DOCSLIB.ORG

Whole Language: Beliefs and Practices, K-8

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Whole Language: Beliefs and Practices, K-8 DOCUMENT RESUME ED 309 387 CS 009 731 AUTHOR Manning, Gary, Ed.; Manning, Maryann, Ed. TITLE Whole Language: Beliefs and Practices, K-8. Aspects of Learning Series. INSTITUTION National E:ucation Association, Washington, D.C. PUB DATE 89 NOTE 243p. AVAILABLE FROMNEA Professional Library, P.O. Box 509, West Haven, CT 06516 (Stock No. 1482-0, $15.95). PUB TYKE Books (010) -- Collected Works - General (020) EDRS PRICE MFO1 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Anthologies; *Back to Basics; *Educational Trends; Elementary Education; Language Arts; Phonics; *Reading Instruction; Spelling; *Teacher Role; Teaching Methods; *Writing Instruction IDENTIFIERS *Whole Language Approach ABSTRACT This 25-chapter anthology includes the ideas of many of the leading authorities on whole language and contains chapters on the meaning of whole language, the skills movement, reading and writing development, and teacher autonomy. Chapters are: "Whole Language: What's New?" (Bess Altwerger and others); "Language Arts Basics: Advocacy vs. Research" (Peter Hasselriis and Dorothy J. Watson); "Examining Instructional Assumptions: The Child as Informant" (Jerome C. Harste and Carolyn L. Burke); "Demonstrations, Engagement and Sensitivity: The Choice between People and Programs" (Frank Smith); "'Burn It at the Casket': Research, Reading Instruction, and Children's Learning of the First R" (Anne M. Bussis); "Early Phonics Instruction: Its Effect on Literacy Development" (Maryann Manning and others); "Reading Comprehension: From Cardboard Keys to Meaningful Text" (Barbara A. Lewis); "When Was 1864? Reading Comprehension--Making It Work" (Maryann Manning and others); "Authentic Language Arts Activities and the Construction of Knowledge" (Maryann Manning and others); "Early Spelling Development: What We Know and What We Do" (Gary Manning and Maryann Manning); "Social Interaction and Invented Spelling" (Constance Kamii and Marie Randazzo); "Kid Watching: An Alternative to Testing" (Yetta M. Goodman); "Literature as the Content of Reading" (Charlotte S. Huck); "Shared Book Experience: Teaching Reading Using Favorite Books" (Don Holdaway); "One-On-One Reading" (Roberta Long and others); "Fifth Graders Respond to a Changed Reading Program" (Cora Lee Five); "All Children Can Write" (Donald H. Graves); "Is That Writing--Or Are Those Marks Just a Figment of Your Curriculum?" (Carole Edelsky and Karen Smith); "Write? Isn't This Reading Class?" (Marie Dionisio); "Dialogue Journals: A Tool for ESL Teaching" (David L. Wallace); "The Author's Chair" (Don Graves and Jane Hansen); "Beyond Basal Readers: raking Charge of Your Own Teaching" (Kenneth S. Goodman); "Restoring Power to Teachers: The Impact of 'Whole Language'" (Sharon J. Rich); "A Reflection on Reflective Practice in Teaching Reading and Writing" (Bernice J. Wolfson); "In the Process of Becoming Process Teachers" (Gary Manning and others). (RS) "PERMISSION TO REPRODUCE THIS MATERIAL IN MICROFICHE ONLY HAS BEEN GRANTED BY ne Felton )14E11 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) " U DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced IS reccved from the poison or organaabon originating it 0 Minor changes have been made to imerove reproduction quality Pointer,' vvv or opinions stated in this doCir ...in.An nose nolcoahailiv+ePreSCrl! omera, GS Whole Language: Beliefs and Practices, K-8 The Editors Gary Manning and Maryann Manning are Professors in the School of Education at the University of Alabama at Birmingham. They are the authors of several NEA publications: Reading Instruction in the Middle School, Improving Spell- ing in the Middle Grades, and A Guide and Plan for Conducting Reading (K-12) In-Service Workshops. They are also two of the coauthors of Reading and Writing in the Primary Grades, and they are the developers of Reading K-12: The NM In-Service Training Program. 4 Whole Language: Beliefs and Practicer, K-8 Gary Manning and Maryann Manning, Editors nea KOLAmAref National Education Association Washington. D.C. Copyright © 1989 National Education Association of the United States Printing History First Printing:July 1989 Note The opinions expressed in this publication should not be construed as represent- ing the policy or position of the National Edwation Association. Materials pub- lished by the NEA Professional Library are intended to be discussion documents for teachers who are concerned with specialized interests of the profession. Libraryof Congress Cataloging-in-Public ion Data Whole languagebeliefs and practices, K-8 I Gary Manning and Maryann Manning, editors p. cm. (NEA aspects of learning) Bibliography p. ISBN 0-8106-1482-0 1. Language experience approach in education 2 Language arts (Elementary) 3. Reading (Elementary)Language experience approach. IManning, Gary L. II Manning, Maryann Murphy Ill National Education Association of the United States IV. Series LB1576 W4866 1989 372.6dc19 89-3156 CIP 6 CONTENTS INTRODUCTION by Gary Manning and Maryann Manning 7 1. WHOLE LANGUAGE: WHAT'S NEW? by Bess Altwerger, Carole Eclelsky, and Barbara M. Flores 9 2.LANGUAGE ARTS BASICS: ADVOCACY VS RESEARCH by Peter Hasselriis -Ind Dorothy J. Watson 24 3. EXAMINING INSTRUCTIONAL ASSUMPTIONS: THE CHILD AS INFORMANT by Jerome C. Harste and Carolyn L. Burke 33 4.DEMONSTRATIONS, ENGAGEMENT AND SENSITIVITY: THE CHOICE BETWEEN PEOPLE AND PROGRAMS by Frank Smith. 48 5. 'BURN IT AT THE CASKET': RESEARCH, READING INSTRUCTION, AND CHILDREN'S LEARNING OF THE FIRST F. by Anne M. Bussis 60 6.EARLY PHONICS INSTRUCTION: ITS EFFECT ON LITERACY DEVELOPMENT by Maryann Manning, Gary Manning, and Constance Kainii 72 7. READING COMPREHENSION: FROM CARDBOARD KEYS TO MEANINGFUL TEXT by Barbara A. Lewis 79 8.WHEN WAS 1864? READING COMPREHENSION MAKING IT WORK by Maryann Manning, Gary Manning, and Constance Kamii 84 AUTHENTIC LANGUAGE ARTS ACTIVITIES AND THE CONSTRUCTION OF KNOWLEDGE by Maryann Manning, Gary Manning, and Roberta Long 93 10. EARLY SPELLING DEVELOPMENT. - WHAT WE KNOW AND WHAr WE DO by Gary Manning and Maryann Manning 98 11. SOCIAL INTERACTION AND INVENTED SPELLING By Constance Kamii and Marie Randazzo 104 (1 I 12. KID WATCHING. AN ALTERNATIVE TO TESTING by Y -tta M. Goodman ...........115 13. LITERATURE AS THE CONTENT OF READING by Charlotte S. Huck 124 14. SHARED BOOK EXPERIENCE. TEACHING READING USING FAVORITE BOOKS by Don Hold away .. ................... 137 15. ONE-ON-ONE ON READING by Roberta Long, Maryann Manning, and Gary Manning 151 16. FIFTH GRADERS RESPOND TO A CHANGED READING PROGRAM by Cora Lee Five 157 17. ALL CHILDREN CAN WRITE by Donald H. Graves ... .... ...............169 18. IS THAT WRITINGOR ARE THOSE MARKS JUST A FIGMENT OF YOUR CURRICULUM? by Carole Edelsky and Karen Smith 183 19. WRITE? ISN'T THIS READING CLASS? by Marie Dionisio 194 20. DIALOGUE JOURNALS: A TOOL FOR ESL TEACHING by David L. Wallace 201 21. THE AUTHOR'S CHAIR by Don Graves and Jane Hansen 208 22. BEYOND BASAL READERS: TAKING CHARGE OF YOUR OWN TEACHING by Kenneth S. Goodman 217 23. RESTORING POWER TO TEACHERS: THE IMPACT OF "WHOLE LANGUAGE" by Sharon). Rich 220 24. A REFLECTION ON REFLECTIVE PRACTICE IN TEACHING READING AND WRITING by Bernice). Wolfson 229 25. IN THE PROCESS OF BECOMING PROCESS TEACHERS by Gary Manning, Maryann Manning, and Roberta Long 235 8 INTRODUCTION by Gary and Maryann Manning The last decade or so has been a time of significant growth in under- standing how students develop as readers and writers. In the past, class- room teachers used some sensible practices in teaching reading. They had sound intuition, they were trusted and supported, and they acted accord- ingly. In addition. the- learned about reading and writing instruction from several reading authorities who had remarkable insight into the na- ture of student learning. Jeanette Veatch, for example, made teachers aware of individualized reading and provided a number of ideas for helping students develop as readers. May Hill Arbuthnot informed and excited teachers about the wonderful world of children's books. Roach Van Allen acquainted teachers with the importance of students' writing their own stories as well as being surrounded with meaningful print. And Mauree Applegate held teachers spellbound with her suggestions about English. In the late sixties and early seventies, however, abandoning their intu- ition, many teachers flirted with or became committed to the skills movement. Some watched and even approved asthe behaviorists chopped the act of reading into bits and pieces of isolated skills, placing those scraps on a skills continuum. Teachers continued to observe as tests were developed to assess student "mastery" of the bits and pieces. When the expected proficiency was not forthcoming, additional work- sheets, workbooks, and drill activities were produced to ensure student mastery of these so-called essential skills that were promised as the solu- tion to the nation's reading problems. After watching students struggle over digraphs, diphthongs, and other isolated skills, we, like countless others, became disenchanted with this view of language learning. We noticed several thingsstudents could buoble in the right answer on a test measuring skills; they could com- plete stacks of dittos, but often could not read or tell about what they read; others could read, but chose not to because it was not a pleasurable activity for them. Fortunately, teachers have now recaptured their intuition about lan- guage learning,
Load more

Recommended publications
  • Ann Arbor AAPT 2009
    AnnAAPT 09 Asummerrbor meeting First Time at an AAPT Meeting? ...4 AAPT 2009 Meeting Information .....................6 Summer Meeting Bus Schedule/information ............8 Welcome to Ann Arbor ...............10 Special Events ...........................12 July 25–29 Awards/Plenaries ........................14 Committee Meetings ..................20 University of Michigan Exhibitor Information ..................21 Ann Arbor Commercial Workshops .............25 Meeting at a Glance ...................26 Session Finder ............................30 www.aapt.org Workshops .................................33 SESSION ABSTRACTS Sunday ..................................39 Monday .................................41 Tuesday .................................82 American Association of Physics Teachers Wednesday ..........................126 One Physics Ellipse College Park, MD 20740 Index of Contributors ...............144 301-209-3300, fax: 301-209-0845 Index of Advertisers .................146 [email protected], www.aapt.org Our Donors ...............................147 Map of Exhibit Hall ...................148 Welcome to Ann Arbor and the University of Michigan! This summer’s AAPT meeting offers about three dozen workshops and seven dozen sessions on a wide variety of topics; the apparatus, photo, and video contests; exhibits by numerous vendors of books and equipment; the traditional picnic and demo show; and the great book give-away. In addition (and of particular importance), 18 area committee meetings offer attendees an invaluable opportunity
    [Show full text]
  • Mercury's Low-Reflectance Material: Constraints from Hollows
    Mercury’s low-reflectance material: Constraints from hollows Rebecca Thomas, Brian Hynek, David Rothery, Susan Conway To cite this version: Rebecca Thomas, Brian Hynek, David Rothery, Susan Conway. Mercury’s low-reflectance material: Constraints from hollows. Icarus, Elsevier, 2016, 277, pp.455-465. 10.1016/j.icarus.2016.05.036. hal-02271739 HAL Id: hal-02271739 https://hal.archives-ouvertes.fr/hal-02271739 Submitted on 27 Aug 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Accepted Manuscript Mercury’s Low-Reflectance Material: Constraints from Hollows Rebecca J. Thomas , Brian M. Hynek , David A. Rothery , Susan J. Conway PII: S0019-1035(16)30246-9 DOI: 10.1016/j.icarus.2016.05.036 Reference: YICAR 12084 To appear in: Icarus Received date: 23 February 2016 Revised date: 9 May 2016 Accepted date: 24 May 2016 Please cite this article as: Rebecca J. Thomas , Brian M. Hynek , David A. Rothery , Susan J. Conway , Mercury’s Low-Reflectance Material: Constraints from Hollows, Icarus (2016), doi: 10.1016/j.icarus.2016.05.036 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript.
    [Show full text]
  • The Truth About Reading Recovery® Response to Cook, Rodes, & Lipsitz (2017) from the Reading Recovery Council of North America
    The Truth About Reading Recovery® Response to Cook, Rodes, & Lipsitz (2017) from the Reading Recovery Council of North America In an article appearing in Learning Disabilities: A Multidisciplinary Journal, authors Cook, Rodes, and Lipsitz (2017) make multiple misleading, misguided, and blatantly false claims about Reading Recovery® in yet another attack to discredit the most widely researched early reading intervention in the world. When you’re recognized as a leader with proven success, you often become the target for those with limited knowledge who apply broad strokes and twist the truth to fit their own perceptions of reality. The unfortunate reality, in this case, is that this article, “The Reading Wars and Reading Recovery: What Educators, Families, and Taxpayers Should Know,” is an affront to researchers, scholars, educators, and others who know the facts and a disservice to parents of children with reading difficulties. The authors claim to provide information necessary to make evidence-based decisions in support of struggling beginning readers. Like evidence-based medicine, these decisions can have a critical impact on children’s lives. As in the medical context, objective professionals can differ in their interpretations of the available evidence. The authors’ perspective is far from objective. They invoke the “reading wars” in their title and advocate for their ideological perspective in their biased, selective, and fallacy-full analysis of Reading Recovery and the research related to this early intervention approach. Dr. Timothy Shanahan, past president of the International Reading Association (now International Literacy Association) and a distinguished professor emeritus at the University of Illinois at Chicago, noted the effectiveness of Reading Recovery in a recent article examining the importance of replicability in reading research.
    [Show full text]
  • Impact Melt Emplacement on Mercury
    Western University Scholarship@Western Electronic Thesis and Dissertation Repository 7-24-2018 2:00 PM Impact Melt Emplacement on Mercury Jeffrey Daniels The University of Western Ontario Supervisor Neish, Catherine D. The University of Western Ontario Graduate Program in Geology A thesis submitted in partial fulfillment of the equirr ements for the degree in Master of Science © Jeffrey Daniels 2018 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Geology Commons, Physical Processes Commons, and the The Sun and the Solar System Commons Recommended Citation Daniels, Jeffrey, "Impact Melt Emplacement on Mercury" (2018). Electronic Thesis and Dissertation Repository. 5657. https://ir.lib.uwo.ca/etd/5657 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Abstract Impact cratering is an abrupt, spectacular process that occurs on any world with a solid surface. On Earth, these craters are easily eroded or destroyed through endogenic processes. The Moon and Mercury, however, lack a significant atmosphere, meaning craters on these worlds remain intact longer, geologically. In this thesis, remote-sensing techniques were used to investigate impact melt emplacement about Mercury’s fresh, complex craters. For complex lunar craters, impact melt is preferentially ejected from the lowest rim elevation, implying topographic control. On Venus, impact melt is preferentially ejected downrange from the impact site, implying impactor-direction control. Mercury, despite its heavily-cratered surface, trends more like Venus than like the Moon.
    [Show full text]
  • Worried About Word Work? Why, When, and What?
    11/2/2016 WORRIED ABOUT WORD WORK? WHY, WHEN, AND WHAT? ESSENTIAL UNDERSTANDINGS Word work is necessary early in lessons for learning to look at print (LLAP) and embedded in continuous texts (reading and writing) in later lessons. What do the word work procedures LOOK LIKE for early and late lessons. Reading Writing WHAT TO DO AND WHEN TO DO IT? We will examine video tapings to see word work in action. We would expect echoes across the lesson. We will use the word work cheat sheet as a guide across this presentation, so please have it handy. 1 11/2/2016 MARIE CLAY WORDS OF WISDOM “If the child has to make a short sharp detour from reading continuous text to study something in isolation, what is learned should soon recur in the context of continuous text because this is what reading books and writing stories is about.” Clay, LLI, Part 1, p. 25 WHOLE TO PART AND BACK TO WHOLE “A detour may help the child to pay attention to some particular aspect of print but, clearly, the detail is of limited value on its own. It must in the end be used in the service of reading and writing continuous text.” Clay, LLI, Part 1, p. 25 A LITTLE BIT OF THEORY – WHY WORD WORK “You relate what you hear or see to things you already understand. The moment of truth is the moment of input, How you attend How much you care How you encode What you do with it And how you organize it. Clay, LLI , Part 2 2 11/2/2016 EARLY LEARNING THE JOURNEY OF A WORD New Only just known Successfully problem-solved Easily produced but easily thrown Well-known and recognized in most context Known in many variant forms.
    [Show full text]
  • 'Predicting the Patterns of Early Literacy Achievement
    Predicting Patterns of Early Literacy Achievement: A Longitudinal Study of Transition from Home To School Author Young, Janelle Patricia Published 2004 Thesis Type Thesis (PhD Doctorate) School School of Cognition, Language and Special Education DOI https://doi.org/10.25904/1912/1354 Copyright Statement The author owns the copyright in this thesis, unless stated otherwise. Downloaded from http://hdl.handle.net/10072/367304 Griffith Research Online https://research-repository.griffith.edu.au Predicting the Patterns of Early Literacy Achievement: A Longitudinal Study of Transition from Home to School VOLUME 1 Janelle Patricia Young DipTch; BEd; MEdSt A thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy at Faculty of Education, School of Cognition, Language and Special Education, Griffith University, Brisbane. July 2003 ABSTRACT This is a longitudinal study of patterns of children's early literacy development with a view to predicting literacy achievement after one year of schooling. The study fits within an emergent/social constructivist theoretical framework that acknowledges a child as an active learner who constructs meaning from signs and symbols in the company of other more experienced language users. Commencing in the final month of preschool, the literacy achievement of 114 young Australian students was mapped throughout Year 1. Data were gathered from measures of literacy achievement with the students, surveys with parents and surveys and checklists with teachers. Cross-time comparisons were possible as data were gathered three times from the students and teachers and twice from parents. Parents’ perceptions of their children’s personal characteristics, ongoing literacy development and family home literacy practices were examined in relation to children’s measures of literacy achievement.
    [Show full text]
  • How and Why Children Learn About Sounds, Letters, and Words in Reading Recovery Lessons
    DOCUMENT RESUME ED 437 616 CS 013 828 AUTHOR Fountas, Irene C.; Pinnell, Gay Su TITLE How and Why Children Learn about Sounds, Letters, and Words in Reading Recovery Lessons. INSTITUTION Reading Recovery Council of North America, Columbus, OH. PUB DATE 1999-00-00 NOTE 12p. PUB TYPE Guides Classroom Teacher (052) Journal Articles (080) Reports Research (143) JOURNAL CIT Running Record; v12 n1 p1-6,10-11,13-14 Fall 1999 EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Beginning Reading; Classroom Research; *Classroom Techniques; Learning Activities; *Learning Processes; *Literacy; Primary Education; Word Recognition IDENTIFIERS Lesson Structure; *Orthography; Phonological Awareness; *Reading Recovery Projects; Word Learning ABSTRACT This article takes a look at Reading Recovery lesson elements to compare the teaching and learning within the lesson components to several areas of learning that have been identified at the national level as important to children's literacy learning. The lesson elements examined in the article are: (1) phonological awareness; (2) orthographic awareness; and (3) word learning in reading and writing. The article states that the first two areas of knowledge, and the way they are interrelated, contribute to young children's growth in the ability to solve words while reading for meaning, while the third area strongly supports learning in the first two areas and also helps to accelerate early learning in literacy. These elements together contribute to the child's development of a larger process in which the reader uses "in-the-head" strategies in an efficient way to access and orchestrate a variety of information, including meaning and language systems, with the visual and phonological information in print.
    [Show full text]
  • A Tribute to Marie M. Clay
    Marie Clay: An Honored Mentor, Colleague, and Friend A Tribute to Marie M. Clay: It is an awesome task to describe Marie Clay as a mentor, colleague and friend. She Searched for Questions In my attempt, words fail to capture the extensive and nuanced ways that she impacted and influenced those of us That Needed Answers who were privileged to be mentored and befriended by this remarkable Billie Askew, trainer emeritus, Texas Woman’s University humanitarian. The authors in this section provide insight When I consider Marie Clay’s influ- Marie’s perpetual state of inquiry had into the nature of her learning, thinking, ence on my life, I must return to a profound effect on me. At first, it encouraging, and challenging. We are the late 1960s, long before I knew was not always comfortable when reminded of her never ending search for what is possible. Sailing in new directions her. My advisor and mentor at I was the object of her inquiry and herself, she supported her colleagues to the University of Arizona, literacy wanted to respond with an ‘accept- travel to previously uncharted territory scholar Ruth Strang, talked of visiting able’ if not ‘right’ answer. I had to as well. She provided an outstanding with a young researcher from New abandon some ‘safe havens’ and be example of extraordinary research, borne Zealand at the World Congress in open to new ways of thinking, asking from her keen observations of children’s Copenhagen. Dr. Strang predicted new questions of my own. What a development. She employed unusual lenses to observe and capture change over that this extraordinary thinker would gift she gave me—both professionally time and to reveal to all of us what we contribute to world literacy in ways and personally.
    [Show full text]
  • Learning Disabilities-United States
    LEARNING The Learning Disabilit Controversy and Composition Studies LEARNING RE-AILED LEARNING RE-AILED The Learning Disability Controversy and Composition Studies Patricia A. Dunn Utica College of Syracuse University Boynton/Cook Publishers HEINEMANN Portsmouth, NH Boynton/Cook Publishers, Inc. A subsidiary of Reed Elsevier Inc. 361 Hanover Street Portsmouth, NH 03801-3912 Offices and agents throughout the world © 1995 by Patricia A. Dunn. All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without permission in writing from the publisher, except by a reviewer, who may quote brief passages in a review. Every effort has been made to contact the copyright holders and students for permission to reprint borrowed material. We regret any oversights that may have occurred and would be happy to rectify them in future printings of this work. Library of Congress Cataloging-in-Publication Data Dunn, Patricia A. Learning re-abled : the learning disability controversy and composition studies / Patricia A. Dunn. p. cm. Includes bibliographical references. ISBN 0-86709-360-9 (alk. paper) 1. Learning disabled-Education (Higher)-United States. 2. Learning disabilities-United States. 3. Dyslexics-Education teaching-United States. I. Title. LC4818.5.D85 1995 371.91-dc20 95-19316 CIP Editor: Peter R. Stillman Production Editor: Renee M. Nicholls Cover Designer: T. Watson Bogaard Printed in the United States of America on acid-free paper. 99
    [Show full text]
  • Introduction and Overview
    Introduction Literacy Lessons™ program is an intervention initiative developed by Marie Clay, internationally known researcher in early literacy learning and the prevention of reading and writing difficulties . The Literacy Lessons trademarks are registered and owned in the U .S . by The Ohio State University, which monitors the trademark requirements and issues annual authorization to use the Literacy Lessons trademark to Reading Recovery university training centers and sites in compliance with these standards . Literacy Lessons may also be referred to as LL™ . Note that the logos are registered marks of The Ohio State University and should be accompanied with the circle R (®)symbol . The words Literacy Lessons and the abbreviation LL should be followed by TM (™) . Only licensed sites can use the logos and the name Literacy Lessons to describe their work . Dr . Clay’s four required elements for a recognized Literacy Lessons implementation follow: 1 . Individually designed and individually delivered instruction for students from special populations who are struggling to develop an early literacy processing system 2 . A recognized course for qualified teachers with ongoing professional development 3 . Ongoing data collection, research, and evaluation 4 . Establishment of an infrastructure and standards to sustain the implementation and maintain quality control Standards and Guidelines of Literacy Lessons in the United States {00203356-1} — Updated June 2015 3 This document presents standards (requirements) and guidelines (recommendations) for implementing Literacy Lessons . Implementations in English and in Spanish are collaborative efforts between Reading Recovery/Descubriendo la Lectura university training centers and Reading Recovery/Descubriendo la Lectura teacher leaders 1. It is intended that Literacy Lessons will only be implemented in schools that include Reading Recovery as an early literacy intervention .
    [Show full text]
  • Montana Kaimin, April 28, 2010 Students of the Niu Versity of Montana, Missoula
    University of Montana ScholarWorks at University of Montana Associated Students of the University of Montana Montana Kaimin, 1898-present (ASUM) 4-28-2010 Montana Kaimin, April 28, 2010 Students of The niU versity of Montana, Missoula Let us know how access to this document benefits ouy . Follow this and additional works at: https://scholarworks.umt.edu/studentnewspaper Recommended Citation Students of The nivU ersity of Montana, Missoula, "Montana Kaimin, April 28, 2010" (2010). Montana Kaimin, 1898-present. 5323. https://scholarworks.umt.edu/studentnewspaper/5323 This Newspaper is brought to you for free and open access by the Associated Students of the University of Montana (ASUM) at ScholarWorks at University of Montana. It has been accepted for inclusion in Montana Kaimin, 1898-present by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Page 5 Pages 7-11 Page 13 Foresters gather ASUM candidates Recalling the for a day answer questions Mount St. Helens of competition before election eruption after 30 years www.montanakaimin.com MKontana UM’s Independent Campus Newspaper Since 1898 aVolumeimin CXII Issue 96 Wednesday, April 28, 2010 Endangered species of the mind The past and future of the President’s Lecture Series Andrew Dusek position he thoroughly enjoys, Montana Kaimin and he completely invests himself With the carefully constructed in the coordination process, from cadences of an academic, Alexan- establishing initial contact to the der Nehamas spoke to the crowd lecturer’s last uttered phrase. that had gathered in the dark- The process begins more than ness before him on a late-March a year in advance.
    [Show full text]
  • San Diego History Center Is One of the Largest and Oldest Historical Organizations on the West Coast
    The Journal of San Diego Volume 61 Spring 2015 Number 2 • The Journal of San Diego History Diego San of Journal 2 • The Number 2015 Spring 61 Volume History Publication of The Journal of San Diego History is underwritten by major grants from the Robert D. L. Gardiner Foundation and the Quest for Truth Foundation, established by the late James G. Scripps. Additional support is provided by “The Journal of San Diego History Fund” of the San Diego Foundation and private donors. Founded in 1928 as the San Diego Historical Society, today’s San Diego History Center is one of the largest and oldest historical organizations on the West Coast. It houses vast regionally significant collections of objects, photographs, documents, films, oral histories, historic clothing, paintings, and other works of art. The San Diego History Center operates two major facilities in national historic landmark districts: The Research Library and History Museum in Balboa Park and the Serra Museum in Presidio Park. The San Diego History Center presents dynamic changing exhibitions that tell the diverse stories of San Diego’s past, present, and future, and it provides educational programs for K-12 schoolchildren as well as adults and families. www.sandiegohistory.org Front Cover: Colorized postcards from the 1915 Panama-California Exhibition. (Clockwise) California Tower, Botanical Building, Cabrillo Bridge, and Commerce and Industries Building. Back Cover: USO Headquarters at Horton Plaza, World War II, supported by the Wax Family of San Diego. Design and Layout: Allen Wynar Printing: Crest Offset Printing Editorial Assistants: Travis Degheri Cynthia van Stralen Joey Seymour Articles appearing in The Journal of San Diego History are abstracted and indexed in Historical Abstracts and America: History and Life.
    [Show full text]