Jan, This is where you lose me. I can't seem to do this with my third graders. Once you have read the book and done the predictions and talked about the author's craft and whatever your strategy objective was, I can't see rereading the book. We always have a pile of books we never seem to get to. I leave the read-alouds in the classroom library for them to read on their own but I rarely revisit them unless I use them for a writing lesson or a different strategy. Do you teach younger children? Leslie
-----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of jan sanders Sent: Friday, November 21, 2008 6:23 PM To: Mosaic: A Reading Comprehension Strategies Email Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question When I am teaching using a mini-lesson I do not read the whole book -just the portion needed for the mini-lesson. That does not mean I do not read the whole book. I have read the whole book to them -before I use it in a mini-lesson. They are familiar with the book and can concentrate on the lesson. It is the 2nd and third read that often triggers the deepest comments. Like revisiting an old friend -we know them and are here to learn more about them.Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer> _______________________________________________ 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.
