From Words Spoken to Words Written

After reading Rief I am wrestling with how to get kids who won't write anything in detail to getting MAP-like information on a piece of paper. I get that some kids really struggle with finding just the right selection in their sea of words. To have to write specifics when they can't see those specifics in words is very hard. I would love to see a scaffolded approach to get those kids who can put answers into auditory words from the spoken word to a written word.

If a kid can talk around an answer, then what can I do to scaffold instruction to get her to get those words on paper? If a child thinks deeply, what other things can I do to help him get those thoughts on paper in an organized fashion? How can I help build the bridge in those kids from the auditory to the written word?

I see kids all the time who can just sit and stare. What an amazing gift to be able to help the David's on p. 129. Any suggestions?

Rief Reflection

"Until we realise that the studen is the best evaluator of his or her own learning, we will never know what our students really know or are able to do." Page 131

Brooke and I have discussed this several times. Especially today! Can our kids really do this? My mind hasn't wrapped around this. I think some of my studnets could handle this, but not all. I admire those who try it in their classrooms! I have some students that are too cocky and would always say they are "perfect".

"Lucky" Packer cards?

So did anyone notice that the Packers actually WON this week?? Okay, so it was the Dolphins, but I told you my cards were lucky :)

Book recommendations from Astra

From Astra:


"I mentioned a booklet that you may want to share with your teachers. There are actually two. One is for teachers and the other for parents. I would recommend that teachers share the parent booklet during parent teachers conference. It is geared to K-3 but may be helpful for parents of struggling readers.

The booklets are free, and you can get as many as you want. "

Put Reading First: The Research Building Blocks for Teaching Children to Read

The National Institute for Literacy
The Partnership for Reading
PO Box 1398
Jessup, MD 20794-1398
Phone 1-800-228-8813 Fax 301-430-1244

http://by101fd.bay101.hotmail.msn.com/cgi-bin/compose?mailto=1&msg=AE63E8E9-8DE8-4099-B2F6-8E1FF39B9018&start=0&len=12103&src=&type=x&to=edpubs@inet.ed.gov&cc=&bcc=&subject=&body=&curmbox=00000000-0000-0000-0000-000000000001&a=d590b81ec0466d5e15d0976969fb1de27cf240ed8554a18df0b7acef6bb43d22
To download the document, go to the National Institute for Literacy website at www.nifl.gov/partnershipforreading

Some reasons why I write

I write because I want to remember. I write to look back and to capture that day and that moment which is just lost. We feel like talking is so important, but all of those words that come out aren’t slowed down and they aren’t captured. They just float into the air and we can’t remember or go back to them. Writing slows us down so we can see what we really think, to capture those words and thoughts that go totally unnoticed. Isn’t it weird to see your thoughts on the page and you didn’t even know that is what you were thinking?