I am thinking of the impact on instructional delivery. With a group of mixed ability kids, as a teacher I can make important decisions about time management and release of control. More competent readers can be given quick mini lessons, released and the check upon later, freeing up my time to provide higher levels of support to those who need it. It is a juggling act, but it can be done. With a room full of lower readers, how do I find the time to provide those students with small group instructional support that matches their needs? Also, where are the peer models?
To me, this sends a very clear message to kids. Elitism works. We believe in it. Smart kids, here... Dumb kids, there. I don't believe this is a message we should endorse as a educational institution. Lori On 10/8/08 4:56 PM, "Felicia Barra" <[EMAIL PROTECTED]> wrote: > Wendy, > > I would not agree with your principal because your groups change based upon > their needs. If a group of my students have trouble with a comprehension > strategy, I group them together for small group instruction. If another > group is having trouble with decoding, I group them together. The make-up > of the group changes depending upon the students needs. > > -----Original Message----- > From: [EMAIL PROTECTED] > [mailto:[EMAIL PROTECTED] On Behalf Of Wendy Jensen > Sent: Wednesday, October 08, 2008 6:20 PM > To: Mosaic: A Reading Comprehension Strategies Email > Subject: [MOSAIC] Your thoughts > > My principal just asked us (again) today about how we would feel about > ability grouping kids for reading across a grade level. So, all the low > kids go to one of the 2nd grade teachers, all the low-mid go to a different > 2nd grade teacher, all the middle kids go to another 2nd grade teacher and > so on. We would do this during a time in our reading block when the ELP or > TAG kids leave the room and the lowest kids leave the room for extra help. > I'm not really thrilled with this idea and many teachers in the building > feel the same way. Do any of you do this grouping within your reader's > workshop? I just don't think it is the appropriate time to do that. I've > worked hard to train my kids how reader's workshop runs, they get to choose > books, and have longer periods of time to read. Many of the teachers in the > building do small guided groups, however, I am the only one using a reader's > workshop approach. He has brought this topic to the table time and time > again and we always tell him > we don't want to use that approach, but for some reason he keeps pushing > it. I realize there's not just one way to teach reading, but I've seen such > great results with reader's workshop and comprehension strategies that I > would hate to see that all go away. I'd love your thoughts on this > "set-up". I think if I have more input I might not judge it so harshly. My > first reaction is NO WAY! Thanks in advance! > > Wendy > _______________________________________________ > 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. > > > > > _______________________________________________ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona _______________________________________________ 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.
