By David Eugene Smith
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Extra info for A Source Book in Mathematics: v. 2
Like Brooke, when he limits himself to simple patterns and common vocabulary such as “I love” lists and friends’ names, James is able to produce mostly conventional writing. But I am also encouraged by the experimentation of the second entry, in which he relates an intelligible account of his birthday. His guesses at the spelling of words make some sense, especially for the complicated vowel sounds of English (“mune” for money and “vere” for very, for instance, show consistency in how he guesses at that terminal -y sound).
Taking my cue from these writings and the place-conscious idea of becoming aware of why local life is as it is, I invited my students to describe some of their most important family traditions. Some students, full of holiday spirit, focused on the major fall holidays. Second grader Brett wrote: 36 Place-Conscious Writing and Active Learning ever Chersmis we go to all oer gramys hoeses to unrap presnts. thn we go back home Fourth grader Brandon, with characteristic emotional detail, had more to say on this same theme in his journal: We make cristmas cookies.
We have a fake deck of cards we will send you in the mail, if you will sign the agreement papers that say you will not sue us if you lose. 42 Place-Conscious Writing and Active Learning My hair will not fix right, it keeps frizzing out, what should I do? Have you thought of shaving your head? Who do you think we are, a bunch of stylists? Community adults also participated in the writing. At the writing club party at the end of the year, Becky Shaw, the parent who had participated faithfully, read aloud from her journal: I remember this amusing incident involving my father.