Re: Rich. powerful literacies

[Karen Canty <kscanty@PACBELL.NET>]

Gloria,

And I never really saw what you're writing about in my first child - until
she got out of high school...oh, she read what was assigned and her writing
improved, but it wasn't until the summer after her senior year in high
school that books started coming off the shelves, the light was on late at
night and she was reading...my assumption has always been that the seeds
that were planted in school just blossomed for her at 18 and not at an
earlier age - like it did for a friend's daughter who pulled books off the
shelves from the time she was 8 or 9....so sometimes we just have to wait...

Karen

-----Original Message-----
From: Assessment Reform Network Mailing List
[mailto:ARN-L@LISTS.CUA.EDU]On Behalf Of Gloria Pipkin
Sent: Wednesday, March 27, 2002 4:51 PM
To: ARN-L@LISTS.CUA.EDU
Subject: Rich. powerful literacies


Knowing this isn't a sincere question, I should avoid it, but I'll bite
anyway.  Rich, powerful literacies are those that inspire and equip learners
to CHOOSE to read a wide variety of texts (not the made-for-school kind)
with increasing understanding and pleasure, and to write freely and well for
purposes, projects, and audiences that matter to them.   It's easy to tell
when these conditions are achieved -- books fly off the shelves, the volume
and quality of writing increase, kids groan when the class period is over,
parents and grandparents communicate their astonishment and delight, to name
just a few indicators.  Of course there are also reams of evidence available
to satisfy (or NOT) the data-driven: conference records, multiple drafts,
reading logs, running records, work logs, anecdotal records, portfolios,
videotapes of projects, audiotapes of children's reading, self-assessments,
etc.

Gloria
gpipkin@i-1.net

----- Original Message -----
From: "Art Burke" <aburke@VANSD.ORG>
To: <ARN-L@LISTS.CUA.EDU>
Sent: Wednesday, March 27, 2002 5:02 PM
Subject: Re: A call to English instructors


Anybody know what "powerful literacies" are?  How does a teacher know if he
or she is doing "rich, powerful literacy instruction?"  Art

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