How sad you had them read books again and again. WHy not have them have more than one book!
On Mon, Oct 3, 2011 at 2:13 PM, <wr...@centurytel.net> wrote: > Although I know what these things are, these are not the words we use in my > building. > When all schools use all the same terms, then we'll all know what everyone > else is talking about. > > Quoting Renee <phoenix...@sbcglobal.net>: > >> >> In our school we called it SSR -- "sustained silent reading" -- and >> it was truly silent. Students in my multiage classroom were allowed >> to sit anywhere on the floor, and I had large boxes, a sofa, and >> beanbag chairs. It was after recess for twenty minutes and they >> couldn't go out to recess until they had a book on their desk that >> they were going to read. They were not allowed to look for or switch >> books switch books once SSR started. I did not conference with anyone >> during this time.... I read, too. There were no "accountings" other >> than adding books to their ongoing reading logs (simple >> documentation, no writeups) if they finished a text. If they chose a >> book that was too short to last 20 minutes, they read it again. And >> again. Whatever. This was a quiet time. >> How do I know my students were reading? I just knew. I could tell. I >> did not care if they were doing "deep reading" or "shallow reading" >> and I did not check for understanding of the books they chose. These >> were not AR leveled books, either. These were books they chose to >> read themselves. >> As one of the older teachers, I find it really sad that we've had the >> questions "What is DEAR time?" and "What does interactive writing >> look like?" This is not a criticism of those who asked the questions, >> it is a criticism of the system, and especially whatever education >> programs they have gone through that did not teach them these things. >> sad.... sad.... Renee >> >> >> On Oct 1, 2011, at 1:54 PM, Stein, Ellen H. wrote: >> >> > Drop Everything And Read= D.E.A.R. Time. My concern with this is >> > that teachers usually assign 15-20 minutes of DEAR time and the >> > students are supposed to do just thatg; Drop Everything and Read. > But, >> how do we know they are reading.? How do we know they are >> > thinkng about what they're reading? I believe there should be some >> > accaountability; perhaps routine individual conferencing to check >> > for understanding. What about a strategy focus for the time and >> > sharing of that strategy when DEAR time is over. By itself, we >> > rfeally can't tell if students are really reading. >> >> ______________________________**_________________ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/**mailman/options/mosaic_** >> literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org> >> >> Search the MOSAIC archives at >> http://snipurl.com/**MosaicArchive<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<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org> > > Search the MOSAIC archives at > http://snipurl.com/**MosaicArchive<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
