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jee - I would like to hear people's thoughts about MOT
okinawamama - I just began reading it and am fascinated by it
Cheri - I think MOT is the missing piece in reading instruction
okinawamama - has anyone else read it?
leslie - I have never heard of it
Lisa - I really liked it. I have read it twice and our school has started using it for school improvement. So far I have done the connections: text-to-text, text-to-self, and text-to-world. My kids have really gotten into it. Sometimes they are annoying because they have tons of connections while I'm trying to read so I tell them to share at the end of the story.
jee - I am teaching 2nd grade in Denver with two women involved in the PEBC and have learned so much from their hands-on work along with the book
Lisa - What grades do people teach?
Lisa - I teach first grade.
leslie - second grade
okinawamama - Has it made a difference? If so, how?
Cheri - I'm jealous, jee. I want to go to the PEBC summer study in August
LindaCA - I teach Kindergarten
Lisa - jee- that sounds cool. In what capacity are you working with them?
okinawamama - I am the curriculum facilitator at my school
leslie - who wrote Mosaic of Thought ?
okinawamama - I'm trying to find answers to help those students who score at grade level on word recognition & comprehension but still do poorly on the end of grade tests. Do u think this might be a missing piece?
jee - they are my teammates and they have done some labs for other teachers outside of the district and I have observed them too. They always share their ideas with me and I use most of them along with
Linda - I teach second and third level reading. I've never read Mott.\\ In our class we are reading three other books . I'm interested in in the connections. That is in one of our texts.
Lisa - We are hoping that MOT will help our test scores. I don't know if it will or not. It seems like it helps them to think about what they are reading and what they know.
Cheri - I teach 2nd and am just starting to know what I'm doing with Mosaic--I think. Went to see Ellen Keene a couple of weeks ago. She is fantastic and her talk helped my understanding of MOT
Cheri - I don't know what happened--I don't think I did that. Sorry
leslie - did Keene write MOT ?
Lisa - Does anyone have anything specific they want to talk about?
Lisa - Yes, Keene wrote it.
leslie - thanks
Cheri - Yes, Keene and Susan Zimmerman
Cheri - I'd like to hear how people are introducing the strategies from MOT
okinawamama - I'm back. I got cut off
leslie - Are all of you currently working in National Board Certification
okinawamama - I have not started them yet. Want 2 hear from those who have though
Lisa - For connections I made a poster with the text-to on top with a picture clue. Then I made connections during read alouds and wrote them on the poster. Soon the students had connections which I added to the poster. I am not good about always writing their connections. I plan to have post-its so they can write their own and stick them on the poster.
Kate - I want to know if this book is worth me having to pay 65$ Canadian. Is it that good?
Cheri - Two colleagues and I are planning how to implement. Ellin says to spend 9-12 weeks on a strategy
jee - In what capacity have people done to relate MOT to their writers workshop?
Lisa - I don't know about Canadian dollars but I have seen it for $20 USA.
Kate - I just ordered it and that is what I had to pay with the exchange rate
Lisa - I haven't used it in writing at all. I think that questioning is a good strategy to connect to writing, because the kids can answer anticipated questions in their writing.
Cheri - I think it is worth the money. I haven't connected it to writing yet.
Kate - Is the Strategies that Work book necessary too.
Lisa - Last year to introduce questioning I read The Great Kapok Tree out loud. I didn't tell them what I was doing, but I would stop and write a question on chart paper while I was reading. I didn't talk to them about it I just wrote it. They responded really well.
jee - What are you doing in your writers workshop if it is not related to your readers workshop?
Lisa - Everyone says the Strategies that Work is good. I have only looked at one chapter. It was okay - I don't know if you should buy it or not.
jm - There are lesson plans and strategy posters posted under comprehension on readinglady.com
Lisa - I don't really have readers workshop. We have shared reading and guided reading. I do it mostly in shared reading. My writing mini lessons are geared at other aspects of writing. I find that their writing is still so simplistic it doesn't really go that deep.
Cheri - jee, right now we are starting 6 traits so I have been working with kids on ideas for writing and also word choice. I know this is a weak link in my program and I need to strengthen it
Kate - I have a gr. 3 student who reads at a gr.4 but comprehends at MAYBE a gr.1. I am sooooo frustrated.
Linda - Thank you, jm. I'll check out that site.
okinawamama - That's the child Kate that I wonder if it will help?
Lisa - Kate-does your student realize that he/she doesn't get it?
Barb/2/NE - Hello! I made it! What did I miss?
Kate - I hope so. I feel like we are both beating our heads against the wall practising this.
Lisa - One weakness I think is that the connections or questions or other strategies could be basic and not delve into the deep meaning. There is a good chance it seems that some students won't figure out how to go deeper.
jee - Cheri-6 traits is good, but what I know so far, it doesn't really work for my 2nd grader, especially the rubrics and such, so therefore, what suggestions do people have for helping improve my kid's writing?
Kate - NO she does get it at all. It is like she has NO memory for what she reads. I even work
Kate - sorry...I even work one on one with her a sentence at a time...No lights going on
Barb/2/NE - Kate, what grade?
Lisa - jee- I like the book's Craft Lessons and Non-fiction Craft Lessons by Ralph Fletcher (I think). They give mini lessons for helping tons of issues. They include books to read that model what you are teaching.
Cheri - So, Kate, if she doesn't remember, I wonder if it is because she isn't engaged in the reading--you know, the emotional hook. could that be it?
Kate - If you could work one on one with a child like this where would you start.
Lisa - Kate- I think the hardest thing is kids who can decode but are too stubborn to realize that they don't understand.
jm - Does anyone have specific book titles that you use to teach/model the specific strategies?
Barb/2/NE - Hi to the newcomers!
Kate - Cheri...Could be...her home life is pretty bad and the counselor says she tunes out with out even realizing it. I just think she doesn't get it. I am looking at her one on one and she doesn't seem to catch on
Cheri - Kate, I would start with connecting or building background knowledge--engage her in the reading.
jee - Thanks, I have those books and think they are good. I have used some of the ideas, but I still am frustrated by the "listing" and basic stories my kids write. I have seen some other 2nd graders write some awesome stories and just can't get my kids to that level.
Nanci/Oh/1 - Hello, everyone...
Barb/2/NE - Kate, I read someone's website where they described the children using strips of paper and ONLY writing one senctence. Then proofing it, either by peer of teacher and then writing another sentence
Lisa - Text - to- text connection books are easy to find. For text-to-self you could do When the Relatives Came
Cheri - Also, Kate, how about using her writing as a way to get her connected
Barb/2/NE - Welcome Beth!
Kate - Cheri.. I think the background knowledge is a part of her problem like today we read 3 paragraphs on tadpoles .When she had to answer a MULTIPLE CHOICE question she chose. This story is about mother fish...yikes
Beth - Thanks Barb - first time here for me
Barb/2/NE - That is "proofing it by peer OR teacher"
Barb/2/NE - Beth, jump in anytime!
Lisa - jee - sometimes I tell the kids that they have written enough list stories (or whatever the problem is) and tell them that I won't publish anymore of those kind. I also think that you writing everyday will help expand their writing. Modeling is key.
Kate - Cheri and Barb. That is a good idea because actually her writing isn't too bad. She is neat and organized and somewhat creative...thanks!
Barb/2/NE - Good Luck, Kate!
Cheri - Wow, and didn't you say her reading level is 4th?
Kate - Yes!!
Beth - I am a student teacher right now - just starting out - I am in a classroom using the 4 blocks for the first time and have a question for you all about the self-selected reading block - our school doesn't have enough levelled books for kids to be reading at their own level - for the lower ones that is - and I am just feeling that they are almost wasting their time with harder books because they are not reading them and just end up fooling around. Any suggestions on how to change this?
Nanci/Oh/1 - We allow phonetic spelling in first grade and it helps spur the creative juices...
Barb/2/NE - Well, what I want to ask everybody is.....When I read Mosaic of Thought this summer, I thought it was a really great idea to take a big piece of butcher paper and list all the stories we read on the wall.....well, I haven't done that, Has anybody?
Cheri - So perhaps you might let her write a response to the reading in addition to whatever other assessment you use. sometimes the format of the assessment is part of the problem
Kate - Beth...for cheap books maybe try those Take me Home books you photocopy...not ideal but at least they can read them...also I take out a lot of books from our public library...all the time!!!
jee - Lisa-We usually write everyday and some kids just still aren't writing where I feel they should be. What makes it especially hard is because we have talked about it so much!
Barb/2/NE - Beth, have you been able to bring in enviromental literature? Like brochures, map guides, menus, cereal boxes?
jm - Barb- What kind of list were you going to make? By the connections??
Cheri - Well, Barb, I started with that and good intentions and it got lost. I still think it is an excellent idea especially to let the kids begin recording on it
Lisa - Beth - if your lower students are reading at emergent levels it is pretty easy to make books for them. I made a lot of simple, repetitive books using stickers and simple illustrations. Like "I see ____"
Nanci/Oh/1 - This is a great source, teachers...go to readinga-z.com...they have 28 leveled books you can download and copy...they are FREE, a subscription to MANY more is only $40.00 a year, your school could subscribe, or 2 or 3 teachers go tog for a subscription...check it out! Wonderful source for books, also have the lesson plans and worksheets...
Beth - I have just started bringing in a lot of stuff - my biggest concern was that the lower level kids don't get the opportunity to really read - they just seem to be glancing through the books and the teacher says this is okay for noe
Barb/2/NE - Jm, well, I thought I read just listing all the books and when reading your next selection, the children can look up at the chart and make connections and share.
Kate - Do you ever wish some smart teacher would walk in your room and tell you if your program was on target/ And that she loves it????
Beth - Thanks - I'll try readinga-z.com too.
Barb/2/NE - Cheri, I should have the kids do that! great idea!
Nanci/Oh/1 - We do a lot of self made books in our class...laminate, bind, and the children LOVE these books...
Beth - Good idea LIsa about the emergent levels - these are mostly esl kid
Barb/2/NE - Kate, LOL!
j - what book club catalogs do everyone in here use
Cheri - Actually our principal does that often however it isn't where I want it to be, so event though I appreciate it, I'm still not satisfied
Barb/2/NE - Nanci, yes, that reminds me.....I have our news of the day book for the kids to read
Kate - Cheri..i said a smart teacher not a principal...
Barb/2/NE - Nanci, I also put our Scholastic News in a 3 ring binder and the Star of the week in a binder too
Cheri - Okay, I agree!!
Barb/2/NE - Cheri, but thats a good thing, you are always trying to improve your program!
Lisa - j- I order from scholastic firefly and seesaw. some of the books are emergent levels for those looking for lower level books.
Nanci/Oh/1 - A couple of the favorite books, I used brown paper lunch sacks...printed each child's name on an individual bag, then their picture under the folded over end, these were horizontal...so was like a flip book...the kids LOVE this!
Barb/2/NE - Hi KitKat! Your name makes me hungry! LOL
Cheri - Is anyone using 6traits for writing and what do you thnk of it? How is it working?
Nanci/Oh/1 - Good ideas, Barb...
Barb/2/NE - Nanci, oooh, I like that idea!
Linda - Cheri, we supposed to be starting but haven't gotten to it in our class yet.
Barb/2/NE - Cheri, we just started this year. So far, we are just working on the basics, proofreading!
Lisa - Beth - you should find out about predictable charts from the building blocks program. I use them which is great support for emergent readers. These are made into books which could go in the tubs.
KitKat - hi barb...thanks
Kate - I think I could raid my daughters Halloween bag and come up with enough for everyone
Cheri - Yes, Barb, but I drive myself crazy. My present goal is to connect MOT and 6traits and integrate the content areas. i know it can be done and I believe it will be more effective and flow.
j - ahhh ok thanx lisa
Linda - Cheri, how do you suggest starting with 6 traits?
Nanci/Oh/1 - An other one we did was based on the Brown Bear books...we did a Halloween one, the kids made the pictures on the center 1/3 of the paper and I added the words...laminated, bound with rings...they can read it right away...
Barb/2/NE - Cheri, that sounds kind of hard to do. What have you read about connecting them?
Nanci/Oh/1 - Use that left over Halloween candy for decorating gram cracker "gingerbread" houses for the holidays...
Cheri - We also just started and it is optional. It looks good, but like anything, I need time to get it organized. I started with ideas because that's where we were in writing workshop.
Kate - I always feel rushed and wish I would just slow down during classtime..take time to answer ALL the questions and share more writing etc.anyone else feel this way?
Cheri - Barb, connecting what-6traits and MOT?
Kate - Nanci..GREAT idea!!!!!!!!!!!!!!!
Nanci/Oh/1 - In our school we are just switching from SFA to 4-blocks...I have read about 6 traits writing, but have not gotten there yet...
Cheri - Kate,YES!!! always
Lisa - I'm the opposite, I like being rushed because I can get a lot in and their attention span can handle it. If I spend too long on something it is hard for them to keep good behavior.
Kate - Cheri..do you go home and think..Gee, I hardly spoke to so and so or Why didn't I just listen to that dream that one kid wanted to tell me!!AAUUGGHH
Barb/2/NE - Cheri, yes, connecting MOT and 6 traits
Barb/2/NE - I've got to run, good luck with your classes!
Cheri - I haven't read anything that says to connect them. It seems natural to me. Rightnow my program seems so choppy and disjointed. I'm doing a lot and lots of good things but I'm missing that flow--the interconnectedness.
Kate - Lisa..don't you ever feel like you aren't stopping and smelling the flowers with your students.
Lisa - I try to stop and smell the flowers at lunch, recess, and after school dismissal time.
Kate - Cheri..I feel like that too. I have a reader for 1 and a 1/2 hours that I do then writer's workshop then reader's workshop....Too many directions maybe
jee - What do your reading conferences look like in a typical day?
Cheri - Did we get cut off?
Nanci/Oh/1 - Teaching takes soooo much time to do the small things, like bookmaking, setting up centers...Sometimes hours and hours on a cut and past project for things in the classroom, and lots of our own money, even at Dollar Store and garage sales...I love it, but I get frustrated in the time it takes away from my own kids...
Kate - Lisa.but i mean say your students are sharing writing and they really get into discussing it...do you feel like you should say No No we have got to keep going or do you go with it.
Lisa - My computer keeps doing weird things.
Linda - Kate, What do you do during Reader's Workshop?
Cheri - My conferences are during SSR time individually. I get to see kids about every week to 10 days.
Lisa - My kids aren't that deep, what grade do you teach again?
jm - Any comments on Mosaic???
Nanci/Oh/1 - Little tech problem here...
Linda - My computer is doing weird things too.
Cheri - Mine is too.
jee - Cheri, what do you do during that time? Are they reading to you? Are you discussing the strategies on a more personal basis?
Kate - Reader's workshop I do man... so many things... read alouds, reader's theatre, story responses, story mapsetc
Lisa - I think it is the teachers.net site that is messed up.
Cheri - Lisa, what grade are you?
Lisa - During SSR conferences I have the kids summarize what they are reading, read a little bit to me and I ask questions.
Lisa - First grade.
Linda - Lisa, what does SSR stand for?
Cheri - Yes, They read some of the book they have selected to me and we discuss reading strategies and I do a brief comprehension check. I intend to do more with the comprehension strategies during tis time. Once I have presented them and modeled them, then I woudl expect to see evidence of their use during SSR.
Nanci/Oh/1 - Have any of you used both 4-blocks and SFA?
Lisa - Self-selected reading (one of the four blocks) - they select what they want to read
Lisa - what is SFA?
shirl - How long does reader's workshop last?
Nanci/Oh/1 - Success For All...it is the name of a reading program, Lisa...
B.J. - Is anyone paticipating in the NBPTS?
jee - we have readers and writers each for an hour, everyday except Friday
Vic - Is everyone here 1st grade?
Cheri - jee, I'm thinking that once I have modeled a strategy/ies, I will use more direction in helping kids select books for SSR. Would that make sense?
Nanci/Oh/1 - Thinking about it, B.J., but also want to start my PhD...don't know if I could handle both at once...
Lisa - first grade here
Linda - second and third grade
Cheri - I'm 2nd
jee - Cheri, it does. Even though the very first week of school we had our kids self selecting their books. We do it that way every week. By know, 99% of them are choosing books that are apporiate for their reading level. They know what is good for them, especially as we practice the strategies. Sometimes they realize the book they are reading is too easy...
Cheri - jee, how does your day look? You have reading and writing one hour each?
jee - sorry cheri...that didn't make sense...every since the first week, the kids have been picking their own books...sorry, also it should say "by now"...long day!
Nanci/Oh/1 - 4-Blocks takes up about 2 hours of the day, does it not? Please correct me, 4-Blocks teachers...
Cheri - Yes, Nanci, 2 or more.
Nanci/Oh/1 - Of course if they can't read, nothing else we do makes much sense...so any reading or writing time is time well spent...
jee - kids arrive at 8:15. until 8:30, I say to each child "good morning. do you have anything to share?" They share something orally if they want. We also do other morning tasks. Then from 8;30-9:30 we have readers workshop (mini lesson for the first 10 minutes or so depending on the day, independent work for the chunk fo the hour, then about the last 15 minutes, sharing time). After readers, we move to writers workshop which looks the same. Then we do word study for a half hour. Then read aloud for 30 minutes. After lunch and our specials, we have an 1 1/2 of everyday math. Then we go home.
Lisa - technically 4-blocks takes 2 hours, 1/2 hour for each block. I spend more time though. I spend about 3 hours. I also do shared reading and my guided reading block takes an hour because our school uses the Fountas and Pinnell guided reading. I meet with 4 groups each day during that time.
Cheri - jee, so you must integrate content areas, yes?
Nanci/Oh/1 - Logging off, tech problems for me...
jee - Yep. Currently we are studying Canda and animals. So, in both reading and writing, we are working on those some days of the week. For example, the past week or so, we have written personification poems about a Canadian animal that each student chose. We modeled the poems from Jonathan London's Voices of the Wild. Friday's, from about 9-11:30 are only science and social studies though...integrated with reading writing still...
Cheri - jee, may I email you with questions? MY email is cheri@novocon.net. This tech problem is annoying me. Thanks everyone
jee - yeah, go ahead...skidswim@aol.com
Cheri - Thanks!
jee - cheri, by the way, this is my first year teaching, so I may not be able to answer everything, but I will ask the women I work with an get back to you if necessary!
Linda - Thanks everyone!
