Insulting to teachers and students. Do you think this is something
that is research based???
PatK
On Oct 3, 2011, at 2:21 PM, Suzanne Goebert wrote:
In my District they want us to use the gradual release model but
they also want us to tell the children (I teach Gr.2) when we are
changing to the next phase. They want to hear in our lessons that
we are saying I do, we do together, and you do alone. That way the
children will know what their job is.
My question is...Do most of you use the words to signal your
children to change to the next phase? Or do you just make sure that
your lessons have all of the phases??
Thanks for your thoughts!
Suzanne Goebert
-----Original Message-----
From: [email protected] [mailto:[email protected]
] On Behalf Of Hall Linda
Sent: Tuesday, September 27, 2011 12:30 PM
To: Mosaic: A Reading Comprehension Strategies Email Group; Jan
Subject: Re: [MOSAIC] "we do..."
Students working with a partner or in a small group would fall in
the "we do" category according to Regie Routman's Optimal Learning
Model. She refers to what is done "to" learners, "with" learners,
and "by" learners. The work done "with" learners starts with shared
demonstration and moves to guided practice. That's the "we do", "we
do".
Linda Hall
Literacy Specialist
Lois Lenski Elementary
303-347-4286
[email protected]
Flatter me, and I may not believe you. Criticize me, and I may not
like you. Ignore me, and I may not forgive you. Encourage me, and I
will not forget you. Love me and I may be forced to love you.
William Arthur Ward
-----Original Message-----
From: [email protected] [mailto:[email protected]
] On Behalf Of Sally Thomas
Sent: Monday, September 26, 2011 4:10 PM
To: Jan; mosaic listserve
Subject: Re: [MOSAIC] "we do..."
I like them - effective ideas on way to accomplishing learning!!
On 9/26/11 2:05 PM, "Jan" <[email protected]> wrote:
I don't know if this is "we do," but sometimes I have students work
with a partner or a small group before they work individually.
Sometimes I use the document camera and have students suggest ideas
that I write down for everyone to see.
Are either of those (both of those?) examples of we do?
Quoting "Palmer, Jennifer" <[email protected]>:
I agree with this...but what does 'we do' look like in everyone's
classrooms? Looking for some specifics as to how teachers do this...
Jennifer L. Palmer
Instructional Facilitator, National Board Certified Teacher (EC Gen)
Magnolia Elementary School (Home School)
901 Trimble Road, Joppa, MD 21085
Phone: (410) 612-1553
Fax: (410) 612-1576
In EVERY child...a touch of GREATNESS!!!
Proud of our Title One School!
Norrisville Elementary School
5302 Norrisville Rd
White Hall, MD 21161
Phone: 410-692-7810
Fax: 410-692-7812
Where Bright Futures Begin!!!
________________________________
From: [email protected] on
behalf of Hall Linda
Sent: Mon 9/26/2011 1:32 PM
To: Mosaic: A Reading Comprehension Strategies Email Group; C
McLoughlin
Subject: Re: [MOSAIC] "we do..."
What about using Regie Routman's Optimal Learning Model? She says we
try to move them to independence too quickly, so she has added
another
step. I do, we do, we do, you do.
Linda Hall
Literacy Specialist
Lois Lenski Elementary
303-347-4286
[email protected]
Flatter me, and I may not believe you. Criticize me, and I may not
like
you. Ignore me, and I may not forgive you. Encourage me, and I will
not
forget you. Love me and I may be forced to love you. William Arthur
Ward
-----Original Message-----
From: [email protected]
[mailto:[email protected]] On
Behalf Of Palmer, Jennifer
Sent: Saturday, September 24, 2011 2:51 PM
To: C McLoughlin; Mosaic: A ReadingComprehension Strategies Email
Group
Subject: [MOSAIC] "we do..."
Let's talk about the gradual release model...
First... What do you all do to help move students toward independence
in strategy instruction?
Second... How do you help colleagues understand what this looks like
and why it is important?
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-------------------------
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PatK
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