There is usually one overriding assignment which they share at the end of readers' workshop. I leave about 10 minutes for sharing. When I send them off for independent reading I then meet with a guided reading group for about 15 minutes. Then I roam the room and confer for the next 15 minutes. Then I meet with another guided reading group or book club group. Then I confer again if there is time. I have one student who is reading at mid 1st grade level who reads with me one on one everyday. I still hold him accountable to complete the assignment of the day. Each day I meet with 12-15 students.Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer> From: [EMAIL PROTECTED]> To: [email protected]> Date: Mon, 17 Nov 2008 17:23:22 -0500> Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question> > Hi Jan,> How do you hold your students accountable to your lesson during their independent reading? Do you have a variety of tasks or one overriding assignment that the children have to complete? The management and accountability piece interests me.> Thanks.> Leslie> > > Hi Meghan-> I am confused with the comment "it should take several days to get through a mini-lesson doing think aloud for the students with one picture". To me a mini-lesson is just that -mini. It has one teaching point and should take about 10 minutes. I use a read aloud to model my thinking as a reader. You do not have to read the whole book in one sitting. I model the strategy I want my students to try, have them try it in a turn and talk with a partner, and then restate what I want them to try during independent reading and send them off to practice it. I do believe it will take several days for the students to be able to fully take on the strategy. When teaching schema, I would often get frustrated with the surface, go no where connections. The character has a dog, so a child says I have a dog -however, the dog is not meaningful to the story...> So now I ask my students to figure out why the author wrote the story -what is the message. Then they work on making a connection to the message of the story. Example: The message is you should try an be friends with people who are different than you. I have a connection with this because when school started there was a new kid here from Georgia and he had no friends. People thought he was weird because he talked "funny". I made friends with him and you know what -he doesn't talk funny -he just sounds different than me.> I also learned over time, that if you want students to get better at something they need LOTS of practice time. My independent reading time is 45 minutes. By the way, I teach 3rd grade this year. I was a literacy/math coach for the past 7 years.> Jan> We must view young people not as empty bottles to be filled, but as candles to be lit.> -Robert Shaffer> ----- Original Message -----> > > _______________________________________________> 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.> _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
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