This is a great overview of the history of English for immigrants learning the language. This book covers the following questions: How has the languag...moreThis is a great overview of the history of English for immigrants learning the language. This book covers the following questions: How has the language changed over history? How did English become the most spoken language in the world? How was the English language influenced by other languages and cultures? How does it continue to change today?
The Illustrations are a bit dated. So is some of the content. Overall, I'd say it was good, but not exactly an exciting read. My favorite part of this book was on the last page before the Bibliography--"Some Clues to Word Origin from Spelling". This is a great, short list of English words that come from Anglo-Saxon, French, Greek, and Norse. (less)
This book did take me forever to read, but like most books on pedagogy this is a "read and then think about" type of book.
I follow Donalyn Miller's b...moreThis book did take me forever to read, but like most books on pedagogy this is a "read and then think about" type of book.
I follow Donalyn Miller's blog and her goodreads reviews so a lot of information in her book wasn't new to me, but there are some ideas I want to jot down here to remember since this was a library loan. I haven't bought this book yet. I can't find any of her student forms online so I guess I will buy it later.
**Assign students a section to read ahead of time, and give them time to practice reading it. --oral reading idea **Book logs are more damaging than effective. **Book talks are very similar to book reports. They take up time in class when students could be reading or writing. **Teach readers instead of books: an argument against whole-class instruction on one book. **Reading response letters instead of comprehension tests. How does Donalyn feel about Kelly Gallagher one pagers?
40 books in one school year may be too much for ELLs. Yes, am I horrible for saying that? Maybe I am. Unlike Donalyn, I'm pretty sure I will not read every book on my classroom shelf. Again, I'm horrible. I know it. I know it. Now what? (less)
Learning without thinking is labor lost; thinking without learning is dangerous.---Confucious
This book reiterates a lot of current professional develo...moreLearning without thinking is labor lost; thinking without learning is dangerous.---Confucious
This book reiterates a lot of current professional development books out there on reading nowadays:
*create a "book flood"--surround kids with high-interest books *give them time in class to do recreational reading *do not drill and kill them on their pleasure reading choices *do not drill and kill them in test prep *connect their reading to real world events *give them authentic texts
Some of what I found new and interesting was Gallagher's theory of teachers needing to do a delicate balance between overteaching (killing a book so no reader would ever love it again) and underteaching (giving a reader that is too difficult for them to read alone successfully therefore killing that book too).
Love the one pagers at the end of this book. I also am adding a separate shelf for all his high-interest books that reluctant teen readers love in his class.
I also grimaced when he said that Finnish students start school at seven. They have the highest tested readers and thinkers in the world. Apparently. Well, I've just enrolled my five year old in Kindergarten. Damn it!