I could be way off track. I didn't teach a session or participate in the small group discussions, so correct me if I'm wrong.
SEM-R purpose: To get kids thinking about their book choices during independent reading time, with the goal of "pushing themselves beyond comfortable" - to learn. Am I right on this? I don't have my materials in front of me so . . .
Could we start (as was suggested, I think) with the "independent reading" block of time that is already in place in most classrooms? The teacher would simply adjust emphasis and feedback given to students to match the target learning (Don't be angry at me for using the word "simply"!!!) The teacher would play a key role - do some "direct teaching" and modeling, at first, on what it looks like when one "pushes beyond comfortable" and each day add more necessary mini-lessons on how to "think about thinking" during independent reading, again reminding students of the purpose (to "stretch" - to learn).
When ind. reading time is up for the day, the teacher would simply continue where she left off the next day. Eventually, after days of mini-lessons and practice on effective independent reading (with teacher guidance - individual conferences), teachers and students would naturally move through the phases. Keeping the goal in mind throughout - purposeful and challenging independent reading.
2 comments:
I could be way off track. I didn't teach a session or participate in the small group discussions, so correct me if I'm wrong.
SEM-R purpose: To get kids thinking about their book choices during independent reading time, with the goal of "pushing themselves beyond comfortable" - to learn. Am I right on this? I don't have my materials in front of me so . . .
Could we start (as was suggested, I think) with the "independent reading" block of time that is already in place in most classrooms? The teacher would simply adjust emphasis and feedback given to students to match the target learning (Don't be angry at me for using the word "simply"!!!) The teacher would play a key role - do some "direct teaching" and modeling, at first, on what it looks like when one "pushes beyond comfortable" and each day add more necessary mini-lessons on how to "think about thinking" during independent reading, again reminding students of the purpose (to "stretch" - to learn).
When ind. reading time is up for the day, the teacher would simply continue where she left off the next day. Eventually, after days of mini-lessons and practice on effective independent reading (with teacher guidance - individual conferences), teachers and students would naturally move through the phases. Keeping the goal in mind throughout - purposeful and challenging independent reading.
GayeLynn
testing
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