Make connections by seeing if they can find modern examples (eg. Mercury
insurance, Mercury cars, Pluto the dog, etc.). You might have them find a
similar myth in another culture so they can compare cultures (hero myths
like Hercules and Sigried, creation myths, etc.). Also, they can write
their
One way around the paperwork is to think about Podcasting
conversations. It is relatively easy to do, you either need an iPod
with a mic set up, or you can record with Audacity or Garage Band on
a laptop or stationary computer. (I tried this because so many
teachers at my school wanted
I agree w/Bill. Videotaping kids---especially for display on the
Internet--can present legal issues. When I went through the National Board
process in 1998-99, I had to gather parent permission forms for using
student work and/or videotaping students in my entries. AND I had to keep
the
Joy, I read your post and felt nostalgic about my own (very similar) childhood.
There is one component that you didn't write about, but I would bet the farm
that it was included in your upbringing. God. Hasn't His presence
changed/been reduced in our schools? I too feel the test pressure
The new Fountas Pinnell book has a DVD with it that shows great
conversation. The book discusses introducing conversation through
interactive read alouds which promote rich discussion. As one might
expect text selection plays a huge role in it's success.
On Dec 22, 2006, at 9:37 PM, Teresa
I think so too. It really hit home when I began working with a group
of third graders (mostly boys) this year on thinking strategies and I
posed the question So why do you think it is important to learn
about these strategies?, hoping to hear that they would get a deeper
understanding
What about a graphic organizer that looks like Tic Tac Toe or Bingo where
they choose so many across, down, or diagonaly. The students could keep track
of what they read by initialling each square, or they could write something
short that tells about what they read. You could organize the chart
I am so glad to read these feelings, fears and thoughts that others are having
about teaching at this time in America. I have been feeling this way all year,
yet have not shared it with anyone else. I've had this anxiousness about the
tests and a vague uneasiness all year. Even so, I actually
Yes, Heather it is on p. 87 of Teaching for Deeper Comprehension. Linda and
Carla have grouped under the goal of participants internalizing language
as...restating, inviting, acknowledgeing, focusing/refocusing, elaborating,
providing evidence, requesting clarification, and posing questions
Hello,
Does anyone know of any books to be use with 3rd grade girls? These girls are
not very verbal when it comes to discussions. I'd like books that relate to
making connections and inferring. There are at least 3 ELL students in the
class.
Thanks,
Cynthia
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