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ElemenTchr ElemenTchr is offline
 
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Low, low, low incoming student
Old 07-25-2016, 01:24 PM
 
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So I was looking for someone in our student information system and came across a student with an IEP so I was taking a look since the name didn't sound familiar to me (I'm a 3rd grade resource teacher & have the majority of the 3rd grade resource students in my ESY program right now, so I was obviously curious). I saw this student has pull out resource as their program for LAL & Math, I'm more likely LAL. However, according to their IEP they are reading at a DRA 4, now my students are never on grade level; however, I've never been this low in resource. This student was just classified at the end of the school year & worked with the reading specialist last year.

Has anyone ever has a student be so drastically low? I'm not sure were to even start. I know I definitely have to focus a lot on decoding and phonics, which I planned to do with most of my students. I guess I'm just nervous when it comes to the grade level skill. I tend to do a whole group lesson on the skill (IE...character traits, etc.), then reinforce it in small group with guided reading and a book on their level; however, books that low barely have character names. There's no meat, no substance. I'm not sure how to reinforce the grade level skill, when there are few resources.

What would you do?


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Haley23 Haley23 is online now
 
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Old 07-25-2016, 03:59 PM
 
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Most of my students are that low in resource. I work in a really low SES school where the majority of kids are below grade level, so when it comes to who actually qualifies for sped it's extremely low kids. My "low" group of incoming 3rd graders are reading at levels 3-6 and my "high" group (2 students, haha) are reading level 12-14.

Teaching the grade level standards vs. teaching to where the student's level is comes up a lot at my school. Personally, I believe in teaching at the student's level. I think it's more important to focus completely on phonics and beginning reading skills for a student reading at a level 4 rather than taking a grade level skill such as determining the central message and teaching a lesson on that using a level 4 book.

Those who argue for focusing on grade level standards only at my school will often say it's because obviously the state test is on grade level. I've never understood that argument, because let's be honest, no way is a kid coming into 3rd grade at a level 4 passing PARCC at the end of the year. Even if they can do all of the skills with lower level text, that means nothing because they won't be able to read the PARCC texts in the first place. I do pull out lessons, so students get instruction from me and their gen ed teacher. They're getting "exposure" to the grade level standards from the whole group lessons in class.

Others may disagree, but I think the most important thing for a 3rd grader reading a level 4 is learning how to read and I would spend all of that student's intervention time focused on that. They aren't going to be able to access most instruction (in any subject area) if they can't read.
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