I would argue that we are still all about balance--only we are not assuming that learners have equal needs. A child who is top heavy on meaning and is neglecting visual cues needs to be counter-balanced with reminders to confirm predictions and apply phonetic understanding.
Lori On 9/29/07 11:17 PM, "Waingort Jimenez, Elisa" <[EMAIL PROTECTED]> wrote: > Yes. And, in my last post I said, and that's whole language, but I was too > quick with the reply button. I should have said something about "balance". I > have a lot of issues with this word. It implies equal to me and that is not > what our kids need. They deserve to get what they need, which may not > necessarily be in balance with what another student needs. We need to be > astute kid watchers to know how to teach our students what they need at any > particular moment. > Elisa > > Elisa Waingort > Grade 2 Spanish Bilingual > Dalhousie Elementary > Calgary, Canada > > If we stand on the shoulders of the Goodman's and Marie Clay, we cannot > discount three cuing systems. We need to teach our readers how each works, > and allow them to operate on them. This pendulum swing is, IMO, largely > engineered by folks who have little understanding of reading process. > > Lori > > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
