Differentiating with books on a similar theme can be very effective.? A 
downside can be thaat the struggling readers, yet again, are not exposed to the 
same level of vocabulary, syntax and the richness of a grade level or higher 
knowledge base.? I have seen teachers send home the book on tape or CD for a 
preread for readers who may not be up to the reading level but who have no 
difficulty with listening comprehension.? That's a great way to expose students 
who often have less contact with complex text to a richer vocabulary and 
knowledge base.? This can be done discreetly if the kids are old enough to care 
or notice.? This is yet another reason to not engage in oral reading at sight 
(round robin). If there is to be any chances for students to read aloud, give 
them rehearsal time, choose a piece you know the student can read and/or let 
the struggling reader know ahead of time what their piece to read aloud to be 
is and help them rehearse it. Sometimes I ask readers to find a paragraph or 
page that they really liked and prepare to be able to read it to the class.? 

Hope this helps.

Cathy 
Title I Reading


-----Original Message-----
From: Ljackson <[email protected]>
To: Mosaic: A Reading Comprehension Strategies Email Group 
<[email protected]>
Sent: Thu, 19 Mar 2009 8:05 am
Subject: Re: [MOSAIC] differentiating instruction with a common novel



Nope, but can talk about using multiple books at differentiated levels around a 
central theme.



Lori Jackson
 District Literacy Coach and Mentor
 Todd County School District
 Box 87
 Mission SD 5755

----- Original message -----
From: Marion Carnevale <[email protected]>
To: [email protected]
Date: Wednesday, March 18, 2009  9:22 PM
Subject: [MOSAIC] differentiating instruction with a common novel

> Hello,
> ??? Has anyone differentiated instruction with one common novel for an entire 
mixed ability classroom?? I am preparing research on this endeavor.? Thanks for 
any input you may have.
> 
> 
>       
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> 
> 


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