[MOSAIC] small group instruction

write at att.net write at att.net
Fri Aug 10 12:19:25 EDT 2007





Did you use the rubric to assign a grade to students?


-------------- Original message ----------------------
From: Ljackson <ljackson at gwtc.net>
>
> I worked with K through four in workshop settings.  I will grant you there may 
> be one or two that stop working (and because they're little, they aren't so good 
> at faking it).  However, for the most part, once the expectations have been 
> fully and deeply established, I am betting the off task ratio is not all that 
> different from 8th grades.  One thing I did was work with kiddos to develop a 4 
> point rubric based on workshop behaviors.  A one had characteristics like "not 
> really reading, can't stay put, lots of interference with thinking...".  We put 
> it together slowly during a two week study of What Readers Do.  When we gathered 
> for closing share, I would ask for a show of fingers in response to, "As a 
> class, how did we manage our workshop today?"  I would call on a few people to 
> talk about their ratings.  
> 
> Lori
> 
> 
> ----- Original message -----
> From: write at att.net
> To: Mosaic: A Reading Comprehension Strategies Email Group 
> <mosaic at literacyworkshop.org>
> Date: Thursday, 2007, 09 Of August 21:18
> Subject: Re: [MOSAIC] small group instruction
> 
> > Sorry, Lisa.  I teach 8th grade.  I have noticed in previous years that if I 
> work with a few students, many others stop working.  Other teachers in my 
> building have said the same thing.
> > Jan
> > 
> > 
> > -------------- Original message ----------------------
> > From: Lisa Szyska <lszyska at yahoo.com>
> > >
> > > Jan,
> > > 
> > > What grade do you teach?  I think that makes a bit of
> > > difference with what to do.   The wee ones, for
> > > example, will often be engaged with literacy
> > > workstations or centers, and Debbie Diller has a good
> > > book for setting these up. (The intermediate title (Gr
> > > 3-6) is "Practice With Purpose."  The primary title
> > > escapes me...could it be "Literacy Workstations?"  Not
> > > sure.) 
> > > 
> > > Personally when I looped 3/4, my kids READ while I
> > > conferred with others.  My block looked like:
> > > 
> > > 1.  Read aloud/model/strategies
> > > 2.  Guided practice (WG)
> > > 3.  Indep reading/strategy practice/I meet with SG or
> > > individuals
> > > 4.  WG share...discuss/reflect on reading and how
> > > strat. helped them as readers.
> > > 
> > > it worked well for me, but now that I am teaching 2nd,
> > > I know that I will need to ease into indep. reading
> > > even more, so I'm going to incorporate some
> > > workstations. ;o)
> > > lisa
> > > 2/3 IL 
> > > 
> > > --- write at att.net wrote
> > > > 
> > > > 
> > > > Bill's comments bring up a question I've been
> > > > thinking about.  Suppose I have three or four
> > > > students who need more help with something that
> > > > everyone else in the class understands.  Stephanie
> > > > Harvey suggests small group instruction.  How do you
> > > > keep the other 20-plus students working when you're
> > > > occupied with a few?
> > > > Jan
> > > > 
> > > > 
> 



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