A Kaleidoscopic Reading Organization Plan.

was always somewhat frustrated by the restrictions and weaknesses of each plan when I tried to fit it into my particular teaching situation. Using features of several plans, I finally developed a unique program which seemed most workable with my students, with the materials available in my classroom, and with me as the teacher. I present this plan, not as a new model to frustrate other teachers, but rather as an example of how elements of existing programs can be adapted to a given situation. To meet the learning needs of the children, I wanted to allow each child to set individual goals, to assess his or her progress, to practice reading skills in situations simulating day-to-day uses of reading, and also to enjoy many first hand multimedia language experiences individually and in groups. I felt that my role should be to relate individually to the students, to direct or prescribe activities as needed, and to introduce new elements into the program without upsetting a working routine. The program was for three sections of twenty students in a departmentalized sixth grade. Reading periods were 45 minutes long. Materials available included three sets of sixth grade basal readers with workbooks, Readers Digest Skill Builderslevels 2 to 8, a SRA IIC Reading Lab, a Scholastic Paperback Library, many commercially prepared and homemade spirit master worksheets, multiple copies of eight different children's novels, and a homemade short story library at a fourth, fifth, and sixth grade level. Starting with these materials, I established choices for the students. As much as