Awhile back i mentioned that all of Atwell's books have been very useful to me
as a writing teacher, especially intermediate (like 3/4) on up. Especially
middle school of course - her teaching level and examples - but high school as
well.
The book I referred to as one of her latest and one
Pat I so agree with the quote and agree that I need this book!! It would be
well worth discussing the book or at least the issue on the list!! See too
many lesson plans and programs etc. that are teaching close reading very
narrowly and in isolation. so narrowly construed I don't agree with
I've always valued Nancy Atwell's work as a middle school teacher using
workshop approaches!
Sally
On Aug 14, 2013, at 8:28 AM, Cara Ramlow wrote:
I was looking for any help/ideas for teaching Reader's Workshop at the 7
and 8th grade level!
Thank you!
Thank you Lisa This is an excellent meaningful approach to the issue!
Sally
On Jul 19, 2013, at 3:30 AM, Roy, Lisa wrote:
And if the emphasis is on free assessments combined with quality
(validity), the reading assessments at the Teachers College Reading and
Writing Project
such good advice. I strongly agree.
Sally
On Feb 18, 2013, at 9:28 AM, suzie herb wrote:
What is the level of English I wonder that your school accepts in taking in
ELL students? Is there a 'standard' that is being met before students are
being admitted? What is the ELL testing before the
I guess I understand that the powers that be don't trust teachers to assess
their own students. And I do get that it is useful to do some kind of
assessment where teachers can come together around agreed upon understandings
of what a child's strengths and needs are. So overall i get doing
Just googled it. Here is a link. It is not the exact format I have - which I
liked better for appearance but it is the article. It's printed in a number of
places so google and you could pick the one you think is most appealing.
http://www.readingrockets.org/article/96/?theme=print
The 6 Ts
Stephen Krashen has all the research. Go to his website. You can download
particular articles. You might ask his advice about which ones would be good
to hand to your particular audience/administration. He is a wonderful educator
helping all of us to support our best practices!!
Yes, I agree with Rene.
On Jan 24, 2013, at 7:04 AM, Renee G wrote:
I would say instead of looking for decodables use high-quality predictable
text. Try R.C. Owen books.
But even before that, I would make a journal out of plain, unlined white
paper (about 15 sheets) tucked and stapled
Yes, I agree totally with this
Sally
On Dec 10, 2012, at 4:53 AM, NANCY HAGERTY wrote:
I highly recommend doing a Punctuation Study a la Katie Wood Ray. I have
used it with all ages and have had the best results of anything else I have
ever tried. The students need to actually
an oldie but goodie strategy is to have kids read their piece's from the end
backwards. So read what they think is the last sentence. use a slash or
whatever but does it make sense the way you read it? then the next to the last
sentence. Of course they won't know exactly where the sentence
My expertise is in reading/literacy and many years of teaching experience
albeit with at risk students often, e.g. basic (below) English classes high
school where up to half my students were RSP (learning disabilities) and had
the inclusion cluster of 7 - 8 children in my 5/6 multiage
and a half hours for
Language Arts (our old-style time allotment), that gives you a lot of time
for other approaches.
Linda
On Sat, Nov 24, 2012 at 1:57 PM, Sally Thomas
sally.thom...@verizon.netwrote:
My expertise is in reading/literacy and many years of teaching experience
albeit with at risk
You could use poetry. Lots of comprehension possibilities there and you
could read it together in class but they could take it home and practice and
do some interactions with the text. Short and reasonable lengths for
copying I work with struggling 5th/6th graders and they also love poems
Just a thought but Nothing but the Truth by Avi. Story is about a boy who
refused to do the pledge but the consequences for various stake holders
spread out over time. Told through primary documents from various stake
holders representing various points of view. Story never tells you the
You can try the Teachers College Reading and Writing Project. They have
assessments k-8. Free. They have most everything you need - similar to
DRA. Only cost is the K-2 books. Though they have the assessments they
believe, and should, that the kids read the text in a good picture book. So
it
too.
On 7/24/12 7:14 PM, Cox, Daniel d...@aldenschools.org wrote:
7th grade this year
Sent from my iPhone
On Jul 24, 2012, at 3:59 PM, Sally Thomas sally.thom...@verizon.net wrote:
You can try the Teachers College Reading and Writing Project. They have
assessments k-8. Free
See Day-to-day Assessment in the Reading Workshop by Sibberson and
Szymusiak. (it's all about workshopdon't be mistaken by the word
assessment. They mean the continuous rich classroom assessment that
informs all teaching and which children are part of etc.) Anyway they cite
many
Yes, I've used it with beginning teachers in my teacher ed program. Their
main project is a case study using a wide range of authentic assessment
practices including observations/anecdotal notes. The comprehension rubrics
are not always used more formally. In fact of course many of these
I love Sandra Cisneros and Gary Soto - each have short story collections
that are great.
On 4/25/12 7:17 AM, Conner-Righter, Mary mrigh...@pennsvalley.org wrote:
Hi,
Does anyone have a recommendation for a book of short stories appropriate
for middle grade students? I'm looking for a
I agree. Great idea. Great picture books are often very accessible great
short stories! Thanks for reminding me.
On 4/25/12 8:57 AM, Leah Fisher lfis...@dce.k12.wi.us wrote:
In our Middle School program we use many Patricia Polacco books. Thank You, Mr
Falker is a good mentor text, and
Renee and others,
I remember vividly all that I learned when I went from high school teaching
and a district language arts coordinator position to teaching in a
progressive, multi age elementary school. It was there that I began the
journey to understanding what it meant for myself - but also
I'd like to add disclaimers to my last post as well. First, this experience
in non competitive learning, learning based almost entirely on intrinsic
motivation, came in my 23rd year of teaching. It was what I've called one
of several what I call born again experiences in my teaching where I had
needed - to complete the whole!!! Please please please check it
out. It works for primary and middle school, probably hgih school if you
have the flexible mindset that can see the underlying assumptions of the
practices and figure out how to make them work at the different levels.
Sally thomas
Thanks Jennifer. This is such careful and thoughtful and informed thinking
about the issues. I think some of what happens is that even if teachers
keep up with current issues in literacy and trying to search out strengths
and weaknesses and put together all that they've been learning from our
. It is an excellent book that came from the
work that Lucy Calkins did.
Lisa Ward
-Original Message-
From: mosaic-bounces+wardl=laramie1@literacyworkshop.org
[mailto:mosaic-bounces+wardl=laramie1@literacyworkshop.org] On Behalf Of
Sally Thomas
Sent: Sunday, February 19, 2012 2:19 PM
Pat, I've felt the same. Realizing mywhole identity is wrapped up in being
a teacher and making a difference. I have loved volunteering on an ongoing
basis in 4 classrooms where the teachers know me and my work and value
having me there to really help - not just doing stuff. I work with
I agree with you Jennifer. Thanks for saying it so clearly. Would it be
okay if I share it with my new teacher students?
Also I think what makes me react so strongly to scripted programs is NOT
that they don't use useful concepts (like the multisensory and the keyword
associations you mention)
A book I thought was helpful is A Teachers' Guide to Standardized Reading
Tests by Lucy Calkins, Beverly Falk and other NY teachers...
They were a teacher study group who came from perspectives shared on this
list and still felt a need to deal with tests, but not the usual test prep.
They wound
Love it - great idea. Am going to try it asap!
Sally
On 2/19/12 4:29 PM, donn...@optonline.net donn...@optonline.net wrote:
I'd like to share a strategy that has worked well for me in the past,
especially with nonfiction. Has anybody ever heard of an Information
Walk? In a nut shell what
I used Rose Blanche - a powerful book showing a young girl who discovers a
camp and begins sharing her food. Ending is very hard but my 5th/6th
graders were very moved by the book.
I Never Saw another Butterfly is a collecion of children's poetry (and some
pictures) found in the camps. Again,
And that was also one of Pat Cunningham's strategies. The person who joined
us from Canada mentioned valuing her work tremendously. I loved using a
poem a week to teach all those ideas. Love also that you didn't just use it
for phonics. It was for poetry's sake with the skills needed as tools
Thank you Carrie. And thank you Rene. Could we please get back to the
original heart and purpose of this list serve? I guess what I am wondering
is how many people are on this list that joined to talk about comprehension,
making meaning, supporting thinking, and how we might use the strategies
I agree with Renee who essentially is agreeing with you Cara. The huge
overwhelming approach to reading I see in schools (and I am out there in all
kinds of classrooms) is an overwhelming overemphasis on phonics. And it's
not phonics in meaningfulcontexts. It's not phonics that's
Hi all,
We seem to have run out of steam on our discussion. Maybe we are all too
stretched or busy at this time. I did want to share one exciting
development. I went to an institute put on by a long time (40 years)
charter school that is quite progressive in its practices: e.g. Multiage,
I googled and went to the site. It looks great and I can accesss the many
many books. But it has a writing books half of the site that cannot be
accessed without registering. When I go to register it needs an access
code. I cannot find anywhere on the site to tell me what that code is or
how I
options. They have one choice for you to have
the code e-mailed to you.
Sherry
Sent from my iPhone
On Feb 11, 2012, at 8:56 AM, Sally Thomas sally.thom...@verizon.net wrote:
I googled and went to the site. It looks great and I can accesss the many
many books. But it has a writing books
Thanks Keith. You are a lifesaver on this!
Sally
On 2/11/12 9:50 AM, Keith Mack km...@literacyworkshop.org wrote:
It appears that the owners of the site will provide you with the invitation
code. You have to email them with a request for this.
I loved the Cobblestone publications.magazines on non fiction topics
with articles running in 4 - 8 levels approximately. Cobblestone is
American history. Faces is world cultures. Calliope is ancient
civiilzations. Go to website and you can order from hundreds of back issues
on specific
Good morning all, our discussion has been quiet to say the list. Wondering
if superbowl weekend kept everyone's minds off poetry??? Maybe we should
write a poem?
Meanwhile, Lisa's question for me went to the heart of this study of poetry.
Interestingly, I've always found poetry to be the way in
Across Five Aprils?
On 2/4/12 5:22 AM, Dluhos Sara (31R024) sdlu...@schools.nyc.gov wrote:
We are working on a unit on historical fiction and looking for a high-interest
historical fiction novel set around the time of the Civil War. Any ideas? I
know about Red Badge of Courage, but I'm
Franklin
From: mosaic-bounces+sdluhos=schools.nyc@literacyworkshop.org
[mosaic-bounces+sdluhos=schools.nyc@literacyworkshop.org] on behalf of
Sally Thomas [sally.thom...@verizon.net]
Sent: Saturday, February 04, 2012 10:30 AM
To: mosaic
Hi Everyone,
The discussion on chapter one has slowed down considerably. Lisa says she
will open the discussion on chapter 2 by late this evening or early
tomorrow. Hope you are reading ahead. I am. We¹ll ³up² the pace a bit
since this is such a readable book. Feel free to always reread,
Oh I see now, June.June was right between your comment and your poem.
Think maybe I was thinking June was the title of the poem, maybe because it
had something to do with weather??? It felt something like a found poem.
Think Georgia talked about that.
Thanks for suggesting that others might
golden lines are a great way to sharelove this one too.
On 1/28/12 6:58 PM, Carol Hessler carrollhess...@msn.com wrote:
A line of poetry is divineComes from the heart I work with students with
challenges and poetry is an excellent vehicle!
Search the MOSAIC archives at
Jennifer,
What a wonderful school and wonderful wonderful story about the poetry
event. Like Wow. Wish this could happen in more places. Did you all make
videos of the event or publish informally books of the poems the kids
presented? They need to be shared with wider audiences - to spread
Speaking of finding seeds. Maybe sharing seeds of other children. Last
year I discovered Regie Routman¹s series called Kids Poems. She has ones
for K, 1, 2, and 3 I think. She shares some of her ideas for getting kids
to write poetry and to gradually start ³playing² with it as they decide on
Donna, I so totally agree. The emotional environment is the basis for all
the other wonderful things that happen. Without, it just becomes more
school work! The magic is gone. The heart is gone.
Sally
On 1/29/12 6:27 AM, donn...@optonline.net donn...@optonline.net wrote:
On page 2
where
Some of my thoughts to start us off with the Introduction and Chapter 1.
Georgia mentions hearing a woman asking her husband if she has poetry inside
her.
Do you have poetry inside you? Do you think it¹s vital that a teacher has
or learns to have poetry inside to teach children to love
Rfisk ( your name is ???)
Soo glad you poetry is part of what you do. Have seen way to many
classrooms focused on the tests lately here in California.
So you gathered your courage and wrote a poem. Good for you! And I think
you captured perfectly the blustery, tepid weather you're having in
Hi all,
My fault for a slightly delayed start almost on time (smile). Lisa Ward
and I are co leading. We should have a tentative timeline by early Saturday
morning and some thoughts to start us off. Get ready.
I have loved rereading it. Know why I love Georgia Heard.
Sally Thomas
PS
a form of modeling for fluency. Kids enjoy listening centers and if
they pick up one word, that's one more word added to their vocabulary and
reading words.
Sent from my iPhone
On Jan 14, 2012, at 7:03 PM, Sally Thomas sally.thom...@verizon.net wrote:
Seems like all the benefits of read
Seems like all the benefits of read alouds would accrue. I use a handout
summarizing those benefits. They include building vocabulary, building
knowledge of syntax (especially for hearing the syntax of written language),
comprehension etc. No they are not figuring out unknown words as far as
So is that the source of the request to add the two new genres? In other
words, administrators are thinking about the new common core standards??
Keep in mind that a number of teachers/educators are challenging the
apprpriateness of at least some of those standards. Remember they were not
Sorry genres beyond. I'm going too fast sometimes and I don't recheck.
Oh well! It is just a conversation and we shouldn't get too caught up on
perfection. Or whatever...sorry.
Sally
On 1/10/12 5:24 PM, Sally Thomas sally.thom...@verizon.net wrote:
So is that the source of the request
Hate to sound snarky but shouldn't the administration be able to describe
what they mean by appropriate persuasive and analytical for these age
levels? And also tell you why? Just bugs the heck out of me when people
throw out ideas which they often don't know anything about.
That said, I would
This should be a perfect culmination of our book study. We will have been
deeply immersed and have our questions and connections and observations
ready to join the conversation!
Sally
On 1/1/12 2:47 PM, Linda Crumrine lc...@maine.rr.com wrote:
NERA (New England Reading Association) is
HI all, Lisa is going to lead with me, hopefully more than one chapter.
Leading only means kind of being sure the conversation goes on, moving us
along. Anyone else is welcome. I recommend our facilitator group
communicate off list as individuals to avoid clogging the list serve.
ONCE AGAIN,
to order the book Awakening the Heart.
- Original Message - From: Sally Thomas sally.thom...@verizon.net
To: mosaic listserve mosaic@literacyworkshop.org
Sent: Thursday, December 29, 2011 3:29 PM
Subject: Re: [MOSAIC] poems for comprehension strategies
Jen, Is there any way that we
Sent two responses this a.m. Which haven't come up yet on my computer and
wondering why. Did I do something wrong in sending it? Just in case it's
being held up for some reason, I'm volunteering to facilitate - though very
open to giving that wonderful position to anyone else who'd like to do
=chatham.k12.nc...@literacyworkshop.org] on behalf of
Sally Thomas [sally.thom...@verizon.net]
Sent: Friday, December 30, 2011 12:03 AM
To: mosaic listserve
Subject: Re: [MOSAIC] poems for comprehension strategies
H, thinking maybe we are on. What if we set a date a few weeks from now
or a month
.
- Original Message - From: Sally Thomas sally.thom...@verizon.net
To: mosaic listserve mosaic@literacyworkshop.org
Sent: Thursday, December 29, 2011 3:29 PM
Subject: Re: [MOSAIC] poems for comprehension strategies
Jen, Is there any way that we could have a focused discussion around
as an idea.
On 12/30/11 10:19 AM, Deborah Lawson deblawso...@gmail.com wrote:
I missed the name of the book somewhere along the way.
On Dec 30, 2011 11:22 AM, Sally Thomas sally.thom...@verizon.net wrote:
___
Mosaic mailing list
Mosaic
Visualization should be an easy one!
Sally
On 12/29/11 7:24 AM, Susan soozq55...@aol.com wrote:
I use poetry to teach inferring. Off the top of my head I can say I use Every
Living Thing by Cynthia Rylant. I also love anything by Georgia
Heard...Awakening the Heart is awesome.
I really
Love it.
On 12/29/11 9:17 AM, donn...@optonline.net donn...@optonline.net wrote:
I havent used poetry for teaching many comprehension strategies, but i do use
them for visualization and mental imaging. I give students copies of a poem
without a pic. On our 2nd read we highlight lines that we
One of my favorite strategies - which complements or overlaps with this idea
- is to do poetry dialogues. Got the original idea from Practical Ideas for
Teaching Writing fromt he California UC Irvine Writing Project.
I read a poem aloud. Kids know they will be talking to the poem as I read
it
Jen, Is there any way that we could have a focused discussion around a
shared read on the list. That might be a way of getting back our original
focus. This poetry discussion is interesting. Might we take it deeper by
some of us agreeing to read a good book on teaching poetry as a group? Know
] poems for comprehension
strategies
Date: Thu, Dec 29, 2011 8:59 pm
I like that idea, I'm going to
order the book Awakening the Heart.
- Original Message - From: Sally
Thomas sally.thom...@verizon.net
To: mosaic listserve
mosaic@literacyworkshop.org
Sent: Thursday, December 29, 2011 3
Love Regie's books of kids poetry introduceed by some good ideas for
teaching poems. My students 2/3 ins everal schools have been so inspired to
write poetry by seeing the kids' work!!! Very real. She shows their drafts
and final copies and shares ideas for mini lessons. Love love love Georgia
Just a question for those using this. It does not appear to me that this
program/approach is using the approach to comprehension that we study on
this Mosaics list. Looks very traditional on first glance. Keep in mind
that I did not take the time yet to dig in a do a complete lesson or
complete
. Formative assessments, I think, should propel student
thinking and involve students - not just used by the teacher. I'd be
interested in what others think.
On Dec 27, 2011 9:23 PM, Sally Thomas sally.thom...@verizon.net wrote:
Just a question for those using this. It does not appear to me
I agree with Pat! Bradbury was a huge favorite of my 5/6 students!
sally
On 12/19/11 1:24 PM, Patricia Kimathi pkima...@earthlink.net wrote:
I have used many stories from the internet with great success.
Classic short stories from authors like Ray Bradbury have really
caught on with the
I agree with you Jennifer, It's about the strategies that we know,
modeling, gradual release by having kids apply strategies and thinking
through turn and talk and sharing out. It's about the gift of time - this
doesn't happen immediately for every child. Lots of time for children to
gradually
Don Holdaway (of Big Books fame) had us teach the sight words almost like
the key words strategy of Sylvia Ashton Warner. The child gets to create
his own sentence using the word and writes it on the back of the index card.
Can illustrate as has been suggested if he wants. He makes it his own.
PLEASE EVERYONE. FOR THE GOOD OF THE LIST, SEND YOUR REQUESTS FOR COPIES OF
THINGS TO THE INDIVIDUAL PERSON INVOLVED. THAT INDIVIDUAL EMAIL IS IN THE
HEADING. COPY AND PASTE. WHEN EVERYONE DOES I would like a copy too it
totally messes up our list serve provider.
I'VE MADE THIS MISTAKE BEFORE
I remember some discussion re the parallels between literacy strategies and
math strategies. Did anyone save any parts of that discussion, especially a
comparison list. I know they are comparable but I am really tired and
overwhelmed at the moment and would love to get a headstart on that
Thanks for claifying Rene. I believe in both the asking questions and
supporting each other. I think sometimes email communications are hard to
read because we can't hear the friendly tone of voice or the smile etc. and
things sound colder than they are intended. To repeat, I value those who
Jennifer, I agree with what you do. It doesn't scare or worry me as so
many of the approaches to RTI do. I guess I just think that as a teacher
(and working in a context with colleagues as knowledgeable as I am), what
you describe below would still already be part of my ongoing knowledge
gained
you that you do not know
yourself? I know that when I was teaching full time, I knew which
students needed extra support just by listening to them read to me, in
private, one on one.
Renee
On Oct 9, 2011, at 7:09 PM, Sally Thomas wrote:
I wonder why special screning tools would
I wonder why special screning tools would be necessary if we use miscue
analysis, words knowledge assessment (Words Their Way), observations,
comprehension rubrics informally ala Keene etc. Those are part of ongoing
classroom assessment. I would think a teacher would know strengths and
needs and
My students set their own goals. We had great discussions about whether or
not they wanted to use # pages, # books. We had great discussions about the
value of rereading if one wanted to. And on and on. I have evidence of
them raising and lowering their goals for different reasons (e.g.
I second the Amen and before that the cranky!
On 10/3/11 6:13 PM, Kathy ka...@laurinburg.com wrote:
Amen! Sorry, but I just had to say that.
Sent from my iPhone
On Oct 3, 2011, at 8:36 PM, mrsjro...@aol.com wrote:
I agree with Cranky oops I mean Renee. When will the powers that be
are doing the reading. Not the
teacher reading to the student.
Jan
Quoting Sally Thomas sally.thom...@verizon.net:
Allington's research in various places including the big big study he
did
with Peter Johnston found that the most effective teachers (and that
included test scores although much
It is great.sally
On 9/29/11 5:08 PM, Renee phoenix...@sbcglobal.net wrote:
Pat,
I am not sure what geometric faces you are speaking of. I have art
pages in a lot of different spaces. But most of the art I do with
kids you can pretty much figure out.
I do have a book of art
Allington's research in various places including the big big study he did
with Peter Johnston found that the most effective teachers (and that
included test scores although much much more) had their students actually
reading text for much longer times. I believe he would advocate as much as
2
Read also allington's book on Response to Intervention. Says pretty mucht
he same thing - kids need to be actually reading reading reading A LOT!
On 9/28/11 6:41 PM, Cara Acosta cara.aco...@gmail.com wrote:
I'd be interested in the information as well. I am about to embark on a
reader's
Thinking about the the what I do.I find of course that our
demonstrations and/or mini lessons have to occur over time. The learning
doesn't click immediately for all students. During the guided/application
part of the workshop my role is to observe and confer with students. I've
found that
I like them - effective ideas on way to accomplishing learning!!
On 9/26/11 2:05 PM, Jan wr...@centurytel.net wrote:
I don't know if this is we do, but sometimes I have students work
with a partner or a small group before they work individually.
Sometimes I use the document camera and have
Spaceheadz? Knights of the Kitchen roundtable. Both by J. Sche..I
cannot remember how to spell his name for the life of me but the author of
the true story of the three little pigs. Lots of humor and silly adventure.
Sally
On 9/26/11 4:50 PM, Stacey McDonald s...@nycap.rr.com wrote:
treat
you right, pray for the ones who don't. Life is too short to be anything
but
happy. Falling down is a part of life, getting back up is living.
-- Original Message --
From: Sally Thomas sally.thom...@verizon.net
To: mosaic listserve mosaic@literacyworkshop.org
Read Richard allington's book on RTI.
On 8/30/11 5:33 AM, norma baker hutch1...@juno.com wrote:
Our school haphazardly implemented Tier II of RTI last year. In light of
that, are there any schools out there that have done a thoughtful and
successful implementation of RTI? What does
treat you right, pray for the ones who don't. Life is too short to be anything
but happy. Falling down is a part of life, getting back up is living.
-- Original Message --
From: Sally Thomas sally.thom...@verizon.net
To: mosaic listserve mosaic@literacyworkshop.org
Subject: Re
No her book is aimed toward secondary language arts/ English teachers. But
I also know that Harvey and Goudvis in strategies that work also recommend
using short texts for teaching strategies.
On 8/19/11 3:41 PM, Lori D loritheteac...@hotmail.com wrote:
Would the Less is More book by
I love Reading with the Troubled Reader by Margaret Phinney. I taught the
5/6 inclusion class at my school and had a number of students labeled RSP
(resource specialist). This book helped me sort out struggling readers who
needed reading instruction suited to their particular needs (she
An idea: I like the book Less is More by Campbell. It's all about teaching
literature with short texts. This could be a gradual weaning from full
length novels though that is not her main point. She mostly wants to expand
the range of genres kids read.
Sally
In a message dated 8/17/2011
Here's the deelio. I looked at the samples. This is just another
VOCABULARY PROGRAM. It looks okay and it would make life easier for
teachers to just do. It's okay as programs go.
But it is a program separated from whatever else is going on in the
classroom. So what happens with the
Google Reading Quest
And I've personally found many of the tools on the Mosaics site support
comprehension and vocabulary and can some can easily be turned into center
activities appropriate for middle school. Honestly, I've found many things
that are supposedly elementary work all the way
Try The Eighteenth Emergency by Betsy Byars. Kid who is constantly facing
emergencies. It is very funny. I love Betsy Byars and haven't read her
books for a long time. Think it's worth a try. IT is about a 4th grade boy
actualyy.
Sally
On 7/30/11 10:15 PM, e h eshellm...@gmail.com wrote:
Jan I love the story Salvadore Late or Early - it's a short story from
Sandra Cisneros's book Woman Hollering Creek. It is short and poignant,
lots to infer, kids would make many connections, have quesitons. I LOVE
THIS STORY!!! And know adolescents would as well.
sally
On 7/24/11 4:42 PM,
Absolutely Jan. I didn't know about it when I taught high school. But
learned about it in depth when I taught 5/6 and believe it would be totally
useful on up. We should be handing it back to the kids!!! How did you
figure that word out etc. I sat with a some students who struggled because
I
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