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Viewing 15 posts - 1 through 15 (of 16 total)
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  • in reply to: 5.4: Time & Priorities #18646
    Courtney
    Participant

    I agree with the part that was emphasized due to the number of days it was given. I also think that the feedback during this time from the teacher and their peers aids in making this part so important.

    in reply to: Assessment Review #18642
    Courtney
    Participant

    This is wonderful that both of you are looking at alignment for grade levels. I think this is a wonderful part of this program is the connections that can and will be made between grade levels.

    in reply to: Skill Development and Assessment Practice #18628
    Courtney
    Participant

    I spent a lot of time thinking about C as well. I like the option of saying plus when it’s between two areas on the rubric. Sometimes it can be a challenge to insure that you are accurately and fairly scoring some responses.

    in reply to: Discussion Board 5.1: Reading Assessment & Feedback #18624
    Courtney
    Participant

    There is so much value in feedback with the students. They need that opportunity to have discussions with their teachers to see their mistakes or areas that they can improve in the future. Students desire to make progress and the feedback fills those gaps in understanding that keep them from that progress. With feed back, we should be able to develop a deeper understanding of the skills and the text!

    in reply to: 4.4 SPECS experience Response #18563
    Courtney
    Participant

    I love the book that you chose for this activity. It’s one of my boys’ favorites. With this activity, I felt a little confused about what I should put for the second visual tool. I think this experience was good to allow us to see how students feel when completing a SPEC log until they have more experience.

    in reply to: CSS: A Sample Plan #18537
    Courtney
    Participant

    I didn’t think about it as a conversation as a whole, but I do see what you are saying and agree that these parts do flow together like that. All of these parts do indeed work together to allow students to have one meaningful conversation that truly deepens the understanding of the text.

    in reply to: Collaborative Comprehension #18512
    Courtney
    Participant

    I agree too that the “intellectual art” seems like a great opportunity for the students to show what they know! I feel like other programs that I have used previously have rushed through the text and missed this aspect of demonstrating their understanding. I am looking forward to seeing the products that the students create!

    in reply to: Collaborative Comprehension #18468
    Courtney
    Participant

    I agree! The ability to discuss the text and provide feedback to students is meaningful to all students! This process allows students to share ideas and build their understanding through great conversations. This is such an exciting opportunity to share with our students.

    in reply to: Vocabulary Demonstration #18385
    Courtney
    Participant

    I focused on the “pencils down” time too. I agree that oftentimes that students are quick to copy, but do not always develop a deep understanding of the words that are being taught to them during this vocabulary instruction time. I agree that this process truly helps students understand new words and being able to understand it beyond the context presented in the definition.

    in reply to: Vocabulary #18383
    Courtney
    Participant

    I am very thankful to see vocabulary instruction done this way too! I purchased a program several years ago that taught vocabulary in a similar way, but then didn’t have time for it when we were given a new program for literacy instruction. I am excited about having students go beyond the memorization this year and having the opportunity to see students truly developing a deeper understanding of words found in their text and the world around them!

    in reply to: Skill Instruction Response #18380
    Courtney
    Participant

    I appreciated that too that the visual tools and process questions were there to reference through both the instruction of the visual tool and modeling how to create their own visual tools. I also appreciated how the modeling of the visual tool was used during the reading of the text instead of children waiting until the end and having to fully depend on memory to complete the visual tool. This seems important for children to develop the deep understanding of the text.

    in reply to: Mapping Comprehension Activity Analysis #18371
    Courtney
    Participant

    I recognized that my thinking also changed as I completed the visual tool. It also encouraged me to slow down and think more about what I was reading, which also resulted in a deeper understanding of the text and the characters. I was also about to see more of the connections between the character’s traits and events as the two visual tools were connected.

    in reply to: Reading Comprehension: Effective Instruction #18242
    Courtney
    Participant

    I am making that transition as well from public to private. I am looking forward to being able to have that time available to insure mastery instead of pushing through. I agree that these students need to obtain mastery so that they have a firm foundation in reading. As with the system you are coming from, we are being encouraged to move students forward even when they have not reached even the minimal mastery levels and I worry about what this does for students as they move forward. With my experiences already with training, I am truly excited about this new mastery focus of reading instruction as well!

    in reply to: 2.2 Traditional Approach #18240
    Courtney
    Participant

    I agree with you. I felt like the questions provided students to skim through the text to find the answers, but did not provide enough opportunities for students to gain insight to the author’s message or a deep understanding of the text.

    in reply to: Definition Implication #18203
    Courtney
    Participant

    I agree! Making those connections to previous experiences are very important to deep comprehension. When students are given time to think about previous experiences and to analyze their beliefs compared to the author’s just takes the understanding to the next level of reading comprehension.

Viewing 15 posts - 1 through 15 (of 16 total)