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Thing #12- Commenting

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I have a confession to make. I am one of the lurkers that some of these bloggers referred to. I love to read everyon's blogs, but I rarely comment. Now here is the interesting thing, I always check my blog for comments. Comments make me happy! Comments make me feel like I am valued in my profession. I have a blog for my students at school. It is linked to my library website . I have been so disappointed this summer that my kids have not been using the blog. In fact, the lack of comments has made me quit posting. During the year I practically get "giddy" when the kids start dialoging on my blog. So, I need to dig deep and find out, why am I not commenting on my friends' blogs?? The two points that I found most interesting were: Blue Skunk's comment that stated comments cause the blog experience to be more of a dialog than a sermon. How true that is! We learn so much more through the dialog than just sitting back (like I do) and taking it all in. On Information Want
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Chapters 4-6 Guided Reading

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Now that we have background knowledge on the Guided Reading program, we can start researching the means for incorporating it into your own classroom. Chapters four through six begin detailing the implementation process. Chapter Four: While reading chapter four, I found myself thinking about the word, "purposeful". The principal at Westside, Robin Braun, used this term many times when describing the Guided Reading program. During her presentation I noticed that this word kept coming up, but I assumed that it was a word that she just liked to use.  However, as we are reading this book, I am finding that "purposeful" is the perfect word for describing each piece of the program. In this chapter we find suggestions for setting up your classroom in a purposeful manner in order to get the most out of your literacy program. While the author was describing each component of the Guided Reading classroom, I found myself envisioning the classroom that I observed at Westside.
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Chapters 1-3 Guided Reading

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You made it through the toughest part of the book! I am sure we can all agree chapters one and two were not the most stimulating or entertaining! However, chapter three seems to be where we start learning the "meat" of this Guided Reading program. As I was reading chapters one and two, I kept a few notes in my journal. I was resisting the overwhelming urge to highlight in this book. It is, after all, a library book. I will be honest though, by chapter three I couldn't resist any longer. I HAD to highlight a few things that stood out to me. If you feel the same as you are reading, highlight to your heart's content. We will beg forgiveness later. Chapter One: While I was reading the first two chapters, nothing startling came to mind. However, I did find myself wondering about YOUR classrooms. I rarely get to come into your room while you are teaching, so I am generally unaware of your routines and how much of the Guided Reading program you already use. I would like
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