[MOSAIC] reading songs
Tim I have a question about having my kids reread songs we have learned. I would teach them a song and then they would each get a copy for their poetry/song folder. During these repeated reading times as I would observe them it seemed that most of them were not reading the text, but simply singing. (They LOVED the singing!!) This happened in shared reading as well as in partner reading. How can I guarantee that they are reading the words each time? Especially when they "know" the words. Ginger ___ 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] read aloud
For me I feel so sad when I observe teachers reading aloud fast. I wish teachers would SLOW DOWN and let the listeners fall into the story. They need space to do that. I don't think slow equals boring if you read with intonation. Help the kids savor the words. Ginger ___ 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] think aloud follow up
Well Jennifer a follow up would be meeting back and turning and talking about how bringing think alouds into their instruction is going. Sharing back whole group. Offering to come in and model for teachers who are still not comfortable. If I was working at a school that was doing ongoing training on strategy instruction I would probably begin taking them into more specific ways to use think alouds. Like some of you have been sharing- how you choose texts for specific teaching purposes. To make the instructional time of these mini lessons more powerful. Also, at a school where there is comfort to work in each others rooms (my dream for all of us), I would encourage people (possibly a grade level) to choose a common text piece, talk together about how that book could be best used for instruction (depending on the purpose), and then spend time observing each other doing the think aloud. I always remember someone teaching me- when you are in observing a peer teacher you are not there to critique the person you are there to watch the children's response to the learning opportunity and then discuss those observations afterwards. It's an opportunity for all involved to grow. You can be sure how I do a think aloud with a book would probably be very different than my teaching partner may do it. Simply because we are bringing different background knowledge (schema) to the text. But I could so learn from listening in on another's think aloud of a book I will use or have used. Probably a follow up could also be deep discussion about the importance of the modeling component in the gradual release model. Hashing out timing- how long do you model, how do you know they are ready to join you in an interactive think aloud, etc. Great things to think about Jennifer. Thanks for asking. Ginger ___ 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] Read Aloud/ think aloud??
Olga any chance there could be time to teach the teachers how to think aloud as they are reading? Totally different purpose of course. I've developed a think aloud training that I have done with teachers and now my passion is to train the parents in each of our 42 elementary schools. I've presented to parent groups in 4 buildings so far. Here's what I've posted before about training in thinking aloud. I model a general think aloud for them using the book Patrol by Walter Dean Myers or the book Rudy's Pond by Eve Bunting. I make sure that I share my connections, sensory images, questions, and inferences. I try to determine importance and synthesize along the way. I also try to do some rereading or fix ups along the way. But I do not talk about WHAT I am doing (at the time), I just read and think out loud naturally like I would in my classroom or with a child. Letting my thinking just bubble up whenever I have any thoughts. I then have them turn and talk and share what they SAW ME DOING and HEARD ME SAYING as I was reading the text. They share back whole group. I am careful to bring up the things they don't notice. Some of the comments shared back are: -You stopped along the way to say what you was thinking out loud. -You told us what you could picture in your mind when you read ... -You made the story come alive because you read slow and told us your thoughts. -You helped me feel the story. -You asked a lot of questions. -You were figuring out things that weren't so obvious. ETC. Often they say they couldn't believe how much more they wanted to pay attention. Then I pass out to the tables the picture books that I use when training on thinking aloud. You can find my list on our TEACHING TOOLS page at: www.readinglady.com/mosaic/tools/PictureBooksforOlderReadersfromGinger.doc You can build your own list with emotionally charged books. I have found others since typing up that list. To find the books I spend time at the public library in the place where the picture books for older readers are kept. I stand in front of the stacks and pull out the thin spined books and read them. It is amazing what is out there. Every time I do a training I check them all out. My husband (also a teacher) and I are getting really fast at remembering where they are shelved. I have never lost a book once. And I check out about 30-40 books a time. Eve Bunting is a sure bet for deep text. I'm sure you have other favorites as well. I have them EACH pick a book and then get a partner (if the group is huge I have the partner group pick ONE book). I give them the following directions. This is always hard for adults. They want to make it into a discussion and that is NOT my purpose for this exercise. I want them to simply MODEL (the reader is the one doing the work) a think aloud. I tell them that at first this may not be easy and it may feel uncomfortable. But all they have to do is read and pay attention to when they have some thinking. When that happens, they are to STOP and share that thinking. I tell them they can start out by saying, "I'm thinking..." if that helps. They are NOT retelling the story. They are simply sharing their thinking as they are reading. Whatever bubbles up into their brains or comes from their heart. 1. Person A goes first with his/her book. Person B is to represent the class. For this exercise Person B is NOT TO INTERACT with Person A- just "receive" the thinking. Person B represents the class of students paying attention to what the teacher is doing and saying. They are not interacting at this point. Person A reads and shares his/her thinking as he/she is reading. 2. When about 10 minutes have gone by I tell them to switch and Person B now will do the think aloud with his/her book. Person A is to "receive" the thinking. Person B reads and shares his/her thinking. (Often they want to continue in the first book rather than switch to the second book. Mostly because the books hook you.) 3. After 10 more minutes (and yes they often do not finish the books and BOY do they want to!!!) I have them turn and talk and share how it FELT to do the thinking outloud. We then share back whole group. There are always comments on how it felt very awkward and they didn't like it. I share about my own early attempts at thinking aloud and how I felt the very same way. I ask them to give it a try. That in their classrooms with their students as the audience (rather than another adult) it is less scary and that the value far exceeds the discomfort. I tell them to remember that the children have no idea what a think aloud is supposed to sound/look like so they can't go wrong. With teachers of older students I tell them that if their students do not have experience with think alouds and interactive think alouds (where the children and the teacher both share the thinking work) they could have more resistance. But that's when
[MOSAIC] Reading is Thinking invitation
Below is a letter from Stephanie Harvey about her Reading is Thinking institutes. This is the link for the Chicago info: www.readinglady.com/mosaic/tools/RITChicagoFlyer.pdf This is the link for the Seattle info: www.readinglady.com/mosaic/tools/RITSeattleFlyer.pdf - Original Message - From: "Stephanie Harvey" <[EMAIL PROTECTED]> To: <[EMAIL PROTECTED]> Sent: Tuesday, February 13, 2007 5:32 PM Subject: Reading is Thinking Stephanie Harvey Consulting Denver, Colorado 80220 February 2007 Greetings: I wanted to let you know about two Reading is Thinking comprehension institutes that I will hold this summer. The first will be in Arlington Heights, Illinois on Tuesday and Wednesday, June 26 and 27, 2007. We are very excited to be holding this event in the Midwest for the first time. On July 24 and 25, we will return to Seattle after a tremendous response to our 2006 Institute there. The workshop is based on the comprehension work that I wrote about and explored with my colleague Anne Goudvis in our book Strategies That Work and our new resource The Comprehension Toolkit. A significantly revised second edition of Strategies that Work will be published prior to these Institutes and available for purchase along with my other publications and resources. This is the sixth year of my Reading is Thinking summer institute. I have held several in Denver and various other locations around the country, and have had a tremendous response each year. Reading is Thinking, a K-8 institute, is open to teachers, staff developers, literacy coaches, librarians, principals, administrators - any interested educators. Graduate credit will be available at extra cost, details of which will be announced later. I have attached flyers and registration forms for your consideration. I would greatly appreciate your distributing these to interested parties. For more information, registration instructions, etc., please email my assistant, Melinda Ogle at [EMAIL PROTECTED] for the June dates, or at [EMAIL PROTECTED] for the July dates. She will send you any additional information you need. Last year we sold out very early had a lengthy waiting list, so if you are interested in a space, please register early to avoid disappointment later. Thanks so much and hope to see you this summer at Reading Is Thinking -2007. Warmly, Stephanie Harvey Stephanie Harvey Consulting 55 Ash Street Denver, CO 80220 303.321.8667 (phone) 720.889.2752 (fax) [EMAIL PROTECTED] ___ 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] YES!!! Primary Toolkit
This is from Stephanie Harvey herself! I wrote to ask her to clear up the confusion. - Original Message - From: "Stephanie Harvey" <[EMAIL PROTECTED]> To: <[EMAIL PROTECTED]> Sent: Sunday, February 04, 2007 3:34 PM The Primary Toolkit will be out in the winter of 08! We are working away on it. Thanks for getting the word out Ginger. Warmly, Steph ___ 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] Let's Talk About It flipchart
I made a "tiny url" for the link to the Mondo Publishing page showing the Level B set. They sell Level A, B, and C. I have not used the entire "program". I just used the pictures for teaching inferring. http://tinyurl.com/2nblqt 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] booktalk opportunity
I am forwarding this from Susan Nixon [EMAIL PROTECTED] . Please contact Susan directly if you are interested. Ginger moderator ++ - Original Message - From: "Susan Nixon" <[EMAIL PROTECTED]> To: <[EMAIL PROTECTED]> Sent: Monday, January 01, 2007 5:37 PM Subject: Last Call for participants * I've set up a special e-mail list on Yahoo for doing bookraps. January 9, I'm going to start a book rap on The Tale of Despereaux, by Kate DiCamillo. It is not easily finished in a week or two - there's too much to savor, and it's too long. I read it to my second grade class with great results, and I've known people as old as 80 to enjoy the book, so I think we can all do this together. Responsiblities of participating classrooms are simple. 1) Read the book, of course! I read one chapter a day after lunch, and it took us a while. 2) Each week, I will send a discussion topic. Each class must discuss this topic and come up with a list of ideas/answers/thoughts to mail into the whole list. The resulting e-mails can also be discussed and shared in class. That's pretty much it, but a few more details will be shared with those who sign up. Sometimes a discussion topic leads a class to other things, but that is not part of the project, unless you wish to share. Things which are shared, such as poems or drawings, can be posted by me on a general project website, not a class specific one. If you are interested in signing up, let me know. I will add you to the Yahoo list, ready to go after the holidays. If you know of someone else, in another school, or another country, who might like to participate, feel free to invite them. Since this will be an e-mail list, there's really no limit on the number of classes which can participate, and the reading of e-mails can be done at your leisure. Since it's a Yahoo list, a daily digest will be available. If you are using your school e-mail address, please check to be sure your firewall will not bounce the yahoo messages. Susan [EMAIL PROTECTED] ___ 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] oops!/disregard
I didn't mean that to go to the entire list. And the spell check caught a word and I hit "change" instead of "ignore". I was trying to write enmass (is that even a word?)-- NOT enemas. Serves me right trying to deal with all of this at 10:30 at night. It gave me a good laugh though! Sorry. Ginger ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
[MOSAIC] from Ginger/Mosaic
When our site went down I had to add everyone back enemas. There was no way to set the previous digest people to digest . That is only done by the subscriber. I apologize for the inconvenience. I have changed you to the digest version. 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.
