Hi everyone, I am still interested in hearing more about the importance of setting a purpose for reading (burglar vs. real estate agent). Does anyone have it? Thanks so much!
Linda ----- Original Message ----- From: "Dennis and Claudia" <[EMAIL PROTECTED]> To: <[email protected]> Sent: Monday, January 08, 2007 9:44 PM Subject: Re: [MOSAIC] Mosaic Digest, Vol 5, Issue 7 >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. _______________________________________________ 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.
