Hi Linda,
I have several articles (one by Klemp with his permission and one that a
colleague and I wrote) posted at http://www.eofficehours.com To log in go
to Students. Click on Rhode Island. Select Knotty Oak Middle School. It
should take you to our page. You can find the documents under Course
Documents.
Although this is a long response - I'm really giving you just a quick
overview.
Cooperative Literacy is a structure that fosters social skill development
that promotes engagement between students around the learning process. Pods
(student groups of 4-5) are formed and work together for 5 weeks. Dialogue
among students is explicitly taught and encouraged. The articles on the
site give a nice overview of the differences between cooperative learning
and Cooperative Literacy.
In addition, on the site we have posted several Literacy tools used in
before, during and after reading. These are "additional tools" because we
also explicitly teach with Mosaic of Thought - PEBC strategies.
About 8 years ago our school moved to standard based grading and separated
"effort" assessment from student work. A student's work is assessed with
school wide rubrics and their effort (learner qualities) are assessed based
upon a school wide rubric as well. Using the Cooperative Literacy daily pod
point sheet helps to make explicit the "learner qualities" that you expect
daily. A teacher can design their point sheet to address effort,
preparedness, and participation - all that is important in their class.
For example, each day when students enter my class they assess "readiness"
by checking to ensure that each member of the pod has needed items (writing
utensil, agenda, homework.) Points are awarded to the pod for this. Some
teachers I have worked with also include "being on time." I don't include
this because my students are always on time. During the class period I use
"bonus points" for specific behaviors. Yesterday, we were having a whole
class discussion of several of Langston Hughes poems. Generally, I have to
request students to go back to the text to cite author's words that support
what they say. The first student that spoke did so immediately. This gave
me the opportunity to award bonus points-but whenever I do I make public the
reason that I'm doing it. ("100 bonus points - Sally's helped me to clearly
see her point of view by explaining her analysis of the text and then
reading for us the author's words that inspired her thoughts.") The points
become the exclamation of the teacher's expectation. With that being said,
you can't imagine how many other students now try to model the first
student's response.
Let me know if you have any other questions,
Mary Lou
-----Original Message-----
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Linda Graf
Sent: Monday, September 18, 2006 6:45 PM
To: [email protected]
Subject: [MOSAIC] Cooperative Literacy
Mary Lou,
I too would be interested in hearing more about Cooperative Literacy. I
also teach in RI.
Linda/RI/Grade 7
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