Jennifer has put it so well here. I just want to add that this is not an early literacy issue, but a literacy issue period. It is about providing every student a way in to text that will allow them to work towards understanding (be it understanding comprehension strategies, address standards and so on) at texts that reach them.
Lori On 6/8/08 7:56 PM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote: > > Cara > You have hit upon a question we all struggle with day in and day out. What > you are asking about is differentiation...and it takes years to master, if we > ever do! > Here are some things I do: > 1. Provide texts to read in multiple levels. All my kids might need to learn > about finding the main idea, but some read at a third grade level and others > read at a sixth grade level. So...I model how to do it in a think aloud and > provide some guided practice in a text that could be accessible to all those > levels, but when kids are practicing independently, I have them practice where > they can be successful. > 2. Flexible grouping. Assessment is key here. If I know from assessment that > some of my kids are still struggling with decoding words with long vowel > patterns, I might pull them aside while other kids are engaged in other > reading > and writing tasks and meet with them and teach that skill. > 3. Reading workshop and individual conferences...meeting with each child > periodically in a one on one setting can really make a difference. > You'll want to find some of the many books by Carole Ann Tomlinson regarding > differentiation of instruction. It IS intimidating at first, but keep at it. > As you teach, be reflective. Think about what works for you and what > doesn't...and then try something new. > Good luck > Jennifer > In a message dated 6/8/2008 9:11:51 P.M. Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > My question to anyone who can help is: > I have been learning about the importance of evaluating a child's ability as > well as figuring out how to move that child forward. I'm sure I'm just > intimidated but this is where my questions comes in. How do you plan your > lessons if you have 25 different students with 25 different levels of > literacy? > This may sound silly to many of you but I don't have the experience of being > in > the classroom and I don't understand how to teach and plan lessons and > activites around multiple abilties of multiple children. (I don't know if > this is > clear by the way so if I need to be more clear or detailed let me know) > > > > > > > > > **************Get trade secrets for amazing burgers. Watch "Cooking with > Tyler Florence" on AOL Food. > (http://food.aol.com/tyler-florence?video=4?&NCID=aolfod00030000000002) > _______________________________________________ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona _______________________________________________ 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.
