Dan,
I have purchased a new laptop computer that I'm typing this on and 
this is my fifth attempt to get my QWK editor working correctly.  I 
*am* getting tired of typing my reply to you .  It is interesting 
that it has evolved over a period of time, however.
DT>Charles...I am an early childhood teacher.  What activities do you think 
DT>a kindergarten teacher and a first grade teacher should set up in the 
DT>classroom?  Please describe to me what _you_ would do if you were a 
DT>kindergarten teacher.
I think this is a very good question.  I am quite in agreement with 
the notion that those who criticize should have some suggestions as 
to how things could be improved.
First of all, I'm not so sure I'd do much different than you at the 
Kindergarten level.  Many of the specifics you have given have 
seemed reasonable.  I think I find fault in two minor areas - I 
think you need to decide on your standards and make sure all 
children reach that level or get some help, and I think your phobia 
over paper-and-pencil tasks for the kids is unwarranted.
Where we will probably reach greatest disagreement is over reading 
instruction in the first grade.  I would use a basal series, 
hopefully one with some decent stories (or literature, as the whole 
language theorists would call it) and a lot of skills work. I would 
most likely use the related workbooks and stress skills such as 
phonics, word and letter recognition, understanding content, related 
readings and activities, vocabulary exercises, etc.  I would try to 
work with my colleagues in advance to establish standards for all of 
these skills and test often to make sure the kids were mastering the 
concepts and skills I was teaching.
I would use other resources for skills as well, including 
worksheets, computer programs, outside reading sources (I've always 
enjoyed Dr. Seuss and similar books), free reading etc.  Sometime 
during the course of the year, maybe around November, I would begin 
formal spelling lessons, including weekly lists and tests.  Writing 
assignments would revolve around these word lists and I would expect 
the children to spell the words correctly.
Teaching reading within the content areas is also very important at 
this point, and I'd work very hard to provide the children with some 
experiences with "technical" reading, e.g. computer help files.
DT>In answer to your question: "Do (I) think the children are learning how 
DT>to write and read by marking nonsense (it's not nonsense) on a piece of 
DT>paper?"  It doesn't matter what _I_ think if I am wrong.
It sure matters a lot to the kids in your classes if they grow up 
unable to read or write very well.
DT>But it does matter what the large majority of early childhood experts, 
DT>writing/reading experts, and national and international organizations on 
DT>early learning have to say regarding early writing.  I have stated all 
DT>along that these were not merely my personal views, but that these views 
DT>are supported by _leading_ experts.  
Too often "leading experts" are nothing more than self-proclaimed 
experts with virtually no field experience.  I could write a few 
articles to virtually unknown publications starved for material to 
toss into the national debate and then proclaim that I'm an expert.  
The articles published by these experts need to be reviewed by 
unbiased parties and judged based on the quality of the research 
before anyone's work can be deemed to be a significant contribution 
to the field.
DT>By they way, I think it's unfair to ask a question and include the word 
DT>"nonsense" in it.  It unfairly colors the question.
I was avoiding this writing technique until you started calling me a 
"boring" teacher.  I'm willing to play by this rule if you are.
DT>Also, if you were to actually teach kindergarten or first-grade you 
DT>might have a different viewpoint as well.   
True.  And if OJ got to be his own judge and jury, he'd owe the 
Brown family not a penny.  
DT>This is totally unfair and a bit dishonest.  I have offered _many_ 
DT>references to whole language theory, some of which you have not offered 
DT>any comment.  Perhaps you should read the material for yourself?  
I'd love to, Dan, but I am working 3 jobs this year and am putting 
in 12-hour days.  What little free time I have seems better spent on 
my hobbies.
DT>We do many fine motor activities in kindergarten to help develop 
DT>fine motor skills.  Eventually the hand strengthens and children 
DT>are able to hold pencils correctly.  One of the _many_ fine motor 
DT>activities is to use a pencil in a variety of activities.
And to begin to develop the ability to form letters correctly.  Why 
so much focus, then, on writing assignments which really don't make 
sense?  I understand the process of writing sentences on the board, 
easel, chart paper, whatever, as a class activity with the teacher.  
But why are kids being asked to write when it can do little but 
frustrate them?
DT>Again I ask you, what would you have children at this age (5,6,7) 
DT>do regarding writing?
Not much.  A few sentences utilizing the words they should know.  
Better to spend this time developing their reading and oral language 
skills.  Writing work would consist mostly of penmanship skills- 
learning to form the letters and write a few words.
Chuck Beams
cbeams@dreamscape.com
http://www.dreamscape.com/cbeams
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* UniQWK #5290* "Hello", the lawyer lied.
--- Maximus 2.01wb
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