Malak, I think you will find yourself pleasantly surprised at conversations during think-alouds or read-alouds or even just conversations. Some of your lower level kids might be lower level due to inability to read the words on the page, not their ability to think or to reason. And some of your "high-level" kids my not be able to reason for the life of them.
I think just HAVING the conversations is differentiating for both groups. Others may disagree, but I will never forget a special ed kid I had a few years ago when I taught 3rd grade. He was one of the lowest readers in the class, but his voice during our conversations was amazing. He was incredibly thoughtful and took our conversations to a level I didn't know you could have in 3rd grade! I'm sure others will have their own opinion, but there's my two cents! Kristin/CO/4th Violence is not inevitable. Peace is there for us in every moment. It is our choice. -Thich Nhat Hanh -----Original Message----- From: [EMAIL PROTECTED] on behalf of Malak H Saab How can I accommodate higher-level students and lower-level students during a think-aloud without having either group of students disengaged because it might be too boring or too complex?
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