Letters

Giving Up Traditions

Thanks for the article on Oregon's Bethel School District ("Double Dose," Spring 2003). Our school, as many are, is in transition. We are working to teach children to read while meeting more stringent benchmarks. We are consistently improving the way we work with our children but still have teachers reluctant to give up traditions. This article gives me hope that with a consistent, logical plan, all our teachers will see the value in changing their focus. As a reading specialist, there are times when I, too, would like to have my phone and e-mail unlisted! But that wouldn't solve the problem of children struggling.

Attending my first DIBELS (Dynamic Indicators of Basic Early Literacy Skills) training this afternoon has reaffirmed my beliefs that we are moving in a direction that will enable us to help children learn to read.

Barbara Newel
Reading Specialist
Northwest Elementary School
Hudson, Florida

6-Trait Obsession

I was introduced to the 6 Traits about two years ago at a summer workshop ("On the Same Page," Winter 2002). Since then, I have attended a few more workshops, started a collection of picture books organized by trait, and shared info about the traits with anyone who will listen. I was starting to feel a bit foolish about my 6-Trait obsession. However, to see the writing my fifth-grade students produce validates all of my enthusiasm!

I am truly amazed at the ability these 10-year-olds have to analyze their own writing, as well as the writing of their peers. The discussions I hear during the revision process include suggestions to omit sentences that stray from the topic, add more specific detail to an idea, and find ways to give a conclusion "that special touch," to mention a few. By the beginning of second semester, the students are doing this completely on their own. They are able to do so because they clearly understand the specific characteristics that make for quality writing.

My principal, my fellow staff members, our students, and I are thrilled with the accomplishments.

Rachel Dellamorte
Fifth-Grade Teacher
Irene H. King Elementary School
Romeoville, Illinois

Historical Inquiry

I truly enjoyed the article, "Historical Inquiry: Charting Journeys of Learning" ("Discoveries in Learning," Summer 2003). I know that it will be beneficial to my students in the teacher education course in social studies. Additionally, I am confident that principals would welcome this as a resource for history and social studies teachers. It will challenge them to go beyond knowledge and recall and to see history in meaningful ways.

J. Merrell Hansen
Professor, Department of Secondary Education
Brigham Young University
Provo, Utah

Ditch Rider

What a wonderful article! ("Leaving Home and Looking Back," Winter 2000). I am working on a family history. A relative had sent the information that she had just found a missing cousin on the 1920 Idaho census. He was listed as a "ditch rider." Did I know what a "ditch rider" was? I hadn't a clue. I have the Writer's Guide to Everyday Life in the 1880s, which didn't help a bit.

I went to the Web, entered "ditch rider," and found your article, which not only answered my question, but also gave me a new outlook on what we call home, and how differently we can view things depending on our experiences.

Thanks so much for the info, and isn't the Web a miracle!

Lois Wheeler
Cleveland Heights, Ohio

Grassroots Creativity

I appreciated the article on Elk City, Idaho's, approach to learning ("Picasso in the Wilderness," Summer 1999). Just because they're a small population doesn't mean that they are behind; on the contrary, they are more advanced than a lot of schools with big populations. They are taking advantage of the resources they have and using their creativity to create an enjoyable learning environment. They have a rich heritage and the perfect backdrop for teaching it—plus, they have added the arts. They are connected to the Internet, to technology. They virtually have the world at their fingertips. I admire their grassroots creativity. I believe I will use the same approach when I receive my teaching degree. Way to go!

Carmen Patton
Teacher Education Student
Western Carolina University
Morganton, North Carolina

Accurate Information

Thank you for making accurate information about reading problems available to your wide-ranging readership ("The Hidden Disability," Spring 2003). This issue will jog the interest of many people who just didn't know what dyslexia is all about. I think many people will read your magazine and pass it on to others who need accurate information.

Cathy Wyrick
Director
The Blosser Center for Dyslexia Resources
Portland, Oregon

Inspiring Innovation

Inspiring, excellent article ("When Life and Words Collide," Fall 1998)! I am a second-grade teacher who is excited about teaching in the style of Molly Chung (the Portland teacher featured in the article). In fact, I'm designing a reading unit based on plants, which is similar to Molly's on insects, and can hardly wait to begin. Thanks for this inspiring story.

Linda Salter
Teacher
24th Street School
Los Angeles, California

A True Example

Thanks for your issue on learning disabilities ("The Hidden Disability," Spring 2003). I am the parent of a dyslexic son who entered third grade as a nonreader. He was in a whole-language program in the San Ramon Unified School District in California. The teachers all said that his reading would "kick in" sometime in the future. We had no confidence in this prognosis given that their prescription was more of their same teaching techniques. We moved him to The Charles Armstrong School in Belmont, California, where he received intensive Slingerland and Lindamood-Bell training. He spent three years at CAS and transitioned back into a regular school in the Portland area. He finished eighth grade with a 3.6 GPA while taking freshman algebra. He has been accepted to Central Catholic High School.

Our son is a true example that for some students it is necessary to break language down into microscopic detail in order for them to acquire language skills.

Karrie Marsh
Portland, Oregon

Applause For PE

I was eager to read about Schmitz Park Elementary School's PE program ("All Active, All Successful," Fall 2000) and some of the creative ways in which Ms. McEwan was motivating and "activating" her students through physical education. Our PE teacher, Mrs. Farnady, also has many creative ways of motivating even the most "uninterested" students to become physically fit and active. Unfortunately, our school board is eliminating our elementary schools' PE programs, and I am greatly disappointed since it is evident in the research that physical fitness is extremely important to academic success in the classroom.

Jean Journey
Volunteer Music Teacher
Sunset Elementary School
Livermore, California

Inspiring New Things

What a lovely overview of historical inquiry ("Discoveries in Learning," Summer 2003). It sets up the following articles beautifully. It's bound to inspire teachers to try new things in their history courses.

Sam Wineburg
Professor
Stanford University
Palo Alto, California

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