Thanks so much for your clarification. This makes sense to me and it is what I basically try to do. It seems that the read aloud time is often the first to go when things start piling up. Of course, then I feel totally guilty because I know how much my kids love it! Happy Thanksgiving. Leslie
-----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of jan sanders Sent: Monday, November 24, 2008 8:09 PM To: Mosaic: A Reading Comprehension Strategies Email Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question Leslie- I teach 3rd graders this year. I was a literacy coach for 7 years and I was able to apply this is all grade levels. If I was going to use a book to teach from, I would have the teacher read it to the class before I used it to teach. Now that I have my own class, I have a read aloud time every day from 11:45 until 12:05. It is at this time I read aloud, think aloud, and we share out thoughts and ideas about the text, the pictures, the format, etc... Then at readers' workshop time if I want to teach something explicitly, I use the part of the text that is a great example or model of that. In fact, sometimes I'll have 3 or 4 samples marked from the same or different books. But.... I have always read the book to them before I use it as a teaching tool. I don't reread the entire text, only the few sentences, or pages, that are an excellent example of what I am teaching. I have reread entire books to the class, but only because they are beloved favorites and the kids request to hear it again, or I thought we needed to hear the author's message again. 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, 24 Nov 2008 16:17:48 -0500> Subject: Re: [MOSAIC] Text-to-Self Mini-Lesson Question> > 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 Compre hension 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.> _______________________________________________ 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. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
