On 6/3/08 10:08 AM, "Beverlee Paul" <[EMAIL PROTECTED]> wrote:
> The trouble with populations such as Carol's (Hispanic LEP, ELL, whatever)
> and Lori's (Native American, LEP) and "language instruction" a la NCLB/Reading
> First/CR/RM/OC, etcetera is that EXPLAINING WORDS WITH MORE WORDS is just
> never going to do it for the very kids that may be at highest risk.
I think this is key. The experiences the kids have been having in the
primary rooms that are exploring the rubric language (and these were written
for teachers) are doing so with stacks of student benchmark papers in hand.
They have been reading and evaluating the work of other students and have
been guided towards awareness of terms like 'character development' or
'rich, supporting details'. It is the process of reading and relating the
terms to their discussions of writing that makes them begin to develop
familiarity with them. I am not talking about throwing words out of them
but think that the reason some children have richer vocabularies is simply
because they have been exposed to richer vocabulary. Using a simplified
vocabulary with these kids isn't going to get them there, either.
Lori
--
Lori Jackson
District Literacy Coach & Mentor
Todd County School District
Box 87
Mission SD 57555
http:www.tcsdk12.org
ph. 605.856.2211
Literacies for All Summer Institute
July 17-20. 2008
Tucson, Arizona
_______________________________________________
Mosaic mailing list
[email protected]
To unsubscribe or modify your membership please go to
http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
