This is the way Richard Allington suggests partnering students in What Really
Matters for Struggling Readers.
j browne <[EMAIL PROTECTED]> wrote: . . . I would list them from highest DRA
to lowest, cut my list in half,
and then the person listed number 1 would be partnering with person number
13. I do this because I want the highest working with the middle student,
and the middle student working with a lower reader.
Joy/NC/4
[EMAIL PROTECTED]
How children learn is as important as what they learn: process and content go
hand in hand. http://www.responsiveclassroom.org
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