I just looked for Carla’s and Ruth’s comments (they’re on October 25) to figure out that to get kids to re-read a bit today in those small groups, I will have them draw pictures of what has happened so far. Since I’m going to test rotating the leaders, that will also give those leaders time to read what the group read yesterday.
Then, if we keep going with this, they can eventually use those drawings to retell. I want to limit their output though. I have to also tell the student leaders that if they do ask comprehension questions, the answers need to require mainly one-two words.
(Later) That is not what I did. Instead I had a new volunteer, so we started by talking with him (he’s very interesting), and reviewing reading rules. Using vocabulary he used, I demonstrated PQA. Then the small groups read. My group was very focused. I had told our visitor to focus on verb endings. Then we did a dictation, Ben style, and then we continued a story. The reading and a little bit of writing before the beginning of the story made the kids extremely voluble during story telling. It was as though all that input primed them and they were overflowing with language.
I guess we’ll do pictures tomorrow.