Kimberlee writes:   I am thinking about going to reading and writing units 
maybe switched off
> monthly or quarterly for next year, as long as the lesson time, independent
> time, and sharing or follow-up time is very consistent and predictable.  I
> see the kids need more chunks of time.  There is never enough time to get
> into anything; them, the work, or me, the conferencing.  I also like the
> notebooks, because I hate loose papers.  I tolerate drafts in folders,
> because I don't have any better answers, but I'd rather have things taped
> in.  I have a teenage daughter and have seen the abuse her papers go
> through.  I may have them leave their stuff in the room next year, too.
> 
> Pam writes:   That was my struggle and the reason that I started switching 
back & forth between reading and writing workshops.   Obviously we do read & 
write (as well as grammar & vocabulary) all the time.   However, the focus of 
mini-lessons & class activities shift depending on which workshop we are 
working 
within.   I don't have a mini-lesson every day (I haven't needed it & do need 
the kids to have time to actually read & write), so I've worked vocabulary, 
analogy, etc. practice into my daily starters (first 5-8 minutes) to allow me 
time to take attendance, answer individual student questions, and other various 
housekeeping duties.   Once our starter time is over (I keep it on a timer to 
keep the kids - okay, me - focused and on track), I do a status of class and 
quick posting of Independent Work menu (seems to be a need of my very needy 
students this year).   Then workshop starts.   We go until 3 minutes to the 
bell 
when we do a quick tidy and ticket out the door.   Doesn't sound like much 
time for all that, but I guess now that I look at it that my kids have learned 
the routine pretty well as I don't write tardy passes any more.





Pam Tempest
Team Neon-6th Gr. ELA
Hudson Middle School
http://nlcommunities.com/communities/tempest

"The important thing is not so much that every child should be taught, as 
that every child should be given the wish to learn." John Lubbock





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