Re: [MOSAIC] "we do..."

[Mena]

 
 
  
  
 
  
III. TEACHING  THE LESSON
  
 
  
 
 
  
  
2.  Modeling  Procedures
  
This is the “I” part of your lesson
  
 
  
  
 
 
 
  
  
3.  Teaching  the Lesson:  Guided Practice Procedures  This is the “we” part of 
your lesson
  
 
  
  
 
 
 
  
  
4.  Teaching  the Lesson: Independent Practice Procedures This is  the “YOU” 
part of the lesson. SMART objective  describes the student’s independent 
practice
  
 
  
  
 
 
 
  
  
 
  
  
 
 
 
  
  
5.   Closure:  Ending the Lesson (Student  Reflection)
  
 
  
  
 
 
 
  
  
Diversity
  
  
 
 
 
  
  
 
  
V.  ASSESSMENT / EVALUATION
  
 
  
 
 
  
  
Assessment / Evaluation Tools or Instruments
  
  
 
 
 
  
  
Reporting Assessment Results
  
 
  
  
 
 
 
  
  
Activities Student Complete
  
 
  
  
 
 
 
  
  
 
  
VI.  MATERIALS / RUBRIC / MEDIA CONNECTIONS
  
 
  
 
 
  
  
Instructional Materials
  
 
  
  
 
 


 

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: Palmer, Jennifer 
To: C McLoughlin ; Mosaic: AReadingComprehension 
Strategies Email Group 
Sent: Sat, Sep 24, 2011 4:50 pm
Subject: [MOSAIC] "we do..."


Let's talk about the gradual release model...
First... What do you all do to help move students toward independence in 
strategy instruction?

Second... How do you help colleagues understand what this looks like and why it 
is important?
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Re: [MOSAIC] "we do..."

[Palmer, Jennifer]

What exactly are teachers doing for their guided practice? This is the piece 
that many teachers miss in this district... they model then kids do themselves. 
 
Jennifer L. Palmer
Instructional Facilitator, National Board Certified Teacher (EC Gen)
 
Magnolia Elementary School (Home School)
901 Trimble Road, Joppa, MD 21085
Phone:  (410) 612-1553
Fax:  (410) 612-1576
In EVERY child...a touch of GREATNESS!!! 
Proud of our Title One School!
 
Norrisville Elementary School
5302 Norrisville Rd
White Hall, MD 21161
Phone: 410-692-7810
Fax: 410-692-7812
Where Bright Futures Begin!!!



From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on behalf of 
Mena
Sent: Mon 9/26/2011 8:08 AM
To: mosaic@literacyworkshop.org; readingteacher...@yahoo.com
Subject: Re: [MOSAIC] "we do..."






 
 

 
III. TEACHING  THE LESSON
 

 


 
 
2.  Modeling  Procedures
 
This is the "I" part of your lesson
 

 
 



 
 
3.  Teaching  the Lesson:  Guided Practice Procedures  This is the "we" part of 
your lesson
 

 
 



 
 
4.  Teaching  the Lesson: Independent Practice Procedures This is  the "YOU" 
part of the lesson. SMART objective  describes the student's independent 
practice
 

 
 



 
 

 
 



 
 
5.   Closure:  Ending the Lesson (Student  Reflection)
 

 
 



 
 
Diversity
 
 



 
 

 
V.  ASSESSMENT / EVALUATION
 

 


 
 
Assessment / Evaluation Tools or Instruments
 
 



 
 
Reporting Assessment Results
 

 
 



 
 
Activities Student Complete
 

 
 



 
 

 
VI.  MATERIALS / RUBRIC / MEDIA CONNECTIONS
 

 


 
 
Instructional Materials
 

 
 






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: Palmer, Jennifer 
To: C McLoughlin ; Mosaic: AReadingComprehension 
Strategies Email Group 
Sent: Sat, Sep 24, 2011 4:50 pm
Subject: [MOSAIC] "we do..."


Let's talk about the gradual release model...
First... What do you all do to help move students toward independence in
strategy instruction?

Second... How do you help colleagues understand what this looks like and why it
is important?
___
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Search the MOSAIC archives at http://snipurl.com/MosaicArchive



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Re: [MOSAIC] "we do..."

[Hall Linda]

What about using Regie Routman's Optimal Learning Model? She says we try to 
move them to independence too quickly, so she has added another step. I do, we 
do, we do, you do.

Linda Hall
Literacy Specialist
Lois Lenski Elementary
303-347-4286
lh...@lps.k12.co.us

Flatter me, and I may not believe you. Criticize me, and I may not like you. 
Ignore me, and I may not forgive you. Encourage me, and I will not forget you. 
Love me and I may be forced to love you. William Arthur Ward

-Original Message-
From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org 
[mailto:mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org] On Behalf Of 
Palmer, Jennifer
Sent: Saturday, September 24, 2011 2:51 PM
To: C McLoughlin; Mosaic: A ReadingComprehension Strategies Email Group
Subject: [MOSAIC] "we do..."

Let's talk about the gradual release model...
First... What do you all do to help move students toward independence in 
strategy instruction?

Second... How do you help colleagues understand what this looks like and why it 
is important?
___
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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


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Re: [MOSAIC] "we do..."

[Palmer, Jennifer]

I agree with this...but what does 'we do' look like in everyone's classrooms? 
Looking for some specifics as to how teachers do this...
 
Jennifer L. Palmer
Instructional Facilitator, National Board Certified Teacher (EC Gen)
 
Magnolia Elementary School (Home School)
901 Trimble Road, Joppa, MD 21085
Phone:  (410) 612-1553
Fax:  (410) 612-1576
In EVERY child...a touch of GREATNESS!!! 
Proud of our Title One School!
 
Norrisville Elementary School
5302 Norrisville Rd
White Hall, MD 21161
Phone: 410-692-7810
Fax: 410-692-7812
Where Bright Futures Begin!!!



From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on behalf of 
Hall Linda
Sent: Mon 9/26/2011 1:32 PM
To: Mosaic: A Reading Comprehension Strategies Email Group; C McLoughlin
Subject: Re: [MOSAIC] "we do..."



What about using Regie Routman's Optimal Learning Model? She says we try to 
move them to independence too quickly, so she has added another step. I do, we 
do, we do, you do.

Linda Hall
Literacy Specialist
Lois Lenski Elementary
303-347-4286
lh...@lps.k12.co.us

Flatter me, and I may not believe you. Criticize me, and I may not like you. 
Ignore me, and I may not forgive you. Encourage me, and I will not forget you. 
Love me and I may be forced to love you. William Arthur Ward

-Original Message-
From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org 
[mailto:mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org] On Behalf Of 
Palmer, Jennifer
Sent: Saturday, September 24, 2011 2:51 PM
To: C McLoughlin; Mosaic: A ReadingComprehension Strategies Email Group
Subject: [MOSAIC] "we do..."

Let's talk about the gradual release model...
First... What do you all do to help move students toward independence in 
strategy instruction?

Second... How do you help colleagues understand what this looks like and why it 
is important?
___
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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


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Re: [MOSAIC] "we do..."

[Sally Thomas]

Thinking about the the what I do.I find of course that our
demonstrations and/or mini lessons have to occur over time.  The learning
doesn't click immediately for all students.  During the guided/application
part of the workshop my role is to observe and confer with students.  I've
found that using talk such as that described in Johnston's Choice Words
helps me "name" and "point" to the strategies individual children are using.
Or they help me prompt the child's own metacognition into thinking about
what he/she is doing or planning to do.  This talk can spill over into other
children's awareness as the listen in.  And/or I can use this as an
opportunity to encourage a child to share at the end of workshop.  The
learning gradually spreads in ripples across the classroom.  Sometimes the
learning is seemingly a long time coming.  Often I've found learning is
happening underground so to speak and when I finally see it in concrete
action a lot has actually been accomplished.  Children learn at their "point
of need," not always on our adult schedules!!

Sally


On 9/26/11 11:06 AM, "Palmer, Jennifer"  wrote:

> I agree with this...but what does 'we do' look like in everyone's classrooms?
> Looking for some specifics as to how teachers do this...
>  
> Jennifer L. Palmer
> Instructional Facilitator, National Board Certified Teacher (EC Gen)
>  
> Magnolia Elementary School (Home School)
> 901 Trimble Road, Joppa, MD 21085
> Phone:  (410) 612-1553
> Fax:  (410) 612-1576
> In EVERY child...a touch of GREATNESS!!!
> Proud of our Title One School!
>  
> Norrisville Elementary School
> 5302 Norrisville Rd
> White Hall, MD 21161
> Phone: 410-692-7810
> Fax: 410-692-7812
> Where Bright Futures Begin!!!
> 
> 
> 
> From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on behalf
> of Hall Linda
> Sent: Mon 9/26/2011 1:32 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group; C McLoughlin
> Subject: Re: [MOSAIC] "we do..."
> 
> 
> 
> What about using Regie Routman's Optimal Learning Model? She says we try to
> move them to independence too quickly, so she has added another step. I do, we
> do, we do, you do.
> 
> Linda Hall
> Literacy Specialist
> Lois Lenski Elementary
> 303-347-4286
> lh...@lps.k12.co.us
> 
> Flatter me, and I may not believe you. Criticize me, and I may not like you.
> Ignore me, and I may not forgive you. Encourage me, and I will not forget you.
> Love me and I may be forced to love you. William Arthur Ward
> 
> -Original Message-
> From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org
> [mailto:mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org] On Behalf Of
> Palmer, Jennifer
> Sent: Saturday, September 24, 2011 2:51 PM
> To: C McLoughlin; Mosaic: A ReadingComprehension Strategies Email Group
> Subject: [MOSAIC] "we do..."
> 
> Let's talk about the gradual release model...
> First... What do you all do to help move students toward independence in
> strategy instruction?
> 
> Second... How do you help colleagues understand what this looks like and why
> it is important?
> ___
> 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
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> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> 



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Re: [MOSAIC] "we do..."

[write]

I don't know if this is "we do," but sometimes I have students work 
with a partner or a small group before they work individually. 

Sometimes I use the document camera and have students suggest ideas 
that I write down for everyone to see. 


Are either of those (both of those?) examples of we do?


Quoting "Palmer, Jennifer" :
I agree with this...but what does 'we do' look like in everyone's 
classrooms? Looking for some specifics as to how teachers do this... 


Jennifer L. Palmer
Instructional Facilitator, National Board Certified Teacher (EC Gen)

Magnolia Elementary School (Home School)
901 Trimble Road, Joppa, MD 21085
Phone:  (410) 612-1553
Fax:  (410) 612-1576
In EVERY child...a touch of GREATNESS!!!
Proud of our Title One School!

Norrisville Elementary School
5302 Norrisville Rd
White Hall, MD 21161
Phone: 410-692-7810
Fax: 410-692-7812
Where Bright Futures Begin!!!



From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on 
behalf of Hall Linda

Sent: Mon 9/26/2011 1:32 PM
To: Mosaic: A Reading Comprehension Strategies Email Group; C McLoughlin
Subject: Re: [MOSAIC] "we do..."

What about using Regie Routman's Optimal Learning Model? She says we 
try to move them to independence too quickly, so she has added another 
step. I do, we do, we do, you do. 


Linda Hall
Literacy Specialist
Lois Lenski Elementary
303-347-4286
lh...@lps.k12.co.us

Flatter me, and I may not believe you. Criticize me, and I may not like 
you. Ignore me, and I may not forgive you. Encourage me, and I will not 
forget you. Love me and I may be forced to love you. William Arthur Ward


-Original Message-
From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org 
[mailto:mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org] On 
Behalf Of Palmer, Jennifer

Sent: Saturday, September 24, 2011 2:51 PM
To: C McLoughlin; Mosaic: A ReadingComprehension Strategies Email Group
Subject: [MOSAIC] "we do..."

Let's talk about the gradual release model... 
First... What do you all do to help move students toward independence 
in strategy instruction?


Second... How do you help colleagues understand what this looks like 
and why it is important?

___
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Mosaic@literacyworkshop.org
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http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org

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-

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Re: [MOSAIC] "we do..."

[Sally Thomas]

I like them - effective ideas on way to accomplishing learning!!


On 9/26/11 2:05 PM, "Jan"  wrote:

> I don't know if this is "we do," but sometimes I have students work
> with a partner or a small group before they work individually.
> 
> Sometimes I use the document camera and have students suggest ideas
> that I write down for everyone to see.
> 
> Are either of those (both of those?) examples of we do?
> 
> 
> Quoting "Palmer, Jennifer" :
> I agree with this...but what does 'we do' look like in everyone's
> classrooms? Looking for some specifics as to how teachers do this...
> 
> Jennifer L. Palmer
> Instructional Facilitator, National Board Certified Teacher (EC Gen)
> 
> Magnolia Elementary School (Home School)
> 901 Trimble Road, Joppa, MD 21085
> Phone:  (410) 612-1553
> Fax:  (410) 612-1576
> In EVERY child...a touch of GREATNESS!!!
> Proud of our Title One School!
> 
> Norrisville Elementary School
> 5302 Norrisville Rd
> White Hall, MD 21161
> Phone: 410-692-7810
> Fax: 410-692-7812
> Where Bright Futures Begin!!!
> 
> 
> 
> From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on
> behalf of Hall Linda
> Sent: Mon 9/26/2011 1:32 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group; C McLoughlin
> Subject: Re: [MOSAIC] "we do..."
> 
> What about using Regie Routman's Optimal Learning Model? She says we
> try to move them to independence too quickly, so she has added another
> step. I do, we do, we do, you do.
> 
> Linda Hall
> Literacy Specialist
> Lois Lenski Elementary
> 303-347-4286
> lh...@lps.k12.co.us
> 
> Flatter me, and I may not believe you. Criticize me, and I may not like
> you. Ignore me, and I may not forgive you. Encourage me, and I will not
> forget you. Love me and I may be forced to love you. William Arthur Ward
> 
> -Original Message-
> From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org
> [mailto:mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org] On
> Behalf Of Palmer, Jennifer
> Sent: Saturday, September 24, 2011 2:51 PM
> To: C McLoughlin; Mosaic: A ReadingComprehension Strategies Email Group
> Subject: [MOSAIC] "we do..."
> 
> Let's talk about the gradual release model...
> First... What do you all do to help move students toward independence
> in strategy instruction?
> 
> Second... How do you help colleagues understand what this looks like
> and why it is important?
> ___
> 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 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
> 



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Re: [MOSAIC] "we do..."

[Renee]

It is so important to remember this.
Renee

On Sep 26, 2011, at 1:03 PM, Sally Thomas wrote:


Sometimes the
learning is seemingly a long time coming.  Often I've found learning is
happening underground so to speak and when I finally see it in concrete
action a lot has actually been accomplished.  Children learn at their 
"point

of need," not always on our adult schedules!!



When you have only two pennies left in the world, buy a loaf of bread 
with one, and a lily with the other.

~ Chinese Proverb



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Re: [MOSAIC] "we do..."

[Hall Linda]

Students working with a partner or in a small group would fall in the "we do" 
category according to Regie Routman's Optimal Learning Model. She refers to 
what is done "to" learners, "with" learners, and "by" learners. The work done 
"with" learners starts with shared demonstration and moves to guided practice. 
That's the "we do", "we do".

Linda Hall
Literacy Specialist
Lois Lenski Elementary
303-347-4286
lh...@lps.k12.co.us

Flatter me, and I may not believe you. Criticize me, and I may not like you. 
Ignore me, and I may not forgive you. Encourage me, and I will not forget you. 
Love me and I may be forced to love you. William Arthur Ward

-Original Message-
From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org 
[mailto:mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org] On Behalf Of 
Sally Thomas
Sent: Monday, September 26, 2011 4:10 PM
To: Jan; mosaic listserve
Subject: Re: [MOSAIC] "we do..."

I like them - effective ideas on way to accomplishing learning!!


On 9/26/11 2:05 PM, "Jan"  wrote:

> I don't know if this is "we do," but sometimes I have students work
> with a partner or a small group before they work individually.
> 
> Sometimes I use the document camera and have students suggest ideas
> that I write down for everyone to see.
> 
> Are either of those (both of those?) examples of we do?
> 
> 
> Quoting "Palmer, Jennifer" :
> I agree with this...but what does 'we do' look like in everyone's
> classrooms? Looking for some specifics as to how teachers do this...
> 
> Jennifer L. Palmer
> Instructional Facilitator, National Board Certified Teacher (EC Gen)
> 
> Magnolia Elementary School (Home School)
> 901 Trimble Road, Joppa, MD 21085
> Phone:  (410) 612-1553
> Fax:  (410) 612-1576
> In EVERY child...a touch of GREATNESS!!!
> Proud of our Title One School!
> 
> Norrisville Elementary School
> 5302 Norrisville Rd
> White Hall, MD 21161
> Phone: 410-692-7810
> Fax: 410-692-7812
> Where Bright Futures Begin!!!
> 
> ________________
> 
> From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on
> behalf of Hall Linda
> Sent: Mon 9/26/2011 1:32 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group; C McLoughlin
> Subject: Re: [MOSAIC] "we do..."
> 
> What about using Regie Routman's Optimal Learning Model? She says we
> try to move them to independence too quickly, so she has added another
> step. I do, we do, we do, you do.
> 
> Linda Hall
> Literacy Specialist
> Lois Lenski Elementary
> 303-347-4286
> lh...@lps.k12.co.us
> 
> Flatter me, and I may not believe you. Criticize me, and I may not like
> you. Ignore me, and I may not forgive you. Encourage me, and I will not
> forget you. Love me and I may be forced to love you. William Arthur Ward
> 
> -Original Message-
> From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org
> [mailto:mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org] On
> Behalf Of Palmer, Jennifer
> Sent: Saturday, September 24, 2011 2:51 PM
> To: C McLoughlin; Mosaic: A ReadingComprehension Strategies Email Group
> Subject: [MOSAIC] "we do..."
> 
> Let's talk about the gradual release model...
> First... What do you all do to help move students toward independence
> in strategy instruction?
> 
> Second... How do you help colleagues understand what this looks like
> and why it is important?
> ___
> 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
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Re: [MOSAIC] "we do..."

[Renee]

I would say that anytime you have students working in groups, that 
would be a "we do" situation, whether or not the teacher is involved.


Personally, I have a problem with "guided practice" when it gives 
students too much help or too much information and they are not allowed 
to struggle on their own a bit (no, not to the point of frustration) to 
figure something out. I also think it can be a factor in students 
becoming less creative and less able to think critically on their own.


I recall one of my evaluation writeups when I was teaching art and my 
1st grade students were doing a collage with geometric shapes. There 
was a little tricky problem-solving component and some of the students 
took a longer time to figure it out and that was ok because I was 
interested more in the PROCESS of creating than I was in the END 
PRODUCT and the principal wrote on my evaluation that "some guided 
practice might have helped" those students. Uh. no. I would say 
you didn't understand the art process nor the idea of the lesson.


I don't think we should always steer students toward the one right 
answer, and I think the wrong kind of guided practice does exactly 
that.


My two cents.

On Sep 26, 2011, at 2:05 PM, wr...@centurytel.net wrote:

I don't know if this is "we do," but sometimes I have students work 
with a partner or a small group before they work individually.
Sometimes I use the document camera and have students suggest ideas 
that I write down for everyone to see.

Are either of those (both of those?) examples of we do?



"We live in a world in which we need to share responsibility. It's easy 
to say, 'It's not my child, not my community, not my world, not my 
problem.' Then there are those, who see the need and respond. I 
consider those people my heroes."

~ Fred Rogers



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Re: [MOSAIC] "we do..."

[Palmer, Jennifer]

I agree, Renee. Especially in math...but in other areas too. We send our kids a 
vote of confidence in their ability to think when we give them the time and 
expectation that they WILL think.  On the other hand, demonstrating making 
inferences and then telling kids to make inferences on their own and expecting 
them to do it without some coaching might be a bit unrealistic.  I am trying to 
get a picture of some different ways to do "we do" without hand holding. Some 
real doable ways that help kids become independent...not dependent upon us! 
 
I love the idea of kids working in partners or in student led discussion 
groups.  Any other thoughts on what you think some appropriate 'we do' 
activities might be?
 
Jennifer L. Palmer
Instructional Facilitator, National Board Certified Teacher (EC Gen)
 
Magnolia Elementary School (Home School)
901 Trimble Road, Joppa, MD 21085
Phone:  (410) 612-1553
Fax:  (410) 612-1576
In EVERY child...a touch of GREATNESS!!! 
Proud of our Title One School!
 
Norrisville Elementary School
5302 Norrisville Rd
White Hall, MD 21161
Phone: 410-692-7810
Fax: 410-692-7812
Where Bright Futures Begin!!!



From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on behalf of 
Renee
Sent: Tue 9/27/2011 10:56 AM
To: Mosaic: A Reading Comprehension Strategies Email Group; wr...@centurytel.net
Subject: Re: [MOSAIC] "we do..."



I would say that anytime you have students working in groups, that
would be a "we do" situation, whether or not the teacher is involved.

Personally, I have a problem with "guided practice" when it gives
students too much help or too much information and they are not allowed
to struggle on their own a bit (no, not to the point of frustration) to
figure something out. I also think it can be a factor in students
becoming less creative and less able to think critically on their own.

I recall one of my evaluation writeups when I was teaching art and my
1st grade students were doing a collage with geometric shapes. There
was a little tricky problem-solving component and some of the students
took a longer time to figure it out and that was ok because I was
interested more in the PROCESS of creating than I was in the END
PRODUCT and the principal wrote on my evaluation that "some guided
practice might have helped" those students. Uh. no. I would say
you didn't understand the art process nor the idea of the lesson.

I don't think we should always steer students toward the one right
answer, and I think the wrong kind of guided practice does exactly
that.

My two cents.

On Sep 26, 2011, at 2:05 PM, wr...@centurytel.net wrote:

> I don't know if this is "we do," but sometimes I have students work
> with a partner or a small group before they work individually.
> Sometimes I use the document camera and have students suggest ideas
> that I write down for everyone to see.
> Are either of those (both of those?) examples of we do?


"We live in a world in which we need to share responsibility. It's easy
to say, 'It's not my child, not my community, not my world, not my
problem.' Then there are those, who see the need and respond. I
consider those people my heroes."
~ Fred Rogers



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Re: [MOSAIC] "we do..."

[Palmer, Jennifer]

Partners and small groups are a great way to do "we do", I agree. 
My teachers tell me that their kids are not really independent in strategy 
usage... I am wondering if it is not enough modeling...not enough 'we do' ... 
not enough time spent helping kids understand the how and why of strategy 
usage...
 
Jennifer L. Palmer
Instructional Facilitator, National Board Certified Teacher (EC Gen)
 
Magnolia Elementary School (Home School)
901 Trimble Road, Joppa, MD 21085
Phone:  (410) 612-1553
Fax:  (410) 612-1576
In EVERY child...a touch of GREATNESS!!! 
Proud of our Title One School!
 
Norrisville Elementary School
5302 Norrisville Rd
White Hall, MD 21161
Phone: 410-692-7810
Fax: 410-692-7812
Where Bright Futures Begin!!!



From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on behalf of 
Hall Linda
Sent: Tue 9/27/2011 1:29 PM
To: Mosaic: A Reading Comprehension Strategies Email Group; Jan
Subject: Re: [MOSAIC] "we do..."



Students working with a partner or in a small group would fall in the "we do" 
category according to Regie Routman's Optimal Learning Model. She refers to 
what is done "to" learners, "with" learners, and "by" learners. The work done 
"with" learners starts with shared demonstration and moves to guided practice. 
That's the "we do", "we do".

Linda Hall
Literacy Specialist
Lois Lenski Elementary
303-347-4286
lh...@lps.k12.co.us

Flatter me, and I may not believe you. Criticize me, and I may not like you. 
Ignore me, and I may not forgive you. Encourage me, and I will not forget you. 
Love me and I may be forced to love you. William Arthur Ward

-Original Message-
From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org 
[mailto:mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org] On Behalf Of 
Sally Thomas
Sent: Monday, September 26, 2011 4:10 PM
To: Jan; mosaic listserve
Subject: Re: [MOSAIC] "we do..."

I like them - effective ideas on way to accomplishing learning!!


On 9/26/11 2:05 PM, "Jan"  wrote:

> I don't know if this is "we do," but sometimes I have students work
> with a partner or a small group before they work individually.
>
> Sometimes I use the document camera and have students suggest ideas
> that I write down for everyone to see.
>
> Are either of those (both of those?) examples of we do?
>
>
> Quoting "Palmer, Jennifer" :
> I agree with this...but what does 'we do' look like in everyone's
> classrooms? Looking for some specifics as to how teachers do this...
>
> Jennifer L. Palmer
> Instructional Facilitator, National Board Certified Teacher (EC Gen)
>
> Magnolia Elementary School (Home School)
> 901 Trimble Road, Joppa, MD 21085
> Phone:  (410) 612-1553
> Fax:  (410) 612-1576
> In EVERY child...a touch of GREATNESS!!!
> Proud of our Title One School!
>
> Norrisville Elementary School
> 5302 Norrisville Rd
> White Hall, MD 21161
> Phone: 410-692-7810
> Fax: 410-692-7812
> Where Bright Futures Begin!!!
>
> ____
>
> From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on
> behalf of Hall Linda
> Sent: Mon 9/26/2011 1:32 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group; C McLoughlin
> Subject: Re: [MOSAIC] "we do..."
>
> What about using Regie Routman's Optimal Learning Model? She says we
> try to move them to independence too quickly, so she has added another
> step. I do, we do, we do, you do.
>
> Linda Hall
> Literacy Specialist
> Lois Lenski Elementary
> 303-347-4286
> lh...@lps.k12.co.us
>
> Flatter me, and I may not believe you. Criticize me, and I may not like
> you. Ignore me, and I may not forgive you. Encourage me, and I will not
> forget you. Love me and I may be forced to love you. William Arthur Ward
>
> -Original Message-
> From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org
> [mailto:mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org] On
> Behalf Of Palmer, Jennifer
> Sent: Saturday, September 24, 2011 2:51 PM
> To: C McLoughlin; Mosaic: A ReadingComprehension Strategies Email Group
> Subject: [MOSAIC] "we do..."
>
> Let's talk about the gradual release model...
> First... What do you all do to help move students toward independence
> in strategy instruction?
>
> Second... How do you help colleagues understand what this looks like
> and why it is important?
> ___



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Re: [MOSAIC] "we do..."

[write]

I try (not that I always succeed) to make it OK to make a mistake.  
Especially when students are learning something new, they will make 
mistakes.  I own up to my own mistakes.  I used to be SO embarrassed, 
but now I show students when I make a mistake, and then I show them how 
I correct it. 

I think inferences take lots of background knowledge.  So when students 
make an inference I don't see, I ask them what in the text made them 
think so.  Then I ask what do they already know that they can merge 
with the text. 

Sometimes, after I get an explanation from a student, I understand the 
inference.  If the inference still doesn't make sense, often the 
student will recognize that.  And it's OK.  Maybe it's not even a 
mistake, just a confusion that got cleared up in the discussion. 

If we can have this discussion so that the entire class can listen, I 
think that's a we do. 

I love it when a student makes an inference that I would never think 
of, but I can understand.  I make sure to say that I wouldn't have 
thought of it, but it makes sense to me. 
Jan



Quoting "Palmer, Jennifer" :
I agree, Renee. Especially in math...but in other areas too. We send 
our kids a vote of confidence in their ability to think when we give 
them the time and expectation that they WILL think.  On the other hand, 
demonstrating making inferences and then telling kids to make 
inferences on their own and expecting them to do it without some 
coaching might be a bit unrealistic.  I am trying to get a picture of 
some different ways to do "we do" without hand holding. Some real 
doable ways that help kids become independent...not dependent upon us!


I love the idea of kids working in partners or in student led 
discussion groups.  Any other thoughts on what you think some 
appropriate 'we do' activities might be?


Jennifer L. Palmer
Instructional Facilitator, National Board Certified Teacher (EC Gen)

Magnolia Elementary School (Home School)
901 Trimble Road, Joppa, MD 21085
Phone:  (410) 612-1553
Fax:  (410) 612-1576
In EVERY child...a touch of GREATNESS!!!
Proud of our Title One School!

Norrisville Elementary School
5302 Norrisville Rd
White Hall, MD 21161
Phone: 410-692-7810
Fax: 410-692-7812
Where Bright Futures Begin!!!



From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on 
behalf of Renee

Sent: Tue 9/27/2011 10:56 AM
To: Mosaic: A Reading Comprehension Strategies Email Group; 
wr...@centurytel.net

Subject: Re: [MOSAIC] "we do..."

I would say that anytime you have students working in groups, that
would be a "we do" situation, whether or not the teacher is involved. 


Personally, I have a problem with "guided practice" when it gives
students too much help or too much information and they are not allowed
to struggle on their own a bit (no, not to the point of frustration) to
figure something out. I also think it can be a factor in students
becoming less creative and less able to think critically on their own. 


I recall one of my evaluation writeups when I was teaching art and my
1st grade students were doing a collage with geometric shapes. There
was a little tricky problem-solving component and some of the students
took a longer time to figure it out and that was ok because I was
interested more in the PROCESS of creating than I was in the END
PRODUCT and the principal wrote on my evaluation that "some guided
practice might have helped" those students. Uh. no. I would say
you didn't understand the art process nor the idea of the lesson. 


I don't think we should always steer students toward the one right
answer, and I think the wrong kind of guided practice does exactly
that. 

My two cents. 



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Re: [MOSAIC] 'we do'

[Tammy Hutchinson]

I think another example of 'we do' is interactive writing. I really believe
in this as one of the most powerful strategies for teaching writing. And,
the products are great for reading and rereading-students love to read texts
that they collaborate to create.

Tammy Hutchinson
Literacy Specialist, NBCT
Westwood Elementary
West Jefferson, NC
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Re: [MOSAIC] "we do..."

[Patricia Kimathi]

Will you describe this activity.  It sounds interesting.
PatK
On Sep 27, 2011, at 7:56 AM, Renee wrote:

I recall one of my evaluation writeups when I was teaching art and  
my 1st grade students were doing a collage with geometric shapes.  
There was a little tricky problem-solving component and some of the  
students took a longer time to figure it out and that was ok because  
I was interested more in the PROCESS of creating than I was in the  
END PRODUCT and the principal wrote on my evaluation that "some  
guided practice might have helped" those students. Uh. no. I  
would say you didn't understand the art process nor the idea of the  
lesson.


PatK




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Re: [MOSAIC] "we do..."

[Renee]

Pat,

You can see and read about this activity in a couple of places on my  
websites. I've done different versions for different grades.


For the first grade version, go here:
explanation:  
http://creatingartwithkids.blogspot.com/2008/11/geometric-shape- 
collages.html

more examples:  http://share2learn.com/artmathsamples4b.html

For the fourth and fifth grade version, go here:
http://www.share2learn.com/artmathsamples4c.html

Try it, and let me know how it comes out!
Renee

On Sep 28, 2011, at 9:08 PM, Patricia Kimathi wrote:


Will you describe this activity.  It sounds interesting.
PatK
On Sep 27, 2011, at 7:56 AM, Renee wrote:

I recall one of my evaluation writeups when I was teaching art and my  
1st grade students were doing a collage with geometric shapes. There  
was a little tricky problem-solving component and some of the  
students took a longer time to figure it out and that was ok because  
I was interested more in the PROCESS of creating than I was in the  
END PRODUCT and the principal wrote on my evaluation that "some  
guided practice might have helped" those students. Uh. no. I  
would say you didn't understand the art process nor the idea of the  
lesson.


PatK




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 ~ Pablo Picasso



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Re: [MOSAIC] "we do..."

[Patricia Kimathi]

Thank you.  I also found the Geometric Face,, but I could not find the  
directions you gave the kids.  I like the way you present and I think  
I give too many directions.  How do you frame this assignment.  Agin  
thank you in advance.  Have you ever written a book I could buy.

Pat Kimathi
On Sep 29, 2011, at 7:28 AM, Renee wrote:


Pat,

You can see and read about this activity in a couple of places on my  
websites. I've done different versions for different grades.


For the first grade version, go here:
explanation: 
http://creatingartwithkids.blogspot.com/2008/11/geometric-shape-collages.html
more examples:  http://share2learn.com/artmathsamples4b.html

For the fourth and fifth grade version, go here:
http://www.share2learn.com/artmathsamples4c.html

Try it, and let me know how it comes out!
Renee

On Sep 28, 2011, at 9:08 PM, Patricia Kimathi wrote:


Will you describe this activity.  It sounds interesting.
PatK
On Sep 27, 2011, at 7:56 AM, Renee wrote:

I recall one of my evaluation writeups when I was teaching art and  
my 1st grade students were doing a collage with geometric shapes.  
There was a little tricky problem-solving component and some of  
the students took a longer time to figure it out and that was ok  
because I was interested more in the PROCESS of creating than I  
was in the END PRODUCT and the principal wrote on my evaluation  
that "some guided practice might have helped" those students.  
Uh. no. I would say you didn't understand the art process  
nor the idea of the lesson.


PatK




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~ Pablo Picasso



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PatK




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Re: [MOSAIC] "we do..."

[Beverlee Paul]

I'm with you, Pat.  I'd buy it in a heartbeat!  It's a book that sorely
needs written right now.  Then of course, there would be the matter of
getting the blue-word-readers to read the book!

On Thu, Sep 29, 2011 at 3:03 PM, Patricia Kimathi wrote:

> Thank you.  I also found the Geometric Face,, but I could not find the
> directions you gave the kids.  I like the way you present and I think I give
> too many directions.  How do you frame this assignment.  Agin thank you in
> advance.  Have you ever written a book I could buy.
> Pat Kimathi
>
> On Sep 29, 2011, at 7:28 AM, Renee wrote:
>
>  Pat,
>>
>> You can see and read about this activity in a couple of places on my
>> websites. I've done different versions for different grades.
>>
>> For the first grade version, go here:
>> explanation: http://creatingartwithkids.**blogspot.com/2008/11/**
>> geometric-shape-collages.html
>> more examples:  
>> http://share2learn.com/**artmathsamples4b.html
>>
>> For the fourth and fifth grade version, go here:
>> http://www.share2learn.com/**artmathsamples4c.html
>>
>> Try it, and let me know how it comes out!
>> Renee
>>
>> On Sep 28, 2011, at 9:08 PM, Patricia Kimathi wrote:
>>
>>  Will you describe this activity.  It sounds interesting.
>>> PatK
>>> On Sep 27, 2011, at 7:56 AM, Renee wrote:
>>>
>>>  I recall one of my evaluation writeups when I was teaching art and my
 1st grade students were doing a collage with geometric shapes. There was a
 little tricky problem-solving component and some of the students took a
 longer time to figure it out and that was ok because I was interested more
 in the PROCESS of creating than I was in the END PRODUCT and the principal
 wrote on my evaluation that "some guided practice might have helped" those
 students. Uh. no. I would say you didn't understand the art process
 nor the idea of the lesson.

>>>
>>> PatK
>>>
>>>
>>>
>>>
>>> __**_
>>> 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
>>>
>>>
>>>  "Painting is just another way of keeping a diary."
>> ~ Pablo Picasso
>>
>>
>>
>> __**_
>> 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
>>
>>
> PatK
>
>
>
>
> __**_
> 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
>
>


-- 
"If you want to build a ship, don't herd people together to collect wood and
don't assign them tasks and work, but rather teach them to long for the
endless immensity of the sea."  Antoine de Saint-Exupery
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Re: [MOSAIC] "we do..."

[Renee]

Pat,

I am not sure what geometric faces you are speaking of. I have art  
pages in a lot of different spaces. But most of the art I do with  
kids you can pretty much figure out.


I do have a book of art activities that I put together, from things I  
did in my classroom. It is NOT a lesson plan book but more a list of  
activity ideas designed to be open-ended and subject to teacher  
alteration. There is information on that book on my website:   
www.share2learn.com


Renee


On Sep 29, 2011, at 2:03 PM, Patricia Kimathi wrote:

Thank you.  I also found the Geometric Face,, but I could not find  
the directions you gave the kids.  I like the way you present and I  
think I give too many directions.  How do you frame this  
assignment.  Agin thank you in advance.  Have you ever written a  
book I could buy.

Pat Kimathi
On Sep 29, 2011, at 7:28 AM, Renee wrote:


Pat,

You can see and read about this activity in a couple of places on  
my websites. I've done different versions for different grades.


For the first grade version, go here:
explanation: http://creatingartwithkids.blogspot.com/2008/11/ 
geometric-shape-collages.html

more examples:  http://share2learn.com/artmathsamples4b.html

For the fourth and fifth grade version, go here:
http://www.share2learn.com/artmathsamples4c.html

Try it, and let me know how it comes out!
Renee

On Sep 28, 2011, at 9:08 PM, Patricia Kimathi wrote:


Will you describe this activity.  It sounds interesting.
PatK
On Sep 27, 2011, at 7:56 AM, Renee wrote:

I recall one of my evaluation writeups when I was teaching art  
and my 1st grade students were doing a collage with geometric  
shapes. There was a little tricky problem-solving component and  
some of the students took a longer time to figure it out and  
that was ok because I was interested more in the PROCESS of  
creating than I was in the END PRODUCT and the principal wrote  
on my evaluation that "some guided practice might have helped"  
those students. Uh. no. I would say you didn't  
understand the art process nor the idea of the lesson.


PatK




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~ Pablo Picasso



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PatK




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Re: [MOSAIC] "we do..."

[Sally Thomas]

It is great.sally


On 9/29/11 5:08 PM, "Renee"  wrote:

> Pat,
> 
> I am not sure what geometric faces you are speaking of. I have art
> pages in a lot of different spaces. But most of the art I do with
> kids you can pretty much figure out.
> 
> I do have a book of art activities that I put together, from things I
> did in my classroom. It is NOT a lesson plan book but more a list of
> activity ideas designed to be open-ended and subject to teacher
> alteration. There is information on that book on my website:
> www.share2learn.com
> 
> Renee
> 
> 
> On Sep 29, 2011, at 2:03 PM, Patricia Kimathi wrote:
> 
>> Thank you.  I also found the Geometric Face,, but I could not find
>> the directions you gave the kids.  I like the way you present and I
>> think I give too many directions.  How do you frame this
>> assignment.  Agin thank you in advance.  Have you ever written a
>> book I could buy.
>> Pat Kimathi
>> On Sep 29, 2011, at 7:28 AM, Renee wrote:
>> 
>>> Pat,
>>> 
>>> You can see and read about this activity in a couple of places on
>>> my websites. I've done different versions for different grades.
>>> 
>>> For the first grade version, go here:
>>> explanation: http://creatingartwithkids.blogspot.com/2008/11/
>>> geometric-shape-collages.html
>>> more examples:  http://share2learn.com/artmathsamples4b.html
>>> 
>>> For the fourth and fifth grade version, go here:
>>> http://www.share2learn.com/artmathsamples4c.html
>>> 
>>> Try it, and let me know how it comes out!
>>> Renee
>>> 
>>> On Sep 28, 2011, at 9:08 PM, Patricia Kimathi wrote:
>>> 
 Will you describe this activity.  It sounds interesting.
 PatK
 On Sep 27, 2011, at 7:56 AM, Renee wrote:
 
> I recall one of my evaluation writeups when I was teaching art
> and my 1st grade students were doing a collage with geometric
> shapes. There was a little tricky problem-solving component and
> some of the students took a longer time to figure it out and
> that was ok because I was interested more in the PROCESS of
> creating than I was in the END PRODUCT and the principal wrote
> on my evaluation that "some guided practice might have helped"
> those students. Uh. no. I would say you didn't
> understand the art process nor the idea of the lesson.
 
 PatK
 
 
 
 
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>>> "Painting is just another way of keeping a diary."
>>> ~ Pablo Picasso
>>> 
>>> 
>>> 
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>>> 
>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
>>> 
>> 
>> PatK
>> 
>> 
>> 
>> 
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> 
> 
> 
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Re: [MOSAIC] 'we do'

[write]

Tammy,
Will you explain what interactive writing looks like?
Thanks!
Jan


Quoting Tammy Hutchinson :

I think another example of 'we do' is interactive writing. I really believe
in this as one of the most powerful strategies for teaching writing. And,
the products are great for reading and rereading-students love to read texts
that they collaborate to create. 


Tammy Hutchinson
Literacy Specialist, NBCT
Westwood Elementary
West Jefferson, NC





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Re: [MOSAIC] 'we do'

[melina]

I  too would love to know what interactive writing looks like.
Many thanks
On Oct 1, 2011, at 12:36 PM, wr...@centurytel.net wrote:

> Tammy,
> Will you explain what interactive writing looks like?
> Thanks!
> Jan
> 
> 
> Quoting Tammy Hutchinson :
>> I think another example of 'we do' is interactive writing. I really believe
>> in this as one of the most powerful strategies for teaching writing. And,
>> the products are great for reading and rereading-students love to read texts
>> that they collaborate to create. 
>> Tammy Hutchinson
>> Literacy Specialist, NBCT
>> Westwood Elementary
>> West Jefferson, NC
> 
> 
> 
> 
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> 


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Re: [MOSAIC] 'we do'

[Carol Lau]

I've done it many times in primary grades.  On a large chart paper, the
teacher and the students collectively compose ideas into sentences, then
sound out words, talk about concepts of print, capitalization, letter
formation, paragraphing, etc.  Students come up as called upon to write
words, letters, phrases as agreed upon.  For older students, the focus is
more about thinking aloud to compose and organize ideas and the teacher &
students share the pen and make corrections, revisions together.

-Original Message-
From: mosaic-bounces+cllc=ca.rr@literacyworkshop.org
[mailto:mosaic-bounces+cllc=ca.rr@literacyworkshop.org] On Behalf Of
melina
Sent: Saturday, October 01, 2011 3:31 PM
To: wr...@centurytel.net; Mosaic: A Reading Comprehension Strategies Email
Group
Subject: Re: [MOSAIC] 'we do'

I  too would love to know what interactive writing looks like.
Many thanks
On Oct 1, 2011, at 12:36 PM, wr...@centurytel.net wrote:

> Tammy,
> Will you explain what interactive writing looks like?
> Thanks!
> Jan
> 
> 
> Quoting Tammy Hutchinson :
>> I think another example of 'we do' is interactive writing. I really
believe
>> in this as one of the most powerful strategies for teaching writing. And,
>> the products are great for reading and rereading-students love to read
texts
>> that they collaborate to create. 
>> Tammy Hutchinson
>> Literacy Specialist, NBCT
>> Westwood Elementary
>> West Jefferson, NC
> 
> 
> 
> 
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> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> 


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Re: [MOSAIC] "we do..."

[Suzanne Goebert]

In my District they want us to use the gradual release model but they also want 
us to tell the children (I teach Gr.2) when we are changing to the next phase.  
They want to hear in our lessons that we are saying I do, we do together, and 
you do alone. That way the children will know what their job is.
My question is...Do most of you use the words to signal your children to change 
to the next phase? Or do you just make sure that your lessons have all of the 
phases??

Thanks for your thoughts!

Suzanne Goebert


-Original Message-
From: mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org 
[mailto:mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org] On 
Behalf Of Hall Linda
Sent: Tuesday, September 27, 2011 12:30 PM
To: Mosaic: A Reading Comprehension Strategies Email Group; Jan
Subject: Re: [MOSAIC] "we do..."

Students working with a partner or in a small group would fall in the "we do" 
category according to Regie Routman's Optimal Learning Model. She refers to 
what is done "to" learners, "with" learners, and "by" learners. The work done 
"with" learners starts with shared demonstration and moves to guided practice. 
That's the "we do", "we do".

Linda Hall
Literacy Specialist
Lois Lenski Elementary
303-347-4286
lh...@lps.k12.co.us

Flatter me, and I may not believe you. Criticize me, and I may not like you. 
Ignore me, and I may not forgive you. Encourage me, and I will not forget you. 
Love me and I may be forced to love you. William Arthur Ward

-Original Message-
From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org 
[mailto:mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org] On Behalf Of 
Sally Thomas
Sent: Monday, September 26, 2011 4:10 PM
To: Jan; mosaic listserve
Subject: Re: [MOSAIC] "we do..."

I like them - effective ideas on way to accomplishing learning!!


On 9/26/11 2:05 PM, "Jan"  wrote:

> I don't know if this is "we do," but sometimes I have students work
> with a partner or a small group before they work individually.
> 
> Sometimes I use the document camera and have students suggest ideas
> that I write down for everyone to see.
> 
> Are either of those (both of those?) examples of we do?
> 
> 
> Quoting "Palmer, Jennifer" :
> I agree with this...but what does 'we do' look like in everyone's
> classrooms? Looking for some specifics as to how teachers do this...
> 
> Jennifer L. Palmer
> Instructional Facilitator, National Board Certified Teacher (EC Gen)
> 
> Magnolia Elementary School (Home School)
> 901 Trimble Road, Joppa, MD 21085
> Phone:  (410) 612-1553
> Fax:  (410) 612-1576
> In EVERY child...a touch of GREATNESS!!!
> Proud of our Title One School!
> 
> Norrisville Elementary School
> 5302 Norrisville Rd
> White Hall, MD 21161
> Phone: 410-692-7810
> Fax: 410-692-7812
> Where Bright Futures Begin!!!
> 
> ________________
> 
> From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on
> behalf of Hall Linda
> Sent: Mon 9/26/2011 1:32 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group; C McLoughlin
> Subject: Re: [MOSAIC] "we do..."
> 
> What about using Regie Routman's Optimal Learning Model? She says we
> try to move them to independence too quickly, so she has added another
> step. I do, we do, we do, you do.
> 
> Linda Hall
> Literacy Specialist
> Lois Lenski Elementary
> 303-347-4286
> lh...@lps.k12.co.us
> 
> Flatter me, and I may not believe you. Criticize me, and I may not like
> you. Ignore me, and I may not forgive you. Encourage me, and I will not
> forget you. Love me and I may be forced to love you. William Arthur Ward
> 
> -Original Message-
> From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org
> [mailto:mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org] On
> Behalf Of Palmer, Jennifer
> Sent: Saturday, September 24, 2011 2:51 PM
> To: C McLoughlin; Mosaic: A ReadingComprehension Strategies Email Group
> Subject: [MOSAIC] "we do..."
> 
> Let's talk about the gradual release model...
> First... What do you all do to help move students toward independence
> in strategy instruction?
> 
> Second... How do you help colleagues understand what this looks like
> and why it is important?
> ___
> 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 lis

Re: [MOSAIC] "we do..."

[Renee]

On Oct 3, 2011, at 2:21 PM, Suzanne Goebert wrote:

In my District they want us to use the gradual release model but  
they also want us to tell the children (I teach Gr.2) when we are  
changing to the next phase.  They want to hear in our lessons that  
we are saying I do, we do together, and you do alone. That way the  
children will know what their job is.


Does your district think children do not know "what their job is"  
when you say to them "ok you're going to work in a group now" or  
"this one you are doing by yourself"?


My question is...Do most of you use the words to signal your  
children to change to the next phase? Or do you just make sure that  
your lessons have all of the phases??


no on both counts

I am not one who believes that *every lesson* needs to include a  
prescribed list of certain components decided by somebody who isn't  
even in my classroom.


In fact, I think this is silliness. Sounds like a scripted version of  
a gradual release model, which is not supposed to be a checklist but  
an overall way of doing things.


Call me cranky.

Renee



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Re: [MOSAIC] "we do..."

[MrsJRoman]

I agree with Cranky oops I mean Renee. When will the powers that be learn  
that life is not scripted? There is no canned scripted program that is ever  
going to be completely successful. What happened to teaching children to be 
 independent thinkers which includes life lessons about making appropriate  
choices and taking responsibility for ones own actions? What happened to  
spontaneity and teachable moments?  Some of the best learning that I have  
ever witnessed was seizing that precious moment in time and building something 
 long lasting with it. So Renee if you are cranky then I guess I am the  
grouch!
 
 
In a message dated 10/3/2011 7:44:47 P.M. Eastern Daylight Time,  
phoenix...@sbcglobal.net writes:


On  Oct 3, 2011, at 2:21 PM, Suzanne Goebert wrote:

> In my District  they want us to use the gradual release model but  
> they also  want us to tell the children (I teach Gr.2) when we are  
>  changing to the next phase.  They want to hear in our lessons that   
> we are saying I do, we do together, and you do alone. That way  the  
> children will know what their job is.

Does your  district think children do not know "what their job is"  
when you say  to them "ok you're going to work in a group now" or  
"this one you  are doing by yourself"?

> My question is...Do most of you use the  words to signal your  
> children to change to the next phase? Or  do you just make sure that  
> your lessons have all of the  phases??

no on both counts

I am not one who believes that *every  lesson* needs to include a  
prescribed list of certain components  decided by somebody who isn't  
even in my classroom.

In fact,  I think this is silliness. Sounds like a scripted version of  
a  gradual release model, which is not supposed to be a checklist but   
an overall way of doing things.

Call me  cranky.

Renee



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Re: [MOSAIC] "we do..."

[Patricia Kimathi]

Insulting to teachers and students.   Do you think this is something  
that is research based???

PatK
On Oct 3, 2011, at 2:21 PM, Suzanne Goebert wrote:

In my District they want us to use the gradual release model but  
they also want us to tell the children (I teach Gr.2) when we are  
changing to the next phase.  They want to hear in our lessons that  
we are saying I do, we do together, and you do alone. That way the  
children will know what their job is.
My question is...Do most of you use the words to signal your  
children to change to the next phase? Or do you just make sure that  
your lessons have all of the phases??


Thanks for your thoughts!

Suzanne Goebert


-Original Message-
From: mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org [mailto:mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org 
] On Behalf Of Hall Linda

Sent: Tuesday, September 27, 2011 12:30 PM
To: Mosaic: A Reading Comprehension Strategies Email Group; Jan
Subject: Re: [MOSAIC] "we do..."

Students working with a partner or in a small group would fall in  
the "we do" category according to Regie Routman's Optimal Learning  
Model. She refers to what is done "to" learners, "with" learners,  
and "by" learners. The work done "with" learners starts with shared  
demonstration and moves to guided practice. That's the "we do", "we  
do".


Linda Hall
Literacy Specialist
Lois Lenski Elementary
303-347-4286
lh...@lps.k12.co.us

Flatter me, and I may not believe you. Criticize me, and I may not  
like you. Ignore me, and I may not forgive you. Encourage me, and I  
will not forget you. Love me and I may be forced to love you.  
William Arthur Ward


-Original Message-
From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org [mailto:mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org 
] On Behalf Of Sally Thomas

Sent: Monday, September 26, 2011 4:10 PM
To: Jan; mosaic listserve
Subject: Re: [MOSAIC] "we do..."

I like them - effective ideas on way to accomplishing learning!!


On 9/26/11 2:05 PM, "Jan"  wrote:


I don't know if this is "we do," but sometimes I have students work
with a partner or a small group before they work individually.

Sometimes I use the document camera and have students suggest ideas
that I write down for everyone to see.

Are either of those (both of those?) examples of we do?


Quoting "Palmer, Jennifer" :
I agree with this...but what does 'we do' look like in everyone's
classrooms? Looking for some specifics as to how teachers do this...

Jennifer L. Palmer
Instructional Facilitator, National Board Certified Teacher (EC Gen)

Magnolia Elementary School (Home School)
901 Trimble Road, Joppa, MD 21085
Phone:  (410) 612-1553
Fax:  (410) 612-1576
In EVERY child...a touch of GREATNESS!!!
Proud of our Title One School!

Norrisville Elementary School
5302 Norrisville Rd
White Hall, MD 21161
Phone: 410-692-7810
Fax: 410-692-7812
Where Bright Futures Begin!!!



From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on
behalf of Hall Linda
Sent: Mon 9/26/2011 1:32 PM
To: Mosaic: A Reading Comprehension Strategies Email Group; C  
McLoughlin

Subject: Re: [MOSAIC] "we do..."

What about using Regie Routman's Optimal Learning Model? She says we
try to move them to independence too quickly, so she has added  
another

step. I do, we do, we do, you do.

Linda Hall
Literacy Specialist
Lois Lenski Elementary
303-347-4286
lh...@lps.k12.co.us

Flatter me, and I may not believe you. Criticize me, and I may not  
like
you. Ignore me, and I may not forgive you. Encourage me, and I will  
not
forget you. Love me and I may be forced to love you. William Arthur  
Ward


-Original Message-
From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org
[mailto:mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org] On
Behalf Of Palmer, Jennifer
Sent: Saturday, September 24, 2011 2:51 PM
To: C McLoughlin; Mosaic: A ReadingComprehension Strategies Email  
Group

Subject: [MOSAIC] "we do..."

Let's talk about the gradual release model...
First... What do you all do to help move students toward independence
in strategy instruction?

Second... How do you help colleagues understand what this looks like
and why it is important?
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Re: [MOSAIC] "we do..."

[Maura Shea Sackett]

I haven't formally announced the change from one phase to the next, but it
wouldn't bother me to do so. I find the more I teach, the more explicit I
am.
And not all of my lessons have all phases. When introducing a strategy, it's
mostly me modeling, with a tiny bit of them practicing either with me whole
group, or with their table group, or a turn and talk partner. Sometimes the
individual practice doesn't come until they've had a couple of days of
guided support. Experience has taught me that pushing them to fly too soon
just means I have to go back and repair things. What's that number I heard
recently? It takes 20 times practicing something to "learn" it. It takes 200
times doing something correctly to "unlearn" it when you've got it wrong. I
see the gradual release model as that...gradual!
Maura

On Mon, Oct 3, 2011 at 5:21 PM, Suzanne Goebert
wrote:

> In my District they want us to use the gradual release model but they also
> want us to tell the children (I teach Gr.2) when we are changing to the next
> phase.  They want to hear in our lessons that we are saying I do, we do
> together, and you do alone. That way the children will know what their job
> is.
> My question is...Do most of you use the words to signal your children to
> change to the next phase? Or do you just make sure that your lessons have
> all of the phases??
>
> Thanks for your thoughts!
>
> Suzanne Goebert
>
>
> -Original Message-
> From: mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org[mailto:
> mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org] On Behalf
> Of Hall Linda
> Sent: Tuesday, September 27, 2011 12:30 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group; Jan
> Subject: Re: [MOSAIC] "we do..."
>
> Students working with a partner or in a small group would fall in the "we
> do" category according to Regie Routman's Optimal Learning Model. She refers
> to what is done "to" learners, "with" learners, and "by" learners. The work
> done "with" learners starts with shared demonstration and moves to guided
> practice. That's the "we do", "we do".
>
> Linda Hall
> Literacy Specialist
> Lois Lenski Elementary
> 303-347-4286
> lh...@lps.k12.co.us
>
> Flatter me, and I may not believe you. Criticize me, and I may not like
> you. Ignore me, and I may not forgive you. Encourage me, and I will not
> forget you. Love me and I may be forced to love you. William Arthur Ward
>
> -Original Message-----
> From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org [mailto:
> mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org] On Behalf Of
> Sally Thomas
> Sent: Monday, September 26, 2011 4:10 PM
> To: Jan; mosaic listserve
> Subject: Re: [MOSAIC] "we do..."
>
> I like them - effective ideas on way to accomplishing learning!!
>
>
> On 9/26/11 2:05 PM, "Jan"  wrote:
>
> > I don't know if this is "we do," but sometimes I have students work
> > with a partner or a small group before they work individually.
> >
> > Sometimes I use the document camera and have students suggest ideas
> > that I write down for everyone to see.
> >
> > Are either of those (both of those?) examples of we do?
> >
> >
> > Quoting "Palmer, Jennifer" :
> > I agree with this...but what does 'we do' look like in everyone's
> > classrooms? Looking for some specifics as to how teachers do this...
> >
> > Jennifer L. Palmer
> > Instructional Facilitator, National Board Certified Teacher (EC Gen)
> >
> > Magnolia Elementary School (Home School)
> > 901 Trimble Road, Joppa, MD 21085
> > Phone:  (410) 612-1553
> > Fax:  (410) 612-1576
> > In EVERY child...a touch of GREATNESS!!!
> > Proud of our Title One School!
> >
> > Norrisville Elementary School
> > 5302 Norrisville Rd
> > White Hall, MD 21161
> > Phone: 410-692-7810
> > Fax: 410-692-7812
> > Where Bright Futures Begin!!!
> >
> > 
> >
> > From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on
> > behalf of Hall Linda
> > Sent: Mon 9/26/2011 1:32 PM
> > To: Mosaic: A Reading Comprehension Strategies Email Group; C McLoughlin
> > Subject: Re: [MOSAIC] "we do..."
> >
> > What about using Regie Routman's Optimal Learning Model? She says we
> > try to move them to independence too quickly, so she has added another
> > step. I do, we do, we do, you do.
> >
> > Linda Hall
> > Literacy Specialist
&g

Re: [MOSAIC] "we do..."

[Sally Thomas]

I second the Amen and before that the cranky!


On 10/3/11 6:13 PM, "Kathy"  wrote:

> Amen!  Sorry, but I just had to say that.
> 
> Sent from my iPhone
> 
> On Oct 3, 2011, at 8:36 PM, mrsjro...@aol.com wrote:
> 
>> I agree with Cranky oops I mean Renee. When will the powers that be learn
>> that life is not scripted? There is no canned scripted program that is ever
>> going to be completely successful. What happened to teaching children to be
>> independent thinkers which includes life lessons about making appropriate
>> choices and taking responsibility for ones own actions? What happened to
>> spontaneity and teachable moments?  Some of the best learning that I have
>> ever witnessed was seizing that precious moment in time and building
>> something 
>> long lasting with it. So Renee if you are cranky then I guess I am the
>> grouch!
>> 
>> 
>> In a message dated 10/3/2011 7:44:47 P.M. Eastern Daylight Time,
>> phoenix...@sbcglobal.net writes:
>> 
>> 
>> On  Oct 3, 2011, at 2:21 PM, Suzanne Goebert wrote:
>> 
>>> In my District  they want us to use the gradual release model but
>>> they also  want us to tell the children (I teach Gr.2) when we are
>>> changing to the next phase.  They want to hear in our lessons that
>>> we are saying I do, we do together, and you do alone. That way  the
>>> children will know what their job is.
>> 
>> Does your  district think children do not know "what their job is"
>> when you say  to them "ok you're going to work in a group now" or
>> "this one you  are doing by yourself"?
>> 
>>> My question is...Do most of you use the  words to signal your
>>> children to change to the next phase? Or  do you just make sure that
>>> your lessons have all of the  phases??
>> 
>> no on both counts
>> 
>> I am not one who believes that *every  lesson* needs to include a
>> prescribed list of certain components  decided by somebody who isn't
>> even in my classroom.
>> 
>> In fact,  I think this is silliness. Sounds like a scripted version of
>> a  gradual release model, which is not supposed to be a checklist but
>> an overall way of doing things.
>> 
>> Call me  cranky.
>> 
>> Renee
>> 
>> 
>> 
>> ___
>> 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
>> 
>> 
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>> Mosaic@literacyworkshop.org
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>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
>> 
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>> 
> 
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> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive
> 



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Re: [MOSAIC] "we do..."

[Kathy]

Amen!  Sorry, but I just had to say that.

Sent from my iPhone

On Oct 3, 2011, at 8:36 PM, mrsjro...@aol.com wrote:

> I agree with Cranky oops I mean Renee. When will the powers that be learn  
> that life is not scripted? There is no canned scripted program that is ever  
> going to be completely successful. What happened to teaching children to be 
> independent thinkers which includes life lessons about making appropriate  
> choices and taking responsibility for ones own actions? What happened to  
> spontaneity and teachable moments?  Some of the best learning that I have  
> ever witnessed was seizing that precious moment in time and building 
> something 
> long lasting with it. So Renee if you are cranky then I guess I am the  
> grouch!
> 
> 
> In a message dated 10/3/2011 7:44:47 P.M. Eastern Daylight Time,  
> phoenix...@sbcglobal.net writes:
> 
> 
> On  Oct 3, 2011, at 2:21 PM, Suzanne Goebert wrote:
> 
>> In my District  they want us to use the gradual release model but  
>> they also  want us to tell the children (I teach Gr.2) when we are  
>> changing to the next phase.  They want to hear in our lessons that   
>> we are saying I do, we do together, and you do alone. That way  the  
>> children will know what their job is.
> 
> Does your  district think children do not know "what their job is"  
> when you say  to them "ok you're going to work in a group now" or  
> "this one you  are doing by yourself"?
> 
>> My question is...Do most of you use the  words to signal your  
>> children to change to the next phase? Or  do you just make sure that  
>> your lessons have all of the  phases??
> 
> no on both counts
> 
> I am not one who believes that *every  lesson* needs to include a  
> prescribed list of certain components  decided by somebody who isn't  
> even in my classroom.
> 
> In fact,  I think this is silliness. Sounds like a scripted version of  
> a  gradual release model, which is not supposed to be a checklist but   
> an overall way of doing things.
> 
> Call me  cranky.
> 
> Renee
> 
> 
> 
> ___
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> Mosaic@literacyworkshop.org
> To unsubscribe or modify your  membership please go  to
> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
> 
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> 
> 
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> 
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> 

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Re: [MOSAIC] "we do..."

[beverleep...@gmail.com]

Me too! Signed, Dopey

Connected by DROID on Verizon Wireless

-Original message-
From: Sally Thomas 
To: mosaic listserve 
Sent: Tue, Oct 4, 2011 02:28:16 GMT+00:00
Subject: Re: [MOSAIC] "we do..."

I second the Amen and before that the cranky!


On 10/3/11 6:13 PM, "Kathy"  wrote:


Amen!  Sorry, but I just had to say that.

Sent from my iPhone

On Oct 3, 2011, at 8:36 PM, mrsjro...@aol.com wrote:


I agree with Cranky oops I mean Renee. When will the powers that be learn
that life is not scripted? There is no canned scripted program that is  

ever
going to be completely successful. What happened to teaching children to  

be

independent thinkers which includes life lessons about making appropriate
choices and taking responsibility for ones own actions? What happened to
spontaneity and teachable moments?  Some of the best learning that I have
ever witnessed was seizing that precious moment in time and building
something 
long lasting with it. So Renee if you are cranky then I guess I am the

grouch!


In a message dated 10/3/2011 7:44:47 P.M. Eastern Daylight Time,
phoenix...@sbcglobal.net writes:


On  Oct 3, 2011, at 2:21 PM, Suzanne Goebert wrote:


In my District  they want us to use the gradual release model but
they also  want us to tell the children (I teach Gr.2) when we are
changing to the next phase.  They want to hear in our lessons that
we are saying I do, we do together, and you do alone. That way  the
children will know what their job is.


Does your  district think children do not know "what their job is"
when you say  to them "ok you're going to work in a group now" or
"this one you  are doing by yourself"?


My question is...Do most of you use the  words to signal your
children to change to the next phase? Or  do you just make sure that
your lessons have all of the  phases??


no on both counts

I am not one who believes that *every  lesson* needs to include a
prescribed list of certain components  decided by somebody who isn't
even in my classroom.

In fact,  I think this is silliness. Sounds like a scripted version of
a  gradual release model, which is not supposed to be a checklist but
an overall way of doing things.

Call me  cranky.

Renee



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Re: [MOSAIC] "we do..."

[Palmer, Jennifer]

While I had a similar cranky reaction at first, I am rethinking this. 
Seriously. If gradual release is an effective way to teach strategies, what if 
we enlisted kids input into the process? I could see that announcing the stage, 
while making kids metacognitively aware that this is a good way to learn and 
asking their input as to whether or not they need more modeling or guided 
practice before release might actually help develop independent learners.

I think many times professional developers, in an effort to give teachers a 
scaffold for their professional learning, say things such as this without 
considering how it impacts teachers professional decision making...but the 
underlying idea might have some merit when not taken to extreme...

Jennifer

Sent from my iPhone

On Oct 3, 2011, at 11:49 PM, "
>>> I agree with Cranky oops I mean Renee. When will the powers that be learn
>>> that life is not scripted? There is no canned scripted program that is 
> ever
>>> going to be completely successful. What happened to teaching children to 
> be
>>> independent thinkers which includes life lessons about making appropriate
>>> choices and taking responsibility for ones own actions? What happened to
>>> spontaneity and teachable moments?  Some of the best learning that I have
>>> ever witnessed was seizing that precious moment in time and building
>>> somethinglong lasting with it. So Renee if you are cranky then I guess I am 
>>> the
>>> grouch!
>>> In a message dated 10/3/2011 7:44:47 P.M. Eastern Daylight Time,
>>> phoenix...@sbcglobal.net writes:
>>> On  Oct 3, 2011, at 2:21 PM, Suzanne Goebert wrote:
 In my District  they want us to use the gradual release model but
 they also  want us to tell the children (I teach Gr.2) when we are
 changing to the next phase.  They want to hear in our lessons that
 we are saying I do, we do together, and you do alone. That way  the
 children will know what their job is.
>>> Does your  district think children do not know "what their job is"
>>> when you say  to them "ok you're going to work in a group now" or
>>> "this one you  are doing by yourself"?
 My question is...Do most of you use the  words to signal your
 children to change to the next phase? Or  do you just make sure that
 your lessons have all of the  phases??
>>> no on both counts
>>> I am not one who believes that *every  lesson* needs to include a
>>> prescribed list of certain components  decided by somebody who isn't
>>> even in my classroom.
>>> In fact,  I think this is silliness. Sounds like a scripted version of
>>> a  gradual release model, which is not supposed to be a checklist but
>>> an overall way of doing things.
>>> Call me  cranky.
>>> Renee
>>> 
> 

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Re: [MOSAIC] "we do..."

[Maura Shea Sackett]

I agree Jennifer. That's why I wouldn't mind labeling what is going on (okay
kids, you've watched me do it, now you give it a try with your reading
buddy. Your turn to practice!). I may have an idea of when I want them to
give it a focused try individually, but as I circulate and monitor their
practice, I need that input to make the decision to move forward. Some
children will be ready before others, don' t we know! So I would let them go
give it a whirl, and maybe call over a small group that I see is still
needing more reinforcement.

So much of what we do is an art and craft. My knowledge, experience, and
what children I have are what informs my teaching decisions. Teaching from
the brain and the gut. I appreciate all of the leaders in the field who I
have turned to over the years (Routman, Rasinsky, Keene, Miller, oh so
many!) But we must synthesize it all and apply what we know to our unique
teaching situations.

I experience my *own* gradual release as a teacher. Have something modeled
for me by an expert (sometimes just by reading their examples) practicing
and discussing with colleagues, and now on my own. And I refresh my
knowledge each year by skimming over books (doing Reading Essentials now)
that have guided me before.
Now I've got to go teach! Have a great day out there everyone!

Maura

On Tue, Oct 4, 2011 at 6:01 AM, Palmer, Jennifer
wrote:

> While I had a similar cranky reaction at first, I am rethinking this.
> Seriously. If gradual release is an effective way to teach strategies, what
> if we enlisted kids input into the process? I could see that announcing the
> stage, while making kids metacognitively aware that this is a good way to
> learn and asking their input as to whether or not they need more modeling or
> guided practice before release might actually help develop independent
> learners.
>
> I think many times professional developers, in an effort to give teachers a
> scaffold for their professional learning, say things such as this without
> considering how it impacts teachers professional decision making...but the
> underlying idea might have some merit when not taken to extreme...
>
> Jennifer
>
> Sent from my iPhone
>
> On Oct 3, 2011, at 11:49 PM, "
> >>> I agree with Cranky oops I mean Renee. When will the powers that be
> learn
> >>> that life is not scripted? There is no canned scripted program that is
> > ever
> >>> going to be completely successful. What happened to teaching children
> to
> > be
> >>> independent thinkers which includes life lessons about making
> appropriate
> >>> choices and taking responsibility for ones own actions? What happened
> to
> >>> spontaneity and teachable moments?  Some of the best learning that I
> have
> >>> ever witnessed was seizing that precious moment in time and building
> >>> somethinglong lasting with it. So Renee if you are cranky then I guess
> I am the
> >>> grouch!
> >>> In a message dated 10/3/2011 7:44:47 P.M. Eastern Daylight Time,
> >>> phoenix...@sbcglobal.net writes:
> >>> On  Oct 3, 2011, at 2:21 PM, Suzanne Goebert wrote:
>  In my District  they want us to use the gradual release model but
>  they also  want us to tell the children (I teach Gr.2) when we are
>  changing to the next phase.  They want to hear in our lessons that
>  we are saying I do, we do together, and you do alone. That way  the
>  children will know what their job is.
> >>> Does your  district think children do not know "what their job is"
> >>> when you say  to them "ok you're going to work in a group now" or
> >>> "this one you  are doing by yourself"?
>  My question is...Do most of you use the  words to signal your
>  children to change to the next phase? Or  do you just make sure that
>  your lessons have all of the  phases??
> >>> no on both counts
> >>> I am not one who believes that *every  lesson* needs to include a
> >>> prescribed list of certain components  decided by somebody who isn't
> >>> even in my classroom.
> >>> In fact,  I think this is silliness. Sounds like a scripted version of
> >>> a  gradual release model, which is not supposed to be a checklist but
> >>> an overall way of doing things.
> >>> Call me  cranky.
> >>> Renee
> >>>
> >
>
> ___
> 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
>
>
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Re: [MOSAIC] "we do..."

[Marian Murdoch]

Although I may be somewhat late in responding, I just make sure that I include 
all parts but I wonder if we aren't worrying about the wrong things...  Is it 
more important to instruct students in the content or spend your instructional 
time making sure they are aware and can repeat that this is the "I do, We do, 
You do" part?  Kind of reminds me of all of the students who can shout out 
"prior knowledge" when you ask what they use to make a prediction but if you 
ask them what prior knowledge means, they have no idea.  Who are we doing this 
for and why?




From: Patricia Kimathi 
To: Mosaic: A Reading Comprehension Strategies Email Group 

Sent: Monday, October 3, 2011 9:27 PM
Subject: Re: [MOSAIC] "we do..."

Insulting to teachers and students.   Do you think this is something that is 
research based???
PatK
On Oct 3, 2011, at 2:21 PM, Suzanne Goebert wrote:

> In my District they want us to use the gradual release model but they also 
> want us to tell the children (I teach Gr.2) when we are changing to the next 
> phase.  They want to hear in our lessons that we are saying I do, we do 
> together, and you do alone. That way the children will know what their job is.
> My question is...Do most of you use the words to signal your children to 
> change to the next phase? Or do you just make sure that your lessons have all 
> of the phases??
> 
> Thanks for your thoughts!
> 
> Suzanne Goebert
> 
> 
> -Original Message-
> From: mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org 
> [mailto:mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org] On 
> Behalf Of Hall Linda
> Sent: Tuesday, September 27, 2011 12:30 PM
> To: Mosaic: A Reading Comprehension Strategies Email Group; Jan
> Subject: Re: [MOSAIC] "we do..."
> 
> Students working with a partner or in a small group would fall in the "we do" 
> category according to Regie Routman's Optimal Learning Model. She refers to 
> what is done "to" learners, "with" learners, and "by" learners. The work done 
> "with" learners starts with shared demonstration and moves to guided 
> practice. That's the "we do", "we do".
> 
> Linda Hall
> Literacy Specialist
> Lois Lenski Elementary
> 303-347-4286
> lh...@lps.k12.co.us
> 
> Flatter me, and I may not believe you. Criticize me, and I may not like you. 
> Ignore me, and I may not forgive you. Encourage me, and I will not forget 
> you. Love me and I may be forced to love you. William Arthur Ward
> 
> -Original Message-
> From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org 
> [mailto:mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org] On Behalf Of 
> Sally Thomas
> Sent: Monday, September 26, 2011 4:10 PM
> To: Jan; mosaic listserve
> Subject: Re: [MOSAIC] "we do..."
> 
> I like them - effective ideas on way to accomplishing learning!!
> 
> 
> On 9/26/11 2:05 PM, "Jan"  wrote:
> 
>> I don't know if this is "we do," but sometimes I have students work
>> with a partner or a small group before they work individually.
>> 
>> Sometimes I use the document camera and have students suggest ideas
>> that I write down for everyone to see.
>> 
>> Are either of those (both of those?) examples of we do?
>> 
>> 
>> Quoting "Palmer, Jennifer" :
>> I agree with this...but what does 'we do' look like in everyone's
>> classrooms? Looking for some specifics as to how teachers do this...
>> 
>> Jennifer L. Palmer
>> Instructional Facilitator, National Board Certified Teacher (EC Gen)
>> 
>> Magnolia Elementary School (Home School)
>> 901 Trimble Road, Joppa, MD 21085
>> Phone:  (410) 612-1553
>> Fax:  (410) 612-1576
>> In EVERY child...a touch of GREATNESS!!!
>> Proud of our Title One School!
>> 
>> Norrisville Elementary School
>> 5302 Norrisville Rd
>> White Hall, MD 21161
>> Phone: 410-692-7810
>> Fax: 410-692-7812
>> Where Bright Futures Begin!!!
>> 
>> 
>> 
>> From: mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org on
>> behalf of Hall Linda
>> Sent: Mon 9/26/2011 1:32 PM
>> To: Mosaic: A Reading Comprehension Strategies Email Group; C McLoughlin
>> Subject: Re: [MOSAIC] "we do..."
>> 
>> What about using Regie Routman's Optimal Learning Model? She says we
>> try to move them to independence too quickly, so she has added another
>> step. I do, we do, we do, you do.
>> 
>> Linda Hall
>> Literacy Specia

Re: [MOSAIC] "we do..."

[Maura Shea Sackett]

Surely the time and focus is on the strategies of good reading. The time
spent is on giving them tools to become independent readers and thinkers.
Our time is precious and always too short. We have much to do, important
work to accomplish. These babes are coming of age in a very complicated
world. Think back on how different the world was ten years ago. Contemplate
how different it will be ten years from now. We must give them strategies to
adapt to and accommodate all of the changes that will be their norm. So
really, spending time on labels is not time well spent. But when we shed
light on the process or part of the lesson with a quick label (now it's your
turn to have a go), we include them and invite them to take their part in it
all. But really, after doing this for a week, surely the children already
get the routine. Continuing to name each part just sounds mechanical and
false.
Maura

On Thu, Oct 6, 2011 at 8:41 PM, Marian Murdoch wrote:

> Although I may be somewhat late in responding, I just make sure that I
> include all parts but I wonder if we aren't worrying about the wrong
> things...  Is it more important to instruct students in the content or spend
> your instructional time making sure they are aware and can repeat that this
> is the "I do, We do, You do" part?  Kind of reminds me of all of the
> students who can shout out "prior knowledge" when you ask what they use to
> make a prediction but if you ask them what prior knowledge means, they have
> no idea.  Who are we doing this for and why?
>
>
>
> 
> From: Patricia Kimathi 
> To: Mosaic: A Reading Comprehension Strategies Email Group <
> mosaic@literacyworkshop.org>
> Sent: Monday, October 3, 2011 9:27 PM
> Subject: Re: [MOSAIC] "we do..."
>
> Insulting to teachers and students.   Do you think this is something that
> is research based???
> PatK
> On Oct 3, 2011, at 2:21 PM, Suzanne Goebert wrote:
>
> > In my District they want us to use the gradual release model but they
> also want us to tell the children (I teach Gr.2) when we are changing to the
> next phase.  They want to hear in our lessons that we are saying I do, we do
> together, and you do alone. That way the children will know what their job
> is.
> > My question is...Do most of you use the words to signal your children to
> change to the next phase? Or do you just make sure that your lessons have
> all of the phases??
> >
> > Thanks for your thoughts!
> >
> > Suzanne Goebert
> >
> >
> > -Original Message-
> > From: mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org[mailto:
> mosaic-bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org] On Behalf
> Of Hall Linda
> > Sent: Tuesday, September 27, 2011 12:30 PM
> > To: Mosaic: A Reading Comprehension Strategies Email Group; Jan
> > Subject: Re: [MOSAIC] "we do..."
> >
> > Students working with a partner or in a small group would fall in the "we
> do" category according to Regie Routman's Optimal Learning Model. She refers
> to what is done "to" learners, "with" learners, and "by" learners. The work
> done "with" learners starts with shared demonstration and moves to guided
> practice. That's the "we do", "we do".
> >
> > Linda Hall
> > Literacy Specialist
> > Lois Lenski Elementary
> > 303-347-4286
> > lh...@lps.k12.co.us
> >
> > Flatter me, and I may not believe you. Criticize me, and I may not like
> you. Ignore me, and I may not forgive you. Encourage me, and I will not
> forget you. Love me and I may be forced to love you. William Arthur Ward
> >
> > -Original Message-
> > From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org [mailto:
> mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org] On Behalf Of
> Sally Thomas
> > Sent: Monday, September 26, 2011 4:10 PM
> > To: Jan; mosaic listserve
> > Subject: Re: [MOSAIC] "we do..."
> >
> > I like them - effective ideas on way to accomplishing learning!!
> >
> >
> > On 9/26/11 2:05 PM, "Jan"  wrote:
> >
> >> I don't know if this is "we do," but sometimes I have students work
> >> with a partner or a small group before they work individually.
> >>
> >> Sometimes I use the document camera and have students suggest ideas
> >> that I write down for everyone to see.
> >>
> >> Are either of those (both of those?) examples of we do?
> >>
> >>
> >> Quoting "Palmer, Jennifer" :
> >> I agree with this...but what doe

Re: [MOSAIC] "we do..."

[Renee]

Exactly!

The same as having kids be able to tell the principal when he walks  
through the classroom what standard they are on.  It is not teaching,  
it is indoctrinating. It is not learning, it is parroting.


Renee

On Oct 6, 2011, at 5:41 PM, Marian Murdoch wrote:

Although I may be somewhat late in responding, I just make sure  
that I include all parts but I wonder if we aren't worrying about  
the wrong things...  Is it more important to instruct students in  
the content or spend your instructional time making sure they are  
aware and can repeat that this is the "I do, We do, You do" part?   
Kind of reminds me of all of the students who can shout out "prior  
knowledge" when you ask what they use to make a prediction but if  
you ask them what prior knowledge means, they have no idea.  Who  
are we doing this for and why?





From: Patricia Kimathi 
To: Mosaic: A Reading Comprehension Strategies Email Group  


Sent: Monday, October 3, 2011 9:27 PM
Subject: Re: [MOSAIC] "we do..."

Insulting to teachers and students.   Do you think this is  
something that is research based???

PatK
On Oct 3, 2011, at 2:21 PM, Suzanne Goebert wrote:

In my District they want us to use the gradual release model but  
they also want us to tell the children (I teach Gr.2) when we are  
changing to the next phase.  They want to hear in our lessons that  
we are saying I do, we do together, and you do alone. That way the  
children will know what their job is.
My question is...Do most of you use the words to signal your  
children to change to the next phase? Or do you just make sure  
that your lessons have all of the phases??


Thanks for your thoughts!

Suzanne Goebert


-Original Message-
From: mosaic-bounces 
+sgoebert=waupun.k12.wi...@literacyworkshop.org [mailto:mosaic- 
bounces+sgoebert=waupun.k12.wi...@literacyworkshop.org] On Behalf  
Of Hall Linda

Sent: Tuesday, September 27, 2011 12:30 PM
To: Mosaic: A Reading Comprehension Strategies Email Group; Jan
Subject: Re: [MOSAIC] "we do..."

Students working with a partner or in a small group would fall in  
the "we do" category according to Regie Routman's Optimal Learning  
Model. She refers to what is done "to" learners, "with" learners,  
and "by" learners. The work done "with" learners starts with  
shared demonstration and moves to guided practice. That's the "we  
do", "we do".


Linda Hall
Literacy Specialist
Lois Lenski Elementary
303-347-4286
lh...@lps.k12.co.us

Flatter me, and I may not believe you. Criticize me, and I may not  
like you. Ignore me, and I may not forgive you. Encourage me, and  
I will not forget you. Love me and I may be forced to love you.  
William Arthur Ward


-Original Message-
From: mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org  
[mailto:mosaic-bounces+lhall=lps.k12.co...@literacyworkshop.org]  
On Behalf Of Sally Thomas

Sent: Monday, September 26, 2011 4:10 PM
To: Jan; mosaic listserve
Subject: Re: [MOSAIC] "we do..."

I like them - effective ideas on way to accomplishing learning!!


On 9/26/11 2:05 PM, "Jan"  wrote:


I don't know if this is "we do," but sometimes I have students work
with a partner or a small group before they work individually.

Sometimes I use the document camera and have students suggest ideas
that I write down for everyone to see.

Are either of those (both of those?) examples of we do?


Quoting "Palmer, Jennifer" :
I agree with this...but what does 'we do' look like in everyone's
classrooms? Looking for some specifics as to how teachers do this...

Jennifer L. Palmer
Instructional Facilitator, National Board Certified Teacher (EC Gen)

Magnolia Elementary School (Home School)
901 Trimble Road, Joppa, MD 21085
Phone:  (410) 612-1553
Fax:  (410) 612-1576
In EVERY child...a touch of GREATNESS!!!
Proud of our Title One School!

Norrisville Elementary School
5302 Norrisville Rd
White Hall, MD 21161
Phone: 410-692-7810
Fax: 410-692-7812
Where Bright Futures Begin!!!



From: mosaic-bounces 
+jennifer.palmer=hcps@literacyworkshop.org on

behalf of Hall Linda
Sent: Mon 9/26/2011 1:32 PM
To: Mosaic: A Reading Comprehension Strategies Email Group; C  
McLoughlin

Subject: Re: [MOSAIC] "we do..."

What about using Regie Routman's Optimal Learning Model? She says we
try to move them to independence too quickly, so she has added  
another

step. I do, we do, we do, you do.

Linda Hall
Literacy Specialist
Lois Lenski Elementary
303-347-4286
lh...@lps.k12.co.us

Flatter me, and I may not believe you. Criticize me, and I may  
not like
you. Ignore me, and I may not forgive you. Encourage me, and I  
will not
forget you. Love me and I may be forced to love you. William  
Arthur Ward


-Original Message-
From: