supporting teacher or supporting students?

That’s because you have:) My personal philosophy on providing services in an inclusive setting like this is that it really does not matter much who provides the services/support, as long as they are what the students need and they are making gains. If the classroom teacher is capable of providing the instruction and is willing and able to use good teaching methods, and you are a partner rather than an aide in the class- and it soundx like you think that all of these things are true- cultivate this teacher and reinforce this wonderful behavior! You have a potentially wonderful set up for all the kids. Robin

I think you did answer your own question. It is fine to group the kids into two groups - expecially if they are able to read the material. If you pull the kids for reteaching - it is also fine to include others as long as the “other” students in the group are not always the same students. The beauty of inclusive education is that you everyone works together as a team - and what you are doing is perfect example.Peggy Hammeken

: If it works, it works. It can be said that if one is supporting the teacher, you’re at the same time supporting the kids.What’s not clear is how are these kids LD? If they’re reading the same book as the rest of the class and are still at their instructional level, their reading skills have to be pretty good.I need your opinions. Am I supporting the teacher or supporting the
: kids? Everyday I take a quarter of the class and the reg ed
: teacher takes the another quarter of the class. We are
: conferencing with the kids on what they are reading during
: reader’s workshop. I have 3 of my L.D. kids in my group and he has
: 2 in his group. They are all responsible for the same work as the
: other kids in the room, but I can monitor it and catch problems
: before they fail. Does this sound like a good plan. The students
: are reading books at their instructional level, so they are
: reading. We do have mini lessons built into the program for
: reading strategies etc. The kids are excited about reading and
: discovering new types of books.: The more I write the more I feel like I’ve answered my own question.

The students are taking part in Reader’s Workshop in a 5th grade classroom. The kids can pick any fiction book they would like to read. Most of my students are choosing books at their independent level which is approximately 2nd and 3rd grade level books. (ie. Captain Underwear, Ricky Ricotta’s Giant Robot, Flat Stanley, Pokemon books, etc.) These are also books reg. ed students are choosing to read. Surprisingly, even her “good” readers are choosing 3rd grade books to read.: What’s not clear is how are these kids LD? If they’re reading the
: same book as the rest of the class and are still at their
: instructional level, their reading skills have to be pretty good.: I need your opinions. Am I supporting the teacher or supporting the

That’s because you have:) My personal philosophy on providing services in an inclusive setting like this is that it really does not matter much who provides the services/support, as long as they are what the students need and they are making gains. If the classroom teacher is capable of providing the instruction and is willing and able to use good teaching methods, and you are a partner rather than an aide in the class- and it soundx like you think that all of these things are true- cultivate this teacher and reinforce this wonderful behavior! You have a potentially wonderful set up for all the kids. Robin

I think you did answer your own question. It is fine to group the kids into two groups - expecially if they are able to read the material. If you pull the kids for reteaching - it is also fine to include others as long as the “other” students in the group are not always the same students. The beauty of inclusive education is that you everyone works together as a team - and what you are doing is perfect example.Peggy Hammeken

: If it works, it works. It can be said that if one is supporting the teacher, you’re at the same time supporting the kids.What’s not clear is how are these kids LD? If they’re reading the same book as the rest of the class and are still at their instructional level, their reading skills have to be pretty good.I need your opinions. Am I supporting the teacher or supporting the
: kids? Everyday I take a quarter of the class and the reg ed
: teacher takes the another quarter of the class. We are
: conferencing with the kids on what they are reading during
: reader’s workshop. I have 3 of my L.D. kids in my group and he has
: 2 in his group. They are all responsible for the same work as the
: other kids in the room, but I can monitor it and catch problems
: before they fail. Does this sound like a good plan. The students
: are reading books at their instructional level, so they are
: reading. We do have mini lessons built into the program for
: reading strategies etc. The kids are excited about reading and
: discovering new types of books.: The more I write the more I feel like I’ve answered my own question.

The students are taking part in Reader’s Workshop in a 5th grade classroom. The kids can pick any fiction book they would like to read. Most of my students are choosing books at their independent level which is approximately 2nd and 3rd grade level books. (ie. Captain Underwear, Ricky Ricotta’s Giant Robot, Flat Stanley, Pokemon books, etc.) These are also books reg. ed students are choosing to read. Surprisingly, even her “good” readers are choosing 3rd grade books to read.: What’s not clear is how are these kids LD? If they’re reading the
: same book as the rest of the class and are still at their
: instructional level, their reading skills have to be pretty good.: I need your opinions. Am I supporting the teacher or supporting the