I thought I had saved the email with the passage to use in demonstrating the importance of setting a purpose for reading (burglar vs. real estate agent), but when I went into my saved folder to print it for a PD on the 17th, it wasn't there! If anyone still has it, please forward it to me at [EMAIL PROTECTED] It will be greatly appreciated. Thanks, Claudia
-----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] Sent: Monday, January 08, 2007 12:01 PM To: [email protected] Subject: Mosaic Digest, Vol 5, Issue 7 Send Mosaic mailing list submissions to [email protected] To subscribe or unsubscribe via the World Wide Web, visit http://literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org or, via email, send a message with subject or body 'help' to [EMAIL PROTECTED] You can reach the person managing the list at [EMAIL PROTECTED] When replying, please edit your Subject line so it is more specific than "Re: Contents of Mosaic digest..." Today's Topics: 1. quick strategy share ([EMAIL PROTECTED]) 2. Re: quick strategy share (Michelle Smith) 3. Re: quick strategy share ([EMAIL PROTECTED]) 4. Re: quick strategy share (Linda Buice) 5. Re: quick strategy share ([EMAIL PROTECTED]) 6. selfish book characters (MELISSA WALKER BROWN) 7. Re: quick strategy share ([EMAIL PROTECTED]) 8. Re: selfish book characters ([EMAIL PROTECTED]) ---------------------------------------------------------------------- Message: 1 Date: Sun, 7 Jan 2007 16:15:51 EST From: [EMAIL PROTECTED] Subject: [MOSAIC] quick strategy share To: [email protected] Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset="US-ASCII" Hi all! After all the talk about teaching strategies in isolation etc. I paid particular attention to my presentation sequence and have found that this integration has worked quite well for first graders. We have just finished most of our work with connections and are working towards other strategies. I have chosen questioning as the next progression. As kids learned how thick and thin questions help readers comprehend more -we made the following points... After the question was asked, we predicted answers (inferences) which depended heavily on what we observed in the text (MENTAL IMAGES) then checked OUR ANSWERS with information presented in the text and finally confirmed or modified our original connections. Even though we have not poured over any strategy except for connections... the STRAEGY anchor chart ideas of how? when?and why MAKES MORE SENSE LIKE THIS. I found my teaching more connected to thinking and less to a particular strategy lesson for an interactive read aloud. Although I DEFINATELY PLAN TO do each unit as thoroughly as I did connections PAIRING ALL OF THEM with read alouds and gradually releasing responsibility to them , this overall big picture has a more natural feel which I think leads to faster independence. ------------------------------ Message: 2 Date: Sun, 7 Jan 2007 13:44:51 -0800 From: Michelle Smith <[EMAIL PROTECTED]> Subject: Re: [MOSAIC] quick strategy share To: "Mosaic: A Reading Comprehension Strategies Listserv" <[email protected]> Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed What read alouds are you using in first grade for questioning? Thanks Michelle On Jan 7, 2007, at 1:15 PM, [EMAIL PROTECTED] wrote: Hi all! After all the talk about teaching strategies in isolation etc. I paid particular attention to my presentation sequence and have found that this integration has worked quite well for first graders. We have just finished most of our work with connections and are working towards other strategies. I have chosen questioning as the next progression. As kids learned how thick and thin questions help readers comprehend more -we made the following points... After the question was asked, we predicted answers (inferences) which depended heavily on what we observed in the text (MENTAL IMAGES) then checked OUR ANSWERS with information presented in the text and finally confirmed or modified our original connections. Even though we have not poured over any strategy except for connections... the STRAEGY anchor chart ideas of how? when?and why MAKES MORE SENSE LIKE THIS. I found my teaching more connected to thinking and less to a particular strategy lesson for an interactive read aloud. Although I DEFINATELY PLAN TO do each unit as thoroughly as I did connections PAIRING ALL OF THEM with read alouds and gradually releasing responsibility to them , this overall big picture has a more natural feel which I think leads to faster independence. _______________________________________________ Mosaic mailing list [email protected] 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. ------------------------------ Message: 3 Date: Sun, 7 Jan 2007 17:34:54 EST From: [EMAIL PROTECTED] Subject: Re: [MOSAIC] quick strategy share To: [email protected] Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset="US-ASCII" My usual approach is to use the texts listed in Debbie Miller for questioning but after attending a workshop by Linda Hoyt I have decided to use more nonfiction texts. That way they can sketch to stretch their mental images and actually be accountable for understanding the text rather than having to consider that their picture is open to interpretation of the author's words. It also makes sense in terms of their connections because they can much more easily modify or confirm their connections. Again, often though certainly not always, fiction connections and inferences are open to opinion about the author's words rather than fact. For example, we are studying the moon, sun, and stars. My interactive read aloud very definitely implants certain visual images that are substantiated by the text: moon surface, orbit, phases etc. The kids can check how deep they are thinking about the words by evaluating the details of their sketches. The Moon by Gail Gibbons So that's how the moon changes shape both good choices for mental images and connections Experiments with the sun and the moon (great for inferences) Though any book works with any strategy. I love doing a four blocks lesson called (Guess yes or no) as an anticipatory set for their connections. Moves the whole K-W-L along. I also love doing a four blocks game called rivet with inferences . Yeah... I like thinking more in terms of an umbrella of ideas from one reading. ------------------------------ Message: 4 Date: Sun, 7 Jan 2007 21:59:23 -0500 From: "Linda Buice" <[EMAIL PROTECTED]> Subject: Re: [MOSAIC] quick strategy share To: "Mosaic: A Reading Comprehension Strategies Listserv" <[email protected]> Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; format=flowed; charset="iso-8859-1"; reply-type=original Hi, I wondered if you could explain what a four blocks lesson called (Guess yes or no) is exactly. It seems very interesting. Linda ----- Original Message ----- From: <[EMAIL PROTECTED]> To: <[email protected]> Sent: Sunday, January 07, 2007 5:34 PM Subject: Re: [MOSAIC] quick strategy share > My usual approach is to use the texts listed in Debbie Miller for > questioning but after attending a workshop by Linda Hoyt I have decided to > use more > nonfiction texts. That way they can sketch to stretch their mental images > and > actually be accountable for understanding the text rather than having to > consider that their picture is open to interpretation of the author's > words. It > also makes sense in terms of their connections because they can much more > easily > modify or confirm their connections. Again, often though certainly not > always, fiction connections and inferences are open to opinion about the > author's > words rather than fact. > > For example, we are studying the moon, sun, and stars. My interactive read > aloud very definitely implants certain visual images that are > substantiated by > the text: moon surface, orbit, phases etc. The kids can check how deep > they > are thinking about the words by evaluating the details of their sketches. > > The Moon by Gail Gibbons > So that's how the moon changes shape both good choices for mental > images > and connections > > > Experiments with the sun and the moon (great for inferences) > > Though any book works with any strategy. > > I love doing a four blocks lesson called (Guess yes or no) as an > anticipatory set for their connections. Moves the whole K-W-L along. > > I also love doing a four blocks game called rivet with inferences . > > Yeah... I like thinking more in terms of an umbrella of ideas from one > reading. > _______________________________________________ > Mosaic mailing list > [email protected] > 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. ------------------------------ Message: 5 Date: Mon, 8 Jan 2007 06:35:48 EST From: [EMAIL PROTECTED] Subject: Re: [MOSAIC] quick strategy share To: [email protected] Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset="US-ASCII" It really is just what it says. The teacher writes sentences about the topic the kids will be studying...for example, before we began our science unit on the sun and moon I wrote ten "facts" that I know will be important concepts ... but the catch is some of the facts I write are false and some are true. The kids must access their prior knowledge and make connections to help them guess if they think the fact is true or false. Then we review each sentence.... they must answer with a "two-fisted reply " (a Jim Cunningham quote) That means they tell their guess plus why they guessed that way. Because it is a guessing game, and because students review answers with their schema lots of important learning happens even before you read a single word in the text. It is a great way to get conversations and schema started as well as an easy structure to help kids confirm or modify thinking... by listening to the observations and memories of others. Because it is guessing the pressure is off. My first graders like this so much more than a K-W-L chart even though it essentially does the same thing. There's lots of modifications too. Kids can guess in partners, at power tables etc. then as the unit progresses and we begin reading and learning the true facts, kids correct their guesses and write the text page, draw the illustration, note the speaker who helped them modify or confirm their thinking. Four Blocks is filled with activities that demonstrate the comprehension strategies. Look on the internet for more... I have been using the 4 blocks framework for years now. It works with any text, in any curriculum area, and combines easily with any other approach or guru. ------------------------------ Message: 6 Date: Mon, 8 Jan 2007 07:07:33 -0500 (EST) From: "MELISSA WALKER BROWN" <[EMAIL PROTECTED]> Subject: [MOSAIC] selfish book characters To: <[email protected]> Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain; charset=iso-8859-1 Sleeping Ugly by Jane Yolen- Princess Prunella ------------------------------ Message: 7 Date: Mon, 8 Jan 2007 05:15:32 -0700 (MST) From: <[EMAIL PROTECTED]> Subject: Re: [MOSAIC] quick strategy share To: Mosaic: A Reading Comprehension Strategies Listserv<[email protected]> Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain In Wilhelm's new book on Inquiry, he talks about a similar strategy when working with an inquiry unit in language arts. He presents kids with a series of potentially provacative quotes and has kids agree or disagree. The purpose is to get kids thinking in relationship to theme and give teacher a chance to get a feel for the class, for the kids. Those of you using KWL charts may want to take a serious look ot the first chapter (I would say the entire book, great book) of Tony Stead's new book on reading. His RAN strategy offers so much more that the KWL and I have been demoing for teachers K-12 and the reaction i universally positive. Lori On Mon, 8 Jan 2007 06:35:48 EST , [EMAIL PROTECTED] sent: >It really is just what it says. The teacher writes sentences about the >topic the kids will be studying...for example, before we began our science unit >on the sun and moon I wrote ten "facts" that I know will be important concepts >... but the catch is some of the facts I write are false and some are true. >The kids must access their prior knowledge and make connections to help them >guess if they think the fact is true or false. >Then we review each sentence.... they must answer with a "two-fisted reply " >(a Jim Cunningham quote) That means they tell their guess plus why they >guessed that way. Because it is a guessing game, and because students review >answers with their schema lots of important learning happens even before you read >a single word in the text. >It is a great way to get conversations and schema started as well as an easy >structure to help kids confirm or modify thinking... by listening to the >observations and memories of others. Because it is guessing the pressure is off. >My first graders like this so much more than a K-W-L chart even though it >essentially does the same thing. >There's lots of modifications too. Kids can guess in partners, at power >tables etc. >then as the unit progresses and we begin reading and learning the true >facts, kids correct their guesses and write the text page, draw the illustration, >note the speaker who helped them modify or confirm their thinking. >Four Blocks is filled with activities that demonstrate the comprehension >strategies. Look on the internet for more... I have been using the 4 blocks >framework for years now. It works with any text, in any curriculum area, and >combines easily with any other approach or guru. >_______________________________________________ >Mosaic mailing list >[email protected] >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. > ------------------------------ Message: 8 Date: Mon, 8 Jan 2007 05:22:56 -0700 (MST) From: <[EMAIL PROTECTED]> Subject: Re: [MOSAIC] selfish book characters To: [EMAIL PROTECTED], Mosaic: A Reading Comprehension Strategies Listserv<[email protected]> Message-ID: <[EMAIL PROTECTED]> Content-Type: text/plain Ladies First - Shel Silverstein (A Light in the Attic) Pamela Purse yelled, "Ladies first," Pushing in front of the ice cream line. Pamela Purse yelled, "Ladies first," Grabbing the ketchup at dinnertime. Climbing on the morning bus She'd shove right by all of us And there'd be a tiff or a fight or a fuss When Pamela Purse yelled, "Ladies first." Pamela Purse screamed, "Ladies first," When we went off on our jungle trip. Pamela Purse said her thirst was worse And guzzled our water, every sip. And when we got grabbed by that wild savage band, Who tied us together and made us all stand In a long line in front of the King of the land- A cannibal known as Fry-'Em-Up Dan, Who sat on his throne in a bib so grand With a lick of his lips and a fork in his hand, As he tried to decide who'd be first in the pan- >From back of the line, in that shrill voice of hers, Pamela Purse yelled, "Ladies first." Lori On Mon, 8 Jan 2007 07:07 , MELISSA WALKER BROWN <[EMAIL PROTECTED]> sent: >Sleeping Ugly by Jane Yolen- Princess Prunella > > > >_______________________________________________ >Mosaic mailing list >[email protected] >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 [email protected] 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. End of Mosaic Digest, Vol 5, Issue 7 ************************************ -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.432 / Virus Database: 268.16.7/620 - Release Date: 1/8/2007 4:12 PM -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.5.432 / Virus Database: 268.16.7/620 - Release Date: 1/8/2007 4:12 PM _______________________________________________ Mosaic mailing list [email protected] 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.
