By Donla ui Bhraonain
A suite of the preferred proverbs within the Irish language, chosen by means of the editor and observed via translations or equivalents in English, Spanish (by Carmen Rodriguez Alonso) and varnish (by Anna Paluch). This assortment, illustrated by way of Fintan Taite, has a common relevance and makes the wealth of Irish lore obtainable to a multilingual public around the globe of every age and backgrounds.
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One student, Caitlyn, participated in a gifted and talented pull-out program once a week for 2 hours. Eligibility for this program began with a teacher recommendation and was ultimately based on three sources of data: parent and teacher checklists, school performance, and the Torrence Test of Creativity. 1. Sex, Ethnicity, and Literacy Standing of 3rd-Grade Participants, as Determined by Portfolio Assessment and Support Services Sex Ethnicity Literacy Standing F European American On grade level Caitlyn F European American Gifted and talented Colin M European American Advanced Connor M European American On grade level Danielle F European American On grade level Jake M European American On grade level Jason M European American On grade level Jessica F European American Literacy support services Josie F European American (bilingual) Literacy support services Andrea Judy F European American On grade level Kristin F European American Advanced Kyle M European American Literacy support services Maureen F European American Literacy support services Patrick M European American On grade level Phil M African American Literacy support services Sarah F European American On grade level Ted M European American Literacy support services Vanessa F European American On grade level In 1st and 2nd grade, most of these children had learned to read in a literature-based reading series.
Jessica confirmed or rejected their intertextual links. Kyle then read his report on fossils/dinosaurs (also written during phase 2) and shared intertextual links. The call for other “experts” was sounded. ” and record their ideas on the poster. Day 2. Because the 3rd graders’ ideas about what made a good report centered on what writers do (“research,” “experiment”) rather than on the criteria of a good report, we backtracked and brainstormed what we might include if we were writing a report on sharks.
And record their ideas on the poster. Day 2. Because the 3rd graders’ ideas about what made a good report centered on what writers do (“research,” “experiment”) rather than on the criteria of a good report, we backtracked and brainstormed what we might include if we were writing a report on sharks. Details were recorded on a semantic map, and the children then generated headings. We then read Joanna Cole’s (1986b) Hungry, Hungry Sharks and compared content coverage, adding new ideas to our map and deleting misconceptions.