Talking Points, Vol. 11, No. 2, May 2000

Table of Contents

Issue Theme: Beliefs into Practice

• What's Going on with . . . Karen Smith

  Dorothy F. King and Shirley R. Crenshaw

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  Abstract: Karen Smith has just finished eight years as associate executive director of NCTE and returned to Arizona and a professorship at Arizona State University. She has been a long-time supporter of WLU. We recently asked her about her work as a classroom teacher and at NCTE.

  Keywords: Elementary

• Reading Much of Good Things

  Lynn M.H. Moore

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  Abstract: I attended a workshop by Jim Trelease and came away excited about reading aloud to my own children and to my future kindergarten students. Then, I heard that in some schools, teachers are not supposed to read aloud because the students need all the time they can get on skill work and applied reading. Is “just” reading to my children and my young students worth doing?

  Keywords: Reading, Elementary

• “When I Think about Becoming a Teacher . . .”: A Class Poem

  Kathleen F. Malu

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  Abstract: Kathleen discusses her use of a poetry-writing technique from Kenneth Koch (1970): writing a class poem where the teacher presents a starter phrase and each class member completes the thought.

  Keywords: Elementary, Professional Development

• Defending Teachers and Learners from Mandates

  Kenneth S. Goodman

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  Abstract: For the better part of 1999 I worked on the Arizona Reading Achievement Task Force, established by law to report to the State Board of Education in Arizona on how to implement the phonics law passed last year. Included here is what I have submitted to the Task Force for inclusion in the report. I hope it will be useful in other states.

  Keywords: Assessment, Elementary

• Read Aloud

  Kathy Egawa and Jenifer Katahira

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  Abstract: If you aren’t fully convinced of the merits of a read aloud program, veteran primary teachers Jenifer Katahira and Kathy Egawa provide plenty of evidence, as well as lists of their favorite read aloud titles.

  Keywords: Literacy, Reading, Elementary

• Catskill Whole Language Conference: What a Difference It Made

  Grace Vento-Zogby and Mary Tedesco

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  Abstract: Presents the reflections of two of the many people who had been active in the Catskill Whole Language Council to reflect on the annual Catskill Retrospection and Contemplation Preconference, which preceded the annual Whole Language Conference. Notes the successful formula included singing engaging songs together, welcoming remarks, and inspiring speakers to help participants think about their teaching.

  Keywords: Assessment, Elementary, Professional Development

• Imposters in Whole Language Clothing: Undressing the Accelerated Reading Program

  Jean M. Stevenson and Jenny Webb Camarata

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  Abstract: Although the Accelerated Reader Program is dressed up to look like whole language, the authors suggest that it is just another wolf in sheep’s clothing.

  Keywords: Assessment, Literacy, Pedagogy, Reading, Elementary, Middle, Secondary, College

• Language Stories and Critical Literacy Lessons

  Vivian Vasquez

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  Abstract: Through two brief language stories and the critical “literacy lessons” that follow, language educator Vivian Vasquez illustrates the literacies, knowledge, and power constructed through language, demonstrating the multiple literacies that are made possible by more powerful discourses such as critical literacy.

  Keywords: Language, Literacy, Pedagogy, Writing, Elementary

• Engaging Timmy

  Marilyn Carpenter

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  Abstract: Discusses how a "disruptive" kindergarten student in a summer school program blossomed in a different classroom environment where there was an atmosphere of love and trust. Notes that the student was an active learner, and his new classroom environment encouraged that type of learning.

  Keywords: Pedagogy, Elementary, Professional Development

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