02 MAR 2019 by ideonexus

 Reading Wars of the 1990s

WHOLE-language theory holds that learning to read and write English is analogous to learning to speak it -- a natural, unconscious process best fostered by unstructured immersion. In an atmosphere rich in simple printed texts and in reading aloud, small children make a wondrous associative leap from knowing the alphabet to being able to read whole words. Their minds receive print as if each word were a Chinese ideogram. If a word is unfamiliar it can be skipped, guessed at, or picked up from ...
Folksonomies: teaching pedagogy literacy
Folksonomies: teaching pedagogy literacy
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Site Words VS Phonics. If English was phonetical, we could focus on one strategy, but because many spellings don't match their pronunciations we must also memorize Sight Words as if they were Chinese ideograms.

06 JAN 2018 by ideonexus

 The Case Against Reading Too Broadly

The real problem with telling young writers to fan out across genres and forms is that it doesn’t help them find a voice. If anything, it’s antivoice. Learning the craft of writing isn’t about hopping texts like hyperlinks. It’s about devotion and obsession. It’s about lingering too long in some beloved book’s language, about steeping yourself in someone else’s style until your consciousness changes colour. It’s Tolkien phases and Plath crushes. It’s going embarrassingly, un...
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10 MAY 2016 by ideonexus

 The Classroom Library Checklist

Classroom Library Environment The classroom has a clearly designated, accessible, and inviting library space. The classroom has several areas for students to read comfortably. Classroom rituals and routines are established to support student self-management of independent reading. The library area has room for 3 or 4 students to review and select texts. Classroom Library Content I have at least 15 to 20 texts for each student. There is a balance of fiction and informational texts. The selec...
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30 MAY 2015 by ideonexus

 The Question of Methodology

The methodological question. In a previous book I gave a good deal of thought and analysis to the methodological importance f°r work in the human sciences of finding and formulating a first s t eP. a point of departure, a beginning principle.11 A major lesson I learned and tried to present was that there is no such thing as a merely given, or simply available, starting point: beginnings have to be made for each project in such a way as to enable what follows from them. Nowhere in my experien...
Folksonomies: methodology
Folksonomies: methodology
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