Reply to Importance of classmates being at grade levels for reading/math

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[quote=Anonymous]Ludlow does differentiation pretty well IME. Is it perfect? Of course not. Do they value meeting kids where they are and make an effort? Absolutely.

K-2 have lots of small group-based learning because there is such a range, especially in reading where some kids are learning letters in K & others are reading chapter books. Every K class has an aide, so 2 small groups have instructors and 2 work independently as they cycle through 4 ELA or math stations. The most advanced ELA group in my kid's class did book reports as a take home project; the least advanced is down to only a handful of kids (kids can progress up during the course of the year) and is working on letter recognition and sounds. All kids do a 15 minute daily phonics lesson together to reinformce the SoR-based approach. Math is similar with the top group doing lots of math puzzles & games to practice addition and subtraction fluency and lateral thinking. Bottom group is working on breaking 5 apart and putting it back together in multiple ways and one-to-one counting fluency.

By 2nd, the ELA differentiation looks like small groups reading and discussing different levels of books. The top group feels like a book club with kids predicting where the plot will go and discussing why the author made certain choices. In the second to bottom group, they are mostly focused on reading easy books aloud for fluency and harder books for comprehension (like they have discussion questions afterwards which are basically summarize the plot, name the characters, etc). The lowest groups gets multiple days a week with the teacher and is still learning to read. For math, by 2nd some of the differentiation is definitely screen based (iReady) for those above or behind. Every kid does 1 45 minute computer session a week; those ahead or behind do 2. There are group lessons every day, but  [/quote]

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