{"content":{"sharePage":{"page":0,"digests":[{"id":"51435900","dateCreated":"1331173194","smartDate":"Mar 7, 2012","userCreated":{"username":"ellen.louise.dunn","url":"https:\/\/www.wikispaces.com\/user\/view\/ellen.louise.dunn","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/ctge5549spring12.wikispaces.com\/share\/view\/51435900"},"dateDigested":1532919223,"startDate":null,"sharedType":"discussion","title":"Reading ","description":"\u201cHow Do I Turn My Reciting Voice Off and My Conversation Voice On?\u201d
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\nWhen I read this, I felt like the book once again saw into my subconscious (after all, do I really have to teach reading?). Lately, I\u2019ve been trying to decrease my ratio of teacher talk to student talk and get more student involvement in my mini-lesson. This header seemed like a godsend.
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\nOf course, you\u2019ve read the book, so you know this section of chapter 5 is not about teacher talk vs student talk; instead, it is about engaging thoroughly with a piece of text. My \u201creading with purpose\u201d (my own, narrow purpose) undid my comprehension, at least momentarily.
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\nThat said, Tovani\u2019s point touches on the same idea of student talk. Tovani argues that reading must have a purpose, otherwise students have no need to turn their conversation voice on. In the same way, classroom teachers must invest students in a purpose, or students will not engage or a class dialogue.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"51424542","dateCreated":"1331157574","smartDate":"Mar 7, 2012","userCreated":{"username":"sdeuitch","url":"https:\/\/www.wikispaces.com\/user\/view\/sdeuitch","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/ctge5549spring12.wikispaces.com\/share\/view\/51424542"},"dateDigested":1532919223,"startDate":null,"sharedType":"discussion","title":"Sarah's Post","description":"To be perfectly honest, Chapter 4 "Real Rigor" annoyed me quite a bit. Tovani did have some very good suggestions and methods for increasing rigor in the classroom. Her reflection on students at differing reading levels reminded me of the differentiation analogy about putting something on a really high shelf and making a tall person get it off and a short person do the same (but not letting them use a ladder or stool). It is necessary to differentiate, even concerning the rigor of reading materials in a single class. What irritated me though were the big, lofty suggestions of taking the time to find these sources and buying a variety of books to put into bins in your room. Though I may have been overly sensitive reading this, I took it as a slight against myself as a teacher because I do not do those things for each lesson. Sometimes (probably the majority of the time), I stick with the readings I choose because that's what I want to use and I think it will work well for a majority of students (or I just don't want to find something else at 2am when I've already been working for 8 hours after teaching all day). This chapter specifically seemed targeted toward more experienced teachers who are not dealing with the many everyday difficulties of planning lessons, dealing with administrators, and trying not to get battered down and defeated by students whose single prerogative sometimes seems to be just to make their teachers' lives living hell. I do not have the money to go out and buy a variety of books to put in giant plastic bins in my room (let alone the money for the plastic bins). In addition, the administration at my school would go ballistic that I was spending so much time teaching them something that should have been covered in addition to many other topics in a one-objective lesson. Furthermore, at this point in the school year, I honestly feel like I have already lost my chance with some of my kids - and that I just can't go back and get them interested again, no matter what fun books or magazines I put in front of them. I actually felt like an awful excuse of a teacher after reading this chapter, not only because I don't do all of these things, but because I know I should yet also know that my priority at this point is to keep my head above water (which is already taking an inordinate amount of time) and not to go around and find 15 different reading assignments for the kids in each one of my classes. Following this chapter though, Chapter 5 "Why Am I Reading This" redeemed my love and appreciation for Tovani and my hope for myself as a teacher and the person responsible for educating my students. I told my Global History SPED kids straight up at the beginning of a lesson that at the end, they will have to decide who they think is a better "Renaissance Man" - Leonardo da Vinci or Michelangelo. They asked what that term meant and who those guys were, and I told them all would be revealed, but they need to already be thinking about comparing and contrasting them. And it worked!!! Though a large portion of my students said they couldn't decide because both were awesome, they could differentiate between the two, they could explain what "Renaissance man" meant, and they could give me reasons why each was so "awesome." :-) There is hope!!!!!","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"51241014","dateCreated":"1330808609","smartDate":"Mar 3, 2012","userCreated":{"username":"terrencekumar","url":"https:\/\/www.wikispaces.com\/user\/view\/terrencekumar","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/ctge5549spring12.wikispaces.com\/share\/view\/51241014"},"dateDigested":1532919223,"startDate":null,"sharedType":"discussion","title":"Terrence's late post","description":" I am posting my response after we have already held class discussion on the topic, thus, I am very aware that my thoughts are being influenced by the opinions and concerns of my classmates. Tovani provides a great argument that teachers should be using appropriate\/accessible texts in class to supplement textbooks. The only problem is these first year, second year, and third year teachers do not need an elegant argument to convince us of this. It takes about 1-2 months for a first year teacher to realize that their students do not read the textbook. It may take another 1-2 months to identify the type of reading the students are reading: facebook posts, online comics, graphic novels, manga, sports newpapers.
\n I think Tovanis\u2019 book is great for many reasons, including predicting the troubles we will see for various classroom exercises. However, most of us do not need to be told to use accessible texts. Instead, a database of articles taking from various magazines, journals, and newspapers cross-referenced with the textbook and NYS standards would be heavenly and exciting.
\n So where do I find my accessible texts? I read various scientific journals and magazines regularly including, Popular Science, Scientific American, Smithsonian, and others. When I bring these articles into class, I see the interest level and understanding of application triple. However, I do this about once every three weeks. I read every article of five monthly publications and various articles online. Still, I only find appropriate texts a little less than once a month. NYS should spend less time creating new curriculums and standards, and pay teachers to create a public database of accessible texts organized by standards.","replyPages":[{"page":0,"digests":[{"id":"51424762","body":"I really appreciate this post because I missed class last week, and therefore missed the always exciting and thought-provoking conversations. Though I did not address this in my post, I felt exactly the same way. I have spent time looking for Global History articles\/journals\/anything interesting for my students to read, but almost everything is above my students' reading level or it does not address what is really important for them to learn. A database of a variety of texts would be so helpful, I cannot properly express it. My only savior thus far in the school year is that I found a paperback textbook in my school that has the interesting tidbits from the chunky textbook written in simplified form. My kids can read and comprehend this information on their own, with partners, or with the class at a much greater level than they can with any other textbook. But it's still a textbook, and other reading sources would be greatly appreciated.","dateCreated":"1331157950","smartDate":"Mar 7, 2012","userCreated":{"username":"sdeuitch","url":"https:\/\/www.wikispaces.com\/user\/view\/sdeuitch","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"51178674","dateCreated":"1330644915","smartDate":"Mar 1, 2012","userCreated":{"username":"davidkwan","url":"https:\/\/www.wikispaces.com\/user\/view\/davidkwan","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/ctge5549spring12.wikispaces.com\/share\/view\/51178674"},"dateDigested":1532919223,"startDate":null,"sharedType":"discussion","title":"David's Post","description":"I enjoyed reading Tovani\u2019s chapters 5 and 6, but chapter 4 especially made me reflect on the text that my students are reading in 7th grade ELA and 8th grade Spanish. Even though I do not teach Social Studies, I could relate to Tovani\u2019s experience working at a school where inexperienced teachers relied heavily on textbook. As a first year Spanish teacher, I remember quickly scanning over the school\u2019s Spanish textbook at the beginning of the year and using it to find homework ideas. But since then, it has sat in the back of my classroom as a fail-safe in case I run out of other resources to draw from. The truth is, I do not rely on my textbook and do not believe my students should either. Like Tovani, I believe that there are more interesting literacy resources to draw from than my classroom textbook. That\u2019s not to say that the textbook isn\u2019t completely useless, but I do not want it to be the focus and basis of my students\u2019 curriculum.
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\nTovani emphasizes the importance of application over the amount of content in the success of a lesson. In ELA, I have found that it may sometimes take longer for my students to really comprehend a reading mini-lesson, but I choose to take my time because I believe that rushing through the content is almost pointless. For example, we recently re-taught \u201cfinding the main idea\u201d and rather than breeze through my modeling of the steps, I wanted my students to be actively learning by helping me with the model. In our new unit of study, \u201cIssues and Controversies\u201d, I decided to use text sets of different controversial topics for my students to choose from rather than having them research their own topic for their persuasive essays. Like Tovani, I believe that the text sets must be timely and relevant. As a 7th grade ELA team, we decided on topics such as \u201cOccupy Wallstreet\u201d, \u201cGreen Energy\u201d, and \u201cCensorship\u201d. By making the topics timely and finding articles that they would find relevant, I believe that the level of student engagement increased dramatically. Tovani\u2019s reading reminded me to be consistently mindful of the mentor and practice texts that I choose for my students.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"51177710","dateCreated":"1330643487","smartDate":"Mar 1, 2012","userCreated":{"username":"MaddyG28","url":"https:\/\/www.wikispaces.com\/user\/view\/MaddyG28","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/ctge5549spring12.wikispaces.com\/share\/view\/51177710"},"dateDigested":1532919223,"startDate":null,"sharedType":"discussion","title":"Maddy's Post","description":"I found this reading very useful and I could connect to it on many different levels. It is so important that when students are reading they understand why they are reading what they are reading as well making sure that they understand what they are reading. I really liked the idea of giving students current newspaper articles and things that they can connect to. I also notices how vulnerable students are to cheating when they do not fully understand what they are doing.
\nPrior to teaching, I had no idea nor could I have I imagined what a great impact differentiation makes in the classroom. Today was a prime example of a day that I did not differentiate my students work and it was a disaster! My students were off task, did not master the lesson, confused and restless. It is amazing how engagement increases when work is at an appropriate level for students. Although I must admit that the idea kind of frightens me. I often find myself giving my 7th grade students texts as low as 3rd grade level and I still have a few struggling. Today's text was at 6th grade level and over the half of the class was on cloud nine. How can I ever expect my students to read Shakespeare when they are four levels behind in reading level. I fully understand that leveling work is the paths the way to growth.. But how fast will this growth occur? Will my students ever be able to read a whole book higher level book at this rate? How will this affect them when they get to college? When will we no longer need to differentiate","replyPages":[{"page":0,"digests":[{"id":"51179046","body":"Hi Maddy. I thought it was interesting how you noted how students are more likely to cheat when they do not fully understand something. In my own health class today, I caught a student looking at another student's quiz during an open-book assessment. When I asked him why, he told me he didn't have notes. Then I asked him why he didn't have notes and he said it was because he didn't understand and wasn't interested in the text he was expected to take notes on for the quiz. Based on this experience, I also agree that leveling the text and finding issues that are relevant to the student is of vital to their engagement and understanding of content.","dateCreated":"1330645478","smartDate":"Mar 1, 2012","userCreated":{"username":"davidkwan","url":"https:\/\/www.wikispaces.com\/user\/view\/davidkwan","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"51174330","dateCreated":"1330638682","smartDate":"Mar 1, 2012","userCreated":{"username":"LEM0N","url":"https:\/\/www.wikispaces.com\/user\/view\/LEM0N","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/ctge5549spring12.wikispaces.com\/share\/view\/51174330"},"dateDigested":1532919223,"startDate":null,"sharedType":"discussion","title":"Lemon's Post","description":"I am beginning to mimic the sounds of a broken record, but as a math teacher, I find that the concepts in chapter four about rigorous reading were not as relevant to my classroom as other content areas. The idea of having accessible text in the classroom to help students broaden their understanding and interest about different content appears to be a no-brainer. However, I wonder how useful and accessible books relating to math would be. The book states, "text sets could be designed around famous mathematicians, numbers found in nature, patterns, interesting number combinations, or graphs of useful information." I do not believe these types of text would benefit our students\u2019 mathematical development, as Tovani would lead us to believe. There is not doubt in my mind that some of the stories of famous mathematicians would inspire and ignite the flame of math love residing in a select few of our students, but how much of that effort would actually make an impact on the majority of the students we serve.
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\nIn chapter five, Tovani states that readers need to have a better purpose than reading to finish in order to read well. According to the author, this purpose determines what readers take away from readings in memory and understanding. This reminds me of an idea a cognitive psychologist proposed in one of his books. The idea was that memory is nothing more than the byproduct of thinking. In order to remember something, you must think about it first. Having a purpose for reading ensures that our young readers are thinking about the text they are reading as they are reading, thereby making the likelihood of remembering and comprehending concepts increase.
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\nThe Quad-Entry Diary example in chapter six really grabbed my attention. I wonder how I could incorporate this in my remediation lessons about adding and subtracting positive and negative integers. In all, I am continue to struggle with making the concepts Tovani explain more applicable to math.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"51153780","dateCreated":"1330618278","smartDate":"Mar 1, 2012","userCreated":{"username":"Cdoonan","url":"https:\/\/www.wikispaces.com\/user\/view\/Cdoonan","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/ctge5549spring12.wikispaces.com\/share\/view\/51153780"},"dateDigested":1532919223,"startDate":null,"sharedType":"discussion","title":"Christine's Post","description":"This week's reading was particularly interesting to me because I was finally just given the go-ahead to read a entirely different book with a small group of lower readers. Since the beginning of the year, the low readers (most of whom have learning disabilities or are English Language Learners) have been reading the same book as the rest of the class, which is at a 7th grade level. These texts were completely inaccessible to my lower level readers, so I petitioned to read a different book. We began reading a lower level book this week, and I have already noticed increased engagement and progress. I am thrilled I was able to do this with my students, but it did make me question how any general education teacher would be able to accomplish this without the assistance of a special education teacher? Additionally, I have read a lot about the benefits of working with a heterogenous class. I have even witnessed how effective it can be to have higher level students working with lower students because the lower level students receive instruction in "kid language" and the higher students are forced to demonstrate their knowledge by explaining it to a peer. However, the article argues that giving students texts on their level is of utmost importance, so how can we do both? I think the idea of using text sets is all too under-utilized in classrooms. Even at my school where we do not use textbooks, we copy and paste texts from the internet or books and include them in packets for the kids to read. Surprisingly, there is very little variation in the genres of these texts. We have found that our students struggle with comprehending nonfiction texts, so we have pushed a lot of informational articles. The downside of this is that many of the articles are not very engaging and interesting to students. The reality is that some texts in school will simply not be interesting to all students. However, how can we balance teaching them classic seminal texts like Shakespeare (because they will encounter references to this throughout their education) and teaching higher-interest texts?","replyPages":[{"page":0,"digests":[{"id":"51178784","body":"Christine,
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\nIts so interesting that your write this because I can connect and relate to this post on so many different levels. I too noticed how dramatically engagement enhances once work is leveled And how detrimental unleveled text could be to students.
\nI noticed that towards the end of your post you expressed a concern about balancing seminal text with engaging text and I think I may have a useful resource. My school offers a reading guide for seminal text like Shakespeare where they take a story, Romeo and Juliet for instance and rewrite it. The study guide is actually a book that students can read that has the same exact plot, story line, conflict, and themes as Romeo an Juliet minus the old English and certain scenes. The book is much more reader friendly than Romeo and Juliet because it's much shorter and has a bigger font. I am not sure whether the rigor of this text concens you but these books defiantly expose students to seminal text to some degree.","dateCreated":"1330645142","smartDate":"Mar 1, 2012","userCreated":{"username":"MaddyG28","url":"https:\/\/www.wikispaces.com\/user\/view\/MaddyG28","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"51178802","body":"Christine,
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\nIts so interesting that your write this because I can connect and relate to this post on so many different levels. I too noticed how dramatically engagement enhances once work is leveled And how detrimental unleveled text could be to students.
\nI noticed that towards the end of your post you expressed a concern about balancing seminal text with engaging text and I think I may have a useful resource. My school offers a reading guide for seminal text like Shakespeare where they take a story, Romeo and Juliet for instance and rewrite it. The study guide is actually a book that students can read that has the same exact plot, story line, conflict, and themes as Romeo an Juliet minus the old English and certain scenes. The book is much more reader friendly than Romeo and Juliet because it's much shorter and has a bigger font. I am not sure whether the rigor of this text concens you but these books defiantly expose students to seminal text to some degree.","dateCreated":"1330645149","smartDate":"Mar 1, 2012","userCreated":{"username":"MaddyG28","url":"https:\/\/www.wikispaces.com\/user\/view\/MaddyG28","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"51436036","body":"Christine-- I think you made a smart decision. I kind of cringed when Tovani said she had a student read more accessible text versions of "To Kill a Mockingbird." Maybe it's the English major snob in me, but people read To Kill a Mockingbird because it's To Kill a Mockingbird--accessible supplementary texts may hit the same notes but that doesn't make them worthwhile. I think reading a different book--one that can be just as engaging and powerful, but that is at a more appropriate level--is a better curriculum choice.","dateCreated":"1331173399","smartDate":"Mar 7, 2012","userCreated":{"username":"ellen.louise.dunn","url":"https:\/\/www.wikispaces.com\/user\/view\/ellen.louise.dunn","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"51147154","dateCreated":"1330613645","smartDate":"Mar 1, 2012","userCreated":{"username":"cfinch45","url":"https:\/\/www.wikispaces.com\/user\/view\/cfinch45","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/ctge5549spring12.wikispaces.com\/share\/view\/51147154"},"dateDigested":1532919223,"startDate":null,"sharedType":"discussion","title":"Chris Finch","description":"Differentiation is a struggle. Having enough differentiation on a daily basis is an imposing task.
\nTovani expresses a need for differentiation. This need is warranted. However, what I often struggle with as a first-year teacher is limited resources. I am not referring to a shortage of funds in our school, but rather a shortage of teacher \u201ctools\u201d I have in my tool box. Finding varied texts on our students\u2019 reading levels, for instances, has eluded me thus far in my teaching career. Perhaps the ultimate resource of time is the culprit. There doesn\u2019t seem to be enough of it to locate and prepare materials for various reading levels.
\nTovani pinpoints this very problem in her discussion of text books. We focus much, not all, of our class around the text book; and her assertions that they can be too expensive and then difficult to update, that they are inflexible, dense and that they can often direct our teaching are true. Yet, not all of her assertions about textbooks prove that they are a bad option. Our textbook, I believe, is lively and colorful. It may not present History in its full and ideal nature, but we are not looking to learn Global History in its entirety. That is close to impossible. We are looking to track consistent themes that continue over time, we are looking to make connections to past and present; we are looking to identify cause and effect.
\nThough, her discussion of rigor, and the difference between rigor and impossible, is refreshing. Keeping in mind that my students are14 years-old, my co-teacher and I have developed, to an extent, an understanding of this difference. Assigning higher-level text is not necessarily rigorous if our students are struggling with the vocabulary. It can be a waste of time. Thus, creating some sort of scaffold in our lessons is required if we are going to assign more difficult. Tavoni reveals quality advice in her call to incorporate vocabulary in lessons. If there is something that I take away from this reading and incorporate in my teaching, it is to differentiate by focusing on vocabulary. Any advice on the matter would be much appreciated. :)","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"51134016","dateCreated":"1330578235","smartDate":"Feb 29, 2012","userCreated":{"username":"jmiller76","url":"https:\/\/www.wikispaces.com\/user\/view\/jmiller76","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/ctge5549spring12.wikispaces.com\/share\/view\/51134016"},"dateDigested":1532919223,"startDate":null,"sharedType":"discussion","title":"Jason's Post","description":"One of the first arguments that caught my attention is that textbooks are here to stay. Tovani cites an expert who claims that not only are these lengthy tomes a 'constant', but that we would be doing our students a major disservice by not incorporating them somehow. I know that in my school there are very few teachers who utilize the textbooks in their content and most of the books sit around occupying space and chunks of the school budget. I think that with the increasing accessibility of ipads and other technologies, textbooks at the high school and college level will begin to become more and more scarce.
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\nAlthough Tovani makes a compelling case for creating text sets and finding parallel texts, at this point for me it seems unrealistic for the time being. As a first year teach of self-contained SPED, I'm still experimenting on how to best convey the content and cover the curriculum. It is definitely a goal that I plan on striving for as time goes on, but currently I don't think it would be the best use of my time.
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\nI very much liked the comprehension constructor format to provide students with a clear purpose of reading. I plan on incorporating this sort of model in my classroom because it will not only help me clarify why I'm having my students read a given piece, but it will clearly illustrate for my students what I expect them to pull out of a piece of literature. In my future lesson plans, I now know that I need to provide a greater rationale for even the readings or articles that I select.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"51132796","dateCreated":"1330574833","smartDate":"Feb 29, 2012","userCreated":{"username":"emilylynnmiller","url":"https:\/\/www.wikispaces.com\/user\/view\/emilylynnmiller","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/ctge5549spring12.wikispaces.com\/share\/view\/51132796"},"dateDigested":1532919223,"startDate":null,"sharedType":"discussion","title":"Emily's Post","description":"I would venture to guess that almost everyone agrees with Tovani's assessment that our kids need to be reading lots of varied texts on their levels. I teach Social Studies and one class of ELA. In ELA, this is a piece of cake. Those kids are separated by reading level and each group is reading a different book - easy to monitor, maintain, etc. Social Studies, however, is a completely different ball game.
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\nMy school has strayed away from using the Social Studies textbook, which I am completely fine with. I let the kids use it as a reference or to look at pictures in color these days. As far as reading level differentiation (and even interest) goes, the kids sit in groups based on reading levels, and I have begun the transition to project-based learning. When I make their project packets, I differentiate them so on a day-to-day basis, the differentiation is taken care. I even can give them different resources and they are working with their reading group, so it's fine.
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\nHowever, when I'm trying to teach a lesson that requires me giving a quick mini-lesson and having them reading to learn in a worksheet or something of that nature, I struggle. Those kids, bless their hearts, range from a kindergarten reading level to sixth-grade reading level. The feasibility of me having ENOUGH differentiation of those worksheets is a struggle - at most I usually have three worksheets, two most days, and only one on the days I'm not on top of my game. (And let's be honest, those happen far too frequently.) It's hard to manage. Is project-based learning my only recourse?","replyPages":[{"page":0,"digests":[{"id":"51133594","body":"Emily,
\n I find myself in a similar predicament. How do we go about finding the time to find level appropriate texts ? The question that we need to ask about project based learning is whether it addresses the learning needs of all of our students and adequately meets the objectives required by the state. If the answer is yes, then go ahead - rock those projects ! If not, perhaps there is a way to tweak the project or see if there is another alternative besides projects or individual group learning. Don't worry, I feel like I'm at the same juncture.","dateCreated":"1330576780","smartDate":"Feb 29, 2012","userCreated":{"username":"jmiller76","url":"https:\/\/www.wikispaces.com\/user\/view\/jmiller76","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}