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The world, a brain, stack of books, pyramid 

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The world, a brain, stack of books, pyramid 

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An iceberg with parts both above and below the water, lightbulb,A magnifying glass, Someone digging for gold

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An iceberg with parts both above and below the water, lightbulb,A magnifying glass, Someone digging for gold

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Image: a thought bubble, ?, wonder emoji

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Image: a thought bubble, ?, wonder emoji

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Organize --using a timeline, linear development, to show sequence of events

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Organize --using a timeline, linear development, to show sequence of events

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Facilitates transfer of knowledge as the culmination of the previous stages to deepen their articulation and reflection of their understanding.

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Organize helps the learner understand what is happening in the text at a literal level, even using templates to help organize information.

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Organize helps the learner understand what is happening in the text at a literal level, even using templates to help organize information.

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Students develop the content knowledge they need to read other texts and build confidence.

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Students develop the content knowledge they need to read other texts and build confidence.

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A light bulb is the image that came to mind with this stage.  

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A light bulb is the image that came to mind with this stage.  

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Students learn to check that they fully understand what is literally happening in a text—one key to being proficient readers

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Students learn to check that they fully understand what is literally happening in a text—one key to being proficient readers

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This is a great opportunity for students to zoom out and look at the bigger picture. It'll help focus the learning and connect it to the Essential Question.

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This stage forces the reader to go back into the text and zoom in on textual elements.  It gives readers a deeper understanding of the author's craft or the text's structure and meaning.

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This stage forces the reader to go back into the text and zoom in on textual elements.  It gives readers a deeper understanding of the author's craft or the text's structure and meaning.

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The notice is equally important as the wonder because there are no incorrect answers and they have the opportunity to build on their own scaffolding. 

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The notice is equally important as the wonder because there are no incorrect answers and they have the opportunity to build on their own scaffolding. 

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This stage will allow an access point for learners of all backgrounds and capabilities. In addition, this stage hooks students by promoting engage/exploration. It will promote speaking, listening and language development need to be a proficient reader.

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Are there pre-made powerpoints available anywhere for us to use?

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Should we be starting with Module 1 or 3
or starting with Module 0?

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I see that there are questions and topics relating to previous modules. If we start in 5th grade, will we still be okay to start in module 3?

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Tangled and struggling reader who doesn't enjoy reading and needs targeted interventions...those that are 2 or more grades behind grade level.

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What is best instruction for teaching comprehension, when that comes up as a deficit?

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Students who are advance but still only five and need support in trying hard things for them

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Students who lack motivation, especially in the close reading arena.

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How do we help older students (3-5) who are missing foundational skill?

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How do we help older students (3-5) who are missing foundational skill?

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Attention deficits

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Above grade level reader but possibly bored and unmotivated by daily work.

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Above grade level reader but possibly bored and unmotivated by daily work.

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High achiever who needs excelled and is motivated

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articulation deficits

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Students who may be lacking confidence in reading/writing. Is there a big engagement piece?

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4th graders who are still struggling with decoding/ spelling patterns are not solid

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Students who are not decoding, comprehending, spelling.  

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Students who are not decoding, comprehending, spelling.  

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Students who are not motivated

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Students who are reading below grade level or have learning gaps

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Struggling reader - still in need of phonics instruction but in grades 3-5.  

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Struggling reader - still in need of phonics instruction but in grades 3-5.  

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*student who is missing foundational skills so grade level reading is hard--how to support them and get their needs meet through CORE instruction

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*student who is missing foundational skills so grade level reading is hard--how to support them and get their needs meet through CORE instruction

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Students with spelling deficits.

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Students who are well below grade level, and students who need to be challenged. 

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Students who are well below grade level, and students who need to be challenged. 

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How does this pilot and different way to teach ELA effect the grading of reading fluency/ reading level?

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What is the recommendation of type pairs for  work in Kindergarten?  Random, different ability, same ability

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What is the recommendation of type pairs for  work in Kindergarten?  Random, different ability, same ability

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What adjustments will need to be made for piloting a first quarter Unit during the third quarter of Kindergarten? 

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What adjustments will need to be made for piloting a first quarter Unit during the third quarter of Kindergarten? 

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Which parts of the curriculum are "Core" or must be talk with all students present?