Thank you.  Very helpful.  I'm concerned about the strength of the writing 
instruction as well.

Karen

Sent from my iPad

On Oct 28, 2013, at 5:32 PM, Jeanne Canon <jca...@optonline.net> wrote:

> We adopted this program in our district for grades K - 3 and it is now being 
> piloted in grades 4 and 5.  Because I am a support teacher and not a 
> classroom teacher, I can deviate from the program to differentiate and tailor 
> the it more to my students' needs.    If I were a classroom teacher I would 
> most likely feel pretty overwhelmed by all of the program’s components.  
> Since it has A LOT of components, I believe that the challenge for many will 
> be to decide which components are "have tos” and which components are at the 
> teacher’s discretion.  I too feel that the writing is a bit weak, so I do my 
> own thing with the writing piece.  I like the leveled guided readers.  I have 
> four levels of guided reading books (from the Wonders Program) which are at 
> different reading levels:  approaching, on level, ELL and beyond level.  
> What’s nice about the guided reading books is that they are all on the same 
> topic.  For example, we were exploring how animals survive and we read guided 
> reading books on animal babies.  Everyone in the class read books with the 
> same titles and topics, but they were differentiated for each guided reading 
> group.  This gave them a common experience and the same background knowledge. 
>  I don’t like the ELL guided reading books because the publisher added all of 
> this additional print to the pages in an effort to explain some terms to the 
> ELLs, but all that extra print is overwhelming.  Also, to state the obvious, 
> explanations in English are not  particularly helpful for many ELLs.  I 
> prefer to use the non-ELL guided readers for my ELLs and I just scaffold for 
> them.  They are more successful with this approach.
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