SK> However, given what we had discussed previously about many
SK> teachers not having had sufficient training in Whole
SK> Language, and given a teacher's busy schedule and
SK> insufficient planning time, a purchase package might just've
SK> seemed to some schools/teachers like the only way they were
SK> going to pull-off a mandated implementation of Whole
SK> Language. Someone who doesn't feel well grounded in Whole
SK> Language, and being unsure of what they are doing, is going
SK> to cling more to a program of that type than someone like
SK> yourself who feels knowledgeable and confident about what
SK> they're doing. And I can't blame such a teacher. I would
SK> blame the s
This seems to be a very valid point. I discussed this with a
couple of excellent first grade teachers (in terms of results-
each has over 1/2 of their classes reading 3rd grade level on San
Diego). They are not advocates of our system's whole language
PROGRAM. The point was made that it is better to use a
structured text at the beginning in conjunction with phonics to
teach the kids (who are highly motivated- they WANT to read) how
to decode and interpret at the basic level. In this way gaps in
the students' skills can be avoided. Once they are reading
(about 2-3 months) these teachers switch to lit books.
They point out that unskilled teachers who just do the
PROGRAM will undoubtedly end up with students who are
missing many important skills. They also point out that it is
far easier (and an out for lazy staff on all levels) to
concentrate on the "fun" and let the reading slide.
I would thrown in the assessment made by my daughter during one
of her 1st. grade reading activities. They were required to sit
on the floor, but had to sit indian style due to lack of space
combined with too many nudges and pushes. She hated it and when
asked the usual "what was interesting today?" question went into
a diatribe on how ugly Mrs. So and So feet were. By the end
of the year she was sick of feet and thighs....
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