for the inspiration.

Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss

-Original Message-
From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mailto:mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On 
Behalf Of jvma...@comcast.net
Sent: Sunday, January 31, 2010 5:46 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] comprehension strategies in my school


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Re: [MOSAIC] Strategies Across Grade Levels

[Stewart, L]

Funny that this should be posted.  This is exactly what we are now discussing 
in our school.  I teach third grade and my kids have been taught the strategies 
since kindergarten.  I have been wondering about the same question.  There 
doesn't seem to be much differentiation between the grades other than the 
reading material itself changes and hopefully student understanding deepens and 
inferential thinking is strengthened.  I feel like our kids are getting 
strategy instruction in place of the foundation that they used to get in the 
lower grades i.e. how to hold a pencil correctly, how to form letters and 
numbers, phonics and spelling instruction, what makes a complete sentence, what 
a margin is, what it means to indent.  I could go on and on...

-Original Message-
From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mailto:mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On 
Behalf Of Kendra Carroll
Sent: Monday, December 14, 2009 10:12 AM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Strategies Across Grade Levels

Good Morning!  As a teacher coach, I have been questioning how strategy
lesson should look different across K-5.  In our system, we take a
strategy a month to focus on.  The teachers that I work with and I have
started a discussion about how we should be doing different lessons at
each grade level.  Have any of you addressed this in your schools and
what did it look like?  Are there any resources out there for us to use?
Thanks so much:-)

 

Kendra Carroll

Elementary Teacher Coach 

 

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Re: [MOSAIC] drawing conclusions

[Stewart, L]

We do a lot of drawing conclusions when we create and read graphs.  If we graph 
favorite bed times among third graders and compare it to a graph of favorite 
bed times for third graders that parents might choose, we then look at the data 
and draw our conclusions.  We look at inferencing as our opportunity to read 
between the lines and figure things out when it isn't stated explicitly.  Right 
now we are figuring out the themes of our read alouds and we are using our 
inferencing skills and our schema to draw our conclusions!

Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss


-Original Message-
From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mailto:mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On 
Behalf Of Wernex, Kelly
Sent: Thursday, November 19, 2009 1:03 PM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] drawing conclusions

Can someone help me to understand the difference (if there is one) about 
drawing conclusions and inferencing.  What kind of lessons can I use to teach 
drawing conclusions?

Have a Blessed Day.

Kelly Wernex
McEowen Elementary
816-380-4545 X4820

What children need is not new and better curricula but access to more and more 
of the real world; plenty of time and space to think over their experiences, 
and to use fantasy and play to make meaning out of them; and advice, road maps, 
guidebooks, to make it easier for them to get where they want to go (not where 
we think they ought to go), and to find out what they want to find out.  ~  
John Holt



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Re: [MOSAIC] Reader's Workshop Approach

[Stewart, L]

I always thought it was Lucy Caulkins.

Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss

-Original Message-
From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mailto:mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On 
Behalf Of Mena
Sent: Friday, November 13, 2009 8:30 AM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Reader's Workshop Approach

Can anyone remember the seminal theorist known for the Reading Workshop 
approach? OR a resource for locating this information. From, Philomena

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: jan sanders 
To: Mosaic: A Reading Comprehension Strategies Email 

Sent: Thu, Nov 12, 2009 11:02 pm
Subject: Re: [MOSAIC] Dr. Gay Levy


Brian Cambourne has also done major work on engagement if you want more 
information.

Jan  We must view young people not as empty bottles to be filled, but 
as candles to be lit.
-Robert Shaffer



> Date: Thu, 12 Nov 2009 22:09:09 -0500
> From: lesliepop...@gmail.com
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] Dr. Gay Levy
>
> Kuenze,
>
> Can you please provide more specifics about the 8th grade ELA 
classroom.
> How does it work with a balance between reading and writing.
>
> Thanks,
> Leslie P
>
> On Thu, Oct 15, 2009 at 1:49 PM, Kuenzl-Stenerson Kay <
> kay.kuenzl-stener...@oshkosh.k12.wi.us> wrote:
>
> > I was fortunate to hear Dr. Gay Levy speak yesterday in a workshop 
about
> > her research with engagement.  It was excellent.  You may want to 
check out
> > her findings and how the literacy  class was set up.  Her 
interventions for
> > middle school were interventions with students that were not 
"engaged" with
> > text.  The intervention is to find out why they weren't engaged and 
get them
> > engaged. Her findings could really change how many teachers are 
teaching in
> > their classrooms and give us the next step.  It really made sense.  
The
> > amount of reading that 8th graders were doing was amazing.  It is 
what I
> > dream of seeing in our middle school classrooms.  .
> >
> > 
> >
> > From: mosaic-bounces+kay.kuenzl-stenerson=oshkosh.k12.wi.us@
> > literacyworkshop.org on behalf of 
mosaic-requ...@literacyworkshop.org
> > Sent: Thu 10/15/2009 11:00 AM
> > To: mosaic@literacyworkshop.org
> > Subject: Mosaic Digest, Vol 38, Issue 13
> >
> >
> >
> > 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: Mosaic Digest, Vol 38, Issue 11 (plongshell)
> >
> >
> > 
--
> >
> > Message: 1
> > Date: Thu, 15 Oct 2009 06:25:44 -0400
> > From: plongshell 
> > Subject: Re: [MOSAIC] Mosaic Digest, Vol 38, Issue 11
> > To: mosaic@literacyworkshop.org
> > Message-ID: <0368bd5c.1b15.4e97.8d9d.dd50d2875...@aol.com>
> > Content-Type: text/plain; charset="us-ascii"; format="flowed"
> >
> >
> > Thanks to all of those who wrote in to help with my middle school
> > questions...great info! Now, do you know of any really good
> > interventions that can be done in 3 40 minute blocks? Thats what I'm
> > working with on a rotating schedule with my groups--I usually do
> > strategies that can be used with their classroom reading, but 
anything
> > else would help!
> > Michelle-ais ny
> >
> >
> > --
> >
> > ___
> > Mosaic mailing list
> > Mosaic@literacyworkshop.org
> > To unsubscribe or modify your membership please go to
> > 
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> >
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> >
> > End of Mosaic Digest, Vol 38, Issue 13
> > **
> >
> >
> > ___
> > Mosaic mailing list
> > Mosaic@literacyworkshop.org
> > To unsubscribe or modify your membership please go to
> > 
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> >
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> >
> >
> ___
> Mosaic mai

Re: [MOSAIC] teaching comprehension skills

[Stewart, L]

Not sure if this is it but this one is a flip book and it's only $10!
Tools for Teaching Content Literacy (Spiral-bound)
~ Janet Allen  
Janet Allen (Author) 
› Visit Amazon's Janet Allen Page


Leslie R. Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of 
rr1...@aol.com [rr1...@aol.com]
Sent: Wednesday, November 11, 2009 6:24 AM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] teaching comprehension skills

Can you tell me the title of the little flipbook and where to purchase
it?

Thanks!


-Original Message-
From: EDWARD JACKSON 
To: mosaic@literacyworkshop.org
Sent: Wed, Nov 11, 2009 2:48 am
Subject: Re: [MOSAIC] teaching comprehension skills











Janet Allen has this little flipbook thing that is filled with
strategies for
working with older readers (grades 4-8, I believe, if not 4-12).  I
have found
them to be quite sound when modified for younger children.  I love the
gist
strategy she describes in this booklet.  I am betting you would find it
helpful
and it is just the sort of thing to support without overwhelming.


Lori Jackson M.Ed.Reading Specialist
Broken Bow, NE






 EMAILING FOR THE GREATER GOOD
Join me

> To: mosaic@literacyworkshop.org
> Date: Tue, 10 Nov 2009 21:46:13 -0500
> From: rr1...@aol.com
> Subject: [MOSAIC] teaching comprehension skills
>
> I have been reading this list serv for years and now need some
> assistance.  I teach fourth grade and my students are not doing well
on
> their benchmark scores (this is NC).  I need some explicit lessons on
> teaching skills such as main idea, questioning, summarizing,
> sequencing, etc.  I have two new coworkers and they are really
> struggling with teaching reading.
>
> Quick and dirty lessons would be the best, I don't think they are
> inclined to read an entire book!
>
> Thanks for your help!
>
> Rosie
>
>
>
> ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe or modify your membership please go to
>
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>

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=

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Re: [MOSAIC] theme vs. author's message

[Stewart, L]

Let us know what you/they conclude.  I am more unsure than when we began this 
thread.  It is a good research question.  

Leslie R. Stewart
Grade 3 Teacher\\
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of 
Kelly Andrews-Babcock [kandrews-babc...@killinglyschools.org]
Sent: Wednesday, November 11, 2009 8:43 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] theme vs. author's message

I appreciate the discussion here. I'm rethinking things and still absorbing the 
comments and ideas. I'm tempted to bring back everything to the staff and have 
them mull through it and come to a conclusion themselves. Thanks again.
Kelly AB


On 11/10/09 3:39 PM, "Domina.Natasha"  
wrote:



I feel pretty uncertain about it--especially after reading other people's 
posts, but how I've thought about those terms in the past are:
yes to the first part of what you said--that themes tend to be short phrases
I think of author's message as our interpretations of that word/phrase, but our 
interpretation of what seems to be a central focus of the book, that we think 
most people would agree on that interpretation.
Hmm.  I'm rethinking that idea the longer I sit here.  Maybe I would agree with 
you.  I'm going to have to let those ideas percolate in my brain for a while.
Thanks!
Natasha


--

Message: 19
Date: Mon, 9 Nov 2009 21:23:06 EST
From: kuko...@aol.com
Subject: Re: [MOSAIC] Theme vs. author's message
To: mosaic@literacyworkshop.org
Message-ID: 
Content-Type: text/plain; charset="US-ASCII"

So are you saying themes are like one or two word phrases and author's
messages are our interpretations of that word or those phrase as it relates  to
the reader personally?


In a message dated 11/9/2009 9:32:46 A.M. Eastern Standard Time,
domina.nata...@north-haven.k12.ct.us writes:

Not  going on any research, just my own opinion--
I think of theme as more of  one word summing up a big idea: "friendship",
"loss", "tolerance".
I  think of the author's message as more of a sentence that tells what we
think  the author thinks about those big ideas: "We should be friends with
all kinds  of people," "Talking about our loss helps us heal."
Maybe (I'm  thinking as I write here), themes tell what big ideas are
explored and  author's message tells the conclusion we've drawn from exploring
those big  ideas?

Natasha
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Re: [MOSAIC] philosophical wonderings

[Stewart, L]

I just want to clear this up:  I did not mean to say strategy instruction 
should just be for struggling readers:  " I sometimes think the reading 
strategies
were meant for educators so that we could become better teachers of reading, 
particularly for our struggling readers, and I think we have taken it too far 
and use it in all cases."

I meant that as a teacher the strategies gave me, the educator, a tool kit to 
help instruct all readers, but they are truly helpful for those children who 
struggle to read and understand.  The strategies give students access to the 
thinking that strong readers engage in when they approach text.  I guess I am 
questioning how "prescribed" readers workshop is becoming (shared lesson, 
guided groups, independent reading), so much so, that there is a movement in 
high performing districts to return to basals.  If we are following a 
prescribed program I guess then why not a basal?  I imagine it would make life 
a lot easier for the teacher, but wasn't there a reason why we left basals 
behind?

I have enjoyed great results in my classroom year after year with children of 
all levels and I have turned some, not all, children into passionate book 
lovers.  That should count for something.  I have always taught with small, 
individualized and flexible groups.  I agree with whomever said not all 
workshops and presenters are the end all of education.  There is no one right 
way, so why do we keep searching for one?  I understand the importance of 
giving children the language to talk and think deeply about text, but you also 
have to give them the time and freedom to express those feelings with others 
(and not in a letter to me). 

I guess it depends on what "studying schema and connections" means.  It sounds 
like your kids are strengthening their schema and connections through a rich 
literate environment and discussion.  I think I taught the strategies without 
giving them their proper names until I read Mosaic, but now I see good teaching 
being equated to a daily diet of strategy instruction without the rich group 
discussion.  I think good teaching empowers children to engage in rich dialogue 
about what they are reading.  And good teaching also allows them the time to do 
so.  I think a passion for reading is the greatest gift I try to give all my 
students.

Leslie R. Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of 
Beverlee Paul [beverleep...@gmail.com]
Sent: Wednesday, November 11, 2009 3:16 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] philosophical wonderings

I think we are extremely fortunate that Ellin remains open to new learning
and committed to our new learning as well.  When I read To Understand, I
thought she was writing to tell us that comprehension strategy instruction
is necessary, but not sufficient.  And that it's probably not wise to
consider Zimmerman and her original thoughts as the best there is.  The best
is yet to come.  Add to that the fact that we as educators have to construct
our own understanding of strategy instruction and what you have is a subject
that is endlessly fascinating and never complete.


> Here's a story. I moved from 3rd grade to 5th grade this year. A few weeks
> ago our Lit Coach came for a surprise visit to observe reading. She later
> told me she was "shocked at first" to see that we were studying Schema and
> Connections in 5th grade; she thought they would be well past that. Then she
> took in the lesson, the depth of their understanding and discussion, and she
> was amazed by their engagement and insight.
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Re: [MOSAIC] Advanced Reading class

[Stewart, L]

"The school where I teach performs very well on state standardized tests. In 
reading I believe the scores are well above 90%."

I'd be interested in knowing how reading is taught in your school.  I know 
scores aren't everything, but those are impressive scores.  I don't think we 
have advanced reading classes, only advanced math classes.  I don't imagine I 
would have an issue with an advanced literature class.  In fact, I have 
organized such a group for before school so that I could address those students 
and watch them grow!  It was so much fun.  I ran it like an adult reading group 
(parents even sent in snack).  I believe they would participate in 
multi-ability classrooms for the remainder of their course work.


Leslie R. Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss


-Original Message-
From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mailto:mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On 
Behalf Of Kuenzl-Stenerson Kay
Sent: Wednesday, November 11, 2009 9:10 AM
To: mosaic@literacyworkshop.org; mosaic@literacyworkshop.org
Subject: [MOSAIC] Advanced Reading class

I was thinking that if I had an advanced reading class (and I did years ago, 
more years than I want to remember) that I would want the kids to fly...I 
wouldn't want to get in their way.  I would give students a large choice of 
books, probably centered around a theme so that there would be similarities for 
discussion.  I would also have students put reflections and "assignments" in a 
reading notebook.  With an advanced class students might lead the way.  Ask 
them what they would like to accomplish.  Short mini-lessons could review 
strategies, but in the review I would ask students to share their experiences 
with the strategies.  Recently, I heard Dr. Gay Ivey speak about her recent 
research.  She discovered that when students are truely engaged in reading they 
will do strategies automatically (and that was with struggling readers).  I 
would also spend some time with expository text and textbook formats that they 
may encounter and not yet be familiar with.  Personally, I don't 
 think we should be tracking students this way and don't believe it is 
necessary if we use a workshop model for instruction.  Are you familiar with 
Aimee Buckner's books on notebooks?  There is a wealth of information on 
lessons and how to use notebooks in her books.  You might want to check those 
out.  Another thought I had for a variation would be to have "book clubs".  
Following the same format that an adult book club would follow.  Kay
 

--

Message: 24
Date: Wed, 11 Nov 2009 06:10:45 -0500
From: kim lum 
Subject: Re: [MOSAIC] opinion on advanced reading classes
To: "Mosaic: A Reading Comprehension Strategies Email Group"

Message-ID:

Content-Type: text/plain; charset=ISO-8859-1

This list is exactly what I was thinking to respond. How about meshing
the concepts from grade level social studies or science as topics for
some of the reading/research/higher level work?

On 11/10/09, shut...@fuse.net  wrote:
> To help with the notion of an advanced reading class you may want to consider:
>  1.  Use questions that employ Bloom's top 3 levels, analysis, synthesis and 
> evaluation
>  2.  Use projects that allow students to use one or more of their multiple 
> intelligences
>  3.  Use DeBono's six hats thinking framework to analyze various literature 
> selections
>  4.  Have students create multi-media presentations for the class regarding 
> various literature selections
>  5.  Have students engage in a debate regarding characters - protagonist vs. 
> antagonist
>  6.  Use Kohlberg's levels of moral development and relate to various 
> characters in the literature selection
>
>  Hope this helps.
>
>  reading  wrote:
>  > The school where I teach performs very well on state standardized tests. In
>  > reading I believe the scores are well above 90%. This is my first year
>  > teaching 7th grade and the first year of a newly developed "advanced"
>  > literature class which I am teaching. I'm struggling with how to make the
>  > class "advanced". And now we are supposed to present to the
>  > board.Theoretically, I don't like the concept of the class. I don't think 
> my
>  > philosphy of teaching meshes well with leveled reading classes.  I wanted 
> to
>  > hear others opinions. Does your middle school have advanced classes?
>  > ___
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>  > Mosaic@literacyworkshop.org
>  > To unsubscribe or modify your membership please go to
>  > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>  >

Re: [MOSAIC] philosophical wonderings

[Stewart, L]

and Beverlee Paul, I would like to work for someone just like you.  Imagine the 
possibilities!

Leslie R. Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of 
Beverlee Paul [beverleep...@gmail.com]
Sent: Tuesday, November 10, 2009 7:13 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] philosophical wonderings

A very wise college prof I had says, "Anything that can be used, can be
abused."

I feel the same about cooperative learning a la those extremists or
extremists with math manipulatives, etc.  My favorite example is from a
teacher in Colorado, who had a zap right as she heard herself say, "Boys and
girls, shush up!  No talking!!  It's time for oral language!!!"  I'm glad
she could laugh at herself and share because I think about that statement a
lot.

If you have to break apart a group functioning beautifully and assign
cooperative roles, think again.  If you have to keep dumping out those
unifix cubes onto the table of a child who's trying to explain to his near
neighbor how you can mentally do "that" in at least 2 different ways, and
"let's see if there's even another," think again.  If you take a group of
book lovers who have come to you starving for literature to feed their
passion and who thoughtfully and collaboratively discuss at a higher level,
don't get out the role sheets, for heaven's sake.  Think again.
I agree with my old college prof.  And we in education could do with a
little benign neglect in our teaching methods and a good pair of eyes and
ears to observe with.  Sometimes our kids slip past us.
On Tue, Nov 10, 2009 at 10:41 AM, Stewart, L wrote:

> "In my experience, strategy instruction works. For all kids, not just
> strugglers. I do not believe it is only for struggling readers. I would
>  like to see the list discuss what aspects of strategy instruction, as it is
> currently being implemented, turns kids off from the love of reading so
>  that we can all learn what to avoid."
>
> I never meant to imply that only struggling readers need strategy
> instruction.  Certainly all of my students need experience determining theme
> and author's craft, etc.  But I think if I hear one more child say I can
> make a text-to-self connection and then make the most minimal connection to
> the text they are reading I may go crazy!  I hear mind-numbing conversations
> and weeks of instruction on one strategy in multiple classrooms across
> multiple grade levels.  I certainly think children should find ways in which
> they relate to text but that will come with more exposure to text and a lot
> more CONVERSATIONS with peers as well as teachers.  Strong readers don't
> think about the strategies in isolation.  Our school is advocating a model
> where the child reads with me in a small guided group for maybe 20 minutes
> once or twice per week and then reads their independent reading book,
> attempting to utilize the same strategy we discussed in guided and then
> writes about it in a letter to me.  Sorry Fountas and Pinell...I just don't
> think that is what authentic reading is about.  I don't follow the plan.  I
> do pull guided groups, but afterwards my kids go back and read a book with a
> small group of their peers and talk about it and they may or may not discuss
> the strategy they practiced with me.  Writing about reading flows naturally
> after conversations about reading.  The teachers on this site all love
> reading and teaching reading.  What about those teachers who don't?  I think
> the model can be deadly and it is difficult to implement by even the most
> experienced teacher.  I know that I am not supposed to have read the books
> my children are reading, but how can I comment and model if I don't know the
> text?  So, I have five reading groups and they are all in different texts.
>  I don't get a lot of sleep, but so far I don't think I've lost any future
> readers of America to the reading war and I am proud of that.
>
> Leslie R. Stewart
> (203)481-5386 X310  FAX (203)483-0749
> lstew...@branford.k12.ct.us
>
> Be who you are and say what you feel because those who mind don't matter
> and those who matter don't mind."
>  ~ Dr. Seuss
>
>
>  ___
> Mosaic mailing list
> Mosaic@literacyworkshop.org
> To unsubscribe 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] opinion on advanced reading classes

[Stewart, L]

"The school where I teach performs very well on state standardized tests. In
reading I believe the scores are well above 90%."

I'd be interested in knowing how reading is taught in your school.  I know 
scores aren't everything, but those are impressive scores.  I don't think we 
have advanced reading classes, only advanced math classes.  I don't think I 
would have an issue with an advanced literature class.  I imagine they are in 
multi-ability classrooms for the remainder of their course work.


Leslie R. Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX
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Re: [MOSAIC] thought-provoking reading for 1st graders

[Stewart, L]

And Patricia Maclachlan 

Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss


-Original Message-
From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mailto:mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On 
Behalf Of EDWARD JACKSON
Sent: Tuesday, November 10, 2009 8:27 AM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] thought-provoking reading for 1st graders


Don't forget Eve Bunting


Lori Jackson M.Ed.Reading Specialist
Broken Bow, NE






 EMAILING FOR THE GREATER GOOD
Join me

> From: hutch1...@juno.com
> Date: Tue, 10 Nov 2009 02:11:21 +
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] thought-provoking reading for 1st graders
> 
> 
> 
> Cynthia Rylant is also a great author for picture books with depth.
> norma
> 
> 
> -- Original Message --
> From: Melissa Kile 
> To: "Mosaic: A Reading Comprehension Strategies Email Group" 
> 
> Subject: Re: [MOSAIC] thought-provoking reading for 1st graders
> Date: Mon, 9 Nov 2009 20:23:09 -0500
> 
> Lots of Eve Bunting's books are thought-provoking. Patricia Polacco's are
> longer, but they might work.
> 
> Melissa/VA/2nd
> 
> On Mon, Nov 9, 2009 at 7:26 PM, Heather Green  wrote:
> 
>> Hi there,
>> Starting in December we will start breaking up into reading clubs in my
>> school. We'll meet for 50 minutes, 4 days a week.  The groups are
>> differentiated, and I have the highest group of first graders--reading
>> anywhere from end of 1st grade level to 4th grade+ level.
>>
>> I decided that I wanted to stay away from chapter books this year because
>> in
>> 1st grade the focus doesn't need to be on reading chapter books. I want my
>> kids to be reading good quality literature that makes them think.  We don't
>> have many books available. I'm willing to buy some with my own money if I
>> will use them again and again.  So I need your help.  I am looking for
>> books
>> that meet this criteria:
>>
>> 1) not a chapter book
>> 2) something written at about the 2nd grade level or so (I'm thinking using
>> this in small groups for the kids to read themselves)
>> 3) something thought-provoking that would spark good conversation
>> 4) not t preachy and still of interest to 1st graders
>>
>> Any ideas?!?
>> ___
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>> Mosaic@literacyworkshop.org
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>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>>
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>>
>>
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> 
> One Up the Competition
> Earn your MBA from Post University. Free textbooks for new students!
> http://thirdpartyoffers.juno.com/TGL2131/c?cp=nF0kkLWq0iQyJDI1aZfAPQAAJz1RZyvLSDbNg1QwuFrBBUaOAAQFAKRwnT4AAAMlABIhWQA=
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> 
  
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Re: [MOSAIC] philosophical wonderings

[Stewart, L]

"In my experience, strategy instruction works. For all kids, not just 
strugglers. I do not believe it is only for struggling readers. I would  like 
to see the list discuss what aspects of strategy instruction, as it is 
currently being implemented, turns kids off from the love of reading so  that 
we can all learn what to avoid."

I never meant to imply that only struggling readers need strategy instruction.  
Certainly all of my students need experience determining theme and author's 
craft, etc.  But I think if I hear one more child say I can make a text-to-self 
connection and then make the most minimal connection to the text they are 
reading I may go crazy!  I hear mind-numbing conversations and weeks of 
instruction on one strategy in multiple classrooms across multiple grade 
levels.  I certainly think children should find ways in which they relate to 
text but that will come with more exposure to text and a lot more CONVERSATIONS 
with peers as well as teachers.  Strong readers don't think about the 
strategies in isolation.  Our school is advocating a model where the child 
reads with me in a small guided group for maybe 20 minutes once or twice per 
week and then reads their independent reading book, attempting to utilize the 
same strategy we discussed in guided and then writes about it in a letter to 
me.  Sorry Fountas and Pinell...I just don't think that is what authentic 
reading is about.  I don't follow the plan.  I do pull guided groups, but 
afterwards my kids go back and read a book with a small group of their peers 
and talk about it and they may or may not discuss the strategy they practiced 
with me.  Writing about reading flows naturally after conversations about 
reading.  The teachers on this site all love reading and teaching reading.  
What about those teachers who don't?  I think the model can be deadly and it is 
difficult to implement by even the most experienced teacher.  I know that I am 
not supposed to have read the books my children are reading, but how can I 
comment and model if I don't know the text?  So, I have five reading groups and 
they are all in different texts.  I don't get a lot of sleep, but so far I 
don't think I've lost any future readers of America to the reading war and I am 
proud of that.

Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss


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Re: [MOSAIC] thought-provoking reading for 1st graders

[Stewart, L]

Eve Bunting, Cynthia Rylant, Patricia Polacco

Leslie R. Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of 
Heather Green [heath...@gmail.com]
Sent: Monday, November 09, 2009 7:26 PM
To: Mosaic@literacyworkshop.org
Subject: [MOSAIC] thought-provoking reading for 1st graders

Hi there,
Starting in December we will start breaking up into reading clubs in my
school. We'll meet for 50 minutes, 4 days a week.  The groups are
differentiated, and I have the highest group of first graders--reading
anywhere from end of 1st grade level to 4th grade+ level.

I decided that I wanted to stay away from chapter books this year because in
1st grade the focus doesn't need to be on reading chapter books. I want my
kids to be reading good quality literature that makes them think.  We don't
have many books available. I'm willing to buy some with my own money if I
will use them again and again.  So I need your help.  I am looking for books
that meet this criteria:

1) not a chapter book
2) something written at about the 2nd grade level or so (I'm thinking using
this in small groups for the kids to read themselves)
3) something thought-provoking that would spark good conversation
4) not t preachy and still of interest to 1st graders

Any ideas?!?
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Re: [MOSAIC] Theme/author's message

[Stewart, L]

In my opinion, this is a PERFECT example of what's wrong with some current 
educational movements, especially the extreme standards, objectives, and RTI 
movements right now.

As my assistant superintendent put it at a meeting when I was venting on the 
unfairness of our state testing:  tell it to the federal government and she is 
so right.

There are so many educators.  Why don't we take a stand?  Even a non-educator 
can understand the absurdity of holding all children up to the same 
standardized assessment at the end of the year regardless of his/her 
disability, age, etc.  Seems to me there is a lot wrong with education right 
now.  None of it matches up to the books I read for my personal academic growth.


Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss



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[MOSAIC] philosophical wonderings

[Stewart, L]

I love teaching, but lately I have been questioning the way I teach, 
particularly reading.  I am an avid reader.  Reading is an integral part of my 
adult life.  I was never taught any reading strategies.  I have children in my 
classroom who love to read and read way above grade level.  I feel that they, 
like me, have already internalized the strategies and yes they can be 
strengthened but probably that will happen naturally as well.  The more they 
read, the stronger they will become.  It seems that we are prescribing 
medication whether the child is ill or not.  It's like using manipulatives in 
math.  Our new math program requires the use of manipulatives all the time.  It 
used to be that you used maniuplatives when you differentiated for the child 
who was having difficulty with a concept.  It seems like we are heading back to 
a one-size-fits-all mentality which scares me.  I sometimes think the reading 
strategies were meant for educators so that we could become better teachers of 
reading, particularly for our struggling readers, and I think we have taken it 
too far and use it in all cases.  When I look at the current guided reading 
models it is so prescribed:  everyone is in a quick guided group with the 
teacher drilling a skill or they are reading independently.  I am having a 
difficult time seeing the joy in that model.  Where do the rich conversations 
that connect children to each other and to literature take place in this 
current model?  Was the model intended for accomplished readers?

Leslie R. Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~



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Re: [MOSAIC] Theme/author's message

[Stewart, L]

http://www.schoolwidenetwork.com/video/180/Why-Authors-Write-Looking-at-Authors-Purpose

I also have been trying to come to terms with main idea, theme, and author's 
purpose.  I am using the book Test Talk as a resource and they relate main idea 
to non-fiction and theme to fiction.  I was looking online last week and came 
across this short video clip and they use the author's bio as the author's 
purpose for writing the book.  In that case it would definitely not be the 
theme.  In the video, it reminds you to have children write about what they 
know which is something I know I have said to my students in the past.  In 
reality, not all author's write about what they know, so I have stopped saying 
that.  If they did there would be no fantasies or science fiction.  To me the 
author's purpose is to give information or to entertain and then after that if 
it teaches you some sort of lesson - if there's a message - but that overlaps 
with the theme.  No wonder kids are confused!  If you look at Patricai 
Polacco's book, Thank you, Mr. Falker, the author's purpose is recounting a 
true story about how difficult it was for her to read when she was a child.  
Thanks to her teacher, she found the help that she needed.  Isn't that the 
theme also?  In Test Talk the author's feel the language of the test is what 
confuses students.  This might be a case in point!


Leslie R. Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us 
203-481-5386, 203-483-0749 FAX
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[MOSAIC] objective vs strategy

[Stewart, L]

Our district is moving towards having teachers post their objectives and 
children being aware of the objective.  We are having difficulty coming to 
terms with our objectives.  Is making connections to text an objective or a 
strategy/skill?  I feel the objective is always to become stronger readers and 
the way we teach the children to become stronger readers is the strategy, but 
it is confusing.

Leslie R. Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX




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Re: [MOSAIC] riddle poems

[Stewart, L]

http://www.angelfire.com/md/byme/guesswhat/guesswhat.html
My kids had a great time with these poems.  I copied, numbered and laminated 
them and the kids could go through them on their own.

Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss

-Original Message-
From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mailto:mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On 
Behalf Of Patricia Kimathi
Sent: Wednesday, November 04, 2009 6:46 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] riddle poems

Will both of you share examples.
PatK
On Nov 3, 2009, at 7:33 PM, newbop wrote:

> I've never used riddle poems, but I've good results with those one  
> minute mysteries for kids.
>
> Drego
>
> Maureen Morrissey wrote:
>> A colleague in fourth grade needs a couple of riddle or mystery  
>> poems for
>> introducing inferences...I was hoping someone out there might have  
>> a good
>> source.
>> Thanks!
>> Maureen
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>>
>>
>
> -- 
>
>
> Civilization is not destroyed by wicked people, it is not necessary  
> that they be wicked, only that they be spineless. -James Baldwin
>
>
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Re: [MOSAIC] fluency

[Stewart, L]

Sue and Lori,
Thank you for responding to my message regarding fluency.  I am trying to keep 
this child from feeling discouraged about himself in regards to reading.  I 
can't get a DRA level on him without humiliating him so I guess I am out of 
compliance.  It was just a personal conviction that let me allow him continue 
with the comprehension portion of the DRA 2 testing even though he had 
resoundingly failed the fluency portion.  I am trying to protect his love of 
reading, but in the real world of high stakes testing I wonder how long he will 
be able to be protected.  He is now participating in a Read Naturally group 
outside of my classroom and a computer program that allows children to record 
and listen to themselves reading a text (RAZ Kids).  Those of us who work with 
him, don't understand how or why our efforts aren't bringing about better 
results.   I don't want to leave any stone unturned but, by the same token, my 
goal is to have him remain a reader.  I greatly appreciate your input.  

Leslie R. Stewart
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[MOSAIC] fluency

[Stewart, L]

I have a very competent third grade student who is severely hindered by his 
lack of fluency when reading orally or to himself.  His comprehension and 
ability to write about text are solidly on grade level.  I am having him bring 
text home to familiarize himself with it and stay ahead of his reading group, 
but I was wondering if anyone has any other suggestions.  I also have Readers 
Theater and Poems for reading aloud so he has natural instances that require 
multiple readings.

Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss

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[MOSAIC] book clubs and resources for book clubs and workshop

[Stewart, L]

I had professional development today and was informed by the instructor that 
book clubs should meet outside of the literacy (guided reading) block.  I have 
never heard this before and have always used literature circles and book clubs 
within my reading block once my students are ready for that level of 
independence.  Does anyone have any background on this?

Also, I am looking at purchasing two books:   Grand Conversations, Thoughtful 
Responses: A Unique Approach to Literature 
Circles
 - Faye Brownlie (no role sheets)
That Workshop Book: New Systems and Structures for Classrooms That Read, Write, 
and 
Think
 - Samantha Bennett

If anyone could comment on the usefulness of these two resources (particularly 
for upper elementary teaching) I would appreciate.  Thanks!


Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss

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[MOSAIC] literacy plans for a sub

[Stewart, L]

Does anyone have a brilliant plan for when you have to be out of the classroom? 
 This year we have to be out of our classrooms for 3-hour blocks of time for 
professional development.  It is impossible to leave a sub to juggle 3/4 
separate reading groups.  Does anyone have any resources or ideas for 
meaningful literacy work that can be left with a sub?  At this time of the year 
my class is not yet independent enough to monitor their reading groups 
themselves.

Leslie R. Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~



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Re: [MOSAIC] understanding value of DRA 2 testing

[Stewart, L]

I couldn't agree more with this comment from Maureen:
"So in breaking the rules, you get more of the info you need
to help each student move on in the different aspects of literacy."

The absurdity is that reading assessments have rules that get in the way of 
learning about our students as readers. Looking-glass world, indeed.
 
Maureen and Ellen,
Thank you for your support of my thinking.  Unfortunately, we are not able to 
make decisions based on our personal knowledge and experience.  Testing a level 
up is a district level directive.  As of now, we all have to follow it.  It is 
conceivable that I may have to administer and correct 50 tests!  Right now I am 
so burned out on testing after doing 25 of them that I am having to take a step 
back.  We have to administer them by the book.  Our reading coach sat in on a 
test and told me she loved the way I gave the DRA2: conversing with the child 
about his/her life as a reader, reviewing where he/she fell down, encouraging 
his/her success - and then told me not to worry she wouldn't tell anyone! 

As for fluency, I told my "slow" reader that he had done a fabulous job on 
comprehension and then asked him what he thought was more important reading 
fast or understanding what he read.  His face lit up as he said, understanding. 
 Even an 8 year old can determine what's important!  This is why I choose to 
spend my days with third graders.   

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[MOSAIC] organizing classroom library picture books

[Stewart, L]

Does anyone have a logical method of organizing picture books and a system for 
labeling book bins?  I have organized my library in science, social studies, 
chapter books, poetry books, and favorite authors.  Now I have a large amount 
of wonderful picture books that I can't seem to organize sensibly - seasonal, 
holidays, multicultural?  Do you have just miscellaneous bins?
Thanks.

Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss

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Re: [MOSAIC] understanding value of DRA 2 testing

[Stewart, L]

"Although we are asking teachers to look at the last DRA given and determine 
whether the student should be tested up or not and "don't shut down reading 
instruction during DRA's."

At least you are letting teachers exercise their judgment.  If you don't shut 
down reading, you still have to shut down something.

Initially I thought it  made sense when we were told to test each child a level 
up, but now that I am doing it, I realize that it isn't working and doesn't 
make sense to have thought it would.   Sometimes I feel like all of the  
"administrators/specialists" are incapable of taking another look at their 
directives and saying they made a mistake.   Are people so insecure that they 
can't alter an idea that doesn't work?  Some educators see the test scores as a 
reflection of their teaching ability so they put kids on grade level whether it 
is true or not.  I wonder if administrators/specialists see their ideas as a 
reflection of their ability to "coach" or "lead" so to alter them would be 
tantamount to admitting failure?  What a mess we have created and, by the way, 
there is a loser in all of this...the child.

I have a student who can't pass the fluency portion, but I let him take the 
written comprehension portion anyhow and he passed it with flying colors.  I 
was not supposed to do this and I have to fail him and retest him down until I 
get to the level he can pass in both fluency and comprehension.  What I found 
out by "breaking the rule" was that this child comprehends what he reads on a 
high level.  He just isn't fluent enough to beat the timer.  If I hadn't done 
this I would be matching this child with books that are way below his true 
ability.  Now does that make sense?   What will I learn by continuing to test 
him down - that he isn't fluent!  How will he feel when it is over?

Leslie R.Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

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[MOSAIC] understanding value of DRA 2 testing

[Stewart, L]

This year our district has mandated that we test each of our students whether 
they are on, below, or above grade level at the very start of the school year.  
We are to test each child one level above where they ended the previous school 
year.  Out of my 20 students, only one student passed at a higher level (and 
that was a child I had retained).  Now I have to retest all 20 of them on the 
level they came to me.  If they don't pass that (my guess is that some of them 
won't), I have to test them down until I find a test that they do pass.

My argument was that we should test where they were last May and then test up 
or down based on those results.  I was told absolutely not.  Why would we think 
that our students would test higher in September than they did at the end of 
May?  Most of them did not read over the summer and even those that did read, 
showed no growth on the test.  I would greatly appreciate your input.  I don't 
have an issue with testing but the test should be helpful to my instruction of 
the child.  In my opinon this is just a phenomenal waste of precious contact 
time.
Thanks.
Leslie

Leslie R.Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~



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Re: [MOSAIC] workshop

[Stewart, L]

Kathleen,
I did form "editing" groups of 4 last year and I did not change them much 
throughout the school year.  They did need to build trust and to learn how to 
work productively and cooperatively with each other. I loved it.  I was 
confused by your mention of "turn and talk" which I didn't connect to editing.  
The kids loved their editing groups.  I did not do partners because if a child 
is out for any lenght of time it creates a problem.  With a group of 3 or 4 it 
seemed to work out better.  
Leslie

Leslie R.Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

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Re: [MOSAIC] independent reading accountability

[Stewart, L]

When I told my class I was thinking of requiring them to read 25 books, there 
was a collective gasp.  Most of them are what I would consider non-readers.  
They did little or no reading over the summer.  I am not sure that the required 
reading will accomplish what I want, which is to turn some of them at least 
into readers!

Leslie R.Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of 
Susanne Lee [susannelee...@yahoo.com]
Sent: Thursday, September 03, 2009 5:57 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] independent reading accountability

I would love to know what you do.  I told my class that I was "thinking" of 
having them read a certain of books in each genre during the year.  I told them 
that I was going to wait until the end of Sept when they tally the amount of 
books they have read in Aug/Sept and then I will decide.  They have a sheet in 
their notebooks that lists the genres and they have to tally what they read.
  I am not sure as to how many books I will require them to read.   I want to 
say at least 25 books which I think is very doable.  Is that number too low?   
What about our ESL kids?   I am eager to "read" the conversations you have on 
this topic.   I still have to finish the last chapter or 2 of the book.  We 
started school at the beginning of Aug and I am still reeling with beg of the 
year stuff.   We have too many "new "things this year and it is hard getting 
going.

--- On Thu, 9/3/09, Stewart, L  wrote:


From: Stewart, L 
Subject: [MOSAIC] independent reading accountability
To: "'mosaic@literacyworkshop.org'" 
Date: Thursday, September 3, 2009, 12:55 PM


After reading The Book Whisperer, I am considering setting a goal for my third 
grade students to read a certain amount of books in specific genres.  I am 
wondering if anyone has done this with this grade level and if you would share 
how you did it and if you thought it was/was not successful in exposing 
children to a variety of genres and holding them to a reading diet.  What would 
you consider to be an acceptable number of books to require for reading in a 
school year for third graders?
Thanks.

Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us<mailto:lstew...@branford.k12.ct.us>

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss

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Re: [MOSAIC] independent reading accountability

[Stewart, L]

I don't know about third grade, but I'm teaching 4th this year and am using
a reading genre bingo sheet each quarter to encourage my kids to read
different genres.  They are reading mostly chapter books, so I it takes 4
books of different genres to complete a bingo.
Martha/AZ/4

Martha,
Do they have to read a set amount of books they need to read?  Is there an 
award if they get Bingo?  Do the kids enjoy the program?
Leslie

Leslie R.Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

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Re: [MOSAIC] workshop

[Stewart, L]

Sometimes "best buddies" make great partners.  I never rule it out.  I think 
mature friends get a bad rap in school.


Leslie R.Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

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[MOSAIC] independent reading accountability

[Stewart, L]

After reading The Book Whisperer, I am considering setting a goal for my third 
grade students to read a certain amount of books in specific genres.  I am 
wondering if anyone has done this with this grade level and if you would share 
how you did it and if you thought it was/was not successful in exposing 
children to a variety of genres and holding them to a reading diet.  What would 
you consider to be an acceptable number of books to require for reading in a 
school year for third graders?
Thanks.

Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss

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Re: [MOSAIC] workshop

[Stewart, L]

"So... do I really have to let the students pick their partners?  If so, why?  
Do I need to keep the same pairs all year?  If so, why? Jan

Jan,
I have a reading and science manual from Berkeley University that is research 
based.  Turn and Talk was a major component of the teacher instruction.  It was 
never suggested that the partners remain the same throughout the year.  Last 
year, I started out making the partnerships.  Later on in the year, I would 
just tell them to make a smart choice when they came to our discussion circle 
(meaning don't sit with someone that will cause you to be inattentive).  The 
pairings varied.  If I child felt helpful, they might choose to sit with 
someone they thought they might be able to assist with the task, or they might 
sit with someone from their reading group, or with someone they weren't often 
able to work with.  I think it would be stifling to have to sit with the same 
person for an entire school year!  I would be interested in the research behind 
that one!  (Not that I think the research is always right either.)

Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss

-Original Message-
From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mailto:mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On 
Behalf Of Beverlee Paul
Sent: Thursday, September 03, 2009 12:48 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] workshop

Why would you have partners at all for turn and talk?  Why not turn to
whomever is next to you, which will hopefully be someone different most of
the time?

On Thu, Sep 3, 2009 at 8:10 AM,  wrote:

> Yesterday the grade 3-8 teachers in my district met together to have
> training on workshop.
>
> Our trainer said that partners for turn and talk should be kept the same
> all year.  The trainer also said that students should pick their only
> partners.
>
> I'd like to move partners around (maybe as often as every six weeks) as I
> see that certain students could help each other learn more.  I also want to
> pick the partners because there are always some students who want to work
> together, but they just goof off.
>
> Letting students choose their partner, and then breaking up that partner
> group a week later, will create lots of uproar.  It's smoother for me to
> just match the partners from the beginning.
>
> So... do I really have to let the students pick their partners?  If so,
> why?  Do I need to keep the same pairs all year?  If so, why?
> Jan
>
>
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>
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>
>
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[MOSAIC] fluency and grammar

[Stewart, L]

I am teaching a struggling group of third graders this year.  They fall down on 
fluency because they are reading so slowly.  It is not so much that they don't 
know the vocabulary.  Any suggestions on how to build fluency with third 
graders?  In the past I have used Reader's Theater, choral reading (poems in 
two voices) and buddy reading.  I am looking for anything else you might 
suggest.  Thanks.

Also, do any of you use a program for old-fashioned grammar (writing mechanics) 
or do you strictly do that through your individual conferencing and 
mini-lessons?

Thanks.

Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss

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Re: [MOSAIC] Does strategy instruction inhibit comprehension?/Cross posting

[Stewart, L]

I would love to read and discuss this!  However, I tried the link in your email 
and it didn't take me anywhere.  Can you try to resend?  Thanks.

Leslie 
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

_Click  here: Reading Research Quarterly : July/August/September 2009 :
Abstract of  Rethinking Reading Comprehension Instruction_
(http://www.reading.org/Publish.aspx?page=/publications/journals/rrq/v44/i3/abstracts/rrq-44-3-mc
keown.html&mode=redirect)
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Re: [MOSAIC] classroom library help

[Stewart, L]

The way I'm attacking it now is looking up each book on AR for their levels, 
adding it to my database and making labels. 

Carmen, would you share information regarding your labels?  Thanks.

Leslie 
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

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Re: [MOSAIC] Book Care

[Stewart, L]

Meghan,
Book mishaps do happen, but I feel it is better to have a mishap than a 
non-reader.  I had a student one year who didn't choose to read.  In second 
grade his teacher didn't feel he was responsible with books so he was forced to 
read only books in a certain basket that were about good manners, etc. - 
nothing a child would want to read repeatedly all year long.  The point I am 
trying to make is model the behavior you are seeking and also tell them why 
they should treasure and take care of a book, but check your reactions if a 
book does become damaged.  That's why they invented scotch tape.  By the way, 
the child became an avid reader and I don't remember if a book was lost in the 
process.

Leslie R.Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

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Re: [MOSAIC] documenting SSR

[Stewart, L]

"I have used dialogue journals/letters with kids in the past and I agree with 
you Sally.  Kids love them." 

First, I found that the children who loved to read/loved to write, enjoyed 
writing the letter to me and thought it was fun.  However, the letters 
sometimes got away from me, especially when it was district testing time and I 
had multiple tests to correct and post.  I felt badly when I would find a 
letter with a valid question to me that I had not answered in a timely fashion 
if at all.  My children who struggled with writing did not find writing the 
letter to be "fun" at all.  Did you change or adapt your required letter in any 
way for your less capable readers and writers?

Second, did you have a specific format for your letters?

Sally, I enjoyed your idea about kids noting their favorite books.  May I ask 
what grade level you did that with?  

Leslie 
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

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Re: [MOSAIC] teacher desk or no?

[Stewart, L]

I have a VERY small classroom with a relatively extensive library and a large, 
old oak "teacher" desk that gets piled with everything and is never used as the 
work space I envision it to be at the start of the year.  Each year I consider 
changing it out for a table but then I think that the table will get covered 
with the same pile of unfiled papers, etc. so what would I accomplish.  I do 
let my students sit at "my" desk which they initially get a kick out of.  

For those of you who changed out to a table (and I am not a kidney-shape table 
person either.  I meet for reading sitting on the floor.) how/why was the table 
an improvement over the desk?

Leslie Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

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[MOSAIC] classroom library help

[Stewart, L]

I have an extensive classroom library set up, but I don't have any books 
leveled.  They are organized by genre:  picture, poetry, science, social 
studies, chapter books, etc.  Within those genres they are organized by topic.  
I can't imagine leveling all of them and I am not sure that non-fiction needs 
to be leveled especially when it is often used for research projects.  I would 
appreciate any feedback or suggestions as to how to make this job doable if in 
fact it is necessary.  My thinking is that children go to the library and we 
teach them how to choose a book that is right for them.  I am wondering why the 
same can't be expected inside the classroom. Thanks.

Leslie
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~



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[MOSAIC] documenting SSR

[Stewart, L]

I have a question/concern regarding SSR and accountability.  Is there research 
that says that by making children accountable for personal reading turns them 
into lifelong readers?

Isn't there a point when we can trust the children and ourselves without having 
to have a document filled out?  Last year I had my students keep a silent 
reading log (along with a guided reading notebook and a homework reading log) 
and write me a letter once a week about their personal reading book.  I did 
that for much of the school year until I realized it was taking time away from 
actually reading and diminishing the enjoyment factor for some students. I also 
did not feel that I learned anything about my students that I didn't already 
know without all the paperwork.

Leslie
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~



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Re: [MOSAIC] Silent Sustained Reading

[Stewart, L]

"And is it really fair to force students to sit and read quietly if they 
sincerely struggle with it or genuinely don't like it?"
Amber,
You can approach SSR non-traditionally.  Once you get to know your children and 
their reading styles, you can pair those who struggle with a stronger student 
who loves to read aloud or you can pair two struggling readers together with a 
book of funny poems.  I have yet to encounter a student who didn't enjoy a good 
story.  You can also find books on the struggling reader's level or let that 
child read with you.  There are many ways to bring "reading" for pure enjoyment 
to your students.   I do play music in my classroom during this time but I 
allow kids to read in the hallway away from the music or in the corner library 
in our room which is buffered by bookcases and a quieter spot.  If someone had 
offered you a wonderfully written and illustrated science picture book would 
you have enjoyed reading that without being forced?  Just curious.

Leslie 
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of 
Amber Marie Daniels [ai5...@wayne.edu]
Sent: Friday, August 07, 2009 8:16 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: [MOSAIC] Silent Sustained Reading

Hello everyone,

My name is Amber Daniels and I am a senior at Wayne State University, majoring 
in Elementary Science.  Going back to the discussion about SSR, how can we 
effectively monitor students to ensure that they are reading?  Just because 
students are looking at pages, and even turning them, doesn't mean that they 
are reading them.  And is it really fair to force students to sit and read 
quietly if they sincerely struggle with it or genuinely don't like it?  I'm an 
adult and don't read for enjoyment, only necessity.  I have had the pleasure of 
enjoying a good book (that I was forced to read) but just don't enjoy reading.  
Also, when I read, I can only do it with some type of background noise. What 
are your thoughts?


Thank You,

Amber
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Re: [MOSAIC] Scaffolded Silent Reading

[Stewart, L]

"I've never heard of scaffolded silent reading.  I may be able to take a guess 
at what it is but could you explain it to us instead?"
Thanks,
Elisa

I had also never heard of scaffolded silent reading.  I did a search and found 
a clear explanation, research, and conference sheet samples:
http://www.reading.org/downloads/WC_handouts/Exploring%20Scaffolded%20Silent%20Reading%20(ScSR).pdf

It makes a lot of sense because it adds in the accountability piece that is 
lacking in traditional SSR, but I still struggle with holding children 
accountable for their personal reading time.  A lot of time is spent filling 
out homework reading logs and in-school reading logs.  The scaffolded silent 
reading seems is more about teacher conferencing and teacher as record keeper.  
I wonder if you couldn't accomplish the same thing through conversation, 
anecdotal notes, and asking children to do book chats about books they are 
reading and enjoying?

Leslie R.Stewart
Grade 3 Teacher
To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

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Re: [MOSAIC] paired reading

[Stewart, L]

"Do you think paired reading is an effective reading strategy?  Have you seen 
any improvement in reading comprehension through the use of paired reading?"


I have experienced very positive results with paired reading.  In the past I 
would pair a strong reader with a student who was not as strong.  This past 
year I paired a struggling reader with an ELL student and the two of them were 
amazing together.  They were not intimidated because they were both reading on 
the same level.  I would often sit with them or near them and listen to their 
conversations about the book.  I think it helped them with their comprehension 
and their fluency.  The ELL student was able to help with comprehension and the 
partner was able to assist with the English language.  If they were unable to 
figure something out on their own, they would come to me.  It was a positive 
result for both of them.

Leslie R.Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

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Re: [MOSAIC] Sustained Silent Reading

[Stewart, L]

I have gotten much "looser" about SSR time.  The true readers love that time of 
day and we made different nooks in our room for relaxed reading time.  I also 
allowed children to work on reader's theater, poems in two voices, and 
practicing picture books to read to kindergarteners during this time.  I often 
sat with my ELL students and let them practice the picture book they were going 
to take on the road.  I think it helped to build their fluency and their 
confidence.  SSR, like everything else, is a process.  I tried having the 
children write a response to me once a week, but for my struggling writers I 
found they were spending more time writing than reading so I stopped requiring 
a response from anyone.  By the end of the year, everyone looked forward to SSR 
time.

Leslie R.Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

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[MOSAIC] matching readers to leveled books

[Stewart, L]

For the first time this past year, I had children who would refused to read 
books on their (tested) level (particularly my boys).  I had a handful of 
extremely strong readers who read books on a very high level (44+) and were 
always talking about the books they were reading.  Other children wanted to 
read those books or similar ones.  I was constantly (gently) suggesting that 
the book being read was too difficult, but I was fighting a losing battle.  I 
finally let it go.  The two boys who continued to struggle through books that 
were much too difficult for them showed tremendous growth on our end of year 
testing.  Go figure!

Leslie R.Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

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Re: [MOSAIC] phonics instruction--long

[Stewart, L]

Deirdre,
To make you feel better, I am one of those teachers who does not like to teach 
phonics.  I try my best, but for me it is difficult to make that time in my 
classroom "fun" and I find myself continually letting the direct instruction go 
in favor of editing writing in a one-on-one conference.  I think it does go 
back to the fact that I never received any training (even though I have an 
English BS and an Elementary Ms in education).  Perhaps administrators assume 
it is an easy thing to teach and figure we can all teach it well.  I have been 
in the field for 15 years and have had very little professional development 
other than our district buys knew programs (Fountas and Pinnell Word 
Study/Buddy Study) and assumes we will intrinsically be proficient at teaching 
it.  Many of us were never taught to read through explicit phonics instruction 
and we have not been sufficiently educated ourselves.  Sometimes just reading a 
text on our own isn't enough.  

Leslie R.Stewart
Grade 3 Teacher
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of 
djchan [djc...@charter.net]
Sent: Thursday, July 30, 2009 8:27 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] phonics instruction--long

Elisa,
I guess that sentence did imply that, but it was meant as a more generic
response to teachers who don't like teaching phonics because it's boring or
they don't comprehend the importance of it. So many teachers on other
mailrings complain about teaching phonics because all they have is an
adopted reading series from which to gain information. I suppose that would
cause anyone to hate teaching phonics. More and better teacher training is
one answer but that's also another story.:)

Deidra Chandler

- Original Message -
From: "Waingort Jimenez, Elisa" 
To: "Mosaic: A Reading Comprehension Strategies Email Group"

Sent: Thursday, July 30, 2009 2:25 AM
Subject: Re: [MOSAIC] phonics instruction--long


Hi Deirdre,
It was this line in your first post that initiated my response:  "Don't
abandon what the students need just because you don't like to teach it!"
Thanks for clarifying your thinking.
Elisa

Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada

The best and most beautiful things in the world cannot be seen or even
touched. They must be felt within the heart.
-Helen Keller

Visit my blog, A Teacher's Ruminations, and post a message.
http://waingortgrade2spanishbilingual.blogspot.com/


Elisa,
I'm sorry you inferred from my ramblings that I think teachers on this list
don't want to teach phonics. As someone posted earlier, I believe we all
agree that it needs to be taught, the vehicle for it's delivery is
different. I am a huge advocate for direct instruction for those who are
lagging behind. I also enjoy using guided discovery for those who are able
to identify patterns within words presented. I am a long time user of Words
Their Way and have witnessed the increase in spelling and vocabulary from
this program. I am also trained in Multisensory Structured Language
Instruction which gives me a different perspective on phonics, spelling, and
language. In my work with students in K-3 I have always provided a balanced
literacy program.

I am glad we can agree on the importance of phonics in our schools. Perhaps
our definition of phonics should include spelling patterns and language
patterns as a natural extension of our phonics instruction. I have no plans
to be contentious about this. I, like many others, am very passionate about
this subject and hoped to interject some clarity into the postings. Perhaps
I overdid it with the passion thing. My apologizes.

Deidra Chandler
MA Early Childhood Ed
MA Reading
MultiSensory Structured Language Intervention Tutor

- Original Message -
From: "Waingort Jimenez, Elisa" 
To: "Mosaic: A Reading Comprehension Strategies Email Group"

Sent: Wednesday, July 29, 2009 6:10 PM
Subject: Re: [MOSAIC] phonics instruction--long


Deirdre,
Where did you get the idea that teachers, especially on this list, don't
want to teach phonics??  If anything can be said about teachers on this
list, and other lists I belong to, is that we will do whatever we need to do
in order to help our students not only improve as readers and writers but
also create an environment that allows them to develop the intrinsic
motivation to read and write.  What I don't do is teach phonics to all my
students regardless of need or teach phonics out of context.  Otherwise,
whatever I think my students need and want I will teach.
Elisa

Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousi

[MOSAIC] Cafe Book

[Stewart, L]

Would someone please comment on the Cafe Book.  I would like to know how it 
differs from the Daily 5.  Can it be used on its own?  What does it add to 
Daily 5?  I bought The Daily 5 last summer, but it wasn't a good fit for my 
teaching style and third graders.

Leslie

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~



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[MOSAIC] R5 In Your Classroom, Grand Conversations, etc.

[Stewart, L]

I keep adding books to my bookshelf without enough time to read them.  Would 
"R5" be a valuable purchase for grade 3?  I read an excerpt online along with 
your email and it sounds like it may be a useful resource.

I am also interested in any commentary on Grand Conversations that was 
mentioned in a previous email thread.  I have been using Harvey Daniel's books 
as my main resource for lit circles but it is primarily written for high 
school.  Grand Conversations may be more user friendly for upper elementary.  
Any comments or suggestions would be appreciated.

Also, other than the DRA 2 are you aware of any resource/assessments that would 
help in analyzing/pinpointing on an ongoing basis the explicit reading 
strategy/s that a child may need to strengthen?

Leslie
Grade 3 Teacher

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~



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[MOSAIC] nancy boyles and school initiatives

[Stewart, L]

Three years ago when our school's reading scores dropped on our state test we 
were introduced to a year of professional development with Nancy Boyles.  Her 
book became the bible and her worksheets became the cure for the cause.   Nancy 
is a lovely woman, however her book does not provide a basis for teaching 
reading and she limited her view on teaching reading to her book (In a sidebar 
discussion she questioned the efficacy of literature circles and book clubs in 
my classroom.).  At the time, our school was all about improving our test 
scores.  Encouraging children to want to read or to enjoy reading was not part 
of our role as teachers.  Fortunately or unfortunately, our scores DID improve 
that year, but I believe it was due to the fact that everyone was being 
"watched" so everyone had to teach.  My administrator gave all the credit to 
Nancy Boyles.

For the past year and continuing this year, due to a change in district 
curriculum leadership, our professional development was delivered by a 
professional whose roots are in the Teacher's College for Reading and Writing 
(Columbia University).  We also were using elements from Fountas and Pinell 
(Guiding Readers and Writers: Teaching Comprehension, Genre, and Content 
Literacy 
).  Those of us who were reading To Understand for our personal growth watched 
as good teaching practice began to fly out the door. Once again our children 
were expected to read, analyze, and finally to write about their reading on a 
daily basis.  Children were writing in reading journals about their guided 
reading lesson and discussing strategies that they had called upon while 
reading.  Then children were also expected to write a letter to their teacher 
about the independent reading book that they were reading.  This letter had to 
include a summary and again some discussion of the reading strategy/s that they 
had called upon while reading to increase their understanding.  Some children 
had to write about the book they were reading at home for "homework".  Children 
are beginning to associate reading and writing about the reading as one in the 
same.  While there is admittedly a strong connection between the two, I believe 
you can be a strong reader without necessarily being a strong writer.  I also 
believe you can love to read a book without necessarily loving to write about 
one.  All of this writing to read took away from creative (process) writing 
time in our school.

As we continue to search for the "pill" that will fix our students' reading 
struggles, I wonder how many potential lifelong readers we will lose in the 
process?  I think that in our state (and most likely in many others) we are so 
concerned with scores that we continually change horses in midstream leaving 
many teachers confused and feeling inadequate in their teaching practice.  I 
don't profess to have the answer, but I think that allowing children to get 
lost in a book without having to analyze it and write about it must play a part 
in the direction we take.  Alas, our reading scores went down this year.  I 
guess it's time find and dust off Nancy Boyles again!


Leslie Grade 3 Teacher

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~



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Re: [MOSAIC] Daily 5 and Parent read-alouds

[Stewart, L]

"I wonder if a teacher could get as much response if the teacher posed the 
question as the student was able to
get from his classmates."

When I implement literature circles/book clubs I am amazed on a daily basis by 
the children's insightful understanding of the book and the questions that they 
ask of each other.  For me, when I take the prescribed test question "writing" 
piece away (other than Post-it notes), I get more from the students.  We still 
write every day, but not necessarily about what we are reading.  I am 
definitely going to implement your idea of writing about the book as if it were 
our morning meeting sign in.  

Leslie 

To feel most beautifully alive means to be reading something beautiful,  ready 
always to apprehend in the flow of language the sudden flash of poetry.  ~ 
Gaston Bachelard ~

From: mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org 
[mosaic-bounces+lstewart=branford.k12.ct...@literacyworkshop.org] On Behalf Of 
Kare [kare.to.rep...@gmail.com]
Sent: Tuesday, July 28, 2009 3:06 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Daily 5 and Parent read-alouds

Shannon wrote: what do you have them do for responses?  Just looking for
ideas.  I love the pocket chart idea.

Beyond the basics of naming what they are responding to with a sentence such
as, (Title of Story) tells about..., students wrote, "I like (or don't like)
because..." About mid-year, one student wrote this question to his
classmates on the large Response to Reading chart, "What would it be like if
the story was a TV show?" That was the most popular and successful Reading
Response of the year. Students actually took steps toward comparing their
favorite TV shows with their favorite books, all of it in writing! They
stayed with that for more than a week. I wonder if a teacher could get as
much response if the teacher posed the question as the student was able to
get from his classmates.

Kare
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Re: [MOSAIC] Text Connections Discussion

[Stewart, L]

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

It is often more difficult to "unteach" than to teach new.  Once children have 
been able to make superficial connections and have been told that they did a 
good job, it seems they arrive in third grade and we have to undo what has come 
before.  We focus on the "feeling" in the connection rather than the connection 
itself.  I introduce all three types of  connections at once and then give the 
children time to explore through the texts I choose to read aloud.  This year I 
read the book The Man Who Walked Between the Towers and initially the children 
didn't see how they could possibly connect, but eventually they connected to 
how it feels to do something challenging/daring or to be proud of an 
accomplishment.  That seemed to be a turning point with their ability to make 
meaningful connections.  However, once kids get the hang of it, the 
conversations about their "connections" seem to overtake their views on the 
book as a whole.  This is the difficulty I have with strategy instruction.  
Isn't it possible for students to read a book and not make any connections?

Leslie - Grade 3
lstew...@branford.k12.ct.us
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Re: [MOSAIC] Interview for reading specialist

[Stewart, L]

Beverlee,
Your questions would be a great springboard for conversation on this email 
group. They have definitely got me thinking.   

How do you formatively assess while you're instructing?  
How important is summative assessment and how will you communicate that to 
relevant parties?  
Do you think direct instruction, guided practice, or independent work is more
important for students?  
How will you teach your students to become accountable for their reading and 
thoughtful use of strategies?  How important is it that students become 
independent?  
What is the difference between reading skills and strategies?  
What part does writing play in reading development?


Leslie R. Stewart
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX
“The more that you read, the more things you will know. The more that you 
learn, the more places you'll go.”   Dr. Seuss 1904-1991
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Re: [MOSAIC] explicit comprehension strategies, Readicide and the Reading Zone

[Stewart, L]

Ellin,
I have purchased The Reading Zone as my first academic summer read and would 
greatly appreciate your commentary if you would email me 
(lstew...@branford.k12.ct.us).  

It is my greatest desire as a teacher to pass on my passion for reading to my 
students.  This has become much more difficult under misguided and uninformed 
administrators who think that a steady diet of strategy instruction is the key 
to higher test scores and who aren't invested in growing readers.   There seems 
to be one model for a correctly taught reading block regardless of grade level 
or reading level.  Many teachers are struggling with their own understanding of 
reading strategies and how to implement them in a manner that enhances reading. 
 I keep rereading your quote below and wondering if this is the core of my 
struggle:  am I able to identify what explicit strategy my student is 
struggling with so that I can strengthen their ability?  I am not sure if I 
can.  I am able to identify that students need to build their schema or that 
students struggle with inferential understanding, but does knowing the 
strategies truly help children become better inferential readers?  I do know 
from conversations with many classroom teachers that many students are 
beginning to hate reading and that was rarely the case prior to the onslaught 
of "strategy" instruction.  I feel most successful at the point in my year when 
I disregard mandates, let the children choose challenging books, and let them 
read, discuss, write but mostly figure out on their own.  I understand helping 
children with text structure, particularly with non-fiction texts but I think I 
would be doing children a disservice if I stopped the flow of their rich 
conversations to ask what strategy they had used to arrive at their 
understanding.  In fact, I find I have to break them of that along with the 
over use of Post-it notes in order to get them to talk about the bigger 
picture...the story!  Perhaps the route of the struggle is our interpretation 
of what strategy instruction looks like.

"we can observe students  carefully, understand their comprehension needs 
within the fuller context of
what they need as readers and use strategies as tools to help them enhance and 
deepen comprehension and thus their engagement in and excitement about 
reading..."

Respectfully,


Leslie R. Stewart
lstew...@branford.k12.ct.us


From: mosaic-boun...@literacyworkshop.org [mosaic-boun...@literacyworkshop.org] 
On Behalf Of Ellin Keene [ellinke...@earthlink.net]
Sent: Saturday, June 27, 2009 2:18 PM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] explicit comprehension strategies,Readicide and the 
Reading Zone

Colleagues:

I've picked up some of your posts related to whether or not to teach
comprehension strategies explicitly and, more recently, your discussion
about Readicide and Atwell's The Reading Zone.  I have not read the former,
but have read the latter.  I'd like to make a couple observations about
explicit strategy instruction here, but because I respect Atwell so much, I
read and carefully considered her arguments in The Reading Zone.  I took the
time, when the book came out, to get my thoughts into writing and should any
of you want to read my responses, please feel free to email me separately -
I would be happy to send you a document with my comments.  On to explicit
strategy instruction:



First, I fully agree that some teachers, but mostly publishers, have
"basalized" strategy instruction, effectively dumbing it down and robbing
from it what the original researchers and theoretical writers (myself,
Zimmermann, Hutchins, Harvey and Goudvis, Miller, Tovani, and the list goes
on and on. . .) tried to communicate about explicit strategies instruction.
However, there really is no choice in terms of whether we teach
comprehension strategies explicitly.  We have decades and decades of
research (Pearson, Dole, Pressley, Duke, Beck and the list goes on and on .
. .) to show that children (all children) comprehend more deeply and
effectively when they receive comprehension strategy instruction.  To ignore
such an enormous body of research would be irresponsible, at best.



We absolutely do have a choice with respect to how we approach strategy
instruction - how long we teach a strategy, whether we integrate all
strategies simultaneously, teaching them cumulatively or one at a time
(which we addressed in the second edition of Mosaic of Thought).   We can
choose to "basalize" the strategy instruction or we can observe students
carefully, understand their comprehension needs within the fuller context of
what they need as readers and use strategies as tools to help them enhance
and deepen comprehension and thus their engagement in and excitement about
reading - the "zone". Obviously, the original researchers and theoretical
writers have tried to promote the latter, sometimes with greater success, in
some cases, much less c

Re: [MOSAIC] Professionalism-zmm

[Stewart, L]

I ordered mine online at Amazon last night.  First summer read (it has been on 
my list of books to read for years!).  Thanks.

Leslie R. Stewart

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Re: [MOSAIC] themes- friendship vs friends help

[Stewart, L]

Yes!  And so difficult to make sure that you don't do that to children.  It's 
harder than it sounds as, in my experience, young children are teacher pleasers 
by nature.

Leslie 
Because they are less ingrained to looking for the teacher's "right
answer"?

;-)
Renee
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Re: [MOSAIC] More on Themes--Really Long

[Stewart, L]

Thanks for TMI.  This was a keeper.  Already thinking about next year...

Leslie 
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Re: [MOSAIC] themes

[Stewart, L]

When I went to grad school for elementary education I had a wonderful professor 
who required us to write a year's study based on an overreaching theme.  Unlike 
Beverlee, we were encouraged to come up with one word themes.  Mine was 
diversity.  I was able to easily connect the diversity in nature and humans to 
a rich literate experience.  However, I agree with Joy that we have so many 
standards in ever single area which makes thematic teaching not impossible, but 
definitely a challenge.  The way our state standards are written it is 
difficult to feel like you have a handle on any subject.  They seem to have 
completely lost sight of the fact that elementary teachers are dealing with 
small children and must teach all subjects.  Of course, they work in isolation 
rather than in tandem which could be one of the reasons why they are so out of 
touch with the realities of the classroom.

Leslie

From: mosaic-boun...@literacyworkshop.org [mosaic-boun...@literacyworkshop.org] 
On Behalf Of Joy [jwidm...@rocketmail.com]
Sent: Friday, June 19, 2009 6:50 AM
To: beverleep...@gmail.com; Mosaic: A Reading Comprehension Strategies Email 
Group
Subject: Re: [MOSAIC] themes

Beverlee,
If there is a group that can help me push my thinking, this is it. I'm 
pondering your suggestion that sentences are needed to describe themes. That is 
an interesting idea. Does the sentence narrow the concept, or does it broaden 
it?

I wonder if I struggle with this because our standards are given to us in bits 
or because I am not thinking globally? I always thought I was a big picture 
kind of person, maybe I'm mistaken. I can see how things tie together, and have 
developed projects that are integrated, but struggle with the label.



Joy/NC/4

How children learn is as important as what they learn: process and content go 
hand in hand. http://www.responsiveclassroom.org




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Re: [MOSAIC] Professionalism

[Stewart, L]

I interpreted the question as meaning over and above what the school provides 
so that certificates are maintained.  Our school system must provide us with 
the professional development the state mandates.  This may or may not be 
valuable to your personal growth.

Leslie 
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Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy -anything else new and exciting?

[Stewart, L]

My friends who teach at private schools all teach under thematic umbrellas.  
Each grade level has a theme for the year and somehow they all interconnect.  
The theme for grade 1/2 was rivers.  The teacher found ways to integrate all 
subjects through this theme.  She even planned a dozen field trips that tied in 
with what the children were studying and the room was decorated around it.  It 
was wonderful.  Our state curriculum for public school is too broad, making 
integration under one theme difficult.  I loved your ocean theme and Native 
Americans...Earth's Caretakers comes to mind.  I am almost at the end of the 
year (one more day) and already planning next year.  Thanks for the great idea. 
 I do feel the more you are able to connect, the easier children are able to 
learn and the deeper their understanding.  Education gets too caught up in 
trends.  
Leslie
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Re: [MOSAIC] Professionalism

[Stewart, L]

Unfortunately, I would say maybe 10 %.  In fact, I was reading To Understand 
and attempted to find colleagues to read and talk about it with me and I was 
told that he/she would not spend the money on the book and he/she would not be 
interested in spending any extra time reading and talking about school topics.  
If the school would pay for the book and provide the time, they would do it to 
meet the requirements of professional development to keep their certificates 
valid.  So...I have found a reading teacher who does read professionally and a 
friend who has relocated to California who I talk to as often as possible.  It 
is very isolating to work in a building where even the principal is 
uninterested in reading about the profession and in fact does not even 
recognize the names that are discussed on this listserve.  I am very thankful 
to have found Mosaic and the people who are a part of it.  
Leslie 




Hello everyone,
I have a side question for everyone. I know that at every school you can
find at least one more more teachers that say come the end of the year that
they are not going to have anything to do with teaching all summer. I am
really curious as to how many teachers in your school, to your knowledge,
actually take it upon themselves to do their own professional development.
This can be in the form of reading, classes, or workshops.

What percentage of teachers at your school actually do this?

Thanks,
Stephanie

3rd/CA
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Re: [MOSAIC] (no subject)

[Stewart, L]

"Does anyone have any suggestions as how they learned to balance the time 
between teaching reading as well as incorporate math, science, social studies 
etc in the classroom? Thanks in advance for your help!"

Lauren,
Therein lies the problem that plagues elementary teachers.  How do you fit it 
all in?  Our reading department bought wonderful books by Bobbie Kalman that 
support some of our science curriculum.  That has been a big help.  We are 
hoping to do the same next year for social studies.  Unfortunately, we are 
learning a new math program that takes about 1.5 hours per day to teach!  We 
are left with little time for teaching anything besides reading, writing, and 
math.

Leslie 

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss



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[MOSAIC] FW: teaching reading strategies to advanced readers

[Stewart, L]

I would just like to refocus on my original post.  I never said the strategies 
should not be taught.  My question was that once a child is intrinsically using 
all of the strategies to discuss a book, what purpose does it serve to continue 
to explicitly teach each strategy as implied through our current guided reading 
model?  These children are hearing the strategies explained to them over and 
over again, year after year.  I think we are defeating our own purpose.  Once 
we have raised a reader...let the reader grow.  If the reader struggles with 
something, then I would step in and hopefully I would be invited in by the 
student learner.  How many years do we need to spend teaching a "common 
language" so our students can talk about the books they are reading?

Leslie

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss

From: Stewart, L
Sent: Thursday, June 11, 2009 9:19 AM
To: 'mos...@literacyworkshop.org'
Subject: teaching reading strategies to advanced readers

We are deeply entrenched in teaching explicit reading strategy instruction to 
our students (K-4) on a daily basis.  While this does look somewhat different 
in each classroom and hopefully on each grade level, we are basically teaching 
the same concepts many times over.

As I come to the end of another year, I have the same question:  once a child 
is reading and comprehending at a consistent upper level of understanding (a 
third grader reading and comprehending at a level 44) does that child need  
continual explicit instruction on reading strategies?   If a child is 
questioning the text, making inferences, and figuring things out do they need 
instruction or should they just do what they absolutely love to do - read and 
talk about the book?  This is a dilemma for me.  Once our state testing is over 
in March, I let my strong readers form their own book clubs, choose their 
"group" books and read and talk about the books they are reading.  I spend my 
time really teaching the strategies to the struggling readers.

I fear that we have latched onto strategy teaching and we are in overkill - 
slaying a few would-be readers as we go.

Your thoughts are respected and would be greatly appreciated.

Leslie
My strongest readers are now reading Walk Two Moons by Sharon Creech and I 
can't wait to get to school every day to listen to what they have to say.  Some 
of their insights have eclipsed mine and I am an avid reader!  It's a great 
book to talk about if you haven't discovered it yet.





Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us<mailto:lstew...@branford.k12.ct.us>

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss

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Re: [MOSAIC] Do we really need to teach explicit strategies?

[Stewart, L]

All I can say to your post is BRAVO!  If you didn't stop him, he was lucky to 
have you for his teacher!  
How did we get to this point where it has become so important for our 
elementary students to know if they are activating their schema in order to 
strengthen their inferential thinking?  Yes, the kids can and will do this.  My 
students do it beautifully and an outsider looking in might be impressed, but I 
question its validity.  They will learn the lingo and use it to please their 
teachers, but seriously, when you are talking about a great book is that the 
lingo you use?  What is the goal...using the academic language...or becoming a 
lifelong reader who loses themselves in a book or reaches for a book to help 
them understand their world?

Leslie 


From: mosaic-boun...@literacyworkshop.org [mosaic-boun...@literacyworkshop.org] 
On Behalf Of suzie herb [sz_h...@yahoo.com.au]
Sent: Friday, June 12, 2009 10:18 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Do we really need to teach explicit strategies?

With all due respect, I don't think anyone in replying to this post about 
explicit strategies is saying not to teach them but rather how we are teaching 
them.  The focus in the last number of posts has been about developing 
'reader's thinking' and isn't that what teaching strategies is all about?  I 
doubt very much that you did not teach comprehension strategies when you were 
teaching readinganyone who has ever talked about what has been read with 
their students has been teaching comprehension strategies but just not giving 
all the 'elements' a name.  Asking your two year old, 'what do you think is 
going to happen?' is teaching a strategy.  It starts from the day we start 
reading to and with our kids.  We just never thought to call it 'inference' or 
'making connections' or identifying which 'megacognitive' strategy was being 
developed at a particular time.  We never thought to teach a 'strategy' a week 
because we were using all strategies all
 the time.  Tell me a teacher who has never said to a class with a picture 
story book, 'what do you think this is going to be about?' or, 'what is the 
picture telling you?  Or have you ever felt like this, when and why?  And I'm 
not talking about superficial questions and answers but when children are 
probed to explain their thinking and why. The questions that are coming up over 
and over about teaching strategies has to do with the 'contrived' nature of it 
that we are feeling now with teaching reading comprehension.   I'll never 
forget one of my students saying to me this year when he was deeply engrossed 
in reading to please, please not talk about it or ask him to stop and think 
about it as he was so enjoying what he was doing?  I didn't stop him.  Was I 
wrong?
--- On Sat, 13/6/09, cnjpal...@aol.com  wrote:

From: cnjpal...@aol.com 
Subject: Re: [MOSAIC] Do we really need to teach explicit strategies?
To: mosaic@literacyworkshop.org
Received: Saturday, 13 June, 2009, 11:21 AM


Well...
I have been in the teaching business long enough to have taught both
ways...comprehension strategies and no comprehension strategies. I  will say
this. I have richer talk and better conversations because of the  strategies. We
need to give kids the language to talk about books. I think we  miss the
point when we say either teach the strategies or talk about books.  Strategies
are a tool...for comprehending and talking about  books... one that readers
should be able to draw on and use consciously or  subconsciously  to help
deepen understanding and enrich a discussion.

We DO over do things. I agree...but I think many, many kids need to see
different ways of thinking and talking about books. That is where modeling
strategies comes in.  Decoding strategies have to be taught. Why would we
ever think we don't need to teach comprehension strategies?
Jennifer


In a message dated 6/12/2009 9:32:17 A.M. Eastern Daylight Time,
heath...@gmail.com writes:

An  earlier post really got me thinking about this. Do we REALLY need to
teach  explicit strategies?



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Re: [MOSAIC] Do we really need to teach explicit strategies?

[Stewart, L]

Heather,
I teach third, yet I think you and I are on similar page in our thinking.  
Believe me, I have those fluent readers who read so prettily but don't 
understand the meaning of anything they have read.  They long to pick up the 
same books that my above level readers are reading.  I am never going to get 
them believing that they are readers if I put them in short texts that are not 
rich in language or ideas.  I went to a summer seminar with a woman who did 
book clubs/literature circles with her first graders.  She had a basket of 
books on their tables (chosen for their reading level and interest) and they 
were able to choose a book, read it with a small group, and then have a book 
discussion.  I don't know how you do it with 1st graders but she did it and 
said it was wonderful.  

Leslie 
I thought about what you said a lot, and I think you are right that most
good readers are thinking about their reading. There are a few exception-- I
do come across 1st graders who think the point of reading is being able to
read the words, or read the longest chapter book. I am trying to think now,
how I can get my 1st graders engaged in some good book discussion, something
that doesn't seem forced and too guided.  What grade do you teach?
Heather
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Re: [MOSAIC] Do we really need to teach explicit strategies?

[Stewart, L]

"We DO over do things. I agree...but I think many, many kids need to see
different ways of thinking and talking about books. That is where modeling
strategies comes in.  Decoding strategies have to be taught. Why would we
ever think we don't need to teach comprehension strategies?"

I don't think any of us think we don't ever need to teach comprehension 
strategies, but I personally don't think we need to teach them every year to 
every student.  At some level and at some point, the strategies are no longer 
serving a purpose.  When children are able to have a rich discussion of a text 
and talk about the main idea and the author's writing style and have lively 
discussions on the characters' actions, I don't believe those children need 
explicit strategy instruction on a daily basis.  Certainly, instances will 
arise that necessitate teacher support and instruction.  The question that has 
not entered this discussion is:  if you decide your children no longer are in 
need of explicit instruction what happens to that guided reading model (Fountas 
and Pinnell) that many of us are being mandated to follow?  What does it look 
like when it is modified?
Leslie
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Re: [MOSAIC] Do we really need to teach explicit strategies?

[Stewart, L]

"What if your main focus was that reading IS thinking?"  Do you think you would 
have to tell a reader to think about what they are reading?  That's all they 
talk about...what they are reading and what they are thinking about it.  It's 
the non-readers that we have to get hooked.  Some of the books I get from our 
reading department I want to throw in the trash.  I know there is this push to 
have kids in short text, but much of it is so boring and there is nothing to 
talk about in the "new" short texts we have purchased.  After the read aloud 
and mini-lesson, I say let them sink their teeth into a great book short or not!

Heather, where and what grade do you teach?  
Leslie
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Re: [MOSAIC] Do we really need to teach explicit strategies?

[Stewart, L]

"Do you think it would be enough to teach just ONE strategy which would be 
Readers think while they read."  

Join the club.  I think we are absolutely killing reading with our zeal to 
teach strategies.  I am a voracious reader and I was not taught any specific 
strategies.  I was exposed to good literature and I had friends with whom I 
still talk about books thirty years later.  I know struggling readers need 
explicit instruction and everyone needs a level of exposure, but I really think 
we are going above and beyond.  Reading should be exciting and purposeful.  The 
first book I am reading this summer is Readicide.  

Leslie 


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Re: [MOSAIC] Do we really need to teach explicit strategies?

[Stewart, L]

Teaching background knowledge is critical to our struggling readers and ELL 
students.  My ELL kids did not even know that they lived on a coastline or even 
what a coastline is!  I am guilty of assuming they know more than they do.  Do 
any of you know of good authors, titles to teach social studies (third grade).  
We are ordering for next year now.  I have a lot of biographies, Native 
American, Black and Women's History and some geography books but I am looking 
for some new titles, especially historical fiction.

Leslie 


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Re: [MOSAIC] Do we really need to teach explicit strategies?

[Stewart, L]

I am so enjoying all of these posts.  I wish we could sit and talk about this.  
I am worried that the "natural part" is gone.  I am so tired of hearing kids 
say I am picturing or I have a connection and half of the time the connections 
are so superficial.  I had to explicitly teach my kids to talk about the story 
or the information and not to hyper-focus on talking about the strategies.  I 
shouldn't have to undo what has been taught.  I should be able to move forward 
and deeper.  If I am undoing previous teaching, I think there is an error in 
our delivery, not in our knowledge.  Please don't misunderstand - I believe in 
strategy instruction but not to the extent that I am now seeing it being 
taught.  
Leslie

"The whole 'connection' and discussion has to become 'natural' and part of the 
thinking of the kids without thinking, 'wow I am using the inference strategy 
now and two days ago I used the 'connection strategy'.  That's not how we read. 
 We are teaching and guiding deeper level thinking.  Don't you think?"


Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss


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Re: [MOSAIC] teaching reading strategies to advanced readers

[Stewart, L]

"Our kids read procedural text ALL the time--directions, recipes, lots of 
video/gaming related stuff."
Lori,
I'd be interested in how you bring in video/gaming related stuff.  I have a 
student that I might be able to reach through video gaming material.  I am out 
of that loop.


Leslie 
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Re: [MOSAIC] Strategies for Stronger Readers

[Stewart, L]

Kim, 
Glad you butted in.  You said what I am thinking much more eloquently.  I have 
the book The Reading Zone ready to read for summer.  Thanks for reminding me.
Leslie

"I hope you don't mind my butting in...
My understanding of the strategies is that they become instinctual.  My
middle school readers that are fluent readers find my reminding them of the
strategies is cumbersome and destroys the entire reading experience.  Nancie
Atwell, in *The Reading Zone*, says she never teaches the basic reading
strategies to experienced readers.  It would defeat the purpose.  If I have
one really struggling in his/her reading, I would see what strategies he/she
does use judge from there as to how to use the strategies."
Kim
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Re: [MOSAIC] teaching reading strategies to advanced readers

[Stewart, L]

Laurie,
I couldn't agree more, however new ground to cover and revisiting overworked 
and overtaught strategies aren't the same thing to me.  We are covering new 
ground with exposure to a variety of genre, authors, book shares, book clubs, 
literature circles, etc.  Conversations show me that we are past strategy 
instruction in many instances.  Luckily, my third graders aren't yet asked to 
read procedural and ed research text but who knows what the future may bring.  
(just kidding)

"Personally, I think there will always be new ground to cover.  Genre, 
complexity of text, 'classic reading'--I truly believe we are all life long 
learners when it comes to reading. I can be reduced to jelly by complex, 
procedural text and reading ed research is an area where I must be far more 
cognizant of reading strategies."


Leslie 
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Re: [MOSAIC] Strategies for Stronger Readers

[Stewart, L]

Susan,
Thanks for your thoughtful response.  I have had a similar experience.  In Walk 
Two Moons, the book changes from past to present time ,which at first posed a 
problem for my students, but once they figured it out (without my help) they 
have moved through it smoothly.  We are in the process of ordering new books 
for next year.  What grade level do you use the Kate Klise books with?  Do they 
appeal to girls and boys?  We are actually looking for books that will support 
a new social studies curriculum.  Thanks for the website.

Leslie
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Re: [MOSAIC] Tools and other pages

[Stewart, L]

http://www.readinglady.com/mosaic/tools/tools.htm

This link will get you to the listserv tools.  I don't know how you get around 
the repetetiveness, but its worth it to wade through.

Leslie 


“The more that you read, the more things you will know. The more that you 
learn, the more places you'll go.”   Dr. Seuss 1904-1991



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[MOSAIC] teaching reading strategies to advanced readers

[Stewart, L]

We are deeply entrenched in teaching explicit reading strategy instruction to 
our students (K-4) on a daily basis.  While this does look somewhat different 
in each classroom and hopefully on each grade level, we are basically teaching 
the same concepts many times over.

As I come to the end of another year, I have the same question:  once a child 
is reading and comprehending at a consistent upper level of understanding (a 
third grader reading and comprehending at a level 44) does that child need  
continual explicit instruction on reading strategies?   If a child is 
questioning the text, making inferences, and figuring things out do they need 
instruction or should they just do what they absolutely love to do - read and 
talk about the book?  This is a dilemma for me.  Once our state testing is over 
in March, I let my strong readers form their own book clubs, choose their 
"group" books and read and talk about the books they are reading.  I spend my 
time really teaching the strategies to the struggling readers.

I fear that we have latched onto strategy teaching and we are in overkill - 
slaying a few would-be readers as we go.

Your thoughts are respected and would be greatly appreciated.

Leslie
My strongest readers are now reading Walk Two Moons by Sharon Creech and I 
can't wait to get to school every day to listen to what they have to say.  Some 
of their insights have eclipsed mine and I am an avid reader!  It's a great 
book to talk about if you haven't discovered it yet.





Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss

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[MOSAIC] reading strategies for strong readers

[Stewart, L]

We are deeply entrenched in teaching explicit reading strategy instruction to 
our students (K-4) on a daily basis.  While this does look somewhat different 
in each classroom and hopefully in each grade level, we are basically teaching 
the same concepts many times over.

As I come to the end of another year, I have the same question:  once a child 
is reading and comprehending at a consistent upper level of understanding (a 
third grader reading and comprehending at a level 44) does that child need  
continual explicit instruction on reading strategies?   If a child is 
questioning the text, making inferences, and figuring things out do they need 
instruction or should they just do what they absolutely love to do - read and 
talk about the book?  This is a dilemma for me.  Once our state testing is over 
in March, I let my strong readers form their own book clubs, choose their 
"group" books and read and talk about the books they are reading.  I spend my 
time really teaching the strategies to the struggling readers.

I have a fear that we have latched onto strategy teaching and we are in 
overkill - slaying a few would-be readers as we go.

Your thoughts would be greatly appreciated.

Leslie
My strongest readers are now reading Walk Two Moons by Sharon Creech and I 
can't wait to get to school every day to listen to them talking about the book. 
 Some of their insights have eclipsed mine and I am an avid reader!  It's a 
great book to talk about if you haven't discovered it yet.



Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss

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Re: [MOSAIC] looking for title of poetry book

[Stewart, L]

Hailstones and Halibut Bones.  Awesome book of color poems.

Leslie R. Stewart

“The more that you read, the more things you will know. The more that you 
learn, the more places you'll go.”   Dr. Seuss 1904-1991

From: mosaic-boun...@literacyworkshop.org [mosaic-boun...@literacyworkshop.org] 
On Behalf Of Deb Stoner [dsto...@insight.rr.com]
Sent: Sunday, June 07, 2009 8:10 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: [MOSAIC] looking for title of poetry book

I'm looking for a title of a poetry book about colors.  All of the poem
started something like this...
Have you heard the sound of red? (sub in whatever color)


All of the stanzas ended something like this...
That's the Sound of red.

Can anyone help?

Deb
Westerville City Schools
Ohio


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Re: [MOSAIC] Literacy tips for pre-k children preparing for Kindergarten

[Stewart, L]

Let them wonder and ask lots of questions.  Show them that their thoughts and 
questions are important.  Read them poetry (and not just Shel Silverstein).  
Teach them the joy of words.
Leslie

“The more that you read, the more things you will know. The more that you 
learn, the more places you'll go.”   Dr. Seuss 1904-1991

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Re: [MOSAIC] 7th grade position

[Stewart, L]

My favorite resource for lit circles is Harvey Daniels. He has a how to and 
also mini-lesson for lit circles.  They are easy to understand and use.  I 
adapted it to third grade but I also know a high school teacher who uses it.

http://www.amazon.com/s/ref=nb_ss_b_1_19?url=search-alias%3Dstripbooks&field-keywords=literature+circles+by+harvey+daniels&sprefix=literature+circles+

Leslie R. Stewart
(lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss

-Original Message-
From: mosaic-boun...@literacyworkshop.org 
[mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Kuenzl-Stenerson Kay
Sent: Wednesday, June 03, 2009 12:19 PM
To: mosaic@literacyworkshop.org; mosaic@literacyworkshop.org
Subject: [MOSAIC] 7th grade position

Please consider all the great work on Reading Notebooks (Fletcher) and Reading 
Workshop, not just lit. circles.  Be sure to include informative text, 
especially for the boys.  I would consider making a t-chart for yourself to 
sort out the difference between a reading class and a literature class.
 
Kay Kuenzl-Stenerson
 Literacy Coach
 Merrill Middle School 
 
Real optimism is aware of problems but recognizes solutions; knows about 
difficulties but believes they can be overcome; sees the negatives, but 
accentuates the positives; is exposed to the worst but expects the best; has 
reason to complain, but chooses to smile.
-- William Arthur Ward



From: mosaic-boun...@literacyworkshop.org on behalf of 
mosaic-requ...@literacyworkshop.org
Sent: Wed 6/3/2009 11:00 AM
To: mosaic@literacyworkshop.org
Subject: Mosaic Digest, Vol 34, Issue 3



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Today's Topics:

   1. 7th grade postion (reading)
   2. Re: 7th grade postion (Carol Carlson)


--

Message: 1
Date: Wed, 3 Jun 2009 10:00:20 -0500
From: reading 
Subject: [MOSAIC] 7th grade postion
To: mosaic@literacyworkshop.org
Message-ID:

Content-Type: text/plain; charset=ISO-8859-1

I was recently offered a position teaching an advanced 7th grade reading
class! I'm very excited but also a little overwhelmed in trying to decide
what I need to do to prepare. The class is new next year so it's pretty open
as to where I take it.

I would love to incorporate lit circles this requires ordering new books.
Any suggestions on how to organize the lit circles? Based on genre? Author?
Theme?

Any suggestions on novels? The advanced 8th grade teacher is using a lot of
classic texts so I'd like to go more contemporary.

Any advice would be much appreciated!


--

Message: 2
Date: Wed, 3 Jun 2009 10:08:23 -0500
From: Carol Carlson 
Subject: Re: [MOSAIC] 7th grade postion
To: "Mosaic: A Reading Comprehension Strategies Email Group"

Message-ID: <0013bd22-64d6-4bbe-88b7-854d33a19...@dist102.k12.il.us>
Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed

For advanced students, I'd also stick with the classics, but it 
depends on the parents. In my experience the advanced students 
usually read the contemporary on their own.

How about a lit circle around, "What makes a classic?"

Or connect to a time period they are studying in social studies.

Our 7th grade also does a science fiction/utopeia.

Just a few ideas off the top of my head.

Carol

On Jun 3, 2009, at 10:00 AM, reading wrote:

> I was recently offered a position teaching an advanced 7th grade 
> reading
> class! I'm very excited but also a little overwhelmed in trying to 
> decide
> what I need to do to prepare. The class is new next year so it's 
> pretty open
> as to where I take it.
>
> I would love to incorporate lit circles this requires ordering new 
> books.
> Any suggestions on how to organize the lit circles? Based on genre? 
> Author?
> Theme?
>
> Any suggestions on novels? The advanced 8th grade teacher is using 
> a lot of
> classic texts so I'd like to go more contemporary.
>
> Any advice would be much appreciated!
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Re: [MOSAIC] How to teach comprehension to fluent reader

[Stewart, L]

"Our school has actually developed a reading/writing continuum for EAL students 
which helps guide the teacher in knowing what skills need to be built upon 
whilst identifying what is being used by the student on s regular basis."

Are you able to share this information?  We have very little assistance in how 
to help our ELL students.  They are beautifully fluent readers and often have 
literal understanding of the text.  However, inferential thinking and 
reflection elude them and our language/vocabulary is so difficult to learn and 
understand!

Leslie 
Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind.”
  ~ Dr. Seuss


-Original Message-
From: mosaic-boun...@literacyworkshop.org 
[mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of suzie herb
Sent: Wednesday, May 27, 2009 4:22 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] How to teach comprehension to fluent reader

I wonder what you are using to test her reading comprehension.  If you are 
using the DRA you will find her just right reading level.  It will be at a low 
level yes, but the starting point for building comprehension.  The test will 
also enable you to see very clearly just what it is this child needs in terms 
of what her strengths are and what the focus for her should be.  You might find 
for example that she does have a good 'literal' understanding but is unable to 
use context clues to build on 'inference'.  It's really a matter of pin 
pointing just what aspect of comprehension is the difficulty or working on what 
the priority will be and going from there in your support of her.  It might be 
as simple as her not being able to make connections at all.  How much of what 
you are really saying to her in class is understood I wonder? There is a huge 
amount of literature on what EAL learners need to develop reading comprehension 
skills and the difference
 in approach that is needed.  The comprehension of EAL learners is not based on 
their inability to understand what they have read but an understanding of 
language.  If you think about your own language learning experiences, or if you 
have not learnt a language, try reading something in Indonesian for example.  
Even with no understanding it is easy to read and there are enough words for 
you to get a really good idea of what the text might be about.  But, how much 
you understand is not based on your ability to read, that is the easy part.  
The issue is that so many of our EAL kids blitz the 'reading' part and parents 
jump up and down with joy saying, 'they can read English'..But they are not 
reading as such.  Our school has actually developed a reading/writing continuum 
for EAL students which helps guide the teacher in knowing what skills need to 
be built upon whilst identifying what is being used by the student on s regular 
basis.  It has long been
 established through research by Cummins (1996) and others that an ESL student 
starting primary school with little or no English can take from 5–7 years to 
reach the same level of English as his or her age-equivalent peers. Adolescent 
students are generally able to make more rapid progress in language development 
in the initial stages than young childrenall factors that need to be 
considered when teaching reading.
--- On Thu, 28/5/09, demiller...@aol.com  wrote:

From: demiller...@aol.com 
Subject: Re: [MOSAIC] How to teach comprehension to fluent reader
To: mosaic@literacyworkshop.org
Received: Thursday, 28 May, 2009, 12:57 AM

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Re: [MOSAIC] How to teach comprehension to fluent reader

[Stewart, L]

Emily,
I teach third grade and currently have 4 children (two of them are ELL) who are 
extremely fluent readers but I have been frustrated by their lack of 
comprehension (which has placed them below grade level) and my ability to help 
them to grow as readers.  We have done a lot of explicit strategy work, but it 
has not seemed to do the trick.  Recently, I have been working with them using 
short non-fiction text and it seems to be building their confidence.  They have 
finally begun to take risks that they were not taking before.  I give them an 
organizer before reading that I create to go along with the text.  We also use 
coded post-it notes to code questions, important information (main idea), 
interesting facts and they also go along with the organizer.  Today we read an 
article from National Geographic about owls.  Prior to reading the article I 
read Gail Gibbons book on owls.  Having built some prior knowledge for them 
they were able to make sense of the new text more readily.  I also had them 
working in cooperative groups on adaptations and one of the students was able 
to connect back to a book her group was reading on migration.  I am thinking 
that big part of the problem for my children is their need for more prior 
knowledge so that they feel successful when they are working with text.  Going 
forward I need to select books very carefully, so that I am able to 
specifically build schema for them prior to reading. Unfortunately, it is not 
always easy to choose wisely when you have many groups simultaneously reading 
different text.  I also think it is easier to do with non-fiction than fiction.

Leslie 

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss


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Re: [MOSAIC] book suggestions

[Stewart, L]

Inspirational in what way?  My third graders favorite book (two years in a row) 
is Love that Dog.  It inspired their own personal writing.

Leslie

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss

-Original Message-
From: mosaic-boun...@literacyworkshop.org 
[mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Joy Milner
Sent: Wednesday, May 13, 2009 10:09 AM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] book suggestions

Does anyone have any inspirational books they can recommend reading to  
elementary students?


Thanks in advance for any suggestions.


Joy

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Re: [MOSAIC] Time, oh time

[Stewart, L]

Feeling frustrated with the lack of time, I recently sat down with my schedule 
and tried to align it with the demands.  There simply is not enough time to do 
the many things that are required.  On top of that, we have to factor in all of 
the interruptions, which have been many, and we also have to dedicate a half 
hour per day to RtI.  I have tried to be creative with my schedule but 
something always gets shortchanged and it is usually anything other than 
reader's and writer's workshop...and math.  I am trying to cover the science 
and social studies curriculum in my reading block, but that isn't the ideal 
approach to science.  It just helps me feel less guilty.  I would love to hear 
some suggestions.

Leslie 

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss


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Re: [MOSAIC] 2nd grade text structure plan

[Stewart, L]

I teach third grade.  Since my students have already been exposed to text 
structure, I went through my classroom books, making sure that I had examples 
of each type of structure.  After direct instruction on the different models, 
the children were handed books and worked in very small groups to determine 
what structure the book followed.  They then had to report back to the class 
and prove their choice with evidence from the text.  I threw in a book that was 
a combination of fiction and non-fiction.  The kids loved the practice so we 
have repeated it a few times with different books.  Through this activity, they 
seemed to develop a strong sense of the different structures of non-fiction 
text and they were having fun.

Leslie R. Stewart
(203)481-5386 X310  FAX (203)483-0749
lstew...@branford.k12.ct.us

Be who you are and say what you feel because those who mind don't matter and 
those who matter don't mind."
  ~ Dr. Seuss


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Re: [MOSAIC] Fwd: comprehension

[Stewart, L]

Sally,
What grade level?
Thanks.
Leslie

-Original Message-
From: mosaic-boun...@literacyworkshop.org 
[mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of thomas
Sent: Monday, March 09, 2009 4:30 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Fwd: comprehension

Are you asking for a piece of literature to respond to?  One of the richest
short pieces I've used - many times - is Salvadore, late or early from
Sandra Cisneros Woman Hollering Creek.  It is about a little boy who helps
his brothers to school...teacher doesn't even know his name.  It is sooo
Poetic and beautiful and moving.  It is rich enough to require anyone to
Use every strategy at hand!  And I love it that it connects to school and
teaching and children in so many many ways.  I NEVER get tired of reading it
and responding to it and learning from others' responses.

Sally


On 3/8/09 7:21 PM, "lesp...@aol.com"  wrote:

> 
> 
>  
>   
> 
>  From: Lespop4
> To: km...@literacyworkshop.org
> Sent: 3/8/2009 12:03:22  P.M. Eastern Daylight Time
> Subj: comprehension
> 
> 
> Our school is involved in a year long thrust to learn more about
> Comprehension.  We have just finished our first rotation of journal  writing
> off of an 
> excerpt from To Understand.  I need to come up  with another article that we
> can 
> use for journal responses.
>  
> Any suggestions of something that is generic enough to appeal to our K-8
> staff?
>  
> Leslie P
> 
>  
> 
> Check all of your email inboxes from anywhere on the web. _Try  the new Email
> Toolbar  now_ 
> (http://toolbar.aol.com/mail/download.html?ncid=txtlnkusdown0027) !
> 
> **Check all of your email inboxes from anywhere on the web.  Try
> the new Email Toolbar now!
> (http://toolbar.aol.com/mail/download.html?ncid=txtlnkusdown0027)
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> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 



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Re: [MOSAIC] WOW! WOW! WOW! Newkirk!

[Stewart, L]

There are no samples available on Heinemann or Amazon.  It's out of stock on 
Amazon.

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Re: [MOSAIC] (no subject)

[STEWART, L]

Mark,
I use literature circles with my third graders.  They have specific role sheets 
that they fill out for each selection that they read.  These can be used to 
assess them as well as sitting in on the group and listening to their 
discussion. Of course, finally there are the more formal district assessments.  
There are fabulous resource sites on the web as well as Harvey Daniel's books 
on Literature Circles.

Leslie 








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Re: [MOSAIC] need name ideas for book club

[STEWART, L]

Why not let the kids name the club themselves?  Just a thought.


Leslie R. Stewart
lstew...@branford.k12.ct.us
203-481-5386, 203-483-0749 FAX

"When we do the best that we can, we never know what miracle is wrought in our 
life, or in the life of another." --Helen Keller

From: mosaic-boun...@literacyworkshop.org [mosaic-boun...@literacyworkshop.org] 
On Behalf Of Debra Jensen [debrajen...@comcast.net]
Sent: Monday, January 05, 2009 9:25 PM
To: 'Mosaic: A Reading Comprehension Strategies Email Group'
Subject: [MOSAIC] need name ideas for book club

Another teacher and I are going to be doing an after-school book club for
our high achieving fourth graders.  We want to focus on higher order
thinking skills and strategic reading and we want it to be fun for our kids.
We are a K-4 school with a high ELL population.  We need a name for our book
club; we were thinking Bookworms, but they might not think that was very
cool.

Any fun ideas out there?  This will be a group of about 20 kids.

TIA,
Debra
Nashville


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Re: [MOSAIC] Text-to-Self Mini-Lesson Question

[STEWART, L]

Thanks so much for your clarification.  This makes sense to me and it is what I 
basically try to do.  It seems that the read aloud time is often the first to 
go when things start piling up.  Of course, then I feel totally guilty because 
I know how much my kids love it!
Happy Thanksgiving.
Leslie

-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of jan sanders
Sent: Monday, November 24, 2008 8:09 PM
To: Mosaic: A Reading Comprehension Strategies Email
Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question


Leslie-
I teach 3rd graders this year.  I was a literacy coach for 7 years and I was 
able to apply this is all grade levels.  If I was going to use a book to teach 
from, I would have the teacher read it to the class before I used it to teach.
Now that I have my own class, I have a read aloud time every day from 11:45 
until 12:05.  It is at this time I read aloud, think aloud, and we share out 
thoughts and ideas about the text, the pictures, the format, etc...

Then at readers' workshop time if I want to teach something explicitly, I use 
the part of the text that is a great example or model of that.  In fact, 
sometimes I'll have 3 or 4 samples marked from the same or different books.  
But I have always read the book to them before I use it as a teaching tool. 
 I don't reread the entire text, only the few sentences, or pages, that are an 
excellent example of what I am teaching.

I have reread entire books to the class, but only because they are beloved 
favorites and the kids request to hear it again, or I thought we needed to hear 
the author's message again.
Jan
We must view young people not as empty bottles to be filled, but as candles to 
be lit. -Robert Shaffer> From: [EMAIL PROTECTED]> To: 
mosaic@literacyworkshop.org> Date: Mon, 24 Nov 2008 16:17:48 -0500> Subject: 
Re: [MOSAIC] Text-to-Self Mini-Lesson Question> > Jan,> This is where you lose 
me. I can't seem to do this with my third graders. Once you have read the book 
and done the predictions and talked about the author's craft and whatever your 
strategy objective was, I can't see rereading the book. We always have a pile 
of books we never seem to get to. I leave the read-alouds in the classroom 
library for them to read on their own but I rarely revisit them unless I use 
them for a writing lesson or a different strategy. Do you teach younger 
children?> Leslie> > -Original Message-> From: [EMAIL PROTECTED] 
[mailto:[EMAIL PROTECTED] On Behalf Of jan sanders> Sent: Friday, November 21, 
2008 6:23 PM> To: Mosaic: A Reading Compre
 hension Strategies Email> Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson 
Question> > > When I am teaching using a mini-lesson I do not read the whole 
book -just the portion needed for the mini-lesson.> That does not mean I do not 
read the whole book. I have read the whole book to them -before I use it in a> 
mini-lesson. They are familiar with the book and can concentrate on the lesson. 
It is the 2nd and third read that> often triggers the deepest comments. Like 
revisiting an old friend -we know them and are here to learn more about 
them.Jan> We must view young people not as empty bottles to be filled, but as 
candles to be lit. -Robert Shaffer>> > > 
___> Mosaic mailing list> 
Mosaic@literacyworkshop.org> To unsubscribe or modify your membership please go 
to> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.> > 
Search the MOSAIC archives at http://snipurl.com/MosaicArchive.>
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Re: [MOSAIC] Text-to-Self Mini-Lesson Question

[STEWART, L]

Jan,
This is where you lose me.  I can't seem to do this with my third graders.  
Once you have read the book and done the predictions and talked about the 
author's craft and whatever your strategy objective was, I can't see rereading 
the book.  We always have a pile of books we never seem to get to.  I leave the 
read-alouds in the classroom library for them to read on their own but I rarely 
revisit them unless I use them for a writing lesson or a different strategy.  
Do you teach younger children?
Leslie

-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of jan sanders
Sent: Friday, November 21, 2008 6:23 PM
To: Mosaic: A Reading Comprehension Strategies Email
Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question


When I am teaching using a mini-lesson I do not read the whole book -just the 
portion needed for the mini-lesson.
That does not mean I do not read the whole book.  I have read the whole book to 
them -before I use it in a
mini-lesson.  They are familiar with the book and can concentrate on the 
lesson.  It is the 2nd and third read that
often triggers the deepest comments.  Like revisiting an old friend -we know 
them and are here to learn more about them.Jan
We must view young people not as empty bottles to be filled, but as candles to 
be lit. -Robert Shaffer>


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Re: [MOSAIC] Text-to-Self Mini-Lesson Question

[STEWART, L]

It was great to hear from a kindred spirit.  I am a bit frustrated with the 
"guided reading day in day out model" but I am finding ways around it and happy 
to say that my kids love reading because I have.
I love the quote and posted it in my classroom.  Do you have any 
recommendations on books by Linda Rief?
Thanks.
Leslie


I agree that to engage students reading the whole story is the way to go and 
that a mini-lesson should be a quick 10 minute lesson.  So, during my morning 
meeting time, I read the entire book.  I model thinking through the read 
aloud--all the while I know I'm setting them up for the mini lesson later in 
the day.  Then during our reading time, I can do a quick 10 minute mini-lesson 
and reference back to the book--perhaps rereading a part of it.  Other times, I 
too combine the read aloud with the mini-lesson and do this all before the 
reading block.  As long as you are reading aloud to your students to engage and 
model, teaching the strategies, and then allowing for plenty of time to 
independent read/practice I don't know that there is a "right" or "wrong" way 
of doing that or scheduling.  It it doesn't even have to be the same routine 
from day to day.  I think when you know there is joy in reading for your 
students--you need to hang on to it any way you can.

Melissa Zey
Third Grade Teacher
Farmington Elementary School
651-463-9032
[EMAIL PROTECTED]

It's my job to surround kids with the best models; authors to whom they can 
apprentice themselves, books they can lose themselves in, characters who tell 
them they're not alone, words that make them think and feel and learn.
-Linda Rief

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Re: [MOSAIC] Independent Reading

[STEWART, L]

I teach third grade and I believe that 30 minutes is the minimum amount that 
they should be reading independently.  The latest research (I am told) supports 
independent reading.  We are supposed to be moving away form anything but short 
guided reading periods.

-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of laura herrel
Sent: Monday, November 17, 2008 5:25 PM
To: Mosaic@literacyworkshop.org
Subject: [MOSAIC] Independent Reading

Our middle school 5-8 teachs Language Arts and Reading in two seperate
periods - which I think is a sin. But that's not what I'm coming here to
post about. Our principal recently said he does not want to see the students
doing independent reading for longer than 15 minute during Reading class.
Does anyone see anything wrong with having a 30 minute reading period a
week?

It really irks me.
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