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
Yes, but balance for each kid depending on his needs.
Elisa
Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada
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
covering the debate.
Cathy
K-5
DE
-Original Message-
From: Waingort Jimenez, Elisa [EMAIL PROTECTED]
To: Mosaic: A Reading Comprehension Strategies Email Group
mosaic@literacyworkshop.org
Sent: Sun, 30 Sep 2007 1:22 am
Subject: Re: [MOSAIC] phonics was spelling lists
Whole language
And that's whole language.
Elisa
Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada
It isn't all or nothing...we need to look at the students we
teach and find the balance.
Jennifer
Maryland
___
Mosaic mailing list
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
Whole language incorporates phonics instruction.
Elisa
Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada
I also like it because it is balanced between phonics and whole language styles
of teaching.
Joy/NC/4
[EMAIL PROTECTED]
How children learn
We will never know what Marie thought about learning styles at the emergent
stage unless she wrote something before this past April 13. A very sad day,
indeed.
http://www.nytimes.com/2007/04/20/world/asia/20clay.html
Beverlee Paul [EMAIL PROTECTED] wrote:
What does Marie say about
: Re: [MOSAIC] phonics was spelling
lists/Marie Clay We will never know what Marie thought about learning
styles at the emergent stage unless she wrote something before this past
April 13. A very sad day, indeed.
http://www.nytimes.com/2007/04/20/world/asia/20clay.html Beverlee Paul
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
On Sep 23, 2007, at 9:45 AM, ljackson wrote:
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
If you look at the research by Marie Carbo for children age seven or so, and
younger, you will not find the same answer alluded to in the post Lori
responded to. What does Marie say about learning styles for children at the
emergent reader stage?? Very important to know. I haven't read
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