ALECIA

Posted on 7/25/09

THANK YOU !!!!THIS WAS VERY HELPFUL

On 6/26/09, Jessica wrote:
> I am doing the same. This will be my first year with a 2/3
> but I have taught a 3/4.
>
> Look in to the Daily 5 for reading. It will give the kids
> some independent choices while you work with the other group.
> I did the Daily 5 this year and it worked really well.
> Kids would read alone, read with a partner, listen to books on
> tape (I also added the computer to mine) and I would work
> with groups. I never did the word study stuff with the Daily
> 5, because we use a different program. If you have
leveled
> groups, you will probably have overlap and the kids will be in
> groups based on ability and level, not on their grade. So
> kids reading at a level M-N will be in a group together,
> regardless of their grade. But if you have basal readers for
> each grade level, then you will just have to pull one grade
> and do the lesson while the other grade does their
> independent reading and partner reading or books on tape.
> Practice A LOT in the beginning of the year and it will pay
> off, even if you get behind in your lessons at first, you
> will catch up!
>
> In math, I have done a math workshop style. They have some
> things they do each day while I do the other groups lesson,
> then I switch. It moves slowly at first but as the year
> progresses, they get a lot of learning in, and in my 3/4 class
> we finished all the curriculum ahead of time, even though it
> seemed to move slowly at first. You don't necessarily teach
> each group a new lesson each day but it works out.
>
> For example: Divide the kids into their groups and this is
> what it would look like...
>
> DAY ONE
>
> Grade 2- teach lesson A, followed by activity that you
> monitor, then they do independent practice activity. When
> they are done, they play a game that reviews other skills.
>
> Grade 3- begins doing workshop which includes problem of the
> day, math fact drill (independently done or with pairs
> alternating and timing one another) play a game, etc.
They
> have to be told what to do
>
> While the grade 2 kids are doing their independent activity,
> you go get the grade 3 kids and review the lesson from the
> day before and add to it briefly or check in and give them a
> short review or something like that. Do a few problems with
> them.
>
> DAY TWO
>
> Grade 3- New lesson that follows the previous lesson. They do
> an activity that you monitor, followed by independent
> practice and then a game when they are done.
>
> Grade 2- while you are doing the lesson, they do the problem
> of the day (or some routine) math fact drills, games, etc.
>
> When grade 3 is working independently, you check in on the
> grade 2's.
>
> I actually don't normally like this kind of thing, but I did
> create worksheet packets for the kids. It was something they
> could do that reinforced some skills and they really enjoyed
> them. They all included riddles and things like that.
They
> would work on those while the other kids did their work. Not
> EVERY DAY, but often enough... I also made sure that at the
> beginning of the year I taught them lots of games. Sometimes
> I would spend a whole period introducing 3 new games for them
> to play relating to a unit and then we would rotate and play
> that game in centers. That way, they would all know the
> games and they could teach it to the other kids next time.
>
> I also suggest aligning your curriculum so that you teach
> units at the same time. Even if it's out of sequence.
It
> doesn't make sense for the second graders to do measurement
> while the 3rd graders do geometry. That way, they can play
> the same games and the centers that you have out can be the
> same for both groups!
>
>
>
> On 6/25/09, Tammy wrote:
>> I am going to be teaching a 2/3 combination class this
>> coming year and would love any advice from those who have
>> done it or are currently teaching it. Each grade has their
>> own reading and math program which I think, after reading
>> other posts, may make it more difficult. Any suggestions
>> will be helpful! Thank you!
>

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