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I'm very interested in learning more about how to move students who are still struggling further. I feel like in all my years in district, we continue to have those outliers that continue to struggle with reading.  I've seen many students who have worked with many teachers but still struggle to close that gap.  I was very excited to hear Jan had a book that would address these concerns.  This has made me want to do a book study on this and learn more.   She mentioned her book:  Next Step Forward In Reading Intervention.   Something to think about....... 

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I'm very interested in learning more about how to move students who are still struggling further. I feel like in all my years in district, we continue to have those outliers that continue to struggle with reading.  I've seen many students who have worked with many teachers but still struggle to close that gap.  I was very excited to hear Jan had a book that would address these concerns.  This has made me want to do a book study on this and learn more.   She mentioned her book:  Next Step Forward In Reading Intervention.   Something to think about....... 

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I liked this podcast a lot. When I first started listening- my thought was why am i listening to something our district is already doing.  As the podcast continued on, I really found some great ideas presented by Jan.  I loved how she mentioned the balance literacy framework.  When I heard her discussion about the Assess, Decide, Guide- I found myself trying to implement these procedures with what we have in our district curriculum.  I love that we have opportunities to adjust our student learning if we aren't seeing the gains.  I love her connections how we should really be assessing in a variety of ways not just common assessments- using writing, word study, mini lessons for our focal point during our lesson.  This will truly help the children grow. I  also liked how she was addressing the comprehension component.  This was great!

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I liked this podcast a lot. When I first started listening- my thought was why am i listening to something our district is already doing.  As the podcast continued on, I really found some great ideas presented by Jan.  I loved how she mentioned the balance literacy framework.  When I heard her discussion about the Assess, Decide, Guide- I found myself trying to implement these procedures with what we have in our district curriculum.  I love that we have opportunities to adjust our student learning if we aren't seeing the gains.  I love her connections how we should really be assessing in a variety of ways not just common assessments- using writing, word study, mini lessons for our focal point during our lesson.  This will truly help the children grow. I  also liked how she was addressing the comprehension component.  This was great!

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When creating a guided reading plan, I want to keep in mind the six things that Jan Richardson talked about at the beginning of the podcast. I can start implementing some of these into the small reading groups that I am working in as a para.

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I loved the podcast brought up about when doing fluency tests to tell the student to not rush and to just read it. Putting myself into their shoes, that can be a very stressful one minute of reading. It is not meant to be stressful but to see that they are showing skills that that shows understanding of what is being read in the moment.

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After listening to this podcast, it was a great reminder that guided reading is not just a time spent having a student reading independent level text. It is a time where students should be using grade level material to improve either comprehension, decoding, or another reading skill in a supported environment. It should be a time where students can use the extra small group time to improve and develop reading and writing strategies.

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We use several forms of assessment, informal and formal, during guided reading. I feel like when I am doing running records, I will look more closely on what the results show, not just whether or not they can move up levels or understand a standard. I want to be able to focus on giving each student exactly what they need in those 15-20 minutes, to make it the most beneficial time for their reading instruction. Continuing to have a balanced literacy environment within the classroom will continue to impact the guided block. I also want to try the 21 days of reading with a partner for student who are struggling with fluency.

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My biggest reaction was when they talked about timed reading. Often times, people associate words per minute with a child's overall levels of fluency. They mentioned how Intonation, expression, and pausing is much more important. When students are fluent, they have higher levels of comprehension. Many studies showed how many students who me their benchmark words per minute test, often times did not have high levels of comprehension. Being able to slow down and read the text for meaning leads to higher levels of comp. Fluency is super important, but we need to be working on that intonation and expression rather than speed reading. I loved thinking about assess, decide, and guide.

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While listening to this podcast, I had several takeaways related to the guided reading process. I loved the idea of "Assess, Decide, Guide." I think that is such an important process. We need to be assessing what our students need, then be able to decide, often times in the moment, what they need. After making that decision, you are then guiding the student through that lesson. Jan mentioned how those 20 minutes are the most important time where students are getting that individualized attention and is so beneficial when we are giving them what they need. I thought it was really important to review that timing reading does not have a direct impact on reading fluency as well as comprehension. Overall, there were so many takeaways about how to make guided reading the most beneficial time where we are making an impact on reading instruction.

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Going forward, I will defiantly consider my students’ areas in which they need support in, specifically in my ID classes. I instruct provide a whole-class shared reading. This podcast reminded me that it is important to observe the areas in which the students are successful in during whole-class instruction, and to note the areas in which they need more support in. For the areas needing more support, the same story targeted during whole-group instruction can then be targeted again during 1-on-1 time. This was not something I have typically done, but have realized that this would provide a great opportunity for the student to feel more successful as it would be a story they are familiar with aready!

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Going forward, I will defiantly consider my students’ areas in which they need support in, specifically in my ID classes. I instruct provide a whole-class shared reading. This podcast reminded me that it is important to observe the areas in which the students are successful in during whole-class instruction, and to note the areas in which they need more support in. For the areas needing more support, the same story targeted during whole-group instruction can then be targeted again during 1-on-1 time. This was not something I have typically done, but have realized that this would provide a great opportunity for the student to feel more successful as it would be a story they are familiar with aready!

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I loved that I was able to take information away from this podcast as an SLP. I was initially worried that much would not apply to me as I do not teach decoding. However, I enjoyed the emphasis on comprehension and the mention of its importance. I also loved learning that studying pictures is valuable! For many of my students within the ID classrooms, this is a skill that is just emerging and that we practice lots of during our small group/ 1-on-1 time. It felt great to be reassured by Jan that this skill is one of the skills that helps students become good readers! 

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I loved that I was able to take information away from this podcast as an SLP. I was initially worried that much would not apply to me as I do not teach decoding. However, I enjoyed the emphasis on comprehension and the mention of its importance. I also loved learning that studying pictures is valuable! For many of my students within the ID classrooms, this is a skill that is just emerging and that we practice lots of during our small group/ 1-on-1 time. It felt great to be reassured by Jan that this skill is one of the skills that helps students become good readers! 

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As an SLP that works with students within the General Education setting and students in our school’s ID classrooms, this podcast was a great reminder about the importance on comprehension. When I see students within small group and 1-on-1 settings, I predominantly work on comprehension. As Jan mentioned, when working on these skills, it is important to focus on the support the child needs and when he/she needs it. Since I work with a huge variety of skill levels, I value the data regarding comprehension that I take very much because it helps me provide the supports (visual, verbal) that the student needs in order to feel more independent in the specific comprehension skill being targeted. This data then allows me to provide adequate support at a level that is considered a “productive struggle” as mentioned in the podcast. 

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As an SLP that works with students within the General Education setting and students in our school’s ID classrooms, this podcast was a great reminder about the importance on comprehension. When I see students within small group and 1-on-1 settings, I predominantly work on comprehension. As Jan mentioned, when working on these skills, it is important to focus on the support the child needs and when he/she needs it. Since I work with a huge variety of skill levels, I value the data regarding comprehension that I take very much because it helps me provide the supports (visual, verbal) that the student needs in order to feel more independent in the specific comprehension skill being targeted. This data then allows me to provide adequate support at a level that is considered a “productive struggle” as mentioned in the podcast. 

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As I strive to apply what I’ve gained from this podcast into my classroom, I will be focusing on each guided reading rotation.  The balanced literacy Jan mentioned as all equally important will guide that focus.  I will concentrate on ensuring students have appropriate texts that they can read independently, meaningful writing tasks, and word study to set up the reciprocal process to move students forward as readers.  This is something my PLC has already begun researching and planning in order to carry out this balanced literacy block with fidelity.

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Jan focused on how timed-fluency tests is not what is best for students.  She noted that comprehension takes time and that students who are reading “130 words per minute” may be achieving that by skipping every word they do not know; and this is not a full-picture depiction of that student’s reading abilities.  Reflecting on guided reading in my classroom, school, and district, timed-fluency tests are not something the classroom teacher uses as data, but it does make me think about how I guide students toward fluency and comprehension.  Jan discussed the various factors of fluency;  I reflected on how decoding looks different for learners reading below, on, and above grade-level texts and how decoding can support or hinder comprehension.  I thought the point Jan made about students who do not move the eye forward when reading word-to-word was interesting.  Students who focus on each word individually may not be as fluent because they are not looking at what would come next in the sentence and that pointing to words may actually be slowing down their fluency.  I have learners who are reading at various levels below grade-level who consistently point from word to word and now I am reflecting on how that may be something for me to focus on in guided reading to build that sentence fluency.

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Jan discussed the use of Running Records as a form of data to use for immediate planning and instruction.  As a fifth grade teacher, I use anecdotal notes to note what kinds of decoding errors students make and what their strengths and areas of improvement are for various literary elements.  I definitely think that these ongoing assessments should be utilized to carry-out planning and instruction for the individual student.  Having this data as a way to teach from one lesson to the next would be very advantageous to meet each students’ needs.

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I will continue to use this framework in my planning for small groups, especially the pre-A readers that still need letter work.

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After listening to this podcast, I feel validated and confident that I am continuing to do what is best for my students. I think it's wonderful that the District is embracing Jan Richardson's framework as part of our balanced literacy model. When I transferred schools within 54, my new principal told me that I could only use district approved materials and curriculum and that Jan Richardson was not district approved...true story....

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I loved the distinction that Jan made about using running records as formative assessments to plan for instruction, rather than as summative or "benchmark" assessments that we give 3 times a year. I've seen teachers doing F&P with students on the first day of school...not to use the data for planning but just to have it "done." We need to get away from that mindset and do what we know is best for kids.

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In listening to this podcast my immediate reaction was that we are so fortunate to have guided reading at part of our daily work with students.  Any even beyond just daily we might see students for more than 1 guided reading group a day.  We are able to take the ideas that Jan provided to ensure we are meeting the reading where they are, and adapting our lessons to meet their needs.

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The biggest connection that I found while listening to this podcast was the strength that we hold by having guided reading being such a large part of our day.  Within acceleration and Tier 1 we have the opportunity to meet with and connect with our students on such a personal level.  Guided Math and Reading have been my favorite times to teach, and when we stress the importance it fuels me to innovate and get my students even more bought in so they can continue to grow. 

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The biggest connection that I found while listening to this podcast was the strength that we hold by having guided reading being such a large part of our day.  Within acceleration and Tier 1 we have the opportunity to meet with and connect with our students on such a personal level.  Guided Math and Reading have been my favorite times to teach, and when we stress the importance it fuels me to innovate and get my students even more bought in so they can continue to grow. 

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I liked that Jan discussed the "assess, decide & guide." I feel our district provides many opportunities for this. We are assessing our students every day. We also have time set aside for "kid share" where our team comes together to discuss next steps with our struggling students.

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There were so many takeaways from this podcast. I loved how Jan mentioned "fast is last." A lot of my students think they are good readers if they can read the fastest- so I loved that Jan focused on how comprehension is more important than "reading fast." Also, something that also stood out to me was the productive struggle. During the first week of school, my team decided to F & P all of our students. I think it is important to use this data to drive our instruction and the books we choose for the guided reading block. The students should not fly through the book- it should be challenging, but not TOO challenging. The students should feel that productive struggle.

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I really enjoyed listening to this podcast! What really stuck with me was that we should be focusing on what the students need rather than what the curriculum guide says to do. Guided reading time is so precious and this is really a time to help our students become lifelong learners!

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I purchased Jan's book and plan to try the 15 minute straight reading both at school AND at home with my own children.  I am also planning to discuss this podcast and its various points at our next team plan so we can brainstorm ways to make each guided as powerful as possible.

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This podcast reminded me of why we do what we do and why we work so hard to prepare for each guided time. It reaffirmed what our coaches have been helping us create. I got really excited to plan my guided time for next week.

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I really enjoyed hearing about how fluency is so much more than just reading quickly. Looking solely at speed was a push at my old district and was always something I argued against. I was so happy to hear that many people agree with the sentiment of "fast is last" and that fluency is more expression and cadence than pure speed.

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I have Jan Richardson's book because we used in it my graduate class. In the past, I have used her lesson plan template to design my guided reading time. With it being my first year in district, I am trying to merge her strategies with the balanced literacy framework to create a successful guided reading group that will benefit my students.

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I liked hearing Jan say that what you do in guided reading is what is best for the student. It doesn't have to be an extension of the curriculum map. It should be linked to the standards you are teaching, but it is finding what skills the child needs support in and addressing them in your small group guided reading time.

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My take away from this podcast was that if a student did not struggle somewhat while reading their text in guided reading, then we just wasted 20 minutes. It is important to find text that is just beyond their independent level at their instructional level so they can grow in your groups.

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I would like to continue building connections between reading and writing. Being a kindergarten teacher I feel this is especially important because many of my students enter school without a solid foundation of letters and sounds. If I can take the letter/sound instruction used during guided reading and apply it throughout their day (i.e. writing) then they will be able to build those connections much more efficiently and effectively to understand the English language!

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After listening to this podcast, I felt re-energized and excited about guided reading again! What a marvelous opportunity we have as educators to sit so closely to our students and have such an impact on their lives as learners! When we take the time to get to know each individual reader and determine next steps for their success, then we will able to guide them towards not just comprehending books but LOVING them as well!

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I liked the idea of the "productive struggle". We don't want our students to breeze through an easy book, but at the same time we don't want them to feel frustrated and defeated. I think this really highlights the importance of our book selections when preparing for guided reading. We have to know our students as readers and choose the best books to fit their needs according to skills, strategies, and standards.

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Love the idea of reading with a partner for 15 straight minutes. At the junior high level, I think that students would enjoy this a lot. Once kids can read 15 minutes straight consistently a day, I think it will definitely help with comprehension.

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When the kid at the end said, "Do I have to read this fast or can I just read this?" That was eye-opening for me. I feel that sometimes we can get too bogged down with having kids read and respond all the time. Sometimes, students just need time to just read the story and enjoy it.

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I liked the simplicity in which Jan broke things down. One of the points she talked about was the "Assess, decide, and guide." It was short, simple, and to the point. I think it's a good reminder that once you get your data, decide what's best for your students and go with it.

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I would like to continue to reflect daily during my guided reading and lit accel groups to insure my instruction for the next day is meaningful to insure the growth. No time should be wasted and I need to continue to be flexible. I also was happy to hear how important comprehension is for readers rather than fluency. My team and I discuss this weekly!  

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I would like to continue to reflect daily during my guided reading and lit accel groups to insure my instruction for the next day is meaningful to insure the growth. No time should be wasted and I need to continue to be flexible. I also was happy to hear how important comprehension is for readers rather than fluency. My team and I discuss this weekly!  

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As a kindergarten teacher in D54, I felt good about how we start our students out with the balanced literacy framework from the beginning as we teach shared, guided, and independent reading, along with writing daily. I know how important it is to plan and meet the needs of each reader, therefore  I take daily informal and formal notes thru the day and apply that to what I need to teach for each student to move forward as a reader and writer. I did realize I need to teach students to start by pointing and reading but that is NOT a focus as good readers look ahead in the text. 

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As a kindergarten teacher in D54, I felt good about how we start our students out with the balanced literacy framework from the beginning as we teach shared, guided, and independent reading, along with writing daily. I know how important it is to plan and meet the needs of each reader, therefore  I take daily informal and formal notes thru the day and apply that to what I need to teach for each student to move forward as a reader and writer. I did realize I need to teach students to start by pointing and reading but that is NOT a focus as good readers look ahead in the text. 

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I loved how this podcast with Jan Richardson talked about comprehension and the focus on what each individual student needs next to grow as a reader. As the teacher, I know and it is most important to plan what the students need next to be successful rather then "what is next according to the curriculum." I also took away the importance of writing in the process because I feel that is so important along with the productive struggle. I love watching my students learn to read and I enjoy scaffolding to build their courage and confidence along the way.  

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I loved how this podcast with Jan Richardson talked about comprehension and the focus on what each individual student needs next to grow as a reader. As the teacher, I know and it is most important to plan what the students need next to be successful rather then "what is next according to the curriculum." I also took away the importance of writing in the process because I feel that is so important along with the productive struggle. I love watching my students learn to read and I enjoy scaffolding to build their courage and confidence along the way.  

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I want to continue to work at explicitly making the connection between reading and writing for my students. I was reminded how important it is that these subjects are integrated and not seen as separate.

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Most of my day is spent with emergent readers in the primary grades. An a-ha moment for me was Jan's thoughts on eye movements.  While I understand the importance of encouraging pointing for one-to-one matching, I really want to keep in mind that they should not become dependent on pointing when they have the ability to track print. I never thought about the impact it might have on reading ahead and comprehension.

I was also happy to hear Jan remind teachers how powerful that 15-20 minutes can be with that small group of students each day. We are giving them the attention they need and helping to prepare them to become life-long readers.

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I love how Jan Richardson reminds the listener that the students should always be the center of our teaching and guided reading should follow the child. This is such an important time of the day where teachers can differentiate their instruction and meet students' specific literacy needs.

Another takeaway I had was the importance of teachers understanding the reading process. It's so important that we are intentional with our instruction and can teach students meaningful strategies to problem solve so they can 1. understand what they are reading and 2. be able to apply those strategies independently when we aren't around.

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I'm really interested in hearing more about the intervention they referred to in the podcast. The podcast solidified the use of running records in my daily guided/acceleration plans and continuing to use those running records to drive my instruction and to be reflective on a daily basis. The podcast also solidified my belief in comprehension being at the core of our reading instruction and its importance.

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Listening to this podcast helped solidify the practices we're already using for balanced literacy/guided reading in D54. As a special education teacher it really resonated with me when they talked about the focus of comprehension over fluency and the harm that timed fluency tests can do. It made me feel lucky that I can target comprehension with my students in a variety of ways during guided and lit accel.

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I loved the focus of comprehension in this podcast. It resonated with me when they discussed the importance of comprehension over fluency. I also agreed when they talked about how critical those 15-20 minutes with your students are, it's our opportunity to both incorporate the standards and really target students individual needs within decoding and comprehension. It's also a quality time to connect with students personally and as readers in a small group. I also appreciated Jan discussing the big picture and cross curricular connections

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I am really excited to continue to implement the balanced literacy framework throughout my day. I also was reminded that during guided reading, although we are always working on certain skills and strategies, I do need to always think about what my students are needing at that point. I can do this by scaffolding questions correlated with the skill or even extending students who are proficient with higher level thinking questions.

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While listening to this podcast, I was affirmed that we are doing the right things in our district. We are following that balanced literacy model. I also know we strive to make sure our students reading for meaning, and are learning how to attack text as readers. Something that shocked me was hearing about the fluency benchmark testing and the challenges teachers are seeing with it. I feel for those teachers because I am sure they are seeing students not pass those fluency benchmarks but they know as readers they are comprehending and understanding their text - just not at a fast pace.

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While listening to this podcast, many of the things I learned in college and in my early career came back to me. This podcast ignited some really important information about guided reading I've always known but sometimes forget. I also learned a lot of new information about guided reading I had not heard before. I love how Jan discusses how making meaning is so much more important than fluency. Although poor fluency can hinder comprehension, it does not mean that a fluent reader is making meaning of what they are reading. I also really liked how Jan discussed how guided reading is very important but not the only aspect of Balanced Literacy schools should be taking part in. It was affirming because I know we do such a great job in our district following a balanced literacy model.

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I loved the sharing of the growth that students make just by reading along with a partner for 15 minutes each day. This sounds so easy to implement. I will look at my instruction and schedule and see if I can find a way to incorporate partner reads for 15 minutes per day. I liked the knowledge that this could be with a parent, as well.

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I loved the sharing of the growth that students make just by reading along with a partner for 15 minutes each day. This sounds so easy to implement. I will look at my instruction and schedule and see if I can find a way to incorporate partner reads for 15 minutes per day. I liked the knowledge that this could be with a parent, as well.

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Listening to this podcast and hearing the difficulty and inaccurate information gained from timed fluency tests, I realized how lucky I am to be a special education teacher in an instructional classroom that is able to have the flexibility to address comprehension in creative ways over fluency. I am lucky to work in a district that also values comprehension and understands the flaw of relying on timed fluency tests.

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Listening to this podcast and hearing the difficulty and inaccurate information gained from timed fluency tests, I realized how lucky I am to be a special education teacher in an instructional classroom that is able to have the flexibility to address comprehension in creative ways over fluency. I am lucky to work in a district that also values comprehension and understands the flaw of relying on timed fluency tests.

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I took away from this podcast the importance of comprehension over fluency focus in instruction. It isn't that we as teachers don't want fluent readers, but focusing solely on fluency leads students to skip words or omit understanding in the attempt to read as many words as possible in a period of time. 

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I took away from this podcast the importance of comprehension over fluency focus in instruction. It isn't that we as teachers don't want fluent readers, but focusing solely on fluency leads students to skip words or omit understanding in the attempt to read as many words as possible in a period of time. 

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I took away from this podcast the importance of comprehension over fluency focus in instruction. It isn't that we as teachers don't want fluent readers, but focusing solely on fluency leads students to skip words or omit understanding in the attempt to read as many words as possible in a period of time. 

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I took away from this podcast the importance of comprehension over fluency focus in instruction. It isn't that we as teachers don't want fluent readers, but focusing solely on fluency leads students to skip words or omit understanding in the attempt to read as many words as possible in a period of time. 

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My biggest takeaway is to focus on comprehension. While fluency is important, a student' ability to understand and reflect should be the priority. A timed test shows only a fraction of a student's ability as a reader. Jan mentioned even a facial expression could tell you if a child is comprehending. As a teacher, you know which students are struggling readers. To maximize the guided reading block, students should be challenged and prompted at every meeting time.

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As I listened, I found that many of the practices mentioned are already  done at district 54. A surprising statistic mentioned was how 30% of students who are fluent readers had problems with comprehension. This was surprising because I have been to many schools were running records were conducted. Even when I was child, running record were conducted several times a year. However, fluency tests are not good for kids. Jan mentions fluency should not be the priority. Comprehension should be the main goal.

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I think that it was really powerful when Jan mentioned the importance of have cross curricular connections in guided reading such as reading to writing connections or word study to reading connections. This is important because they create the strongest guided reading lessons. I sometimes find myself focusing so much on what standards are presented in the unit, and the big picture can become  a bit hazy when I am in the head space of living by the standards,  but listening to this podcast helped to hone it in for me. 

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I think that it was really powerful when Jan mentioned the importance of have cross curricular connections in guided reading such as reading to writing connections or word study to reading connections. This is important because they create the strongest guided reading lessons. I sometimes find myself focusing so much on what standards are presented in the unit, and the big picture can become  a bit hazy when I am in the head space of living by the standards,  but listening to this podcast helped to hone it in for me. 

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I loved how Jan mentioned how we must keep the child as the center of instruction during guided reading. I often find teachable moments during guided moments that I had not planned for. Mentioned in the beginning, guided reading should not be easy for the students. There should be a slight struggle. I have noticed students want to be challenged during this time. Whenever a book is too easy, my students finish quickly and they do not feel like our time together is important. Some great benefits of guided reading are the ability to scaffold and get to really know each student as a reader. Teachers can make those decisions that will most benefit the students.

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I was listening to this podcast, and felt very strongly about the trouble educators were having with the fluency exams. I remember fearing them as an elementary school child, and related to the student that asked the teacher administering the test if he could read normally or if he had to read fast. Those tests instilled a fear of reading aloud for me as a young student. I appreciate that the podcast discussed the importance of acknowledging that a fluency exam is only one piece of a student's reading abilities. This relates to a message I heard at district training today when we acknowledged the importance of MAP testing, and other state testing as a piece of evidence and data, but was sure to remind us that it does not define our students, or our teaching abilities. I don't think the importance of understanding the role of a standardized test, or state mandated tests, can be overstated. 

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I was listening to this podcast, and felt very strongly about the trouble educators were having with the fluency exams. I remember fearing them as an elementary school child, and related to the student that asked the teacher administering the test if he could read normally or if he had to read fast. Those tests instilled a fear of reading aloud for me as a young student. I appreciate that the podcast discussed the importance of acknowledging that a fluency exam is only one piece of a student's reading abilities. This relates to a message I heard at district training today when we acknowledged the importance of MAP testing, and other state testing as a piece of evidence and data, but was sure to remind us that it does not define our students, or our teaching abilities. I don't think the importance of understanding the role of a standardized test, or state mandated tests, can be overstated. 

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  I felt Jan's Assess, Decide, Guide methodology was very reflective of the systems in place here in District 54.  Guided Reading is part of a Balanced Literacy Approach that allows us to maximize our instruction by meeting each child where he/she is at, focusing on what we want him/her to know, and guiding that instruction to ensure student success and growth.

# data[].attributes.subject
  I felt Jan's Assess, Decide, Guide methodology was very reflective of the systems in place here in District 54.  Guided Reading is part of a Balanced Literacy Approach that allows us to maximize our instruction by meeting each child where he/she is at, focusing on what we want him/her to know, and guiding that instruction to ensure student success and growth.

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  I thought the discussion concerning fluency assessments was very necessary and poignant in acknowledging what needs to occur for our students to be successful - both in the classroom and beyond.  While such assessments occur at a state-regulated level, the discussion was a great reminder for us teachers to ensure we are designing and implementing authentic, meaningful instruction that builds on our student's strengths and allows 'productive struggle' to grow and apply beyond the lesson.  Furthermore, we need to ensure that we are teaching to the child, not to the curriculum.  

# data[].attributes.subject
  I thought the discussion concerning fluency assessments was very necessary and poignant in acknowledging what needs to occur for our students to be successful - both in the classroom and beyond.  While such assessments occur at a state-regulated level, the discussion was a great reminder for us teachers to ensure we are designing and implementing authentic, meaningful instruction that builds on our student's strengths and allows 'productive struggle' to grow and apply beyond the lesson.  Furthermore, we need to ensure that we are teaching to the child, not to the curriculum.  

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  I found Jan's interpretation of what may stall a child's fluency to be extremely interesting, especially regarding finger pointing in reading.  A practice that so many of us include in helping our young readers follow along with their reading (myself included!), I never thought about the fact that a child's finger pointing may be impeding his/her ability to attain fluency due to not being able to 'look ahead' while reading to better construct the expression and intonation necessary to the meaning of the text.  

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  I found Jan's interpretation of what may stall a child's fluency to be extremely interesting, especially regarding finger pointing in reading.  A practice that so many of us include in helping our young readers follow along with their reading (myself included!), I never thought about the fact that a child's finger pointing may be impeding his/her ability to attain fluency due to not being able to 'look ahead' while reading to better construct the expression and intonation necessary to the meaning of the text.  

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I believe the framework described in the podcast, embodies what we aim to attain in our guided block in district 54. I find that sometimes I create an overarching or guided question that I want students to be able to answer by the end of the week in my guided group. However, listening to this podcast reminds me that creating lessons for guided groups can be most reflective and most beneficial when you go day by day. I too believe that guided reading is some of the most special, and purposeful parts of our day, and it was great to hear about the value our framework in 54 has on students' lives.

# data[].attributes.subject
I believe the framework described in the podcast, embodies what we aim to attain in our guided block in district 54. I find that sometimes I create an overarching or guided question that I want students to be able to answer by the end of the week in my guided group. However, listening to this podcast reminds me that creating lessons for guided groups can be most reflective and most beneficial when you go day by day. I too believe that guided reading is some of the most special, and purposeful parts of our day, and it was great to hear about the value our framework in 54 has on students' lives.