The morning is started off with a review worksheet of place values from the previous lesson. The students sit so quietly as they are focused on finishing that problem. The classroom has a huge gap in performance. Some students are still counters as I could see them drawing circles and counting numbers. Other students are computators so they move through the worksheet much quicker.
The students are separated into two groups, the Stars and the All stars. The Stars are still reading with their finger and must be in a guided reading group. The All stars are working on a research project about their famous Americans. The gap between the two groups is noticed with their reading books. The Stars are reading books such as "Frog and Toad are Friends." The All stars are reading books at a much higher level, such as "Shiloh." It makes me wonder if the students know the difference between being an All star and a Star.
After guided reading, students work in a large group setting with vocabulary. Generally, the same students answer the question. However, Mrs. Moore does call on different students giving them a chance to answer. Throughout the vocabulary lesson, the students are focusing on important words that will show up in their next reading.
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This is just a weird, personal thing perhaps, but I find it kind of strange that your teacher has labeled her groups "Stars" and "All-Stars." Maybe these words don't have the same connotations to kids, but to me, it would be obvious that the all-stars are more advanced than the stars. My classroom has the wide range in ability level that you described in your classroom. Some students are reading books like "The Watsons Go to Birmingham" while others are reading nonfiction picture books. This goes to show that, as teachers, we will really have to consider differentiation seriously.
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