Comprehension Strategies Listserv
Sent: Thursday, September 28, 2006 9:51:58 PM
Subject: Re: [MOSAIC] readers workshop help needed
I haven't processed your whole email yet, but I skimmed it. I saw
your last paragraph on what to be teaching. I would be spending a lot
of time on decoding, etc
@literacyworkshop.org Subject: Re: [MOSAIC] readers workshop
help
needed HI I wrote earlier this summer about being very excited
to start
readers workshop this year (first grade). No one else in my
school does
it and my classroom is supposed to be a model classroom for the
school
Listserv
mosaic@literacyworkshop.org
Sent: Thursday, September 28, 2006 9:51:58 PM
Subject: Re: [MOSAIC] readers workshop help needed
I haven't processed your whole email yet, but I skimmed it. I saw
your last paragraph on what to be teaching. I would be spending a lot
of time on decoding, etc
I think Lori's advice is right on.
If you look at Cunningham's four block, she calls the independent
reading dirting or something like that. It's important to establish
the time for reading. Like Lori suggested, begin small with 5-10
minutes per day. Debbie Miller uses songs and etc for
far.
-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] Behalf Of Kimberly
Stapert
Sent: Thursday, September 28, 2006 8:52 PM
To: Mosaic: A Reading Comprehension Strategies Listserv
Subject: Re: [MOSAIC] readers workshop help needed
I haven't processed your whole
I have seen children use a short 'independent reading' time well in
Kindergarten. They were engaged in 'reading' familiar poems and stories
that had been introduced in class, using little pointers (this last week is
was monster pointers) to maintain, or attempt to maintain, one to one
I haven't processed your whole email yet, but I skimmed it. I saw
your last paragraph on what to be teaching. I would be spending a lot
of time on decoding, etc., but more... You really need to find out
what they each know by doing a running record on each of them, then
group them
Wow. The classroom you describe is not unlike the first classrooms teachers
face in our district every year. Clearly you are
feel frustrated and being the 'model' classroom comes with all sorts of
expectations and pressure. Remember as you do this
that is often not easy but it pays off. Can
