I realize this isn't really related to the teaching of strategies, but I need
some opinions from people who have been in my position. I have taught fourth
grade, mostly language arts, for 12 years, and used strategies on and off,
depending on the year, for about ten years or more, and work the
ELMO
On Oct 1, 2007, at 6:28 PM, [EMAIL PROTECTED] wrote:
> I need to know the name or type of projector I am now seeing that
> you can
> put a book right on and it projects. There is no need for a
> transparency.
> Thanks.
>
> Laura
>
>
>
> ** See what's
We used Time for Kids but stopped because we couldn't keep up with it
each week with everything else we have to do. It is good, especially
for fifth grade.
I try to keep lots of magazines in my room especially for those kids
who are nonfiction readers. It has made a WORLD of difference to
We have several systems in our building. They are called "light
speed" systems, and I love it! I had one in an older room, very
alive room, and it made a big difference for me and for the student's
listening, especially with all the noise in my hallway, which we
share with high school. I
Love this idea, and know this book. Could you elaborate on the ways
you use the book?
On Wednesday, November 1, 2006, at 10:17 AM, underdown wrote:
> I love the book Locomotion by Jacqueline Woodson. It is a story in
> poems and
> meaning changes as the reader gets information about the main
I have been using reading response journals for years, and find that
the more you share good responses, the more students pick up on them.
For those of you struggling with getting the students to "think beyond
the text" and share their strategy use, I do a lot of talking and
thinking during my
