And I forgot, once again, to attach the link: http://search.barnesandnoble.com/Student-Centered-Language-Arts-K-12/James-Moffett/e/9780867092929/?itm=8#TABS If you look at the link, you might be interested in seeing the chapter titles.
> From: [EMAIL PROTECTED]> To: [email protected]> Date: Sun, 6 > Jul 2008 18:18:25 -0600> Subject: Re: [Understand] Reading/writing > connection> > to Jennifer, Joy, all - > > This may be as uninteresting to you > all as it is fascinating to me, but I finally remembered (having a "senior" > brain is Hell) the name of the giant reading/writing author (along with > Stauffer, Hansen, Martin, etc.) that has had a HUGE impact on me through the > years - James Moffett. He was so revolutionary when he came out, but his > influence deeply colored everything I read through the 80s and 90s. I'm sure > his influence is what made the early research by Sulzby and Teale in emergent > literacy in the mid 80s take hold and prepare the reading world for Don > Holdaway, Marie Clay, etcetera. He certainly understood the reading/writing > connection. I haven't reread Jane Hansen's When Writers Read lately, but it > was written with such a common sense brilliance, I'll bet it greatly impacted > the giants of that time Donald Murray, Donald Graves, etcetera. Some of the > early writing experts, while certainly knowing writing inside and out, took a > little longer to make the connection to reading/writing. Jane Hansen might > have been one of the first to articulately pull out the connection and give > it to the writing world as well as to the reading world.> > I think that > maybe the greatest lasting contribution of the Reading Wars will be that > noone, but noone, talks anymore about reading without talking about writing, > and pretty much the same thing is true that very few talk about writing > without talking about reading. > > In the 70s noone really knew the > connection--or at least talked about it very little. Just look at the changes > in The Reading Teacher by numbers of stories sometime. There was rarely, > really rarely, an article about writing there in the 60s and early 70s. NCTE > also was pretty straight writing, rarely mentioning reading and not in a > substantive way.> > I know it's trite, but I can't help it: We've come a long > way, Baby! When we think of Four Blocks (of which I really know not so much) > or any balanced or comprehensive program today, we would never leave out the > writing component!! Take a look at something so basic as the name of what we > talk about: LITERACY! When I started reading research on emergent literacy in > the early/mid 80s, there was a lot of professional discussion about what to > name it, believe it or not! So we can probably all say thank you to Bill > Teale and Elizabeth Sulzby every time we talk about balanced literacy, > comprehensive literacy, or any other kind of language arts instruction in the > world today, which inevitably has the word literacy in its title. > > In > those days, the ONLY writing instruction was at the senior high level, unless > someone in Birkenstocks threw in "creative" writing on Friday afternoons.> > > And yet...we've only begun to scrape the surface of the reciprocal nature of > reading/writing. > > Sunday afternoon thoughts, Bev > > > > > > _________________________________________________________________> 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 _________________________________________________________________ It’s a talkathon – but it’s not just talk. http://www.imtalkathon.com/?source=EML_WLH_Talkathon_JustTalk _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
