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I feel that the components of Balanced Literacy are all in place, but it is often hard to find ample time for meaningful read alouds and allowing enough time for independent reading.

One thing that I would really like to focus on next year for my struggling readers is finding books on their level that hold their interest.  I found this year with some of my struggling students that when choosing level appropriate books they were not always interested in them (because of the lower level) and they tending to not make the best of their independent reading time.

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I do feel confident about the components of balanced literacy with readers's and writers's workshop.

Pressing Need: Time and building students' stamina of sitting and reading at their independent level.

Want to investiage:
Taking time to find out what interests the students for helping pick out books.  Building on my classroom library on more varieties of books.

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1. Solidly in place- Reading Workshop, Writing mini-lessons, read aloud, and word study.

2. Pressing need- I agree with Kim.  The district provided us with a variety of reading material and resources, but we are struggling to find additional time to encourage independent reading for their necessary growth.

3.  Investigate- I would like to improve my writing conferences and interactive read alouds.

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1. The reading workshop and writing workshop is in place everyday. Read Alouds are also happening consistently.
2. A pressing need is communicating with my students what their role is during reading/writing workshops and to provide more opportunities for shared reading.
3. I would like to improve my small groups and writing conferences.

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1. Reading workshop, word study, shared reading/interactive reading

2. Writing workshop- particularly writing conferences

3. balancing time for meaningful conferences, so as to not only work with the lower students but expand the writing of our higher level students.

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1. The reading workshop, writing workshop, and word study are integrated consistently in class.
2. The most pressing need would be using writing conferences productively.
3. I would like to investigate how to use writing conferences more effectively.

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Solid:  I feel that I have the readers and writers work shop down.

Pressing Need: Time

Want to Investigate:  Finding more time for students to independently read books that interest them.

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In Resource, it is very difficult to create time for students who need goal work, general education instruction, and independent reading time. My goal is to create a more structured scheduled for my students who are self-contained to make sure they get the appropriate independent reading time each day.

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Solidly in place are the mini lessons for reading, writing, and word study.

I feel like the district has done a good job of providing training, and a large selection of books, so we have the knowledge and the resources, but we don't have enough time to really allow the kids to do the independent reading necessary to grow.

I want to become better at interactive read alouds.

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1. Reading workshop, writing workshop, and word study are integrated on a daily basis.

2. More effectively using running records to assess student's independent and instructional reading levels to make sure students are on track.

3. We want to explore and implement  other components of the Lucy reading and writing with fidelity.

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I feel that I have the interactive read aloud and writing workshop in place. I would say the same for readers workshop, but time constraints often cause problems. I struggle with aligning what the district is expecting of us and Lucy Calkins. I want to learn how to implement all the components of balanced literacy within the framework of Lucy Calkins curriculum while adhering to time constraints.

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Solidly in place:
Reading workshop, word study, and interactive read alouds

Pressing need:
Writing conferences

Want to investigate:
A time effective way to have consistent writing conferences.

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The reading workshop, writing workshop, read aloud and word study are happening consistently in my classroom.

I need to make sure that my read alouds are interactive more consistently than my current reality.

I would like to learn more about shared reading and what interactive read alouds vs. shared reading would look like.

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I'm pretty solid on my understanding of all the components to Balanced Literacy. I want to find a way to ensure students have time to read independent level text as well as make sure I am able to assess student learning and give grades that accurately assess the TEKS for reading. I want to learn more about the Reading TEKS for grade 4.

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I feel the reading and writing workshop time are solidly in place in my classroom.

I feel I need to become better at Interactive Read Alouds, Interactive Writing Time and just be all around better about Word Study.

I want to investigate ways to properly do the Interactive Reading and Writing time to ensure students are getting the most out of this portion of our workshop model.

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Accessibility was not an issue as I have a great library in place in my classroom. However, balancing Lucy's curriculum with FISD's expectations are really difficult. Giving them time to read independently daily seemed impossible!

If we can incorporate some of the eLearning strategies/activities into our engagement piece though, the student activities/practice will take about 15 minutes and open up class time for independent reading EVERY day.

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I am pretty solid on the reading and writing workshops. However I know I need to work on making sure my students are reading books that are on their independent level and reading lots of books.
I would like to get better at conferencing with my students and making those times more meaningful for the students.