While I agree with this in principle (reading the book at a separate time),
the lessons I've done out of Reading W/ Meaning have the teacher reading the
book and stopping to model and think aloud, using the focus strategy. How
would I do that if I had read the book earlier? For example, if I had read a
book previously that I plan to teach inferencing with, wouldn't I still need
the book to show the children how I interact with the text? That is my
dilemma!

Melissa/VA/2nd

On Wed, Oct 1, 2008 at 11:33 PM, Mary Manges <[EMAIL PROTECTED]> wrote:

> This has been part of my problem in being able to fit it all in.  I still
> believe I could use a longer language arts block, but I'm determined to
> work
> with what I have and do my best.  In my thinking of a mini-lesson I was
> including the read aloud as the mini-lesson and couldn't figure out how to
> keep it short.  I have the same problem in writing workshop when I use
> literature to teach a writing craft.  I do have to admit that after the
> advice I was given on this list I was much better at being as brief as
> possible this week.  I found myself choosing my words carefully and trying
> to be as direct as possible.  It also made me realize that I need to spread
> certain lessons out over more days instead of trying to cram too much at
> one
> time.  I can see that my kids are going deeper and getting the concept
> better than in the past.  The testing pressure demons are still hovering,
> reminding me that I'm not covering enough to be ready for state
> assessments,
> but I just keep ignoring them, knowing that I'm doing what is best for my
> students.
> Thanks,
> Mary
> ----- Original Message -----
> From: <[EMAIL PROTECTED]>
> To: <[email protected]>
> Sent: Wednesday, October 01, 2008 5:36 PM
> Subject: Re: [MOSAIC] length of mini lessons
>
>
> >I must reiterate your mention of when to do your read aloud.  Read  Aloud,
> > according to everything I've read and seen, is a separate entity, not to
> > be
> > included in Reading Workshop minilesson.  It can be referenced during
>  the
> > minilesson, but how in the world  could a teacher teach a 10-minute
> > minilesson with
> > a read aloud included????
> >
> > Leslie
> >
> >
> > In a message dated 9/26/2008 5:55:14 P.M. Eastern Daylight Time,
> > [EMAIL PROTECTED] writes:
> >
> > keep  your mini lesson very explicit, and short.  I do
> > realize it is hard to  get the read aloud in, do the vocab, then teach
> the
> > lesson, have time for  them to practice with you, then they practice
> > independently, but if you  keep the teaching part short, chances are
> > they'll
> > remember what you said  and us what you said.
> >
> > One way to keep the length of your mini lessons  short is to do the read
> > aloud at another time.  That is a major tenet of  Lucy Calkins' mini
> > lesson
> > structure.  Just use the part of the text that  matches your teaching
> > point.
> >
> > Barb  Parry
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> >
> >
> >
> >
> >
> >
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