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Sequence 9At each of the above stages, children should be encouraged to write from one to several sentences about the topic which are… |
Sequence 1Margaret Loeffler |
Sequence 2WHOLE LANGUAGE IN nm MONTESSORI CLASSROOM: CONTINUING THE STORY by Margaret Loeffler, Ph.D. In this talk presented to… |
Sequence 3I suggested that the beginning of this trail might be found in what Piaget calls the symbolic or semiotic function, which… |
Sequence 4Vygotsky suggests that two developmental pathways grow out of gesture. One leads to pretend play, as we have mentioned, and… |
Sequence 5own observations regarding children in her schools writing words from her dictation or composing thank you notes to important… |
Sequence 6Certainly, we all have had experience in our own classes with children who did not learn to write and read independently even… |
Sequence 7inability to use written language that keeps one from being created in some cultures but rather certain characteristics of the… |
Sequence 8sounds in words. Their assumption is that once children understand what reading is all about, mapping spoken language onto the… |
Sequence 9written language posses'sing su6- stantial linguistic knowledge imglicit in their spoken lan- guage. The major task… |
Sequence 10Research by C. Chomsky, Read, Liberman, and others suggests that many young children entering first grade have developed at… |
Sequence 11identities are recognized when the word is seen. These identities include a phonological identity (the sounds in the word), a… |
Sequence 12From these wntmgs of contemporary researchers, it is clear that Montessori was onto something when she suggested that writing… |
Sequence 13occured in the method. My guess is that it was when the method was first tried in English, with its many varied spelling… |
Sequence 14area as well as nationally, your influence will be felt in recognizing the congruence of Montessori's original insights… |
Sequence 15Frith reminds us that as children move from one phase to another, there may be apparent setbacks in performance. This is… |
Sequence 16a,od t ea se s e be e,\{ed cbild OU 0 eln eile especial V.:bat tt)eyf ea from the alphabetic into the orthographic… |
Sequence 17with children. I can almost guarantee that Montessori would not have approved of basal readers because she believed that… |
Sequence 18episodes. Specifically, there were the tales of Andersen, some of the short stories of Capuana, episodes of the life of Jesus… |
Sequence 19Over the years, I have used these games with children from a broad socio-economic range, and I'm always pleased to… |
Sequence 20would be supportive of the contemporary whole language approach. The use of oral grammar games also would assist children in… |
Sequence 21Loeffler, Margaret H. (1980). An Investigation of the Relationship of Protowriting (Invented Spelling) and Cognitive… |
Sequence 1Mrs. Francesca Claremont |
Sequence 2LITERATURE AND GRAMMAR by Mrs. Francesca Claremont Transcribed and Edited by Jim and Frances Fitzpatrick Here follow two… |
Sequence 3long ago I was observing a literature class. The teacher was reciting to the children an old friend of ours, "The… |
Sequence 4language. When the interest in words begins, as a teacher you can be a great help by developing that interest. I once heard Dr… |
Sequence 5There are dozens of words that you can pick out to give to children. Bankrupt means someone whose bench has been broken (rupto… |
Sequence 6it. Here are the symbols for the ~ansitive and the intransitive, the infinitive, and the verb to be for auxiliary use. Of… |
Sequence 7of my ·career was washing dishes with Bernard Shaw after a very large social gathering. Bernard Shaw's share of the… |
Sequence 8kitchen. Adding section by section, piece by piece, they discovered the style pattern and saw that the repeats in Malory are… |
Sequence 9at you!te show- • fs you're showing the child with this work is not only the ability to parse-to recognize the parts… |
Sequence 10coming in on the noun which gives the stress and keeps the rhythm right. Each child speaks the noun when he comes in;… |
Sequence 11my school like the plague one year. Do you know it? There was a youth and a well-beloved youth And he was a squire's son… |
Sequence 12A'II schools, . where it is hu- can concatenation of lines to their position. The drawings along the borders of the… |
Sequence 13English. So, English literature dropped. When you had a German-speaking ruler and a German-speaking court, it affected what… |
Sequence 14the t i n ings ngl o- fY, au & f>eau ng is po- ttry, tincf:'from the p f other na- tions, f… |
Sequence 15heavy vowels. With light poetry you 're keeping on the lighter vowels. It's quite deliberate. The effect is… |
Sequence 16Never more; Miranda Miranda Never more. Only the high peak's hoar; And Aragon a torrent at the door. No sound In… |
Sequence 2FOLK TALES, FAIRY TALES, AND HISTORY USES AND CLASSIFICATION by Francesca Claremont 'Jbe article that follows is… |
Sequence 3exciting, I hearli/y recommend the following books to aid you in your studies: Baughman, Emest(1966). A TypeandMotif-Jnde.… |
Sequence 4story, for example-give the most excellent details about life in a country. When you are teaching, look up the tales. In the… |
Sequence 5test tales in which you must listen and then repeat it exactly, never saying "a" when you should say &… |
Sequence 6the only one of the whole group that I ever use. Personally, I never tell any Bluebeard story in which the girl dies. On… |
Sequence 7around Germany among the people whose dialects still preserved some of the old forms, as some dialects do in many parts of… |
Sequence 8hadn't got. So he retired and went back to Germany. That is the scale. Of course, it is very, very important from a… |
Sequence 9with them and know them. The dominant animals have, of course, changed a great deal. You get the dominance of the bear in the… |
Sequence 10Another one is "those youngest best," which means, historically, that iri a matriarchate, the youngest son… |
Sequence 11have been traced, and seventeen Robin Hoods. This snowballing happens because there are so few names. Even in England-… |
Sequence 12danced. That is the one group of stories in which you should change your normal voice; tell them quickly and keep the rhythm.… |
Sequence 13the twenty key dates of history-1097-and you'd better put it down now and remember it if you can. 1097 is the year in… |
Sequence 14e are th w o r the ke o and I es ck in their belief to actuftt marriage~- een • at particular imal nd a human • ing… |
Sequence 15Some of the Native American tales preserve the original animal marriage, and some of the Japanese do. There is nothing… |
Sequence 16in the stories of India. Prehistoric man, wherever you find him, cannot distinguish between sleep, death, and a faint. You… |
Sequence 17The other type is contagious magic, which says that things once in contact are always in contact. Now, that is at the root of… |
Sequence 18reasons. It doesn't appear in Bosnia and Herzegovina because in those countries large feet are considered beautiful on a… |
Sequence 19to escape marriage with the father. The mother is dead before the story is opened, and that is why the father is wanting to… |
Sequence 20Now, sub-cycle number four is the language of birds, and the type tale comes from Normandy. Here, the child hears the birds… |
Sequence 21by the husband. This cycle is found among the Native Americans of the eastern United States and Canada as well as among the… |
Sequence 22Ireland which still believes it has descended from a seal. The people of this clan never kill a seal because they would be… |
Sequence 1Maxine Greene |
Sequence 2WHAT ARE TIIE LANGUAGE ARTS FoR? by Maxine Greene, Ph.D. In this passionate essay, Maxine Greene depicts the isolation- &… |
Sequence 3responsibility. lf we can exert any control at all, he asked, how can we make sure that we will steer events "… |
Sequence 4dren. There are violations and manipulations; there are the mystifications of media and the rendering the young into consumers… |
Sequence 5nothing of what Courtney Cazden (1985) calls "sharing time," too little of the attentiveness to meanings… |
Sequence 6computes, but it does not serve to thematize or articulate what is actually lived (1966, p. 46). To teach the young to think… |
Sequence 7as he continued to insist that science is done from a human location and a human perspective, that it begins in reflection on… |
Sequence 8eyes. It is not simply a matter of collaborative learning, of communities of learning, important though these are. It is a… |
Sequence 9"Each life converges to some centre/Expressed or still;/ Exists in every human nature/ A goal,/ Admitted scarcely to… |
Sequence 10creation of a public space; Dewey talked consistently about an "articulate public" bringing a public sphere… |
Sequence 11Heidegger, M. (1966). DiScourseon Thinking. New York: Harper and Row. Hirsch, E.D. (1987). Cultural Literacy. New York:… |
Sequence 1TIME FOR SIXES AND SEVENS by Rilla Spellman Startingfrom an analytical understanding of the developmental process that takes… |
Sequence 2confusion by using generic ptlrases ' tike •t:el's sit down for a tniriute. • period; the Absorbent Mind, the… |
Sequence 3succeeded in grasping the order of the observable world-differences in sizes, varieties in shapes, meanings of words and… |
Sequence 4this experience, you may discover that there are many aspects of the time issue which have never been resolved in your own… |
Sequence 5her how to be flexible: try Plan A this week, and maybe next week you can either alter Plan A or choose Plan B. 5. Allow,… |
Sequence 6to the cognitive mind, and the child needs practice and time to hone it. These steps will not only help teachers and parents… |
Sequence 1Orn TRUTIIS, NEW CHIIDREN by Edwin J. Delattre, Ph.D. Holding up such exemplars of intellectual diligence as Helen Keller and… |
Sequence 2Schools cannot start too early to encourage the refinement of taste in children, to present for their learning the fine… |
Sequence 3afterward, through the efforts of her beloved teacher Anne Sullivan Macy, she was, as she put it, "restored to my… |
Sequence 4eve'fythlng' turns on the na- ture of the habits, Including ha&its of language, we Jorm by accident and… |
Sequence 5We and our students ought to learn that such human possibilities transcend handicap and deprivation, transcend discrimination… |
Sequence 6Surely, this is one of the lessons we as teachers should convey to our students by example and deed, and in our words. James… |
Sequence 7Kant had advised parents and teachers that "if a man be allowed to follow his own will in his youth, without… |
Sequence 8In initiating the young, inviting them into tra- ditions of civility, hefp- ing them to form habits of integrity) we ac-… |
Sequence 9In such talk, children learn something of the vocabulary of morals, depending on how good the conversation is and, to a… |
Sequence 10others treat them. Much inner-city violence, many acts of violence committed everywhere, are com- mitted because children… |
Sequence 11One of the best cases of such teaching I ever witnessed-one of the best examples of teaching the Golden Rule and a child… |
Sequence 12Donna was treated with imagination, respect, and affection by a stranger. It informed her entire idea of the possibilities of… |
Sequence 13into the bottle; this teaches patience of the sort the crow needed. Nothing new about that either. As the children grow older… |
Sequence 14We see a museum. It contains three things. On one wall, there is extensive photographic documentation of the Frank family and… |
Sequence 15as "the first child porno" (The Diary of Anne Frank: The Critical Edition, p. 92). While we walk through… |
Sequence 16History cannot be written on the basis of official decisions and documents alone. If our descendants are to understand fully… |
Sequence 17excellence, would fail only in death-not so long as she lived. What we were looking at is so much more than pretty; it is… |
Sequence 18• For this reason, children need to learn early that perplexity is not something to be feared but is often an accomplishment (… |
Sequence 19resolute without becoming impenetrable to evidence and losing all traces of intellectual and moral humility. It means, as one… |
Sequence 1Plln.osoPHY AND PRAcnCE: PRIMARY CONSIDERATIONS FOR TIIE IMPLEMENTATION OF AN ALL-DAY MONI'ESSORI PROGRAM Mary B.… |
Sequence 2six outside the home is, if nothing else, a demand of the marketplace, and as such will be met by someone. Having accepted… |
Sequence 3Montessori talked a good deal about the "spiritual preparation" of the teacher(1936, pp. 115-123), and it… |
Sequence 4re you willing.to be open d to abando,n the com- n presupposition ejudice) that "children ed 'to have ~ hot… |
Sequence 5reversal in attitude of the children affected by the response to stimuli of the environment including the apparatus and the… |