I'm wondering about how to differentiate between good instruction and
interventions after rereading Allington. My class this year spans the wide
divide. I have several who could probably enroll in college and handle the
reading load, and several who can barely read on a first or second grade level.
Only a handful of students are in the middle.
Let's assume I'm using good scientifically research based instructional
practices, and things are going great. Except for little girl A and little boy
B. They are improving, but are so far behind from where they should be, for a
variety of reasons. What do I do now?
I'm supposed to use scientifically research based interventions, but that is
what I've been doing in the classroom. Clearly these children need additional
help, and I must gather data on how they respond to intervention to take to the
Student Support Team for review and reccomendation (following all the federal
guidelines that I won't go into here). They can't get additional help from the
resource teacher any other way.
Does anyone have any ideas? Should I hold a few things back so I can use them
for interventions?
This may seem obvious to you, but I'm really stuck!
Thanks!
Joy/NC/4
[EMAIL PROTECTED]
How children learn is as important as what they learn: process and content go
hand in hand. http://www.responsiveclassroom.org
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