With differentiation we don't see grade levels but rather a child with
strengths and weaknesses. All children must deal with grade equivalent text
daily but they should also have needs-based instruction. This is possible and
amazing at the elementary with the reader's workshop and true RTI philosophies.
JB
Sent from my Verizon Wireless BlackBerry
-----Original Message-----
From: rr1...@aol.com
Sender: mosaic-bounces+janine_batzle=msn....@literacyworkshop.org
Date: Tue, 14 Dec 2010 06:25:24
To: <mosaic@literacyworkshop.org>
Reply-To: "Mosaic: A Reading Comprehension Strategies Email Group"
<mosaic@literacyworkshop.org>
Subject: [MOSAIC] differentiation
I teach fourth grade and have really struggled this year with differentiation.
Although I get the purpose of it, I am really starting to question the
practice unless the student is already identified.
Here are my reasons....
1. If i differentiate for you, some of my students read on a 2nd grade level,
and you earn an A, how do I justify retaining you at the end of the year, if
you do not having failing grades?
2. How do I uphold academic rigor and high expectations, and provide work for
you that is two grades below?
3. Why are you in my 4th grade classroom if you are reading 2 grade levels
below?
4. How can I give you second grade work and then ask you to take a fourth
grade test at the end of the year?
5. Why must I teach from a fourth grade basal when 60% of my class is not
reading at grade level?
Any advice would be appreciated.
I am trying to convince my principal to drop the basal and adopt a readers
workshop approach.
Rosie
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