I always do my read aloud at the beginning of RW.  The modeling has to be
done using the text,  but the explicit teaching and then guided practice
usually takes me about 10 minutes after I've finished reading the book.

On Wed, Oct 1, 2008 at 6:36 PM, <[EMAIL PROTECTED]> wrote:

> 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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-- 
Elisa M. Kifer
Third Grade Literacy Teacher
Fox Meadow Elementary


"Love of reading and writing is not taught, it is created.
Love of reading and writing is not required, it is inspired.
Love of reading and writing is not demanded, it is exemplified.
Love of reading and writing, is not exacted, it is quickened.
Love of reading and writing is not solicited, it is activated."
-Russell Stauffer, 1980
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