Did you use the rubric to assign a grade to students?
-------------- Original message ----------------------
From: Ljackson <[EMAIL PROTECTED]>
>
> I worked with K through four in workshop settings. I will grant you there
> may
> be one or two that stop working (and because they're little, they aren't so
> good
> at faking it). However, for the most part, once the expectations have been
> fully and deeply established, I am betting the off task ratio is not all that
> different from 8th grades. One thing I did was work with kiddos to develop a
> 4
> point rubric based on workshop behaviors. A one had characteristics like
> "not
> really reading, can't stay put, lots of interference with thinking...". We
> put
> it together slowly during a two week study of What Readers Do. When we
> gathered
> for closing share, I would ask for a show of fingers in response to, "As a
> class, how did we manage our workshop today?" I would call on a few people
> to
> talk about their ratings.
>
> Lori
>
>
> ----- Original message -----
> From: [EMAIL PROTECTED]
> To: Mosaic: A Reading Comprehension Strategies Email Group
> <[email protected]>
> Date: Thursday, 2007, 09 Of August 21:18
> Subject: Re: [MOSAIC] small group instruction
>
> > Sorry, Lisa. I teach 8th grade. I have noticed in previous years that if
> > I
> work with a few students, many others stop working. Other teachers in my
> building have said the same thing.
> > Jan
> >
> >
> > -------------- Original message ----------------------
> > From: Lisa Szyska <[EMAIL PROTECTED]>
> > >
> > > Jan,
> > >
> > > What grade do you teach? I think that makes a bit of
> > > difference with what to do. The wee ones, for
> > > example, will often be engaged with literacy
> > > workstations or centers, and Debbie Diller has a good
> > > book for setting these up. (The intermediate title (Gr
> > > 3-6) is "Practice With Purpose." The primary title
> > > escapes me...could it be "Literacy Workstations?" Not
> > > sure.)
> > >
> > > Personally when I looped 3/4, my kids READ while I
> > > conferred with others. My block looked like:
> > >
> > > 1. Read aloud/model/strategies
> > > 2. Guided practice (WG)
> > > 3. Indep reading/strategy practice/I meet with SG or
> > > individuals
> > > 4. WG share...discuss/reflect on reading and how
> > > strat. helped them as readers.
> > >
> > > it worked well for me, but now that I am teaching 2nd,
> > > I know that I will need to ease into indep. reading
> > > even more, so I'm going to incorporate some
> > > workstations. ;o)
> > > lisa
> > > 2/3 IL
> > >
> > > --- [EMAIL PROTECTED] wrote
> > > >
> > > >
> > > > Bill's comments bring up a question I've been
> > > > thinking about. Suppose I have three or four
> > > > students who need more help with something that
> > > > everyone else in the class understands. Stephanie
> > > > Harvey suggests small group instruction. How do you
> > > > keep the other 20-plus students working when you're
> > > > occupied with a few?
> > > > Jan
> > > >
> > > >
>
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