I read it but don't get it by Chris Tovani. Specifically for
struggling readers at high school.
Carol
On Oct 7, 2008, at 6:28 PM, Stephanie Pincombe wrote:
My brother is a high school principal. He is interested in Mosaic of
Thought and wonders if anyone on this thread would have any
I Read It But I don't Get it
When Kids Can't Read: What Teachers Can Do
Lori
On 10/7/08 5:28 PM, Stephanie Pincombe [EMAIL PROTECTED] wrote:
My brother is a high school principal. He is interested in Mosaic of
Thought and wonders if anyone on this thread would have any suggestions for
Here are some books I would recommend: Nonfiction Matters by Stephanie Harvey;
Reading Don't Fix No Chevys by Michael W. Smith and Jeffrey d. Wilhelm; Do I
Really Have to Teach Reading? by Cris Tovani ; and Books That Don't Bore' Em by
James Blasingame.
Kay Kuenzl-Stenerson
Literacy Coach
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
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
We have switched classes in the past based on ability groups. It operated
very much the same way as you described, however, the groups would change
very often. The grouping is very flexible. We would spend a couple of weeks
with the groups, then meet as a team to see how all of the students are
Thanks for all your great thoughts and kind words on both sides of the coin. I
love getting other perspectives because I don't always see the big picture
right away. I think it is important to view all sides before jumping in.
Especially when it comes to primary readers. Another question
Wendy:
I read this and went back to a journey I began in my present role 6 years
ago and my teaching role 31 years ago. It was to move away from the
pull-out reality that was happening within our district. What I felt 6
years ago, as the person left to implement programs such as you describe,
