“The development of conscious control over language use and the ability to negotiate the social and academic language of schooling are particularly important for students who do not generally fare well in schools” (Scott, et. al.; 2008, p. 9). In this episode, students will tell you what the teacher can
Hear from two fifth grade girls on how they react to sophisticated words.
In our first episode, we will explore my story as a vocabulary have not. References: Rasinski, T. V., Padak, N., Newton, J. and Newton, E. (2011), The Latin–Greek Connection. Read Teach, 65: 133–141. doi:10.1002/TRTR.01015 https://www.timrasinski.com/presentations/article_latin-greek_connection_-_rt_tr_np_jn_en_2011.pdf
Words, words, words. Students will fall in love with words, when they are equipped with vocabulary. And students who love words learn better. When teaching language arts, we are teaching students the art of using language. Language Arts is composed of six components: Reading, Writing, Listening, Speaking, Viewing, and Visually
“Literacy is about learning, and learning is about unlearning and relearning” (Spencer & Juliani, 2017, p. 19). Spencer and Juliani, authors of Empower: What happens when students own their learning, devised six truths that support a principle for empowering our learners. Truth numbers one and five from their book, focus on