Year 4
Number
95
January 12th
2003
4400 SHARERS are reading this issue of SHARE this week
__________________________________________________________
Thousands of candles can be lighted from a single
candle, and the life of the candle will not be shortened. Happiness never
decreases by being SHARED
__________________________________________________________
Dear SHARERS,
I hope you were
already missing us. We were missing you a bit. You know that both Marina and I
enjoy these weekly meetings with you but the weather has been so splendid so far
that it was hard to sit at the computer and prepare SHARE as every other week.
We decided ( on second thoughts I think Marina commanded) that I should be
barred from the computer at least for the first ten days of our holidays and I
complied. And I must confess it was no effort at all. We have not gone on
holidays anywhere and we are not going to. This has not been our best year in
economic terms but we are not suffering. We´ve got our nice little pool and
garden and plenty of friends always ready (and willing) to cook some hamburgers
and sausages in the garden barbecue pit (or on grand occasions we do get a real
barbecue!) which saves Marina from cooking (this if you do not count her pizzas,
that everybody demands).
We don´t want to
make this a long introduction. There´s a lot to read in this issue. Only one
more word : there will be only two issues in January: this one and another one
on either January 25th or 26th. With some many people away
on holiday we do not want to clog their mail boxes (this is a white lie,
actually if the weather keeps this good ,more laziness can be
anticipated!)
Keep
on enjoying your holidays!
Omar and
Marina
In SHARE
95
1.-
Thematic Literature and Very Young Learners.
2.-
After Harry Potter, What?
3.-
Shakespeare for Young Learners.
4.-
Electronic Village Online Sessions 2003.
5.-
In Your Own Write.
6.-
Call for Teachers of English Writing Skills.
7.-
Maestrías en la UBA.
8.-
Correction and Hypercorrection.
9.-
The Art of Achievement.
10.
>From an Argentinian Sharer in the States.
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1.- THEMATIC
LITERATURE & VERY YOUNG LEARNERS
Our dear SHARER Marisa Cogut from Corrientes, Argentina has sent us this
article from ERIC Clearinghouse on Languages and Linguistics.
Thematic Literature and Curriculum for English Language Learners in Early
Childhood Education
by Betty Smallwood, Center for Applied
Linguistics
The incorporation of age- and language-appropriate thematic literature
into the early childhood curriculum can stimulate content-based academic
learning for English language learners (ELLs). This systematic approach is
particularly beneficial to young ELLs ages 3 through 8 because it provides
background knowledge and cultural information along with opportunities to hear,
speak, and interact with carefully crafted language in thematic and story
contexts. It also develops literacy in an engaging and playful context (Ghosn,
2002). For example, a well-chosen picture book can provide a meaningful focus
for developing reading skills such as vocabulary and comprehension, as well as
an awareness of sounds and sound-letter relationships (Smallwood, 1998). While
this careful introduction to reading is important for all children in Grades
preK-3 (Snow, Burns, & Griffin, 1998), it is critical for the growing
population of young ELLs. Almost half (47%) of the K-12 ELL school population
reported by grade (1999-2000) is enrolled in Grades K-3, representing about 1.3
million children (Kindler, 2002). Many of these children are interacting
socially beyond the home and family for the first time, hearing extensive
English, being exposed to books and read aloud to, and functioning as part of a
learning community.
This digest provides early childhood educators with book selection
criteria, literature-based teaching strategies, curricular topics, and book
lists for representative topics appropriate for use with ELLs in early childhood
settings.
Book Selection Criteria
Book selection is critical because not all books are equally effective
with ELLs (Smallwood, 1991; Tabors, 1997). Most book lists do not carefully
weigh the particular learning needs of ELLs, and even fewer address young ELLs.
Teachers should consider the following questions when evaluating a book's
appropriateness for this population:
* Does the book help meet curricular objectives or enhance the thematic
units being studied? Dickson's (2001) research confirms that preschool teachers
often select stories that are connected to classroom themes. This connection is
especially important for ELLs, who benefit from reinforcement of a topic.
* Is the book's content appropriate to the children's age and
intellectual level? Books should be developmentally and content appropriate for
young ELLs, many of whom have had limited exposure to books or to
English.
* Does the book use language that is at or slightly above the level of
the learners? Both the amount of text and the level of complexity should be
considered, and the level of grammatical difficulty should increase in alignment
with the students' level of aural comprehension.
* Does the book contain repeated, predictable language patterns? Such
patterns include rhyming and repetition of sounds, words, refrains, or entire
sentences.
* Are there clear illustrations that help tell the story? Teachers depend
on pictures to explain new vocabulary and to hold the attention of the young
learners. Photographs can capture hard-to-explain emotions, such as curiosity
and excitement. When the teacher and student do not share a language,
illustrations are often the most critical book selection
criterion.
* Will the book add to the collection of bilingual and multicultural
books in the classroom that represent the diverse languages and cultures of the
children? Hearing their native language or about their home culture boosts ELLs'
self-esteem and provides opportunities for enhancing literacy skills in both the
native language and English.
Teaching Strategies
Many effective strategies for reading aloud with young children apply to
ELLs (e.g., predicting from the book cover before reading, pointing to
illustrations during reading, checking for comprehension upon completion). The
strategies suggested below are especially useful for developing oral language
and beginning literacy with students learning English as an additional language
(Smallwood, 1998).
Prereading.
Before reading a story aloud, preview the story, highlight key
vocabulary, and make a clear connection to the curriculum topic being studied.
Encourage students to express key words or concepts in their native language,
using a bilingual staff member, parent, or other student, if available, to help
interpret. Vocabulary can be introduced and later reinforced through a picture
dictionary organized by topics (e.g., The Oxford Picture Dictionary for Kids,
Keyes, 1998; Oxford University Press). If the students are able, have them share
related background experiences from their home or culture, in either their
native language or English. Pose a specific listening objective to help the
children focus, such as asking them to think about three feelings described in
the book Everybody Has Feelings (Avery, 1992; Open
Hand).
Reading
Aloud.
Read slowly and clearly with a lot of dramatic expression. Plan fairly
short read-aloud sessions; 10 minutes of listening is about all that students
new to a language can productively absorb. Allow young children to hold and
quietly play with something, such as a ball or doll, to help focus their
attention, if necessary. If there is an aide or other adult available during
book reading time, seat them near ELLs to help them remain focused or to quietly
reinforce the story. If a book is beyond the students' language, content, or
developmental level but meets other selection criteria, edit the story as you
read or retell it through the pictures. For example, simplify I'm New Here
(Howlett, 1993; Houghton Mifflin), which describes in first-person narrative and
photos the first school experiences and emotions of a 9-year-old girl from El
Salvador. Pause regularly to do an informal check of students' comprehension and
to allow them to discuss the pictures or story, while not losing track of the
reading focus.
Discussion,
Review, and Extension Activities.
Encourage ELLs to talk about the story by having them point out their
favorite parts, in English or their home language (if an aide or parent is
available to interpret). After a comprehension check, follow with some literacy
skill development. For example, with Miss Mary Mack (Westcott, 1998; Little,
Brown), children repeat by chanting the three initial m sounds in the title and
three rhyming words-Mack, back, and black-that practice initial sounds and a
difficult-to-pronounce final blend. This is a natural, contextualized way to
develop an awareness of different speech sounds. ELLs also need followup time to
reinforce the connection between the book and the curricular theme. For example,
after reading aloud Bread, Bread, Bread (Morris, 1989; Lothrop, Lee, &
Shepard), with its photographs of delicious bread from around the world, bring
in different kinds of bread for the children to experience and have them draw,
label, and write a description of their favorite. Other possible reinforcement
activities include making a graph that tallies students' favorite breads, making
a collage of bread pictures, or taking a class field trip to a
bakery.
Arrange for ELLs to listen to the book again, ideally in a smaller group,
and provide them with additional opportunities to interact with and learn the
vocabulary, structures, and information. Encourage them to retell the story to
others and to take the book home, if permitted. If there is a bilingual edition
of the book, invite a bilingual staff member or parent to read it and make it
available for the families. Another way to provide repeated exposure to a book
is for the teacher or parent volunteer to record it on tape and put it in the
listening center along with the book.
Curriculum Topics
Traditional curricular topics for early childhood education and also for
ESL have emphasized basic interpersonal communicative skills, such as the
ability to talk about food, family, and holidays. Increasingly, however, topics
are also focused on developing more cognitively demanding academic language in
the content areas. For example, in science, early childhood units may be
developed on the food pyramid, dinosaurs, insects, or simple machines. In social
studies, countries and cultures represented by students in the class can be
introduced, "coming to America" stories can be discussed, and cultural diversity
of the neighborhood can be celebrated. Most early childhood education curricula
focus on both basic communication skills and the more complex language needed
for academic contexts. This dual focus is very helpful for ELLs, who need to
become proficient in both social and academic
language.
There are resources available to help teachers develop thematic units in
elementary (Meinbach, Rothlein, & Fredericks, 1995) and early childhood
settings (Carroll & Kear, 1993) with guidelines, sample topics, and
activities, but neither of these addresses the specific needs of ELLs.
"Everything ESL" (www.everythingesl.net), a Web site devoted to K-12 ESL, offers
lesson plans on content-based themes for the elementary grades.
The multicultural literature recommendations for early childhood
curricular topics listed below also meet our selection criteria for ELLs in
these grades. These suggestions are derived from annotated book lists compiled
for monthly themes of the pre-K curriculum in Prince George's County Public
Schools, MD (Smallwood, 2000).
Learning About School
Ashley, B. (1995). Cleversticks. New York: Random
House.
Baer, E. (1990). This is the way we go to school. A book about children
around the world. New York: Scholastic.
Mitchell, D. (1997). Schools around the world. Austin, TX:
Steck-Vaughn.
Morris, A. (1999). Teamwork. New York: Lothrop, Lee &
Shepard.
All About Me and You!
Fox, M. (1997). Whoever you are. New York: Harcourt
Brace.
Gordon, G. (1993). My two worlds. New York:
Clarion.
Raschha,
C. (1993). Yo! Yes?
New York: Orchard.
Roe, E. (1991). Con my hermano/With my brother. New York:
Bradbury.
Getting to Know Mexico and Spanish
Grejniec,
M. (1993). Buenos dias. Buenos
noches. New York: North-South.
Orozco,
J-L. (1997).
Diez deditos. Ten little fingers and other play rhymes and action songs from
Latin America. New York: Dutton.
Soto, G. (1993). Too many tamales. New York: G.P. Putnam's
Sons.
Van
Laan, N. (1996). La
boda. A Mexican wedding celebration. Boston: Little,
Brown.
Enjoying Snow Around the World
Chapman, C. (1994). Snow on snow on snow. New York: Dial Books for Young
Readers.
Good, M. (1995). Reuben and the blizzard. Intercourse, PA: Good
Books.
Lee,
H. V. (1995). In
the snow. New York: Holt.
Shulevitz, U. (1998). Snow. New York: Farrar Straus
Giroux.
Siddals, M. K. (1998). Millions of snowflakes. New York:
Clarion.
Celebrating Chinese New Year
Chinn, K. (1995). Sam and the lucky money. New York: Lee &
Low.
Demi. (1997). Happy New Year. Kung-His Fa-Ts'ai. New York:
Crown.
Low, W. (1997). Chinatown. New York:
Holt.
Waters, K., & Slovenz-Low, M. (1990). Lion dancer. Ernie Wan's
Chinese New Year. New York: Scholastic.
Conclusion
Literature-based, thematic, and content-based approaches have a strong
research base and have been used widely in elementary and middle school
mainstream, ESL, and foreign language programs (Haas, 2000). These approaches
are now becoming equally important for early childhood education to prepare
students for the demands of academics and testing. With authentic literature,
teachers are helping to build emotional, social, and intellectual responses to
the natural language of engaging stories linked with attractive
illustrations.
References
Carroll, J. A., & Kear, D. (1993). A multicultural guide to thematic
units for young children. Chicago: Good Apple.
Dickson, D. (2001). Book reading in preschool classrooms. In D. K.
Dickson & P. O. Tabors (Eds.), Beginning literacy with language (pp.
175-204). Baltimore, MD: Paul H. Brookes.
Ghosn, I. K. (2002). Four good reasons to use literature in the primary
school ELT. English Language Teaching Journal, 56,
172-79.
Haas, M. (2000). Thematic, communicative language teaching in the K-8
classroom (ERIC Digest). Washington, DC: ERIC Clearinghouse on Languages and
Linguistics.
Kindler, A. L. (2002). Survey of the states' limited English proficient
students and available educational programs and services. 1999-2000 Summary
Report. Washington, DC: U.S. Department of Education, National Clearinghouse for
English Language Acquisition and Language Instruction Educational
Programs.
Meinbach, A. M., Rothlein, L., & Fredericks, A. D. (1995). The
complete guide to thematic units: Creating the integrated curriculum. Norwood,
MA: Christopher-Gordon.
Smallwood, B. A. (1991). The literature connection: A read-aloud guide
for multicultural classrooms. Reading, MA:
Addison-Wesley.
Smallwood, B. A. (1998). Using multicultural children's literature in
adult ESL classes (ERIC Digest). Washington, DC: National Center for ESL
Literacy Education.
Smallwood, B. A. (2000). Booklists for pre-K curriculum topics.
Unpublished project documents. Adelphi, MD: Prince George's County Public
Schools.
Snow, C. E., Burns, M. S., & Griffin, P. (Eds.) (1998). Preventing
reading difficulties in young children. Washington, DC: National Academy
Press.
Tabors, P. O. (1997). One child, two languages. A guide for preschool
educators of children learning English as a second language. Baltimore, MD: Paul
H. Brookes.
Digest
- EDO-FL-02-08. This
digest was prepared with funding from the U.S. Dept. of Education, Office of
Educational Research and Improvement, National Library of Education, under
contract no. ED-99-CO-0008. - ERIC Clearinghouse on Languages and Linguistics -
4646 40th Street NW - Washington DC 20016-1859 -
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2.- AFTER HARRY POTTER, WHAT?
Our dear SHARER Juan Pablo Fernandez Rubio from Concepción, Chile wants
to share this article with all of us. He says it proves his point that there is
life for children´s literature teachers after Harry Potter.
After Harry Potter, What? Recommended Books and
Authors
by Elizabeth Kennedy
The comment we hear again and again in schools, from friends, and at the
bookstore is that J.K. Rowling's Harry Potter books are making readers out of
kids who haven't been that interested in reading on their own. That's great, but
what happens when these students finish the Harry Potter books? After Harry
Potter, what is there? Plenty, I am happy to report.
Long before Rowling, there were writers engaging children with stories of
ordinary children having extraordinary adventures. Many of these books involved
fantasy or science fiction. Often, the hero or heroine felt like a misfit in the
reality of everyday life but was transformed by being transported, at least for
a time, to an alternate reality. Still other books involved boys and girls
coping with their lives being changed by death or war.
C.S. Lewis' "The Chronicles of Narnia" is a terrific series for children.
The book "The Lion, the Witch, and the Wardrobe" has been particularly popular.
Younger children enjoy hearing the books read aloud while older children often
prefer to read them on their own.
One of the authors who is frequently compared to J.K. Rowling is Roald
Dahl. While he is best known for "Charlie and the Chocolate Factory", he also
wrote a number of other children's books. Several, including "James and the
Giant Peach" and "Charlie and the Chocolate Factory" have been made into movies.
Other authors Rawlings' fans might enjoy are Madeline L'Engle, whose book
"A Wrinkle in Time" was awarded a Newbery Medal in 1963, and Diana Wynne Jones,
who is also an award winning author. Her books "Archer's Goon," "Castle in the
Air," and "Howl's Moving Castle," all received the ALA (American Library
Association) Best Book for Young Adults designation. They are written for 8 to
12 year olds.
If you have younger children looking for extraordinary adventures, they
will probably enjoy P.L. Travers' "Mary Poppins" and Mary Norton's "The
Borrowers." This list would not be complete without "The Secret Garden" by
Frances Hodgson Burnett, my all-time favorite. In any case, as you can see, if
your children enjoyed the Harry Potter books, there are many other appealing
books available to them.
If you have never read any of the Harry Potter books, find out what all
the excitement is about. Read a sample chapter of "Harry Potter and the Chamber
of Secrets." Then, move around Scholastic's Official Harry Potter site to learn
more about Rowling's books. Scholastic is the American publisher of the Harry
Potter books, and this site has interviews, games, discussion guides, and more
for parents, teachers, and kids. By doing so, when you look for books that will
appeal to children who like the Harry Potter books, you'll have a better idea of
what that means.
(c) 2002 About, Inc.
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3.-
SHAKESPEARE FOR YOUNG
LEARNERS
This
is the title of the plenary session that distinguished lecturer Nora Kreimer
will offer during the FIRST ANNUAL CONFERENCE OF APPLIED DRAMA
that The Bs. As. Players are organizing at Teatro Santamaría, Montevideo 842,
Ciudad de Buenos Aires, on -February, Thursday 27 and Friday 28 of February -9
am to 5 pm and Saturday 1st March - 9 am to 1
pm
SHARE is co-sponsoring this event together with Kel Ediciones, Buenos Aires Herald, AACI
and APIBA.
The following is the abstract of Ms Kreimer´s presentation:
Shakespeare for Young Learners
“This lecture is an attempt to explore and validate the presence of
Shakespeare texts in a classroom of young learners. This exploration is not only
a very desirable activity but also an enjoyable one, from the point of view of
the dramatic possibilities that are involved. I'd not only suggest a good
analysis of the text in Early Modern English spelling, as opposed to some
current attempts at eliminating this diction in favor of contemporary English.
Also, a play-acting game: at times involving only boys as in Shakespeare's
times, or, why not, also only girls! may prove very successful. This is a very
interesting type of role playing that work on a Shakespeare text may generate,
where laughter will be combined with introspection .
Regarding the opening up of students to a world of personal enrichment,
the cultural implications of this activity cannot be fully evaluated, as a
closer analysis and possible performances of Shakespeare plays may encourage a
sustained interest in Shakespearean performances. The role of student-actors and
teacher-directors may extend the border of the traditional classroom bond, where
the exploration will be the target, and not a traditional type of training and
evaluation in Shakesperean analysis, the results being definitely very
satisfactory and commendable. This lecture will include a sample activity from a
video of As You Like It in modern costumes, which may illustrate the concept
that Shakespeare in jeans may be as or most effective in this attempt to bring
Shakespeare closer to young people in class.”
Nora Kreimer
Graduada de Profesora en Inglés en el Instituto Superior del Profesorado
"Joaquín V.González". Profesora Titular de I) Literatura Inglesa Medieval y
Renacentista y II) de Literatura Neoclásica, Romántica y Victoriana del
Instituto del Profesorado del CONSUDEC. Obtuvo el titulo de "Profesora Agregada
a la Cátedra de Literatura Inglesa III (Shakespeare) del Profesorado del
CONSUDEC. Actualmente se desempeña como Profesora Titular del Departamento de
Inglés Cátedra de Literatura I (Medieval y Renacentista)Profesora Literatura II
(Neoclásica, Romántica y Victoriana )Cátedra de Literatura Inglesa III ( William
Shakespeare.) Desde 1996 está traduciendo la obra poética de Homero Manzi al
inglés.
Other topics and lecturers include : The ABC in Applied
Drama, by Celia Zubiri, Dramatic Activities through Poetry, by Beatríz Pena
Lima, Words and Music in Applied Drama, by Ana María Bergel,Body Language and
Space Management, by José Muñoz. Iniciación a la expresión con
títeres y objetos, por Carlos Martínez, Creative Storytelling by Patricia Gómez
and El teatro en la educación por
Roberto Vega,.
For further information on detailed schedule,
lecturers, topics, registration, fees and payment, we invite
all Sharers to visit the Bs As Players site: www.thebsasplayers.com or to write to
us share@netizen.com.ar and we will
gladly send you the conference poster by e-mail.
For
Registration: before 27th January phone (011)
15-4493-3543. After 27th January contact:
The Bs. As. Players:
Montevideo 850, Monday to Friday 10 AM to 5 PM. Ciudad
de Buenos Aires or by mail thebap@thebsasplayers.com / thebap@arnet.com.ar or Fax: (54-11) 4812-5307 /
4814-5455
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4.- ELECTRONIC
VILLAGE ONLINE SESSIONS 2003
The CALL Interest Section of TESOL is proud to announce
its third round of online sessions, including readings, discussions, chats,
guest speakers, and task-based activities. If you can't come to the
conference, now the conference can come to you!
You do NOT have to be a member of
TESOL, nor do you have to register for TESOL 2003, to take part in these
FREE events.
The EV
Online 2003 sessions are held prior to the TESOL Convention and some in
conjunction with Interest Section Academic Sessions or Strands. They run
for seven weeks, starting on January 20 and ending on March 7, 2003.
Registration for the sessions will be from January 6 to
20, 2003.
The following Online Sessions will be
offered:
Viva, the Virtual Electronic Village in
the Ardeche" --
Moderator: Philip Benz -- CALL-IS
Reading Online -- Moderator: Elizabeth Hanson-Smith --
CALL-IS
A Basic Workshop for using the Internet in
class -- Moderator: JoAnn
Miller CALL-IS,
EFL-IS
An Intermediate Workshop for using the
Internet in class --
Moderator: JoAnn Miller -- CALL-IS, EFL-IS
Oral Communication Skills for
Professionals --
Moderators: Christine Parkhurst & Rebecca Dauer -- SPR-IS, ITA-IS,
ESP-IS
Creating an Online Magazine to Publish
Student Writing --
Moderators: Sandra Peters, Julia Karet, Anne Davis
-- CALL-IS
Communities of practice online: Reflection
through experience and experiment with the Webheads community of language learners and
practitioners --
Moderators: Vance Stevens, Chris Jones, John Steele, Christine Bauer-Ramazani,
Teresa Almeida d'Ega, Susanne Nyrop, Keiko
Schneider, Rita Zeinstejer, Arif Altun, Christopher Johnson, Aiden
Yeh, Dafne Gonzalez Chavez,
Buthaina Othman, Arlyn Freed, Michael Coghlan -- CALL-IS
For complete session descriptions and
registration information, please visit the web site:
http://academics.smcvt.edu/cbauer-ramazani/TESOL/EVOL/evol2003.htm
Please also note the following
TESOL Online Workshops:
April 2003 -- Part 1: The Basics of Online
Instruction (requiring only basic knowledge of navigating the
Internet)
Summer 2003 (Winter
2003 for Cono Sur)-- Part 2: Advanced Workshop for Online
Presenters
(requires successful completion of Part 1 in the series or some
experience in designing and teaching online courses)
For more information and
registration, please visit the TESOL web site:
http://www.tesol.org/edprg/olw/onlineinstruction.html.
------------------------------------------------------------------------
5.- IN YOUR OWN
WRITE
Our dear SHARER and friend Susana Pfaffen from Rafaela writes to us:
Monday, December 30, 2002 5:37 PM
Dear Omar & Marina,
Before
the year is over (and I'd better hurry as tomorrow it will) I want to release
myself from this sense of guilt I feel for always receiving from you and never
giving back.
Though I haven't started my holidays yet, I did set to work on one of my
vacation chores that is to tidy up (so as to make room in) my overloaded
bookcases, and literally get rid of all those old books which I definitely do
not and will not use any more. (Some day or other I had to do it.) A
heartbreaking task, mind you, which took me long hours to decide "away with this
one" or "this one ... not yet". Before placing them sorrowfully in the "away"
pile, I went through each one trying to find "a reason to save them". This I was
doing when I came across some old issues of a little magazine -"READ" - from
which I copied these poems that teachers may enjoy themselves, or use in their
classes, or may be a source of ideas to make their students write their own
poems.
The important point to notice is that they have been written by teenagers
in junior high or high school ( and may already be parents of teenagers by now !
) who contributed to the section of the magazine called In your own Write.
My deep and warmest wishes for a Light of HOPE that lead us all into the
New Year.
Susana Pfaffen
ADVICE Bookshop - RAFAELA
In your own Write
(from "Read" Magazine)
Average Me
Average is just average,
And average isn't fair,
But no matter what you say to them,
They act like you're not there.
They always give attention
To the smart thing that is said,
But if you make a soft remark,
They smile and pat your head.
They never even give you a chance
To talk about what you did.
They always compare you to others
And treat you like a kid.
You're never really bad enough,
And you're never really
good.
And when you say you can't,
You know, they always say you could.
Today I think, perhaps,
I should just use my brain a bit.
Maybe average isn't bad.
Maybe I won't quit.
I'm glad to be not good or bad.
In fact, I jump with glee
To know I am an average person,
A perfectly average me!
April Webb - Orem, Utah
I Wonder
I wonder if there's something wrong
because I'm so different.
I kinda like sports
and I kinda don't.
Sometimes I like school;
Sometimes I don't.
Some days my favourite subject is
social studies; but some
days, science.
Sometimes I wonder what I am
and if I'll ever be perfect.
Sometimes I wonder if I'm anything
because I know I'm not close to perfect.
I keep telling my parents, "Please be
patient;
God isn't finished with me yet."
But I do wish God would hurry;
I'm getting tired of waiting.
Kip Beasley - Haven, Kansas
Love
Love is like the wind.
You can't see it or touch it.
But it's always there.
It might lift you up
Or bring you down,
But it's sure to turn
Your world around.
Pat Mickey - Chicago Heights, Illinois
We
I'd rather we be a could be
If we couldn't be an are,
For a could be is a maybe
With a chance of reaching par.
I'd rather we be a have been
Than a might have been, by far,
For a might have been has never been,
But a have been was an are.
No name given
Catching Time
T ime is something you can't
stop.
I t's fun for some,
for some it's not.
M aybe if we could put time in a cage,
E verybody would stop
complaining
about age.
Justin Solonynka - Churchville,
Pennsylvania
Nightmares
Nightmares are something
that we all dread,
because they come
when we're alone in bed.
You fall asleep
unaware
of what might happen
in your mind somewhere.
You see dark colors,
alleys, and streets.
you hear strange noises
and eerie creaks.
You hear people's voices
and people screaming.
You're getting scared
and hope you're just dreaming.
Things are following you
through the dark night.
You cannot see
because there's no light.
Monsters are chasing you -
you can't escape!
You're running and running.
Then you awake.
Karen Barry - Pittsburgh, Pennsylvania
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6-
CALL FOR TEACHERS OF ENGLISH
WRITING SKILLS
Our dear SHARER Fairy C. Hayes-Scott, sends us this
announcement:
The International Journal for Teachers of English
Writing Skills is making its annual call for prose, poetry, and short plays for
its August 2003, Special Literary Edition. There is a Young People's Section
(ages 10-17) and Senior Writers'
Section (ages 18 and older).
Work is anonymously refereed by an
international jury. No specific subject is required. The aim is to allow good
writers of all ages to share their talent with no constraints.
Beginning with the 2003 Special
Literary Edition, interpretative readings of some of the poems will be available
on a CD that will accompany the edition.
As in the past, the cover will
reflect the top winner in each section as determined by the jury.
Deadline for submissions: March 15,
2003
Word limit: 1000
Preferred method of submission is via e mail to: FairyHa@aol.com
Can send disk if Microsoft
Word 6.0 or higher
Submission address for hard copy (send
4):
IJTEWS
2910 E. Eisenhower Parkway
Ann Arbor, MI
48108
For further inquiries,
please contact me.
Sunrises
and Sunsets,
Fairy
Fairy C. Hayes-Scott,
Ph.D.
Editor-in-Chief
FairyHa@aol.com
Ann Arbor, MI
USA
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7.- MAESTRÍAS
EN LA UBA.
MAESTRÍAS Y
CARRERAS DE ESPECIALIZACIÓN
EN LA FACULTAD DE FILOSOFÍA Y
LETRAS.
La
Secretaría de Posgrado de la Facultad
de Filosofía y
Letras de la Universidad de Buenos Aires informa que desde el 10 de
Febrero y hasta el 7 de Marzo de 2003 está abierta la inscripción a las siguientes
maestrías y carreras de especialización:
*
Maestría en Análisis del Discurso.
*
Carrera de Especialización en Procesos de Lectura y
Escritura
*
Maestría en Docencia Universitaria.
*
Maestría en Administración Cultural.
*
Maestría en Etica Aplicada.
*
Maestría en Literaturas Española y Latinoamericana.
*
Maestría en Teatro Argentino.
*
Carrera de Especialización en Historia Argentina.
Los
requisitos para cursar estos postgrados pueden consultarse en la página web de
la Facultad:
http://www.filo.uba.ar/Secretarías/Posgrado/Maestrías.
,
Informes e
inscripción: vivianazimmermann@hotmail.com, o
posgrado40@hotmail.com
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8.- CORRECTION
AND HYPERCORRECTION
Our dear SHARER Gerardo
Lafferiere sends us this “word”. He says “this might make a few Language
teachers reflect and make their students´lives less miserable”
hypercorrection (hi-puhr-kuhr-REK-shun) noun
A
grammatical, usage or pronunciation mistake made by `correcting' something
that's right to begin with. For example, use of the word whom in "Whom shall I
say is calling?"
[From Greek hyper- (over) + correction.]
"One
explanation is that some people may have been corrected for
saying
`bad' in another construction such as `I need money bad'
and so in
hypercorrection use `badly' in all constructions.
Other use it trying to
be elegant, thinking `feeling bad' is
somehow less educated."
Roz Young, The Good Word is Don't Feel
Bad About 'Feeling Badly',
The Dayton Daily News, Sep 4,
1993.
"The truth is that hypercorrection isn't grammar's coup de
grace. We all
do it occasionally; here's how: Fear of the
objective case. This comes as
a shock to we (should be `us')
people who care about grammar, but between
you and I (should be
`me'), hypercorrection is quite common."
Rob Kyff, The Error of
Fixing What Ain't Broke, The Hartford Courant,
Apr 20, 1994.
In a related development I (Omar writing now) would like
to comment on some mistakes (?) I seem to have spotted in this e-mail sent to
Kinder Korner, a very popular list for kindergarten teachers in the USA. I have
highlighted them in red (yes,RED!!!) for your consideration. Two of them are, to
me, unmistakable examples, of slips of the pen (slips of the keyboard?) :
“She want more HW”
and “I
e-mail address is…” But
the other one: “we all give
different
homeworks.” How would you
rate it? Marina says this me still bleeding from the last time I wrote I had my
toasts and butter___but then I am no native
speaker and this girl is!
----- Original Message -----
From: <KinderKorner@yahoogroups.com>
To: <KinderKorner@yahoogroups.com>
Sent: Sunday, January 05, 2003 7:08
PM
Subject: [KinderKorner] Digest Number
5125
Message: 1
Date: Sun, 5 Jan 2003 10:30:27
EST
From: CHteachk@aol.com
Subject:
Homework and Organization
A
first grade teacher and myself (Kgn.) were asked to present a parenting workshop
on Homework and Organization. I could use some ideas. We also need to be able to address
questions that we know will come up:
*My child won't do his homework.
*I
don't get home until late. (The housekeeper doesn't speak much English.)
*
"Homework is always a battle, we end up at each others
throats"
OR-
*Johnny finishes his HW in 5 minutes. Can you give more
HW.
*HW is too easy and/or boring for Mary. She want more HW like her sister (in 4th
grade)
This has to be general because there are 5 classes and we all give
different
homeworks. Also, we are
talking to both K and 1 parents together.
I could use your input. Any ideas or
suggestions would be greatly appreciated:
Thanks for your help.
I e-mail
address is CHteachK@aol.com.
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9.- THE ART OF
ACHIEVEMENT
Our dear SHARER Edith Zas wants to SHARE these thoughts with all of us.
Thank you for this, Edith and for your heart-warming comments and
wishes.
THE ART OF
ACHIEVEMENT
You hold in your hand the camel's
hair brush of a painter of Life. You stand before the vast white canvas of Time.
The paints are your thoughts, emotions and acts.
You select the colors of your thoughts; drab or bright,
weak or strong, good or bad.
You select the colors of your emotions; discordant or
harmonious, harsh or quiet, weak or strong.
You select the colors of your acts: cold or warm,
fearful or daring, small or big.
Through the power of your selective imagination you
catch a vision ... you dream a dream.
You visualize yourself as the man you want to
be.
You see yourself as a triumphant personality striding
toward far horizons of constructive accomplishment.
You see yourself as a master servant of the race,
ministering to human needs, radiating happiness.
You see yourself as a builder, making a creative
contribution to the evolution of modern civilization.
You strive to make the ideal in your mind become a
reality on the canvas of Time.
You select and mix the positive colors of heart, mind
and spirit into the qualities of effective living: patience, determination,
endurance, self-discipline, work, love and faith.
Each moment of your life is a brush stroke in the
painting of your growing career.
There are the bold, sweeping strokes of one increasing,
dynamic purpose.
There are the lights and shadows that make your life
deep and strong.
There are the little touches that add the stamp of
character and worth.
The art of achievemet is the art of making life -
your life - a masterpiece.
from Twenty- Three essays on the Art of
Living by Wilfred A. Peterson
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10.- FROM AN ARGENTINIAN SHARER IN THE
STATES
Our dear SHARER
Analía Cogliano sends us this mail from the States where she is currently
working:
----- Original Message -----
From: <anacoco@latinmail.com>
To:
<omarvillarreal@netizen.com.ar>
Sent: Monday, December 09, 2002 2:00 PM
Subject: trabajo en U.S.A
Queridos Marina y Omar,
Mi nombre es Analía Cogliano de Santa Fe , Capital y soy una de sus SHARERS. En el último
SHARE leí algo acerca de Amity, yo he participado de Amity hace unos años, pero
el año pasado me vine para USA con otro programa y ahora estoy trabajando aquí
en Carolina del Norte hasta Junio que es el fin del año lectivo
aquí.
Este programa es muy bueno ya que el salario es como el de cualquier otro
profesor y además el programa te paga el pasaje de ida y vuelta a tu país.
Yo estoy teniendo una experiencia fantástica y quería compartirla con
otra gente que tal vez este interesada en trabajar por un tiempo en
USA.
La oportunidad es para cualquier profesor (Música, Física, ESL, Español,
etc). Yo estoy enseñando Español en una escuela secundaria y adoro mi trabajo a
pesar de que me llevo un buen tiempo captar el acento
sureño.
En fin, simplemente quería compartir mi experiencia con ustedes. Si
quieren publicar mi mail en el próximo SHARE, no hay ningún problema, me
encantaría poder compartir mi experiencia con otras personas. Mi mail es:
acogliano@latinmail.com
Si quieren hacerme alguna pregunta por favor siéntanse libre de hacerlo y
yo con gusto se las voy a contestar.
Saludos,
Analia Cogliano
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Next Monday 20th of January is Martin Luther King´s Day in the
States. Today we will say goodbye with a few of his quotations to pay homage to
this unique Civil Rights fighter and a true apostle of peace and
non-violence:
"Never succumb to the temptation of
bitterness."
-- The Strength of Love
"A second basic fact that characterizes nonviolence is that it does not
seek to defeat or humiliate the opponent, but to win his friendship and
understanding."
-- Stride Toward Freedom
"If you lose hope, somehow you lose the vitality that keeps life moving,
you lose that courage to be, that quality that helps you go on in spite of it
all. And so today I still have a dream.”
-- The Trumpet of Conscience
ENJOY
YOUR HOLIDAYS!
Omar
and Marina.
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SHARE
is distributed free of charge. All announcements in this electronic magazine are
also absolutely free of charge. We do not endorse any of the services announced
or the views expressed by the contributors. For
more information about the characteristics and
readership
of SHARE visit:
http://www.groups.yahoo.com/group/ShareMagazine
VISIT OUR WEBSITE
: http://www.shareeducation.com.ar
There you can read all past issues
of SHARE in the section SHARE ARCHIVES.
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