I agree with Troy and if you're making the read aloud the minilesson
(modeling how to stop and predict i.e.) then you can also make it an
interactive read aloud with students actively engaged throughout. I do
often break a good, lengthy pic book over 2 days.
Other times , the actual
Thanks Linda and Troy, I will totally start cutting my read alouds in half (or
thirds).I love interactive read alouds -I think that is why my lessons last so
long...
I also love what Troy said about the mini lesson is planting the seed - gives
me something to think about as I plan my end of
Fitting it all in. That really has become the question in this time of
high stakes testing. I don't have THE answer but I have been struggling
with that issue myself. What I try to do is focus on a skill such as
cause and effect and a strategy such as inferences at the same time during
a unit
reading, writing, speaking, or listening?
On Mon, May 16, 2011 at 4:03 PM, Rosa Roper rosaro...@hotmail.com wrote:
Thanks Linda and Troy, I will totally start cutting my read alouds in half
(or thirds).I love interactive read alouds -I think that is why my lessons
last so long...
I also
Our district implemented Sitton years ago and I liked it. Now it has been
abandoned (onto Words THeir Way), but I still use Sitton for the high frequency
words and the cloze and dictation. I thought it was a good program, but in our
district, programs do not stay long...
--- On Sun,
We use Linda Hoyt's Interactive Read Aloud program, First Hand.
Cheryl
'Teaching is a work of heart.'
From: Beverlee Paul beverleep...@gmail.com
To: Mosaic: A Reading Comprehension Strategies Email Group
mosaic@literacyworkshop.org
Sent: Mon, May 16, 2011
I had the same problem until I started front loading my units with the read
alouds. I spend a couple of days at the beginning of the unit reading the books
for the unit. This was so helpful and efficient in making my lessons mini.
Sent from my iPhone
On May 16, 2011, at 7:23 PM, Rosa Roper
