Re: [MOSAIC] scripts and thinking
In a message dated 2/20/2009 12:23:56 PM Eastern Standard Time, mosaic-requ...@literacyworkshop.org writes: think scripts have a place for some teachers especially if Just food for thought:) Did any of us in our journey through learning how to teach comprehension strategies and transforming our classrooms into literate rich communities ever use "Debbie Millers script"? "Did you say over and over again "So, how did that help you as a reader?" so many times that you felt it was a recording? Possibly, but I bet you moved on to even deeper conversation. You moved on with your readers and where they were in their journey. I sure did use those scripts and sometimes still do. . . especially when something is still new to me.But, I am a thinking teacher and appreciate Debbie and Lucy's words as a model and use them until they become comfortable and become my own versions. . . until I am able to move past them and mold my own words according to the readers I am with and their needs. Thank you so much Lucy for giving me the "think about reading worker script I love to use! Thank you so much to the "Learning Pad" site that has some wonderful scripting. I did not think of any of these great ideas, but used the ideas to aide my own understanding and thinking. Do we not provide scripts for our own readers in our classroom as we model conversations in reader's share each day? Eventually, they are asking these same questions of others and more importantly of themselves when they think about their thinking. "Scripts" can have their place in learning. Starting with a script of some sort doesn't mean one is going to rely on them always but is just using it as a jumping point. Some may not ever need them, some may. Just my thoughts. Cynthia Hart Lexington **Need a job? Find an employment agency near you. (http://yellowpages.aol.com/search?query=employment_agencies&ncid=emlcntusyelp0003) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Book Club Bingo
In a message dated 1/12/2009 12:25:11 PM Eastern Standard Time, mosaic-requ...@literacyworkshop.org writes: So, how exactly does this work? I use the Book Club Bingo with about 17 of my 24 kids. The kids vote on their book choices, usually out of about 3 chapter books. I assign books based on their preferences, trying to give each child their first or second book choice on their ballot. The children get together to make up their reading schedule and record it on a bookmark they each get at each meeting. On the back of the bookmark is a section called wonder words where they record amazing, tricky or confusing words they come across in their reading. During each independent reading session part of the reader's workshop, the club members read the chapter or pages according to the schedule their group made. As they are reading, they select a response prompt from the Book Club Bingo that fits their thinking for the part of the book they read that day. It can be before, during or after thinking, but I ask that they show record of tracking their thinking at least once per section of the group's schedules. (each time they read for book club) Readers record the response in their Reader's Notebooks. Each student in class has a book bin in which they put all of their books they have "shopped for " for that week's reading plus their book club book. They also keep a reader's tool kit which is a zipper pouch that contains a whisper phone, a pencil, post its, index cards and bookmarks. The book bin also has in it a folder that contains their independent reading log and a reading goals sheet that records the teaching point or goal for their individual conferences. Students use the Book Club Bingo to help them during their discussions at their club meeting. At the meeting, the students begin with retell in which they pass a stuffed dolphin around the circle and each student adds onto retelling the sequence of what they have all read thus far in the book. Next, children each get a share stick, (which is a popsicle stick) in which they take turns sharing one of their responses from their notebook/ book club bingo. They put their stick in a cup in the middle of the circle and when they have finished they ask "Are there any questions or comments?" The share student calls on the other students that may want to ask a question or comment on the student's response. When there are no more questions or comments, the next student in the circle puts in his share stick and the process repeats until all 4 or 5 readers have shared. The club meeting ends with making a new schedule for reading until the next meeting and making predictions about what will happen next in the book and recording it on a chart. Most of the time, all 3 groups meet at the same time and I start with them all in front of me giving a mini-lesson and then the groups break off for discussion following the above pattern. The mini-lesson might be pertaining to reminders about the procedures, roles of listeners and speakers, Discussion stems for response or a strategy skill etc. The Book Club Bingo merely helps the readers pay attention to the types of thinking they could possibly be doing before, during and after their reading. It helps stimulate the discussions during the meetings and gives the readers a commoon response method within a boundary. I have not offered prizes as in real bingos as I have not had to. The readers I have used it with have been instrinsically motivated. That is just the way they are. I would not be against adding a trip to the treasure chest or something if they were a group that needed it. This particualar group just doesn't need it and I don't want to make them depend on an extrinsic motivation when they are already responding for the joy of responding. I hope this helps explain the book club bingo in more depth. Please let me know if you have questions. I know this is long. Thanks for the questions. It helps me to put it in writing! Cynthia Hart 2nd grade teacher and learner **Inauguration '09: Get complete coverage from the nation's capital.(http://www.aol.com?ncid=emlcntaolcom0027) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Re Book club bingo
This is an example of the first two rows of "Book Club Bingo" There are five total rows. I am not sure how this will turn out the way I have copied and pasted it. Cynthia Tell about what happened in the story. Make a prediction about what will happen next. Look up a Wonder Word in the Dictionary and write it down! Write a letter to the author or a character. Draw a picture of one of your favorite parts. Ask questions about things that confuse you or that you wonder about. Tell how you would react if you were one of the characters in the story. Write a Text to Self Connection you had while reading. Tell about what happened in the story. Make a prediction about what will happen next **One site keeps you connected to all your email: AOL Mail, Gmail, and Yahoo Mail. The NEW AOL.com.(http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom0019) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] book club bingo
Hi Pat, Sorry it has taken so long to write. I am behind on my home email. No, the grid squares on the Book Club Bingo just have the response prompt in them. The children record their responses in their reader's notebooks with the date. Some children use post-its and stick them to the page to which they responded in the books they are reading. Then, they will take the post-its for the book and make a page or two of their notes in their reader's notebooks. They just write the title of the book on the top of the notebook page. Different reader's respond and use the Bingo in different ways. Cynthia In a message dated 12/5/2008 12:15:25 PM Eastern Standard Time, mosaic-requ...@literacyworkshop.org writes: Is there space on the grid to write their answers. I wish I could see a copy can you send it as an attachment Pat K **One site keeps you connected to all your email: AOL Mail, Gmail, and Yahoo Mail. The NEW AOL.com.(http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom0019) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] reader's response, tic tac toe
I use something called "Book Club Bingo" It is a five by five grid with things like write something you are wondering about. Retell what you have read. Draw a picture to show what you picture in your mind about your reading. Write a connection you had with your reading. etc. The choices are on the grid multiple times and the ones I want them to concentrate on the most are on there the most. The kids really enjoy it and they enjoy sharing it at the end of our workshop time. Cynthia In a message dated 12/3/2008 12:37:43 PM Eastern Standard Time, [EMAIL PROTECTED] writes: I like the idea of it but am unsure of what to put in it. Could you share some ideas for this? Thanks! **Stay in touch with ALL of your friends: update your AIM, Bebo, Facebook, and MySpace pages with just one click. The NEW AOL.com. (http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom0012) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] RE great website
It is probably "the learning pad" website. Great site with mini lessons. Cynthia In a message dated 12/3/2008 12:37:43 PM Eastern Standard Time, [EMAIL PROTECTED] writes: I know there are tons of great websites out there, but the one I have in mind has lots of mini lessons for each strategy. I can't remember the grade or anything, but I do know the website is a teacher's and her theme of the website is frogs. If anyone can help me and is familiar with this website, please let me know. THANKS **Stay in touch with ALL of your friends: update your AIM, Bebo, Facebook, and MySpace pages with just one click. The NEW AOL.com. (http://www.aol.com/?optin=new-dp&icid=aolcom40vanity&ncid=emlcntaolcom0012) ___ 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] part or whole, different for different purposes
Exactly!:) That is what I do also, Robin. Thanks for explaining it so well! I don't think I made myself too clear in my last post. Most of the time I use parts of a familiar text to model my teaching point. This week has been a little different, though. We had been tracking our thinking with post its and have even worked on text codes. My more advanced readers take these strategies and run with them. I found that the average to struggling reader needed a more step by step strategy for how to begin to track our thoughts as we read. We began with lessons on how to read something for the first time. Therefore, we have been exploring this together as we are reading unfamiliar text during the lesson. Our series of lessons on reading a text for the first time have been to chart observations about the title and covers, to picture walk, to make a prediction, and then to be a "reading detective" to confirm or change our thinking. This started with me modeling this process with the book "Owl Moon". The next two lessons were guided and charted with the books "Now one foot, Now the Other" and "A Chair for my Mother". Together, we discussed and charted our observations about the title and cover, we charted our observations during the picture walk. Then, children turned and talked and partners wrote their predictions on their sticky notes to add to our chart. I made smaller, blank versions of the anchor chart that I will later put on the materials shelf for children to use by choice with their independent reading if they need the support. Teaching this "new text" thinking explicitly with the gradual release model has really helped some of my struggling readers to transfer this engagement to their independent reading time. Now, about five of my below level readers are finally beginning to use some of the metacognitive strategies we have been focusing on. ( I am also working with them in small groups or in conferences to help guide them with these steps to be active readers, though.) I'm finding that they are sticking with the text much longer because of the engagement that is happening with the before reading thinking.) Meanwhile, in writer's workshop, we are using parts of the same texts to identify parts where the author stretched out small moments by adding details. (Lucy Calkins' Units of Study). We will come back to these familiar texts again later in RW with our study of schema and connections. We make time for read aloud many times throughout the day, also. These are the texts that we are able to bring back later throughout the weeks or the year, as we are looking at the book in a deeper way to develop ourselves as readers or writers. We start the day with a read aloud and at least one or two songs or poems. Sometimes these read alouds are books that students bring in. Other times, the read aloud is chosen very purposfully in order to be able to use it as a model in an upcoming lesson. Still, other times, we just read a book that we just adore. This morning time does help to build our classroom community feeling. We also incorporate a lot of reading into our science and social studies units each day. We read aloud after lunch. We read various things at that time. We alternate between reading chapter books and reading picture books. Right now we are reading "A Dog Called Kitty", but when we finish, we will start to read picture books or poems for two or three weeks before we begin another chapter book. Another time we read aloud is during dismissal. My kids sign up to be the student reader for the day on a chart, kind of like the sign up to share during morning meeting. Right before dismissal, the student reader reads aloud a book he or she has practiced. The kids really love this time. It is a chance for the class to hear more read aloud, and for the reader to have an authentic audience. Debbie Miller, in Reading with Meaning ,wrote that she couldn't believe she used to feel so guilty about reading aloud that she would close the door, and she could not have expressed my feelings more. There is so much value in reading aloud and learning to really enjoy and love books and reading. I can remember feeling the same way she did in previous years. She is such an inspiration to me. I am so glad to have found this group and to be able to learn so much from all of you! Cynthia 2nd grade In a message dated 10/7/2008 12:07:57 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: I so agree!!! **New MapQuest Local shows what's happening at your destination. Dining, Movies, Events, News & more. Try it out! (http://local.mapquest.com/?ncid=emlcntnew0001) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://
Re: [MOSAIC] Mosaic Digest, Vol 26, Issue 2
In a message dated 10/1/2008 10:06:08 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: While I agree with this in principle (reading the book at a separate time), the lessons I've done out of Reading W/ Meaning have the teacher reading the book and stopping to model and think aloud, using the focus strategy. How would I do that if I had read the book earlier? For example, if I had read a book previously that I plan to teach inferencing with, wouldn't I still need the book to show the children how I interact with the text? That is my dilemma! I have found that when I need to read the book for the first time as an important part of the mini-lesson, (as in the lessons we are doing right now on what readers do when they read NEW text) I am able to spread the text out over several days, only using the part I need to model for the mini lesson. I may use a different or next part of the same text the next day. I do this even with picture books. I also try to look ahead to our writing workshop text models to see where I can use those during read aloud or how they might fit in with RW. That way, my teaching time is not taken up with reading the text, but with USING the text to model my teaching point. I think it is very beneficial for the students to see us and hear us read the same text repeatedly. It is a model for how readers might reread text for deeper understanding, for enjoyment of their favorite parts, and also for improved fluency. It makes it OK for the students to be able to reread the books in their book bins for various purposes. Afterall, that is what they are seeing that we as readers do! My students really get the idea of how those repeated readings of JR texts help them to become more fluent with the text over time and that their JR level gradually increases. They are seeing that a book that used to be a little out of their reach moves into their JR level. At the beginning of our lessons on how reader's often go back to the same text for various reasons, our anchor lesson was about musicians and how a beginning musician might be able to play "Mary Had a Little Lamb" sort of "choppy" , but with practice the musician becomes "fluent" with that song and moves up to a song that is a little more difficult, but is a new Just Right song for him. We go back to that anchor lesson over and over. It really struck a chord (haha) with the children when I brought in my son's guitar that day and, expecting me to really wow them, they determined that I needed to practice a bit more:) Cynthia Hart 2nd grade Lex. KY **New MapQuest Local shows what's happening at your destination. Dining, Movies, Events, News & more. Try it out! (http://local.mapquest.com/?ncid=emlcntnew0001) ___ 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.
