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My quick thoughts, back stage, and rants as I try to Teach kids about the Web while learning how to help others build a better Web.


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Greg McVerry

@GovTutor Yes the Cunnigham and Stanovich study is great but it's based on year's old data. A: Phonics is in K-5 classroom, B: Fundations has to have over 50% penetration, C: I agree guided reading groups and most workshop methods not too helpful

Greg McVerry

Yes regardless about political opinions of the it is what we teach and taxpayers expect us to do., and while there are some progressions in Reading for Literature that make little sense it wasn't a source of controversy (besides people saying info text replaced lit)

Greg McVerry

mentions students learn spelling through reading/phonics...also writing. Want to know how well young child reads? Look at how well they spell diphthong and digraphs. But Foundation reading standards have spelling expectations in k-5. Explicit

Greg McVerry

Hey you might come across this article about spelling: by @RebekahDenn missing some context. First it does not mention the foundational section of , ignores connection to phonics, doesn't discuss rise of spelling apps

Greg McVerry

Notes on #CCSS and Sociocultural Theories of Writing #407

2 min read

As we consider theories of meaning we Lessons From Sociocultural Writing Research for Implementing the Common Core State Standards by Rebecca Woodward in Sonya Klein

The Standards’ college and career readiness perspective suggests a pathway for writing development that was determined by starting with what students need to know in college and careers, then working backward 

This is how all CCSS is was organized. 

What we mean by “the role of context” is the recognition that writing is not just a cognitive process but a social and cultural one. Writing and writers develop through interactions with one another over time.

Here the authors define their central position and their key terms. Always write as if your audience knows nothing.

 However, the Standards do not acknowledge that the privileging of argument as a text type is contested; nor do they explicitly connect a focus on text types to the social dimensions of writing

We should never cast argument as the highest form of learning. i think that is partly responsible for the mess we find ourselves in.

 DeStigter (2015) documented how Manny, a Mexican student, struggled to use a Toulmin-style graphic organizer, which focuses on warranting claims with evidence, for an essay assignment about whether schools should foster individuality or conformity. Olson, Scarcella, and Matuchniak (2015) similarly described why argument is a linguistically and rhetorically difficult text type for English learners, suggesting that narrative forms should be taught first as a foundation before focusing on more complex text types.

Never really thought about the cutural implications of learning how the discourse patterns when you come from a culture that stresses the narrative form.

Gallagher (2011) made the case that “we must move beyond the narrowly prescribed school writing discourses found in most school districts and stretch them into areas that can be readily applied

This has to include digital

However, the Standards don’t extend this line of thinking to name various grammars as equally legitimate; explicitly address how our ideas about “proper” grammar are related to culture, race, and power (Delpit, 1995; Ehrenworth & Vinton, 2005); or acknowledge language difference and plurality as a potential resource rather than a deficit. 

There are so many wonderful ways to twist language but never let the connection to home and community unravel. 

Greg McVerry

Wonder if anti voters in MD feel betrayed with both Smarick and Finn appointed to school board. Thats like PETA appointing hamburgler