Would the Evolution of Calpurnia Tate work? Set in 1899 and deals with changing roles for women and thinking scientifically.
Kay Kuenzl-Stenerson Literacy Coach Merrill Middle School 108 W. New York Ave. Oshkosh, WI 54901 920-424-0177 ext. 132 Seamus Heaney I can't think of a case where poems changed the world, but what they do is they change people's understanding of what's going on in the world. ________________________________________ From: mosaic-bounces+kay.kuenzl-stenerson=oshkosh.k12.wi...@literacyworkshop.org [mosaic-bounces+kay.kuenzl-stenerson=oshkosh.k12.wi...@literacyworkshop.org] On Behalf Of [email protected] [[email protected]] Sent: Wednesday, February 09, 2011 11:00 AM To: [email protected] Subject: Mosaic Digest, Vol 54, Issue 9 >> >> _______________________________________________ >> 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. >> > > > > _______________________________________________ > 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: 6 Date: Wed, 9 Feb 2011 00:33:38 GMT From: "[email protected]" <[email protected]> To: [email protected] Subject: [MOSAIC] phonics/RTI advice needed Message-ID: <[email protected]> Content-Type: text/plain; charset=windows-1252 Hi all, I am currently working with a couple of 5th grade students. I have them each day during a 30 min RTI slot. My dilemma is that I've explicitly taught to fill in the gaps that they have in phonics. The problem is that they can use the info correctly while doing word sorts or phonics activities during instruction time, but they don't apply it when being assessed. I already am torn because I've read so much saying that struggling readers need to read more rather than skill and drill. And I am of that mindset as well. This is supplemental instruction and isn't supplanting reading instruction, but............ I've contemplated several other courses of instruction: guided reading, independent reading, instruction that focuses on strategy instruction (a la Stephanie Harvey) or instruction that focuses on non-fiction text structure. But, am unsure of what would be the most beneficial so am hoping to glean some info from someone's expertise in this situation. One student in particular I'm beginning to wonder if she will ever "own" the phonics concepts that she lacks and would be best served in learning how to compensate for her deficit. She still struggles with comprehending in class. I'd love to hear how any of you have successfully dealt with this situation. I guess I've always worked with students that are on a lower level rather than ones who only have a few gaps and/or ones that seem to be able to apply what they learn even if it takes some repetition. Thanks in advance!! norma Let us be grateful to people who make us happy, they are the charming gardeners who make our souls blossom. ~Marcel Proust ____________________________________________________________ $65/Hr Job - 25 Openings Part-Time job ($20-$65/hr). Requirements: Home Internet Access http://thirdpartyoffers.juno.com/TGL3131/4d51e12f7202266f33st02duc ------------------------------ Message: 7 Date: Tue, 8 Feb 2011 21:30:59 -0500 From: Halli Moskowitz <[email protected]> To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Subject: Re: [MOSAIC] historical novel Message-ID: <[email protected]> Content-Type: text/plain; charset=ISO-8859-1 I was just going to say Lyddie too! Great book! On Tue, Feb 8, 2011 at 6:14 PM, Sally Thomas <[email protected]>wrote: > Loved this book. My 6th graders read it and really liked. > Sally > > > On 2/8/11 2:13 PM, "[email protected]" <[email protected]> wrote: > > > Lyddie by Katherine Patterson > > Carol > > > > ----- Original Message ----- > > From: [email protected] > > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > <[email protected]> > > Sent: Tuesday, February 8, 2011 3:53:01 PM > > Subject: [MOSAIC] historical novel > > > > I am looking for a historical novel appropriate for middle school that > > has to do with the industrial revolution and takes place in the > > mid-1800s. > > > > Can anyone offer a suggestion? > > Thanks! > > Jan > > > > > > _______________________________________________ > > 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. > > > > > > _______________________________________________ > 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: Tue, 8 Feb 2011 21:30:59 -0500 From: Halli Moskowitz <[email protected]> To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Subject: Re: [MOSAIC] historical novel Message-ID: <[email protected]> Content-Type: text/plain; charset=ISO-8859-1 I was just going to say Lyddie too! Great book! On Tue, Feb 8, 2011 at 6:14 PM, Sally Thomas <[email protected]>wrote: > Loved this book. My 6th graders read it and really liked. > Sally > > > On 2/8/11 2:13 PM, "[email protected]" <[email protected]> wrote: > > > Lyddie by Katherine Patterson > > Carol > > > > ----- Original Message ----- > > From: [email protected] > > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > <[email protected]> > > Sent: Tuesday, February 8, 2011 3:53:01 PM > > Subject: [MOSAIC] historical novel > > > > I am looking for a historical novel appropriate for middle school that > > has to do with the industrial revolution and takes place in the > > mid-1800s. > > > > Can anyone offer a suggestion? > > Thanks! > > Jan > > > > > > _______________________________________________ > > 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. > > > > > > _______________________________________________ > 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: 9 Date: Tue, 08 Feb 2011 19:49:05 -0700 From: Hugh & Lawrie McKeith <[email protected]> To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Subject: Re: [MOSAIC] phonics/RTI advice needed Message-ID: <c9774eb1.1196%[email protected]> Content-Type: text/plain; charset="US-ASCII" I don't often post, but I can totally relate to your dilemma. I have a small group of students who can all decode (some close to their grade levels, at 8/9) in the purest sense, but not to make meaningful words, and who all have serious gaps in comprehension. They have had a lot of specific interventions, but none of it has resulted in an increase in actual reading skills. In other words, they have the decoding skills, but they can't apply them meaningfully. This year, we are using a guided reading/ Daily Five/readers workshop combination (for 85 minutes a day). We do a mini-lesson introduction to our day (based on a comprehension skill) then we do guided/independent- reading/written response (2-column notes, sketch and stretch, T-charts, etc) activity for about 45 minute (two 20 minute groups); then we apply the mini-lesson instruction again in a group read-aloud (I read, they discuss and respond). So far... an increase for most in the application of comprehension strategies, an increase in ownership of reading material, and an increase in quality and quantity of written response (we also do two 80 minute writers' workshop session a week, and focus on the same genres as we're reading in our group read-alouds). It's a slow process, but we're seeing growth. It's not perfect, by any means, but the reading levels have increased for all but one student, and they are WAY MORE engaged in Language Arts than they were at the beginning of the year. They use the language, and they can actually talk about what they're reading in specific terms! Cheers, Lawrie On 11-02-08 5:33 PM, "[email protected]" <[email protected]> wrote: > Hi all, I am currently working with a couple of 5th grade students. I have > them each day during a 30 min RTI slot. My dilemma is that I've explicitly > taught to fill in the gaps that they have in phonics. The problem is that > they can use the info correctly while doing word sorts or phonics activities > during instruction time, but they don't apply it when being assessed. I > already am torn because I've read so much saying that struggling readers need > to read more rather than skill and drill. And I am of that mindset as well. > This is supplemental instruction and isn't supplanting reading instruction, > but............ I've contemplated several other courses of instruction: > guided reading, independent reading, instruction that focuses on strategy > instruction (a la Stephanie Harvey) or instruction that focuses on non-fiction > text structure. But, am unsure of what would be the most beneficial so am > hoping to glean some info from someone's expertise in this situation. One > student in particular I'm beginning to wonder if she will ever "own" the > phonics concepts that she lacks and would be best served in learning how to > compensate for her deficit. She still struggles with comprehending in class. > I'd love to hear how any of you have successfully dealt with this situation. > I guess I've always worked with students that are on a lower level rather than > ones who only have a few gaps and/or ones that seem to be able to apply what > they learn even if it takes some repetition. Thanks in advance!! norma Let us > be grateful to people who make us happy, they are the charming gardeners who > make our souls blossom. ~Marcel Proust > ____________________________________________________________ > $65/Hr Job - 25 Openings > Part-Time job ($20-$65/hr). Requirements: Home Internet Access > http://thirdpartyoffers.juno.com/TGL3131/4d51e12f7202266f33st02duc > _______________________________________________ > 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: 10 Date: Tue, 8 Feb 2011 21:39:41 -0600 From: Janel Atwell <[email protected]> To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Subject: Re: [MOSAIC] phonics/RTI advice needed Message-ID: <[email protected]> Content-Type: text/plain; charset=ISO-8859-1 I'm also struggling with the same thing as a Title I teacher. It starts early, if students don't own the strategies to decode. I have, and am currently using Glass Analysis for Decoding cards to teach students to "chunk" words into syllables and recognizable pieces. Teaching older students to decode is one of my biggest challenges, and the Glass "chunks" come the closest to working for my students. But again, they can do it well as an activity, but it takes a long time for them to apply it in their own reading. Just keep encouraging them. Sometimes, it just takes the time for students to understand the patterns. On Tue, Feb 8, 2011 at 6:33 PM, [email protected] <[email protected]>wrote: > Hi all, I am currently working with a couple of 5th grade students. I > have them each day during a 30 min RTI slot. My dilemma is that I've > explicitly taught to fill in the gaps that they have in phonics. The > problem is that they can use the info correctly while doing word sorts or > phonics activities during instruction time, but they don't apply it when > being assessed. I already am torn because I've read so much saying that > struggling readers need to read more rather than skill and drill. And I am > of that mindset as well. This is supplemental instruction and isn't > supplanting reading instruction, but............ I've contemplated several > other courses of instruction: guided reading, independent reading, > instruction that focuses on strategy instruction (a la Stephanie Harvey) or > instruction that focuses on non-fiction text structure. But, am unsure of > what would be the most beneficial so am hoping to glean some info from > someone's expertise in this situation. One student in particular I'm > beginning to wonder if she will ever "own" the phonics concepts that she > lacks and would be best served in learning how to compensate for her > deficit. She still struggles with comprehending in class. I'd love to hear > how any of you have successfully dealt with this situation. I guess I've > always worked with students that are on a lower level rather than ones who > only have a few gaps and/or ones that seem to be able to apply what they > learn even if it takes some repetition. Thanks in advance!! norma Let us be > grateful to people who make us happy, they are the charming gardeners who > make our souls blossom. ~Marcel Proust > ____________________________________________________________ > $65/Hr Job - 25 Openings > Part-Time job ($20-$65/hr). Requirements: Home Internet Access > http://thirdpartyoffers.juno.com/TGL3131/4d51e12f7202266f33st02duc > _______________________________________________ > 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. > > -- Janel Atwell ------------------------------ Message: 11 Date: Tue, 8 Feb 2011 21:31:12 -0800 From: Patricia Kimathi <[email protected]> To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Subject: Re: [MOSAIC] phonics/RTI Glass Analysis Message-ID: <[email protected]> Content-Type: text/plain; charset=US-ASCII; format=flowed; delsp=yes Will you give us more details about how this works? It sounds interesting. PatK On Feb 8, 2011, at 7:39 PM, Janel Atwell wrote: > Glass Analysis for Decoding cards to teach students to > "chunk" words into syllables and recognizable pieces PatK ------------------------------ Message: 12 Date: Wed, 9 Feb 2011 10:33:32 +0300 From: Betsy Lafontant <[email protected]> To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Subject: [MOSAIC] Need a Read Aloud Message-ID: <[email protected]> Content-Type: text/plain; charset=ISO-8859-1 Hi. Can any recommend a good read aloud novel (grade 5/6) with a sci-fi, more specifically space theme? ------------------------------ Message: 13 Date: Wed, 9 Feb 2011 00:32:43 -0800 From: mrs tkd <[email protected]> To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Subject: Re: [MOSAIC] phonics/RTI Glass Analysis Message-ID: <[email protected]> Content-Type: text/plain; charset=ISO-8859-1 Page 177 of "Struggling Readers" on Google Books (preview only) gives a good explanation of Glass. If you can't get to page 177 from this link, just google "Glass Analysis for Decoding" and it should be the 2nd return if searching in *google books.*: http://books.google.com/books?id=ZIANdvJ0VYAC&dq=%22Glass+Analysis+for+Decoding%22&source=gbs_navlinks_s Cynthia On Tue, Feb 8, 2011 at 9:31 PM, Patricia Kimathi <[email protected]>wrote: > Will you give us more details about how this works? It sounds interesting. > PatK > On Feb 8, 2011, at 7:39 PM, Janel Atwell wrote: > > Glass Analysis for Decoding cards to teach students to >> "chunk" words into syllables and recognizable pieces >> > > PatK > > > > > > _______________________________________________ > 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: 14 Date: Wed, 9 Feb 2011 18:50:32 +0530 From: "Janice Nwuke" <[email protected]> To: "'Mosaic: A Reading Comprehension Strategies Email Group'" <[email protected]> Subject: Re: [MOSAIC] phonics/RTI Glass Analysis Message-ID: <001b01cbc85c$21957320$64c05960$@net> Content-Type: text/plain; charset="us-ascii" I would like to tag in on that request also. Thanks Jan -----Original Message----- From: [email protected] [mailto:[email protected]] On Behalf Of Patricia Kimathi Sent: Wednesday, February 09, 2011 11:01 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] phonics/RTI Glass Analysis Will you give us more details about how this works? It sounds interesting. PatK On Feb 8, 2011, at 7:39 PM, Janel Atwell wrote: > Glass Analysis for Decoding cards to teach students to > "chunk" words into syllables and recognizable pieces PatK _______________________________________________ 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: 15 Date: Wed, 9 Feb 2011 08:25:18 -0500 From: "Ambrose, Kathleen" <[email protected]> To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Subject: Re: [MOSAIC] phonics/RTI advice needed Message-ID: <96C25D2312B24E42A4B9D1A415815B803242D820AF@hb-exc1.hbschools.local> Content-Type: text/plain; charset="us-ascii" Have you looked at Scholastics Phonics Inventory? It can assess their phonetic ability and give you a sense where they are in the continuum. We use it for placement into System 44 which is a scholastic program used for students who are below Read 180. Contact me off list for more information. [email protected] Kathleen Ambrose Reading Specialist Hampton Bays Middle School ________________________________________ From: [email protected] [[email protected]] On Behalf Of Hugh & Lawrie McKeith [[email protected]] Sent: Tuesday, February 08, 2011 9:49 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] phonics/RTI advice needed I don't often post, but I can totally relate to your dilemma. I have a small group of students who can all decode (some close to their grade levels, at 8/9) in the purest sense, but not to make meaningful words, and who all have serious gaps in comprehension. They have had a lot of specific interventions, but none of it has resulted in an increase in actual reading skills. In other words, they have the decoding skills, but they can't apply them meaningfully. This year, we are using a guided reading/ Daily Five/readers workshop combination (for 85 minutes a day). We do a mini-lesson introduction to our day (based on a comprehension skill) then we do guided/independent- reading/written response (2-column notes, sketch and stretch, T-charts, etc) activity for about 45 minute (two 20 minute groups); then we apply the mini-lesson instruction again in a group read-aloud (I read, they discuss and respond). So far... an increase for most in the application of comprehension strategies, an increase in ownership of reading material, and an increase in quality and quantity of written response (we also do two 80 minute writers' workshop session a week, and focus on the same genres as we're reading in our group read-alouds). It's a slow process, but we're seeing growth. It's not perfect, by any means, but the reading levels have increased for all but one student, and they are WAY MORE engaged in Language Arts than they were at the beginning of the year. They use the language, and they can actually talk about what they're reading in specific terms! Cheers, Lawrie On 11-02-08 5:33 PM, "[email protected]" <[email protected]> wrote: > Hi all, I am currently working with a couple of 5th grade students. I have > them each day during a 30 min RTI slot. My dilemma is that I've explicitly > taught to fill in the gaps that they have in phonics. The problem is that > they can use the info correctly while doing word sorts or phonics activities > during instruction time, but they don't apply it when being assessed. I > already am torn because I've read so much saying that struggling readers need > to read more rather than skill and drill. And I am of that mindset as well. > This is supplemental instruction and isn't supplanting reading instruction, > but............ I've contemplated several other courses of instruction: > guided reading, independent reading, instruction that focuses on strategy > instruction (a la Stephanie Harvey) or instruction that focuses on non-fiction > text structure. But, am unsure of what would be the most beneficial so am > hoping to glean some info from someone's expertise in this situation. One > student in particular I'm beginning to wonder if she will ever "own" the > phonics concepts that she lacks and would be best served in learning how to > compensate for her deficit. She still struggles with comprehending in class. > I'd love to hear how any of you have successfully dealt with this situation. > I guess I've always worked with students that are on a lower level rather than > ones who only have a few gaps and/or ones that seem to be able to apply what > they learn even if it takes some repetition. Thanks in advance!! norma Let us > be grateful to people who make us happy, they are the charming gardeners who > make our souls blossom. ~Marcel Proust > ____________________________________________________________ > $65/Hr Job - 25 Openings > Part-Time job ($20-$65/hr). Requirements: Home Internet Access > http://thirdpartyoffers.juno.com/TGL3131/4d51e12f7202266f33st02duc > _______________________________________________ > 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. ------------------------------ Message: 16 Date: Wed, 9 Feb 2011 13:42:02 +0000 From: "Reingold, Roberta" <[email protected]> To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Subject: Re: [MOSAIC] phonics/RTI advice needed Message-ID: <02842f33e297f84d8344033c4b492fc4025...@rps-exch-01.randolph.k12.ma.us> Content-Type: text/plain; charset="us-ascii" I would highly recommend that you look into the SIPPS program (Systematic Instruction in Phoneme Awareness, Phonics, and Sight Words) published by Developmental Studies Center. The SIPPS program is a decoding curriculum that teaches the prerequisites for developing reading fluency and comprehension. It can serve as either an intervention program (Tier II) or as an initial decoding program. The key to its success is that it begins with an assessment that indicates at what level of the program the child needs to begin. Included in the lessons are the specific phonics elements which are then applied to texts that accompany the program. The texts are more sophisticated when aimed at students in the intermediate grades. The program is leveled and you might choose to purchase either SIPPS Plus or the Challenge Level to accommodate fifth grade students. I just went on their website (I googled SIPPS) and I see that you can request a sample packet. The focus of this intervention program is to have the students become independent readers as they become more secure in their word attack skills. I know this program would meet the challenges you have described! Good Luck!! Roberta Reingold Roberta Reingold Title I Director Randolph Public Schools John F. Kennedy Elementary Schools 20 Hurley Drive Randolph, MA 02368 [email protected] Phone: 781-961-6255 x507 FAX: 781-961 -6298 -----Original Message----- From: [email protected] [mailto:[email protected]] On Behalf Of [email protected] Sent: Tuesday, February 08, 2011 7:34 PM To: [email protected] Subject: [MOSAIC] phonics/RTI advice needed Hi all, I am currently working with a couple of 5th grade students. I have them each day during a 30 min RTI slot. My dilemma is that I've explicitly taught to fill in the gaps that they have in phonics. The problem is that they can use the info correctly while doing word sorts or phonics activities during instruction time, but they don't apply it when being assessed. I already am torn because I've read so much saying that struggling readers need to read more rather than skill and drill. And I am of that mindset as well. This is supplemental instruction and isn't supplanting reading instruction, but............ I've contemplated several other courses of instruction: guided reading, independent reading, instruction that focuses on strategy instruction (a la Stephanie Harvey) or instruction that focuses on non-fiction text structure. But, am unsure of what would be the most beneficial so am hoping to glean some info from someone's expertise in this situation. One student in particular I'm beginning to wonder if she will ever "own" the phonics concepts that she lacks and would be best served in learning how to compensate for her deficit. She still struggles with comprehending in class. I'd love to hear how any of you have successfully dealt with this situation. I guess I've always worked with students that are on a lower level rather than ones who only have a few gaps and/or ones that seem to be able to apply what they learn even if it takes some repetition. Thanks in advance!! norma Let us be grateful to people who make us happy, they are the charming gardeners who make our souls blossom. ~Marcel Proust ____________________________________________________________ $65/Hr Job - 25 Openings Part-Time job ($20-$65/hr). Requirements: Home Internet Access http://thirdpartyoffers.juno.com/TGL3131/4d51e12f7202266f33st02duc _______________________________________________ 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: 17 Date: Wed, 9 Feb 2011 09:36:53 -0500 From: "Flemming, Melanie E." <[email protected]> To: "'Mosaic: A Reading Comprehension Strategies Email Group'" <[email protected]> Subject: Re: [MOSAIC] Need a Read Aloud Message-ID: <[email protected]> Content-Type: text/plain; charset="us-ascii" My daughter read this book with her class in fifth grade and loved it! When the Tripods Came (1988)When the Tripods Came is a prequel written twenty years after the publication of the original "trilogy", and set in the late twentieth century. In the second book of the main trilogy, one of the Masters tells the main character about the Masters' conquest of the Earth. The plot of the book follows the description of the conquest previously given. It is revealed that the Masters were afraid of the technological potential of Humanity and decided on a pre-emptive strike. Unable to defeat Humanity in a conventional war, the Masters use their superior mind-control technology to hypnotise part of Humanity through a television show called The Trippy Show, and then use the caps to control them permanently when they eventually land. The tripods then cap other people until the capped are in control in most places. Like the narrator of the original trilogy, the narrator of When the Tripods Came is a young English boy, known as Laurie. As society slowly falls under the control of the Masters, he and his family escape to Switzerland, which adopted an isolationist stance to hold out against the initial invasion. Eventually it is invaded by France and Germany, who have fallen under the subjugation of the Masters, and the narrator is forced to flee into the Alps with his family as the Swiss are also enslaved by the Masters. Here, they establish the "White Mountains" resistance movement that features heavily in the original trilogy, and the book ends on a hopeful note. Melanie ------------------------------ Message: 18 Date: Wed, 9 Feb 2011 10:50:55 -0600 From: Deborah Lawson <[email protected]> To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Subject: Re: [MOSAIC] Need a Read Aloud Message-ID: <[email protected]> Content-Type: text/plain; charset=ISO-8859-1 Have you read Andrew Clements "Things not Seen"? It is science fiction, but not space. On Wed, Feb 9, 2011 at 1:33 AM, Betsy Lafontant <[email protected]>wrote: > Hi. Can any recommend a good read aloud novel (grade 5/6) with a sci-fi, > more specifically space theme? > _______________________________________________ > 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 54, Issue 9 ************************************* _______________________________________________ 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.
