Wendy We regroup...but not by ability... we regroup by strategy needs for just part of the day. For example, in K we might have a rhyming group, a letter sound group, a blending group and a comprehension group. In Fourth grade, we might have a fluency group, a inferential thinking group, a self-monitoring group and a decoding review group. The groups are VERY flexible and I might have up to four grade levels difference in reading levels in that particular group...but they all need to work on a similar strategy. As a reading specialist, I can then plug into a group that has specific needs and serve far more students than I could if I pulled out little groups of strugglers. By doing this, we achieve differentiation without tracking. It works for us. Jennifer In a message dated 10/9/2008 12:05:56 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes:
I want to consider all options before deciding, but I can't shake the feeling that this decision would not be good for kids in the long run for many of the reasons you cited in your response. The questions you suggest are very good ones and I will be asking them. Thanks! Wendy **************New MapQuest Local shows what's happening at your destination. Dining, Movies, Events, News & more. Try it out! (http://local.mapquest.com/?ncid=emlcntnew00000001) _______________________________________________ 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.
