Interactive Writing is a Kindergarten-Grade 2 teaching/learning activity that promotes a strong reading/writing connection.
It helps children who are learning to read and increases their learning to write. As children work through the text, their own writing helps lay the foundation of understanding necessary for successful beginning reading.
Interactive writing promotes the “building up processes” and the “breaking down processes” Marie Clay described. Interactive Writing promotes the reading/writing relationship for the following reasons:
I was listening to a talk show a few weeks ago where the host shared a personal story that struck me. When his kids were school aged, they lived in an area with a great school district. But, none of his three children did well in the assigned public schools.
Even though the schools were high ranking, they didn’t use a teaching method that his children responded to. Each of his children learned in different ways, and he wound up choosing different education methods for all three children, carefully matching the style of teaching with each of his children’s manner of learning.
His eldest child went to an all-boys private boarding school, his middle went to a charter school, and his youngest was homeschooled. Each of them flourished once they were in the right environment for them. “Wow”, I thought “talk about extremes.
Ship one kid off to boarding school but keep one at home with you.” Ever since then, I have been mulling over how to figure out what kind of teaching style your child responds to best, and how to find the school that utilizes that particular style. It seems like a daunting task. Continue reading “Is the Local School the Right School?”→
When I was about 8 or 9 years old, I started reading books on my own. Soon enough though, the books I had to read for school occupied all my reserved time for reading. In fact, I started to not like reading so much, because I didn’t really like those books from school and had little time to read anything else.
Along my life, I would read books on my own. Just a few. Much more than my school mate´s average, I’d say. I think my interest in reading comes from having watched my parents read and comment on their books at home.
I remember my mom laughing so much at this book about a cat, and I waited anxiously for her to finish it so I could read it. I didn’t find it so amusing, but it was my first book without any drawings, and I was really proud I finished it. When I was 21, I went to Journalism College. You can imagine that in such a course, they give the students lots of books to read. I read them all, plus very few off of the curriculum.
For me, family is everything. I live, and would die, for my family. Included in this are some incredibly close friends who have become de facto family members. But everyone’s version of family is different. My parents (and D’s parents) will celebrate their 34th wedding anniversaries this year. This dynamic and the fact that my parents are still married definitely impacts our relationship.
I see nothing wrong or weird that my immediate family (parents, spouse, two siblings) know exactly how much each other makes (our siblings … not our parent’s income!). It’s totally normal to me that my parents know how much educational debt I have. And I think it’s a sign of a strong family but I understand not everyone is the same. Some time ago I was really busy with personality quizzes and job quizzes.
But some people would not agree. I have a friend that finds it so strange that we all know everyone’s financial information. Acquaintances who don’t think it’s “appropriate” to ask a daughter how much she spent on her house.
Not only do I plan to tell my parents how much I pay for my house, if possible I want them to help me pick out a good house!
As a child, I had several hated household responsibilities. Scooping up the dog shit in the backyard and making my bed (which I still hate doing) topped the list, and cleaning out the bird cage? Hated it.
But right up there with all of those loathsome chores was waking my mom up from an afternoon nap, something I never looked forward to.
My mom just didn’t take a nap, quote unquote. She fell into a mini-coma. Waking her up was not unlike rousing a bear out of hibernation – she got a tad bit vicious when I’d try.
I used to poke her in the stomach a few times and then bolt, and she’d sit on the edge of her bed, smoke a cigarette and stare into space for a while before ambling downstairs to smoke and stare some more.
Julia takes after my mom in this particular area and one afternoon last week, she woke up crabby and grumpy, like a little bear.
I was beyond thrilled when my older daughter got into the charter school of our choice. This particular school has been featured on Oprah, 60 Minutes, PBS, and countless articles as a pillar of what the best of charter schools can offer.
Unlike public schools, this school had longer hours. Instead of an 8-2 day, my daughter was in school from 7:25 a.m. to 5:00 p.m. While this sounds like a lot for a 5th grader, it allowed more time in the class for teachers to work with the students, she had Art, P.E., Technology, and Music as part of her school time (instead of carting kids around to after-school programs), and even time for recess and lunch.
I fell in love with the school on the very first day. Their rules were strict, but the teachers and the principal were extremely compassionate and positive. They believed in every student’s ability to succeed.
My daughter went from an average student to a straight A student. After she got used to having 2 hours of homework a night, she rarely needed help (but knew it was just a phone call away, as the teachers were required to be available by cell until 8 pm). Instead of a PTA, we had breakfast with the Principal one Saturday a month. Everyone contributed, and we all had an equal voice. We could ask any and every question, and through those meetings, new concepts were implemented. For example, after the Principal heard many parents voice their concerns, he included information on the weekly newsletter about cognitive and physical development at our student’s age. I had never before felt like I had such a partner in my child’s education.
Since charter schools are modeled after private schools, in many ways they are similar in terms of pro and con arguments. But, there are some significant differences between the two.
The most glaringly obvious difference is tuition. All public schools, whether regular, charter, or magnet are paid for by tax dollars. Private schools charge tuition to parents. Many people believe that because the parents are paying for their children’s education, that private schools must have more money than public schools. That is not necessarily the case. Karen Arnold, from San Jose, CA, taught at a parochial school for 9 years and has recently moved to a public school. Says Mrs. Arnold “The public school I work for has had its budget cut back considerably in the last couple years, and it is still not as frugal with resources as the private school was. At the private school, we used to have to ask parents to donate school supplies. We even asked parents to send us paper that they were going to throw away that was only used on one side so we could use the other side.”
Even affluent private schools that charge a high tuition often don’t have resources to deal with “exceptional” kids on either end of the spectrum. Unless you have chosen a private school specifically for the gifted or the educationally challenged, most private schools aren’t equipped to meet those extraordinary needs, whereas public schools usually are. Likewise, most private schools don’t have access to staff to meet specialized needs that “normal” learners may need at various points in time, such as psychologists, speech pathologists, etc.
Magnet Schools began to be widely implemented in the mid-1970’s as a political tool. At the time, public schools were trying to desegregate to comply with a Supreme Court ruling, but found parents resistant to sending children outside their normal school zone. Educators realized that if they created superior, specialized schools, students would volunteer to go out of zone for a better education in their field of interest.
Magnet schools are open to any child within the school district, though not all school districts offer magnet programs. Parents have to apply, and children are chosen based on criteria set by the school. Up until 2007, race was usually a component in the selection criteria, however, in a 5-4 ruling, the Supreme Court reversed their decision on mandatory desegregation, so in most cases, race is no longer a consideration.
Magnet schools get the same amount of district funding as regular schools and also qualify for special federal funding, as well. On average, magnet schools spend about $200 more per student. Performance wise, students tend to do better academically in magnets than their counterparts in regular schools, with higher graduation rates.
Organic baby clothes refer to the kinds of vestments that are mainly worn by babies. These garments are biodegradable and are very much friendly to the environment. Parents more often than never like purchasing these attires for their babies or infants because they cost less expensively, hence affordable.
There are several types of attires for babies. They range from the top to the bottom. This means that there are those which are worn on the head and include caps. Others are worn on the other body parts and include tops, vests, pairs of trousers, pants, and nappies, pairs of shorts and also socks. There are also some additional accessories.
The sizes of the attires range from small up to big. This often depends on the size of the baby. The small ones are usually more suitable for the small infants while the larger ones for the big babies. Besides, there are also some that are oversized. These are mainly used by the obese babies.