[MOSAIC] small group instruction

write at att.net write at att.net
Thu Aug 9 23:18:05 EDT 2007


Sorry, Lisa.  I teach 8th grade.  I have noticed in previous years that if I work with a few students, many others stop working.  Other teachers in my building have said the same thing.
Jan


-------------- Original message ----------------------
From: Lisa Szyska <lszyska at yahoo.com>
>
> Jan,
> 
> What grade do you teach?  I think that makes a bit of
> difference with what to do.   The wee ones, for
> example, will often be engaged with literacy
> workstations or centers, and Debbie Diller has a good
> book for setting these up. (The intermediate title (Gr
> 3-6) is "Practice With Purpose."  The primary title
> escapes me...could it be "Literacy Workstations?"  Not
> sure.) 
> 
> Personally when I looped 3/4, my kids READ while I
> conferred with others.  My block looked like:
> 
> 1.  Read aloud/model/strategies
> 2.  Guided practice (WG)
> 3.  Indep reading/strategy practice/I meet with SG or
> individuals
> 4.  WG share...discuss/reflect on reading and how
> strat. helped them as readers.
> 
> it worked well for me, but now that I am teaching 2nd,
> I know that I will need to ease into indep. reading
> even more, so I'm going to incorporate some
> workstations. ;o)
> lisa
> 2/3 IL 
> 
> --- write at att.net wrote:
> 
> > 
> > 
> > 
> > 
> > Bill's comments bring up a question I've been
> > thinking about.  Suppose I have three or four
> > students who need more help with something that
> > everyone else in the class understands.  Stephanie
> > Harvey suggests small group instruction.  How do you
> > keep the other 20-plus students working when you're
> > occupied with a few?
> > Jan
> > 
> > 
> > -------------- Original message
> > ----------------------
> > From: "Bill Roberts" <krober15 at tampabay.rr.com>
> > 
> > [snip]
> > 
> > > 
> > > I think it's the fact that each child is different
> > and has different needs 
> > > that should direct instruction.  Some lessons will
> > be geared for the most 
> > > kids with similar needs (like introducing
> > strategies), but some lessons are 
> > > gonna be more geared for individual students.  If
> > 26 of 29 are fluent, it's 
> > > a waste to spend a lot of whole class time on
> > fluency, but taking the 3 
> > > students who need the help while the rest of the
> > class is working on 
> > > something else, is probably more effective.
> > > 
> > 
> > 
> > 
> > 
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> >
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> > 
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> > 
> > 
> 
> 
> 
>        
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