Re: [MOSAIC] Book list for my Remedial Reading Course

[Ward, Lisa]

"I Read It But I Don't Get It" by Chris Tovani. It is geared more toward Jr 
High, High School level, but is a great source for how to help those older 
nonreaders. 
Lisa Ward

-Original Message-
From: mosaic-bounces+wardl=laramie1@literacyworkshop.org 
[mailto:mosaic-bounces+wardl=laramie1@literacyworkshop.org] On Behalf Of 
Mena
Sent: Monday, May 07, 2012 8:56 AM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Book list for my Remedial Reading Course

I am considering adding The Cafe Book to my literature circle book list for my 
Remedial Reading Course. Does anyone have any other suggestions? I already have 
Mosaic of Thought required.
 

 

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: donnfox 
To: Mosaic: A Reading Comprehension Strategies Email Group 
; mosaic 
Sent: Sun, May 6, 2012 11:04 pm
Subject: Re: [MOSAIC] Daily Five/CAFE


Is there anybody from this listserve that is a New Jersey teacher using Daily 5 
and CAFE?
If so could you please email me off list. I would love to visit a classroom in 
my state to see how this organization and structure works in a 90 literacy 
block.
Thank you,
Donna NJ
Sent from my HTC Status™ on AT&T

- Reply message -
From: "mrs. teacher" 
To: 
Subject: [MOSAIC] Daily Five/CAFE
Date: Sun, May 6, 2012 3:28 pm



Hi all!  I am in my 4th year of using the Daily Five and my 3rd of using CAFE.  
I teach fourth grade.  I read somewhere (not sure where) that the sisters 
recommend 3-5 teachers only doing 3 of the 5 "rotations" and that it is a 
personal program that you should modify to fit your students' needs.  I have 45 
minutes of CAFE time in my room (this is what we call it).  Each day, students 
have the option of Read To Self, Listen To Reading, or Word Work.  They never 
HAVE to do Listen to Reading but if they do, it can only be one day each week 
and they MUST do Word Work once a week.  However, after the newness of Listen 
To Reading wore off, I rarely had students choose that one anymore.  Therefore, 
most of my students have 45 minutes of sustained, self-selected, on-level 
reading four days a week.  During this time, I conference with students, giving 
them purposes for reading that match their personalized CAFE goal.  When I 
started this, we blocked and I was the reading teacher.  We had 75  minute 
blocks and 45 of each one was spent doing CAFE time.  Last year, we decided to 
self-contain (hallelujah!)  and the other fourth grade teachers were excited to 
try it, as well.  One of my team members from last year moved to second grade 
last year and now all of second grade is doing CAFE and Daily Five.  
I really don't know what I did before I found it.  To me, it is what I should 
have always been doing but gave me the organization and structure that I was 
lacking in order to do what I knew needed to be done.


> STACIE, thanks for your post.  I recently had the opportunity to 
> observe in two CAFE classrooms where there is a 90-min. literacy block.
> I was impressed with the management and how the students knew what the 
> expectations were in each rotation.  Here's my concern, and it's 
> really for those of youout there who are Columbia trained and also know Daily 
> 5/CAFE:

> With students changing stations every 22 minutes or so after the 
> minilesson,
> 
> Where's the sustained engagement with 'just right' text?
> Where's the conferring at the heart of the workshop?
> 
> 
> I would so love feedback from Columbia folks, and if it is more 
> appropriate to

> contact me directly rather than through this list serve, please do.
> 
> Thanks for all your input and support everyone.
> 
> Martha

  
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Re: [MOSAIC] short stories for middle grades

[Ward, Lisa]

Cynthia Rylant's - Van Gogh Café
And Ralph Fletcher's - Marshfield Dreams

Lisa Ward

-Original Message-
From: mosaic-bounces+wardl=laramie1@literacyworkshop.org 
[mailto:mosaic-bounces+wardl=laramie1@literacyworkshop.org] On Behalf Of 
Conner-Righter, Mary
Sent: Wednesday, April 25, 2012 8:17 AM
To: Mosaic@literacyworkshop.org
Subject: [MOSAIC] short stories for middle grades

Hi,
Does anyone have a recommendation for a book of short stories appropriate for 
middle grade students?  I'm looking for a mentor text to use in a writing 
workshop to show the craft of short story writing.

Thank you!
Mary
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Re: [MOSAIC] Benchmark Testing

[Ward, Lisa]

Star Enterprise, just this year. My school piloted AimsWeb but it's too 
expensive for the whole district. 

Lisa Ward
Sent from my iPhone

On Apr 3, 2012, at 9:07 AM, "Foltermann, Marsha"  
wrote:

> I am very frustrated so reaching out to a group that I know is educationally 
> informed! Can anyone out there please tell me what your district uses as a 
> resource for Benchmark Tests?
> 
> Mrs. Marsha Foltermann
> 6th grade, ELAR
> 903-462-7307
> For a conference, please call the office:  903-462-7200
> 
> mfolterm...@denisonisd.net
> 
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> 

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Re: [MOSAIC] Your thoughts

[Ward, Lisa]

I am an Instructional Coach, but I have heard:
 a teacher (21 yrs experience) say "if they try and make me teach another way I 
will quit!"
a sped teacher (27 yrs) say " I don't think I will retire now that I am 
learning about readers workshop"
a student (2nd gr) say "I have always just read, I was never asked to think"
"Lisa in Wyoming"

-Original Message-
From: mosaic-bounces+wardl=laramie1@literacyworkshop.org 
[mailto:mosaic-bounces+wardl=laramie1@literacyworkshop.org] On Behalf Of 
kmuppe...@aol.com
Sent: Tuesday, February 28, 2012 2:16 PM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Your thoughts

I have been working as a consultant implementing a Readers' Workshop.  Next 
week will be my last day with them this year- I would LOVE to intersperse my 
workshop with quotes of encouragement during our transitions with gems of 
wisdom from teachers who are immersed in the program.  What would be your words 
of encouragement to give them?  We have had a yearlong workshop- adding pieces 
as the year progressed.  Next year there will be coaches, but not as much 
"training."  (Also- do I have permission to use your quote?  AND how would you 
like to be acknowledged?  Full title, just initials, "Jane in NJ") 
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Re: [MOSAIC] Reader's Workshop Conferencing

[Ward, Lisa]

The best advice I have heard is "unless we are able to use and understand the 
thinking strategies on a personal level we can't talk to others about them." 
Kids know when you are being authentic. My suggestion is to really look at each 
strategy and how you use it all day long. It really does help...

Lisa Ward
Instructional Coach
Cheyenne, Wy

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Re: [MOSAIC] phonics program

[Ward, Lisa]

I would too considering we just are implementing Fountas and Pinnell and I have 
to same fears... so would really appreciate the research so we as coaches are 
more informed with "research" for our administration.
Lisa Ward

-Original Message-
From: mosaic-bounces+wardl=laramie1@literacyworkshop.org 
[mailto:mosaic-bounces+wardl=laramie1@literacyworkshop.org] On Behalf Of 
Taryn Vanderburg
Sent: Friday, February 24, 2012 7:36 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Cc: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] phonics program

Jennifer, I would also appreciate this research.

Thank you,
Taryn Vanderburg

Sent from my iPad

On Feb 24, 2012, at 9:05 AM, Judy Shenker  wrote:

> Hi Jennifer,
>
> I would be very interested in any research supporting the
> ineffectiveness of whole group phonics.
>
> Thank-you,
>
> Judy
>
> Judy Shenker
> Learning Enrichment And Development Coordinator Coordinatrice en
> enrichissement et développement de l'apprentissage
>
> Lower Canada College
> 4090, avenue Royal
> Montréal (Québec)   H4A 2M5
> Téléphone  (514) 482-9797 ext. 333
> Fax (514) 482-0195
> Site web   www.lcc.ca
>
> Students first
> L'élève avant tout
> Celebrating 15 years of coeducation
> LCC célèbre 15 ans d'éducation mixte
>
>
>
>
> On 12-02-24 7:43 AM, "Palmer, Jennifer"  wrote:
>
>> Pauline , I understand your dilemma. I am in the same position. Yet,
>> no matter how good the program, the only thing that's going to level
>> the playing field is PD.
>> We started Wilson before Fountas and Pinnell. The problem I see with
>> any phonics program is that it teaches the same skills to everyone.
>> This ensures that 2/3 of the kids will not learn. 1/3 of the kids
>> already know the skill. 1/3 are not ready to learn it. Whatever
>> program you land on, PD for it needs to include
>> differentiation...assessment of student need then small group instruction 
>> targeted to those needs.
>>
>> Let me know if you need the research behind this!! Whole group
>> phonics is ineffective. Consider the developmental nature of word
>> learning in how you proceed.
>> Jennifer
>>
>>
>> On Feb 24, 2012, at 1:11 AM, "Pauline K Nagle" 
>> wrote:
>>
>>> I have worked in several districts in Michigan and am currently a
>>> Curriculum Coordinator for Elementary Instruction.  I, too, have
>>> been looking at phonics programs, because as I see it, not all
>>> teachers are created equal.  While I would love to see all teachers
>>> creating literature rich, cross-curriculuar connections, with
>>> embedded word study work, I know that it is not the reality of our
>>> district or every teacher.  To be fair, I don't think that we spend
>>> the amount of professional development necessary for all teachers to
>>> be strong experts of both their content and of explicit, scaffolded
>>> instruction.  So, while I work towards that particular goal, I need
>>> to find a "program" that equals the playing field across all
>>> classrooms so that I do not create a district of "have good phonics
>>> instruction" and "have poor phonics instruction".  If a quality
>>> program exists, that also provides flexibility (which I think the
>>> Fountas & Pinnell program does), then those with the expertise will
>>> be able to use it flexibly and those that need the structure of the
>>> program may have an improved quality of instruction.  I currently
>>> have K teachers piloting the F&P Word Study work.
>>>
>>> I have a sample of Fundamentals and am wondering from those that
>>> have used
>>> it, how you got started and why you chose it over the others.   The same
>>> with Saxon or Wilson Language.  Was Fountas & Pinnell available at
>>> the point of your decision making and you chose those over F&P?  Any
>>> information would be helpful.
>>>
>>>
>>> Thanks for your help.
>>>
>>> On Fri, Feb 17, 2012 at 11:22 PM, Renee 
>>> wrote:
>>>
 In a nutshell. I ran an individualized reading program that was
 basically a combined readers' and writers' workshop, in which
 students chose their own reading material, and I did comprehensive
 individual conferences with each student at least a couple of times
 a week, during which they talked about what they were reading, read
 aloud a bit to me, and we discussed their writing, including how
 they used phonetic strategies in their writing. They had
 individualized spelling tests and we also had class-wide spelling
 words that were chunked into groups of words that shared some kind
 of phonetic or spelling structure (and they chose the words, as a
 group). My students wrote every day, and I almost never gave them
 writing prompts unless I wanted them to include something specific.
 If I did give prompts, I tried to make them as open-ended as
 possible.
 Some of
 their writing was creative, some was literature response, and some
 was informational. My students created clas

Re: [MOSAIC] Determining Importance

[Ward, Lisa]

Put Thinking To The Test by Lori Conrad, Missy Mathews, Cheryl Zimmerman and 
Patrick Allen is another great source for "thinking" through a test, and Sally 
they actually use tests as a genre. It is an excellent book that came from the 
work that Lucy Calkins did.
Lisa Ward

-Original Message-
From: mosaic-bounces+wardl=laramie1@literacyworkshop.org 
[mailto:mosaic-bounces+wardl=laramie1@literacyworkshop.org] On Behalf Of 
Sally Thomas
Sent: Sunday, February 19, 2012 2:19 PM
To: mosaic listserve
Subject: Re: [MOSAIC] Determining Importance

A book I thought was helpful is A Teachers' Guide to Standardized Reading Tests 
 by Lucy Calkins, Beverly Falk and other NY teachers...
They were a teacher study group who came from perspectives shared on this list 
and still felt a need to deal with tests, but not the usual test prep.
They wound up involving kids in inquiry into the tests - like tests as a genre. 
 Might be worthwhile exploring.  I liked many parts of the book.  I know Bev 
from her long time work in New York on authentic assessment.  She did research 
on the Learning Record for example.  She also has another book on demystifying 
assessment that is excellent.

Sally


On 2/19/12 11:28 AM, "evelia cadet"  wrote:

> Here is where I am struggling.  How can I teach my students to 
> determine what's important in a text, but at the same time they have 
> to be able to answer those fake main idea questions from a test? Any advice?
> 
> Sent from my Windows Phone
> 
> -Original Message-
> From: Palmer, Jennifer
> Sent: Sunday, February 19, 2012 9:23 AM
> To: Mosaic: A Reading Comprehension Strategies Email Group
> Subject: Re: [MOSAIC] Determining Importance
> 
> It's the testing culture Renee. We test low level and that drives instruction.
> Think about main idea ... And it's relationship to what we are talking about.
> Determining importance becomes a game to guess what test authors feel 
> is important...
> 
> Sent from my iPhone
> 
> On Feb 19, 2012, at 12:01 PM, "Renee"  wrote:
> 
>> I wonder what would happen if we just asked a student, "Why is this 
>> important?" I'm thinking in a context, for example, of my own lesson, 
>> when the student asked how Washington's face got on Mount Rushmore. 
>> These were third graders. I can easily imagine a student ansswering, 
>> "it isn't" and I could also easily imagine a student giving a reason, 
>> maybe something like, "well, because he was so important that they 
>> put him on a mountain so how did that happen?"
>> 
>> I think it's a good question: Why is this important? It has that 
>> lovely open-endedness that helps us learn what's going on the mind of a 
>> student.
>> 
>> And by the way in my substituting travels to various classrooms, 
>> I am finding every year that it's harder and harder to get kids to 
>> answer open-ended questions with any kind of confidence. That frightens me.
>> 
>> Renee
>> 
>> On Feb 18, 2012, at 1:49 PM, Palmer, Jennifer wrote:
>> 
>>> I agree Renee. What I often do is spend a little time talking about 
>>> our purpose for reading first and letting that guide the discussion 
>>> ... I think it was Kylie Beers that uses the example of a text that 
>>> is a description of a beautiful home. An interior decorator, a real 
>>> estate agent and a thief, all would find different things in the 
>>> text to be important because their purposes for reading would be quite 
>>> different.
>> 
>> It is possible to store the mind with a million facts and still be 
>> entirely uneducated.
>> ~ Alec Bourne
>> 
>> 
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>> rg
>> 
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>> 
> 
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Re: [MOSAIC] Mosaic Digest, Vol 66, Issue 19

[Ward, Lisa]

Ellen Keene tells about all the research and people involved in the "forward" 
and "acknowledgments" page in Mosaic of Thought. 

Lisa Ward
Instructional Coach
Cheyenne Wyoming
Sent from my iPhone

On Feb 20, 2012, at 6:00 AM, "Williams, Kim" 
 wrote:

> I am in need of the research behind Mosiac of Thought. Could anyone guide me 
> in the right direction?
> Kim
> 
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Re: [MOSAIC] short leveled fiction

[Ward, Lisa]

Have you heard of EBSCO Host? It is a database full of resources. You can 
actually type in a lexile level to search as well. Our school district 
purchased it, but I also know our county library has access to it. (Not sure 
what the cost is)
Lisa Ward

-Original Message-
From: mosaic-bounces+wardl=laramie1@literacyworkshop.org 
[mailto:mosaic-bounces+wardl=laramie1@literacyworkshop.org] On Behalf Of 
Carly Domin
Sent: Thursday, February 09, 2012 12:05 PM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] short leveled fiction

Does anyone have a suggestion for a source of short leveled fiction pieces to 
use for guided reading?  Currently our GR room only has novels in it.  I teach 
6th grade and am looking for levels T-Z.
 
Thanks,
Carly Morales
Le Roy Elementary

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Re: [MOSAIC] Flexible grouping in Grade 2--Reading suggestions

[Ward, Lisa]

In Debbie Millers book Reading For Meaning she does list "tried and true" books 
for each thinking strategy.
Monitoring for Meaning
Activating, utilizing and building Background Knowledge
Asking Questions
Drawing Inferences
Determining Importance
Creating Sensory Images
Synthesizing I

Lisa Ward

-Original Message-
From: mosaic-bounces+wardl=laramie1@literacyworkshop.org 
[mailto:mosaic-bounces+wardl=laramie1@literacyworkshop.org] On Behalf Of 
Betty Nelson
Sent: Tuesday, February 07, 2012 6:17 AM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Flexible grouping in Grade 2--Reading suggestions

Dear Mosaic group,
I am working on making my flexible groups in my readers workshop easier to 
manage for my grade 2 classroom which is full of many gifted children.
Some of the groups that I am seeing develop are:


   - Understanding what the author's message is.
   - Understanding how to tell between the main author's message and
   sub-messages.
   - Reading with expression
   - Understanding what the text features are of a fiction book (most of
   them really get a non-fiction book but are still stuck on Fiction)
   - I'm sure there are many more I will see soon but they have not popped
   onto my radar yet.

I used to really waist my time and go through my guided reading books looking 
for books that would go with each one of the flexible groups that I was 
forming.  I'm sure there is some smart professor, website, book ,etc...
that has already thought of this idea and made lists of possible flexible 
groups like: Author's message and all the leveled books that you can read that 
really help you highlight Author's message in a clear way for kids in the Lower 
Primary grades.


For example if I was working on reading with expression I may recommend any of 
the *Froggy *books by Jonathon London.  They are great mentor texts for 
expression.  Does anyone else know some book or web page that does this for a 
long list of possible flexible groupings for reading with grade 2 kids?
I'm thinking I've seen something like this in one of Debbie Miller's books does 
anyone know the Title?

Thanks,

Betty Nelson
HKIS-LP
Grade 2 Teacher
Website: http://msnelsonsgrade2.weebly.com/index.html
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Re: [MOSAIC] Awakening Heart poetry discussion

[Ward, Lisa]

Sorry I posted this on Thursday, but did not have the correct heading, so 
posting again to see if there is some discussion out there... forgive the 
amateurism :)

We are fervent- we concentrate intensively, we lose ourselves in the experience 
of thought, the world disappears, and we work hard to learn more. We choose to 
challenge ourselves. (To Understand, Ellen Oliver Keene) In this book, Ellen 
asks "What can we discuss with children that will enable them to immerse 
themselves in learning more enthusiastically, more fervently?"
 
This thread of "fervor" runs through this chapter, Georgia asks "How do we 
ensure that poetry has a chance to sing to our students? How can we help our 
students form a relationship to poetry?" I don't think I ever was given a 
chance to form a friendship with poetry, as I posted in the last chapter I 
avoided it every chance I got. But... in this chapter Georgia says The 
traditional way of introducing poetry is to begin by interpreting and analyzing 
a poem- dissecting its meaning and structure-which is meant to give insights 
into the heart of the poem. Unfortunately, it never does. Instead, it only 
alienates many people from the world of poetry. How many of us "alienate" 
poetry because of our past experiences? How do you make it sing or help your 
students form relationships?
Later in the chapter when she speaks of a Self-Portrait Anthology, I was 
reminded of an art classroom I was able to visit last year where this class of 
seniors where sharing their anthologies. The teacher had started the year 
making Dreamcatchers and was wrapping up the year through Storycatching. They 
were able to express their artistic voice by creating visual/written insights 
inspired by "story" from their lives. It was the most beautiful experience for 
us as observers and even more so for the seniors their last days of high school 
and that chapter of their lives. She had poetry come alive with life, color and 
fervor.
 
I look forward to hearing your experiences!

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[MOSAIC] Awakening the Heart

[Ward, Lisa]

Hi All,
As Sally explained we are pushing on, here are my thoughts on chapter 2...


We are fervent- we concentrate intensively, we lose ourselves in the experience 
of thought, the world disappears, and we work hard to learn more. We choose to 
challenge ourselves. (To Understand, Ellen Oliver Keene) In this book, Ellen 
asks "What can we discuss with children that will enable them to immerse 
themselves in learning more enthusiastically, more fervently?"

This thread of "fervor" runs through this chapter, Georgia asks "How do we 
ensure that poetry has a chance to sing to our students? How can we help our 
students form a relationship to poetry?" I don't think I ever was given a 
chance to form a friendship with poetry, as I posted in the last chapter I 
avoided it every chance I got. But... in this chapter Georgia says The 
traditional way of introducing poetry is to begin by interpreting and analyzing 
a poem- dissecting its meaning and structure-which is meant to give insights 
into the heart of the poem. Unfortunately, it never does. Instead, it only 
alienates many people from the world of poetry. How many of us "alienate" 
poetry because of our past experiences? How do you make it sing or help your 
students form relationships?
Later in the chapter when she speaks of a Self-Portrait Anthology, I was 
reminded of an art classroom I was able to visit last year where this class of 
seniors where sharing their anthologies. The teacher had started the year 
making Dreamcatchers and was wrapping up the year through Storycatching. They 
were able to express their artistic voice by creating visual/written insights 
inspired by "story" from their lives. It was the most beautiful experience for 
us as observers and even more so for the seniors their last days of high school 
and that chapter of their lives. She had poetry come alive with life, color and 
fervor.

I look forward to hearing your experiences!

Lisa Ward
Instructional Coach Davis and Jessup Elementaries
wa...@laramie1.org

Not all of us will do great things in life,but we can do the small things in 
life greatly.
James Yatras



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[MOSAIC] Awakening the heart

[Ward, Lisa]

Sorry... I am an instructional coach in Cheyenne Wyoming.
Lisa Ward

Sent from my iPhone

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Re: [MOSAIC] Awakening Heart poetry discussion

[Ward, Lisa]

Wow Jennifer! I want to teach in your school...would love to hear their work. 

I remember growing up without poetry, got out of it every chance I had. I never 
felt I understood exactly what the author meant, and never took the risk to 
ask. It wasn't until these last few years that I feel poetry. I was in a 2nd 
grade classroom recently and was blown away at the depth of students 
understanding toward "friendship" as they were expressing it with "friendship" 
poetry, it really does "break through the skin of suffering in which children 
are often imprisoned: silent, confused, scared" (pg. 3)

Our district got involved with the PEBC out of Denver a few years ago, so 
Poetry is the 3rd genre for every Thinking Strategy study, kids are so smart 
and they seem to take risks with poetry deepening their understanding. This is 
the "lens" I am looking through as we go through this book study: student 
discourse and understanding. Thanks Jennifer, you have given me a lot to think 
about with students and society and a way to express... 

-Original Message-
From: mosaic-bounces+wardl=laramie1@literacyworkshop.org 
[mailto:mosaic-bounces+wardl=laramie1@literacyworkshop.org] On Behalf Of 
Palmer, Jennifer
Sent: Sunday, January 29, 2012 10:39 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Awakening Heart poetry discussion

I know I have poetry inside...I have even written it from time to time, though 
I rarely, if ever share it. 
Poetry, at its very best, uses fewer words to express deep, rich emotion. I 
love the language of poetry...how so few words say SO much!  I feel drawn to 
write poetry when I am feeling deep emotion, either positive or negative. 
Poetry is a fabulous way to get to the bottom of our hearts.

In my Title One school, so many of my students have had struggles. Almost 90 
percent of the students are in poverty and don't eat on the weekends unless we 
send food home. Many of the students have seen violence...either in their home 
or from the neighborhood gangs and drug dealers. Some of the students feel 
abandoned, lost, hopeless from time to time. Yet, don't let any stereotype 
settle in your mind upon reading this... There is resilience...strength...even 
joy in their lives as well. 

We are an arts integration school...we have been learning how to integrate 
music, visual arts, photography, drama into our regular curriculum...and the 
results have been amazing. Our fifth grade classes had an opportunity to have a 
Slam Poet in residence by the name of Gail Danley.  The results were AMAZING. 
Many students who struggle to write, to express thoughts, found slam poetry to 
be a fabulous way to become a writer. After the children wrote their own slam 
poetry, we invited parents in to hear the poems. The children saw the adults in 
the room moved to tears, to laughter, to fear...from their words. It was a 
wonderful way to help students understand the power of the written word and for 
some, it was also a catharsis, a way to express to the adults in their lives 
their pain, and the depth of their love for their families. 

If someone doesn't feel she has a poet inside, I wonder if that is because so 
many of us push our deepest emotions down deep... Writing good poetry is not 
just about choosing the right words... it is also about being real...about 
touching hearts as well as minds. To touch someone else's heart, one first has 
to be open about what is on your heart. It is that fearlessness in the face of 
your own pain, your own joy that aids in the selection of the just right words. 
Take it from my fifth graders in Title One. They fearlessly faced abandonment, 
hunger, fear, homelessness and the powerful words followed. 


Jennifer L. Palmer

Instructional Facilitator

National Board Certified Teacher



Magnolia Elementary (home school)

901 Trimble Road

Joppa, MD 21085

410-612-1553

Fax 410-612-1576

"In every child a touch of greatness!!'

Proud of our Title One School



Norrisville Elementary

5302 Norrisville Road

White Hall, MD 21161

410-692-7810

Fax 410-692-7812

Where Bright Futures Begin!!


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Re: [MOSAIC] Middle schools to drop reading classes

[Ward, Lisa]

Literacy in the content areas does look different and should be taught in each 
content. Teaching a blanket "reading" does not support students in each 
content. I think that this is what the article is talking about. We made a move 
in our district to do just this... reading a biology book looks totally 
different than reading a novel, and who better to teach their students about 
"how" to read a biology book than a biology teacher. Our Junior Highs and High 
Schools are teaching students how to think through Content Literacy. I assume 
the content area of English with include the reading of fiction. Just my 
thoughts :)
Lisa

-Original Message-
From: mosaic-bounces+wardl=laramie1@literacyworkshop.org 
[mailto:mosaic-bounces+wardl=laramie1@literacyworkshop.org] On Behalf Of 
Renee
Sent: Thursday, January 26, 2012 8:00 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Middle schools to drop reading classes

It looked to me, in the article, that it is being shifted to the content areas, 
that it would be addressed specifically in the content areas. I have no problem 
with this. I am not a middle school teacher, but frankly it seems weird to me 
to have a "reading" class in middle school, although maybe it is just what they 
used to call "english"  
class and if it means that the kids are no longer going to be reading any 
fiction, then I say it's a big, big mistake.

Renee

On Jan 26, 2012, at 4:27 AM, Troy F wrote:

> Is reading being taught in another way than traditional reading 
> classes? Is it being integrated across the cirriculum? It better not 
> be completely dropped.
>
> Troy Fredde
>
> On Jan 25, 2012, at 10:15 PM, Deborah Lawson 
> wrote:
>
>> I don't understand the thinking, but it is very scary.  I hope 
>> Missouri does not follow suit.
>>
>> Deborah Lawson
>>
>> On Mon, Jan 23, 2012 at 12:48 PM, Mena  wrote:
>>
>>>
>>> Does anyone understand the thinking behind this decision? ...From, 
>>> Mena
>>>
>>> Middle schools to drop traditional reading classes
>>>
>>>
>>> By Sara Toth,
>>> January 20, 2012
>>>
>>>
>>> A new schedule is coming for county middle schools, and it will not 
>>> include traditional reading classes.
>>> The Howard County Board of Education is scheduled to vote on the 
>>> proposed change Thursday, Jan. 26, and according to board Vice 
>>> Chairman Frank Aquino, "This is going to pass at some time or 
>>> another, whether it's next week or next year."
>>> Under the new schedule, all Howard County middle schools would have 
>>> a 50-minute, seven-period schedule, as opposed to current variations 
>>> on a 45-minute, eight-period day.
>>>
>>> The changes have been roundly denounced by county teachers, who 
>>> packed a public hearing last week to voice their opposition.
>>> The changes are being considered in the wake of a new state 
>>> curriculum that emphasizes infusing literacy instruction into all 
>>> content areas, said Clarissa Evans, executive director of school 
>>> improvement and curricular program. School officials say stand-alone 
>>> reading class is inconsistent with the new curriculum, which goes 
>>> into effect for the 2012-13 academic year.
>>> On Thursday, Jan. 19, a four-hour long work session with the board 
>>> and central office staff members resulted in several scheduling 
>>> options being presented for consideration next week, all based 
>>> around freeing involved teachers from administrative duties or 
>>> meetings during the implementation period.
>>> One possibility, said William Ryan, executive director of school 
>>> improvement and administration, is to have an every-other-day 
>>> planning period for those teachers, who already have one planning 
>>> period devoted to administrative duties like lunch supervision or 
>>> collaborative planning meetings.
>>> Another option allowing the teachers a program planning period every 
>>> day is on the table, but that would require an additional teacher at 
>>> each of the middle schools, said Linda Wise, chief academic officer, 
>>> and would cost
>>> $1.3 million.
>>> "It's staggering to me," she said. "We don't believe that's 
>>> necessary."
>>> Under the proposed changes, all students would have an English 
>>> Language Arts class and below-grade readers would also have a 
>>> reading-specific class during the school day. At- or above-level 
>>> readers could take an "advanced inquiry and innovation" course, like 
>>> economic literacy.
>>> .
>>> The system would not eliminate explicit reading instruction for 
>>> students who need it, Evans said, and reading instruction in other 
>>> classes would not just be "tacked on at the end of the class." 
>>> Rather, middle schools will undergo a massive change in curriculum, 
>>> and "content-area" teachers - like those who teach science, social 
>>> studies or math - would have lessons several times a week that focus 
>>> on critical reading and response skills.
>>> "We're restructuring to an 

Re: [MOSAIC] idea for book study group on poetry.

[Ward, Lisa]

I would like to be a part of this as well, will get my book ordered if you 
don't mind... I would be willing to lead a chapter as well...
Thanks,
Lisa Ward
Instructional Coach
Davis & Jessup Elementaries
wa...@laramie1.k12.wy.us

From: mosaic-bounces+wardl=laramie1@literacyworkshop.org 
[mosaic-bounces+wardl=laramie1@literacyworkshop.org] On Behalf Of Kathy 
[ka...@laurinburg.com]
Sent: Friday, December 30, 2011 10:12 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] idea for book study group on poetry.

I want to participate with you all if I may!

Happy New Year!

Sent from my iPhone

On Dec 30, 2011, at 12:08 PM, Sally Thomas  wrote:

> Sent two responses this a.m. Which haven't come up yet on my computer and
> wondering why.  Did I do something wrong in sending it?  Just in case it's
> being held up for some reason, I'm volunteering to facilitate - though very
> open to giving that wonderful position to anyone else who'd like to do it.
>
> Second:  I set out a draft/brainstorm plan which is open to discussion.  I'm
> going to recopy it here.
>
> Here are a couple of ideas.  Welcome your feedback and I can revise!
> 1.  When to start.  Thinking the last weekend of January.  Gives us enough
> time to order and read a chapter or two???  Thinking weekends might be a
> good time to begin each new section discussion as our weeks are pretty
> filled with working - right???
>
> 2.  Pacing.  Have to get my book out to see how it is divided but probably a
> chapter a week or so???  That's roughly.  Or is that too fast a pace?
>
> 3.  I'd be glad to start each week's discussion with my own connections
> and/or questions.  And everyone can just join in.  Or we can take turns with
> who wants to take the lead for different chapters.  (I would love that!)
> let me know if you'd like to do this and we can set up a schedule.
>
> 4.  My guess is that we'll be using the STRATEGIES as we read to understand.
> And also think about how using the ideas with kids will tap the strategies.
>
> 5.  Speaking of strategies, I suggest we might begin by each of us tapping
> our own SCHEMA of poetry.  Why not start by remembering our own early and
> schooling experience of poetry.  The next chapter of that could be our own
> experiences of poetry since our schooling - has it been the same or
> different?  Between these two chunks of schema, we will have reflected on
> our experiences and assumptions about poetry as we explore Georgia's book.
>
> 6.  It would be great if someone would be "the keeper of..."  poems
> mentioned or recommended by Georgia or any of us that we might want to use
> in our classrooms.  (just gathering them as they come up naturally and keep
> as a simple list in a folder that we can put on the resources page of this
> list at the end of our discussion?)
>
> PLEASE GIVE ME FEEDBACK ON ANY OF THIS.  IT'S JUST A BRAINSTORM TO BEGIN OUR
> PLANNING.
>
> Sally
>
>
> On 12/30/11 5:02 AM, "Palmer, Jennifer"  wrote:
>
>> I am totally in favor! Who would like to facilitate the discussion? I am
>> finishing and defending my dissertation in the next few months, or I would
>> offer to do it myself...
>>
>> Sent from my iPhone
>>
>
>
>
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Re: [MOSAIC] Reading Enrichment for Middle School

[Ward, Lisa]

http://teacher.depaul.edu/Nonfiction_Readings.htm

This is a site we came across that has a lot of NF levels of short text...
Lisa
Wyoming

-Original Message-
From: mosaic-bounces+wardl=laramie1@literacyworkshop.org 
[mailto:mosaic-bounces+wardl=laramie1@literacyworkshop.org] On Behalf Of 
Diana Rea
Sent: Thursday, December 15, 2011 10:20 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Reading Enrichment for Middle School

I have recently discovered the website Lit2Go. It is a free online collection 
of stories and poems in Mp3 (audiobook) format. You can:

   - Download the files to your Mp3 player and listen on the go,
   - Listen to the Mp3 files on your computer,
   - View the text on a webpage and read along as you listen,
   - Print out the stories and poems to make your own book.

You can search by author, title, reading level and subject matter. I also use 
Florida Center for Reading Research (FCRR) with RtI groups. It has complete 
lessons for the big 5 areas, and it's also free!

Diana
Instructional Coach
Illinois


On Wed, Dec 14, 2011 at 3:27 PM,  wrote:

>
> Next semester, I will be doing a reading enrichment block with 
> students who  are fair to good readers but they need a little extra 
> boost with comprehension  to become much better readers. I will have 
> from 5 - 10 students per block - one  block each of sixth and seventh 
> grade.
>
> I am thinking that I would like to use short stories, short 
> non-fiction passages and possibly short novels to hone their comprehension.
>
> I have no budget to work with so I am looking to put together my 
> materials and I really appreciate any and all ideas fro this particular 
> assignment.
>
> Thanks,
>
> June
>
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> g
>
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>
>
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Re: [MOSAIC] Independent Reading

[Ward, Lisa]

As an Instructional Coach, I too agree with giving students time to read for 
long periods, there is plenty of research out there telling us that all 
students should practice actual reading every day. I know that my teachers who 
have started with "The Sisters" CAFÉ and Daily 5 loved it to get them started 
with the workshop model but have moved on to just Readers Workshop where they 
give a mini lesson on a strategy, the students are invited to try the strategy 
during composing time (while the teacher confers with students and meets them 
where they are) and then the students teach other students during the 
reflecting time about what it is they learned about themselves as a reader 
today. The difference is every time their students go out to ONLY read they 
have a "purpose" and the kids are more engaged.
Good Luck
Lisa/WY

-Original Message-
From: mosaic-bounces+wardl=laramie1@literacyworkshop.org 
[mailto:mosaic-bounces+wardl=laramie1@literacyworkshop.org] On Behalf Of 
Rita Hall
Sent: Wednesday, November 30, 2011 8:31 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Independent Reading

I don't use the reader's workshop classroom as much as I would like, but many 
times when my students are reading independently for an extended period of 
time, I do have a task for them to work on, but not always.  The key seems to 
be the comprehension level, and I am struggling myself on how to check that and 
improve it.  Would you please forward to me the other answers you receive?  
Thanks so much!  This is my first year of teaching 8th reading, and I am 
striving to gain insight where I can.  
 
Rita 

>>> evelia cadet  11/29/2011 10:58 PM >>>
I have few questions about independent reading time during readers workshop, do 
you always give students a task to focus on?  Is it beneficial if they just 
read their books?   Do you ever join them in reading independently? Thanks.

Evelia

Sent from my Windows Phone

-Original Message-
From: Kathy Prater
Sent: Saturday, August 20, 2011 1:47 PM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] Mosaic Digest, Vol 60, Issue 15

For Understanding more about Dyslexia go to brightsolutions.us and a WONDERFUL 
tutoring program is Barton Reading and Spelling.  As for books, the most 
beneficial book I have read is Overcoming Dyslexia by Sally Shaywitz.  BLESS 
YOU for looking for help.  As a mother of a dyslexic son, I wish more teachers 
were like you!

Kathy in Mississippi

On Aug 20, 2011, at 7:05 AM, Rascal570 wrote:

> Hi,
>
> I have a wonderful student in my fourth grade class this year who has 
> a
medical diagnosis of dyslexia. I see it impacting both his reading and math 
skills.  I was wondering if anyone has some great resources for me to read or 
access in regard to ways to best teach this student.
>
> Thank you in advance for your help.
> Ali/FL
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