Your response on whole language is very interesting. I agree, for the most
part, however young children do need to experience reading and not just do
phonics and grammar worksheets. That being said I found it very interesting
when I took the GLAD training that every educational "theory" that has been on
the market - and I do mean "market" as selling programs for profit- is now
part of GLAD(another money making program in my opinion). What the heck are we
doing in education?

worksheetsOn 10/29/09, anon wrote:
> Marie Clay, along with Fountas and Pinnell, should be tried for educational
> malpractice. Their ideas are absolute garbage.
>
> "Whole language" and the delusional theories of Ken Goodman have a lot to do
> with why there is a furious backlash against public education today and why
> schools are in a horrible mess with standardized tests, state standards,
> and the deskilling of teachers overall. Goodman's nutball theories
> basically forced high school-style language arts on young children, who
> NEED the foundation of phonics, grammar, spelling, and all of the rest to
> be able to truly READ.
>
> It was and is completely inappropriate.
>
>
>
> On 10/25/09, Not a Whole Language Fan wrote:
>> H,
>> "Whole language" as such has its place. However, in many districts and
>> mine included, the cart was taken before the horse. Most children
>> respond to a systematic approach to learning to read. Phonics would
>> come first as a springboard to get the kids started. After that is
>> solidly in place, then they should be weaned from phonics and
>> concentrate on contextual clues which increase speed and understanding.
>> Contextual clues also are very valuable for vocabulary development.
>>
>> The way it was taught in my district was to accept any free flowing
>> ramblings in the writing. They were to be in "print rich" classrooms
>> and exposed to wonderful literature. They also would paint pictures and
>> the teachers would throw up captions about what their story was. If
>> they were "enriched" in print, they would learn to read by osmosis.
>> Yeah, right. If that's true, then I should be able to learn to play the
>> piano by listening to the fine music. This was the New Zealand approach
>> complete with the Wright Group (Wrong Group) materials.
>>
>> That being said, M, please explain the way whole language should be
>> presented. You seem to be in the know and that's great. You just
>> didn't mention specifically how it should be done.
>>
>> Thanks.
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>> Renee- simple! It wouldn't get done! Now I do work extra because I want
>>> to teach well, but if EVERY teacher committed to doing this (not
>>> working extra) to make a point I would participate. I think it would
>>> send a strong message. I know if I did this this weekend I wouldn't
>>> have any lesson plans for next week!
>>>
>>> And a side note about Whole Language- no, Renee didn't post this, but I
>>> saw it on another comment. Whole Language is good. Many people have no
>>> clue what real Whole Language practice is. Actually, most do not.
>>> Principals, districts, etc. took it and created their own version- as
>>> what almost always happens. Readers and Writers Workshop is alive and
>>> well in many classrooms, and children are thriving on it.
>>>
>>>
>>> On 10/17/09, Renee G wrote:
>>>> On 10/16/09, yep wrote:
>>>>> Boy did you hit the nail on the head. Of course, the state is
>>>>> going to say that "funding on a shoestring" is working-only
>>>>> because TEACHERS ALWAYS make things work. We're working our
>>>>> behinds off-but no one sees or admits that. Conditions are
>>>>> abysmal, class sizes are too big, and we don't have enough or any
>>>>> prep time-yet we make it work. It's imperative that this time we
>>>>> don't make it work, that we "complain" loudly and clearly, and
>>>>> make sure parents and students feel the difference.
>>>>> Otherwise, we're stuck-even when money comes back to California
>>>>
>>>> What would happen if......
>>>>
>>>> .... teachers worked ONLY their assigned hours (and not at home)
>>>>
>>>> and
>>>>
>>>> ..... teachers did not spend their own money... not a dime.... on
>>>> their classrooms?
>>>>

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