ppt课件-differentiatedreadinginstructionstrategiesforthe.pptVIP

Ms. Scott: Hello. I’m Ms. Scott and I’ve taught first grade for many years. This year I’m looping with the students I had last year. At first I was very excited, but now, I must admit that I’m a little worried with all this talk about the new data and pressures for the upcoming year. I’ve always relied on whole-group instruction from our basal reading program and used the theme tests to gauge success. Most of my kids were successful with these tests. I’m now finding out that many of last year’s third-grade students did not earn proficient scores on the state-mandated third-grade criterion-reference tests. What’s so confusing is that many of these students were on target when they left first grade. Because of the third grade results, our school is struggling to make AYP and is in danger of being sanctioned with a needs improvement rating. Narrator: Second grade teacher, Ms. Connor, enters Ms. Scott’s classroom. Ms. Scott: Hello, Ms. Connor. How are you? Ms. Connor: I’m doing just fine. What do you think about the new assessment procedure for second grade this year? Ms. Scott: You know, I think it’s a great idea to see where kids are at the beginning of the school year and to monitor their process throughout the year. It sounds really good, but the question that keeps popping in my head is, “Is this doable?” I mean to benchmark quarterly is one thing, but to plan for several instructional groups each time (Ms. Scott looking really distressed) I’m also a bit worried about managing small-group transitions. I’m not sure our kids can handle it. Ms. Connor: It does sound very overwhelming. There is a bright side to this. Ms. Scott: Oh yeah, what’s that? Ms. Connor: Think about it. You know we’ve been required to implement many initiatives in the name of increasing student achievement but very seldom get adequate and differentiated support. This is not the case this time. We will have the support of a Literacy Coach who will provide us w