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Which ideas square with your thinking or confirmed your knowledge?

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How to connect all of this content to coaching questions and scenarios.

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Which ideas are still circling or are you curious to explore further?

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Making the reading/writing connection.

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How does this information intersect with your experience as a practitioner?

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How does this information intersect with your experience as a practitioner?

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What else do you have to say that relates to this information?

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I would love to know more how the brain learns to write. Is it on the left side of the brain like reading? Does our brain use the same pathways when writing like it does with reading?

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I think it all makes so much sense, and yet taking the time to unpack it intentionally in this way has taught me so much.

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If teachers are not listening to students read (all of the reading), if teachers are not watching them write, it’s difficult to know the next step. We have to know their skills to determine the text type and the next instructional skills.

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I am curious about learning more about writing and effective writing. I need to personally learn more about the writing rope.

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Reading and writing should be taught TOGETHER!!! The reciprocal teaching of the skills involved in both of these areas are critical. I feel many teachers know that reading needs to be taught explicitly and systematically, but many teachers still believe that if a child writes, then they will eventually learn how to write, so they are neglecting that critical explicit and systematic lesson in their writing time.

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I am eager to dig in more to Joan Sedita and the writing rope.

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reading and writing are inextricably linked

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reading and writing are inextricably linked

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Knowledge and Comprehension go together….if there are comprehension issues, it is likely that there are skill deficits in students’ knowledge.

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Reading and Writing go hand in hand!

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Squared with my thinking is the idea of the strong connection between reading and writing.

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Word Reading X language comprehension= Reading comprehension. When one is missing, the reader will struggle with RC.

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Word Reading X language comprehension= Reading comprehension. When one is missing, the reader will struggle with RC.

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Learning and diving more into vocabulary and background knowledge and how important they are in building comprehension! Important to remember that we can't get so focused on word recognition that we forget to focus on these things.

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Reading and writing are reciprocal processes. Skills from reading can be used to develop skills for writing.

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Learning more about connecting reading and writing.

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How can I get teachers and students excited about writing?

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How can I get teachers and students excited about writing?

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🟩Kids CAN do the challenging things.

🔴What are the best ways to ensure I have a balance of genres and text structure when I plan both reading and writing instruction.

☦️I did some things really well as a classroom teacher...and I had some big misses as a classroom teacher.

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The Writing Rope

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I want to learn more about the writing rope.

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I want to learn more about the writing rope.

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That there are many parts/components to literacy and they need to be taught/practiced in unison, not separately.

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Not teaching the strands in isolation.

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I would love to have more professional development on writing and how to coach writing instruction.

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The research, the data

Students can do more than we give them credit for and at an early age.

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Teaching writing has always been a struggle since students are often unenthusiastic about it and there was very little training on how to teach how to write-which made it even harder

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Teaching writing has always been a struggle since students are often unenthusiastic about it and there was very little training on how to teach how to write-which made it even harder

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Teachers have to listen to students read and watch students write. So true! How else will a teacher know the true abilities?? How can they be sure to build this into their daily routines and how can I lead my coaches to helping their teachers do this?

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I'd like clarification on the importance of teaching main idea. K2L spend 1-1/2 days on main idea but did not spend a great deal of time on what I consider important comprehension strategies (questioning, monitoring, visualizing, summarizing). Besides teacher think alouds what is best practices for teaching these strategies.

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The importance of so many nuances and knowing so many things to be a great reader.

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Circling and/or curiosity is to work with more scenarios and to be able to apply our learning to come up with how we would handle this with our LC's.

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Writing Rope

Literature knowledge

All of it! Keep Learning!

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Teachers need to read aloud to students.

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Teachers need to read aloud to students.

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The reciprocity between reading and writing really "squared" with my thinking about reading and writing. When I started viewing them this way it started to change how I taught them. They inform each other!

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Students need to be exposed to a variety of comprehension skills in order to make them proficient readers.

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All of our wonderful information this morning strengthened my knowledge gained in LETRS about brain research and how we must rewire our brain for print

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Explicit and systematic teaching of all skills (vocabulary can be implicit)

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I love the idea teaching others it is alright to incorporate reading and writing together and not as two independent subjects.

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The reading rope is a great visual to use/refer to when coaching the lit coach. 

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The reading rope is a great visual to use/refer to when coaching the lit coach. 

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The notion that word recognition X language comprehension = reading comprehension. Knowing the if any side had a 0 then reading comprehension was also 0. (ex. 0 word recog. X lang. comp.=0 reading comp.)This was an OMG moment for me. It made me think of the view of reading differently and with a different lense.

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The writing rope is new to me. I am very interested in learning more!

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We need to know what our students can do so that we can plan our next instructional steps. No longer can we just push through a text book, we have to assess & differentiate instruction based on what students need.

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Intersect with experience as practitioner....

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Intersect with experience as practitioner....

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Reading and writing should be taught together. They are reciprocal. I'd like to spend more time exploring the reading rope.

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Reading and writing are reciprocal processes. Knowledge of effective reading skills & strategies will help to strengthen writing skills.

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The importance of grammar, sentence structure, and language for both reading fluency and writing production confirmed what I believed.  The research helps me understand why.

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The importance of grammar, sentence structure, and language for both reading fluency and writing production confirmed what I believed.  The research helps me understand why.

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Many times I was told that direct and explicit instruction was not valuable practice for grammar instruction, but I continued because of the growth I could see in my students' writing. I'm glad to see that explicit instruction is backed by research.

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I have worn many hats and being able to connect with others who have different experiences helps gain some new perspectives and outlooks. Thanks to all of the experienced people who are now part of the family.

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Students do not need to know all the letter sounds before reading.

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Students do not need to know all the letter sounds before reading.

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There are so many pieces and parts to reading and writing to teach to children in the early years, that vastly change their reading abilities in the later years.

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I want to learn more about the types of questions I need to be asking coaches to help them help their teachers.

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I am circling on how to take all of this information and use it to effectively support my coaches.

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Intersect- oral language to written language

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Intersect- oral language to written language

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As a K teacher I did a unit on storytelling and we dived in to how we as a society and we as individuals start with oral/body language to communicate and then move to picture/print language and why it is important to share knowledge and ideas with those in other places

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Students need immediate, corrective feedback. Teachers need to listen to their students and use data effectively.

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Writing should be apart of all grade levels, not just the upper grades.

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I'm reflecting on the way I approached literacy instruction with my EL students. With students who were making low growth I typically focused on foundational reading skills. But, I'm wondering how I could have incorporated more reading comprehension instruction with these students.

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This information intersects with my experience as a former dyslexia therapist as well as a Kindergarten teacher. Teaching reading skills in an explicit, systematic manner. Also as a literacy coach, co teaching with teachers, modeling think-aloud strategies for reading comprehension at all grade levels and teaching Reading and Writing are reciprocal.

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I think it gives some background information to share with coaches when they have questions, or a place to look back for support before giving an answer.

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As a teacher I stressed to my kids that "readers are writers and writers are readers."

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Intersect: Teacher Self-Efficacy also has big effect size

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Intersect: Teacher Self-Efficacy also has big effect size

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That the collective teacher efficacy in the building, in their literacy instruction, will have a huge impact on student literacy outcomes. Make efforts to build teachers' collective efficacy alongside building their knowledge and coaching them. Think about where teachers may source their efficacy from and find ways to help them build. Some ways can be through vicarious experience of other teachers, positive verbal feedback/encouragement form others, noting positive outcomes that have already been happening in their literacy instruction, helping them feel the "warm fuzzies" in their practice.

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Today's information confirmed my teaching practices the last couple of years. It still makes me baffled that I ever taught any other way!!

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In my most recent experience, the teachers in my building were not prioritizing writing and instruction looked vastly different from room to room. Reading AND writing go hand in hand and you can't do one without the other. Being intentional with how we use class time and prioritizing what students need is of most importance!

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The writing rope is something brand new to me- it makes sense but I've not heard or seen it before.