Re: [MOSAIC] new year- part 3
That's why you are getting these emails. If you don't want to be part of the listserv then you need to go wherever you signed up initially and unsubscribe. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada I too have just recently signed up for the listserv. Gina Kelly ___ 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] new year- part 3
I don't know how you got my email address, or if things are being misdirected, but I am not Ginger. I recently signed up at the Mosaic website. but I don't have anything to do with the listserv. Good luck figuring it out. Lynda Riggs -- Original message -- From: [EMAIL PROTECTED] Ginger, Is the listserv up and running? I haven't gotten anything in days and that always makes me leary. I am looking for some support with Professional Development I am planning focusing on Comprehension. I am using some of Ellin Keene's work from To Understand, but it is very comprehensive (no pun intended) and I need to accomplish two things: 1. Create some enthusiasm for beginning the school year 2. Make the staff eager to delve deeper and continue our study of comprehension across the year Any work by David Pearson that might be helpful? I hope the listserv is OK Leslie In a message dated 8/17/2008 11:59:38 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: Here is the last part of how I get my children ready for our year of learning together. Ginger ++ When I think about how I want my year to go I decide for myself what general procedures I need to explicitly teach my children in order for me to be able to do my academic work with them. I make a list of all the routines, things we will do each and every day/week. Procedures that I want to become automatic and smooth so I don't have to take the time to deal with them constantly. This is a way to help each child become independent in the everyday behaviors I expect. Here is my list: hallway behavior when coming in for the morning, locker behavior, what to do when you enter the classroom, how to line up for a special (Music, Art, P.E.), bathroom break, how to work at the table groups, how to work with a partner, living room (gathering area) behavior (getting and leaving there and during the lesson), independent reading behavior, small group instruction behavior, indoor recess behavior on raining days, dismissal, etc. We hold class meetings the first few days (which tend to be longer as we build our community/classroom culture) where we create LOOKS LIKE/SOUNDS LIKE charts together for each behavior. They help me create the charts after turning and talking. It's not me telling them. I set up the situation. What should I see and hear when you are coming down the hall from the buses each morning? Turn and talk. But of course if they forget something crucial I contribute to the conversation. If we are about to take our first walk to Music I plan the time to do that chart just before that time so we can have a smooth transition from the beginning. Again, the book The Daily Five has explicit steps to follow when training for procedures. I highly suggest that book. The part that I always remember to include in this training is the modeling piece after we've written the chart. Having first one student show the INCORRECT way to do the behavior, then have the class reflect on why that was not correct. Then have that student demonstrate the correct behavior. I then have a small group of students demonstrate the correct behavior. And then the entire class practices. Always having the class reflect on what was correct and why. Adding the why connects completely with the thinking work I will be doing. It's that deeper layer. I've gone to this TRAINING mode for years now and have found that it nearly eliminates the behavior problems that arise from lack of structure. I actually post the LOOKS LIKE/SOUNDS LIKE charts around the room for the first few weeks and before a transition I remember to walk over the chart, point to it and say, What should it look like and sound like when we are coming to the living room (gathering area) for shared reading? I take the time to have them turn and talk it out first and then have a few tables share back. I suggest they all watch and listen as we do the transition and then I ask for feedback on how they think it went. If it didn't go well I stop my plans and have them return and we do it all again. I point to our chart. They turn and talk and share back and have a go at it again. Depending on the group there have been times we do this over and over until the behavior improves. It sounds mundane but I can't tell you how crucial it is to MAKE and TAKE the time to shape the class in these areas. I want to be able to do the teaching I have planned and I can only get to that when my children are ready and available to learn. Behavior can be set up for success by making and taking the time early on. I've always found it well worth the time. We don't always have it down the first time either. They're kids. We need to take it slow, use kindness, and keep at it with lots of praise and reflective words. But every year my kid are able to show the
Re: [MOSAIC] new year- part 3
I am not Ginger either and keep getting these emails as well. I too have just recently signed up for the listserv. Gina Kelly -Original Message- From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Tue 8/26/2008 6:01 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] new year- part 3 I don't know how you got my email address, or if things are being misdirected, but I am not Ginger. I recently signed up at the Mosaic website. but I don't have anything to do with the listserv. Good luck figuring it out. Lynda Riggs -- Original message -- From: [EMAIL PROTECTED] Ginger, Is the listserv up and running? I haven't gotten anything in days and that always makes me leary. I am looking for some support with Professional Development I am planning focusing on Comprehension. I am using some of Ellin Keene's work from To Understand, but it is very comprehensive (no pun intended) and I need to accomplish two things: 1. Create some enthusiasm for beginning the school year 2. Make the staff eager to delve deeper and continue our study of comprehension across the year Any work by David Pearson that might be helpful? I hope the listserv is OK Leslie In a message dated 8/17/2008 11:59:38 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: Here is the last part of how I get my children ready for our year of learning together. Ginger ++ When I think about how I want my year to go I decide for myself what general procedures I need to explicitly teach my children in order for me to be able to do my academic work with them. I make a list of all the routines, things we will do each and every day/week. Procedures that I want to become automatic and smooth so I don't have to take the time to deal with them constantly. This is a way to help each child become independent in the everyday behaviors I expect. Here is my list: hallway behavior when coming in for the morning, locker behavior, what to do when you enter the classroom, how to line up for a special (Music, Art, P.E.), bathroom break, how to work at the table groups, how to work with a partner, living room (gathering area) behavior (getting and leaving there and during the lesson), independent reading behavior, small group instruction behavior, indoor recess behavior on raining days, dismissal, etc. We hold class meetings the first few days (which tend to be longer as we build our community/classroom culture) where we create LOOKS LIKE/SOUNDS LIKE charts together for each behavior. They help me create the charts after turning and talking. It's not me telling them. I set up the situation. What should I see and hear when you are coming down the hall from the buses each morning? Turn and talk. But of course if they forget something crucial I contribute to the conversation. If we are about to take our first walk to Music I plan the time to do that chart just before that time so we can have a smooth transition from the beginning. Again, the book The Daily Five has explicit steps to follow when training for procedures. I highly suggest that book. The part that I always remember to include in this training is the modeling piece after we've written the chart. Having first one student show the INCORRECT way to do the behavior, then have the class reflect on why that was not correct. Then have that student demonstrate the correct behavior. I then have a small group of students demonstrate the correct behavior. And then the entire class practices. Always having the class reflect on what was correct and why. Adding the why connects completely with the thinking work I will be doing. It's that deeper layer. I've gone to this TRAINING mode for years now and have found that it nearly eliminates the behavior problems that arise from lack of structure. I actually post the LOOKS LIKE/SOUNDS LIKE charts around the room for the first few weeks and before a transition I remember to walk over the chart, point to it and say, What should it look like and sound like when we are coming to the living room (gathering area) for shared reading? I take the time to have them turn and talk it out first and then have a few tables share back. I suggest they all watch and listen as we do the transition and then I ask for feedback on how they think it went. If it didn't go well I stop my plans and have them return and we do it all again. I point to our chart. They turn and talk and share back and have a go at it again. Depending on the group there have been times we do this over and over until the behavior improves. It sounds mundane but I can't tell you how crucial it is to MAKE and TAKE the time to shape the class in these areas. I want to be able to do the teaching I have planned and I can only get to that when my children are ready and available
Re: [MOSAIC] new year- part 3
You are now members of a listserv. The email goes to all members of the listserv. If you don't want to be part of the listserv, then you have to follow these directions: ___ 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. -- Lori Jackson District Literacy Coach Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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] new year- part 3
Hi Gina and Lynda, Welcome to the listserve! I am usually a lurker, but read the posts nearly every day. The reason why you are getting the messages that are addressed to Ginger is because they are being sent to the entire listserve, rather than to Ginger's private email. Tammy Gina-Marie Kelly wrote: I am not Ginger either and keep getting these emails as well. I too have just recently signed up for the listserv. Gina Kelly -Original Message- From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Tue 8/26/2008 6:01 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] new year- part 3 I don't know how you got my email address, or if things are being misdirected, but I am not Ginger. I recently signed up at the Mosaic website. but I don't have anything to do with the listserv. Good luck figuring it out. Lynda Riggs -- Original message -- From: [EMAIL PROTECTED] Ginger, Is the listserv up and running? I haven't gotten anything in days and that always makes me leary. I am looking for some support with Professional Development I am planning focusing on Comprehension. I am using some of Ellin Keene's work from To Understand, but it is very comprehensive (no pun intended) and I need to accomplish two things: 1. Create some enthusiasm for beginning the school year 2. Make the staff eager to delve deeper and continue our study of comprehension across the year Any work by David Pearson that might be helpful? I hope the listserv is OK Leslie In a message dated 8/17/2008 11:59:38 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: Here is the last part of how I get my children ready for our year of learning together. Ginger ++ When I think about how I want my year to go I decide for myself what general procedures I need to explicitly teach my children in order for me to be able to do my academic work with them. I make a list of all the routines, things we will do each and every day/week. Procedures that I want to become automatic and smooth so I don't have to take the time to deal with them constantly. This is a way to help each child become independent in the everyday behaviors I expect. Here is my list: hallway behavior when coming in for the morning, locker behavior, what to do when you enter the classroom, how to line up for a special (Music, Art, P.E.), bathroom break, how to work at the table groups, how to work with a partner, living room (gathering area) behavior (getting and leaving there and during the lesson), independent reading behavior, small group instruction behavior, indoor recess behavior on raining days, dismissal, etc. We hold class meetings the first few days (which tend to be longer as we build our community/classroom culture) where we create LOOKS LIKE/SOUNDS LIKE charts together for each behavior. They help me create the charts after turning and talking. It's not me telling them. I set up the situation. What should I see and hear when you are coming down the hall from the buses each morning? Turn and talk. But of course if they forget something crucial I contribute to the conversation. If we are about to take our first walk to Music I plan the time to do that chart just before that time so we can have a smooth transition from the beginning. Again, the book The Daily Five has explicit steps to follow when training for procedures. I highly suggest that book. The part that I always remember to include in this training is the modeling piece after we've written the chart. Having first one student show the INCORRECT way to do the behavior, then have the class reflect on why that was not correct. Then have that student demonstrate the correct behavior. I then have a small group of students demonstrate the correct behavior. And then the entire class practices. Always having the class reflect on what was correct and why. Adding the why connects completely with the thinking work I will be doing. It's that deeper layer. I've gone to this TRAINING mode for years now and have found that it nearly eliminates the behavior problems that arise from lack of structure. I actually post the LOOKS LIKE/SOUNDS LIKE charts around the room for the first few weeks and before a transition I remember to walk over the chart, point to it and say, What should it look like and sound like when we are coming to the living room (gathering area) for shared reading? I take the time to have them turn and talk it out first and then have a few tables share back. I suggest they all watch and listen as we do the transition and then I ask for feedback on how they think it went. If it didn't go well I stop my plans and have them return and we do it all again. I point to our chart. They turn and talk and share back and have a go at it again. Depending on the group there have been times we do this over and over until the behavior improves
Re: [MOSAIC] new year- part 3
Ginger, Is the listserv up and running? I haven't gotten anything in days and that always makes me leary. I am looking for some support with Professional Development I am planning focusing on Comprehension. I am using some of Ellin Keene's work from To Understand, but it is very comprehensive (no pun intended) and I need to accomplish two things: 1. Create some enthusiasm for beginning the school year 2. Make the staff eager to delve deeper and continue our study of comprehension across the year Any work by David Pearson that might be helpful? I hope the listserv is OK Leslie In a message dated 8/17/2008 11:59:38 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: Here is the last part of how I get my children ready for our year of learning together. Ginger ++ When I think about how I want my year to go I decide for myself what general procedures I need to explicitly teach my children in order for me to be able to do my academic work with them. I make a list of all the routines, things we will do each and every day/week. Procedures that I want to become automatic and smooth so I don't have to take the time to deal with them constantly. This is a way to help each child become independent in the everyday behaviors I expect. Here is my list: hallway behavior when coming in for the morning, locker behavior, what to do when you enter the classroom, how to line up for a special (Music, Art, P.E.), bathroom break, how to work at the table groups, how to work with a partner, living room (gathering area) behavior (getting and leaving there and during the lesson), independent reading behavior, small group instruction behavior, indoor recess behavior on raining days, dismissal, etc. We hold class meetings the first few days (which tend to be longer as we build our community/classroom culture) where we create LOOKS LIKE/SOUNDS LIKE charts together for each behavior. They help me create the charts after turning and talking. It's not me telling them. I set up the situation. What should I see and hear when you are coming down the hall from the buses each morning? Turn and talk. But of course if they forget something crucial I contribute to the conversation. If we are about to take our first walk to Music I plan the time to do that chart just before that time so we can have a smooth transition from the beginning. Again, the book The Daily Five has explicit steps to follow when training for procedures. I highly suggest that book. The part that I always remember to include in this training is the modeling piece after we've written the chart. Having first one student show the INCORRECT way to do the behavior, then have the class reflect on why that was not correct. Then have that student demonstrate the correct behavior. I then have a small group of students demonstrate the correct behavior. And then the entire class practices. Always having the class reflect on what was correct and why. Adding the why connects completely with the thinking work I will be doing. It's that deeper layer. I've gone to this TRAINING mode for years now and have found that it nearly eliminates the behavior problems that arise from lack of structure. I actually post the LOOKS LIKE/SOUNDS LIKE charts around the room for the first few weeks and before a transition I remember to walk over the chart, point to it and say, What should it look like and sound like when we are coming to the living room (gathering area) for shared reading? I take the time to have them turn and talk it out first and then have a few tables share back. I suggest they all watch and listen as we do the transition and then I ask for feedback on how they think it went. If it didn't go well I stop my plans and have them return and we do it all again. I point to our chart. They turn and talk and share back and have a go at it again. Depending on the group there have been times we do this over and over until the behavior improves. It sounds mundane but I can't tell you how crucial it is to MAKE and TAKE the time to shape the class in these areas. I want to be able to do the teaching I have planned and I can only get to that when my children are ready and available to learn. Behavior can be set up for success by making and taking the time early on. I've always found it well worth the time. We don't always have it down the first time either. They're kids. We need to take it slow, use kindness, and keep at it with lots of praise and reflective words. But every year my kid are able to show the correct behaviors if I follow these steps. And the best thing. once they DO show you as a class that they CAN do what is expected, you can always know it IS possible. Especially on those behaviorally challenging days. Just step back, take a breath, stop your teaching and RETEACH the behaviors
[MOSAIC] new year- part 3
Here is the last part of how I get my children ready for our year of learning together. Ginger ++ When I think about how I want my year to go I decide for myself what general procedures I need to explicitly teach my children in order for me to be able to do my academic work with them. I make a list of all the routines, things we will do each and every day/week. Procedures that I want to become automatic and smooth so I don't have to take the time to deal with them constantly. This is a way to help each child become independent in the everyday behaviors I expect. Here is my list: hallway behavior when coming in for the morning, locker behavior, what to do when you enter the classroom, how to line up for a special (Music, Art, P.E.), bathroom break, how to work at the table groups, how to work with a partner, living room (gathering area) behavior (getting and leaving there and during the lesson), independent reading behavior, small group instruction behavior, indoor recess behavior on raining days, dismissal, etc. We hold class meetings the first few days (which tend to be longer as we build our community/classroom culture) where we create LOOKS LIKE/SOUNDS LIKE charts together for each behavior. They help me create the charts after turning and talking. It's not me telling them. I set up the situation. What should I see and hear when you are coming down the hall from the buses each morning? Turn and talk. But of course if they forget something crucial I contribute to the conversation. If we are about to take our first walk to Music I plan the time to do that chart just before that time so we can have a smooth transition from the beginning. Again, the book The Daily Five has explicit steps to follow when training for procedures. I highly suggest that book. The part that I always remember to include in this training is the modeling piece after we've written the chart. Having first one student show the INCORRECT way to do the behavior, then have the class reflect on why that was not correct. Then have that student demonstrate the correct behavior. I then have a small group of students demonstrate the correct behavior. And then the entire class practices. Always having the class reflect on what was correct and why. Adding the why connects completely with the thinking work I will be doing. It's that deeper layer. I've gone to this TRAINING mode for years now and have found that it nearly eliminates the behavior problems that arise from lack of structure. I actually post the LOOKS LIKE/SOUNDS LIKE charts around the room for the first few weeks and before a transition I remember to walk over the chart, point to it and say, What should it look like and sound like when we are coming to the living room (gathering area) for shared reading? I take the time to have them turn and talk it out first and then have a few tables share back. I suggest they all watch and listen as we do the transition and then I ask for feedback on how they think it went. If it didn't go well I stop my plans and have them return and we do it all again. I point to our chart. They turn and talk and share back and have a go at it again. Depending on the group there have been times we do this over and over until the behavior improves. It sounds mundane but I can't tell you how crucial it is to MAKE and TAKE the time to shape the class in these areas. I want to be able to do the teaching I have planned and I can only get to that when my children are ready and available to learn. Behavior can be set up for success by making and taking the time early on. I've always found it well worth the time. We don't always have it down the first time either. They're kids. We need to take it slow, use kindness, and keep at it with lots of praise and reflective words. But every year my kid are able to show the correct behaviors if I follow these steps. And the best thing. once they DO show you as a class that they CAN do what is expected, you can always know it IS possible. Especially on those behaviorally challenging days. Just step back, take a breath, stop your teaching and RETEACH the behaviors using the charts and the modeling and the practicing. It works. After a few weeks when we are in the groove I do take down the LOOKS LIKE/SOUNDS LIKE charts but I save them so I can bring them out again for class meetings to reteach and discuss if they slip back into chaos. Again, don't let it go when that happens. I've heard teachers say, They KNOW what to do, why do I have to take my time to teach them again? Personally, I can only say, when I DO take the time to retrain them, I see great results and then I am less frustrated with them and I can teach. It's more about my own consistency in ALWAYS framing those key supportive words, O.k. We're about to line up for lunch. What should it look like and sound like? Let's see how we do. Then when I
Re: [MOSAIC] new year- part 3
Okay, I must have been oblivious at the time: could you please resend the first part because I can't find it in my saved mail anywhere? Thanks. Bev From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Date: Sun, 17 Aug 2008 10:56:52 -0500 Subject: [MOSAIC] new year- part 3 Here is the last part of how I get my children ready for our year of learning together. Ginger ++ When I think about how I want my year to go I decide for myself what general procedures I need to explicitly teach my children in order for me to be able to do my academic work with them. I make a list of all the routines, things we will do each and every day/week. Procedures that I want to become automatic and smooth so I don't have to take the time to deal with them constantly. This is a way to help each child become independent in the everyday behaviors I expect. Here is my list: hallway behavior when coming in for the morning, locker behavior, what to do when you enter the classroom, how to line up for a special (Music, Art, P.E.), bathroom break, how to work at the table groups, how to work with a partner, living room (gathering area) behavior (getting and leaving there and during the lesson), independent reading behavior, small group instruction behavior, indoor recess behavior on raining days, dismissal, etc. We hold class meetings the first few days (which tend to be longer as we build our community/classroom culture) where we create LOOKS LIKE/SOUNDS LIKE charts together for each behavior. They help me create the charts after turning and talking. It's not me telling them. I set up the situation. What should I see and hear when you are coming down the hall from the buses each morning? Turn and talk. But of course if they forget something crucial I contribute to the conversation. If we are about to take our first walk to Music I plan the time to do that chart just before that time so we can have a smooth transition from the beginning. Again, the book The Daily Five has explicit steps to follow when training for procedures. I highly suggest that book. The part that I always remember to include in this training is the modeling piece after we've written the chart. Having first one student show the INCORRECT way to do the behavior, then have the class reflect on why that was not correct. Then have that student demonstrate the correct behavior. I then have a small group of students demonstrate the correct behavior. And then the entire class practices. Always having the class reflect on what was correct and why. Adding the why connects completely with the thinking work I will be doing. It's that deeper layer. I've gone to this TRAINING mode for years now and have found that it nearly eliminates the behavior problems that arise from lack of structure. I actually post the LOOKS LIKE/SOUNDS LIKE charts around the room for the first few weeks and before a transition I remember to walk over the chart, point to it and say, What should it look like and sound like when we are coming to the living room (gathering area) for shared reading? I take the time to have them turn and talk it out first and then have a few tables share back. I suggest they all watch and listen as we do the transition and then I ask for feedback on how they think it went. If it didn't go well I stop my plans and have them return and we do it all again. I point to our chart. They turn and talk and share back and have a go at it again. Depending on the group there have been times we do this over and over until the behavior improves. It sounds mundane but I can't tell you how crucial it is to MAKE and TAKE the time to shape the class in these areas. I want to be able to do the teaching I have planned and I can only get to that when my children are ready and available to learn. Behavior can be set up for success by making and taking the time early on. I've always found it well worth the time. We don't always have it down the first time either. They're kids. We need to take it slow, use kindness, and keep at it with lots of praise and reflective words. But every year my kid are able to show the correct behaviors if I follow these steps. And the best thing. once they DO show you as a class that they CAN do what is expected, you can always know it IS possible. Especially on those behaviorally challenging days. Just step back, take a breath, stop your teaching and RETEACH the behaviors using the charts and the modeling and the practicing. It works. After a few weeks when we are in the groove I do take down the LOOKS LIKE/SOUNDS LIKE charts but I save them so I can bring them out again for class meetings to reteach and discuss if they slip back into chaos. Again, don't let it go when that happens. I've heard teachers say, They KNOW what to do, why do I have to take my time
