I have been feeling the same way about the Word Work choices in my room.
They all want to do the same thing...write their words on small white
boards. We already study words through Sitton Spelling activities every
day, so I'm thinking of removing that choice, too.
By the way, I teach 4th grade, and I'm not so sure about the D5 thing with
this age group, anyway. I've always had a great management plan for reading
workshop, but my principal wants our whole building to implement the D5
during our literacy block. Thoughts????
Teresa
----- Original Message -----
From: "Waingort Jimenez, Elisa" <[email protected]>
To: <[email protected]>; "Mosaic: A Reading Comprehension Strategies
Email Group" <[email protected]>
Sent: Sunday, February 15, 2009 8:04 PM
Subject: Re: [MOSAIC] workshop approach
I've been doing Daily 5 in my classroom since last year though I call it
Reading Workshop. I like that the kids are either reading or writing in
authentic ways and that I can manage to carry on my conferences without
interruptions, most of the time. A couple of weeks ago I pulled out the
Spelling/Work Work Daily because I wasn't happy with what I was offering the
kids as choices. I felt they weren't discovering anything worth spending
the time on it. Instead, I made it into a separate 1/2 hour time twice a
week since I've been reading The Wonder of Word Study by Lauren Berman
Lucht. The kids like being word detectives and I feel like they're
constructing ideas about spelling patterns in English.
Elisa
Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada
The best and most beautiful things in the world cannot be seen or even
touched. They must be felt within the heart.
-Helen Keller
Visit my blog, A Teacher's Ruminations, and post a message.
http://waingortgrade2spanishbilingual.blogspot.com/
I need to chime in here to say that our 1st, 2nd, ane 3rd grades followed
the 5aily 5 regime religiously this year and the results are amazing!
Sent from my BlackBerry Smartphone provided by Alltel
--------------------------------------------------------------------------------
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