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Congratulations! You finished Unit 1! What is your big takeaway from this unit? How did this knowledge change your understanding of the difficulties students have when learning to read?

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Look at Table 1.7. Where do you see the progression of word study being taught in your core curriculum?

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Looking ahead to next year, how do you see the mClass and diagnostic (digging deeper) assessments being used at BOY to plan appropriate interventions in your grade level?

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What implications might this have on intervention support in and beyond the primary grades (K-3)?

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In your own words, why is the fidelity of progress monitoring so imperative to the MTSS process?

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What measures (mClass or Diagnostic/"Digger Deeper") do you consider most helpful as it pertains to your case study students?

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What information might you consider valuable in understanding your Case Study's needs and strengths?

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How has the learning around reading difficulties shown up in what you have observed in your own classes?

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What was one thing you found interesting or surprising in Session 6?

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What was one thing you found interesting or surprising in this session?

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After analyzing the reading and writing of your case study students, was the task of identifying each student's phase of word-reading development easy or difficult? In what ways might it benefit student outcomes? Share your reasoning.

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"Likewise, the foundational skills will be extremely important for poor readers until they improve." (pg. 44) How might this knowledge support or change your teaching?

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In terms of the subskills of the reading rope, how do the reading interventions in place for your case study students address their weaknesses?

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How might the long-term impact of the three cueing system differ from the long-term impact of the cognitive science model?

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What was an interesting takeaway from Session 4?

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What is a teaching strategy/activity that you have used with success to build vocabulary or reading skills? Which part(s) of the processing system does the strategy/activity target?

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As you consider your case study students in your work through Session 3 - does one of the processing systems stand out as an area to focus support?

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What was an interesting takeaway from Session 3?

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Reread the last paragraph on Page 21. What might be some reasons mClass removed the TRC from their assessment program?

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What are some ways in which your learning in Session 2 relates to your Case Study students?

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What was a piece of new information you gleaned from Session 2?

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What was a surprising takeaway from Session 1?

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What are the reasons you chose your case study students?

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What are your views on the Simple View of Reading? Where do you see your students having the most difficulty - word recognition or language comprehension?