[MOSAIC] secondary reading and writing
I would greatly appreciate any suggestions/ideas/etc. from secondary/middle school teachers on how to encourage my middle schoolo/secondary content pre-service teachers to "get serious" about reading and writing across the content areas in their classes. Many thanks. Mary - Original Message - From: Sally Thomas Date: Monday, June 13, 2011 5:20 pm Subject: Re: [MOSAIC] Launching Reader's Workshop To: mosaic listserve > I would do mini lessons on what the children would need as they begin > writing. Mini lesson(s) on getting ideas about what to > writeperhapsfrom experience of course but also getting an > idea from a book connection > and so on. I would give mini lesson(s) on rereading what I have > so far and > then moving forward. Mini lessons on revision and/or strategies for > actually doing the changes on my paper etc. > > Just think about what writers actuallydo (what you actually do). > And also > build mini lessons on what you see the children struggling with OR > successful with > > You'll know. Trust yourself! > Sally > > > On 6/13/11 10:09 AM, "evelia cadet" wrote: > > > > > First, I want to truly thank you all for taking the time to > answer my > > questions and help me become a more effective educator. I > love what I do and > > I want to do what is best for my students. As some of you > know, I am trying > > to fully launch reader's workshop next year. I am the only > one at my school > > so far who believe in this method of teaching reading; > hopefully I will be > > able to influence other teachers. I putting my reader's > workshop plan > > together, however there are so many desicions to make. > Sometimes it is > > overwhelming. > > > > One of the questions I have is about minilessons. There are > so many > > minilessons to teach and I know I won't be able to teach them > all. What > > minilessons are essential to teach at the beginning of the > school year? Does > > anyone has a minilesson schedule that has worked for you? > > > > My next question is related to the reader's notebook. Again, > there are so > > many options. I tried to use one last year, however it had > too many forms. > > We could not keep up with it. Do you have any suggestion > about the reader's > > notebook? What do think are the most important forms to > include? Ok. This is > > it! > > > > Thank you all. > > > > Evelia > > ___ > > 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 > > Mary W. Edwards, Ph.D. Professor School of Education 650 College Avenue Dalton, GA 30720 Phone: 706.272.2590 Fax: 706.272.2495 ___ 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] a professor's reply
Our college's professional program requires pre-service teachers in the classrooms from first semeseter of junior year through last semester of senior year; in addition, the college/universities under our Board of Regents must guarantee each pre-service teacher spends a minimum of 900 hours in classrooms prior to program completion. Our pre-service teachers see a lot, learn a lot, and are integrated into the classroom (in most cases) to assist students/teachers. Pre-service teachers are required to develop lesson plans and teach a minimum of 3 (math, reading, social studies/science) per semester beginning in second semester/junior year; they are assessed by college supervisor and classroom teacher. Most of our candidates do an outstanding job and are "sought after" as first-year teachers. However, when hired into school systems, they are given professional development in the "system's purchased programs" and candidates wonder "why did I go to college?" - Original Message - From: beverleep...@gmail.com Date: Sunday, July 18, 2010 0:14 am Subject: Re: [MOSAIC] a professor's reply To: "Mosaic: A Reading Comprehension Strategies Email Group" > It would certainly reduce the 50 per cent attrition rate in 5 years. > Sent from my BlackBerry Smartphone provided by Alltel > > -Original Message- > From: Carol Meyer > Sender: mosaic-bounces+beverleepaul=gmail@literacyworkshop.org > Date: Sat, 17 Jul 2010 07:59:48 > To: Mosaic: A Reading Comprehension Strategies Email > GroupReply-To: "Mosaic: A Reading > Comprehension Strategies Email Group" > > Subject: Re: [MOSAIC] a professor's reply > > I think that pre-service teachers need to spend an entire year > in a class room start to finish to get an idea of what it's all > about. Spending 8 weeks in this or that classroom, designing > lessons for a subject or two never prepare you for the actual > reality that hits you when you get your first classroom. If > they had that year to see the classroom advance and take notes I > think it would be very helpful. Carol M > > --- On Tue, 7/13/10, Beverlee Paul wrote: > > > From: Beverlee Paul > Subject: Re: [MOSAIC] a professor's reply > To: "Mosaic: A Reading Comprehension Strategies Email Group" > Date: Tuesday, July 13, 2010, 10:58 PM > > > Yes > > > > > > > > > > > > > > > So then to add to what you are saying Bev, it is the > teachers' college who > > should be responsible for adding more hours of in school/class > observation> and/or student teaching. When I graduated college > back in the day my first > > classroom experience was student teaching which came at the > end. 3 months > > was just not enough in my opinion. The teachers we get in now > are in shock > > for about one month of the three they are with us. They have > not been > > prepared for what they will encounter when they walk into a > classroom,> especially in a Title One school setting. I truly > believe colleges need to > > send their candidates out from the very beginning. > > > > Laura > > > > > > > > Yes, Laura. As with anything, learners need a gradual release to > > responsibility. Any college student who is interested in > elementary or > > early childhood ed should get into a school to watch modeling > > ASAP--preferably their second semester. I do know not all > kids know career > > interests that soon, though. Then, throughout the rest of > their college > > career, they should have experience in a variety of classrooms with > > increasingly more active and responsible roles. I also have a > real problem > > with colleges that require only a semester of student > teaching, then gives > > them two assignments. Of course, I know that more experiences > makes them > > more employable, but eight weeks just doesn't cut it for this > profession,> IMHO. A semester makes them a true apprentice and > they can better be > > inducted into the profession. The small college my daughter > attended even > > had classes the kids could take as juniors and seniors in high > school. They > > worked with the high schools so that the H.S. students could > work in > > elementary schools for an hour a day and receive duel credit. > In her case, > > it was also free, and you could start your college career with > a bit of a > > head start. I also think that would weed out some folks that have > > Disneyland ideas about teaching!! > ___ > 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.
Re: [MOSAIC] a professor's reply
Philomena, Thanks. I had planned on doing it. I told a few last spring when I taught a seminar class; I think MOSAIC is a wonderful website. I am sure teachers in our area are not cognizant of the site and I'll spread the word. Mary - Original Message - From: Mena Date: Monday, July 12, 2010 9:43 am Subject: Re: [MOSAIC] a professor's reply To: mosaic@literacyworkshop.org > > Hi Mary, I also teach undergrad and grads literacy pedagogy...I > encourage my students to join the MOSAIC LISTSERV..so that they > can learn as well from this collaborative group of kindred > spirits. Philomena > > > > Philomena Marinaccio-Eckel, Ph.D. > Florida Atlantic University > Dept. of Teaching and Learning > College of Education > 2912 College Ave. ES 214 > Davie, FL 33314 > Phone: 954-236-1070 > Fax: 954-236-1050 > > > > > -Original Message- > From: medwa...@daltonstate.edu > To: beverleep...@gmail.com; Mosaic: A Reading Comprehension > Strategies Email Group > Cc: Mosaic: A Reading Comprehension Strategies Email Group > Sent: Sun, Jul 11, 2010 6:32 pm > Subject: [MOSAIC] a professor's reply > > > Folks, > > I thoroughly enjoy and LEARN from your responses on this > website. This fall I > > will teach an undergrad class in "Reading Assessment and > Prescription" (I didn't > > dream up the title) to senior teacher candidates. (I typically > have taught > > graduate courses.) > > > > I am enthralled with the discussion from "real teachers of > reading" and I will > > work to incorporate your suggestions, ideas, and strategies as I > prepare future > > teachers of reading. > > > > I concur with your perceptions of "why schools use basals" > (security for first > > year teachers and a guarantee for schools that "something is > being taught."). > > In our state we have state standards aligned with IRA standards > that > > explicitedly state what students should know and be able to do. > We prepare our > > teacher candidates to use multiple resources to teach the state > standards > > (correlated to state assessments). Frequently we're finding > when our candidates > > graduate they are employed by school systems who purchase > "canned products" that > > purport to meet state standards and they are required to use the > products. > > Teachers feel they are turned into "technicians" of reading and > are not able to > > use "best practices" to teach reading. > > > > THANKS for the information. I will continue to read your > missives with much > > interest. > > > > Mary > > > > - Original Message - > > From: beverleep...@gmail.com > > Date: Saturday, July 10, 2010 5:32 pm > > Subject: Re: [MOSAIC] Chapter 1 (Book Whisperer) > > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > > > > I, too, think basals have some value, especialy for new > teachers > > > with a not-so-wonderful teacher education program. THAT IS, if > > > the level of the basal meets the level of the student, which > > > precludes whole class instruction. It's only been recently in > > > my career, though, that I've seen a better alternative. When I > > > became a literacy coach, our district had just adopted an > > > official balanced literacy stance. Most of us had been > > > following balanced literacy practices for 20 years, though. I > > > was under the impression at that time that lit coaches were > > > nice, but not necessary. WOW was I wrong. To refer to Judy's > > > letter at this point, I would say that the exception to new > > > teachers needing a year with a basal's planning and support > > > would be the presence of a lit coach, with an appropriate > ratio > > > of 20 teachers:1 coach. There are so many wonderful books out > > > now to guide coaches, but one of the most powerful books is > > > Jennifer Allen's A Sense of Belonging: Sustaining and > Retaining New > > > Teachers. Every administrator on this list should take > > > advantage of their summer-of-less-work to read this book! Jan > > > Miller Burkins has great books as well. I have 9 or 10 > coaching > > > books that guide coaches to guide teachers into professional > > > educators. One of my profs said that the way to get > outstanding > > > teachers was to either hire them or to grow the ones you had. > > > We have the knowledge to do that now, just not the will. > > > Instead many of the Powers that Be wish to spend billions on > > > "teacher-proofed" materials. Even the Feds themselves have > > > admitted that the Reading First program spent well over 6 > > > BILLION dollars and didn't develop comprehending readers -- > why > > > would we want any other kind of readers??? RF was the biggest > > > program to take teacher judgment out of the equation and look > at > > > the results!! > > > Sent from my BlackBerry Smartphone provided by Alltel > > > > > > -Original Message- > > > From
[MOSAIC] a professor's reply
Folks, I thoroughly enjoy and LEARN from your responses on this website. This fall I will teach an undergrad class in "Reading Assessment and Prescription" (I didn't dream up the title) to senior teacher candidates. (I typically have taught graduate courses.) I am enthralled with the discussion from "real teachers of reading" and I will work to incorporate your suggestions, ideas, and strategies as I prepare future teachers of reading. I concur with your perceptions of "why schools use basals" (security for first year teachers and a guarantee for schools that "something is being taught."). In our state we have state standards aligned with IRA standards that explicitedly state what students should know and be able to do. We prepare our teacher candidates to use multiple resources to teach the state standards (correlated to state assessments). Frequently we're finding when our candidates graduate they are employed by school systems who purchase "canned products" that purport to meet state standards and they are required to use the products. Teachers feel they are turned into "technicians" of reading and are not able to use "best practices" to teach reading. THANKS for the information. I will continue to read your missives with much interest. Mary - Original Message - From: beverleep...@gmail.com Date: Saturday, July 10, 2010 5:32 pm Subject: Re: [MOSAIC] Chapter 1 (Book Whisperer) To: "Mosaic: A Reading Comprehension Strategies Email Group" > I, too, think basals have some value, especialy for new teachers > with a not-so-wonderful teacher education program. THAT IS, if > the level of the basal meets the level of the student, which > precludes whole class instruction. It's only been recently in > my career, though, that I've seen a better alternative. When I > became a literacy coach, our district had just adopted an > official balanced literacy stance. Most of us had been > following balanced literacy practices for 20 years, though. I > was under the impression at that time that lit coaches were > nice, but not necessary. WOW was I wrong. To refer to Judy's > letter at this point, I would say that the exception to new > teachers needing a year with a basal's planning and support > would be the presence of a lit coach, with an appropriate ratio > of 20 teachers:1 coach. There are so many wonderful books out > now to guide coaches, but one of the most powerful books is > Jennifer Allen's A Sense of Belonging: Sustaining and Retaining New > Teachers. Every administrator on this list should take > advantage of their summer-of-less-work to read this book! Jan > Miller Burkins has great books as well. I have 9 or 10 coaching > books that guide coaches to guide teachers into professional > educators. One of my profs said that the way to get outstanding > teachers was to either hire them or to grow the ones you had. > We have the knowledge to do that now, just not the will. > Instead many of the Powers that Be wish to spend billions on > "teacher-proofed" materials. Even the Feds themselves have > admitted that the Reading First program spent well over 6 > BILLION dollars and didn't develop comprehending readers -- why > would we want any other kind of readers??? RF was the biggest > program to take teacher judgment out of the equation and look at > the results!! > Sent from my BlackBerry Smartphone provided by Alltel > > -Original Message- > From: jvma...@comcast.net > Sender: mosaic-bounces+beverleepaul=gmail@literacyworkshop.org > Date: Sat, 10 Jul 2010 15:09:50 > To: Mosaic: A Reading Comprehension Strategies Email > GroupReply-To: "Mosaic: A Reading > Comprehension Strategies Email Group" > > Subject: Re: [MOSAIC] Chapter 1 (Book Whisperer) > > I am one who denigrated basals, but I do agree with Laura (see > below). In fact, for many reasons, I think new teachers SHOULD > start with basals. That is how we learn to teach reading in a > traditional way as we gather our own reading theories--and the > planning is done for them. Mosaic would have made no sense to me > if I hadn't already had a foundation in teaching reading. > Unfortunately, last year (when California could still afford new > teachers), I got in trouble for recommending that our newbies > use the basal for a year. They were foundering with > comprehension strategies and needed a foothold. Alas. When I > taught 3rd grade and focused on comprehension strategies, I used > the basal as an anthology and we read almost all of the > selections. It seems to me that most basals have excellent > selections these days. My objection to the 5th grade basal is > that many of the selections are excerpts and they leave students > feeling unfinished and dissatisfied. Sorry this is so disjointed- > -you > can see I still have mixed feelings about basals. What I > detest most is the way the publishers throw way too much > thoughtless busywork into "a week" a
Re: [MOSAIC] Fluency
I'm concerned that we seem to be looking for "quick fixes" to help struggling readers. My experiences tell me that a "quick fix" or a "program" doesn't exist. It's about "assessment, diagnosis, and prescription" for struggling readers. Providing background information, building vocabulary, developing comprehension strategies, using graphic organizers, help to give the readers needed information and a means to engage with the text for comprehension. Reading is all about comprehension and developing strategies to assist in comprehension helps readers. Fluency is fine but reading fluency doesn't add much to interacting with text in order to understand it better. By the way, I've just joined MOSIAC and I love reading and LEARNING much from all your emails. Mary - Original Message - From: EDWARD JACKSON Date: Wednesday, March 10, 2010 10:25 am Subject: Re: [MOSAIC] Fluency To: mosaic@literacyworkshop.org > > Don't know that I ever thought I would be suggesting this, but > having spent a few days working with a group of struggling 5th > grade readers, I would say that Read Naturally is not too bad. > I feel quickly compelled to say that this program is being used > 20 minutes daily as a part of a larger plan BUT, as far as > canned interventions go, I see merits. I will also share > concerns voiced to me, or my own concerns. > Merits: > Focuses on more than speedRequires multiple readings of > passagesPassages vary in genre, but seemed to me to be > nonfiction heavyProvides practice for written retell, but > requires deeper understanding10 or comprehension questions that > include written response/higher level thinkingTeacher listens to > read for fluencyTeacher ranks expression as part of fluency > Concerns: > Students using it more than 3x weekly seem to get bored with it > (voiced)In order to pass, students can have no more than 3 > miscues (Mine)Because of the adult needing to listen, more than > one adult must be present in lab even with a group of 11 or so > kids (mine)Adults working in lab are not required to have any > experience with miscue or running records, so all errors sound > the same (mine) > > > Lori Jackson M.Ed.Reading Specialist > Broken Bow, NE > > > > > > > EMAILING FOR THE GREATER GOOD > Join me > > > From: yingli...@frontiernet.net > > To: mosaic@literacyworkshop.org > > Date: Tue, 9 Mar 2010 21:10:29 -0600 > > Subject: [MOSAIC] Fluency > > > > Does anyone know of an intervention program proven to improve > fluency in > > upper elementary grades? Right now we have Soar to Success > and Great Leaps. > > But, these programs aren't helping our 4th/5th grade fluency. > Any ideas? > > Thanks, > > Jenni > > > > > > ___ > > 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. > > Mary W. Edwards, PhD Professor School of Education 615 College Avenue Dalton, GA 30720 Phone: 706.272.2590 Fax: 706.272.2495 ___ 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] College Help
Karen, After you and he read the material, have you thought of using 4x6 cards and asking him to "draw" what he comprehends? That might help him visualize what he reads. Then, askiing him to describe the drawing in sentences and using them to study from? Just another idea! Good Luck. Mary - Original Message - From: g...@aol.com Date: Sunday, March 7, 2010 6:16 pm Subject: Re: [MOSAIC] College Help To: mosaic@literacyworkshop.org > Mary, > > We are working with the Office of Disabilities at his College. > He does > have a legal diagnosis and the college has acknowledged it. > His professors > have allowed him more time to take tests. This has helped > somewhat but > it's not solving the problem. > > He doesn't have a learning disability so much as a learning > weakness. The > way it was explained to me he was never taught how to visualize > and he > never picked it up on his own as many good readers do. He just > sees words when > he reads. He has to read material over and over again to get > any meaning > out of it. He was never diagnosed in grade school or high > school (he was > tested three times) because although his comprehension was well > below > grade level, his decoding was always way above. The school > district was happy > to label him an "average" reader. I've tried to find a reading > specialist > in our area that works with adults but it has been very > difficult to find > someone. We have a Linda Mood Bell center in our area but > it's a 45 > minute drive each way and he just doesn't have the time at this > point. > I'd really like to find a way to apply the Mosaic of Thought > techniques to > his college textbooks somehow. > > Thank you for your suggestion. > > Karen > > > > > > > > In a message dated 3/7/2010 3:39:14 P.M. Eastern Standard Time, > medwa...@daltonstate.edu writes: > > Karen, > Has your son spoke with the Office of Disabilities at the > college? They > are most helpful and can recommend avenues to pursue. If he > has been > legally disagnosed as having a learning disability, he can > receive services of > OofD and because of their efforts, his work can be modified and > instructors > must adhere to the guidelines/requirements set forth. > Seek their help first; otherwise, the frustration you and your > son feel > will only exacerbate.k > Mary > > - Original Message - > From: Carol Lau > Date: Sunday, March 7, 2010 3:11 am > Subject: Re: [MOSAIC] College Help > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > > Linda Mood Bell teaches visualization to learning disabled > students.> - Original Message - > > From: > > To: > > Sent: Saturday, March 06, 2010 3:04 PM > > Subject: [MOSAIC] College Help > > > > > > > Hello list, > > > > > > My son is 21 years old. He is a Junior in college and > > struggles despite > > > working extremely hard. After years of trying to determine > > why learning > > > is > > > so difficult for him, a neuropsychologist discovered that he > > > does not > > > visualize AT ALL when he reads or when he listens. > > > > > > I have read The Mosaic of Thought and have followed the > > mailing list for a > > > couple months now trying to figure out how to help him. > > > > > > We tried IdeaChain by Mindprime over the Summer and had > some > > success but > > > the work he is doing in college is much too abstract for me > to > > try the > > > methods used in that program. > > > > > > Does anyone have any ideas on how I can help him with > subjects like > > > Biology/Physiology, Statistics, or any other college level > material?> > > > > Thank you! > > > > > > Karen > > > ___ > > > 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. > > > > > > Mary W. Edwards, PhD > Professor > School of Education > 615 College Avenue > Dalton, GA 30720 > Phone: 706.272.2590 > Fax: 706.272.2495 > ___ > 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 >
Re: [MOSAIC] College Help
Karen, Has your son spoke with the Office of Disabilities at the college? They are most helpful and can recommend avenues to pursue. If he has been legally disagnosed as having a learning disability, he can receive services of OofD and because of their efforts, his work can be modified and instructors must adhere to the guidelines/requirements set forth. Seek their help first; otherwise, the frustration you and your son feel will only exacerbate.k Mary - Original Message - From: Carol Lau Date: Sunday, March 7, 2010 3:11 am Subject: Re: [MOSAIC] College Help To: "Mosaic: A Reading Comprehension Strategies Email Group" > Linda Mood Bell teaches visualization to learning disabled students. > - Original Message - > From: > To: > Sent: Saturday, March 06, 2010 3:04 PM > Subject: [MOSAIC] College Help > > > > Hello list, > > > > My son is 21 years old. He is a Junior in college and > struggles despite > > working extremely hard. After years of trying to determine > why learning > > is > > so difficult for him, a neuropsychologist discovered that he > does not > > visualize AT ALL when he reads or when he listens. > > > > I have read The Mosaic of Thought and have followed the > mailing list for a > > couple months now trying to figure out how to help him. > > > > We tried IdeaChain by Mindprime over the Summer and had some > success but > > the work he is doing in college is much too abstract for me to > try the > > methods used in that program. > > > > Does anyone have any ideas on how I can help him with subjects like > > Biology/Physiology, Statistics, or any other college level material? > > > > Thank you! > > > > Karen > > ___ > > 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. > > Mary W. Edwards, PhD Professor School of Education 615 College Avenue Dalton, GA 30720 Phone: 706.272.2590 Fax: 706.272.2495 ___ 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.
