Beverlee, I absolutely agree with you, and hope my post was not inferring that that would be a good reason to do it. What I DO think, though, is that it IS a reason used by some teachers for doing things.
Renee On Oct 9, 2008, at 7:00 AM, Beverlee Paul wrote: > I think I'd just like to express this: What I'd consider as a good > reason > to do such a thing would NOT include it being easier for teachers. > That's > not why we're here. > > On Thu, Oct 9, 2008 at 7:54 AM, Renee <[EMAIL PROTECTED]> wrote: > >> I would like to just throw a wrench into the works, or however that >> metaphor goes. I have two objections to ability grouping across >> classrooms. One is that research shows that the lower groups tend to >> stay lower without role models. But that's not my main objection. >> >> My main objection is that it detracts from the overall classroom >> community component of learning, as well as takes away from the >> opportunity to extend beyond "reading time" in real, authentic ways. >> If >> something comes up in reading that triggers a real, teachable moment, >> it is useless because some of the kids go away in an hour, and other >> kids (the ones who would have been there, otherwise) return, not >> having >> been present when whatever it was came up. It makes it harder to teach >> thematically in ways that truly connect to each other unless all the >> teachers are doing the same thing, in which case there is no reason to >> have been trading kids around. >> >> Just my two cents, again. >> Renee >> >> >> On Oct 8, 2008, at 7:49 PM, Wendy Jensen wrote: >> >>> Thanks for all your great thoughts and kind words on both sides of >>> the >>> coin. I love getting other perspectives because I don't always see >>> the big picture right away. I think it is important to view all >>> sides >>> before jumping in. Especially when it comes to primary readers. >>> Another question hit me as I was reading your responses. If within >>> our own classrooms, we differentiate by doing individual conferences, >>> small skill groups, and small guided groups that are flexible, what >>> do >>> you think would be the advantage to doing the across grade-level >>> groupings instead? My first thought is that it is the same thing >>> only >>> different logistics. Also, does it rattle any of the kiddos to be >>> moved from one classroom to another so often? What are your >>> observations of this. It sounds like they handle it fine. I'm >>> curious what you think because I would bet that this comes up in our >>> discussions. I appreciate your responses and you have given me food >>> for thought on the topic...keep it comin'!!!! >>> >>> Wendy >>> ----- Original Message ----- >>> From: elisa kifer<mailto:[EMAIL PROTECTED]> >>> To: [EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]> ; >>> Mosaic: A Reading Comprehension Strategies Email >>> Group<mailto:[email protected]> >>> Sent: Wednesday, October 08, 2008 6:26 PM >>> Subject: Re: [MOSAIC] Your thoughts >>> >>> >>> Regardless of whether the kids are pulled out by ability or you are >>> grouping >>> with your guided reading groups, I am a strong believer in pulling >>> groups >>> based on ability. BUT, more importantly, these groups MUST BE >>> FLEXIBLE. If >>> the groups are going to be flexible, then I think it would be >>> great. >>> Why >>> hold your strong students back with skills and strategies they have >>> already >>> mastered, and vice versa. I use a similar technique. Some of my >>> very low >>> students go to a 2nd grade classroom for reading instruction, and >>> her top >>> kids come to me for reading instruction (3rd grade). Within our >>> classrooms, these students are in flexible guided reading groups. >>> It works >>> for us, and it helps with planning. >>> >>> On Wed, Oct 8, 2008 at 6:16 PM, chelo echaves >>> <[EMAIL PROTECTED]>wrote<mailto: >>> [EMAIL PROTECTED]>: >>> >>>> hello Wendy >>>> I am not a teacher in the sense that most of you here are but I love >>>> reading and am involved in our own Public Library here in Cebu City, >>>> Philippines. My love for reading is whats keeping me here at MOSAIC >>>> :-) I >>>> learn alot here and not just about reading. I learn about people's >>>> generosity and bigness of heart always trying to find ways to help >>>> and >>>> better themselves in order to be better at helping children >>>> read-Amazing! >>>> Anyways, experiencially I do this-I do what my gut feel tells me to >>>> do. You >>>> are your best and worst critic but I can sense your deep love for >>>> children >>>> to find their way through reading. so I am definite you will do >>>> whats >>>> best. >>>> Blessings >>>> Chelo >>>> >>>> --- On Thu, 9/10/08, Wendy Jensen >>>> <[EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>> wrote: >>>> >>>> From: Wendy Jensen >>>> <[EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>> >>>> Subject: [MOSAIC] Your thoughts >>>> To: "Mosaic: A Reading Comprehension Strategies Email" < >>>> [email protected]<mailto:[email protected]>> >>>> Date: Thursday, 9 October, 2008, 6:19 AM >>>> >>>> My principal just asked us (again) today about how we would feel >>>> about >>>> ability >>>> grouping kids for reading across a grade level. So, all the low >>>> kids >>>> go to >>>> one >>>> of the 2nd grade teachers, all the low-mid go to a different 2nd >>>> grade >>>> teacher, >>>> all the middle kids go to another 2nd grade teacher and so on. We >>>> would do >>>> this >>>> during a time in our reading block when the ELP or TAG kids leave >>>> the >>>> room >>>> and >>>> the lowest kids leave the room for extra help. I'm not really >>>> thrilled >>>> with >>>> this idea and many teachers in the building feel the same way. Do >>>> any of >>>> you do >>>> this grouping within your reader's workshop? I just don't think it >>>> is >>>> the appropriate time to do that. I've worked hard to train my kids >>>> how >>>> reader's workshop runs, they get to choose books, and have longer >>>> periods >>>> of >>>> time to read. Many of the teachers in the building do small guided >>>> groups, >>>> however, I am the only one using a reader's workshop approach. He >>>> has >>>> brought this topic to the table time and time again and we always >>>> tell him >>>> we >>>> don't want to use that approach, but for some reason he keeps >>>> pushing >>>> it. >>>> I >>>> realize there's not just one way to teach reading, but I've seen >>>> such >>>> great results with reader's workshop and comprehension strategies >>>> that I >>>> would hate to see that all go away. I'd love your thoughts on this >>>> "set-up". I think if I have more input I might not judge it so >>>> harshly. My first reaction is NO WAY! Thanks in advance! >>>> >>>> Wendy >>>> _______________________________________________ >>>> Mosaic mailing list >>>> [email protected]<mailto:[email protected]> >>>> To unsubscribe or modify your membership please go to >>>> http://literacyworkshop.org/mailman/options/ >>>> mosaic_literacyworkshop.org<http://literacyworkshop.org/mailman/ >>>> options/mosaic_literacyworkshop.org>. >>>> >>>> Search the MOSAIC archives at >>>> http://snipurl.com/MosaicArchive<http://snipurl.com/MosaicArchive>. >>>> >>>> >>>> >>>> >>>> New Email names for you! >>>> Get the Email name you've always wanted on the new @ymail and >>>> @rocketmail. >>>> Hurry before someone else does! >>>> http://mail.promotions.yahoo.com/newdomains/aa/<http:// >>>> mail.promotions.yahoo.com/newdomains/aa/> >>>> _______________________________________________ >>>> Mosaic mailing list >>>> [email protected]<mailto:[email protected]> >>>> To unsubscribe or modify your membership please go to >>>> http://literacyworkshop.org/mailman/options/ >>>> mosaic_literacyworkshop.org<http://literacyworkshop.org/mailman/ >>>> options/mosaic_literacyworkshop.org>. >>>> >>>> Search the MOSAIC archives at >>>> http://snipurl.com/MosaicArchive<http://snipurl.com/MosaicArchive>. >>>> >>>> >>> >>> >>> -- >>> Elisa M. Kifer >>> Third Grade Literacy Teacher >>> Fox Meadow Elementary >>> >>> >>> "Love of reading and writing is not taught, it is created. >>> Love of reading and writing is not required, it is inspired. >>> Love of reading and writing is not demanded, it is exemplified. >>> Love of reading and writing, is not exacted, it is quickened. >>> Love of reading and writing is not solicited, it is activated." >>> -Russell Stauffer, 1980 >>> _______________________________________________ >>> Mosaic mailing list >>> [email protected]<mailto:[email protected]> >>> To unsubscribe or modify your membership please go to >>> >>> http://literacyworkshop.org/mailman/options/ >>> mosaic_literacyworkshop.org<http://literacyworkshop.org/mailman/ >>> options/mosaic_literacyworkshop.org>. >>> >>> Search the MOSAIC archives at >>> http://snipurl.com/MosaicArchive<http://snipurl.com/MosaicArchive>. >>> >>> _______________________________________________ >>> 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. >>> >>> >> "The most important office in a democracy is the office of citizen." >> ~ Barack Obama >> >> >> >> _______________________________________________ >> 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. >> >> > _______________________________________________ > 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. > > "We are here to infiltrate space with ideas." ~ Ramtha _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. 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