[MOSAIC] Books and Grade Levels

Thu Apr 10 22:59:42 EDT 2008

Amy,

I am in a K-8 building and every month we ALL read the same book for what  we 
call "Community Read".  Week one the teachers all read the book to their  
class, on a designated day at a designated time.  Week two- at a designated  time 
the book is further visited perhaps with an acitivity or discussion.   Week 
three more of the book with another activity.  Week four each class  meets with 
their "Buddy Class" to jointly create a product that connects to the  book's 
theme.  We choose out books by values, so that is our thrust.   We pair grades 
8 and 3, 7 and 2, K and 5 and so on.  It is a FABULOUS  program, enjoyed by 
all.

Leslie

In a message dated 4/7/2008 11:15:06 P.M. Eastern Daylight Time,  
aswancc at olatheschools.com writes:

Wendy,

I am responding to your post when you wrote, "I think we  have some teachers 
coming around to this way of teaching and it excites me but  I also have 
reservations about how to approach them with the idea of not using  each others 
mentor texts.  How do you set this up in your schools?   Are there certain books 
that have been "assigned" (for lack of a better word)  to each grade level for 
modeling strategies so the same books aren't used over  and over again for 
the same lesson?"

Thank you for asking such an  important question!  I think it's one that many 
of us have struggled  with.  I know that this may not be the response you're 
looking for,  but...

I don't worry about it.  Honestly, I don't.  I select  books that I 
personally love and can think-aloud about authentically, with  purpose, and with 
passion.  If another teacher has shared the book with  kids previously, I think 
that's perfect!  (To be quite honest, I'm  usually just THRILLED that the kids 
actually REMEMBERED that the book had been  shared with them in the past!!  
Forgetful little  buggers...*hee*hee*!)  

I understand that you have lessons that  are dear to your heart that have 
been inspired by RWM or MOT or other sources  (that we all know and *love*!)  
However, I would encourage you to branch  out and try some new texts.  I do own 
personal copies of MANY texts that  speak to my heart, however I'm always 
searching the library for new ones to  share with my class.  I really try not to 
tie myself down to the same  texts year after year.  Maybe it's just my own 
personal need for  "newness", but I feel invigorated by the fact that my workshop 
selections vary  so widely from year to year.  I try to keep track of the 
texts I share  from year to year and it's fun to see the trends in my selections.  
I've  learned an awful lot about MYSELF as a reader that way!  

Now,  back to your question...from everything that I've read - it's highly  
beneficial for students to have multiple encounters with the SAME TEXT.   
Usually, this occurs in the same year with the same teacher.  However, I  would 
imagine, that when students have the opportunity to experience the same  text at 
least one year later, the "understanding" would actually deepen and  the 
connections would become more purposeful, meaningful, and  insightful.  This effect 
would be the result of 2 incredible teachers  with diverse perspectives and 
backgrounds modeling their thinking/response  process to the same text.  Also, 
the students will have "lived" another  year and have that much more life 
experience in their schema to enable them to  make richer connections with the 
text.  (Also, from personal experience,  it's just plain fun for the kiddos!  It 
makes them feel so mature!   Cute, Cute, Cute!!)

The only hitch that I see, is if teachers are not  participating in authentic 
think-alouds.  What I mean by this  is...teachers "channelling the spirit" 
(by this I mean - memorizing the words)  of Debbie Miller or Ellin Keene when 
they present the think-alouds to  students.  You wrote that your concern is 
teachers using the same books  (not a problem) to teach the SAME LESSONS 
(problem.)  If the latter is  the case, I can understand your concern.  However, it's 
one that can be  easily rectified!  Even though Debbie and Ellin have a 
blissfully "zen"  way with words/strategies/kids/life...it's important for teachers 
to be  authentic (even if it doesn't seem nearly as brilliant!)  When 2 
teachers  share their thinking about the same text, what they share is (very 
naturally)  going to be different!  They each have a different set of life  
experiences to connect to, they each have a different set of kids with  different needs, 
they each have a different purpose/focus for the lesson,  etc.  Especially 
when this crosses grade levels, the concern with sharing  the same text should 
dissipate.  As a 3rd grade teacher, I would use /Owl  Moon/ very differently 
than a 1st or 5th grade teacher.  And my students  would greatly benefit as a 
result of all 3 lessons throughout their elementary  years!  

You might want to check out a recent article in The  Reading Teacher about a 
project that a school did with "Touchstone  Texts".  They started a book of 
the month club and every teacher in the  entire building received a copy of the 
SAME BOOK to share with their  students.  My librarian and I were totally 
inspired by this idea and are  going to implement in our building next year.  Just 
think of the  potential for enchancing the climate of your school.  How cool 
is it for  a 1st, 3rd, and 5th grader to be able to sit down and chat about 
their  responses to a great book together?!  What a great feeling of COMMUNITY  
and SHARED LITERACY!  

:)  Warmest Regards (and wishes for  sweet dreams!)
Amy

Amy Swan
3rd Grade Teacher
Cedar  Creek Elementary
(913)780-7360 
CHECK OUT OUR CLASS WEBPAGE!!  http://teachers.olathe.k12.ks.us/~aswancc/  

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