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  • in reply to: Timing Guidelines #18758
    Amy
    Participant

    I agree that the application part is most important. For a student to transfer the skill knowledge to a “cold read” text shows true learning.

    in reply to: Assessments #18755
    Amy
    Participant

    Vocabulary assessment has to go beyond matching. I think sentence creation that shows the meaning of the word is a good way to see if they know and can integrate the meaning.

    Good question about the duration of the assessment. It may be helpful to spread it out over a couple of days.

    in reply to: Assessment and Feedback #18753
    Amy
    Participant

    Tina, I love how you bring out that the very process of authentic assessment is the same pattern that we are asking of the students. We take what the students have shown, then revise and form new lessons to foster the growth of deeper comprehension. The best teachers are students of their students!

    in reply to: SPECS Log Experience #18749
    Amy
    Participant

    Melissa, I could be wrong, but I’m thinking that the “My Link” prompt would be for any connection the reader is making with the text. Text to Self; Text to Text; Text to World

    in reply to: CCS—A Sample Plan #18408
    Amy
    Participant

    So true, Jessie, that this method would vary from grade level to grade level. I like how the Specs Log is developmentally appropriate for the specific age of student. I’m eager to hear how to make the actually meeting times effective for various ages.

    in reply to: Collaborative Comprehension #18406
    Amy
    Participant

    I agree, Tina! There is no better way to engage students than to get off the script and let students discuss their individual ideas and application of the skill. It really is exciting to see this spark happening in a small group!

    in reply to: Vocabulary Demonstration #18399
    Amy
    Participant

    “Pencil down” think time is key to this process! Honestly, there were times that I encouraged students to copy the info quickly because we had so many words to get through. 🙁

    in reply to: Vocabulary #18397
    Amy
    Participant

    I agree that this method of vocab mastery is way better than typical word work. I can imagine that choosing fewer but meaningful words would be important. The result would be fewer words, but much deeper understanding and transfer of knowledge in other contexts.

    in reply to: Skill Instruction Response #18392
    Amy
    Participant

    I noticed his statement of expectation as well. He clearly defined the skill, stated its importance, then told them the best way to observe the skill. These are great reminders of effective instruction in general as well as the specific statements to make in a skill lesson. So helpful.

    in reply to: Discussion 2.3 Current Instruction #18387
    Amy
    Participant

    Courtney, I liked hearing that you incorporate small group instruction to meet the varied needs of students. That certainly gives students more time to develop the skill while letting others move to enrichment.

    in reply to: Discussion Board 2.1: Definition Implications #18320
    Amy
    Participant

    I am with you Angela! If I had received this kind of intentional comprehension instruction as a child, I would have an even deeper love of reading. It is great knowing that we can equip young readers with tools that will last them a lifetime!

    in reply to: Reading Comprehension #17901
    Amy
    Participant

    Hey Rebecca! One of your comments really hit home for me. “If we aren’t comprehending, we aren’t mastering skills.” When I encounter a student with comprehension weaknesses, I must begin to analyze what specific skills are lacking. This thinking equips me as a teacher to go back and instruct that student concerning the skill they need.

Viewing 12 posts - 1 through 12 (of 12 total)