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I plan to look up the prompting funnel and see what suggestions Kim has to explicitly teach this to students.

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I work as an SST where I meet with students in small groups. Therefore, I am always using formative assessment through anecdotal notes. Sometimes, I just observe, but I have started to take more notes so I remember and it can reflect my instruction.

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My take away was to teach students to use the prompting funnel. It was a good reminder that students need to be explicitly taught how to use strategies to problem solve before asking for help.

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I really want to work on having the students "do more of the work." I feel that they rely so much on me and other teachers to just point them to the answer. I want to implement the "prompting funnel" into my day to day instruction. I think it is important for them to look at themselves first, then the text, then seek support from me.

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Kim mentioned in this weeks podcast and last weeks that it is important to take anecdotal notes when meeting with guided reading groups. Common assessments are only one data point and does not show the true growth of a student. The team that I work with this year does an amazing job tracking students progress during guided reading time. We have a conference sheet for each student and jot down notes when we are meeting with them- this allows great talking points during kid share.

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My biggest takeaway was when Kim said something along the lines of "whoever is doing the thinking is also doing the learning." As an educator, when my students are struggling, all I want to do is help! But Kim pointed out that it is important not to just give them the answer, but to help them GET to the answer. It's our job to teach the students how to use their resources before going to the teacher for help. This really stuck with me because this is something I want to work on. I want to make my students into problem solvers.

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I am feeling pretty confident about noticing "stars and wishes" when I meet with students during guided reading and literacy acceleration. However, after listening to this podcast, I realize I could do a better job analyzing these running records and anecdotal notes. I often notice instructional goals for individual students but could be more responsive in shared reading based on what I am seeing collectively in my small groups. I will take time at the end of each week to reflect on and analyze this data and think about how it impacts my teaching the next week. 

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I am feeling pretty confident about noticing "stars and wishes" when I meet with students during guided reading and literacy acceleration. However, after listening to this podcast, I realize I could do a better job analyzing these running records and anecdotal notes. I often notice instructional goals for individual students but could be more responsive in shared reading based on what I am seeing collectively in my small groups. I will take time at the end of each week to reflect on and analyze this data and think about how it impacts my teaching the next week. 

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Kim talked about how hard it is as teachers to have an in-depth knowledge of all aspects of learning. Being a great reading teacher requires so many skills!  Through this PD, I am reflecting on how I can improve my instruction by learning from experts in their field. I really want to be more intentional about listening to podcasts and reading professional books to continually improve my practice. 

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Kim talked about how hard it is as teachers to have an in-depth knowledge of all aspects of learning. Being a great reading teacher requires so many skills!  Through this PD, I am reflecting on how I can improve my instruction by learning from experts in their field. I really want to be more intentional about listening to podcasts and reading professional books to continually improve my practice. 

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My biggest take away was the idea of the prompting funnel. If we want our students' brains to "do the work" they need try to use strategies themselves before asking for teacher help or before the teaches swoop in to offer a suggestion. If they need more assistance, the text should be their next support. Again teacher suggestions should be withheld until the student carefully examines the text. Even though we want to help our students by giving them a specific suggestion, this podcast helped me understand the best advice is often to look to themselves and the text first.

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My biggest take away was the idea of the prompting funnel. If we want our students' brains to "do the work" they need try to use strategies themselves before asking for teacher help or before the teaches swoop in to offer a suggestion. If they need more assistance, the text should be their next support. Again teacher suggestions should be withheld until the student carefully examines the text. Even though we want to help our students by giving them a specific suggestion, this podcast helped me understand the best advice is often to look to themselves and the text first.

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What I really appreciated about this podcast was the emphasis on student responsibility. As a kindergarten teacher, my students are dependent on me for a lot of things. Just as I teach my students to follow daily routines and expectations and look to themselves and classmates (rather than just me) to solve problems throughout their day, I need to guide them to look towards themselves and the text (again, rather than just me) as they are reading! It is not an easy task to accomplish, but it will be well worth it in the long run for the great benefit of my students as readers!

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I decided that I am going to set aside a designated time for running record reflection. This will allow me to be purposeful in my reflections and use the information gained from the running records to actually plan out future instruction.

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After listening to this podcast, I realized that I need to be more intentional with my running records--specifically in regard to reflection. I often try to determine future teaching points from each running record in the moment, but like Kim said that's a lot to ask of our brains within a short period of time. I would be able to make better decisions on future plans if I had more time to analyze my students' running records!

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Starting this week, I really want to start emphasizing my students being independent workers. I want to stress the important of looking to themselves, looking to the text, and then looking to me. By looking at themselves and looking at the text, the students will be able to answer the question. This is something that I really want to stress in guided reading and literacy accel. I think that by starting this off with smaller groups, I will be able to successfully implement this with my entire class.

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After listening to this podcast, I took time to reflect on how I have been teaching literacy and what I can do to make it even better. I really thought about the idea of looking at many different types of data when discussing student movement within groups. I take anecdotal notes and running records but I was not using them during data discussions but from now on, I will be. Kim really emphasized how important it is to be looking at this data and I completely agree with her. It is extremely important to be able to see what the students are doing with the text and now what they do with the assessment, especially if it is not at their instructional level.

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A big takeaway that I had from this week's podcast was that we as teachers, need to make sure that we are not over scaffolding. Kim Yaris really emphasized that students need to be able to look to themselves and the text before looking to the teacher for help. I think that this is extremely important to keep in mind because the students cannot always expect the teacher to give them the answer. By looking back at the text or taking a step back to think, the students will be able to find the answer. I also think it is important that we are taking in many different types of information when thinking about data collecting on our students. We cannot get all of our information from an assessment because we need to look at what the students are doing and how they are doing it in order to get accurate information about the students.

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After Innovate training this week, so much of what Yaris mentioned in regards to being facilitators and guides fit with what we are trying to shift within our classrooms in order to create future ready learners. The idea of looking inward, then to the resource in front of them, and then, as a last resort, to us as teachers could be transferred to any curricular area and allows our students to truly learn the content. We just have to get used to releasing the control and teaching them/ourselves its okay if we fail. This shift, using the "prompting funnel" idea, is what I will be attempting to implement in my classroom. Much of kindergarten is about creating and fostering independent learners, and this would just be another step to that piece that would help them truly see their own power in knowledge.

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My big takeaway is shifting our mindset as teachers to increase student responsibility and accountability to make sure they are truly doing the work. Yaris shared this quote that I've heard in the past, but it was a good reminder: "The brain that does the work is the brain that does the learning." She referenced a "prompting funnel" image that her and her co-author created, where students look to their own knowledge first, then back at the text, and finally, the teacher-but only if needed! I could see this applying throughout many areas in the classroom, not just reading.

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After listening the second week, some personal moments of reflection I had were on patterns across students in my class following formative assessments. When I reflect on my own notes, I typically apply that skill to that reader, or perhaps their group. Looking for gaps overall in learning across students in multiple groups could be very telling of what needs to be retaught overall to make my students more successful as readers. I thought this part of the podcast reinforced what we are already doing in regards to running records and note taking with students, and the importance of this practice.

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I want to try teaching and allowing my students to train themselves to determine what they need to complete a task the best they can. Kids need confidence and strategies they have seem model that 'look' easy for them to do on their own. I also plan to slow down and allow more struggle before I just right in to scaffold and support students to get there.

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After listening, my take away was that the teacher should not be over scaffolding. Students should be doing the learning with some struggle. I tend to start out over scaffolding when preparing for both reading and writing. I want to try guiding my students to figure out what they need, to look at text, and then teacher when reading. I want to be each students supporter when reading/writing in small groups and focusing more on the shared/modeling I do to be sure students know what it looks like. Helping students look at themselves is so important!

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I think when the podcast talked about formative assessments. I feel that it is important to not only focus on the same formative assessment as each students grade. We also need to think about informative data, and other types of assessments that are different to meet all learners needs. No assessment is perfect, and I want to remember this and focus on continue to look at the whole picture to determine what the students know and what they need to exceed. In kindergarten this is very important.

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I would really love to have some book studies on this in district.  Her two books seem to be interesting and I think it would foster some great conversations.

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I would really love to have some book studies on this in district.  Her two books seem to be interesting and I think it would foster some great conversations.

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I love her 3 strategies in implementing this shift.  I love her quote: "Kids strategically are confident, compassionate readers, how do we help them get there?  I also loved how she discusses how to take it to the next level.  In her book, she discusses where to start in order to close in on this process.  I love her final idea that we need to train ourselves so that we can help kids train themselves to be stronger readers.  

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I love her 3 strategies in implementing this shift.  I love her quote: "Kids strategically are confident, compassionate readers, how do we help them get there?  I also loved how she discusses how to take it to the next level.  In her book, she discusses where to start in order to close in on this process.  I love her final idea that we need to train ourselves so that we can help kids train themselves to be stronger readers.  

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My take away of this was teachers and students should have a shift in their thinking.  Students needs to take a look at themselves and how do they see themselves as readers?  Teachers need to shift their thinking from "jumping" to quick to give strategies- let student try the strategies that they know first and then foster support as needed.  That shift is so challenging because we are quick to jump and give them the tools before actually having them work and struggle to find it.  

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My take away of this was teachers and students should have a shift in their thinking.  Students needs to take a look at themselves and how do they see themselves as readers?  Teachers need to shift their thinking from "jumping" to quick to give strategies- let student try the strategies that they know first and then foster support as needed.  That shift is so challenging because we are quick to jump and give them the tools before actually having them work and struggle to find it.  

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I think that the ideas that Kim Yaris spoke of in this part of the Podcast can apply to so much more in our teaching outside of just the literacy block. I feel that there is a huge connection between her ideas and the TQE models that we have been working on using during out math block. It definitely takes a conscious effort to put these new types of questioning into place, and it won't be perfect at first, but I definitely think that the benefits will be powerful.

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When thinking about the funneling prompts of having students look to themselves, the text, and last, the teacher, I realize how often I jump in before I even give students a chance to truly do the work for themselves. As Yaris spoke about in the Podcast, we are teachers, and we want to help, but by doing so too quickly, we are doing a disservice to our students.

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My biggest take away had to do with the strategies Kim Yaris mentioned in order to help foster independence while reading. First, students should look to themselves and what strategies they know that can help them as a reader. Next, students should look to the text to see if they can find information in the text  that can help them to be successful on the task they are working on. The teacher should be the last person they turn to.

Another take away was the idea of strategies that we utilize in the classroom being "good" but remembering that it is important to be open minded and realize that there are going to be "next generation" ideas that likely can be even more powerful for out students.