I also teach first grade, and my levels are similar to yours.  I meet with
my high kids less often, and I see my low kids daily for guided reading.  I
follow the "Small Group Instruction" model from Beverly Tyner. (It's a book-
available from International Reading Association) It's a system that is
loosely based on the RR model.  Anyway, in years past, I have had a lot of
success with this format.  Hope this helps.

Alison

On 1/29/08, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote:
>
> Hi
> Hope this isn't too off topic but you are my "go to" people for anything
> reading related.
>
> This is only my second year doing readers workshop (i teach first grade).
> The rest of my school still regroups for reading meaning students switch
> classes and are grouped homogeneously.   They are slowly moving away from
> a basal
> into readers workshop but I'm really the only one who is implementing it
> completely with a heterogeneous group and have been coaching other
> teachers in order
> to help them get started.   I definitely believe in reåders workshop and
> believe it is going well but i'm feeling a lot of pressure to make sure my
> reading
> scores are good to show that it's meeting the needs of my students.
> Anyway,
> I'm almost done with my January DRA testing.   Profecient for now is a 12.
> As of now, one third of my class is at a 20 or above and the rest are at 4
> or
> below.   Many are still on a 2 which isn't even proficient for the end of
> Kindergarten.   I do have a huge ELL population and am used to having
> struggling
> readers but the discrepency between my low and high kids is unbelievable.
> I've
> always had many who fell in the middle and now I don't have anyone in
> between
> a 4 and a 20.
>
> My big concern now is how do I plan minilessons to meet the needs of very
> very low, and very high kids.   They are all reading books on their level
> everyday which i will continue to do but I'm at a loss of how to get the
> low kids up
> without boring the high kids.   Please share any ideas.
>
> Thanks,
> Cami
>
>
> **************
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>
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