I can relate with how difficult it is to keep it short. What I tell teachers (myself included) is that any asides you're tempted to throw into your lesson, either use them as a mid-lesson teaching point or save for another lesson entirely.
An example is "And writers remember that good writers also use more interesting words for said!" If you're using the words "and" and "also" AFTER your mini-lesson, then those are the moments/lessons to save for another time. Make sense? Andrea "Waingort Jimenez, Elisa" <[EMAIL PROTECTED]> wrote: >I think that your comment below is an example of very powerful teaching. >For one thing, and there are many others, it lets kids know that learning >is about weaving connected ideas over time. And, it promotes that >sustaining thinking on a particular idea is critical to learning something >well. >Elisa > >Elisa Waingort >Grade 2 Spanish Bilingual >Dalhousie Elementary >Calgary, Canada > > >As for my writing mini-lessons, I may need to just spend more days on >a topic and spread out what I need to say over a few days in order to >keep my lessons short, especially when it is a topic that I know they >struggle with (like using dialogue). I just feel the pressure to >cover a lot of ground by February, so I think I tend to over plan. > >Thanks for all of your good advice. I knew I would find some answers >on this list. :) >Mary > > > >_______________________________________________ >Mosaic mailing list >Mosaic@literacyworkshop.org >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. > > > _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org 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.
