If you are in an classroom where you have a good amount of time to devote to things, vocabulary becomes a subject, at fifteen minutes a day, rather than incorporating it into the WW. However, in a situation like mine, where I have only 45-55 minutes per day with each class, even a mini-lesson is too much.
I got this suggestion from another list: rather than dividing my DAY into the parts of a workshop, add up all the minutes in a week and divide that into the parts of the workshop. In my world, Mondays are always full lessons, and 15 minutes vocabulary. Tuesday is usually a group activity related to the Monday lesson, or read aloud and discussion, and 15 minutes vocabulary. This next year I think I'll direct literature studies or revision groups during that time. The kids read/wrote independently or conferenced with me for the full period Wed., Thurs., and 3/4 of Friday. The last 15-20 minutes on Friday are a sharing and.or book talks. I switch off reader's/writer's workshop every 6-7 weeks, laid out in strategy/standard/genre units. They seemed to like it. I liked it too. It took about two weeks before the kids fell into the routine, and squawked loudly if our reading days were messed with, for testing and such. Kim On 7/4/07, Maureen Robins <[EMAIL PROTECTED] > wrote: > > Are any of you doing a "workshop" model and if so, how do you fit in > vocabulary instruction and grammar? Fifteen minutes a day simply wouldn't > work for a workshop model type of structure -- it would become the > minilesson! > Maureen Robins > > On 7/4/07, kimberlee hannan < [EMAIL PROTECTED]> wrote: > > > > I saw a demonstration of this from a professor from Florida at the CATE > > conference in the spring. It was fascinating how she managed to get us > to > > take teeny tiny sentences and turn them into a good meaty sentence very > > similar to the original in Across Five Aprils. > > > > I understand this is NOT a new technique. She used it for revision, ELD > > > students, and reading comprehension. > > > > Has anyone had any experience with this? > > Kim > > > > -- > > Kim > > ------- > > Kimberlee Hannan > > Department Chair > > Sequoia Middle School > > Fresno, California 93702 > > > > > > Laugh when you can, apologize when you should, let go of what you can't > > change, kiss slowly, play hard, forgive quickly, take chances, give > > everything, have no regrets.. Life's too short to be anything but happy. > > > > > [EMAIL PROTECTED] > > _______________________________________________ > > The Literacy Workshop ListServ http://www.literacyworkshop.org > > > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org . > > > > Search the LIT archives at http://snipurl.com/LITArchive > > > _______________________________________________ > The Literacy Workshop ListServ http://www.literacyworkshop.org > > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org > . > > Search the LIT archives at http://snipurl.com/LITArchive > -- Kim ------- Kimberlee Hannan Department Chair Sequoia Middle School resno, California 93702 Laugh when you can, apologize when you should, let go of what you can't change, kiss slowly, play hard, forgive quickly, take chances, give everything, have no regrets.. Life's too short to be anything but happy. [EMAIL PROTECTED] _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive
