sat down and read, too. No groups, no meetings, no lessons,
nothing just reading.
Renee
On Nov 29, 2011, at 8:58 PM, evelia cadet wrote:
I have few questions about independent reading time during readers
workshop, do you always give students a task to focus on? Is it
beneficial if
Evelia, I think these are **absolutely** effective reading practices!
Your students enjoy it! They are talking about their books! You are
giving them ideas/suggestions for strategies without bonking them
over the head with them! Sounds to me like this is working just fine!
Renee
On Nov
that every teacher might do things a different way according to what
works for them.
Renee
On Nov 30, 2011, at 10:11 AM, Foltermann, Marsha wrote:
I have a question regarding Daily Five. First, let me say I attended a
one day workshop last summer and have read both books. I am very
Hi Carol,
It was not me, Renee, looking for ideas/information. I was answering
Marsha. :-)
On Dec 4, 2011, at 12:04 AM, Deaton, Carol wrote:
Renee, I teach first grade and I do my Daily 5 in a two hour block. I
feel that you need to do what makes you feel comfortable. Personally,
I do not
bookshelf.
Renee
On Dec 14, 2011, at 11:08 AM, Tennie Bramlett wrote:
Hi Everyone,
I need your help. What activities would you suggest for 1st graders
who read on & above grade level but struggle with comprehension?
-Original Message-
From:
mosaic-bounces+tbramltt=ha
ne your questions in ways that support students' giving answers,
but the comprehension will come more easily if they have chances to
talk about their books. Not write. Not answer questions. Not do a book
report. Just talk. OR maybe draw a picture of something that
happened in the s
I am curious. Why are you suggesting sticking to all non-fiction?
Renee
On Dec 19, 2011, at 11:26 PM, Lori.revel wrote:
June,
I would stick to all non fiction if possible. I would also level the
texts based on students RIT ranges. A few good sites to start from
are Resources for Idaho
. Then we went from there.
With a student's permission, I think photocopying one such story and
passing it out to small groups for editing/punctuating would be a great
group activity. Definitely with the student's permission, and with the
name removed.
Renee
On Dec 21, 2011,
active part in
conversations about their work).
This was very easy to do, took no extra time, and gave a good
overview of students' growth.
Renee
On Dec 25, 2011, at 8:42 PM, Phil wrote:
I wholeheartedly agree! Portfolios! A fantastic collection of the
children's work which will give you
, nobody needs to know who wants to be in or out of the
discussion.
Anyone who wants to read and discuss the book; no RSVP is required,
needed, desired, or necessary.
Renee
On Jan 1, 2012, at 7:03 AM, Stein, Ellen H. wrote:
Do I need to reply to thr many "include me" into the poetr
On Jan 1, 2012, at 3:52 AM, patti apple wrote:
I would like to unsubscribe.
Thank you.
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org
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Mosaic@
What is "analytical writing" exactly? Book reports? Movie critiques?
Poetry analysis? A comparison of the literary styles of James Joyce and
E.B. White?
I'm with Sally (was it Sally?): Has your principal defined these terms
to the staff and given examples?
Renee
On Jan 9, 2
over
sentences, discussing personal impressions of stories, and other such
less-quantifiable activities.
Good luck on your dissertation!
Renee
On Jan 15, 2012, at 5:47 PM, Sharon Ballantyne wrote:
Hello all,
I have been very pleased to have the listening component so positively
reinforced, la
, although maybe it is just what they used to call "english"
class and if it means that the kids are no longer going to be reading
any fiction, then I say it's a big, big mistake.
Renee
On Jan 26, 2012, at 4:27 AM, Troy F wrote:
Is reading being taught in another way than trad
just forget
it and move on.
Bad design, bad marketing.
Renee
On Feb 11, 2012, at 8:13 AM, Sally Thomas wrote:
Tried it but only choices I see are log in or asking for new
password. When
I try the registration, it tells me I need the code. Then I tried
asking
for new password and it
I cannot help but wonder what Ellin Keene thinks of a scripted
phonics program.
Renee
On Feb 16, 2012, at 10:41 AM, Lapenas, Nicole wrote:
Our district uses Saxon Phonics K-2 and the teachers really like
it. It is scripted and very easy to follow. Our students for the
most part do
.
Renee
On Feb 17, 2012, at 3:19 PM, Cara Acosta wrote:
Look, I don't want to start a debate, but there is a place for phonics
skill instruction. It can be weaved into a Reader's workshop
format as
mini lessons, and then applied in context. There are some kids,
particularly LD kids
struction does
not need to mean scripted programs.
I'm sorry if I stepped on anyone's toes. But for those who are not
sure what this list is supposed to be about, if you haven't read
Mosaic of Thought... pick up a copy and see what it's about.
Renee
On Feb 17, 2012,
ot be important to another person, and what's important in one
context is not so important in another context.
Just some thoughts...
Renee
On Feb 17, 2012, at 8:58 PM, evelia cadet wrote:
Is anyone aware of a great lesson/lessons to teach determining
importance in nonfict
I don't know if this would be any help to you or not, but there is a
short description of how our multiage classroom incorporated readers
and writers workshop at
http://www.multiage-education.com/multiagen-b/readinggoularte.html
Renee
On Feb 17, 2012, at 9:16 PM, Erika Victor wrote:
oduce and teach phonics from a perspective of meaningful
connection and student prior knowledge rather than in isolation.
Renee
On Feb 17, 2012, at 5:43 PM, mlred...@aol.com wrote:
Personally, I do not understand the debate. Knowing phonics is
integral
to reading and does not mean tha
etting the students to give the ""right answer"" that the script
demands.
Renee
On Feb 18, 2012, at 1:49 PM, Palmer, Jennifer wrote:
I agree Renee. What I often do is spend a little time talking about
our purpose for reading first and letting that guide the discussion
... I thin
-endedness that helps us learn what's going on the mind of a
student.
And by the way in my substituting travels to various classrooms, I
am finding every year that it's harder and harder to get kids to answer
open-ended questions with any kind of confidence. That frightens me.
Re
;s
great that they remember so much of the story, but what I want to
know is what it is mostly about, in just one or two sentences. It
really does seem to help, especially when there is time to ask
several students the question about their book. The student modeling
helps other students k
in
recommending books to other people; it reduces things down to one or
two sentences.
Renee
On Feb 19, 2012, at 12:03 PM, evelia cadet wrote:
Are determining importance and finding the author's main idea the
same thing? If they are not, are they related? How? HELP!
Evelia
Sent fr
maybe four separate novels at the same time, each group reading a
different novel. You could use literature groups and have generic/
holistic/global questions and strategy lessons that would work across
the novels.
Renee
On Feb 22, 2012, at 2:43 PM, Kelly Alexander wrote:
I would also love
testing companies are
driving instruction and changing curriculum. This is completely
backward. The tests should **follow** instruction and curriculum, not
establish it. I think this is a topic for discussion in every staff
meeting in this country.
Just my two cents.
Renee
On Feb 24, 2012,
dents are given their lead and
teachers are trusted to do the job. But I know from experience that it
works, and works well.
My two cents or I guess twenty-five cents
Renee Goularte
3rd grade, 2nd grade, kindergarten, at-risk students, ELL students,
GATE students, art students
O
, and
that there is no one way to run a workshop.
Renee
On Feb 26, 2012, at 9:56 AM, Elizabeth Sledge wrote:
Renee...amen...couldn't have said it better! I recently retired from
teaching elementary reading (30yrs.) and was fortunate to have a
principal who allowed me teach "outsid
uot;jump the line" so there were two or three
columns of names. When we ran out of space, the first column was
erased. It's a small detail, but an important one one of those
structure things that evolved over time out of need.
If anyone is still reading this and has specific questi
we chatted about the book.
As for that hour of pure reading. ah how refreshing! It
brings me back to my classroom, the reading corner with sofa and
beanbag chairs, and the large cardboard boxes lying around that kids
would climb into to read with flashlights.
Renee
On Feb 27
Sally,
Thank you for sharing your story about how everything was what you
believed in and it still wasn't working. When things don't work, you
just have to try something else. That's why we need to follow the
children.
Renee (who is waiting for snow in California, also...
. Their
reading material needed to be ready before they went to recess.
Renee
I teach middle school, but I see lots of ways to tweak this.
Kim
On Feb 27, 2012 4:52 PM, "Renee" wrote:
On Feb 27, 2012, at 10:35 AM, Emma Takvoryan wrote:
I am starting Reader's Workshop th
THEN, your job is to really listen, without a preconceived notion or
idea or goal, and have a true conversation with the student about what
he or she is reading.
At least that's my opinion. :-)
Renee
On Feb 28, 2012, at 6:06 AM, Emma Takvoryan wrote:
To answer all your questions (and I
.
However, I also think that the kind of professional development that
is basically a publisher's shill "teaching" teachers how to use a
teachers' manual is a complete waste of time and money, and is
demeaning and destructive to teachers. :-)
Renee
On Feb
the curriculum, spearheaded by people who could use a
few weeks in a regular classroom.
Nothing beats reading for reading, in my opinion.
Renee
On Mar 3, 2012, at 8:11 AM, Donna Petree wrote:
As a teacher of exceptional children who struggle with reading
fluency and comprehension, reading m
collective numbers, which could be posted in
the cafeteria, or the front office, or both?
Renee
On Apr 8, 2012, at 4:42 PM, Jennifer Olimpieri wrote:
Hi. I work in a k-5 school as a reading consultant. We currently
have a monthly calendar that kids turn in to get a small prize. At
the end of the
ry. Decoding out of context is just barking, in my
opinion.
Renee
On Apr 10, 2012, at 5:23 AM, Sunshine Barker wrote:
I would do the CORE phonics assessment. You should assess her decoding
words
in isolation along with decoding nonsense words. Is there dyslexia in
the
family? I would explo
ad reached the "Millionaire's
Reading Club" or classroom displays of race cars racing along on race
tracks made of Accelerated Reading scores.
Am I really the only one out there?
Does anyone read Alfie Kohn or Daniel Pink?
Renee Goularte
20 years teaching, all grades, ELL, at-risk
meone else's.
Renee (who does not mean for this to sound snarky, although some will
surely think it is)
On May 10, 2012, at 4:30 AM, donn...@optonline.net wrote:
Why don't you go on readinglady.com website and click tools and
resources. There is a wealth of materials, handouts, l
Mary,
I don't think kids should ever be *tested* for anything with a cold
reading, so I think your idea of doing the district text with a *warm*
reading is a good one. You might discover some things. :-)
Renee Goularte
On May 10, 2012, at 5:05 AM, Conner-Righter, Mary wrote:
I apol
hat I am DEFENDING any of this disgusting practice, you
understand. I would tell them to just send me the results, and if I
have any questions, I'll ask.
In one generation, our population is going to be even stupider than it
already is. Mark my words.
sigh
Renee
On May 10, 2012,
improve.
Solution? Make sure kids are reading something interesting to them.
My two cents.
Renee
On May 21, 2012, at 2:55 AM, Felicia Barra wrote:
I know there's information about phonics and how it's harder to obtain
skills if you do not have them by the third grade but I can't fi
I am not familiar with Marie Carbo. I *am* familiar with the National
Reading Panel report, and suggest that everyone read the "alternate"
one written by I think Joanne Yatvin? Do I have this correct?
Renee
On May 21, 2012, at 7:56 AM, Palmer, Jennifer wrote:
Renee
Hav
do more abstract thinking.
Renee
On May 21, 2012, at 8:32 PM, Beverlee paul wrote:
One of the things Marie Carbo said about 12-14 years ago was that
until some point at about third grade for most students, every student
learned in an interactive-cognitive fashion, a constructive learning
tation that at least will
allow you, at a certain time each day, to deviate according to
discussion?
What do parents think about this, I wonder? Are they being educated by
teachers at all?
Renee
On May 26, 2012, at 4:02 AM, rascal...@aol.com wrote:
I love the book, Book Whisperer!!! Up to
ruction - specific skills as needed" and
"fluency practice" (the rest of the class) and go from there. Then, if
an administrator came in while I was conferencing, I could say that I
was doing direct instruction.
I fear for my future, when these children will be running the
re lone
voices like Ali's out there, with the majority of teachers on their
staffs just going along with the mandates and even, as Ali's colleagues
did, agreeing with them, does not bode well.
Teachers, as a group, are their own worst enemy. They are frogs boiling
in a pot. It will get l
matter of time before some
teacher with actual backbone stands up and sues their school district
for evaluating them on something they were forced to do. And I will
cheer on that day.
Renee
On May 27, 2012, at 6:11 PM, Gail wrote:
Last year a professor of Sociology came to a meeting of teac
It is not an ad. It is spam, and the sender's email has been hacked.
The "sender" should change his or her password.
Renee
On May 28, 2012, at 6:14 AM, Tamara Westmoreland wrote:
This is an ad. I thought we were not supposed to "advertise" on our
list
serve...
O
eated, and piles of test prep materials growing bigger every
year, with principals and superintendent touting "research" that
supports things like Saxon Math and Direct Instruction and data driven
curriculum.
Renee
On May 29, 2012, at 4:55 PM, Betty Laughlin wrote:
I just went
This is a great read that directly addresses this thread.
You can "like" Anthony Cody on Facebook and get his blog in your email.
Posted this morning at Living in Dialogue
http://blogs.edweek.org/teachers/living-indialogue/2012/06/technocratic_groupthink_inflat.html
Technocratic Groupthink Infl
your neighborhood
here (sometimes)
:-)
Renee
"Sometimes it's a little better to travel than to arrive."
~ Robert Pirsig
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Check out rcowen.com
Renee
On Jun 6, 2012, at 7:26 AM, Amy McGovern wrote:
Hello,
My principal and I are looking for some assistance and I
know there are many knowledgeable teachers on this site who may be able
to help. We have some funds to purchase new books for our bookroom.
(Woo hoo
ll
it anymore) and freed me to do something else for homework. I have
also done "individualized spelling lists" with contracts and activity
choices, and that was fun. The kids gave each other their spelling
tests.
Spelling is one of those things that I think will never be solved.
Lik
ngs like "gril" for "girl" which indicated to me that they were NOT
using phonetic structures to help them spell.
Renee
On Jun 10, 2012, at 10:04 PM, Francie Kugelman wrote:
This year I focused on recognizing correctly spelled words and words
that
were spelled correctly in con
http://www.oregonlive.com/news/oregonian/steve_duin/index.ssf/2012/06/
steve_duin_in_larry_burts_fift.html
Enjoy!
Renee
"The ultimate goal of education must be to get each one out of his
isolated class, and into the one humanity."
hough. Drawing people is so
easy just tell them to start with the clothes. :-)
Renee
On Jul 2, 2012, at 1:57 PM, mrsjro...@aol.com wrote:
Does she like to draw? You can really get a good grasp of her
comprehension
if she draws her answers for questions relating to setting, plot,
chara
details in a visual way before they write
or talk about their reading.
Renee
On Jul 30, 2012, at 6:29 PM, Kahn, Chavie wrote:
Hi,
I am looking for a literacy program for my high school students
performing on a third grade level. I was hoping to find a program that
focuses on improving
So. it looks like the district is wanting to replace one full time
teacher with benefits with three part time teachers without benefits.
heh
Renee
On May 1, 2009, at 8:46 AM, Sandy Stevens wrote:
Due to the need to make budget cuts, our district is considering
eliminating the
These descriptions of Reading Specialist and Literacy Coach seem
backward to me. In my experience, Reading Specialists are the ones who
take kids out for small group, targeted work, while Literacy Coaches
work with classroom teachers i.e., coaching them.
So I'm very confused.
Read them stories.
Renee
On Jun 6, 2009, at 1:41 PM, Mary Jo Chevalier wrote:
Hi my name is Mary Jo and I am an early childhood educator
currently working in a pre-k classroom. My question is directed
toward Kindergarten teachers however all teaching levels are
welcome to respond. My
Great and very important ideas, Susan.
And I would add:
- a center for paper cutting and gluing
- a center with assorted drawing materials and paper
- a play-doh center with JUST A FEW tools
Renee
On Jun 12, 2009, at 5:35 AM, Susan Cronk wrote:
Do they get to play and build in blocks, work
ng this section" would/could/should inherently
push a child to learn to visualize. I guess I am looking at more of a
natural and constructivist direction. And I am talking especially about
readers who are basically fluent and already have adequate/good
comprehension abilities.
Whatcha
x27;s just that I am very wary of showing kids so much what
to do that they get into a place where they can't function unless
somebody models for them first.
I'm just sayin'
Renee
On Jun 13, 2009, at 12:30 PM, cnjpal...@aol.com wrote:
Renee
You bring up an interesting point and
This is what I'm thinking, too.
Renee
On Jun 13, 2009, at 2:22 PM, Joy wrote:
Here's what I'm thinking, you start with a Read Aloud/Think Aloud.
Then you ask the students what they notice about your thinking. Ask
them to define what you are doing. Send them off to read, and
call it. I think it is AFTER they do it that you give it a name, not
before. But that's just me.
Renee
On Jun 13, 2009, at 2:16 PM, Joy wrote:
Renee,
This is a question that I asked about 5 or 6 years ago! I got shot
down by several members here!
I think it is more important to have a
blems. You can google that, too, and follow
the hits.
Renee
On Jun 13, 2009, at 11:59 AM, Chris Preston wrote:
I have 12 days of 5th graders who have already been retained! Writing
and Math!! Any ideas
___
Mosaic mailing list
Mosaic@literacywo
ever you put on the
paper is going to be the right thing!" and after that, if other
students asked if they were doing the right thing (which they did,
often), I referred them to the first boy. On the last day of school,
when we were charting what they had learned in Art class, my young man
efully while he or she did the cutting, this mom was doing ALL the
cutting FOR the child while the child watched her. I kid you not. I got
a huge insight that day.
Renee
On Jun 14, 2009, at 5:04 AM, djchan wrote:
Renee,
I am a retired teacher and I found these same problems when I taugh
Sally, I guess I've just picked this up somewhere. It is definitely not
dialectically regional. I don't think northern California has a
regional dialect unless it is in the pronunciation of the word
"almond" (rhymes with salmon). :-)
Renee
On Jun 13, 2009, at 10
And I also have an adult son, 32, a professional musician with a very
high IQ, whose spelling and handwriting are just about the most
atrocious I have ever seen. Spelling is so unimportant in the grand
scheme of things.
Renee
On Jun 14, 2009, at 10:41 AM, Jan Sanders wrote:
Wow Lori, I
on't think it's important? :-)
Renee
On Jun 14, 2009, at 2:23 PM, Jan Sanders wrote:
Hey Renee-
Do you think it is in the genes? (Renee's son and mine are cousins)
Jan
On 6/14/09 11:55 AM, "Renee" wrote:
And I also have an adult son, 32, a professional musician
Wow.
Here we are teachers discussing our own children trying to
survive school.
Think about that.
Renee
On Jun 14, 2009, at 1:56 PM, Ljackson wrote:
Some people lack a grand scheme of anything., IMO. His old 4/5
teacher, now the math coach and among the coolest people I know
ead a needle and sew
a button were OUR TWO SONS! :-)
Renee
On Jun 14, 2009, at 12:18 PM, Joy wrote:
omg, one of the defining moments that got me to quit my job and go
back to college and become a teacher was when camping with Girl
Scouts. It was time to prepare dinner, and being the construct
Does anyone read the Frog and Toad books anymore? The stories are easy
but the content can be pretty thought-provoking and conversation
facilitating and connection-making oriented. When I taught third grade
the Frog and Toad books were standard reading fare in my classroom.
Renee
On Jun
e you different?
What is the most interesting thing that happened in the story?
Does this story teach the reader a lesson?
Non-Fiction:
What does the author of this book want to teach us?
What is the most interesting thing you learned by reading this book?
What new questions do you have about (the s
students
according to what some students need.
Renee
On Jun 15, 2009, at 9:09 AM, Stewart, L wrote:
I would just like to refocus on my original post. I never said the
strategies should not be taught. My question was that once a child is
intrinsically using all of the strategies to
means that all aspects of the curriculum (as is possible) are tied
together with a major thread in order to create deeper meaning and
understanding.
Can you expand on what it is that you want to do?
Renee
On Jun 19, 2009, at 3:50 AM, Joy wrote:
Beverlee,
If there is a group that can help
Kim,
All this is true, AND I think it's silly to argue or even discuss
whether a theme can be a word or must be a sentence.
But that's just me. :-)
Renee
On Jun 19, 2009, at 8:41 AM, Kim Catano wrote:
Renee,
The enduring understandings are the big ideas that have lasting valu
cycle Maintenance,
which is more about teaching than it is about motorcycles. Or Zen. Or
Art.
:-)
Renee
On Jun 18, 2009, at 11:21 PM, jan sanders wrote:
I am guessing, but I'd say a little more than half -about 16 out of 26
teachers take a class or read a professional book.
"T
itself is more
important than knowing the rules about writing. And how this is all
wrapped up together.
Sound familiar?
Renee
On Jun 19, 2009, at 10:23 AM, creeche...@aol.com wrote:
In a message dated 6/19/2009 12:53:19 P.M. Eastern Daylight Time,
phoenix...@sbcglobal.net writes:
Right now, I a
I think "Friendship" is a broader theme with more possibilities than
"Friends help out in hard times." :-)
Renee
On Jun 19, 2009, at 5:31 PM, wr...@att.net wrote:
When I think about the theme of a book, I think of something like,
"Friends help out in hard tim
"Friendship" does the same thing. :-)
Renee
On Jun 19, 2009, at 6:12 PM, beverleep...@gmail.com wrote:
But how about: What are friends and why do we need them? That opens
up to pets, pen pals, Twitter, relatives, pioneers, the underground
railroad, Anne Frank and the Holocau
I thought this discussion was about thematic teaching, not book themes.
Perhaps I'm wrong. Having said that, I think having the reader figure
out what specific behaviors demonstrate friendship is a good thing. :-)
Renee
On Jun 20, 2009, at 8:40 AM, cfoa...@aol.com wrote:
I thin
much as I do, and sadly more friends who
basically don't *get it* and/or think it's boring. Or both.
So I recommend with the disclaimer. :-)
Renee
"Many persons have a wrong idea of what constitutes true happiness. It
is not attained through self-gratification but through fide
Because they are less ingrained to looking for the teacher's "right
answer"?
;-)
Renee
On Jun 20, 2009, at 7:31 PM, beverleep...@gmail.com wrote:
Actually kinders and firsties quite often have an easier time with
discovering and articulating themes than some older kids, in
I am definitely game, anytime.
Renee
On Jun 20, 2009, at 5:13 AM, Joy wrote:
Me too, thanks Renee for talking about this book, and for showing me
the beauty of his words and thoughts. I'd even venture to say that a
book talk may be in order. Anybody game?
"Sometimes it's a l
s are wider. :-)
Renee
On Jun 21, 2009, at 9:18 AM, Marjory Forbes wrote:
I'm in--I actually went to the library after reading some of the
messages and have started reading. I suspect I will be getting my own
copy soon.
Margie
Joy wrote:
Ok, let me locate my copy
Joy/NC/4
How chil
hahaha! I love this!
But it's Zen and the Art of Motorcycle Maintenance. :-)
Renee
On Jun 21, 2009, at 2:56 PM, Joy wrote:
Zen and the Art of Motorcycle Madness
Joy/NC/4
How children learn is as important as what they learn: process and
content go hand in hand.
I was confused by this as well. It sounds kind of creepy.
(and this is NOT meant to insult anyone)
Other than Reading Recovery.
um do you mean "trained" ?
To me, the *best* reading program is a teacher who learns to do what
students need, when they need it. :-)
Renee
On Ju
rg/lessons/lesson_view.asp?id=45
Draw a Math Story:
http://www.readwritethink.org/lessons/lesson_view.asp?id=144
Giant Story Problems:
http://www.readwritethink.org/lessons/lesson_view.asp?id=146
Seasonal Haiku:
http://www.readwritethink.org/lessons/lesson_view.asp?id=39
Enjoy!
Renee
"Ever
grieving: The Fall of Freddie the Leaf
Renee
On Jun 26, 2009, at 8:43 AM, Jan Sanders wrote:
Grieving:
The Old Dog -Zolotow
The 10th Good Thing About Barney -Viorst
Lifetimes (The beautiful way to explain death to children) -Mellonie
and
Ingpen
On 6/24/09 8:22 AM, "cara m
e no reason to change from the word
"comprehension" because that's what it is: comprehension.
Renee
On Jun 30, 2009, at 6:24 AM, djchan wrote:
Maybe I didn't read correctly, but I understand Shanahan to say that
the new language (language structure and meaning in context) isn&#x
I agree.
Renee
On Jun 30, 2009, at 6:45 AM, Beverlee Paul wrote:
Well, I disagree with TS when he says that the proposed changes are a
different way of saying fluency and comprehension. It's true that the
phrases replace those words, but that's about where the similarity
ends a
ing
noise, that they were interrupting my reading time. It only took a few
weeks into this system for nearly all students to be on task most of
the time, and I never, ever considered this to be a waste of time. But
then, we had administrators who supported it, and that's a key thing.
R
in other words
you name it. Boy, do we make connections!
What I'm thinking is that the book sharing part. voluntary
sharing is so valuable and so complex and can teach so much.
I was just thinking a while ago that some of the best teaching I've
done was when I was not
Once again..
Whole language includes phonics instruction.
Phonics instruction is part of whole language teaching.
Whole language teachers teach phonics as part of their language program.
OK, I guess that's more than once.
sigh
Renee
On Jul 22, 2009, at 3:20 PM, Jeanne Crider wrote:
Me too.
Renee
On Jul 22, 2009, at 2:37 PM, Waingort Jimenez, Elisa wrote:
"During the whole language time"?
I am a Whole Language teacher in the present time.
Elisa
Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada
The best and most beautiful things in
.
Whole language teachers teach phonics as part of their language program.
Renee
"The important thing is not to stop questioning."
~ Albert Einstein
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