---- Joy <[EMAIL PROTECTED]> wrote:
============= 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 --------------------------------- Looking for a deal? Find great prices on flights and hotels with Yahoo! FareChase. _______________________________________________ Mosaic mailing list [email protected] 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. --Hello Joy, I feel I am not as qualified as you to answer the questions that you ask, but I will give my best educational response. My feeling is that you need to try everything you can. These students must clearly need one on one instruction with someone to get them at least as high as 1 year below grade their level if they are lower. (I am thinking of one Grade 8 student I know who is reading on level 2.6). I think you might need to find someone from outside the classroom who could work with these students who are closer to their age than we are. Someone from the Middle or High School may spark them to perform and go further. (Our high school has students come into the elementary schools 3 times a week as part of their class requirements.) If you are already providing the best instructional practices, (peer conferencing, partner reading etc.) than I think the students could use the help of a mentor tutor. I had high school students and volunteers, to come in and work one on one with my students. The yournger students thought of them as a big brother or sister and loved the attention, which I think helped to motivate them. For whatever reason, these students became extremely focused when their person came to work with them in the classroom. They were allowed to pick 2 friends each time to work with them. They loved that! And the others in the room wanted to be picked! I had the student work on skills using various interventions (ie: computer, board games, puzzle matching letters to pics, using magnetic letters to create words, word concentration games, elonin boxes, Fountas & Pinnell games etc.) Your emails are inspirational for me and I hope my ideas help you with your thinking, Michele Polselli NBCT '06 Literacy Coordinator & K Teacher Portsmouth School Dept. Portsmouth, RI 02871 [EMAIL PROTECTED] _______________________________________________ Mosaic mailing list [email protected] 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.
