I had a second grade girl who was way above the rest of the class.  I sent
her next door to a teacher who had a small group she could join.

On 8/31/07, Joy <[EMAIL PROTECTED]> wrote:
>
> I taught my class how to sort by printing the inflected ending sheet where
> they sort for the sound of -ed. This was a good choice for my class, the
> students at the lower levels could do it, and the kids at the derivational
> level seemed OK with the level of ease. They were also engaged in the game I
> created with the CD (although I wish I could add my own words as easily as
> the words they give.) The word hunt went smoother than I thought it would,
> and the speed sort brought out their competive nature that I haven't seen
> yet this year.
>
>   We worked on this three days, they caught on fairly quickly, and were
> engaged in what they were doing. I was even able to pull my student who is
> at the letter name stage aside and teach him to sort at his level. I'm
> concerned because he is at that stage all by himself, and will not have a
> group to work with, since the next level includes students at the end of the
> within word stage. I can't see holding them back, and there is no way he
> could work at their level.
>
>   What do those of you who are using WTW do when you have a situation that
> is so clearly defined?
>
>
>
>                 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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