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[quote=Anonymous][quote=Anonymous]
I've heard repeatedly (maybe not be true?) that K - 2nd grade is all about making sure the kids know how to read.  And, then after 3rd grade, they being to 'read to learn'.

So, grouping the kids by reading ability (versus math) might make more sense in K-2.  I agree that it wouldn't make sense to reorder the classes throughout the year since part of K/1st grade is socialization.  But, if the kids start at similar reading levels, won't they increase similarly as well, if all being taught the same?

And, more importantly, how would that be any worse than having the 5 different reading levels all in the same class?  Even just making it so that there are 2 different reading groups would seem to be an improvement, so that the teacher can give each group a half-hour or instruction (versus 10 minutes or no time at all, in some cases).[/quote]

Do you trust teachers to manage splitting the class for math abilities during K-2, or do you just ignore math or teach math to one particular level and every other child will cope or not?

No, children do not progress together. Children mature differently. Some children are ready to read at 4, some 5, and so on. There are children who are at very different levels at the beginning of the year (e.g. an emerging reader and a fluent reader), and by the end of the year reading on the same level.

If you're going to accept that you're going to have to account for teaching children at different levels (which given reality, you're going to have to), why sort children initially? There seems to be minimal benefit and there are significant drawbacks.[/quote]

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