By Christopher Thaiss
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Extra info for Language Across the Curriculum in the Elementary Grades
When her reading is concluded, she, according to practice, asks for comments and questions: Kevin: How did you get the idea to write about Christmas? Stephanie: It's coming soon. I knew that Santa would be here with lots of toys. I like the way you did the sequins on the tree. So do I. I like the story, too. Is that you in the picture? No. Santa. We aren't there, because we went out to eat. I didn't say it was Santa because I didn't have time. Mary: What would you add if you could? " Mary: Kimberly: Mary: Stephanie: When the questions and comments conclude, all the children applaud the author.
The dilemma is real. The choice seems to lie between increasing and reinforcing the vital, multifaceted learning brought about by the journals and the response groups, and risking, in other subject areas, further separation of her students from those in the mainstream. A possible solution-though questions of time in the classroom are rarely solvable-may be for Uehling to adapt to her teaching of other required subjects the language-rich approach that has worked so well for her with the "personal events" journals and the reading/writing groups.
Addition," "subtraction," "multi plication," "division" come in rapid succession. " in reference to exercises the class has been doing recently. " says one child, and several others nod vigorously, as they begin to see how they might apply their study. In Carin Hauser's class, both math and science are learned in this highly interactive, language-rich fashion. As this lesson illustrates, the conventional mathematics of individual computation will eventu ally arise out of this assignment, but in a more realistic, inductive way than that provided by the usual assignment in the math workbook.
Language Across the Curriculum in the Elementary Grades by Christopher Thaiss