SCHOOL OF EDUCATION February 6, 1996
To: Mike Cole (mcole who-is-at weber.ucsd.edu)
>From: Bob Calfee
Re: Discourse
One of my grad students, Kim Norman, is embarking on a
dissertation to study kindergarten and first-grade students'
discussion of spelling-sound patterns. The basic idea is to
encourage students to study phonics on their own rather than to
be either directly taught or incidentally connected with
decoding. Both of us have scoured the literature for studies of
group-based discourse patterns in young children, but to little
avail. There are the studies by Cazden and others of teacher-
directed IREs, and the mismatch between home and school talk
(e.g., Heath). There are also studies of conversational dialogues
by young children (e.g., talk story and the like). Neither of
these are quite what we're looking for -- and maybe they don't
exist. The research on cooperative learning, especially along the
lines of Webb's recent work, is close, but deals with older
students.
Any leads, articles or people, would be most appreciated.*N???????? 15:07 Fri 02/09/96 From
Norma Kathleen Francisco <nkf who-is-at leland.Stanford.EDU>: Re: your mail
*::Message-ID: <A6040-0742-23100:00001>
*::Date: Fri, 9 Feb 96 15:07:27 PST
*::To: Bob.Calfee
*::From: "Norma Kathleen Francisco" <nkf who-is-at leland.Stanford.EDU>
*::X-From-Name: Norma Kathleen Francisco
*::X-From-Userid: nkf who-is-at leland.Stanford.EDU
*::Subject: Re: your mail
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9 Feb 1996 15:07:31 -0800 (PST)
>From: Norma Kathleen Francisco <nkf who-is-at leland.Stanford.EDU>
Message-Id: <199602092307.PAA00157 who-is-at elaine21.Stanford.EDU>
Subject: Re: your mail
To: Bob.Calfee who-is-at Forsythe.Stanford.EDU
Date: Fri, 9 Feb 1996 15:07:30 -0800 (PST)
In-Reply-To: <199602072309.PAA26956 who-is-at leland.Stanford.EDU> from
"Bob.Calfee who-is-at Forsythe.Stanford.EDU" at Feb 7, 96 03:09:16 pm
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>
> Norma,
>
> I've gone through your data and done some additional analyses of the
> relation between Confidence and Identification. I'm not sure what
> the measures mean, especially the ID indicators. Could you send me a
> brief description -- e.g., why are some of the numbers negative?
>
> Bob
>
Bob,
The ID data refers to identification with the character. The letters
readers wrote were rated on a scale of 1 - 4, generally. The criteria briefly
are as follows:
4= expressed desire to emulate character
3= expressed empathy with character
2= applied theme
1= merely recommends reading the passage
If readers expressed a dislike or desire to be nothing like the character, we
gave them a negative rating.
Confidence ratings were on a scale of 0-10. Readers rated their
in doing whatever the character had done. Gotta go--machine messing up. Norma
*N???????? 15:17 Fri 02/09/96 From Adrienne Meckel <ameckel who-is-at monterey.k12.ca.us>: Try,
try again
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*::Date: Fri, 9 Feb 96 15:17:35 PST
*::To: Bob.Calfee
*::From: "Adrienne Meckel" <ameckel who-is-at monterey.k12.ca.us>
*::X-From-Name: Adrienne Meckel
*::X-From-Userid: ameckel who-is-at monterey.k12.ca.us
*::Subject: Try, try again
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To: BOB.CALFEE who-is-at FORSYTHE.STANFORD.EDU
>From: ameckel who-is-at monterey.k12.ca.us (Adrienne Meckel)
Subject: Try, try again
Great to have your letter and notes, Bob. I've just begun "surfing" the
electronic airwaves. Our county office has come on-line through the new CSU
at Monterey Bay. As you see my address is
ameckel who-is-at monterey.k12.ca.us
so do let me know if you receive this. Best to Nel --
Moya is a 9th grader at York School doing very well in school and playing
field hockey like a wild woman! Jon-Peter is a 4th grader so we just
survived his building his California mission-- adobe red paint covers
everything in sight! Peter's son Chris is getting married in May and
Peter's brother in August both with receptions at Hidden Valley ... ours
is a popular nuptial location, apparently. Peter and I muddle through ...
We'd love to see you in person although e-mail is a fun additional way to
chat. Have a great day!
Adrienne Meckel, Ph.D.
Curriculum & Staff Development
Monterey County Office of Education
P.O. Box 80851
901 Blanco Circle
Salinas, CA 93912-0851
Phone: (408) 755-0376
Fax: (408) 753-7888
*N???????? 12:42 Sat 02/10/96 From Henry M Levin <KA.HML>: billet discussion at the
faculty meeting
*::Message-ID: <A6041-0508-02678:00016>
*::Date: Sat, 10 Feb 96 12:42:48 PST
*::To: Bob.Calfee
*::From: "Henry M Levin" <KA.HML>
*::X-From-Name: Henry M Levin
*::X-From-Userid: KA.HML
*::X-From-Account: KA.HML
*::Subject: billet discussion at the faculty meeting
Dear Colleagues:
'
I will not be at the faculty meeting on Tuesday and feel that: (1) I
owe you an explanation about my absence, given the importance of
this meeting; and (2) I want to provide some input into the
faculty's consideration.
I am an elected member of the Research Committee of the National
Collegiate Athletic Association. In order to ensure full attendance
of the Committee at each of its meetings, meeting times are worked
out bi-annually. So, when we met in July 1995, we scheduled the
meeting for February 1996. At that time I had marked off the first
Tuesday of the month, the regular time for faculty meetings, on my
calendar and agreed to our NCAA Committee meeting on February 12-13.
For whatever reason, the time of the faculty meeting was changed to
the later time.
My input is as follows. Last year I participated in the tenure
review for Patti Gumport. A major issue that was considered at the
time of the review was whether SUSE was making a major commitment to
higher education. Bill Massy had just indicated his retirement as
of the end of that academic year, and we heard that the Provost had
authorized a new position in higher education. As you know, the
case for Patti's promotion and tenure was unusually strong,
especially when coupled with a commitment to the area of higher
education.
Two major events have taken place since that time. First, Jim Lyons
has tendered his resignation. Jim was a bulwark of strength in
supporting higher education graduate students, internships, and
providing a general resource in the area. Second, under Patti's
leadership SUSE has won an award for a National R&D Center in Higher
Education. The consequences of this award are that when fully
funded it will entail 8 doctoral-level research assistants,
requiring a considerable increase in advisement in higher education.
At the same time, Patti must reduce her teaching and advisement load
to administer the overall activities of the new Center.
Under these conditions it would seem irresponsible to move ahead and
accept the R&D Center without hiring at least one additional faculty
member to address needs in higher education. I would suggest more
than one faculty member, but at least one needs to be on the tenure
track in order to ensure continuity with graduate students. Beyond
that, I would hope that we might be able to get one or more faculty
with term appointments to assist in teaching specific courses, and
perhaps working on the grant.
I have agreed to work on the agenda of the R&D Center to support the
overall agenda that Patti has put forward in behalf of our SUSE
community. With classes of over 50 and over 30 in my two service
courses and with substantial responsibilities and faculty offsets
from my Accelerated Schools Project, this has not been an easy
decision. However, if we are unable to get the doctoral students to
support higher education projects and the faculty to both replace
Patti's time (and Jim Lyon's presence) and to accommodate the course
demands by more students in higher education, it would appear that
the new R&D Center could not be carried out with integrity.
I, for one, would be in favor of turning down the grant award if we
are unable to provide even the staffing for higher education that
was discussed last year at the time of Patti's promotion. In a more
constructive vein I think that we should do the right thing by
providing a billet in higher education at this time.
I realize that SUSE has other needs as well, and we should explore
how these needs might be met. But, there is nothing as pressing as
a multi-million dollar grant, a related expansion in doctoral
training in that area, and the loss of faculty resources (both
Patti's time and Jim Lyon's retirement) that I see on the other
agendas. We can not neglect the obvious.
Hank Levin
To: SUSE-FAC(Public Dist. List)
Date: Thu, 8 Feb 1996 18:54:19 -0600
To: Bob.Calfee who-is-at Forsythe.Stanford.EDU
>From: e-greer who-is-at ux1.cso.uiuc.edu (Eunice Greer)
Subject: Re: The paper
Bob-
I'm just touching base about the paper. Have you had an opportunity to
give it any thought? If you think its a disaster, just let me know. It's
OK, really. As I said its been a few years since I've looked at it. So I
have the advantage of distance.
I thought I might get to see you when you were in Chicago working with
Donna Ogle, but we couldn't work it out.
Hope that your semester is off to a smooth start and that things are well
at Stanford.
Do take care-
Eunice
Eunice Ann Greer
Assistant Professor
Department of Curriculum and Instruction
College of Education
University of Illinois
1310 S. Sixth Street, Rm. 308
Champaign, IL 61820
phone: (217)244-3905
"This writing business, pencils and whatnot, overrated if you ask me. And
my spelling is wobbly."
-----Winnie the Pooh
From: Beverly Farr <bfarr who-is-at WestEd.org>
To: Multiple recipients of list <readingsub who-is-at thecity.sfsu.edu>
Subject: Re: Reading Task Force Meeting -Reply
I am very sorry to default again, but it's truly unavoidable. My mother's
death appears imminent (believe me, I struggled with how to say this, so
if it seems stilted, bear with me....tough times right now), and I am leaving
for Florida probably tomorrow. It's very unlikely I'll be back on Monday.
However, I have spoken with someone who is assisting me with various
things right now, and she will make herself available to help you in any
way. Her name is Fran#oise van Heusden, and she can be reached at
(415)565-3029. Also, if you come up to the 6th floor, her "cubicle" would
be immediately to the left if you were coming off the elevator. The
meeting is scheduled for the Nevada Room, also on the 6th floor, and she
can direct you there,
Sorry again. I have been so stretched and distracted lately. I can't seem
to get on top of some things or be involved as I would want to. Please let
me know what happens.
Date: Thu, 8 Feb 1996 18:35:27 -0800 (PST)
>From: "L. Rogan" <roganl who-is-at u.washington.edu>
To: Bob.Calfee who-is-at Forsythe.Stanford.EDU
Subject: a trip south
Dr. Calfee,
My husband has arranged an interview with a company for Feb 23 and thus I
will be in your area in about two weeks. I would like to set up an
appointment with you for the 23 as well. I can meet you anytime that
day. Please let me know if that day will work for you and if so what
time you would like to meet. I am staying with Heidi all weekend and can
meet you sat or sun if it is more convenient.
Have a wonderful weekend. I look forward to hearing from you.
Laura Woodruff Rogan
From: carrol who-is-at cats.ucsc.edu (CARROL MORAN)
To: Multiple recipients of list <readingsub who-is-at thecity.sfsu.edu>
Subject: Re: Reading Task Force Meeting
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: READINGSUB
Ann, I tried sending Calfee my comments but it doesn't go through on the
email and the Fax isn't going through either. Very Strange. Anyway, I
wonder if you could forward my comments to him with my apologies for not
sending directly. I have truly been trying for an hour to get something
through. I can't figure it out. Thanks, Carrol
Date: Thu, 8 Feb 1996 16:57:53 -0700
To: Bob.Calfee who-is-at Forsythe.Stanford.EDU
>From: carrol who-is-at cats.ucsc.edu (CARROL MORAN)
Subject: Feedback on the introduction
>Date: Thu, 8 Feb 1996 16:37:55 -0700
>To:CALFEE who-is-at FORSYTHE.Stanford.edu
>From:carrol who-is-at cats.ucsc.edu (CARROL MORAN)
>Subject:Feedback on the introduction
>
>Bob, Ann asked me to comment on the introduction so here are my thoughts.
>
>2/8 Reaction to Introduction
>
> I think the layout is good: purpose statement, barriers, basic principles,
>goals, portrait of a third grader. I think the statement about knowing a lot
>about how to achieve these goals is important. I think we should cite some of
>the people who have helped us know this here. >I think most of the important pieces are
here.
>
>I also think we should lay out what an effective instructional environment
>looks like (eg. the kinds of books available in the classroom (Ruth's comment
>on three kinds of books for example, the chartstand for morning message, the
>pocket chart, the flexible kinds of grouping strategies possible, the kinds of
>support for one-on-one reading with kids etc., the library corner or creative
>dramatics area etc. ) I think we should lay out the kind of home/community
>support that might be considered ( how will the teacher communicate
>assessments, what will parents/community be prepared to do to support
>activities. I also think we need to talk about the kinds of dialogues and
>inquiry that needs to take place within the school community and I think we
>should be suggesting things for them to read e.g. more citations.
>
>p.1,2 & 3 >Purpose: I don't think we should specify the Bay Area Reform Collaborative it
>limits the audience of the publication which I expect to be much broader.
>
> I think: The purpose of this Sourcebook is to assist schools and other
>agencies in improving literacy instruction through explicit understanding of
>a) what steps are involved in developing literacy, b) what best practice
>promote literacy and c) how to assess making progress toward becoming literate
>Barriers: I don't think we should mix our recommendations in with the
>barriers (as is done in Strategies) . I think the barriers are most clearly
>stated in the last paragraph on page 3 beginning with California Schools.
>
>Regarding the CIAO model. I don't think we ever set out to develop the O in
>organization. If we are going to do that I think we might suggest an
>organizer such as the REACH model Resources in the educational community,
>Effective first teaching, Appropriate safety net strategies, Comprehensive and
>ongoing staff develoment and Home and school community. This is an
>organizational structure that a lot of schools find effective in looking at
>the pieces of the program they need to put in place. I would change the A to
>Assessment and appropriate safety net strategies. This could be dealt with in
>the section on the literacy environment
>
>I think we should use word level/ passage level or text level not
>comprehension/composition because the word level works on comprehension. When
>we talk about the strands I would put the Passage level of Text level strand
>first so we can make the case for all of these being contextualized in good
>literature and informational resources before getting in to decoding. This
>will make a big difference to bring along many people.
>
>I like the idea of laying out what SB does and doesn't do in a box.
>p. 4 >Good explanation of the why third grade issue.
>
>Goals: I think our goals for this document should be 1) explicating the range
>of strategies and skills students need to be able to read
>by third grade 2) Defining the best practices to achieve those strategies and
>skills 3) providing a range of assessment practices which teachers can use to
>monitor student growth, four suggest necessary elements of the greater
>educational context which will support this growth. I don't see how emphasis,
>priorities and accountablity are useful conditions for the school to focus on
>the issue of literacy, but the goal is to improve literacy practices.
>
>P. 6 >Nice explanation of the developmental issue embedded in the benchmarks lay
>out.
>
>Balanced developmental curriculum: Again I think we need to make a conscious
>effort to talk first about the passage level to contextualize the word level work.
>
>I'm confused about this milepost issue. I thought we were defining grade
>level mileposts. Not that every child would be on one track. But that there
>was a general sense of what most children would be able to do at each grade
>level. What are we doing here?
>
>P. 7 >Social- Cognitive instruction - I think we should cite some people (Vygotsky,
>Bruner) here and ground understanding in ZPDs and scaffolded learning.
>
>Authentic Assessment - I think we need to talk about the importance of
>teacher observations, knowing what to look for and how to question, record
>and share observed information.
>
>Organizational support - Here I think we should mention the need to identify
>resources, materials, staff people to help in the literacy program. The
>importance of adequate ongoing inservice with coaching on best teaching
>practices, the necessity of having agreed upon benchmarks and assessment
>practices which will be followed up with safety nets for kids who aren't
>making it. I think are bullets here should be
>
> * Benchmarks
> * Best instructional practices
> * A variety of assessment strategies
> * Adequate safety nets for accelerating kids not meeting benchmarks
>
>Portrait of a Competent Third-Grade Reader-Writer
> (Just a shot at it).
> This third grader begs to keep the light on to finish the chapter in
>(Little House in the Big Woods, The Desert is Theirs, (Other diverse books
>here). She asks the librarian for books on pets to help her choose a new pet.
>She employs a host of strategies to decode the word "Rotweiler" which she
>has never seen before. She has a variety of strategies to figure out the
>meaning of "canine" and other words not in her vocabulary. She is a fluent
>reader and read quickly, reading on and rereading to gain meaning. She uses
>strategies such as thinking of word families and patterns of letters to learn
>to spell and write words. She is curious about words and ask questions about
>them and she uses words effectively to express her ideas.
>
> So, those are my suggestions and additions. I'm sorry I can't make the
>meeting on Monday. I only just heard about it yesterday. I have an all day
>meeting to help a group write a proposal. I think we're making progress on
>this but it seems to get bigger everytime we meet. Carrol
>