Walk
The way we move our body as we walk can convey emotion and meaning. Encourage students to recognize the different ways in which people can walk.
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Write
Writing is a form of communication that people use everyday. It can be as simple as jotting down a list of groceries, or it can be as complex as producing a research paper. Writing can also be as full of emotions as a love letter.
Check
Many words can communicate more precisely the kinds of activities in which students engage. See how many of the words in the word web you and your students can integrate into your everyday classroom talk.
Ask
Everyday learning in the classroom requires the asking of a variety of questions. As illustrated in the word web, the word ask can be used in a multitude of ways.
Learn
Schools are about learning—from peers as well as teachers. Many synonyms exist for the verb to learn, as well as numerous idioms and common phrases. There many ways to integrate these into everyday classroom and school events.
Attentive
Being attentive, or focusing on the task at hand, is an important aspect of learning. Some tasks require all of our attention, some do not. Degrees of attentiveness vary.
Quiet
Quiet is a word that at least traditionally has been very common for classrooms and libraries, especially while students are reading and thinking.
Introduction
This introduction provides a comprehensive overview of the vocabulary concepts underlying Exceptional Expressions for Everyday Use and includes detailed suggestions for classroom activities based on the 32 E4 lessons.
The Generalizability of the TExT Model to Indic Languages
Considerably less is known about reading processes in syllabic and semi-syllabic writing systems, such as those used by a sizeable proportion of the world’s population. In this column, we consider the generalizability of features of the TExT model to alphasyllabic languages, such as those in use in India.
Immunizations and treatments in early reading: What if we’ve got the wrong ones?
Might it be that the immunization effort of the past decade in early reading education has contributed to problems that are far more serious than word recognition ever was? Might it even be that students’ word recognition is, in fact, quite good and that it is their background knowledge and engagement in reading that is the real problem?