[MOSAIC] length of mini lessons

[Lespop4 at aol.com]

Let's say you are doing a read aloud and modeling some strategy work as you  
go.  Kids turn and talk, etc.  Then it is time for RW and your  minilesson 
focus is tht good readers get to know character by visualizing  and inferring.  
To make your point, you  excerpt a short piece of text  from your read aloud 
(tht you've already done) and model it.  Have kids try  it again with another 
excerpt.  Then they go off with the intention to use  this strategy to get to 
know their characters in their books.
 
Make any sense?
 
 
In a message dated 10/1/2008 9:44:47 P.M. Eastern Daylight Time,  
tchkgn24 at gmail.com writes:

While I  agree with this in principle (reading the book at a separate time),
the  lessons I've done out of Reading W/ Meaning have the teacher reading  the
book and stopping to model and think aloud, using the focus strategy.  How
would I do that if I had read the book earlier? For example, if I had  read a
book previously that I plan to teach inferencing with, wouldn't I  still need
the book to show the children how I interact with the text? That  is my
dilemma!

Melissa/VA/2nd

On Wed, Oct 1, 2008 at 11:33  PM, Mary Manges <mmanges27 at aol.com> wrote:

> This has been  part of my problem in being able to fit it all in.  I still
>  believe I could use a longer language arts block, but I'm determined  to
> work
> with what I have and do my best.  In my thinking  of a mini-lesson I was
> including the read aloud as the mini-lesson and  couldn't figure out how to
> keep it short.  I have the same  problem in writing workshop when I use
> literature to teach a writing  craft.  I do have to admit that after the
> advice I was given on  this list I was much better at being as brief as
> possible this  week.  I found myself choosing my words carefully and trying
> to  be as direct as possible.  It also made me realize that I need to  
spread
> certain lessons out over more days instead of trying to cram  too much at
> one
> time.  I can see that my kids are going  deeper and getting the concept
> better than in the past.  The  testing pressure demons are still hovering,
> reminding me that I'm not  covering enough to be ready for state
> assessments,
> but I just  keep ignoring them, knowing that I'm doing what is best for my
>  students.
> Thanks,
> Mary
> ----- Original Message  -----
> From: <Lespop4 at aol.com>
> To:  <mosaic at literacyworkshop.org>
> Sent: Wednesday, October 01, 2008  5:36 PM
> Subject: Re: [MOSAIC] length of mini  lessons
>
>
> >I must reiterate your mention of when to  do your read aloud.  Read  Aloud,
> > according to  everything I've read and seen, is a separate entity, not to
> >  be
> > included in Reading Workshop minilesson.  It can be  referenced during
>  the
> > minilesson, but how in the  world  could a teacher teach a 10-minute
> > minilesson  with
> > a read aloud included????
> >
> >  Leslie
> >
> >
> > In a message dated 9/26/2008  5:55:14 P.M. Eastern Daylight Time,
> > borchert at vcn.com  writes:
> >
> > keep  your mini lesson very explicit,  and short.  I do
> > realize it is hard to  get the read  aloud in, do the vocab, then teach
> the
> > lesson, have time  for  them to practice with you, then they practice
> >  independently, but if you  keep the teaching part short, chances  are
> > they'll
> > remember what you said  and us what  you said.
> >
> > One way to keep the length of your mini  lessons  short is to do the read
> > aloud at another  time.  That is a major tenet of  Lucy Calkins' mini
> >  lesson
> > structure.  Just use the part of the text that   matches your teaching
> > point.
> >
> > Barb   Parry
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