Re: [MOSAIC] Author Studies
The first two authors that come to mind are Patricia Polacco and Eve Bunting. With my third graders I rely on the works of both of these authors for teaching strategies such as making connections, asking questions, and making inferences. The depth of many of these books is appropriate for fifth graders. The children plead for more books by each of these writers and, throughout the year, make text to text connections with those and other books. Zoe Memphis On Fri, Aug 7, 2009 at 6:54 AM, Joanne Dicke jmdi...@k12.carr.org wrote: I'm a fifth grade teacher that wants to do author studies this year. Does anyone have any ideas they can share on how you do them? In the past I felt they took up a lot of my direct instruction time. I'd like to hear how you fit them in with teaching the comprehension stratgies, literature circles, reading workshop, etc. Any recommendations of authors for 5th grade? Thank you. Joanne Maryland _ Get free photo software from Windows Live http://www.windowslive.com/online/photos?ocid=PID23393::T:WLMTAGL:ON:WL:en-US:SI_PH_software:082009 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Rejoining
I'm no longer in the mosaic loop, no longer receiving any emails. My computer has been doing other unusual things recently. I miss the questions and comments and insights. How can I rejoin? Zoe ___ 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] Rejoining
For some reason, I am no longer receiving emails from the mosaic group. I MISS reading those great questions, suggestions, and insights. How can I rejoin? Z Jackson ___ 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] summer professional growth reading
What is the most inspiring, sensible, helpful book about teaching reading and writing that you would recommend for summer reading? Zoe cp...@bellsouth.net ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] summer professional growth reading
Ah, good question. Our teachers have been using Mosaic and Strategies That Work as guides for the past three years. I'm asking for suggestions to make to our Professional Growth Committee who makes summer reading suggestions to the faculty as a whole. Thanks for your recommendations. Zoe On Sunday, May 3, 2009, at 03:07 PM, Ljackson wrote: Lucy Calkins The Art of Teaching Reading and The Art of Teaching Writing would do it for me, but in all honest, it would help if helped us all understand where you are in your journey and exactly what you want to gain from summer reading. Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 - Original message - From: Zoe Jackson cp...@bellsouth.net To: mosaic@literacyworkshop.org Date: Sunday, May 03, 2009 12:03 PM Subject: [MOSAIC] summer professional growth reading What is the most inspiring, sensible, helpful book about teaching reading and writing that you would recommend for summer reading? Zoe cp...@bellsouth.net ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] groundwork part 2/Turn and Talk
It is so good to have your thoughtful, talented, generous voice back! Zoe On Thursday, July 10, 2008, at 05:26 PM, ginger/rob wrote: I'm continuing how I teach my class our procedures. Ginger W. +++ Next I say this to them: You know how when the teacher asks a question and you get your thinking ready and everyone raises their hand to answer but she/he can only call on one person? And when she doesn't call on you, you hear that inner voice saying, 'Man! I wanted her to call on ME!!!'?? Well I have a better way I'm going to teach you so that EVERYONE can have their thinking shared. Because I know that everyone has great answers and great ideas and great thinking. So I'm going to teach you something called TURN and TALK. This is how it works. I ask them to find someone right next to them who will become their thinking partner. I walked around helped them pair up. If there is an odd number I help one group make a threesome. If I noticed eye rolling or heard groans (because of who I had paired up) I had this little talk with them next--- Now I know that kids really just like to turn and talk with kids they are used to. But you know what? That's not what we're going to do this year. In a minute I am going to have you turn and talk about that but before I do- this is how turn and talk LOOKS and SOUNDS. (I charted this on the next page of my two column T-chart- see below.) When I say 'Turn and talk about' you need to turn your body towards your talking partner. Some people say 'Get knee to knee and eye to eye'. This is actually Active Listening, isn't it? I want you to start your talking this way: 'I'm thinking' And be sure to add on the word BECAUSE and keep going with your thinking. So instead of just saying, for example, 'I'm thinking that it should be quiet.' Say: 'I'm thinking it should be quiet because that way we can all concentrate on doing our work.' Piggyback (add to)onto what you hear your partner say. Go deep with your thoughts. Use hand gestures as you are talking. LOOKS LIKE: two (sometimes three with odd numbers) students together facing each other eye to eye, knee to knee mouths moving hand gestures SOUNDS LIKE: talking together in small groups piggybacking- adding more on to thinking using examples I'm thinking...because.. Then I go on to say, O.K. Now I want you to turn and talk about what is GOOD about having the chance to turn and talk to different kids each day. Be sure to add the 'because..' . They INSTANTLY turn and talk and my job is to walk around and listen in. If I notice a group not facing each other I nudge them to turn towards each other. If I notice a group not talking, I scoot down by them and facilitate their talk. I rephrase the talking point and help them talk it out. If I notice groups who are done I have them look at the groups who are still going at it and suggest that possibly there is much more to say about it and ask them to say more about their thinking and remind them to add BECAUSE... After just about 1-2 minutes (while they are still going at it) I say, Let's come back together. I may have to say that two times. I tell them that when I say that it means turn back facing me (active listening). Sometimes they are frustrated because they are not done but I tell them that's o.k. I'm sure they got to share something that was important. Keeping the talking time short helps the lesson keep moving and what my purpose is, is to let ALL voices be heard and to engage ALL minds in the lesson. I then tell them at I am going to teach them the next step in TURN and TALK. That they each got to hear the thinking of their thinking partner but the rest of us would like to hear some of that thinking as well. I tell them, O.k. This is how we are going to do this next part. When it is the share back whole group part, you can share back something YOU said during TURN and TALK or something you heard YOUR PARTNER say. When I ask who has something to share, and I call on you to share, this is how I want you to say it: 'Nancy and I were thinking.. because ...' or 'Dan and I were thinking. because' And I'll help you remember this part. So who would like to share? When I call on someone I remind everyone else to do Active Listening. I have that person wait until everyone is doing Active Listening. If he starts looking at me when he begins to talk, I point to the group and I say, Tell the kids, not me. If he starts without the Nancy and I were thinking part I DO interrupt him and say the words I want HIM to say. (Nancy and I were thinking.) Sometimes even when I do that they don't get the HINT to word it that way and so I say, No, I want you to start over and say,
Re: [MOSAIC] Mosaic of Thought Professional Development
Ginger Weinsec spoke at out last fall's in-service and was WONDERFUL! Zoe Jackson On Friday, June 20, 2008, at 10:54 PM, Susan Cronk wrote: Stephanie I would recommend contacting Heinemann Publishers as they have a network of trainers. Our district used a consultant for training in Comprehension strategies Stephanie Harvey and Ane Goudvais' work and she was wonderful in fact we've had her return numerous times. Susan Cronk MS,NBCT 6th Grade LA/SS Jenks Public Schools On Fri, Jun 20, 2008 at 8:51 PM, Stephanie Sanchez [EMAIL PROTECTED] wrote: Hi group, I'm looking for some help. I have a fabulous principal who takes our input to get professional development for our school. She trusts us enough that whoever we suggest, we usually can get. Today I was telling her about Mosaic of Thought and teaching our students (all Title 1 school, low-poverty, high EL population) to be thinking while reading. I told her about Mosaic and how I think it would be great to get training for all our teachers. Here is where I need your helpDo you know of any good trainers who could come to our school to train on the reading strategies? We are located in Northern California. We are looking for someone who can give us these techniques and not be super cheesy (you know how some trainers can be). Any suggestions would be helpful! Stephanie 3rd grade/CA ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] Testimonials
I'd love to read from some of you who have used the plan for the first twenty days as advocated in The Daily Five and some of you who chose instead the steps given in Guiding Readers and Writers. Why did you chose the schedule you did and how do you feel about it? Thanks. Zoe ___ 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] silent vs. oral reading comprehension
How sensible! Zoe On Tuesday, July 17, 2007, at 03:09 PM, [EMAIL PROTECTED] wrote: I think every child is different and that is part of our role as teachers. We do have auditory learners who may remember more when reading aloud. I know that if I want to remember a phone number, I read it aloud over and over again! Watch your struggling readers when they are reading something difficult...do you see them moving their lips??? How many of us, when reading something very difficult, read it out loud to try to make sense of it! Others are distracted by the 'performance' aspect and need to read silently to get the most out of it. I think we need to actually ASK kids in which mode they comprehend better.Usually, they can TELL you and you don't need to infer it. In my experience, if they don't know right away, they soon pay attention to it and figure it out. Jennifer Maryland In a message dated 7/17/2007 11:56:45 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: Tammy, What I think is that we really can't know what is going on in a child's mind. But I can speak for myself: When I am not fake reading (and yes, I can do that too), I understand what I am reading silently much more than what I am reading aloud. That's if all things are equal, of course, and I am equally engaged. But that's just me. Renee ** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Combining comprehension strategies and basals
This is very helpful. Thanks! Zoe On Thursday, July 12, 2007, at 10:07 AM, Carol Carlson wrote: We use a basal in grades K-3. Some of the teachers in grades 1 and 2 would like to use the basal less frequently, but they are in teams and sometimes feel they must follow the team's curriculum. Here is what is recommended through team meetings, and any staff development I can get. 1. The curriculum is THE STRATEGIES, not the basal. We also have identified essential benchmarks and they all relate to at least one of the strategies, often several. The important curriculum is the remaining strategies and any skills outlined in our state standards. 2. During yearly planning, determine the order of the strategies. 3. THEN, look at the basal and any other texts to determine where the stories would fit. 4. Regularly use pre assessments to determine student's understanding of the strategies. NOTE: our district has participated in a consortium that encourages identification of essential and important learning. Once that has been identified, use formative and summative assessments to inform instruction and determine mastery. I have prepared a suggested yearly plan for each grade level which does this. Teachers use it in planning, but, in no way, are they mandated to follow it to the letter. I prepared them because I had so many teachers asking How do we fit everything in? Also, teachers in grades 4 through 6 did not have a common text. Now, they all have the Daybook from Great Source, but it doesn't go into enough depth on the reading strategies. Our district also has instructional facilitators in each building to help teams, model in classrooms, and work with teachers to differentiate the curriculum. Hope that helps. Carol On Jul 11, 2007, at 5:42 AM, Zoe Jackson wrote: Although our faculty is familiar with teaching reading comprehension through strategies, they are not yet practiced. The administration, for numerous reasons, ordered McGraw-Hill reading materials for us to begin using. The money is spent. The books are on the way. Who of you have found ways to combine strategies and basal texts? We DO have freedom in the classroom to make choices in how and what we teach, but of course, we will be expected to use the new texts in useful ways. Eagerly awaiting your suggestions, Zoe ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Combining comprehension strategies and basals
You have to be kidding about the cart. Thanks for your suggestion about the scope and sequence. On Wednesday, July 11, 2007, at 08:14 PM, Linda Lavoie wrote: The scope and sequence of skills in a basal is a good thing.also lots of ideas and strategies for beginning teachersthese skills can be applied to any literature..I am not familiar with the new mcGraw Hill materials, but they probably have included differentiated instructions, suggestions and materials for teachersscope and sequence also provides consistency for grade level conversation..it's a starting point for teachers who have not developed strong instructional skills in the reading area...your lucky that your district didn't send a cart around to pull other material from your shelves (that actually happened in my district), and that you have the 'freedom' to supplement the texts with other materials... On 7/11/07, Zoe Jackson [EMAIL PROTECTED] wrote: Although our faculty is familiar with teaching reading comprehension through strategies, they are not yet practiced. The administration, for numerous reasons, ordered McGraw-Hill reading materials for us to begin using. The money is spent. The books are on the way. Who of you have found ways to combine strategies and basal texts? We DO have freedom in the classroom to make choices in how and what we teach, but of course, we will be expected to use the new texts in useful ways. Eagerly awaiting your suggestions, Zoe ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim
Your third paragraph sounds so sensible to me. I've had a gut feeling recently that fluency is the present education craze, but a passing phase. It is an easy improvement to be able to measure, but does it actually develop comprehension skills. Thanks for your knowledgeable input. Zoe On Saturday, July 7, 2007, at 09:10 PM, elaine garan wrote: I'm not Tim, but I'll jump in here with a thought that might put your experience in a different perspective. Do you think it's possible that when he's reading aloud, he's so focused on how he sounds that he isn't thinking about what he's reading? This happens to me. When I'm reading in front of an audience, very often, I have no idea of what I've read. Maybe this is a sign that he's a mature reader. How often do any of us read aloud? How often do we worry about how fluently we read or how we sound? And when we do worry about that, what happens to our comprehension? Most of us do most of our reading silently. Beyond beginning reading, beyond first grade, there is a zero correlation between fluency and comprehension. In fact, fluency (in terms of a focus on wpm and even prosody) can actually interfere with comprehension because the reader is thinking about that performance aspect instead of meaning, especially if he or she is being timed. . The research supports that. So maybe this boy is a fluent as he needs to be. And if he's reading silently with comprehension, then why worry about how he sounds when he reads aloud since most of mature reading and even reading for tests is silent anyway? On Saturday, July 7, 2007, at 05:53 PM, [EMAIL PROTECTED] wrote: Yes he can. When he reads aloud he rereads constantly and has hardly any comprehension. If I ask him to read a page silently and tell me what it's about he can. He's a mystery. Sue ** See what's free at http://www.aol.com. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] MOT2chat response
I appreciate the thought you and Keith put into this. The plan for a separate listserve for MOT2 sounds much clearer and organized than mixing responses with other lines of thought brought up on the original listserve. Thanks. Zoe On Thursday, June 14, 2007, at 11:18 PM, ginger/rob wrote: Hi you guys. Maybe this will help. (sorry this is so late- it's been one of those days-and nights!!!) Keith (our web administrator) has experience with setting up and participating in online book talks. He suggested I give a separate list a try. To be honest I resisted at first for many of the reasons some of you have brought up. But the more I thought about it the more I wanted to give it a try. Here is what we are thinking- The decision to try a short-lived separate list for MOT2 was based on the idea that a separate list would: 1. Provide all members with an easy way to participate. All it takes is a click on the link (http://snipr.com/MOT2Chat) and about 15 seconds to submit. 2. Provide a concentrated space for members that have read the new edition to exchange ideas. This is like a lit circle in your classroom or a college course, where people that have read the book will get the most out of it. Others are certainly welcome to lurk or participate as they see fit. 3. Provide a space for conversation solely devoted to one book (remember, the publisher says over 70% new content). While this can happen on the main list the book content quickly gets lost in between other threads about other literacy topics. As well, people coming and going during the summer can muddle up conversations with replies, questions, and ideas days or weeks after the thread has died down. 4. Provide a better way to find information and ideas on the book via a dedicated list archive. People won't have to search the large list archive for info on a particular book. We'll put a link to the archive on the website - it will be easy to find. 5. Provide a way for book authors and educators on other lists to participate without having to join the larger Mosaic group. Please don't feel that we are trying to start a new members only country club. In fact, it is our intention to make this focused, online book chat available to a wider audience (the chat was announced to over 1000 educators on other lists). So, we're asking that our members allow us to try this dedicated chat idea. Anyone can participate by joining at http://snipr.com/MOT2Chat. Emails from this new list will work just like the main list. The only difference is that the MOT2chat list will dissolve after about a month just like a book club or college course. We will put together a short survey at the end of the book talk to get feedback about holding the chat on the separate list. It my intent that the Mosaic listserv continue true to our original purpose but as a community I believe we need willingness to try new options. At any time people on the main Mosaic list can talk about MOT2. There is no plan to moderate any content about this important book. Thanks for your understanding! Ginger moderator ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Re-replies to my fluency v. comprehension
How very generous of you to offer all your valuable material! Zoe Jackson On Tuesday, May 29, 2007, at 09:49 AM, Tim Rasinski wrote: At the risk of sounding a bit commercial, Iike to point whoever might be interested to a website I developed for myself-- www.timrasinski.com At this website, if you click on Presentation Materials you will find my handouts from my recent presentations and workshops. Also, there are some sample readers theater scripts I and fellow teachers have developed.Word ladders, sources for readers theater, song lyrics and other materials are there as well... all free. Hope you find some of this helpful. Best wishes, tim rasinski At 09:31 AM 5/28/2007 -0700, you wrote: Terry, You say that your students work on Reader's Theater fifteen minutes a day when they arrive. Could you tell us what other work they are doing in reading? For example, are you working from a particular reading program? If so, are you mandated to use it a certain way? What kinds of things are you required to do, and what things do you do on your own? What does a typical literacy block look like in your classroom? Renee On May 27, 2007, at 5:35 PM, [EMAIL PROTECTED] wrote: I have found this conversation so interesting. I was one of the lucky participants who saw Tim Rasinski last summer at the Georgia Reading and Writing Conference and I was convinced to try some strategies he had presented. Before that time I had used Reader's Theater to help with fluency, but after hearing him speak I knew I had to be consistent. This year it became consistent, and EVERY student made gains in their rate as measured by DIBELS. That is enough for me to know I will continue to use it as I did this year. On Monday, students came in and found a new script (plays, poems, speeches, etc) on their desk and put it into their binder. Their morning work was to practice with their group, about 15 minutes each day. On Friday they performed. Yes, they increased in ratebut they also improved in fluency. I LOVED to listen to them read, they began to see the importance of expression, to pay attention to punctuation, to think about the meaning and adjust accordingly. I was disheartened when we looked at DIBEL scores and was told that the instruction was not effective because students did not meet the benchmark. But I still disagree, it was effective. They did make gains in rate, every student, and more importantly made the gains I mentioned above. I do believe in this strategy and will use it again. Also, they loved to perform, they became more confident, and they understood fluency's importance. Each time they performed they also made comments to the students, pointing out the things they did well, and they noticed the gains of specific students. I am saving all the sites listed here for next year. I also purchased some of the books from Benchmark with a grant I received. I see they have some new ones with speeches and other genres. I am hoping to order more. So glad to see Tim Rasinski post here, if you have not heard him speak, and have the opportunity, GO! Thanks, Terry/Fl/2,3 LoopLearning isn't a means to an end; it is an end in itself. ~ Robert A. Heinlein ___ 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. Timothy Rasinski, Ph.D. Reading and Writing Center 404 White Hall Kent State University Kent, OH 44242 email: [EMAIL PROTECTED] Phone: 330-672-0649 Cell: 330-962-6251 Fax: 330-672-2025 Informational website: www.timrasinski.com Professional Development DVD: http://www.roadtocomprehension.com/ ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Reading Literacy and Literature Circles
In trying to reach the Laura Candler site, there is a message asking for my SMTP host name. What is that? On Friday, March 23, 2007, at 10:23 AM, Kathleen Maugeri wrote: I have used literature circles for 5 years with both 4th graders and 6th graders. It is by far an excellent way to encourage reflection and discussion among all kinds of kids.A great resource...especially if you are just starting ...is Laura Candler's website. http://www.lauracandler.com Scroll down to literary lessons and then to literature circles. I LOVE teaching using literature circles. it is the highpoint of my day. Student choice is critical for success. Good books are also essential. The illiterate of the 21st century will not be those who cannot read or write, but those who cannot learn, unlearn and relearn. Alvin Toffler 'A book should serve as the ax for the frozen sea within us'. -- Franz Kafka ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Reading Literacy and Literature Circles
On Saturday, March 24, 2007, at 10:46 AM, Zoe Jackson wrote: In trying to reach the Laura Candler site, there is a message asking for my SMTP host name. What is that? On Friday, March 23, 2007, at 10:23 AM, Kathleen Maugeri wrote: I have used literature circles for 5 years with both 4th graders and 6th graders. It is by far an excellent way to encourage reflection and discussion among all kinds of kids.A great resource...especially if you are just starting ...is Laura Candler's website. http://www.lauracandler.com Scroll down to literary lessons and then to literature circles. I LOVE teaching using literature circles. it is the highpoint of my day. Student choice is critical for success. Good books are also essential. The illiterate of the 21st century will not be those who cannot read or write, but those who cannot learn, unlearn and relearn. Alvin Toffler 'A book should serve as the ax for the frozen sea within us'. -- Franz Kafka ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/ mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] resend on inferring (LONG!)+new
Do you realize that this is a masterpiece of a lesson? I forwarded it to Linda for her to read and be amazed. Zoe On Wednesday, January 17, 2007, at 05:26 PM, ginger/rob wrote: I've been working on inferring with my second graders. Doing many of the lessons I've learned to use with older kids and the kids in the library setting last year. I thought I would resend this. Ginger moderator ++ I like to use large pictures first with kids that show everyday situations. I've used the Mondo flipchart from the set called Let's Talk About It. Great large color photos. Many work well for this lesson. (This year I am using the Second Step social emotional picture set from years ago. They are black and white pictures which lots to infer.) I wanted to introduce the magic formula for inferring: --- - CLUES FROM THE TEXT (literal pictures/words) plus SCHEMA/BACKGROUND KNOWLEDGE (what I know about it) equals INFERENCE --- - I teach it first JUST with pictures. So if you don't happen to have large pictures, you could use magazine pictures. Ask around. I bet someone has something you can borrow in your building. I'll try to describe the pictures I used today. The first one was a girl with huge excited wide eyes, an open smiling mouth and hands up on each cheek. I told the kids they were going to be making inferences using the clues from the text and their schema. I flipped open to that picture. I asked them to turn and talk with their thinking partner about what they THINK the girl is feeling. (answer: She's surprised!!!). On chart paper I drew the magic formula with an empty box for each part of the equation. Labeling the boxes. I pointed to the boxes as we were doing that part of the lesson. So... I asked them to turn and talk with their thinking partner and say what they THINK she is feeling. I had a few share back and we agreed that the inference is that the girl is surprised. (I pointed to the INFERENCE box). I talked about how we make inferences all the time when we really don't even realize it. But in order to make an inference we are doing two things. We are using the clues from the text, the words or pictures, and in this case we JUST have a picture, (I pointed to the CLUES FROM THE TEXT box) and we are adding the clues to our schema/what we know about it ourselves in our mental folders (I pointed to the SCHEMA box). I then had them turn and talk about what CLUES they SEE in the picture. Then I had them share back whole group. This is what they said: (You need to help them be VERY LITERAL here!) Her eyes are wide open. Happy eyes (we all made a startled face that would NOT be a happy surprised face to show the contrast). Her mouth is saying AH!!! Her hands are up on her face. I pointed to the CLUES box and repeated these. What we see. Everyone can see these. Next I had them activate their schema and think of a time they felt like the girl. A time when THEY could have made that face. Then I had them turn and talk and share that with their thinking partner. Then we shared a few whole group. I pointed to the SCHEMA box and talked about how each of us has different schema. Some of our particular experiences don't have to be same for us to INFER what she is feeling as long as we have had some sort of experience that surprised us. I repeated the formula. We can see her eyes, her mouth, her hands all showing a reaction to something. These are the CLUES we can see. We then put that together with our own schema for that face.. thinking of something that WE would make that face in response to. That brings us to the inference that she is surprised. (Gosh it's really hard to write this all down like it happened. I hope you are following me) I used a second picture that showed a paramedic in his uniform standing at the back of the ambulance with one hand on the gurney and a concerned look on his face as he stares out toward ??? In the background you can see the second paramedic grabbing the medical kit. The license plate says Emergency Vehicle. The paramedic has a hat on with the medical symbol. There are lights flashing on the ambulance. So here's how that one went. 1. Turn and talk with your thinking partner about what you can INFER about this picture. (Share back) --he's a paramedic who is at a scene of an emergency about to go help someone (our inference) 2. Turn and talk about what clues you can SEE. (Share back) -his uniform, hat, serious/concerned eyes, hand reaching to grab and pull out the gurney, license plate, flashing lights, other paramedic with medical kit in his hands
Re: [MOSAIC] resend on inferring (LONG!)+new
On Saturday, January 20, 2007, at 10:02 AM, Zoe Jackson wrote: Do you realize that this is a masterpiece of a lesson? I forwarded it to Linda for her to read and be amazed. Zoe On Wednesday, January 17, 2007, at 05:26 PM, ginger/rob wrote: I've been working on inferring with my second graders. Doing many of the lessons I've learned to use with older kids and the kids in the library setting last year. I thought I would resend this. Ginger moderator ++ I like to use large pictures first with kids that show everyday situations. I've used the Mondo flipchart from the set called Let's Talk About It. Great large color photos. Many work well for this lesson. (This year I am using the Second Step social emotional picture set from years ago. They are black and white pictures which lots to infer.) I wanted to introduce the magic formula for inferring: -- - - CLUES FROM THE TEXT (literal pictures/words) plus SCHEMA/BACKGROUND KNOWLEDGE (what I know about it) equals INFERENCE -- - - I teach it first JUST with pictures. So if you don't happen to have large pictures, you could use magazine pictures. Ask around. I bet someone has something you can borrow in your building. I'll try to describe the pictures I used today. The first one was a girl with huge excited wide eyes, an open smiling mouth and hands up on each cheek. I told the kids they were going to be making inferences using the clues from the text and their schema. I flipped open to that picture. I asked them to turn and talk with their thinking partner about what they THINK the girl is feeling. (answer: She's surprised!!!). On chart paper I drew the magic formula with an empty box for each part of the equation. Labeling the boxes. I pointed to the boxes as we were doing that part of the lesson. So... I asked them to turn and talk with their thinking partner and say what they THINK she is feeling. I had a few share back and we agreed that the inference is that the girl is surprised. (I pointed to the INFERENCE box). I talked about how we make inferences all the time when we really don't even realize it. But in order to make an inference we are doing two things. We are using the clues from the text, the words or pictures, and in this case we JUST have a picture, (I pointed to the CLUES FROM THE TEXT box) and we are adding the clues to our schema/what we know about it ourselves in our mental folders (I pointed to the SCHEMA box). I then had them turn and talk about what CLUES they SEE in the picture. Then I had them share back whole group. This is what they said: (You need to help them be VERY LITERAL here!) Her eyes are wide open. Happy eyes (we all made a startled face that would NOT be a happy surprised face to show the contrast). Her mouth is saying AH!!! Her hands are up on her face. I pointed to the CLUES box and repeated these. What we see. Everyone can see these. Next I had them activate their schema and think of a time they felt like the girl. A time when THEY could have made that face. Then I had them turn and talk and share that with their thinking partner. Then we shared a few whole group. I pointed to the SCHEMA box and talked about how each of us has different schema. Some of our particular experiences don't have to be same for us to INFER what she is feeling as long as we have had some sort of experience that surprised us. I repeated the formula. We can see her eyes, her mouth, her hands all showing a reaction to something. These are the CLUES we can see. We then put that together with our own schema for that face.. thinking of something that WE would make that face in response to. That brings us to the inference that she is surprised. (Gosh it's really hard to write this all down like it happened. I hope you are following me) I used a second picture that showed a paramedic in his uniform standing at the back of the ambulance with one hand on the gurney and a concerned look on his face as he stares out toward ??? In the background you can see the second paramedic grabbing the medical kit. The license plate says Emergency Vehicle. The paramedic has a hat on with the medical symbol. There are lights flashing on the ambulance. So here's how that one went. 1. Turn and talk with your thinking partner about what you can INFER about this picture. (Share back) --he's a paramedic who is at a scene of an emergency about to go help someone (our inference) 2. Turn and talk about what clues you can SEE. (Share back) -his uniform, hat, serious/concerned eyes, hand reaching to grab and pull out the gurney, license plate, flashing lights, other paramedic with medical kit in his hands (CLUES
