Kathleen's observation:


>- Having sudents bring things in is necessary and vital, especially for the "bringing the outside in" element of "what works."  But I am realizing that they are not sufficient to create the "rich" "exploration of a variety of texts" that Drs. Wrigley and Condelli talk about.  For things like... poems, short news articles, personal stories....  I need to find them.  When I as a teacher am struggling to do a good job of teaching life skills in an authentic and student-centered way, to go beyond that, to enrich that, to teach a very full range of metacognitive and other reading skills (especially things like phonics that I don't know that much about) sounds like a huge challenge (but definitely an exciting one!)


makes me think, too, of the work many of us do with Language Experience writing - where we/learners encode their spoken words into written form, as part of a process of helping new readers 'see' their words, and as part of a process of generating and using meaningful texts.  The next step[s] have to do with building bridges from those texts to other materials, relevant to learners but also generated from beyond the classroom, in order to help readers broaden their abilities to take on all kinds of texts.

Heide's hands-on work, particularly, has been helpful to many practitioners in broadening our practice and the kinds of texts and other materials we use with learners.

Janet Isserlis


-----Original Message-----
From: specialtopics-bounces at nifl.gov on behalf of Kathleen Reynolds
Sent: Sat 4/14/2007 10:53 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 289]  Authentic materials
 
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