In a message dated 12/4/2009 11:52:20 A.M. Eastern Standard Time, [email protected] writes:
This post is totally unconnected to any thread.... but just some late night thinking that I would like to share.... as a first grade teacher I often find the routines of guided reading difficult because there are so many "transitions" (guided group, strategy group, private conference, book club, reader's theater) that I am trying to make seamless. Sometimes when practicing the routines ...the purpose of the routine gets lost.... This year I am following the practices set in the CAFE book by the sisters. It really helps me bridge the routines with purpose. Not only is every goal... and strategy to access that goal visible on the CAFE menu but as kids declare their goals (after conferencing with me) they begin to see not only how each strategy builds the goal but how each goal is related to another in growing themselves as readers. Kids also now get that there are many ways to practice reading: read to self, read to partner, listen to reading, write about reading, teach about reading.... though this isn't rocket science to a teacher... the cafe menu partners the kids with the teacher in pursuit of the reading goals and that gradual release of responsibiltiy is built in and systematic..... the choice the kids make about the what and how they will read on any particular day becomes less about their natural inclination and more about a sense of urgency that they then share with their teacher based on data they collect about themelves. This is a huge piece of management that is no longer sticky. Six year olds using metacognition to best teach themselves how to read is mind boggling and yet it is happening! _______________________________________________ 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.
