Talk about serendipity!!  This interchange illustrates precisely one point of 
the posts in the last couple of days, namely how important is it that children 
can NAME things if they can USE things!!!  In those cases, they were talking 
about things such as vowel diphthongs and other phonics issues, but this is 
simply the same story, second verse.  If you can decode words accurately that 
have r-controlled vowels (or whatever), how important is it that a reader can 
name the vowel category or rule?  If you can use someone's comparison to 
enhance understanding and enjoyment, how important is it that you know whether 
it's a simile, metaphor, or analogy?  If you're a writer studying craft, it 
might be somewhat more important, but for the typical kid...?  I'd hate to even 
hazard a guess as to what percentage of a typical student's time we spend on 
things that matter very little, such as "when this vowel something, the open 
syllable something" etc.  They're important ONLY if the student doesn't get 
them and NEEDS to.  Tradition is a double-edged sword.   

> Date: Sun, 23 Sep 2007 16:55:35 -0700> From: [EMAIL PROTECTED]> To: 
> [email protected]> Subject: Re: [MOSAIC] getting it in reading> > 
> The "like" does make it a simile although it is so long and drawn out I 
> forgot I put a "like" in there. Metaphors tend to go on longer--but you are 
> right--I compared with like and did not make it an inferred comparison--so it 
> is a simile.> > > On a side note: Ok, now I'm confused. I've been working on 
> metaphors, similes, and analogies...Isn't the apple metaphor really a simile? 
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