[MOSAIC] Your thoughts
Renee
phoenixone at sbcglobal.net
Thu Oct 9 10:16:11 EDT 2008
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 <phoenixone at sbcglobal.net> 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:ekifer at nettletonschools.net>
>>> To: echaves_chelo at yahoo.com<mailto:echaves_chelo at yahoo.com> ;
>>> Mosaic: A Reading Comprehension Strategies Email
>>> Group<mailto:mosaic at literacyworkshop.org>
>>> 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
>>> <echaves_chelo at yahoo.com>wrote<mailto:
>>> echaves_chelo at yahoo.com%3Ewrote>:
>>>
>>>> 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
>>>> <wendyljensen at msn.com<mailto:wendyljensen at msn.com>> wrote:
>>>>
>>>> From: Wendy Jensen
>>>> <wendyljensen at msn.com<mailto:wendyljensen at msn.com>>
>>>> Subject: [MOSAIC] Your thoughts
>>>> To: "Mosaic: A Reading Comprehension Strategies Email" <
>>>> mosaic at literacyworkshop.org<mailto:mosaic at literacyworkshop.org>>
>>>> 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
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>>>>
>>>>
>>>>
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>>>>
>>>
>>>
>>> --
>>> 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
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>>>
>> "The most important office in a democracy is the office of citizen."
>> ~ Barack Obama
>>
>>
>>
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>>
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>
"We are here to infiltrate space with ideas."
~ Ramtha
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