Reply to Middle schools that differentiate English instruction?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]At Sligo there is both advanced and regular English.  To be in advanced you need to be at a reading level w at the end of 5th and 215 on MAP R. These are on grade level.  So
I imagine that the regular is actually remedial and advanced is at grade level and above. [/quote]

So at SSIMS there is a similar benchmark but it's for the Reading class.  6th grade students who aren't above grade level take a Reading class in addition to English (the name has changed, think it's now called Digital Literacy) anyone above the benchmark has the option of beginning a foreign language instead.[/quote]

At my daughter's MS, DL is required, as it should be.  All 6th graders take it and then have the option of taking a language in grade 7.  Regardless of reading level, DL offers all students important skills in reading expository text and understanding the basics of research.  There are websites that will allow students to level the text.  So while all students may be reading about the science behind a volcano eruption, those at higher levels will read more challenging articles.  [/quote]

DD has done that type of research project once every marking period in fifth grade. She also researches things she is interested in  all the time anyway. 
I think SSIMS offers the 6th grade world language option because it is an IB school, and also has the immersion program.[/quote]

DL's emphasis is on research and reading.

Your reference to "that type of research project" is most likely a common task found in the English guides, as the emphasis now, with CC leading the way, is on research and expository text.  So if a student is studying poetry, the expository research framing the poem may include analyzing different poetic forms (sonnet versus free verse, for example).

DL's emphasis is on expository text and research.  Introducing students to expository reading strategies and leveling the text so that students can grasp meaning at their own reading level are two examples of instructional practices.  Furthermore, DL teachers show students what a credible source is and introduce them to valuable databases like ProQuest.

While "that type of research project" is important, it often isn't enough to 1) allow students to fully grasp the difference between expository and narrative text and 2) ensure that they are confident in choosing appropriate resources (peer reviewed, for example) to support their claims.

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