I have been thinking along these lines too! I can't wait to hear what everyone
else is thinking...
One of the things I have been thinking about is the creation of anchor charts
which will be used to keep track of what the kids think about what it means to
understand.
I have also been thinking A LOT about the language I will be using and how I
want to build in more time to think for kids. I plan to stop calling on so many
children and call on fewer and push them for depth.
I am still thinking about this myself...I will post more later.
Jennifer Palmer
Reading Specialist, National Board Certified Teacher
FLES- Lead the discovery, Live the learning, Love the adventure.
"Children grow into the intellectual life around them."
-Vygotsky
________________________________
From: [EMAIL PROTECTED] on behalf of Andrea Lucas
Sent: Sun 7/20/2008 7:23 PM
To: understand@literacyworkshop.org
Subject: [Understand] inspired
I have learned an incredible amount as a silent reader of your posts. It is
encouraging to know that other teachers struggle with the exact same questions
and concerns that keep my brain whirring. One tiny example: everyone's ideas
about spelling and also the lexical component were insightful. I constantly
read professionally about teaching spelling and revise my spelling instruction
in an endless struggle to incorporate word work in an effective way while
focusing on the deep structure systems in reading and writing workshops. It is
good to know that I'm not alone in that!
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
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