[MOSAIC] STUDENT SUMMER READING LIST

[W.Robertson]

Great list! It will be very useful to me.  
I am a librarian in a junior kindergarten (4 year olds) - grade 12 school
and I'm in the process of compiling a grade by grade summer reading list. I
want a mix of fiction and non-fiction. Can anyone make any great
suggestions?
Thanks,
Wendy

-Original Message-
From: mosaic-boun...@literacyworkshop.org
[mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of debhold...@aol.com
Sent: May-17-09 2:19 PM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] Fuse8's Top 100 Picture Books Poll Results (#1-101)


 


 


 

-Original Message-
From: mary mullin 
To: mosaic@literacyworkshop.org
Sent: Sun, 17 May 2009 10:14 am
Subject: [MOSAIC] Fuse8's Top 100 Picture Books Poll Results (#1-101)










FYI
Elizabeth Bird, "is currently a children's librarian at the Children's
Center at 42nd Street of the New York Public Library system. She has served
on Newbery, written for Horn Book, and has done other lovely little things
that she'd love to tell you about but that she's sure you'd find more
interesting to hear of in person."
She has  blog with the School library Journal called A Fuse 8 Production.
This spring she conducted a poll as to her readers all time favorite picture
books. Ms. Bird then rolled out the results over the last 6 weeks. Each
posting had so much information on each book to make the top 100. Here's the
completed list with links to each post.  I can't tell you  how much I've
learned by reading each post. As an educator this list provides a wealth of
background information. Mary
Check it out:
http://www.schoollibraryjournal.com/blog/179379/post/540044254.htmlslist
100
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[MOSAIC] summer reading list

[W.Robertson]

Has anyone got any suggestions for summer reading for K-12 students?
Thanks,
Wendy


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Re: [MOSAIC] Text Connections

[W.Robertson]

It may be a little off topic, but you mentioned literature circles with
assigned roles. I have done literature circles this way and have had
difficulties with management and accountability. A few years ago I started
using the model set out in Faye Brownlies's Grand Conversation. It is great
and I have had a lot of success in my literature circles since changing to
this very simple but rewarding model.
Wendy

-Original Message-
From: mosaic-bounces+wrob=shaw...@literacyworkshop.org
[mailto:mosaic-bounces+wrob=shaw...@literacyworkshop.org] On Behalf Of
drmarinac...@aol.com
Sent: July-07-09 8:20 AM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] Text Connections

I would use literature circles ..start with assigned student 
roles...and then left them use sticky notes while reading because that 
is when they need to make the connection.


-Original Message-
From: soozq55...@aol.com
To: mosaic@literacyworkshop.org
Sent: Mon, Jul 6, 2009 2:56 pm
Subject: Re: [MOSAIC] Text Connections










I agree with you that kids really understand what a connection is by 
4th
grade. But what they don't understand is how making a connection can 
help
deepen  their level of understanding. For instance they might make a 
connection
in the  early grades that they had a dog that died and so did the 
character
in their  book. My question to them is: so how does that help you
understand the text  better? It may take a while but then they are 
usually able
to
determine that  they can better understand the character's feelings 
after
having that same  experience themselves.
Sue


In a message dated 7/6/2009 12:56:40 P.M. Eastern Daylight Time,
suzteac...@aol.com writes:

With  schema and background knowledge falling under the category of 
"Text
Connections," this strategy is huge! I teach fourth grade and I find 
that
I
spend more time asking kids about their background knowledge now.  They 
all
know  what connections are since they have heard it since  
kindergarten.
Some
still  focus on "I have a dog too!" So I really  focus a lot on KWL 
charts,
asking them  about what they know about a  subject. Sometimes these
discussions arouse the  schema of many other  students as well. So 
instead
of hearing
"I have a  connection" over  and over, I hear stories and facts that
"connect"
to a   text.
Suzanne/4thGrade/New York
**An Excellent Credit Score  is 750. See Yours in Just 2 
Easy
Steps!
(http://pr.atwola.com/promoclk/100126575x1222377077x1201454398/aol?redir=
htt
p://www.freecreditreport.com/pm/default.aspx?sc=668072&hmpgID=62&bcd=Jul
yExcfooterNO62)
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**An Excellent Credit Score is 750. See Yours in Just 2 
Easy
Steps!
(http://pr.atwola.com/promoclk/100126575x1222377077x1201454398/aol?redir=
http://www.freecreditreport.com/pm/default.aspx?sc=668072&hmpgID=62&bcd=Jul
yExcfooterNO62)
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Re: [MOSAIC] Grand Conversations

[W.Robertson]

Sorry, I've been away for a few days so you may have got your answers
already. Grand Conversation is appropriate for lower levels  but would needs
some adapting. There is great information for starting up Lit. Circles. I
think lit circles could be appropriate with fluent 1st and 2nd graders but
they would need lot to let them be successful. 
Wendy  

-Original Message-
From: mosaic-bounces+wrob=shaw...@literacyworkshop.org
[mailto:mosaic-bounces+wrob=shaw...@literacyworkshop.org] On Behalf Of
Freida Hammett
Sent: July-11-09 9:53 AM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Grand Conversations


Wendy & others, Is Brownlie's book appropriate for use in lower elementary
classrooms? Does she give information to help you get going with Literature
Circles?   Are Literature Circles appropriate for fluent first & second
graders?  I want to have literature circle discussions in my multi-age
classroom with those who are fluent readers but I have never done it
before.  Any insights or help in this area are greatly appreciated. I'd
especially like to hear from someone teaching with the same age range as I
am, but all comments are welcomed.  Thanks.

Freida
1st-3rd classroom
 A few years ago I started
using the model set out in Faye Brownlies's Grand Conversation. It is great
and I have had a lot of success in my literature circles since changing to
this very simple but rewarding model.
Wendy




  
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Re: [MOSAIC] The Outliers by Malcolm Gladwell

[W.Robertson]

I just finished reading The Outliers this morning and I loved it. I think I
drove my husband nuts because I kept on reading parts to him that I found
fascinating--there were lots.
Enjoy,
Wendy

-Original Message-
From: mosaic-bounces+wrob=shaw...@literacyworkshop.org
[mailto:mosaic-bounces+wrob=shaw...@literacyworkshop.org] On Behalf Of Mena
Sent: July-27-09 8:24 AM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] The Outliers by Malcolm Gladwell



 I read the excerpts and ordered the book...The Outliers by Malcolm
Gladwell...sounds fascinating..I liked the analogy of being concerned about
the forest not the seed.







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: craigz...@aol.com

To: mosaic@literacyworkshop.org

Sent: Mon, Jul 27, 2009 1:14 am

Subject: Re: [MOSAIC] teaching parents how to read to their children













Wow!  That response goes right along with a book I just finished reading 

called The Outliers by Malcolm Gladwell.  I could hardly put it down.  

 

Sue Z

**An Excellent Credit Score is 750. See Yours in Just 2 Easy 

Steps! 

(http://pr.atwola.com/promoclk/100126575x1221823322x1201398723/aol?redir=htt
p://www.freecreditreport.com/pm/default.aspx?sc=668072&hmpgID=62&bcd=Jul

yExcfooterNO62)

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Re: [MOSAIC] anecdotal data

[W.Robertson]

Sorry to ask such a simple question, but what is text mapping?

-Original Message-
From: mosaic-bounces+wrob=shaw...@literacyworkshop.org
[mailto:mosaic-bounces+wrob=shaw...@literacyworkshop.org] On Behalf Of Diane
Baker
Sent: July-31-09 6:21 AM
To: Dave Middlebrook; Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] anecdotal data

I am a fifth grade teacher in CT and used text mapping during social
studies. It was incredibly successful and well-received by all of my
students. The struggling students enjoyed the group interaction and
discussion based around the mapping, while the higher students enjoyed the
highlighting best and hunting for different non-fiction conventions. The
most amazing part for me was that when we broke into groups to read the
chapter, the students were calling upon what they learned during mapping for
their discussions. It was a great way to learn vocabulary and to study how
to read non-fiction more effectively. We did three whole class mappings,
then were able to do smaller versions during our guided reading time. During
GR we used highlighting tape directly in the book...overall a very positive
experience for us all - thanks Dave!!



From: mosaic-bounces+dbaker=ctreg14@literacyworkshop.org on behalf of
Dave Middlebrook
Sent: Thu 7/30/2009 11:59 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: [MOSAIC] anecdotal data



A penny for your thoughts:  If you used scrolls and textmapping in your
classrooms last year, would you take a moment to summarize how things went?
It could be as simple as, "I teach fourth grade language arts in Timbuktu,
and it made a big difference for eight of my twenty-four students."  (And
perhaps you could give an example of a lesson that worked particularly well,
or of a child who benefitted)


Your feedback would be much appreciated.

Thanks,

Dave Middlebrook
The Textmapping Project
A resource for teachers improving reading comprehension skills instruction.
www.textmapping.org   |   Please share this site with your colleagues!
USA: (609) 771-1781
dmiddlebr...@textmapping.org
Learning Diffabilities blog: http://diffabilities.wordpress.com
 



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Re: [MOSAIC] anecdotal data

[W.Robertson]

Thank you so much for the link. It looks great and definitely something I'll
try in September. 
Wendy
-Original Message-
From: mosaic-bounces+wrob=shaw...@literacyworkshop.org
[mailto:mosaic-bounces+wrob=shaw...@literacyworkshop.org] On Behalf Of Dave
Middlebrook
Sent: July-31-09 9:47 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] anecdotal data

Textmapping is an easy, simple, inexpensive, and effective way to 
differentiate instruction of book content and comprehension strategies.  It 
is a great fit with the strategies that Ellin Keene and Susan Zimmermann 
wrote about in Mosaic of Thought, as well as with the broader notion of 
teaching for deeper understanding that Ellin writes about in her most recent

book, To Understand.

You can read more about textmapping here:
* workshop notes: 
http://www.textmapping.org/whWorkshopNotes.html#introductionHead
* introduction: http://www.textmapping.org/textmapping.html

I hope that you find this information useful.

- Dave

Dave Middlebrook
The Textmapping Project
A resource for teachers improving reading comprehension skills instruction.
www.textmapping.org   |   Please share this site with your colleagues!
USA: (609) 771-1781
dmiddlebr...@textmapping.org
Learning Diffabilities blog: http://diffabilities.wordpress.com

- Original Message - 
From: "W.Robertson" 
To: "'Mosaic: A Reading Comprehension Strategies Email Group'"

Sent: Friday, July 31, 2009 12:02 PM
Subject: Re: [MOSAIC] anecdotal data


> Sorry to ask such a simple question, but what is text mapping? 


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Re: [MOSAIC] Teen Fiction for boys

[W.Robertson]

The Orca Soundings or Current books are good- especially the extreme series
by Pam Withers. 
Wendy

-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED]
Sent: September-15-08 4:58 PM
To: Mosaic@literacyworkshop.org
Subject: [MOSAIC] Teen Fiction for boys

I am a high school teacher who teaches Special Education Reading and team
teach in Language Arts.  I am looking for books that teen age boys would be
interested in reading. Any suggestions?
Lisa

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Re: [MOSAIC] (Mosaic) Connections

[W.Robertson]

Me too [EMAIL PROTECTED]

-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of jepilyn matthis
Sent: October-01-08 8:08 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] (Mosaic) Connections

I would like a copy, too

[EMAIL PROTECTED]


- Original Message - 
From: <[EMAIL PROTECTED]>
To: 
Sent: Wednesday, October 01, 2008 5:30 PM
Subject: Re: [MOSAIC] (Mosaic) Connections


> Hi Stacy,
>
> Could you please post your 3 week scaffold unit on Connections on the 
> tools page?
>
> If not, please send me a copy:
>
> [EMAIL PROTECTED]
>
> Thank you,
> Linda
>
> ___
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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] Building comprehension of questions-was heartbreak/response to Reading Mastery

[W.Robertson]

I wasn't able to get the link to work. Is the correct?
Wendy 

-Original Message-
From: mosaic-boun...@literacyworkshop.org
[mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Christi Poteet
Sent: February-19-09 7:20 PM
To: Mosaic: A Reading Comprehension Strategies Email Group;
mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] Building comprehension of questions-was
heartbreak/response to Reading Mastery

QAR would be awesome!!  Phyllis Hostmeyer has a great website for QAR and
many other comprehension strategies.  Her website is www.PhylsQuil.com
 
 
 
Christi A. Poteet
Reading Specialist
Delores Moye School
cpot...@ofallon90.net



From: mosaic-boun...@literacyworkshop.org on behalf of cnjpal...@aol.com
Sent: Thu 2/19/2009 8:23 PM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Building comprehension of questions-was
heartbreak/response to Reading Mastery





I am just finishing up the second of two courses in my doctorate on 
"disciplined inquiry". One of the things I have learned is how to evaluate
research
articles. I thank you, Amy, for posting the research links...and I  look
forward to reading through your links when I get a few minutes. It will be
good
practice for me as I work on my literature review for my  dissertation.

There are many kinds of research in education...and yes...some research is 
done to create programs. Marie Clay, Fountas and Pinnell and many others
have
done research and then created programs or theories from their  research.
Marie Clay was my hero but even her work needed to be  validated by many
others
over time. The fact that someone makes a  profit on their research makes
this
validation process essential.
I am particularly interested in looking at the studies you mention to see
if
there is an improvement in comprehension scores...AND if improvement in 
reading skills holds over time. If there is no independent validation
studies, 
then I am afraid the jury is still out for me.

Now...Let's talk comprehension...the purpose of our listserv. I have a 
question for all the wonderful minds on this list. 

I just picked up a new little girl on my caseload today. When reading with 
her a couple of things became obvious to me. One: She isn't thinking about 
reading. (We all know what to do about that---time to pull out Strategies
That 
Work...Reading With Meaning etc etc.) BUT another problem I detected is that
she  doesn't seem to understand the questions posed to her by me or the
other 
children...particularly questions that start with why and how. It really
affects  how she interacts with other children when they are discussing
text.

I want to teach her how to comprehend questions and was thinking about 
applying comprehension strategies to the genre of questions.

Can you all help me think this through?
Jennifer





In a message dated 2/19/2009 7:49:53 A.M. Eastern Standard Time, 
mcgovern_amy64042...@hotmail.com writes:

Hi  Elisa,
I appreciate your question.  There is a helpful report from the  Wisconsin
Policy Research Institute that is worth looking at if you would like
several
specific examples regarding the research supporting Direct  Instruction.  In
addition to listing some independently reviewed  research, it also
summarizes the
highlights of Project Follow Through. If you  are not familiar with this
study, Follow Through is often described as the  single most expensive
education
experiment in history.  The experiment  lasted from 1967 to 1976 and
on-going
data was collected all the way through  1995 on literally thousands of
students.  Please see Bonnie Grossen's  Overview:  The Story Behind Project
Follow
Through.  You can find  Grossen's article on-line if you google it.  I would
encourage anyone who  is being asked to teach Direct Instruction, willingly
or
not, to take a look  at this info. 

The Wisconsin Policy Research Institute also can  be found by googling it. 
Once there, Go to the index and click on  "education k-12".  That will take
you
to the list of articles.  Look  for Direct Instruction and the Teaching of
Early Reading.Wisconsin's Teacher-led Insurgency  (March 2001, Volume
14,
number  2.)  It's near the bottom of the page.  There are other more current

articles on Direct Instruction, but I am fond of this one because it begins 
with a really good description of Direct Instruction.  Samples from the
research
are sited on pages 6-10.  There's a list of references on page  25.

Something to think about...
A common criticism of the research  supporting Direct Instruction and
Reading
Mastery is that this research comes  from the author, meaning Zig Englemann.
Indeed there is plenty of research  out there that was not conducted by
Englemann at all. 

But let's  stick with the critique used on Direct Instruction:  that if the
research  comes from the author or creator, it is somehow not valid.


In an  attempt to draw some comparisons between authors/creators and their
research,  please respectfull

[MOSAIC] Poetry Coffee House

[W.Robertson]

I'm writing for advice. At last week's staff meeting, I was telling the
staff that April is poetry month and all of a sudden I had the idea to wrap
up the month with a POETRY COFFEE HOUSE. I've never arranged one or even
been too one and because I said I would organize it, I think I better get
some advice and direction. Can anyone give me any suggestions on having a
coffee house? Format, set up etc.. 
Thanks,
Wendy




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Re: [MOSAIC] Poetry coffee house

[W.Robertson]

Thanks so much for the great ideas. I'll let you know how it goes.
Wendy

-Original Message-
From: mosaic-boun...@literacyworkshop.org
[mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of gina nunley
Sent: April-04-09 10:50 AM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] Poetry coffee house



My sixth graders loved a Poetry Coffee House.  They memorized another poet's
poem and one of their own because we had just completed personal poetry
books.

I went to Hobby Lobby and bought the little stand alone "candle" lights and
votives.  We put tablecloths over groups of desks to create cozy little
tables with the candle in the center.  Parent Volunteers were in the hallway
with the "coffee shop" and tables of kids left to get their chocolate coffee
between performances.  The kids had also contributed goodies to eat with
their choco coffee.  


You do not want to be managing the drinks and goodies so be sure to arrange
parent volunteers early.  It was a bit of a challenge to get the hot
chocolate made, so the mothers were there early heating up a big coffee pot,
and filling cups with powder so they could quickly add hot water and top it
off with whip cream.

Bongo players introduced the next poet, and there was a stool for the
poet to sit on.  In the past I was fortunate to have kids with
blacklights but they seem to be fading out of style.

The biggest pleasure for me was the fact that the personal poems were the
best loved, and kids volunteered to do it again.  You also want to do some
modeling and practice of how to deliver a poem orally.  Your hams will do
the beatnik dress and style.

I will warn you that you have to have some standards of length or much of
the class will chose a short poem and you're done in a half hour and they
don't truly experience the power of a well done poem.

Have fun!

_
Quick access to your favorite MSN content and Windows Live with Internet
Explorer 8. 
http://ie8.msn.com/microsoft/internet-explorer-8/en-us/ie8.aspx?ocid=B037MSN
55C0701A
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Re: [MOSAIC] Poetry Coffee House

[W.Robertson]

Thanks so much.
Wendy

-Original Message-
From: mosaic-boun...@literacyworkshop.org
[mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Deb Stoner
Sent: April-04-09 2:22 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Poetry Coffee House

Check out Reading with Meaning by Debbie Miller--whole section in there 
about her coffee house poetry.
Deb 


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Re: [MOSAIC] Poetry Coffee House

[W.Robertson]

Thank you so much for the many great idea. I'll let you know how it goes.
Wendy

-Original Message-
From: mosaic-boun...@literacyworkshop.org
[mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Delores Gibson
Sent: April-04-09 10:37 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Poetry Coffee House

Oh my!
I just had my annual Poetry Night at our local Barnes and Noble
bookstore.
First, don't wait until April to do poetry.  I love poetry because there
is NO RIGHT OR WRONG ANSWER and it can be a great comprehension tool!  I
teach first grade and I have a WIDE range of ability levels and poetry
makes everyone equal.
My poetry program..
1.  I send home poems beginning the second week of school for students
to keep at home
and memorize.
2.  During the year I select poems and I copy them and put them on the
overhead and we
use these poems to try to determine what do you think the author
meant by this or
that, based on this poem can you imagine who the author might be,
etc. I've gotten
some great discussions from this activity that led to COMPREHENSION
DISCUSSIONS!
3.  Four years ago I went to the local Barnes and Noble and ask them if
my class and
their parents can have an evening where they come and recite the
some of the poems I
sent home and some of the poems they wrote during the year.
4.  This  evening has been one of the highlights of the year every year.
I  wrote a script and I select one girl and one boy to be like the
MCs.
I work it out where each students gets 3 times at the mike.  Once as
a group and two
times as an individual.
5.  To get the students excited about poetry I introduce poetry using
Regi Routman's
poetry book and then we eat snickers candy bars and we write poetry
about the
experience. We do the same for Pepperidge Farm goldfish.
6.  During poetry night after we finish our snickers and goldfish poems
we give each
parent a goody bag containing a book of all the poems that I have
made at Office Max
and we give each parent a bag of goldfish and a snack size Snickers
bar.  Then we
recite at least one poem that they wrote on their own.
7.  I have all my students wear white shirts and blue jeans and I buy
each student a
black cap with I (heart) poetry on the front in white letters.
8.  I video tape the evening and I burn a DVD for all the parents that
is given to them
at our district Portfolio Night.

9.  NO  YOU  DON'T  HAVE  TO  SPEND  ALL  THE  MONEY  I  DID.
You can do the same thing FREE!  The most important thing to
remember that you should do poetry all year long and tie it into your
reading so it just becomes a part of the curriculum.  DON'T FORGET THAT
POETRY CAN BE A POWERFUL COMPREHENSION TOOL.!
Get Regie's book because it is an easy read and it will give

-Original Message-
From: mosaic-boun...@literacyworkshop.org
[mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Maureen Robins
Sent: Saturday, April 04, 2009 10:47 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Poetry Coffee House

A coffee house is really fun but requires some planning and rehearsal
with
kids. One year I appropriated space in school and had kids bring in
table
cloths etc and for the event I had milk etc and snacks. Students
prepared by
writing a poem and bringing one of their favorites in. I had an mc who
created an order for readers. After that was established the mc (s) took
over making sure they had copies of the poems and that the kids could
read
them with expressio). Of course there were some kids who didn't want to
write anything or bring anything in. For those kids I used Joyful Noise
(Fleishman) and had kids rehearse reading those poems (the voices
alternate
then join together at times, the line breaks provide not just visual but
aural cues). I must say when those kids read those poems in their sweet
voices I was knocked over.

So, plan plan plan, Rehearse rehearse rehearse and on the day, let the
kids
do it and enjoy the show!

Maureen Robins


On 4/4/09, W.Robertson  wrote:
>
>
> I'm writing for advice. At last week's staff meeting, I was telling
the
> staff that April is poetry month and all of a sudden I had the idea to
wrap
> up the month with a POETRY COFFEE HOUSE. I've never arranged one or
even
> been too one and because I said I would organize it, I think I better
get
> some advice and direction. Can anyone give me any suggestions on
having a
> coffee house? Format, set up etc..
> Thanks,
> Wendy
>
>
>
>
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>
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
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