Professional Documents
Culture Documents
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year I'm spending more time in the mine were to model the strategy and
classrooms that modeling. to connect the reading and writing
providing
In this way, I can identify some of the tasks. Another objective was to trans
for improved fer student knowledge of story ele
things done compre
hension and decoding. This makes ments. Carolyn gave me two versions
me feel better and gives me an of Beauty and the Beast (1990, Clarion,
to see the students in retold by Ian Brett, and 1992,
opportunity
not via a standardized Harcourt Brace Jovanovich, retold by
action, just
test score. That helps in decision Nancy Willard and illustrated by Barry
The allows me to Moser).
making. modeling
I introduced the topic by dressing
use my expertise, and frees the class
so that the clothing on my right side
room teachers to observe. They seem
could be compared to the clothing on
to find this, at least, a helpful change
of pace. my left side. The students enjoyed
the opportunity to pick me apart.
to suh\ect. Carolyn told me
Subject They were able to express the fact
that she would have her students we were contrast
that comparing and
read stories about holiday traditions ing, what that meant, and what ele
from Europe to connect English with ments were needed. We then brain
world geography. I suggested a vari stormed that we could
things
ety of formats. She decided to use compare and contrast in folktales,
several ideas in a 4-week unit. Each and I listed them on the board.
week the students would use a differ I had previously prepared a chart
ent strategy to understand their pic including ideas that I felt were impor
ture books via the reading-writing tant. Idisplayed the chart, adding the
process. student suggestions.
they were to write
In the first week I complimented them for the infor
a paragraph comparing and contrast mation, showing them how I had
ing the traditions in their European learned something also, and the