ps. the other part I love about four blocks are that the blocks especially  
guided and self selected are threaded together.... that is.... your read aloud  
and interactive talk is directly related to what the kids will be doing in 
self  selected....
 
I just hate when I leave off to my mind what is an important part of a  post. 
(sorry)
 
 
In a message dated 10/4/2008 7:44:28 A.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:

Great  questions here! I think that there are times when an interactive read 
aloud is  a lesson and it's not usually a mini-lesson if you have students 
sharing with  each other.

I'd love to share what one of our fourth grade teachers in  my building is 
doing with an interactive read aloud. She does the interactive  read aloud 
during one reading block with a focus question/objective in mind.  The focus 
question lines up with our CMT strands (state test). She clearly  states what 
the 
objective/focus is and explicitly models through think aloud  and then let's 
the 
students share their thinking. She then will follow with  daily mini-lessons 
that are related to the focus question.

When she  used the book "Stripes" it was the beginning of a unit on character 
 development. She focused on what were the character's feelings, how did they 
 change, at what event did they change etc. Then she furthered their thinking 
 by having them practice this in guided groups and finally apply it to their  
independent reading books.

She has set her purpose and purposefully  planned how to transfer this 
information and learning to independent learning.  It has transformed her 
teaching 
and her students can clearly see the  connections. It's brilliant.
Kelly AB



I think the only  answer to
your dilemma are some other questions.  What is your  purpose?  What do you
need to transfer?  Is there something to be  gained by reading an entire
read-aloud at that time which couldn't be  gained another  way?
>
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