Question Cathy, I love the way you talk about grouping kids, but my question is how do you schedule the help? We are a 3-5 building. Grades 4 & 5 switch for Science and Social Studies (each a 45 min block every day) and much of our special ed services are pull-out which creates even less scheduling flexibility on the part of teachers. We try to service the comprehension and mixed needs in an inclusion model. Last year we had a dedicated RTI slot that we used to service kids that were in more need for phonics or fluency, but that slot was eliminated this year. Responsive classroom morning meetings supersede a need for reading instruction. Is there anything that I can suggest given all the constraints I've mentioned. Any suggestions would be appreciated!!!! Thanks in advance for any thoughts you might have! norma
I work in a Title I school as a Title I Reading Teacher. We screen students individually and plan their intervention based on their specific needs. Some children are grouped for only comprehension, some for specific decoding strategies, some for phonological issues (yes, even older kids) and some for a bundle of combined skills. Cathy upstate NY ____________________________________________________________ Penny Stock Jumping 3000% Sign up to the #1 voted penny stock newsletter for free today! http://thirdpartyoffers.juno.com/TGL3131/4e93572e5e976ce7cd8st02duc _______________________________________________ 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
