Re: [MOSAIC] Questions

[Susan Walters]

Forgive my spelling errors!
- Original Message - 
From: "Susan Walters" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Sent: Sunday, September 21, 2008 7:13 AM
Subject: [MOSAIC] Questions


>I remeber way back someone sent out a list of questions to help students
> with comrehension.
> 3 types right there
> inferential
> and
> beyond text
> I can't find it anywhere.  Would anyone have it?
> Thanks
> - Original Message - 
> From: "elisa kifer" <[EMAIL PROTECTED]>
> To: "Mosaic: A Reading Comprehension Strategies Email Group"
> 
> Sent: Sunday, September 21, 2008 7:09 AM
> Subject: Re: [MOSAIC] action research help
>
>
>> What about adding something about level of Bloom's Taxonomy q's instead 
>> of
>> "higher-order thinking skills"
>>
>> On Sat, Sep 20, 2008 at 10:57 PM, Dana's Charter
>> <[EMAIL PROTECTED]>wrote:
>>
>>> I've just started working on my EDS in elementary education. I'm having 
>>> a
>>> hard time deciding how to word my question.
>>> what i've got so far is
>>>
>>> Will reading comprehension improve by using higher-order thinking skill
>>> such
>>> as making connections, predicing, vizualizing, inferring, summarizing,
>>> and
>>> synthesizing?
>>>
>>> the need in my classroom is to teach the high-order thinking skills
>>> because
>>> the students have had no exposure to them during kindergarten or first
>>> grades. I've run the questions by some of my collegues and they seem to
>>> think i should just focus on one of the straegies. I don't see how i can
>>> do
>>> this when the research will last a year. Does anyone have any input? 
>>> This
>>> is
>>> my first action research and I don't know anyone that has done this
>>> before
>>> so I'm really seeking some advice.
>>>
>>>
>>> ___
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>>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>>>
>>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>>>
>>>
>>
>>
>> -- 
>> Elisa M. Kifer
>> Third Grade Literacy Teacher
>> Fox Meadow Elementary
>>
>>
>> "Love of reading and writing is not taught, it is created.
>> Love of reading and writing is not required, it is inspired.
>> Love of reading and writing is not demanded, it is exemplified.
>> Love of reading and writing, is not exacted, it is quickened.
>> Love of reading and writing is not solicited, it is activated."
>> -Russell Stauffer, 1980
>> ___
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>> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
>>
>> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
>>
>>
>
>
>
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>
> 



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Re: [MOSAIC] questions, questions

[briananesheim]

First, I would highly recommend reading Growing Readers (Collins) and Reading 
With Meaning (Miller). They will help you immensely with your lesson planning. 
Secondly, I completely understand your frustrations- I am actually doing my 
Master's research on comprehension strategies and have found the reader's 
workshop format the best for my group (a flexible, high-ability reading group 
in 2nd grade that I have for 45 min. 5 days a week). What I am currently doing 
is choosing a strategy a month (last month was making connections) and I 
usually read a picture book and we discuss connections that we make. We might 
take a few days on one book or refine our connections with different quality 
books but I usually do a mini-lesson that is 10-15 minutes. I then have them 
think about applying that strategy to the book they have chosen (a "Good Fit" 
book from Daily 5). We have 10-15 minutes of sharing time at the end where the 
kids are able to share their connections with the group. It has been working 
marvelously for my 2nd graders. We are on visualization and my students are 
loving it! I hope this helps you!
-Briana
MN, Grade 2
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Re: [MOSAIC] questions, questions

[Tamara Westmoreland]

Briana,
I teach 2nd grade as well and I was wondering what order you introduce the 
strategies in.
Thanks,
Tami

From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] [EMAIL 
PROTECTED]
Sent: Monday, November 24, 2008 4:27 AM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] questions, questions

First, I would highly recommend reading Growing Readers (Collins) and Reading 
With Meaning (Miller). They will help you immensely with your lesson planning. 
Secondly, I completely understand your frustrations- I am actually doing my 
Master's research on comprehension strategies and have found the reader's 
workshop format the best for my group (a flexible, high-ability reading group 
in 2nd grade that I have for 45 min. 5 days a week). What I am currently doing 
is choosing a strategy a month (last month was making connections) and I 
usually read a picture book and we discuss connections that we make. We might 
take a few days on one book or refine our connections with different quality 
books but I usually do a mini-lesson that is 10-15 minutes. I then have them 
think about applying that strategy to the book they have chosen (a "Good Fit" 
book from Daily 5). We have 10-15 minutes of sharing time at the end where the 
kids are able to share their connections with the group. It has been working 
marvelously for my 2nd graders. We are on visualization and my students are 
loving it! I hope this helps you!
-Briana
MN, Grade 2
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Re: [MOSAIC] questions, questions

[Heather Green]

I have to admit, I just broke down and bought the Primary Comprehension
Toolkit.  It was a lot of money, but worth it for me to have some peace of
mind.  I was seriously about to have a break down trying to figure out how
to put everything all together!

On Sun, Nov 23, 2008 at 2:57 PM, Tamara Westmoreland <
[EMAIL PROTECTED]> wrote:

> Briana,
> I teach 2nd grade as well and I was wondering what order you introduce the
> strategies in.
> Thanks,
> Tami
> 
> From: [EMAIL PROTECTED] [
> [EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] [
> [EMAIL PROTECTED]
> Sent: Monday, November 24, 2008 4:27 AM
> To: mosaic@literacyworkshop.org
> Subject: Re: [MOSAIC] questions, questions
>
> First, I would highly recommend reading Growing Readers (Collins) and
> Reading With Meaning (Miller). They will help you immensely with your lesson
> planning. Secondly, I completely understand your frustrations- I am actually
> doing my Master's research on comprehension strategies and have found the
> reader's workshop format the best for my group (a flexible, high-ability
> reading group in 2nd grade that I have for 45 min. 5 days a week). What I am
> currently doing is choosing a strategy a month (last month was making
> connections) and I usually read a picture book and we discuss connections
> that we make. We might take a few days on one book or refine our connections
> with different quality books but I usually do a mini-lesson that is 10-15
> minutes. I then have them think about applying that strategy to the book
> they have chosen (a "Good Fit" book from Daily 5). We have 10-15 minutes of
> sharing time at the end where the kids are able to share their connections
> with the group. It has been working marvelously for my 2nd graders. We are
> on visualization and my students are loving it! I hope this helps you!
> -Briana
> MN, Grade 2
> ___
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> 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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>
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Re: [MOSAIC] questions, questions

[CNJPALMER]

 
Tami
I am not Briana, but with my second graders this year I first taught the  
idea of metacognition...thinking while reading and being aware of that 
thinking.  
I usually move in to Making Connections, Visualizing,  and then  Inferring, 
but it depends on the kids.
I think Ellin would tell you that the order doesn't matter really. I find  
that Making connections comes easier to many kids and start there. Then I look  
at student work and kinda try to get a feel for what the kids are ready for  
next. I try to let them lead me...what do they need? Are they already  
experimenting with something like that strategy already?
Jennifer
In a message dated 11/23/2008 3:02:53 P.M. Eastern Standard Time,  
[EMAIL PROTECTED] writes:

Briana,
I teach 2nd grade as well and I was wondering what order you  introduce the 
strategies in.
Thanks,
Tami




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Re: [MOSAIC] questions, questions

[briananesheim]

Tami,
My order?this year is:
Metacognition/Making Connections
Visualization
Inferring
Questioning
Determining Importance
Synthesis
Fix Up Strategies (as a review)

I have never taught the strategies before so I went mostly by Debbie Miller's 
book.

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Re: [MOSAIC] questions, questions

[Lespop4]

Heather,
 
It is confusing at first...but hang in.
Use high interest Read Alouds to model your thinking.
During your Reading Workshop, make reference to your RA (read aloud) and  
perhaps reread a short portion in order to make your teaching point.  Then  the 
kids will go back to their own reading (at their independent reading levels)  
to apply what you have taught them.
 
Get it???
 
leslie
 
 
In a message dated 11/22/2008 2:19:24 P.M. Eastern Standard Time,  
[EMAIL PROTECTED] writes:

Hi  Everyone,
I am brand new to this group.  My name is Heather and I  teach 1st grade in
Michigan.  I ended up here because I am determined  to make a difference in
my kids' lives by getting them to love reading  through deep conversation
about books. I just don't know how to accomplish  that quite yet. :) Right
now I am using the Daily 5 structure, which I  love. Now that my kids are
getting good at using their word work  strategies, I finally feel like we can
begin delving into books for  comprehension.  We switch classes for reading
clubs, so I have the  second highest reading club. They are reading levels
from H-M.  We  meet for only 50 minutes, 4 times a week, so I have been
struggling to find  a format which will work for that short amount of time. I
finally decided  to use the readers workshop format, which is brand new to
me.  So I am  a little confused now.  On one hand, I know students are
supposed to  practice reading at their own level. On the other hand, from
some snippets  I have read from Mosaic of Thought, teachers should use
high-interest,  meaningful text (like, picture books, etc).  So if I do a
mini-lesson,  on, say, making predictions. What do I do when I send them off
for  independent practice? Do I have them make predictions about texts they
are  reading at their level? Or do I have them use a picture book I am
reading  aloud?  I am really confused. Thanks so much for your help. I am  so
excited about finding this board and becoming a better  teacher.
Heather
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Re: [MOSAIC] questions, questions

[Heather Green]

I got it!! Thank you so much!! You guys are all so helpful.  I found the
right place! :)

On Mon, Nov 24, 2008 at 10:29 PM, <[EMAIL PROTECTED]> wrote:

> Heather,
>
> It is confusing at first...but hang in.
> Use high interest Read Alouds to model your thinking.
> During your Reading Workshop, make reference to your RA (read aloud) and
> perhaps reread a short portion in order to make your teaching point.  Then
>  the
> kids will go back to their own reading (at their independent reading
> levels)
> to apply what you have taught them.
>
> Get it???
>
> leslie
>
>
> In a message dated 11/22/2008 2:19:24 P.M. Eastern Standard Time,
> [EMAIL PROTECTED] writes:
>
> Hi  Everyone,
> I am brand new to this group.  My name is Heather and I  teach 1st grade in
> Michigan.  I ended up here because I am determined  to make a difference in
> my kids' lives by getting them to love reading  through deep conversation
> about books. I just don't know how to accomplish  that quite yet. :) Right
> now I am using the Daily 5 structure, which I  love. Now that my kids are
> getting good at using their word work  strategies, I finally feel like we
> can
> begin delving into books for  comprehension.  We switch classes for reading
> clubs, so I have the  second highest reading club. They are reading levels
> from H-M.  We  meet for only 50 minutes, 4 times a week, so I have been
> struggling to find  a format which will work for that short amount of time.
> I
> finally decided  to use the readers workshop format, which is brand new to
> me.  So I am  a little confused now.  On one hand, I know students are
> supposed to  practice reading at their own level. On the other hand, from
> some snippets  I have read from Mosaic of Thought, teachers should use
> high-interest,  meaningful text (like, picture books, etc).  So if I do a
> mini-lesson,  on, say, making predictions. What do I do when I send them
> off
> for  independent practice? Do I have them make predictions about texts they
> are  reading at their level? Or do I have them use a picture book I am
> reading  aloud?  I am really confused. Thanks so much for your help. I am
>  so
> excited about finding this board and becoming a better  teacher.
> Heather
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>
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>
>
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> networks,
> and the things you love. Try the new AOL.com
> today!(
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>
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Re: [MOSAIC] questions, questions

[Kelly Andrews-Babcock]

Briana,
You mentioned doing work with comprehension strategies, I'd like to recommend a 
textbook that I just read in my sixth year program. It's all about 
comprehension - much of what is not mentioned in any of the current reading 
I've done. It's very interesting, Judy Irwin offers some ideas of how to 
approach struggling readers as well. It's not an easy text to read, but it 
really covers things that I had not heard of before. "Teaching Reading 
Comprehension Processes" by Judy Westphal Irwin (2007). She was a professor at 
UCONN.
Kelly AB


I am actually doing my Master's research on comprehension strategies ...

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Re: [MOSAIC] Questions for Reading Specialists

[Lori Lacaillade]

Hi Shannon,
I am a first year teacher in a school district in New Jersey. I spend an
hour every other day (we are on a six day rather than 5 day cycle) in a
push-in situation with two different 4th grade students for language arts.
These are both one-on-one situations. When I get there we spend about 10
minutes working with words - sight words, making words (compound words,
contractions etc.) with letter tiles and magnetic letters. These are
generally words I have seen the student read incorrectly during guided
reading as well as words specified in his/her IEP. There is also a book
called Making Words, by Patricia Cunningham, and Dorothy Hall, that I use.
Then I focus on guided reading for about 20 minutes. With one student this
is re-reading a book she has already read once with her teacher in a Guided
Reading group.  We use the Guided Reading model outlined by Fountas and
Pinnell in our district.  This re-reading builds fluency and helps with
decoding. With the other student I work with, we read a book for the first
time.  I always give a strong introduction introducing concepts and
vocabulary he will need to work through the text.  In both cases I try to
teach a concept in a mini-lesson I saw the student struggle with during
reading.  This may be a short phonics piece or word work.  Finally, I work
with the comprehension strategies for about 20-30 minutes.  I often read
aloud to the student modeling the strategy first and then have the student
become more independent eventually building this into the guided reading
piece as well.  This follows the model presented in Mosaic of Thought by
Susan Zimmerman and Ellin Oliver Keene. This push-in situation was written
into the students' IEP's last year. The first few weeks I observed the
student within the regular co-teaching classroom.  Then the teachers and I
sat down and developed a plan for my work with these students. After each
session with the students, I spend some time (5-10 minutes) talking to the
teachers about what they have seen in the classroom and what I have seen
during my session. This is helpful when planning for the next session. Both
of these students are 2 grade levels below where they should be in regaurd
to thier reading level and one has not yet mastered the first grade sight
words set in our districts language arts curriculum guide. This is intense
one-on-one help. I work in both pull-out and push-in formats with different
students.  I sometimes find that the student I am working with in the
push-in program is distracted by what the rest of the class is doing
(normally guided reading groups) while we are working.  I am also unsure
about the social implications the push-in program is having.  The student is
still in his/her least restricted environment but they are very much
isolated by constantly being seen working one-on-one with a different
teacher.  It might not be as bad with a small group. The student is in
his/her least restrictive environment.  I have also found that it can be
less restricting when the teacher has a project or lesson planned that the
student would benefit that I can support that student with in the
classroom.  I am not locked into working with that student one-on-one away
from the rest of the class. I hope this helps and I have been clear enough
to understand.  If you have any other questions don't hesitate to contact
me.  Thanks!
Lori L.
New Jersey

On 11/10/06, Shannon Winkler <[EMAIL PROTECTED]> wrote:
>
> I am a Title I Reading Specialist for 2nd, 3rd, and 4th grade
> students in my building.  Typically I am pulling these children out
> of their regular classrooms into a small group setting of 5-7
> students in my classroom.  This is my first year in this position (I
> taught both 1st and 3rd grades prior to this) and have two questions
> for any others on the list who might be in a similar teaching
> position.
>
> 1.  I would like to get ideas on what your time with students in your
> groups 'typically' looks like.  Specifically, how do you incorporate
> word work, teaching the comprehension strategies, decoding
> strategies, writing, etc., etc. throughout the week?  When I was in
> the regular classroom, I always used the reading/writing workshop
> models to guide my instruction--I am trying to continue that same
> 'style' of teaching within my groups and would like to hear how
> others might be doing this.
>
> 2.  I would also like to know if anyone has used a "push-in" format
> vs. the "pull-out" format I am currently using.  What are pros/cons
> you have found, and if you did find it beneficial (I have a 4th grade
> teacher wanting to do this with me--she does reading workshop) what
> was your role in the classroom when you went in?  How much time did
> you spend in the classroom and what did your time in there "look
> like" with the teacher and his/her students (specifically your
> 'group' students)?
>
> Thank you in advance for your time and ideas!
>
> -Shannon
>
> _

Re: [MOSAIC] Questions for Reading Specialists

[Carlevarom]

Lori,
I have a few clarifying questions to ask.  You mention IEPs.  Are  these 
Special Education students or do you have IEPs for any student?   Secondly, I 
was 
adding up the time you spent with the one child.  It seemed  like at least one 
hour.  Do you do this everyday?  Finally, if you are  seeing this child that 
long, what is he missing in class?  Are you  responsible for his reading 
grades?
Thanks,
Marsha
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Re: [MOSAIC] Questions for Reading Specialists

[Lori Lacaillade]

Marsha,
The 2 students I work with are Special Education students. Our district runs
on a 6 day cycle rather than a 5 day week.  I spend a hour 3 times during
the 6 day cycle with each child.  So, I spend 3 hours with each child
individually every 6 days. The teachers have scheduled their reading
workshop during the time I come in to work with the individual students.
The other students in the class are meeting with reading groups, writing
responses or doing independent reading. Therefore, they are not really
"missing" anything. Because the teacher works with the child on the other 3
days, we meet to discuss assessment and grades. If you have any other
questions please let me know, I remember how confusing this all was when I
was first presented with it.
Lori

On 11/11/06, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote:
>
> Lori,
> I have a few clarifying questions to ask.  You mention IEPs.  Are  these
> Special Education students or do you have IEPs for any student?
> Secondly, I was
> adding up the time you spent with the one child.  It seemed  like at least
> one
> hour.  Do you do this everyday?  Finally, if you are  seeing this child
> that
> long, what is he missing in class?  Are you  responsible for his reading
> grades?
> Thanks,
> Marsha
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>
>
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Re: [MOSAIC] Questions for Reading Specialists

[lindafarns]

Shannon - I am a Reading Specialist in a K-5 elementary school and am 
responsible for all the children in those grades.  When I began this job six 
years ago, there was no involvement with kindergarten and most of my groups 
were pull-out (because most of the teachers were uncomfortable with me coming 
in).  The average size at that time was 7-10, and I was lucky if I could see 
them 2-3 times per week.  I was also responsible for math support as well.  
Needless to say, my first year was not only hectic, but I really don't think I 
did those kids a bit of good.  By the time we had our second session of the 
week, I had to reintroduce everything from the first session because I couldn't 
schedule the sessions consecutively.  

Things are much brighter now.  Thankfully, I have a principal who not only 
stays current on what's happening in education (he goes to Columbia every 
summer for a week-long reading or writing institute), but he challenges me to 
step outside the box.  My current schedule looks something like this.

I begin with a small group of first graders - 8 maximum - prior to the start of 
the school day.  Parents bring them in and we meet for 45 minutes every school 
day.  During this week, the cycle include 2 reading workshops, 2 writing 
workshops, and 1 word study.  My reading and writing workshops are 
interrelated, i.e. narratives, informational text, etc. 

This year, for my PIP (Professional Improvement Plan) I wanted to go into one 
classroom at each grade level (except kindergarten) to do Zimmerman's 7 Keys 
text.  During the summer I arranged that schedule for one teacher in each grade 
between 1-5.  However, during the summer I purchased Ardith Davis Cole's 
Knee-to-Knee and fell in love with it.  So...I took a slight turn and began 
going into the classrooms where I was to do the 7 Keys and started with 
Knee-to-Knee.  My goal is to finish with Cole's book and get to 7 Keys after 
the winter break.  I go into each classroom and work with the teacher (some are 
more on-hands than others), and the entire group of children benefit from the 
mini-lessons.  Those students whom I am obligated to support in my program are 
getting a much stronger system because I not only see them 4-5 days each week, 
I can focus in on them both before, during, and after my lesson. 

I also see a group of kindergarten students between our AM and PM sessions.  
This group is limited to 4 (I currently have 3).  Parents are responsible for 
either bringing in the child (PM session) or picking up (AM session) when we 
are done.  THis program runs for 45 minutes, 5 days per week.  I work mainly on 
phonemic awareness at the beginning of the year and gradually move into more 
phonics instruction.  At all times, my kids are in authentic texts.  I include 
interactive writing around November.

I also have two 30 minute slots where I meet one-on-one with the lowest 1st and 
2nd grader.  I use the Reading Recovery format - I am not trained, but have 
several colleagues who are and I spend time with them during their sessions 
with children.  At this point, our district does not have the money to train 
someone from our building.  I feel that even though I am not as strong as 
someone who has had the training, I can give these two students much more 
support in reading, writing, and word study than if they were one of a small 
group.  I am a voracious reader and make my best attempt to do justice to my 
form of this intensive intervention.

I hope that some of this has helped you.  Oh, by the way, my principal hired 
someone this year to cover my math students, so that has been a tremendous 
help.  Best of luck with your new position.

Linda

-- Original message -- 
From: Shannon Winkler <[EMAIL PROTECTED]> 

> I am a Title I Reading Specialist for 2nd, 3rd, and 4th grade 
> students in my building. Typically I am pulling these children out 
> of their regular classrooms into a small group setting of 5-7 
> students in my classroom. This is my first year in this position (I 
> taught both 1st and 3rd grades prior to this) and have two questions 
> for any others on the list who might be in a similar teaching 
> position. 
> 
> 1. I would like to get ideas on what your time with students in your 
> groups 'typically' looks like. Specifically, how do you incorporate 
> word work, teaching the comprehension strategies, decoding 
> strategies, writing, etc., etc. throughout the week? When I was in 
> the regular classroom, I always used the reading/writing workshop 
> models to guide my instruction--I am trying to continue that same 
> 'style' of teaching within my groups and would like to hear how 
> others might be doing this. 
> 
> 2. I would also like to know if anyone has used a "push-in" format 
> vs. the "pull-out" format I am currently using. What are pros/cons 
> you have found, and if you did find it beneficial (I have a 4th grade 
> teacher wanting to do this with me--she does reading

Re: [MOSAIC] questions about K-2 Mosaic

[CNJPALMER]

 
Shannon,
I have taught inferring, visualizing, connections, metacognition,  
questioning to Kindergarteners through fifth graders.I have not taught 
synthesis  yet to 
the littlest people but that is only because I wasn't sure how to  start. I 
plan to make that teaching journey this year. If you are not  going to do all 
strategies, I would at least add inferring to your list! I see  no reason to 
limit yourself. I had a Kindergarten colleague that I did lesson  study with 
and 
got to watch her teach these strategies to  kindergarten. I was amazed at how 
the littlest students had the best  inferences and questions! If you want to 
make strategy study more concrete  for young students, try the books 
Comprehension Connections and  Starting With Comprehension. These texts have 
lesson 
plans that incorporate  wordless books and also movement to help little people 
internalize the  strategies. I have had success with those lessons with 
students 
with autism  and learning disabilities. :-) 
Jennifer
 
In a message dated 8/3/2008 2:07:11 P.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:

Hi,

I've just finished the second edition, and have been lurking  for a  
while.  I have a couple of questions.  Do you think  all strategies  
should be taught to K-1 students?  I was  thinking that questioning  
and schema would be the main two that I  would use for K-1 students.   
I was also thinking about 2nd  grade and what strategies should be  
taught.  Any ideas would be  appreciated.

Thanks,

Shannon
2nd


 



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Read reviews on AOL Autos.  
(http://autos.aol.com/cars-BMW-128-2008/expert-review?ncid=aolaut000517 
)
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Re: [MOSAIC] questions for Dave, Joy, others on textmapping

[Olga Reynolds]

Hi all,
I just revistited Dave's site and after reading and
thinking about it---I have questions that probably can
only be answered by trying it outthe whole concept
sounds "like it makes a lot of sense".
I am going to try it on the first day of school with a
read aloud (probably about the first day of school).  
Is it stretching it to have the kids "see" the entire
story before listening to it How will this affect
their ability to visualize?? 
I am feeling comfortable with the idea that they will
"sense" many of the feelings they will experience
throughout the day and start to develop a sense of
comfort that they will be ok???  

Dave, Joy anyone help me out with this.

olga 
--- [EMAIL PROTECTED] wrote:

>  
> As a follow up to David's email... when he talked
> about scrolls being a  
> conversation starter, I would also like to add that
> another conversation that  
> scrolls provide much faster than books is the
> conversation the student  has using 
> his inner voice. Scrolls help to explicitly teach a
> kids how to  listen, 
> monitor, and adjust thinking. My first graders used
> scrolls for the last  two 
> years and they have told me as muchStrugglers 
> confirm my classroom  
> observations as well. In fact,  some strugglers do
> not even come close  to 
> metacognition until we start scroll work. I usually
> begin just with  picture walks as well.
>  
> When the kids get really good at responding to text
> in written format,  
> scrolls once again  are helpful in fostering 
> powerful thinking, book  talks, and 
> literature circles.  In fact when we do reading
> cycle  centers, scrolls are our 
> link from level to level,  from genre to genre, 
> from topic to topic, or from 
> author  to author. I can't say enough  good things
> about scrolls and how they 
> reveal story to a reader.
>  
> David is correct. Scrolls can become tedious in
> their creation but  in my 
> opinion, well worth the time and effort. Be sure to
> laminate them and keep  
> them in your collections in the library. They are as
> readily used as books and  
> in certain periods during the year most often chosen
> by my kids  themselves.
>  
> Pam 
> I
> 
> 
> 
> 
> 
> 
> 
> ** Get a sneak
> peek of the all-new AOL at 
> http://discover.aol.com/memed/aolcom30tour
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> 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] questions for Dave, Joy, others on textmapping

[Renee]

Hi Olga,

You don't say what grade you are teaching but as someone who has done  
some textmapping in the past, if you want to do this on the first day  
of school I would say read the story first, then do a "whole group"  
textmapping activity with the scroll up on the wall and having student  
volunteers come up to highlight things.  I don't know what those things  
would be that's up to you.

That's what I'd do. :-)
Renee

On Aug 26, 2007, at 11:40 AM, Olga Reynolds wrote:

> Hi all,
> I just revistited Dave's site and after reading and
> thinking about it---I have questions that probably can
> only be answered by trying it outthe whole concept
> sounds "like it makes a lot of sense".
> I am going to try it on the first day of school with a
> read aloud (probably about the first day of school).
> Is it stretching it to have the kids "see" the entire
> story before listening to it How will this affect
> their ability to visualize??
> I am feeling comfortable with the idea that they will
> "sense" many of the feelings they will experience
> throughout the day and start to develop a sense of
> comfort that they will be ok???
>
> Dave, Joy anyone help me out with this.
>
> olga
> --- [EMAIL PROTECTED] wrote:
>
>>
>> As a follow up to David's email... when he talked
>> about scrolls being a
>> conversation starter, I would also like to add that
>> another conversation that
>> scrolls provide much faster than books is the
>> conversation the student  has using
>> his inner voice. Scrolls help to explicitly teach a
>> kids how to  listen,
>> monitor, and adjust thinking. My first graders used
>> scrolls for the last  two
>> years and they have told me as muchStrugglers
>> confirm my classroom
>> observations as well. In fact,  some strugglers do
>> not even come close  to
>> metacognition until we start scroll work. I usually
>> begin just with  picture walks as well.
>>
>> When the kids get really good at responding to text
>> in written format,
>> scrolls once again  are helpful in fostering
>> powerful thinking, book  talks, and
>> literature circles.  In fact when we do reading
>> cycle  centers, scrolls are our
>> link from level to level,  from genre to genre,
>> from topic to topic, or from
>> author  to author. I can't say enough  good things
>> about scrolls and how they
>> reveal story to a reader.
>>
>> David is correct. Scrolls can become tedious in
>> their creation but  in my
>> opinion, well worth the time and effort. Be sure to
>> laminate them and keep
>> them in your collections in the library. They are as
>> readily used as books and
>> in certain periods during the year most often chosen
>> by my kids  themselves.
>>
>> Pam
>> I
>>
>>
>>
>>
>>
>>
>>
>> ** Get a sneak
>> peek of the all-new AOL at
>> http://discover.aol.com/memed/aolcom30tour
>> ___
>> Mosaic mailing list
>> Mosaic@literacyworkshop.org
>> To unsubscribe or modify your membership please go
>> to
>>
> http://literacyworkshop.org/mailman/options/ 
> mosaic_literacyworkshop.org.
>>
>> Search the MOSAIC archives at
>> http://snipurl.com/MosaicArchive.
>>
>>
>
>
> ___
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> 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.
>
>
"Our lives begin to end the day we become silent about things that  
matter."
~ Martin Luther King, Jr.




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Re: [MOSAIC] questions for Dave, Joy, others on textmapping

[Joy]

Olga,
  What grade do you teach?
   
  Without knowing anything else, I'd read the story aloud to them from the book 
as you normally would, complete with picture walk, think aloud, etc.
   
  Then I'd give them the pages of the book and have them create the scroll 
together, thus modeling how to make it. Then I'd proceed with whatever you 
wanted to do with the scroll.


Joy/NC/4
  [EMAIL PROTECTED]
  How children learn is as important as what they learn: process and content go 
hand in hand. http://www.responsiveclassroom.org
   









   
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Re: [MOSAIC] questions for Dave, Joy, others on textmapping

[Dave Middlebrook]

You asked, "Is it stretching it to have the kids "see" the entire story 
before listening to it How will this affect their ability to 
visualize??"

Some of the fun of a story is in the discovery, in the feeling that 
something is just around the corner and not knowing what happens until you 
get to the end.  Showing your kids the whole scroll before they've read the 
story can take some of the wind out of their sails, but there are times 
where it makes sense to let them see the whole thing and to look either back 
or ahead as they wish.  There are at least three ways to cut this:
* Show them the whole story as a scroll, and work with them on previewing 
the pictures and generating questions, connections and predictions.
* Unroll the scroll as you read, leaving exposed the parts you have read so 
that your students can look back as they wish.  This has the advantage of 
keeping alive the mystery of what happens next.
* Read the book first, and then use the scroll as the common text for 
discussion.

With regard to visualizing, my experience is that scrolls result in a higher 
level of engagement -- which translates into more engagement with sensory 
imagining (visualizations, etc.).

Have fun with it!

Thanks for your interest,

Dave Middlebrook
The Textmapping Project
A resource for teachers improving reading comprehension skills instruction.
www.textmapping.org   |   Please share this site with your colleagues!
USA: (609) 771-1781
[EMAIL PROTECTED]

- Original Message - 
From: "Olga Reynolds" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Email Group" 

Sent: Sunday, August 26, 2007 2:40 PM
Subject: Re: [MOSAIC] questions for Dave, Joy, others on textmapping


> Hi all,
> I just revistited Dave's site and after reading and
> thinking about it---I have questions that probably can
> only be answered by trying it outthe whole concept
> sounds "like it makes a lot of sense".
> I am going to try it on the first day of school with a
> read aloud (probably about the first day of school).
> Is it stretching it to have the kids "see" the entire
> story before listening to it How will this affect
> their ability to visualize??
> I am feeling comfortable with the idea that they will
> "sense" many of the feelings they will experience
> throughout the day and start to develop a sense of
> comfort that they will be ok???
>
> Dave, Joy anyone help me out with this.
>
> olga 



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