I agree, Jennifer. I think keeping track of what it looks like in our classroom when we understand is a great idea! I know during the first few weeks of school, we read some pretty powerful picture books. Making time for a discussion of what we feel and what we think after delving deep into a book would be great - and definitely recorded on a chart that we could return to as the year progresses. I don't know if we've discussed this on this listserve already, but I had the most amazing opportunity this year to co-teach a lesson with Ellin in my classroom. We had about 40 or 50 observers, and afterwards, most of the talk was about the wait time that Ellin uses. I could go on and on about this - but, in a nutshell, I know this is a key factor towards moving our kids towards deeper thinking. If we want our kids to dwell, to be fervent, to converse..... all of this takes time, right? So I know one of the biggest changes in my classroom this upcoming year will be to SLOW DOWN! I'll keep thinking about this, too. Can't wait to hear everyone's thoughts on what this may look like in your classrooms! Dana >>> As the school year draws near I have been pondering how I am going to live differently (and teach differently) after completing this book. How is my classroom going to look different this year? What can I be intentional about in the first weeks of school to ensure that I am teaching and modeling the dimensions? What minilessons need to be incorporated to improve what I already do in setting up my reading classroom?
Has anyone else had these ponderings? Any thoughts? Andrea 4th Grade San Antonio, TX _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
