Sally
Could you refresh our memory about the learning record?
Jennifer Palmer
Reading Specialist, National Board Certified Teacher
FLES- Lead the discovery, Live the learning, Love the adventure.
"Children grow into the intellectual life around them."
-Vygotsky
________________________________
From: [EMAIL PROTECTED] on behalf of thomas
Sent: Sun 7/6/2008 4:39 PM
To: Special Chat List for "To Understand: New Horizons in ReadingComprehension"
[EMAIL PROTECTED],
Subject: Re: [Understand] Reading/writing connection
Oh and Sharon determined them as I recall through finding a pattern in
several classroom assessments...observations, writing samples, miscue
analysis etc. I am trying to remember the breakout when we had large
numbers of schools using the Learning Record. Often on the developmental
scales (where students were placed by classroom teacher but also by other
teachers in a moderation setting) children's reading and writing scale
placements were the same. But I would say probably up to a third would have
different placements for reading and writing. Seems like writing sometimes
led reading early on....past emergent the reverse would happen. Gosh I
should go back and look at some of those scores. Hadn't thought of looking
at these outcomes through this lens before.
This would be an interesting research project for someone. Any takers out
there???
Sally
On 7/6/08 12:42 PM, "Joy" <[EMAIL PROTECTED]> wrote:
> Sally,
> If you could tell me more about the leading edges and how that can be
> determined that would be fabulous!
>
> I've heard some of the names you mention. I'm wondering if any of them have
> done any research? Something eles to check when I'm at NC State tomorrow!
>
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> Joy/NC/4
>
> How children learn is as important as what they learn: process and content go
> hand in hand. http://www.responsiveclassroom.org
> <http://www.responsiveclassroom.org/>
>
>
> --- On Sun, 7/6/08, thomas <[EMAIL PROTECTED]> wrote:
>
> From: thomas <[EMAIL PROTECTED]>
> Subject: Re: [Understand] Reading/writing connection
> To: "Special Chat List for "To Understand: New Horizons in Reading
> Comprehension"" <[email protected]>
> Date: Sunday, July 6, 2008, 2:26 PM
>
>>
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>> 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
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