And what company did that fantastic graphic that showed the components of balanced literacy (whole language, I think they said) as a backbone with the reading/writing connection and reading elements on one side and writing on the other? That was always a favorite representation of mine, and I'm not sure I even have any remnants of it around anymore.
> Date: Sun, 6 Jul 2008 11:26:36 -0700> From: [EMAIL PROTECTED]> To: > [email protected]> Subject: Re: [Understand] Reading/writing > connection> > > > > > > > > > > > > > > > > > > > > > >Joining in on > Jennifer's eloquent response and Joy's comments and questions. I> see the > connections also as part of the modeling/guided practice/independent and> > application cycle of learning WORKING BOTH WAYS. I am also remembering a> > wonderful article/study from years ago which I have in my files somewhere > (in> one of my two current home bases) which I will find as soon as I can. > The> researcher read aloud books (shared reading with text available to > children)> with interesting sentence patterns...e.g. If I were in charge of > the world,> ...etc. Then the children composed their own variations. The > results were both> improved more interesting syntactical structures in > writing but also increased> comprehension of writing with more complex > structures.> > Gosh I wish I could remember his name...it's James something > and I am just> getting to that stage of meeting up with more stuff that I > can't quite> remember, or at least not right away! Oh well!!!> > This was > something I built on with my own students in occasionally doing the> same > with older students with sentence imitation. I think it works the same> way. > Finding an interesting sentence or two for whatever reason and having> kids > play with it, imitating part of speech for part of speech, and> discussing > why and how it is effective.> > I realize this is just one small part of the > reading/writing connection.> > Oh and one other interesting perspective on > this, I remember Connie Weaver's> chart paralleling the stages of reading and > writing development - they match> up really well. (I realize others have done > this as well). But what was> especially interesting was her comment that > sometimes one or the other side> led the way for particular children. For > some children the writing was the> leading edge. For others the reading edge. > Then Sharon Zinke (think that's> the right spelling) presented at a > conference the work of her children> illustrating just that. It was very > interesting and I haven't forgotten it!> > Sally> > > > > > > > > > > **************Gas prices getting you down? Search AOL Autos for> > > fuel-efficient used cars.> > > (http://autos.aol.com/used?ncid=aolaut00050000000007)> > > _______________________________________________> > Understand mailing list> > > [email protected]> > > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org> > > > > > > > > _______________________________________________> > Understand > mailing list> > [email protected]> > > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org> > > > > _______________________________________________> Understand mailing > list> [email protected]> > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org _________________________________________________________________ Need to know now? Get instant answers with Windows Live Messenger. http://www.windowslive.com/messenger/connect_your_way.html?ocid=TXT_TAGLM_WL_messenger_072008 _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
