When Debbie talks about her planning circles she often suggests bringing
kids back together halfway through readers workshop, after the focus lesson
and they have been out there trying things on their own to discuss what you
have noticed and then sending them out again. This is good thinking, it
he
anks for this phenomenally profound post.
>
>
>
> From: Beverlee paul
> To: Mosaic: A Reading Comprehension Strategies Email Group <
> mosaic@literacyworkshop.org>
> Sent: Friday, January 4, 2013 7:53 AM
> Subject: Re: [MOSAIC] Gradual r
thanks for this phenomenally profound post.
From: Beverlee paul
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Friday, January 4, 2013 7:53 AM
Subject: Re: [MOSAIC] Gradual release
The post you're speaking to was actually my second
Begin!!
From: Mosaic [mosaic-bounces+jennifer.palmer=hcps@literacyworkshop.org] on
behalf of Beverlee paul [beverleep...@gmail.com]
Sent: Friday, January 04, 2013 10:53 AM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [M
Loving this discussion. Think this is so so true.
Sally
On Jan 4, 2013, at 7:53 AM, Beverlee paul wrote:
> The post you're speaking to was actually my second "post" yesterday. I wish I
> had a dollar for every post I carefully wrote and then lost because of silly
> tech glitches. I no longer re
The post you're speaking to was actually my second "post" yesterday. I wish I
had a dollar for every post I carefully wrote and then lost because of silly
tech glitches. I no longer remember all I wanted to say, but the main part was
probably dealing with the NAEYC'S model of learning. Through t
ay, January 03, 2013 9:48 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] Gradual release
The other obvious limitation to the "class" release to independence model which
has been a subtext of some of the thinking the last decade, is that each of the
The other obvious limitation to the "class" release to independence model which
has been a subtext of some of the thinking the last decade, is that each of the
class members need/receive modeling, etc. all at the same time, need/receive
guided practice, whatever, all at the same time, etcetera a
> Great fun to hear Debbie. I think this thread would be incomplete without
> remembering NAEYC's model of learning because it speaks to the issues of
> linear/circular, messy (think Harste)/predictable, individual/universal,
> etcetera. I hope I'm not oversimplifying when I describe the model o
: Palmer, Jennifer
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Thu, Jan 3, 2013 4:17 pm
Subject: Re: [MOSAIC] Gradual release
I am almost thinking it is circular...let kids go a bit...see what they can
do...then model, give guided practice and release again!
Jennifer L
fer.palmer=hcps@literacyworkshop.org] on
behalf of Mena [drmarinac...@aol.com]
Sent: Friday, December 28, 2012 8:54 AM
To: mosaic@literacyworkshop.org
Subject: Re: [MOSAIC] Gradual release
Very interesting...Debbie says that gradual release is not linear...release
kids earlier. I think that sh
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-Original Message-
From: Palmer, Jennifer
To: Mosaic: A Reading Comprehension Strategies Email Group
Sent: Wed, Dec 26, 2012 9:58 am
Subject: [MOSAIC] Gradual release
Debbie Miller's new thinking on Gr
Debbie Miller's new thinking on Gradual release can be found at this podcast on
the Stenhouse site.
http://www.stenhouse.com/html/rwm2podcast.htm?r=n263
I'd love to hear everyone's thinking on gradual release and/ or the "I can"
statements referred to in this podcast.
Hope everyone is having a
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