In a message dated 10/1/2008 10:06:08 PM Eastern Daylight Time, [EMAIL PROTECTED] writes:
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! I have found that when I need to read the book for the first time as an important part of the mini-lesson, (as in the lessons we are doing right now on what readers do when they read NEW text) I am able to spread the text out over several days, only using the part I need to model for the mini lesson. I may use a different or next part of the same text the next day. I do this even with picture books. I also try to look ahead to our writing workshop text models to see where I can use those during read aloud or how they might fit in with RW. That way, my teaching time is not taken up with reading the text, but with USING the text to model my teaching point. I think it is very beneficial for the students to see us and hear us read the same text repeatedly. It is a model for how readers might reread text for deeper understanding, for enjoyment of their favorite parts, and also for improved fluency. It makes it OK for the students to be able to reread the books in their book bins for various purposes. Afterall, that is what they are seeing that we as readers do! My students really get the idea of how those repeated readings of JR texts help them to become more fluent with the text over time and that their JR level gradually increases. They are seeing that a book that used to be a little out of their reach moves into their JR level. At the beginning of our lessons on how reader's often go back to the same text for various reasons, our anchor lesson was about musicians and how a beginning musician might be able to play "Mary Had a Little Lamb" sort of "choppy" , but with practice the musician becomes "fluent" with that song and moves up to a song that is a little more difficult, but is a new Just Right song for him. We go back to that anchor lesson over and over. It really struck a chord (haha) with the children when I brought in my son's guitar that day and, expecting me to really wow them, they determined that I needed to practice a bit more:) Cynthia Hart 2nd grade Lex. KY **************New MapQuest Local shows what's happening at your destination. Dining, Movies, Events, News & more. Try it out! (http://local.mapquest.com/?ncid=emlcntnew00000001) _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
