Yes, that's the K-2 writing instruction here. It slowly gets better until 6th grade, when suddenly, they're taught how to identify which ideas are worth writing and how to start. Or at least 6th graders who win the lottery of filling in the right bubbles on the psuedo-IQ test in 2nd grade.... Not sure what everyone else gets.
But isn't the analysis you mentioned for your oldest required as part of Common Core (or at least the tests)? BTW, I'm not arguing that instruction should be tabled until later. Introducing the concepts is all good and some will be ready--but we shouldn't expect everyone to master those concepts the first time they're introduced. A spectrum of at least 2-3 years to master any number of educational goals would make a lot more sense.
tjsmama--I have your address. I'm still trying to figure out how to package it, but at least I managed to get the envelopes and pod on my desk!
sparkle--Ravitch's Death and Life was published in 2010. If that's too old, the newer one covers the same ground. It's grad school though, so you really should read both. I'd be interested to see how you frame the Finnish social/political ideology to impact writing pedagogy in the U.S. because there are so many variables there that aren't possible here. It's the fact that there are multiple variables that make the work interesting and hugely complicated, yk?
Shanti--they get snow like that in some places in the mountains. From what I can tell of Grand Lake, snowshoes and snowmobiles are the primary form of transportation around town itself. It's legal to drive a snowmobile down the street there.
It's snowing here! It was heavy, wet, slushy stuff when I drove home from the school board meeting, so I'm wondering whether we'll have school tomorrow. Also wondering whether Saturday's 9-miler will be a treadmill run. Maybe I'll mix it up between the indoor track and treadmill at the gym?