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The information that I have learned today will greatly effect the way that I plan and teach in my classroom. I believe that the VAD is the perfect teacher tool for predicting where our students will be, getting them to where they need to be, and challenging them to reach higher. I think that the way we implement the TEKS will have a profound effect on our students and will determine whether or not they will be able to achieve metacognition. We must continually remind them of the importance of the thinking process and how to make it come alive on paper. ALL of the TEKS align with ALL of CISD's pillars, but the one that stands out to me is EMBRACE CHOICE. The TEKS have choice built in to them, and I see extreme value in that.

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This strand refocuses my efforts to insure students are engaging with text in a way that makes them curious and willing to question it, not just understand it.

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This strand refocuses my efforts to insure students are engaging with text in a way that makes them curious and willing to question it, not just understand it.

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I really like how the strand is about the "WHY"
My own child is a "why kid" and that helps immensely with his comprehension of specific skills.

Making personal connections to the text was the first thing I really noticed. I am a huge believer in you have to be interested in some aspect of the text in order to engage with it, so making a personal connection with the literature is a huge plus.

That personal connection is the biggest difference for me.

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This shows me that vertical planning teams in the discipline can potentially plan comprehension tools and strategies together to support continuity across the grade levels. This would aid student thinking by ensuring year over year the processes are similar.

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Students can understand that understanding is entirely different than comprehending. Students often think that to "understand" they just need to be able to summarize, but we are asking them to make connections to themselves, the outside world, and other texts in order to establish a clear avenue of "comprehension."

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I like that in order to allow kiddos to make inferences, we are asking them to make connections to their personal experiences and ask questions that will help move them in the right direction.

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It affects my thinking by emphasizing the importance of personal experience/knowledge to add relevance in reading. It will also affect students' thinking process and comprehension of big ideas throughout literature. This showcases the district's philosophy of using metacognitive and/or reflection activities for both reading and writing.

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I like that it incorporates a variety of texts from which students connect, make inferences, evaluate, and synthesize into meaning which involves the student's personal experiences and gives a firm validation toward their comprehension. Once students develop metacognitive skills, it will increase their understanding and enable them to read with confidence and with clarity.

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I like the emphasis on questions - whether it is an overall question that reflects a "big idea," or students' questions as they read, questions show thinking.

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It allows students to learn that comprehension does not necessarily mean understanding everything about a story, but rather connect with the parts they can, and ask questions high-order thinking questions about the rest. Their comprehension comes from understanding and acknowledging their misunderstandings, which helps with further connection after their "questions" are "investigated:"

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Spencer Cox -10th ELA-English Department Head-Pieper High School

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Spencer Cox -10th ELA-English Department Head-Pieper High School

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I appreciate Comal's dedication to authentic writing and reading. There is not a formulaic way for all student to read, think, or write, but rather, as each child is different, Comal and this strand encourages independent thought and metacognition to produce thoughtful and authentic learning processes.

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1. This strand focuses me on the "how" of determining student success. Each component helps me clarify thinking of how to attack this process.

2.  This can help students understand understanding vs. comprehension. Comprehension will help students understand that there is a process.

3. Comal's ELAR philosophy is focused and clear and the strategies affirm what we know: Students want to

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I really like how Comprehension begins with establishing a purpose and involves making personal connections. Starting with the why and then instructing with making the personal connection intertwine with NTN's Agency rubric. If they are able to make those personal connections the logical next step is critical analysis because students will naturally start asking why the author made those choices and how it impacts the work.

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K.C.                                1. I love how this strand focuses on HOW to determine success in comprehension and how the components are clearly articulated.

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K.C.                                1. I love how this strand focuses on HOW to determine success in comprehension and how the components are clearly articulated.

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2. This could change student thinking about comprehension by proving there are steps to help with comprehension. It will also help in getting students to think about strategies for understanding.
3. This meshes with just about all of the strategies utilized in the ELAR philosophy (aka validation).

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The greater variety of genres that students choose to read from, the greater ability they will have to synthesize information and utilize the information in their lives.

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Inferencing is a difficult concept for students to master, so practicing inferencing skills while readings will give students more confidence as they master these skills.

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It is important for seniors to generate questions about their thinking as they read.

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It affects my thinking by connecting personal experience with the writing experience. I think students feel like they write about whatever WE want them to write about instead of using their own experiences. It makes it more student based.

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I like how the emphasis is on personal experience of the students and the purpose.