[LIT] Management Details
ReadersnRacers at aol.com
ReadersnRacers at aol.com
Sat Mar 3 17:11:53 EST 2007
Kimberlee writes: I am thinking about going to reading and writing units
maybe switched off
> monthly or quarterly for next year, as long as the lesson time, independent
> time, and sharing or follow-up time is very consistent and predictable. I
> see the kids need more chunks of time. There is never enough time to get
> into anything; them, the work, or me, the conferencing. I also like the
> notebooks, because I hate loose papers. I tolerate drafts in folders,
> because I don't have any better answers, but I'd rather have things taped
> in. I have a teenage daughter and have seen the abuse her papers go
> through. I may have them leave their stuff in the room next year, too.
>
> Pam writes: That was my struggle and the reason that I started switching
back & forth between reading and writing workshops. Obviously we do read &
write (as well as grammar & vocabulary) all the time. However, the focus of
mini-lessons & class activities shift depending on which workshop we are working
within. I don't have a mini-lesson every day (I haven't needed it & do need
the kids to have time to actually read & write), so I've worked vocabulary,
analogy, etc. practice into my daily starters (first 5-8 minutes) to allow me
time to take attendance, answer individual student questions, and other various
housekeeping duties. Once our starter time is over (I keep it on a timer to
keep the kids - okay, me - focused and on track), I do a status of class and
quick posting of Independent Work menu (seems to be a need of my very needy
students this year). Then workshop starts. We go until 3 minutes to the bell
when we do a quick tidy and ticket out the door. Doesn't sound like much
time for all that, but I guess now that I look at it that my kids have learned
the routine pretty well as I don't write tardy passes any more.
Pam Tempest
Team Neon-6th Gr. ELA
Hudson Middle School
http://nlcommunities.com/communities/tempest
"The important thing is not so much that every child should be taught, as
that every child should be given the wish to learn." John Lubbock
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