I'd certainly like to second Phyllis' suggestion, hoping that curriculum 
developers would share their work in this regard.  I'd like to be even more 
greedy and say that I'd love it if those folk would share while IN the process, 
especially when it's still messy and they're still "mucking around" (as Jerry 
Harste says).  Or their responses and frustrations.  Anything they could share. 
 I'd really value anything they'd be willing to share.  Bev in NE

> Date: Thu, 31 Jul 2008 05:13:34 -0700> From: [EMAIL PROTECTED]> To: 
> [email protected]> Subject: [Understand] Lots of questions> > 
> I've been reading the archives of the postings for the past two weeks - 
> 'dwelling' in ideas, processing, learning and asking more and more questions! 
> Yesterday I received the 'key' to the treasure chest in the form of my own 
> password and by last night I could read all the latest postings! I was 
> relieved to see this discussion will continue. One reading of Ellin's book is 
> barely a beginning!> > I'm new to this process of participating in an online 
> discussion and I'd welcome suggestions for how to proceed.> > We have read 
> that passages written with 'real' main ideas are those written especially for 
> standardized tests and we've taught this to kids as part of the test taking 
> genre. Of course, the test takers use different terms: main idea and central 
> idea for example and we've worked to include both terms to encourage 
> flexibility.> > I believe someone out there mentioned being on a committee 
> revising the reading curriculum based on Ellin Keene's work. I'm on a 
> committee in my district doing the same thing. I would sure like to hear how 
> that is being done in other places.> > Phyllis> > > > > 
> _______________________________________________> Understand mailing list> 
> [email protected]> 
> http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
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