Okay, now back to your question about vocabulary.
My thoughts--you're probably already doing many of these things:
One of the best things you can do to help students learn new words is to use
them repeatedly throughout the day in a variety of contexts (Stahl and
Fairbanks, 1986--and others). M
I agree, Lynnelle. That this label is better and that as a community of
practioners we will always find new ways of talking about our students that
struggle with the way that we teach/do school.
I read a book recently that suggested that rather than saying students were
struggling readers we m
Angela,
As a mother of a child with Down syndrome, I prefer Cognitive Impairment
versus Mentally Retarded for IEP purposes, but from what I understand Mental
Retardation has been changed to Intellectually Disabled..I think? For me,
Cognitive Impairment would mean below an IQ of 70, but that is
Speaking of not liking the language...how would you define a 'cognitive
impaired students'? At what point does one become cognitively deficient enough
to be considered impaired?
I'm really not trying to be difficult; I've always been fascinated with the
language we use to describe students. Th
One of the things we use is boardmaker to help students visualize. I believe
that is their first step in the process. This year I will be teaming up with
our specialist who teaches the "high needs" students. I personally don't
like the language, but that is what our district chooses to use. Any
I’m a student at Wayne State University in Professor Creech class. I also work
in a special education center base school with cognitive impairment children
age 8 to 10. My students have a hard time dealing with vocabulary words. Do
anyone have any suggestions or strategies I could use to get the
Thanks for sharing what a typical schedule would look like using daily 5. I
will be using it for the first time this year and was wondering on how to
schedule things with reader's workshop. Your ideas are good!
Susanne/2/Ga
--- On Mon, 7/7/08, Melissa Kile <[EMAIL PROTECTED]> wrote:
From: M
I don't think everything posted on the wall needs to be "perfect" work. I did
work with some teachers that thought work posted in the halls should be
perfect. I think that if all work posted on walls needs to be perfect, some
children will be left out. I do not think that that teaches them a
Chapri
I was talking about Ginger's post and part of it is below. I use the Daily 5
to help me set up independent reading and it is a wonderful book. Ginger's
posts helped me to pick up some new ideas. If you want to see them, please go
to the archives and you can also view other opinions a
Thanks so much to all who said I needed this book. I just got my copy
yesterday and I am already on chapter 3. This book is tying a lot together for
me. It ties in so well with To Understand by Keene. I was worried about
teaching K because I wasn't sure what it should "look like" in regards
Including pictures. . .
- At the beginning of the year, we read "No, David" by David Shannon. Then,
we make a T-Chart listing things that we should be doing in the classroom
and things we shouldn't be doing in the classroom. Then, we created a "No,
Class!" class-book. I took pictures of kids doing
I teach 7th grade CORE (Language Arts and World History back to back with
the same class).
I have to jump on this! I very much agree with what Lisa said. I work with
very hesitant, almost aggressively reluctant readers. They have the phonics
down (hooray reading first...ackk...) but hate it so
And when I don't take the time to make it default behavior (I love this
term) then they lose it half way through the year or every time I am
absent or when the wind blows or if it rains. You get the point
Pat K
"to be nobody but yourself -- in a world which is doing its best, night
and day, to
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