Jan,

What grade do you teach?  I think that makes a bit of
difference with what to do.   The wee ones, for
example, will often be engaged with literacy
workstations or centers, and Debbie Diller has a good
book for setting these up. (The intermediate title (Gr
3-6) is "Practice With Purpose."  The primary title
escapes me...could it be "Literacy Workstations?"  Not
sure.) 

Personally when I looped 3/4, my kids READ while I
conferred with others.  My block looked like:

1.  Read aloud/model/strategies
2.  Guided practice (WG)
3.  Indep reading/strategy practice/I meet with SG or
individuals
4.  WG share...discuss/reflect on reading and how
strat. helped them as readers.

it worked well for me, but now that I am teaching 2nd,
I know that I will need to ease into indep. reading
even more, so I'm going to incorporate some
workstations. ;o)
lisa
2/3 IL 

--- [EMAIL PROTECTED] wrote:

> 
> 
> 
> 
> Bill's comments bring up a question I've been
> thinking about.  Suppose I have three or four
> students who need more help with something that
> everyone else in the class understands.  Stephanie
> Harvey suggests small group instruction.  How do you
> keep the other 20-plus students working when you're
> occupied with a few?
> Jan
> 
> 
> -------------- Original message
> ----------------------
> From: "Bill Roberts" <[EMAIL PROTECTED]>
> 
> [snip]
> 
> > 
> > I think it's the fact that each child is different
> and has different needs 
> > that should direct instruction.  Some lessons will
> be geared for the most 
> > kids with similar needs (like introducing
> strategies), but some lessons are 
> > gonna be more geared for individual students.  If
> 26 of 29 are fluent, it's 
> > a waste to spend a lot of whole class time on
> fluency, but taking the 3 
> > students who need the help while the rest of the
> class is working on 
> > something else, is probably more effective.
> > 
> 
> 
> 
> 
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