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Noticing and Naming Language is the essential condition of knowing, the process by which experience becomes knowledge.

Halliday 1993, pg. 94. Did anyone notice______________________? I see you know how to __________________. I want you to tell me how it (story, episode, etc.) wentwhat went wellwhat kinds of questions were raised? Write down a line you wished you had written. What are you noticing?

Identity Children in our classrooms are becoming literate. They are not simply learning the skills of literacy. What a talented young ___________________ you are. Thats not like you.. I wonder if, as a ____________, you are ready for this. (Make it exciting/challenging) What are you doing as a ______________ today? What have you learned most recently as a __________________?

Agency & Becoming Strategic A child must have some version of, Yes, I imagine I can do this. And a teacher must also view the present child as competent and on that basis, imagine new possibilities. Dyson, 1999, pp. 396-397 How did you figure that out? What problems did you come across today? How are you planning to go about this? What are you going to do with this piece of writing? Which part are you sure about and which part are you not sure about? You really have me interested in this .(character, story..) because of the things he/she says and if you show me how he/she says them and what he/she looks like, I will get an even stronger sense of him/her. Why? Why would an author do something like that?

Flexibility & Transfer (Generalizing) Children often know things in one academic area and fail to use them in other areas (reading writing, spellingwriting). One thing people do when they start a story is to think of what they know. How else..? Thats like What if.? Use playful language.

Knowing At its deepest reaches, education gave me an identity as a knower. It answsered the question who am I? (but it also answered the question) what is the world?and the same knowledge that gave me a picture of myself and the world also defined the relation of the twoWhats the nature of the knower? What is the nature of the known? And what is the nature of the relations between the two? These questions belong to a discipline called epistemology. Palmer 1993. Lets see if Ive got this right (then summarize students/students comments Any questions? (teacher charts questions) Silence Thanks for straightening me out. Thats a very interesting way of looking at it. I hadnt thought about it that way. How did you know? How could we check? Would you agree with that? Is that an observation or a conjecture? Never believe everything I say (or any one else). We dont have a corner on knowledge.

An Evoluntionary, Democratic Learning Community Democracy is neither a possession nor a possession nor a guaranteed achievement. It is forever in the making; it might be thought of as a possibilitymoral and imaginative possibility. For surely it hs to do with the way persons attend to one another, care for one another, and interact with one another. It has to do with choices and alternatives, with the capacity to look at things as though they could be otherwise. Greene 1985, pg. 3

We Who else would like that book? How do you think she/she feels about that? Any complements? You say such important things, it amazes me. I wonder. Are there any other ways to think about that? Any other opinions? What are you thinking? Stop and talk to your neighbor. You managed to figure that out with each others help. How did you do that? I noticed that when he/she was talking, it sort of jogged your mind-what were you thinking? You know ______(name of student), that just gave me a memory, let me write that down. How do you know when a conversation is finished?

Who do you think you are talking to? What do you think you are doing? Who do you think you are?