I've also heard of classes that work well with this model. 

The first hour is spent with students on the same oral proficiency for
conversation and oral instruction. 
The second hour is spent with students on the same reading proficiency level
for reading and literacy instruction. 

The students enjoyed mixing the groups, the teachers enjoyed having students
that were homogenous in their classes. 

Molly Elkins
Literacy Specialist
Douglas County Libraries
Phillip S. Miller Library
  100 S. Wilcox Street
  Castle Rock CO 80104
  Map
Phone: (303)791-READ 
Email: melkins at dclibraries.org
Web: www.DouglasCountyLibraries.org

-----Original Message-----
From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Andy Nash
Sent: Monday, December 10, 2007 12:16 PM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 1966] mixed literacy levels

Hi,
This issue of mixed literacy levels in one class may be better addressed by
program-level solutions rather than instructional ones. One strategy I've
seen is to organize half the class hours by literacy level and half by oral
proficiency level. That means that the students regroup so that for each
time slot they are working with peers at a similar level. 

Andy Nash

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