On Jul 21, 2007, at 1:14 PM, Joy wrote: > I'm wondering about how to differentiate between good instruction and > interventions after rereading Allington. My class this year spans the > wide divide. I have several who could probably enroll in college and > handle the reading load, and several who can barely read on a first or > second grade level. Only a handful of students are in the middle.
Sounds like a typical classroom to me. :-) > > Let's assume I'm using good scientifically research based > instructional practices, and things are going great. Except for little > girl A and little boy B. They are improving, but are so far behind > from where they should be, for a variety of reasons. What do I do now? Something else. > > I'm supposed to use scientifically research based interventions, but > that is what I've been doing in the classroom. Clearly these children > need additional help, and I must gather data on how they respond to > intervention to take to the Student Support Team for review and > reccomendation (following all the federal guidelines that I won't go > into here). They can't get additional help from the resource teacher > any other way. OK I don't think there is a finite list of "scientifically research based interventions" that are separate from "good instruction." If you think of an intervention as something "apart" from what you are normally doing, it could be something as simple as working 1:1 with a student, presenting a concept in a simpler way, slowing down the pace for a bit for students who need that, etc. > > Does anyone have any ideas? Should I hold a few things back so I can > use them for interventions? Um.... no..... > > This may seem obvious to you, but I'm really stuck! Joy, it seems to me that your stuckness might be borne from an idea that intervention is somehow something wildly different from what you are doing in the classroom. I think this is not the case. I think an intervention is simply presenting something in a different, more accessible way to students who need to hear, see, or do it differently. Perhaps you are making it too complicated? Just a thought.... Renee "The important thing is not to stop questioning." ~ Albert Einstein _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
